{"response":{"docs":[{"id":"bcas_bcmss0837_473","title":"Incentive Schools: ''Little Rock School District, Districtwide Biracial Committee, Educational Equity Monitoring for Incentive Schools,'' Planning, Research, and Evaluation Department, Revised","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1995-07"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: ''Little Rock School District, Districtwide Biracial Committee, Educational Equity Monitoring for Incentive Schools,'' Planning, Research, and Evaluation Department, Revised"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/473"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["24 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT RECEIVED SEP 2 0 1995 Office of Desegregation Monitonng DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1995 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1995-96 q q q TABLE OF CONTENTS q q PAGE q 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 q 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 q 5.0 Extended Day Educational Opportunities 4 q 6.0 Student Achievement/Assessment 5 1 .Q Special Education 5 q 8.0 Gifted and Talented Education 6 9.0 Staff Development II 10.0 Parental Involvement II 11.0 12.0 Student Discipline Building Leadership/Management 10 10 7 7 q Key: q O = Observation q I SP Interview School ProfileSCHOOL: II PRINCIPAL: MONITOR(S): If II KI HO III Hl Id If LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1995-96 GRADE LEVEL(s): DATE: NUMBER OF CLASSES VISITED: Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement, sentences. Please use complete Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: ______________________ YES NO 2.0 Curriculum n H II The school provides a curriculum that reflects cultural variety. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. EVIDENCE:________________________________________ YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 IE O/I 2.2 li All students are actively involved in classroom instruction/lesson related activities. EVIDENCE: YES NO II 2.3 II There is evidence that the multicultural curriculum is being implemented. o 2.3.1 II Bulletin boards, displays, publications, and student work throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: YES NO tl II o 2.3.2 If Bulletin boards, displays, publications, and student work in the classroom reflect the muticultural curriculum. EVIDENCE: YES NO If If O 2.3.3 III Display of student work reflects a variety of teaching strategies (i.e., art work, special projects, handwriting displays, etc.). EVIDENCE: YES NO If O/I 2.4 Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts (i.e., manipulatives, science experiments, etc.). EVIDENCE: YES NO If If EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 II I 2.5 w Special activities such as academic clubs, math olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic program. EVIDENCE: YES NO n H I 2.6 II Students who achieve academically, as well as work well with others, are assigned as peer tutors. EVIDENCE: YES NO II II 3.0 School/District Initiated Honors and Awards II The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. II SP 3.1 I A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: YES NO II If I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. EVIDENCE: YES NO If f EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 li I 3.3 n The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: YES NO II H 4.0 Committees H The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. II SP/I 4.1 II The composition of each school based committee generally reflects the staff/parent/patron population. EVIDENCE: YES NO II II 5.0 Extended Dav Educational Opportunities II The school provides and encourages participation by all students in extended day activities. I 5.1 d Parents are adequately informed about extended day activities. EVIDENCE: YES NO d SP 5.2 d The majority of the student population participates in a variety of extended day activities. EVIDENCE: YES NO d II d IIn. EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 IK I 6.0 student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. II SP/I 6.1 II When test results are examined, overall achievement of students (gender/race) has remained stable or improved. EVIDENCE\nYES NO II I 6.2 II Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. EVIDENCE: YES NO II II SP/I 6.3 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NO II 7.0 Special Education II The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NO HlK * EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO Hi O 7.3 Special education facilities are comparable to those of the campus in general. EVIDENCE: YES NO m If O/I 7.4 Facilities for special education are designed to meet the needs of the students served. EVIDENCE: YES NO II II 8.0 Gifted and Talented Education II The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. II SP/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. EVIDENCE: YES NO ri ri O/I 8.2 ri In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO ri ri EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 * O 8.3 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: YES NO n  O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YES NO l 9.0 staff Development 4 The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 II Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. EVIDENCE: YES NO II II SP/I 9.2 II Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and are ongoing. EVIDENCE: YES NO II d 10.0 Parental/Patron Involvement ri The school provides equitable opportunities for parent/patron involvement in the district/school activities. ri SP/I 10.1 All identifiable groups of parents/patrons are actively involved in school functions. EVIDENCE: YES NO ri riI EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 I  O/I 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: (Please prioritize best methods used below.) 1._______________ 2._______________ 3._______________ 4. YES NO  HI I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: YES NO II SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school improvement plan. EVIDENCE: YES NO II ri I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: YES NO ri ri ri ri ri ri d nPWTTJI K I EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 K 11. student Discipline IC The school ensures that student disciplinary policies and practices are non-discriminatory. K IC I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: YES NO N 4 4 I 11.2 Strategies are used to reduce the number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). EVIDENCE: YES NO 4 4 O 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NO d ri ri I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NO ri ri I 11.5 Students have access to community based support programs (such as Boys/Girls Club, YMCA, local parks, etc.). EVIDENCE: YES NO ri N ri friI EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 12.0 Building Leadership/Management  In the desegregated setting the principal must demonstrate a strong commitment to educational equity.  SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school improvement plan. EVIDENCE: YES NO    I 12.2 The counselor, social worker, and/or nurse are actively involved in meeting the needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: YES NO II fl fl O/I 12.3 There is evidence that the guidance program provides equitable services to all students (e.g., counselor's schedule). EVIDENCE: YES NO II fl O/I 12.4 The campus and building are clean and free of YES NO fl debris and graffiti, ongoing. EVIDENCE: Preventive maintenance is fl fl O 12.5 Student movement through the hallways is orderly. EVIDENCE: YES NO flEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 4 O 12.6 The school office has friendly and helpful personnel. EVIDENCE: YES NO K I 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. EVIDENCE: YES NO K   I/O 12.8 District and school security guidelines are being followed (e.g. classroom doors are locked, monthly fire drills occur, emergency procedures are posted in classrooms, etc.). EVIDENCE: YES NO  A ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: M N  N ALITTLE ROCK SCHOOL DISTRICT O DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1995 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1995-96 TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 chool/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 5 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 10 12.0 Building Leadership/Management 10 7 7 Key: O = Observation I SP Interview School ProfileOr. LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1995-96 r I ncip/^/ f^r- SV\\Utor) SCHOOL: GRADE LEVEL (s) :P4 - /p DATE: SJ^-96 PRINCIPAL: fVSS A NUMBER OF CLASSES VISITED: MONITOR(S): Sharxs-D_Sta Obf^ervers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practice sentences. and areas in need of improvement. Please use complete Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 The composition of the school staff ensures that students have access to, and contact with, . varied staff of certified and non-certified a YES NO personnel. EVIDENCE: Vgrcj ^rQC|OL\u0026lt;S Q m 11  2.0 Curriculum The school provides a curriculum that reflects cultural variety. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. YES NO EVIDENCE: PJftsPaoins hftiisGflFre\u0026lt;2,/O/I 2.2 2.3 O o o O/I 2.4 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 All students are actively involved in classroom instruction/lesson related activitie EVIDENCE: QC) bci^ vities. There is evidence that the multicultural curriculum is being implemented. 2.3.1 2.3.2 2.3.3 YES NO Bulletin boards, displays, publications, and student work throughout the school (including the media center) reflect th\nEVIDENCE: multicultural curriculum. t he : rrg-wri fbed tft_Qgn T Pook f . YES NO Vor Schoo I I'na -______ n I'i-t n iDdnts booKs I4gr l^h Bulletin boards, displays, publications, and student work in the classroom reflect the muticultural curriculum. EVIDENCE: Fo tDQgLO \\Jero|^ Lt) i-r\u0026lt;2-e/oS YES NO Display of student work reflects a variety of teaching strategies (i.e., art work, special projects. handwriting displays, etc.). EVIDENCE ing : a musicoe U e-Re |A^S7 m ftR. \u0026lt; Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts (i.e., manipulatives, science experiments, etc.). EVIDENCE: hincJs-dn YES ) NO NOI 2.5 I 2.6 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 Special activities such as academic clubs, math olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce thci academic program. EVIDENCE: iLrious dub t \u0026gt; O n o rs Students who achieve academically, as well as work well with others, are assigned as peer tutors. EVIDENCE: 30 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: ___ESAaLZ RPlU- 0 F /a) YES NO YES ,YES NO NO I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. YES NO EVIDENCE: dygc rsEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 I 3.3 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. yEs NO EVIDENCE: 4.0 Committees n The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that knowledgeable of educational programs. are SP/I 4.1 The composition of each school based committee generally reflects the staff/parent/patron population, Sao) EVIDENCE: par^n/r /rieer/Ajig YES NO 5.0 Extended Day Educational Opportunities all The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: memos SP 5.2 The majority of the student population participates in a variety of extended day activities. EVIDENCE: q-7 YES YES NO NO IEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 G.O Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP/I 6.1 When test results are examined, overall achievement of students (gender/race) has remained stable or improved. EVIDENCE: YES NO I 6.2 Vid not iiriHnocc) (V  Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. YES NO EVIDENCE: H hKnooJo  lJe\u0026lt;e 'I'gst'eo SP/I 6.3 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: irnr-' YES NO 7.0 Special Education I The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special YES', NO education are evident. EVIDENCE: need rq'1- dhHdren nn Igo fyyan^EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EViDg^gg^,fU^A-e\u0026gt;ncKe(^ 7 zJ fZoorry YES NO o 1.3 Special education facilities are comparable to those of the campus in general. EVIDENCE: YES ) NO Same, (^1 m S O/I 7.4 Facilities for special education are (^signe meet the needs of the students servedl^-'H- to YES NO EVIDENCE: (^Ln 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. EP/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. EVIDENCE: r /flTgrUi -ecJS YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE Gc-c-ft'f = pH ' iDiX- 5. Ci'rriCAJ'f - YES NO Must in Du-t s-r AS E-. hall ___ A /VSSg49nbli es tor fr\\c.c7O 8.3 O/I 8.4 9.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: Facilities for gifted and talented \u0026lt;areZZdesTgn^\u0026gt; to meet the needs of the students served?^ EVIDENCE: dd HtnJ C)/ des to. L NO Staff Development YES The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. EVIDENCE: ES NO SP/I 9.2 Jn TeruieuJS  Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and are ongoing. EVIDENCE: CJflg id II Ke mo fe Oolci YES NO 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. S'S/'t 10.1 All identifiable groups of parents/patrons are actively involved in school functions. EVlDEliCE: fUCi n y i/i C/ES NOO/I 10.2 The method\nEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 chool keeps a record of the different (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: (Please prioritize best methods used below.) 1. 2 . 3 . 4 . ph doc CAoeS YES NO irJ-Qnn^ X 10.3 Contact is made regularly with the home to communicate posjtive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: memo s I n P.le - SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school improvement plan. EVIDENCE: . Rea.d__35. r\u0026gt;ejg^\u0026gt;b(?/boo\u0026lt;^ inpuT' c\\gs\u0026gt;(tcQ . STuog)ur5 I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: (Jhatever __________________ YES 'YES YES NO NO '0i:.r)VCAT!TONKl. EQUITY MONITORING INCENTIVE SCHOOLS Page 9 11. student Discipline The school ensures that student disciplinary policies and practice are non-discriminatory. I 11.1 Information, including the chool's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policie and procedures is distributed to all students and parents. EVIDENCE: Abo YES NO in h ftuy I 11.2 Strategies are used to reduce the number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups YES NO (gender/grade). EVIDENCE: O 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: ng me HKc PinriOsph-ere^, ' YES NO Clhi Idfen I n \u0026lt;Ld n I 11.4 A mentoring program is used to meet the needs of at-risk students. YES NO ^IDENCE: Q^/tSiOe QroupcS CLorrya- ci R\u0026gt;r EVIDENCE: Afi / /J I h I 11.5 Students have access to community based support programs (such as Boys/Girls Club, YMCA, local parks, etc.). YES NO EVIDENCE: ex.-r-e/i/ oeCiEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 12.0 Buildincf Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school improvement plan. EVIDENCE: I 12.2 The counselor, social worker, and/or nurse are actively involved in meeting the needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: Coulo iv't i2.her -teachers S I Q s,___ O/I 12.3 There is evidence that the guidance program provides equitable services to all students (e.g., counselor's schedule). EVIDENCE: O/I 12.4 The campus and building are clean and free of debris and graffiti. ongoing. EVIDENCE: \u0026gt;lou)n tra YES [YES YES NO NO NO Preventive maintenance is 5^ . O 12.5 Student movement through the uallways is orderly. EVIDENCE: OP ci YES NO NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 O 12.6 The school office has friendly and helpful ES NO personnel. VIDENCE: EVIDENCE iznJ__bclpfi\u0026lt; I e g^PFicenJr^^l . I 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. fVlC milfcn, JhcT/pJcS__pp.i' fUCtPAlF . EVIDENCE: t IS I/O 12.8 District and school security guidelines are being followed (e.g. classroom doors are locked, monthly fire drills occur, emergency procedures are posted i EVIDENCE: QdcX etc.). YES NO ES NO -Too son TT-efi.iP O. SnFg, F^^I'iCfj (l) P^'V ConJi'h broHe nJ hot\" \u0026lt; Ku m f cl. __ ADDI' broKe nJ \" \\)\u0026lt;2^Cbi CHb^T LoorV)^fjers ^\u0026lt;2\"^ kf'Z-ecl. (rt f^etftson  ri(^ rr\\\\5S'in\u0026lt;Q -Some fC-OPg . tTTONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: 2 :r 'Ki\\g.3- Sc\u0026gt;rne  6^? fergA)T Crrufer (^) ^r^dg- necA.S rnofc kome- Iry -tca'i Ict^ neTC-7 .^r~ \u0026lt;:)\u0026lt; TV. Pnbkm In \u0026lt;^ftssgodm. i (b) ^(Cls t\u0026gt;ATH(?oonn ? Pxn\u0026gt; (9Fr/otd. Need p^jpef tOtjQl^. C^t l-T' 'C6 L-(f\u0026lt;C (Loa^i^'S, Clf}Fe'{'o ilfUm 5rm (Acc Pc STUpe/t'r Booy, N\u0026lt;C_c| (/o') -tra^K j U pcKu iV Ci(\\'T ^0 p fljd bO -rransjOdc're0 oC try Ifl pCf U AT-C- ^c:h Od 1^ y\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_504","title":"Incentive Schools: Monitoring instrument","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1995-07/1995-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning"],"dcterms_title":["Incentive Schools: Monitoring instrument"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/504"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["27 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation MEMORANDUM RECEIVED TO: Dr. Henry P. Williams, Superintendent JUL 3 1 1995 FROM\nRE: ^tCDr. Robert Glowers, Director Incentive School Monitoring Instrument for 1995-96 Ollies ol Dosegregation Monitoring DATE: July 26, 1995 By transmittal of this memorandum, I am recommending to you the attached Incentive School Monitoring Instrument. Now, approval is required by the Board of Directors. According to our Desegregation Plan, we are obligated to do the following\nA committee including the principals of the incentive schools, the superintendents senior management team, planning and evaluation specialists from the Planning and Evaluation Office, and six members from the Biracial Advisory Committee (including two nominated by Joshua) will meet on or before July 1 of each year to revise the evaluation educational equity monitoring design to conform with the expectations of the incentive school program. Any revision will be submitted to the Board of Directors and the Joshua Intervenors by August 15. If the parties disagree about whether a proposed revision promotes the overall objectives of the desegregation plan, that question may be presented to the court for resolution (February, 1995 edition, page 222, lines 8-16). We have met these provisions except for the submission to the Board of Directors. The Committee first met on May 16 to begin review/revision of an incentive school monitoring instrument. The Committee Members for the Incentive School Instrument review consisted of representation from the Superintendents senior management team, Planning, Research, and Evaluation Specialists (PRE), Incentive School Principals, and the Biracial Advisory Committee (including two nominated by Joshua). A subcommittee was formed and made preliminary revisions to the survey instrument. The instrument was revdewed at a meeting of the Districtwide Biracial Committee which made additional suggestions. The initial Committee met again to review the instrument and finalize thejr revisions. Following the revision process described above, the revised instrument was sent to all Districtwide Biracial Committee Members, the Committee members of the Incentive School Monitoring Instrument Review, Mr. Jerry Malone (LRSD Attorney), Mr. John Walker (Joshua Intervenors Attorney), and Mr. Richard Rochelle-(Knight Intervenors Attorney) to solicit any additional suggestions. Comments or suggestions were asked to be forwarded to the Office of Planning, Research, and Evaluation within a two week period for review by the Director of PRE.A small number of suggested revisions were received and were incorporated into the enclosed instrument. The changes were minor and primarily reflected slight wording changes to make the instrument more readable. The enclosed monitoring instrument, if approved by the Board of Directors, will be used by the Districtwide Biracial Committee to conduct monitoring visits at the Incentive Schools during the 1995-96 school year. Enclosure cc: Districtwide Biracial Committee Members Committee Members of Incentive School Monitoring Instrument Review Ann Brown, Office of Desegregation Monitoring Jerry Malone, LRSD Attorney Chris Heller, LRSD Attorney Richard Rochelle, Knight Intervenors Attorney John Walker, Joshua Intervenors Attorney Billy Bowles, Asst. Supt. for Deseg., PCSSD Bobby Acklin, Asst. Supt for Deseg., NLR inccnt4.docLITTLE ROCK SCHOOL DISTRICT k DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1995 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1995-96TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 5 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 7 7 8 12.0 Building Leadership/Management 9 Key: 0 = Observation I Interview SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1995-96 SCHOOL: GRADE LEVEL(s): DATE: PRINCIPAL: NUMBER OF CLASSES VISITED: MONITOR(S): Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement, sentences. Please use complete Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: __________ YES NO 2.0 Curriculum The school provides a curriculum that reflects cultural variety. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. EVIDENCE: __________________________________ YES NOO/I 2.2 2.3 O O O O/I 2.4 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 All students are actively involved in classroom instruction/lesson related activities. EVIDENCE: ________________________ There is evidence that the multicultural curriculum is being implemented. 2.3.1 2.3.2 2.3.3 YES NO Bulletin boards, displays, publications, and student work throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: Bulletin boards, displays, publications, and student work in the classroom reflect the muticultural curriculum. EVIDENCE: _______ Display of student work reflects a variety of teaching strategies (i.e., art work, special projects, handwriting displays, etc.). EVIDENCE: ____________________________ Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts (i.e., manipulatives, science experiments, etc.). EVIDENCE: ____________________________________ YES YES YES YES NO NO NO NOI 2.5 I 2.6 3.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 Special activities such as academic clubs, math olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic program. EVIDENCE: ________________________ Students who achieve academically, as well as work well with others, are assigned as peer tutors. EVIDENCE: _____________________ School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SF 3.1 A variety of awards and honors is provided in areas such as scholarship, cit\nizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: ____________________ YES YES YES NO NO NO I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. EVIDENCE: ________________________________ YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 I 3.3 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: YES NO 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent/patron population. EVIDENCE: YES NO 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: YES NO SF 5.2 The majority of the student population participates in a variety of extended day activities. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 6.0 student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP/I 6.1 When test results are examined, overall achievement of students (gender/race) has remained stable or improved. EVIDENCE: YES NO I 6.2 Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. EVIDENCE: YES NO SP/I 6.3 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NO 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-di scr iminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO O 7.3 Special education facilities are comparable to those of the campus in general. EVIDENCE: YES NO O/I 7.4 Facilities for special education are designed to meet the needs of the students served. EVIDENCE: YES NO 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. 8P/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. EVIDENCE: YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 O 8.3 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: YES NO O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. EVIDENCE: YES NO SP/I 9.2 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and are ongoing. EVIDENCE: YES NO 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents/patrons are actively involved in school functions. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 O/I 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: YES NO I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: YES NO SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school improvement plan. EVIDENCE: YES NO 11. I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: YES NO Student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 I 11.2 Strategies are used to reduce the number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). EVIDENCE: YES NO O 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NO I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NO I 11.5 Students have access to community based support programs (such as Boys/Girls Club, YMCA, local parks, etc.). EVIDENCE: YES NO 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school improvement plan. EVIDENCE: YES NOEDUCATIONAIi EQUITY MONITORING INCENTIVE SCHOOLS Page 10 I 12.2 The counselor, social worker, and/or nurse are actively involved in meeting the needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: YES NO O/I 12.3 There is evidence that the guidance program provides equitable services to all students (e.g., counselor's schedule). EVIDENCE: YES NO O/I 12.4 The campus and building are clean and free of debris and graffiti, ongoing. EVIDENCE: Preventive maintenance is YES NO O 12.5 Student movement through the hallways is orderly. EVIDENCE: YES NO O 12.6 The school office has friendly and helpful personnel. EVIDENCE: YES NO I 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. EVIDENCE:________ YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 I/O 12.8 District and school security guidelines are being followed (e.g. classroom doors are locked, monthly fire drills occur, emergency procedures are posted in classrooms, etc.). EVIDENCE: YES NO ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:Date: f: y. I. Ann iZ Bill  Bob !?' ISI ene I Margie Horace Melissa I Polly  Linda Return to:  /Op LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation MEMORANDUM RECEIVED TO\nDr. Henry P. Williams, Superintendent JUL 3 1 1995 FROM\nRE: Q^u-Dr. Robert Glowers, Director Incentive School Monitoring Instrument for 1995-96 Office of Desegregation Monitoring DATE\nJuly 26, 1995 By transmittal of this memorandum, I am recommending to you the attached Incentive School Monitoring Instrument. Now, approval is required by the Board of Directors. According to our Desegregation Plan, we are obligated to do the following\nA committee including the principals of the incentive schools, the superintendents senior management team, planning and evaluation specialists from the Planning and Evaluation Office, and six members from the Biracial Advisory Committee (including two nominated by Joshua) will meet on or before July 1 of each year to revise the evaluation educational equity monitoring design to conform with the expectations of the incentive school program. Any revision will be submitted to the Board of Directors and the Joshua Intervenors by August 15. If the parties disagree about whether a proposed revision promotes the overall objectives of the desegregation plai^ that question may be presented to the court for resolution (February, 1995 edition, page 222, lines 8-16). We have met these provisions except for the submission to the Board of Directors. The Committee first met on May 16 to begin review/revision of an incentive school monitoring instrument. The Committee Members for the Incentive School Instrument review consisted of representation fi'om the Superintendents senior management team, Planning, Research, and Evaluation Specialists (PRE), Incentive School Principals, and the Biracial Advisory Committee (including two nominated by Joshua). A subcommittee was formed and made preliminary revisions to the survey instrument. The instrument was reviewed at a meeting of the Districtwide Biracial Committee which made additional suggestions. The initial Committee met again to review the instrument and finalize thejr revisions. Following the revision process described above, the revised instrument was sent to all Districtwide Biracial Committee Members, the Committee members of the Incentive School Monitoring Instrument Review, Mr. Jerry Malone (LRSD Attorney), Mr. John Walker (Joshua Intervenors Attorney), and Mr. Richard Rochelle-(Knight Intervenors Attorney) to solicit any additional suggestions. Comments or suggestions were asked to be forwarded to the Office of Planning, Research, and Evaluation within a two week period for review by the Director of PRE.A small number of suggested revisions were received and were incorporated into the enclosed instrument. The changes were minor and primarily reflected slight wording changes to make the instrument more readable. The enclosed monitoring instrument, if approved by the Board of Directors, will be used by the Districtwide Biracial Committee to conduct monitoring visits at the Incentive Schools during the 1995-96 school year. Enclosure cc: Districtwide Biracial Committee Members Committee Members of Incentive School Monitoring Instrument Review Ann Brown, Office of Desegregation Monitoring Jerry Malone, LRSD Attorney Chris Heller, LRSD Attorney Richard Rochelle, Knight Intervenors Attorney John Walker, Joshua Intervenors Attorney Billy Bowles, Asst. Supt. for Deseg., PCSSD Bobby Acklin, Asst. Supt for Deseg., NLR incent4.docLITTLE ROCK SCHOOL DISTRICT DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1995 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1995-96 TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 5 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 7 7 8 12.0 Building Leadership/Management 9 Key: 0 = Observation I = Interview SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1995-96 SCHOOL\nGRADE LEVEL(s): DATE: PRINCIPAL: NUMBER OF CLASSES VISITED: MONITOR(S): Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement, sentences. Please use complete Obsezrvers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: YES NO 2.0 Curriculum The school provides a curriculum that reflects cultural variety. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. EVIDENCE: _____________________________ YES NOO/I 2.2 2.3 O O 0 O/I 2.4 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 All students are actively involved in classroom instruction/lesson related activities. EVIDENCE: ________ There is evidence that the multicultural curriculxim is being implemented. 2.3.1 2.3.2 2.3.3 YES NO Bulletin boards, displays, publications, and student work throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: ______ Bulletin boards, displays, publications, and student work in the classroom reflect the muticultural curriculum. EVIDENCE: ______ ___________ Display of student work reflects a variety of teaching strategies (i.e., art work, special projects, handwriting displays, etc.). EVIDENCE:____________________________ Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts (i.e., manipulatives, science experiments, etc.). EVIDENCE:_______________________________________ YES YES YES YES NO NO NO NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 I 2.5 Special activities such as academic clubs, math olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic program. EVIDENCE: YES NO I 2.6 Students who achieve academically, as well as work well with others, are assigned as peer tutors. EVIDENCE: YES NO 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. EVIDENCE: _____ YES NO I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. EVIDENCE: _____________________ YES NOI 3.3 4.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: YES NO Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. 8P/I 4.1 The composition of each school based committee generally reflects the staff/parent/patron population. EVIDENCE: YES NO 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately infomned about extended day activities. EVIDENCE: YES NO SP 5.2 The majority of the student population participates in a variety of extended day activities. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 6.0 student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP/I 6.1 When test results are examined, overall achievement of students (gender/race) has remained stable or improved. EVIDENCE: YES NO I 6.2 Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. EVIDENCE: YES NO SP/I 6.3 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NO 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO O 7.3 Special education facilities are comparable to those of the campus in general. EVIDENCE: YES NO O/I 7.4 Facilities for special education are designed to meet the needs of the students served. EVIDENCE\nYES NO 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. EVIDENCE: YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 O 8.3 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: YES NO O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. EVIDENCE: YES NO SP/I 9.2 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and are ongoing. EVIDENCE: YES NO 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents/patrons are actively involved in school functions. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 O/I 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE\nYES NO I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: YES NO SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school improvement plan. EVIDENCE: YES NO I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: YES NO 11. Student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or ptiblic presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 I 11.2 Strategies are used to reduce the number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). EVIDENCE: YES NO O 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NO I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NO I 11.5 Students have access to community based support programs (such as Boys/Girls Club, YMCA, local parks, etc.). EVIDENCE: YES NO 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in accordance with the incentive school improvement plan. EVIDENCE: YES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 I 12.2 The counselor, social worker, and/or nurse are actively involved in meeting the needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: YES NO O/I 12.3 There is evidence that the guidance program provides equitable services to all students (e.g., counselor's schedule). EVIDENCE: YES NO O/I 12.4 The campus and building are clean and free of debris and graffiti, ongoing. EVIDENCE: Preventive maintenance is O 12.5 Student movement through the hallways is orderly. EVIDENCE: O 12.6 The school office has friendly and helpful personnel. EVIDENCE: I 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. EVIDENCE:____ ____ YES NO YES NO YES YES NO NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 I/O 12.8 District and school security guidelines are being followed (e.g. classroom doors are locked, monthly fire drills occur, emergency procedures are posted in classrooms, etc.). EVIDENCE: YES NO ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT:LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation 810 West Markham Street Little Rock, Arkansas 72201 RECEsVl\u0026gt; SEP 2 0 1995 MEMORANDUM Office of Desegregation Monitoring DATE: September 19, 1995 TO: Districtwide Biracial Committee Members Committee Members of Incentive School Monitoring Instrument Review Jerry Malone, LRSD Attorney Richard Rochelle, Knight Intervenors Attorney John Walker, Joshua Intervenors Attorney FROM: Dr. Ed Jackson, Director RE: Incentive School Monitoring Instrument for 1995-96 Please find enclosed the Incentive School Monitoring Instrument to be used by the Districtwide Biracial Committee during the 1995-96 school year. Also enclosed are the 1994-95 Districtwide Biracial Committee Monitoring Report on Incentive Schools and the Spring 1995 Incentivi School Survey Report. z  If you have questions, please call me at 324-2120. Enclosures cc: LRSD Board of Directors Henry P. Williams, Superintendent of Schools\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_p15728coll3_457886","title":"Questionnaires completed by alumni in lieu of interviews at the Detroit Dunbar Alumni Association Reunion","collection_id":"bcas_p15728coll3","collection_title":"Butler Center for Arkansas Studies Documents Collection","dcterms_contributor":["Carpenter, Ellen Turner"],"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","United States, Arkansas, Pulaski County, Little Rock, Dunbar High School, 34.73231, -92.28654"],"dcterms_creator":null,"dc_date":["1995-07"],"dcterms_description":["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 Resources."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : University of Arkansas at Little Rock Center for Arkansas History and Culture"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["National Dunbar Alumni Association historical collection, 1880-2016 (UALR.MS.0021)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["African Americans--Arkansas--Little Rock","Dunbar High School (Little Rock, Ark.)","Education--Arkansas--Little Rock","Education, Secondary","Segregation in education--Arkansas--Little Rock"],"dcterms_title":["Questionnaires completed by alumni in lieu of interviews at the Detroit Dunbar Alumni Association Reunion"],"dcterms_type":["StillImage"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/p15728coll3/id/457886"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"ffc_crlsa_p16000coll11-132","title":"Mary Peabody's Trip to St. Augustine, Florida in 1964 as Told by Chaplain Bill Coffin","collection_id":"ffc_crlsa","collection_title":"Civil Rights Library of St. Augustine","dcterms_contributor":["Family of Mary Peabody"],"dcterms_spatial":["United States, Florida, 28.75054, -82.5001"],"dcterms_creator":["Coffin, William"],"dc_date":["1995-06-01"],"dcterms_description":["A written summary by Bill Coffin of Mary Peabody's trip to St. Augustine to be arrested for an integrated sit-in.","Sit-in -- Easter Invasion -- Florida Spring Project of the SCM and SCLC -- Use of Police Dogs"],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights--United States--Florida"],"dcterms_title":["Mary Peabody's Trip to St. Augustine, Florida in 1964 as Told by Chaplain Bill Coffin"],"dcterms_type":["Text"],"dcterms_provenance":["Proctor Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://civilrights.flagler.edu/cdm/ref/collection/p16000coll11/id/132"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Flagler College is not the copyright owner for this item, nor can the College provide a copy of this item. Please contact the contributing organization to obtain a copy and permission to reproduce this item."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["4 pages"],"dlg_subject_personal":["Peabody, Mary E. (Mary Elizabeth), 1891-1981","Coffin, William","Burgess, Esther A.","Campbell, Hester","Breedon, Jim","Hayling, Robert Bagner","Davis, L. O."],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_502","title":"Incentive Schools: Oversight Committee","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1995-04-14/1995-04-25"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School administrators","School improvement programs"],"dcterms_title":["Incentive Schools: Oversight Committee"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/502"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["27 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nAPR 1 8 1995 Little Rock School District Office of Desegregation monitoring OFFICE OF THE SUPERINTENDENT April 14, 1995 Ann Brown, Federal Monitor Office of Desegregation Monitoring Heritage West Building 201 East Markham, #510 Little Rock, AR 72201 Re: Suggestion - Creation of an Oversight Committee for Monitoring Operation of Incentive Schools Dear Mrs. Brown: !( An idea was presented by John Walker during the court session that seemed to \"intrigue' the Judge. He suggested the formation of an oversight committee as a means of overseeing the management of the Incentive School operations. It would appear that the Judges interest is based on her perception that the LRSD is \"unwilling or unable\" to manage the incentive schools in such a manner that they meet all of the obligations of the incentive schools as required by the desegregation plan. There is also strong intimation that even when the obligations are met, that the district is not managing the schools in such a way as to make them effective for all students by the administrators who are assigned as principals. The impression was left by Mr. Walker that Incentive School principals are incompetent is unfair and does little to promote stability and belief on the part of parents in the Incentive Schools. I believe in the competence of the principals that I have assigned to these schools and their ability to manage them effectively, despite the long history of problems these schools have experienced. I take issue with the notion of creating another oversight, review, or management committee that may possibly interfere with the responsibilities of the board and superintendent in organizing and discharging the obligations of school operations. If a committee of this nature is formed there is the possibility that it will take on an unplanned dimension and become more of a management body, much like that of the Magnet Review Committee. By establishing another committee which essentially has some veto power, it becomes clear that the effectiveness of district administration and the board in the decision-making responsibilities of the district are greatly reduced. While the board and the superintendent are held responsible for the effective operation of the schools, oversight management groups which can, and do, restrict the decision making authority of the district are not accountable for their management decisions. 810 West Markham Street  Little Rock, Arkansas 72201  (501) 324-2000Ann Brown April 14, 1995 Page 2 Even if we set aside the notion of the ability to manage versus the responsibility for management, the creation of another committee would add another layer of administration to the current organization. Time delays and levels of bureaucracy cause frustration for patrons as well as the people ultimately responsible for the decisions which are reached. It has always been my understanding that a school board, irrespective of court monitoring, should be charged with overseeing the district operations. The superintendent is the boards agent assigned to and responsible for carrying out the day to day operations of the school district. In this case, however, it appears that the boards authority and the superintendents authority are being diluted and fragmented with the establishment of the oversight committees. Therefore, I want to make it clear that I am vehemently opposed to Mr. Walkers suggestion that another committee be formed to oversee the operations of the Incentive Schools. I would rather suggest that if there are concerns that need to be addressed by this administration, that we have more dialogue between the parties where concerns can be expressed. Unfortunately, when we have attempted to have dialogue with the Joshua Intervenors, they have not been amenable to dialogue. Nonetheless, it seems to me that face to face dialogue is a much more desirable manner of dealing with concerns regarding the management of the incentive schools than the establishment of another committee. Considering this, I would hope that Judge Wright is not so intrigued by this idea that she would order the formation of such a committee. Sincerely, Henry P. Williams Superintendent of Schools bjg cc: Chris Heller John WalkerAPR 1 19% t^^-^i^SSSSSSSfe^ ^^WWiWxSiJ*^ Office Of Dectigregaior .vioinvynriy EY.l. LnTLE Rock School District OFFICE OF THE SUPERINTENDENT April 14, 1995 To\nAnn Brown, Federal Monitor Office of Desegregation Monitoring Heritage West Building 201 East Markham, #510 Little Rock, AR 72201 received  CHAMQERS OF SUSAN WRIGHT APR 19 1995 U. S. DfSTRICT JUDGE From\nReturn  Keep or Recycle 0 Post-It\" F.Y.I. pad 7668 L Re\nSuggestion - Creation of an Oversight Committee for Monitoring Operation of Incentive Schools Dear Mrs. Brown: An idea was presented by John Walker during the court session that seemed to \"intrigue\" the Judge. He suggested the formation of an oversight committee as a means of overseeing the management of the Incentive School operations. It would appear that the Judges interest is based on her perception that the LRSD is \"unwilling or unable\" to manage the incentive schools in such a manner that they meet all of the obligations of the incentive schools as required by the desegregation plan. There is also strong intimation that even when the obligations are met, that the district is not managing the schools in such a way as to make them effective for all students by the administrators who are assigned as principals. The impression was left by Mr. Walker that Incentive School principals are incompetent is unfair and does little to promote stability and belief on the part of parents in the Incentive Schools. I believe in the competence of the principals that I have assigned to these schools and their ability to manage them effectively, despite the long history of problems these schools have experienced. I take issue with the notion of creating another oversight, review, or management committee that may possibly interfere with the responsibilities of the board and superintendent in organizing and discharging the obligations of school operations. If a committee of this nature is formed there is the possibility that it will take on an unplanned dimension and become more of a management body, much like that of the Magnet Review Committee. By establishing another committee which essentially has some veto power, it becomes clear that the effectiveness of district administration and the board in the decision-making responsibilities of the district are greatly reduced. While the board and the superintendent are held responsible for the effective operation of the schools, oversight management groups which can, and do, restrict the decision making authority of the district are not accountable for their management decisions. 810 West Markham Street  Little Rock, Arkansas 72201 (501) 824-2000 Ann Brown April 14, 1995 Page 2 Even if we set aside the notion of the ability to manage versus the responsibility for management, the creation of another committee would add another layer of administration to the current organization. Time delays and levels of bureaucracy cause frustration for patrons as well as the people ultimately responsible for the decisions which are reached. It has always been my understanding that a school board, irrespective of court monitoring, should be charged with overseeing the district operations. The superintendent is the boards agent assigned to and responsible for carrying out the day to day operations of the school district. In this case, however, it appears that the boards authority and the superintendents authority are being diluted and fragmented with the establishment of the oversight committees. Therefore, I want to make it clear that I am vehemently opposed to Mr. Walkers suggestion that another committee be formed to oversee the operations of the Incentive Schools. I would rather suggest that if there are concerns that need to be addressed by this administration, that we have more dialogue between the parties where concerns can be expressed. Unfortunately, when we have attempted to have dialogue with the Joshua Intervenors, they have not been amenable to dialogue. Nonetheless, it seems to me that face to face dialogue is a much more desirable manner of dealing with concerns regarding the management of the incentive schools than the establishment of another committee. Considering this, I would hope that Judge Wright is not so intrigued by this idea that she would order the formation of such a committee. Sincerely, Henry P. Williams Superintendent of Schools bjg cc\nChris Heller John WalkerJOHN W. WALKER, P.A. ATTORNEY AT LAW 1723 BROADWAY UTTLE ROCK. ARKANSAS 72206 TELE.l-iONE (501) 374\u0026lt;3758 FAX (501) 374-4187 JOHN W. WALKSa RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER. JR. FACSIMILE COVER TO: MS. ANN BROWN FAX #: 371-0100 I FROM: JOHN W. WALKER, ESQ. DATE\nApril 20, 1995 SUBJECT: I PAGES: NOTES\nThe information contained in this facsimile message is attorney privileged and confidential information intended only for the use of the individual or entity named above. If the reader of this message is not the Intended recipient, or the employee or agent responsible to deliver it to the intended recipient, you are hereby notified that any dissemination, distribution or copying of this communication Is strictly prohibited. If you have received this communication in error, please Immediately notify us by teisphone, and return the original message to us at the above address via the U.S. Postal Service. Thank you.JOHN w. Walker, P.a. Attorney At Law 1723 Bro.wway Ltitle Rock. askans.as 72206 Telephone (SOI) 374-3758 PAX (501) 3744187 JOHN W. WALKER R.ALPH WASHINGTON MARK BURNETTS AUSTIN PORTER. JR. April 20, 1995 Ms, Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ms. Brown\nI am in receipt of Dr, Williams letter to you dated April 14, 1995, I received it on yesterday. Apparently, he has written to you rather than make his thoughts known to the Court through a pleading by Mr, Heller, I, therefore, am uncertain whether to reply to his letter which is to the Court, but addressed to you. I am compelled, however, to reply to him and to make my views known to the Court through you in that there is no pleading to which I may respond. I now do so. First, the Court has made it unmistakably clear that Little Rock has failed to meet its desegregation plan obligations regarding the Incentive Schools. This has been established through our monitoring, your monitoring. Court testimony, parent complaints, and virtually every resource which has reviewed the operation of the Incentive Schools. Before Dr. Williams, however, neither previous Superintendent sought to dismantle the overall Incentive School program and concept. Dr. Bernds closing of Ish which is now on appeal does not begin to compare to the dismantling efforts proposed and undertaken by Dr. Williams. The conclusion that he sets forth regarding a deliberate effort to weaken these schools by making them ineffective for students is consistent with the evidence in this case. The Court has been rather charitable to the District thus far, much to our chagrin, by allowing the erosion and disenhancement of these schools. The District's attitude and noncompiiance demonstrate bad faith and contempt of court for which we have already moved.Page Two Ms. Ann Brown April 20, 1995 Second, Dr. Williams movement of principals left much to be desired. He moved new, novice principals into the Incentive Schools along 'z/ith one principal who was a dismal failure in a regular school according to our monitoring. Dr. Williams had no competency to make those judgments after having been here less a year at the time they were made. Responding to public clamor is no way to staff schools nor to teach staff or students. By assigning one principal from a regular school to an Incentive School, the obvious intent was to encourage her to resign. His assignment practices raise the issue of his judgment and intent to implement a plan which he, I believe, still feels that he can change simply because he is THE SUPERINTENDENP. Third, his greatest objection to an oversight committee is for the reason that it shifts responsibility from him and the Board. He indicates that the Magnet Review Committee has failed. Where has he been since he came here? The magnet schools are regarded by District staff as being models of desegregation and achievement Parents see them the same way. The Magnet Review Committee is successful, in part, because neither the Littte Rock Superintendent nor the Little Rock Soard of Education has final autiicrity over their budget and operation. The Magnet Review Committee is also in a position to assess the quality of the school administration. No one on the School Board has ever put forth a resolution to chastise the administration for its malfeasance and misfeasance, as repeatedly found by Judge Wright, in the administration of the Incentive Schools. Moreover, the Magnet Review Committee represents a balance between the Districts and the needs of the students which is lacking in the budget cutting frenay - except-for-the-friends-of-the-Superintendent era that we are in. Dr. Williams' opposition is too self serving and inconsiderate of history, especially taking his present school closing intentions into account, to be given any serious consideration. Finally, with respect to Joshua participation in plan refinement and/or modifications, I invite Dr. Williams to set forth the times and dates where we have had realistic time to explore areas of his concern regarding desegregation plan modifications. I submit that we have only been approached after either he or the Board has/have made a decision and when they want us to rubber stamp it. If t am in error, I invite him to provide documentation where we have been afforded opportunity as an equal party to consider thoughts or ideas that district officials were exploring regarding plan changes or implementation. He has only wanted us to be involved in changes after the fact, and resents our insistence upon participaltion in\u0026lt;3 lOiUi Page Three Ms. Ann Brown April 20. 1995 initial dialogue regarding revision and/or implementation. We continue to resist token inclusion on large committees where our representative voice is unegual and usually minuscule. Under these circumstances, I submit that the Incentive School Committee idea is only an interim palliative because the District needs to be placed in receivership now if the constitutional and educational needs of the majority of black children are to be effectively addressed. Please share these views with Judge Wright. I am sure that Mr. Heiler and Dr. Williams wilt share them with the members of the Board. Very truly yours, hn W. Walker JWW:js cc: Dr. Henry WHliaras  Mr. Chris Hefleri Arkansas Democraf^^C^azgttg ( SATURDAY, APRIL 22,1995 . iMi* D/tf\u0026gt;b NMMoaoers. Inc.. C0OW14M O UW' Newspapws. Williams against incentive school panel BY CYNTHIA HOWELL Democrat-Gazette Education Writer Little Rock Superintendent Henry Williams vehemently opposes creating an independent committee to oversee the districts five incentive elementary schools In a sharply worded April 14 letter to the federal Office of De- segregation Monitoring, Williams said such an oversight committee would dilute and fragment the school boards and superintendents authority. But John Walker, an attorney for black families in the districts 12-year-old desegregation lawsuit, responded Thursday in his own stinging letter that having an independent committee is critical because the superintendent is deliberately trying to weaken and dismantle the schools. The five incentive elementary schools, located in east and central Little Rock, get extra money for programs to improve the achievement levels of black children and to attract white children to the hard-to-desegre- gate buildings. Test results from the schools have been mixed and only one of the five schools has achieved a good mix of black and white children in the past four to six years. The oversight committee issue arose at an April 10 federal court hearing on the Little Rock districts 1995-96 budget. The district budget includes a staff reduction at the incentive schools, which Walker questioned. Walker suggested to U.S. District Judge Susan Webber Wright that an independent committee, similar to the existing Magnet Review Committee oversees the magnet that schools, might benefit the incentive schools. Wright, intrigued by the idea, asked the parties to consider'it. The two letters sent to the Monitoring Office indicate the friction that exists between the two most influential men in the Little Rock School District. Walker said in his letter that an oversight committee should be considered only a temporary measure, because the district needs to be placed in receivership now if the constitutional and educational needs of the majority of black children are to be effectively addressed. He accused Williams of placing novice principals at incentive schools. He added that the superintendent assigned one principal to an incentive school with what Walker called an obvious intent to encourage the principal to resign. His greatest objection to an oversight committee is for the reason that it shifts responsibility from the superintendent and the board, Walker said about the superintendent. He indicates that the Magnet Review Committee has failed. Where has he been since he came here? The magnet schools are regarded by district staff as being , models of desegregation and | achievement, Walker said. Parents see them the same ' way. The Magnet Review Committee is successful, in part, because neither the Little Rock superintendent nor the Little Rock board of education has final authority over their budget and operation. In his letter, Williams said that Walker has created the impression that the incentive school principals are incompetent. which does little to promote stability and belief on the part of parents in the schools. I believe in the competence of the principals that I have assigned to these schools and their ability to manage them effectively, despite the long history of problems these schools have experienced. He said oversight groups restrict the districts decisionmaking authority but are unaccountable to voters.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: April 23. 1995 To: LRSD Board of Education Members Bobby Lester James Smith Gene Wilhoit Elizabeth Boyter Sam Jones Steve Jones Richard Rochelle From: n Brown Subject: Correspondence regarding incentive school oversight committee Last week 1 received a letter from Hank Williams in which he expressed his concerns about a suggestion, recently made during a hearing in Judge Wrights court, that the parties consider establishing a committee to oversee the incentive schools. Dr. Williams copied that letter to Chris Heller and John Walker. Mr. Walker then sent me a letter responding to Dr. Williams comments. Those letters became the subject of a news article in Saturdays Arkansas Democrat Gazette when Mr. Walker publicly released the correspondence. Enclosed are copies of both letters. If the parties should choose to contemplate the idea of an incentive school oversight group, you will want to consider the opinions expressed in the correspondence, and, of course, to include both Dr. Williams and Mr. Walker in any subsequent discussion. Enc. CC: Chris Heller John Walker Hank Williams ksn * APR 8 1995 Sia, .)SS!SiSS3S5\u0026amp;^ .x^SW^ Otfice oi Dessgregaiicn ,Vg LnTLE Rock School District OFFICE OF THE SUPERINTENDENT April 14, 1995 Ann Brown, Federal Monitor Office of Desegregation Monitoring Heritage West Building 201 East Markham, #510 Little Rock, AR 72201 Re: Suggestion - Creation of an Oversight Committee for Monitoring Operation of Incentive Schools Dear Mrs. Brown: An idea was presented by John Walker during the court session that seemed to \"intrigue\" the Judge. He suggested the formation of an oversight committee as a means of overseeing the management of the Incentive School operations. It would appear that the Judges interest is based on her perception that the LRSD is \"unwilling or unable\" to manage the incentive schools in such a manner that they meet all of the obligations of the incentive schools as required by the desegregation plan. There is also strong intimation that even when the obligations are met, that the district is not managing the schools in such a way as to make them effective for all students by the administrators who are assigned as principals. The impression was left by Mr. Walker that Incentive School principals are incompetent is unfair and does little to promote stability and belief on the part of parents in the Incentive Schools. I believe in the competence of the principals that I have assigned to these schools and their ability to manage them effectively, despite the long history of problems these schools have experienced. I take issue with the notion of creating another oversight, review, or management committee that may possibly interfere with the responsibilities of the board and superintendent in organizing and discharging the obligations of school operations. If a committee of this nature is formed there is the possibility that it will take on an unplanned dimension and become more of a management body, much like that of the Magnet Review Committee. By establishing another committee which essentially has some veto power, it becomes clear that the effectiveness of district administration and the board in the decision-making responsibilities of the district are greatly reduced. While the board and the superintendent are held responsible for the effective operation of the schools, oversight management groups which can, and do, restrict the decision making authority of the district are not accountable for their management decisions. 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 Ann Brown April 14, 1995 Page 2 Even if we set aside the notion of the ability to manage versus the responsibility for management, the creation of another committee would add another layer of administration to the current organization. Time delays and levels of bureaucracy cause frustration for patrons as well as the people ultimately responsible for the decisions which are reached. It has always been my understanding that a school board, irrespective of court monitoring, should be charged with overseeing the district operations. The superintendent is the boards agent assigned to and responsible for carrying out the day to day operations of the school district. In this case, however, it appears that the boards authority and the superintendents authority are being diluted and fragmented with the establishment of the oversight committees. Therefore, I want to make it clear that I am vehemently opposed to Mr. Walkers suggestion that another committee be formed to oversee the operations of the Incentive Schools. I would rather suggest that if there are concerns that need to be addressed by this administration, that we have more dialogue between the parties where concerns can be expressed. Unfortunately, when we have attempted to have dialogue with the Joshua Intervenors, they have not been amenable to dialogue. Nonetheless, it seems to me that face to face dialogue is a much more desirable manner of dealing with concerns regarding the management of the incentive schools than the establishment of another committee. Considering this, I would hope that Judge Wright is not so intrigued by this idea that she would order the formation of such a committee. Sincerely, Henry P. Williams Superintendent of Schools bjg cc: Chris Heller John WalkerJOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER. JR. JOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 ISV APR 2 0 1995 Office of Desegregation Monitoring. April 20, 1995 Ms. Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ms. Brown: I am in receipt of Dr. Williams letter to you dated April 14, 1995. I received it on yesterday. Apparently, he has written to you rather than make his thoughts known to the Court through a pleading by Mr. Heller. I, therefore, am uncertain whether to reply to his letter which is to the Court, but addressed to you. I am compelled, however, to reply to him and to make my views known to the Court through you in that there is no pleading to which 1 may respond. I now do so. First, the Court has made it unmistakably clear that Little Rock has failed to meet its desegregation plan obligations regarding the Incentive Schools. This has been established through our monitoring, your monitoring. Court testimony, parent complaints, and virtually every resource which has reviewed the operation of the Incentive Schools. Before Dr. Williams, however, neither previous Superintendent sought to dismantle the overall Incentive School program and concept. Dr. Bernds closing of Ish which is now on appeal does not begin to compare to the dismantling efforts proposed and undertaken by Dr. Williams. The conclusion that he sets forth regarding a deliberate effort to weaken these schools by making them ineffective for students is consistent with the evidence in this case. The Court has been rather charitable to the District thus far, much to our chagrin, by allowing the erosion and disenhancement of these schools. The District's attitude and noncompliance demonstrate bad faith and contempt of court for which we have already moved.Page Two Ms. Ann Brown April 20, 1995 Second. Dr. Williams movement of principals left much to be desired. He moved new, novice principals into the Incentive Schools along with one principal who was a dismal failure in a regular school according to our monitoring. Dr. Williams had no competency to make those judgments after having been here less a year at the time they were made. Responding to public clamor is no way to staff schools nor to teach staff or students. By assigning one principal from a regular school to an Incentive School, the obvious intent was to encourage her to resign. His assignment practices raise the issue of his judgment and intent to implement a plan which he, I believe, still feels that he can change simply because he is \"THE SUPERINTENDENT\". Third, his greatest objection to an oversight committee is for the reason that it shifts responsibility from him and the Board. He indicates that the Magnet Review Committee has failed. Where has he been since he came here? The magnet schools are regarded by District staff as being models of desegregation and achievement. Parents see them the same way. The Magnet Review Committee is successful, in part, because neither the Little Rock Superintendent nor the Little Rock Board of Education has final authority over their budget and operation. The Magnet Review Committee is also in a position to assess the quality of the school administration. No one on the School Board has ever put forth a resolution to chastise the administration for its malfeasance and misfeasance, as repeatedly found by Judge Wright, in the administration of the Incentive Schools. Moreover, the Magnet Review Committee represents a balance between the Districts and the needs of the students which is lacking in the budget cutting frenzy - except-for-the-friends-of-the-Superintendent era that we are in. Dr. Williams opposition is too self serving and inconsiderate of history, especially taking his present school closing intentions into account, to be given any serious consideration. Finally, with respect to Joshua participation in plan refinement and/or modifications, I invite Dr. Williams to set forth the times and dates where we have had realistic time to explore areas of his concern regarding desegregation plan modifications. I submit that we have only been approached after either he or the Board has/have made a decision and when they want us to rubber stamp it. If I am in error, I invite him to provide documentation where we have been afforded opportunity as an equal party to consider thoughts or ideas that district officials were exploring regarding plan changes or implementation. He has only wanted us to be involved in changes after the fact, and resents our insistence upon participaltion inPage Three Ms. Ann Brown April 20. 1995 initial dialogue regarding revision and/or implementation. We continue to resist token inclusion on large committees where our representative voice is unequal and usually minuscule. Under these circumstances. I submit that the Incentive School Committee idea is only an interim palliative because the District needs to be placed in receivership now if the constitutional and educational needs of the majority of black children are to be effectively addressed. Please share these views with Judge Wright. I am sure that Mr. Heller and Dr. Williams will share them with the members of the Board Very truly yours. Id ^hn W. Walker JWW:js\nc\nDr-Hnnrv Williams Mr. :h\nHollerDate: Eu F.Y.I. \"st 0^ Arm i?s Ef Barry Bill Bob 0^ Horace Margie Melissa Polly Linda Return to:Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (SOI) 376-6200 Fax (501) 371 -0100 Date: April 23, 1995 To: LRSD Board of Education Members Bobby Lester James Smith Gene Wilhoit Elizabeth Boyter Sam Jones Steve Jones Richard Rochelle From: in Brown Subject: Correspondence regarding incentive school oversight committee Last week 1 received a letter from Hank-Williams in which he expressed his concerns about a suggestion, recently made during a hearing in Judge Wright?'court, that the parties consider establishing a committee to oversee the incentive schools. Dr. Williams copied that letter to Chris Heller and John Walker. Mr. Walker then sent me a letter responding to Dr. Williams comments. Those letters became the subject of a news article in Saturdays Arkansas Democrat Gazette when Mr. Walker publicly released the correspondence. Enclosed are copies of both letters. If the parties should choose to contemplate the idea of an incentive school oversight group, you will want to consider the opinions expressed in the correspondence, and, of course, to include both Dr. Williams and Mr. Walker in any subsequent discussion. Enc. CC: Chris Heller John Walker Hank WilliamsAPR 1 8 19% r LnTLE Rock School District Office of OesegreydiiGr: .v.uiiii-jiiriy OFFICE OF THE SUPERINTENDENT April 14, 1995 Ann Brown, Federal Monitor Office of Desegregation Monitoring Heritage West Building 201 East Markham, #510 Little Rock, AR 72201 Re: Suggestion - Creation of an Oversight Committee for Monitoring Operation of Incentive Schools Dear Mrs. Brown: An idea was presented by John Walker during the court session that seemed to \"intrigue' the Judge. He suggested the formation of an oversight committee as a means of overseeing the management of the Incentive School operations. It would appear that the Judges interest is based on her perception that the LRSD is \"unwilling or unable\" to manage the incentive schools in such a manner that they meet all of the obligations of the incentive schools as required by the desegregation plan. There is also strong intimation that even when the obligations are met, that the district is not managing the schools in such a way as to make them effective for all students by the administrators who are assigned as principals. The impression was left by Mr. Walker that Incentive School principals are incompetent is unfair and does little to promote stability and belief on the part of parents in the Incentive Schools. I believe in the competence of the principals that I have assigned to these schools and their ability to manage them effectively, despite the long history of problems these schools have experienced. I take issue with the notion of creating another oversight, review, or management committee that may possibly interfere with the responsibilities of the board and superintendent in organizing and discharging the obligations of school operations. If a committee of this nature is formed there is the possibility that it will take on an unplanned dimension and become more of a management body, much like that of the Magnet Review Committee. By establishing another committee which essentially has some veto power, it becomes clear that the effectiveness of district administration and the board in the decision-making responsibilities of the district are greatly reduced. While the board and the superintendent are held responsible for the effective operation of the schools, oversight management groups which can, and do, restrict the decision making authority of the district are not accountable for their management decisions. 810 West Markham Street  Little Rock, Aritansas 72201  (501)324-2000 Ann Brown April 14, 1995 Page 2 Even if we set aside the notion of the ability to manage versus the responsibility for management, the creation of another committee would add another layer of administration to the current organization. Time delays and levels of bureaucracy cause frustration for patrons as well as the people ultimately responsible for the decisions which are reached. It has always been my understanding that a school board, irrespective of court monitoring, should be charged with overseeing the district operations. The superintendent is the boards agent assigned to and responsible for carrying out the day to day operations of the school district. In this case, however, it appears that the boards authority and the superintendents authority are being diluted and fragmented with the establishment of the oversight committees. Therefore, I want to make it clear that I am vehemently opposed to Mr. Walkers suggestion that another committee be formed to oversee the operations of the Incentive Schools. I would rather suggest that if there are concerns that need to be addressed by this administration, that we have more dialogue between the parties where concerns can be expressed. Unfortunately, when we have attempted to have dialogue with the Joshua Intervenors, they have not been amenable to dialogue. Nonetheless, it seems to me that face to face dialogue is a much more desirable manner of dealing with concerns regarding the management of the incentive schools than the establishment of another committee. Considering this, I would hope that Judge Wright is not so intrigued by this idea that she would order the formation of such a committee. Sincerely, Henry P. Williams Superintendent of Schools bjg cc\nChris Heller John WalkerR Awaa *55/ -ji -A JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER, JR. JOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 APR 2 0 1995 Otfice of Desegregation Monitoring April 20, 1995 Ms. Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ms. Brown: 1 am in receipt of Dr. Williams letter to you dated April 14, 1995. I received it on yesterday. Apparently, he has written to you rather than make his thoughts known to the Court through a pleading by Mr. Heller. I, therefore, am uncertain whether to reply to his letter which is to the Court, but addressed to you. 1 am compelled, however, to reply to him and to make my views known to the Court through you in that there is no pleading to which I may respond. I now do so. First, the Court has made it unmistakably clear that Little Rock has failed to meet its desegregation plan obligations regarding the Incentive Schools. This has been established through our monitoring, your monitoring. Court testimony, parent complaints, and virtually every resource which has reviewed the operation of the Incentive Schools. Before Dr. Williams, however, neither previous Superintendent sought to dismantle the overall Incentive School program and concept. Dr. Bernds closing of Ish which is now on appeal does not begin to compare to the dismantling efforts proposed and undertaken by Dr. Williams. The conclusion that he sets forth regarding a deliberate effort to weaken these schools by making them ineffective for students is consistent with the evidence in this case. The Court has been rather charitable to the District thus far, much to our chagrin, by allowing the erosion and disenhancement of these schools. The Districts attitude and noncompliance demonstrate bad faith and contempt of court for which we have already moved.Page Two Ms. Ann Brown April 20, 1995 Second, Dr. Williams movement of principals left much to be desired. He moved new, novice principals into the Incentive Schools along with one principal who was a dismal failure in a regular school according to our monitoring. Dr. Williams had no competency to make those judgments after having been here less a year at the time they were made. Responding to public clamor is no way to staff schools nor to teach staff or students. By assigning one principal from a regular school to an Incentive School, the obvious intent was to encourage her to resign. His assignment practices raise the issue of his judgment and intent to implement a plan which he, I believe, still feels that he can change simply because he is \"THE SUPERINTENDENT\". Third, his greatest objection to an oversight committee is for the reason that it shifts responsibility from him and the Board. He indicates that the Magnet Review Committee has failed. Where has he been since he came here? The magnet schools are regarded by District staff as being models of desegregation and achievement. Parents see them the same way. The Magnet Review Committee is successful, in part, because neither the Little Rock Superintendent nor the Little Rock Board of Education has final authority over their budget and operation. The Magnet Review Committee is also in a position to assess the quality of the school administration. No one on the School Board has ever put forth a resolution to chastise the administration for its malfeasance and misfeasance, as repeatedly found by Judge Wright, in the administration of the Incentive Schools. Moreover, the Magnet Review Committee represents a balance between the Districts and the needs of the students which is lacking in the budget cutting frenzy - except-for-the-friends-of-the-Superintendent era that we are in. Dr. Williams opposition is too self serving and inconsiderate of history, especially taking his present school closing intentions into account, to be given any serious consideration. Finally, with respect to Joshua participation in plan refinement and/or modifications. I invite Dr. Williams to set forth the times and dates where we have had realistic time to explore areas of hrs concern regarding desegregation plan modifications. I submit that we have only been approached after either he or the Board has/have made a decision and when they want us to rubber stamp it. If I am in error, I invite him to provide documentation where we have been afforded opportunity as an equal party to consider thoughts or ideas that district officials were exploring regarding plan changes or implementation. He has only wanted us to be involved in changes after the fact, and resents our insistence upon participaltion inPage Three Ms. Ann Brown April 20, 1995 initial dialogue regarding revision and/or implementation. We continue to resist token inclusion on large committees where our representative voice is unequal and usually minuscule. Under these circumstances, I submit that the incentive School Committee idea is only an interim palliative because the District needs to be placed in receivership now if the constitutional and educational needs of the majority of black children are to be effectively addressed. Please share these views with Judge Wright. I am. sure that Mr. Heller and Dr. Williams will share them with the members of the Board Very truly yours. /ohn W. Walker u \u0026lt; JWW:js co: Dr Henry WiiliarriS Mr. hris Holler\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"usm_hmp_mus-m319-0001","title":"Note and article; Jones Junior College Homecoming, 1995","collection_id":"usm_hmp","collection_title":"Historical Manuscripts and Photographs","dcterms_contributor":null,"dcterms_spatial":["United States, Mississippi, 32.75041, -89.75036"],"dcterms_creator":["Johnston, Erle"],"dc_date":["1995-04-01","1994/1995"],"dcterms_description":["From the Johnston (Erle E., Jr.) Papers; Article by Erle Johnston regarding the first instance of integration in intercollegiate sports in Mississippi.  Discusses the 1955 Jones Junior College football team, cited as the first college team in Mississippi to participate in a sporting event against an integrated team.  Includes information on the controversy that surrounded the Mississippi school's decision to allow the team play against Compton College.  Also discusses the 1995 Homecoming events, which included an invitation from officials at Jones to black and white players from the 1955 Compton College team to participate in the Homecoming Parade.\" A type-written note from Erle Johnston is attached at the front of this article.","Electronic version made available through a National Leadership Grant for Libraries from the Institute for Museum and Library Services.","This item is part of the Civil Rights in Mississippi Digital Archive."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["M319 Johnston (Erle E., Jr.) Papers","Box 1, Folder 8"],"dcterms_subject":["College integration","Football","Race relations"],"dcterms_title":["Note and article; Jones Junior College Homecoming, 1995"],"dcterms_type":["Text"],"dcterms_provenance":["University of Southern Mississippi. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["https://usm.access.preservica.com/uncategorized/IO_359831b6-16bd-416a-9903-5f7516ca2d4c"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["University Libraries provides access to these materials for educational and research purposes. Use of materials from this collection beyond the exceptions provided for in the Fair Use and Educational Use clauses of the U.S. Copyright Law may violate federal law. When possible, we have provided information regarding the copyright right status of an item; however, the information we have may not be accurate or complete. Obtaining permissions to publish or otherwise use is the sole responsibility of the user."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1492","title":"\"Request for Proposal (RFP95-014), Student Transportation Services, Little Rock School District,\"","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1995-03-31"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning","Educational statistics","School buses","School management and organization","Transportation--Buses--Arkansas--Little Rock"],"dcterms_title":["\"Request for Proposal (RFP95-014), Student Transportation Services, Little Rock School District,\""],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1492"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["74 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_269","title":"Business Cases for Proposed Budget, FY 1995-96","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1995-03-14"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Educational law and legislation","Educational planning","School management and organization"],"dcterms_title":["Business Cases for Proposed Budget, FY 1995-96"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/269"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["122 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nExhibit 314 for July 6, 1995\n0 g I LITTLE ROCK SCHOOL DISTRICT h 1 a  BUSINESS CASES FOR PROPOSED BUDGET FY 1995-96 March 14, 1995Case: Information Services Ref: March 14, 1995 Business Cases, fourth business case. Expenditures 4 \u0026lt; S' Q SB Rec: This business case proposes a comprehensive change in the LRSD data processing architecture and supporting organization structure. Cost: The five-year expenditure plan indicates higher costs the first three years and lower costs the last two years. The first year increase in cost would be $317,500\nthe second year increase would be $350,000\nthe third year increase would be $350,000\nthe five year net savings would be $103,000. Mod: This proposal does not require a plan modification. Summary: This business case is a major overhaul of the data processing function within the district. It calls for the transition of LRSD Information Services from the current closed AS400 environment to a networked, client-server PC architecture. The organization structure of the Information Services Division would be greatly changed to support the new functions. Additionally, it calls for developing a comprehensive Information Services Plan. Plan/Orders: None. Background: The district is retarded in the use of technology for both administration and academics. The Director of Information Services position was vacant for nine months before. David Beason was hired in November 1994. Beason has assessed the state of technology\nthis business case is his plan for the future. Issues: 1. Both data processing programs were subjected to regular program evaluations and Extended Evaluations. The evaluations laid the framework for this business case and provided much of the justification material to support the business case. Both evaluations openly state that the data processing function has failed to achieve its objective. 2. This is a major change of direction for the district and a significant financial commitment for at least three years in the future. It should not be taken lightly\nthe district cannot afford to fail. 3. Timing is a critical issue. It is clear the district must take a giant step to improve its use of technology, and the end goal of the business case is probably a good one. On the other hand, the district is planning to make dramatic budget cuts, many of them close to the kids, while being asked to make a three-year commitment to greater expenditures to get a five-year savings payback. This is all taking place during a time of financial instability. I. 4. The idea would require a major commitment on the part of the district and its employees. AU employees, from the top down, would have to embrace a high degree of technological change and stick with it for five years. Nothing in their past performance indicates they have the right stuff' to succeed. 1 6 ABottom line: Ask: 5. Ideally, the district would have completed more front-end research and planning before committing to a course of action. The first part of the comprehensive Information Services Plan (needs assessment, goals and objectives, inventory) should be in place before choosing the approach. The business case does not look at the range of options available, For example, it does not even mention outsourcing the whole function as a solution, nor does it consider a pilot project to ensure incremental success. The district needs a major leap forward, and this is it. However, there are a number of major issues still left unanswered. Is now the right time to move aggressively without a well-laid plan? 1. When will a comprehensive plan for implement the new Information Services be completed? 2. Have you asked Board approval of this plan? 3. Why are you seeking Board approval and funding before developing the comprehensive plan? 4. Why didnt you consider other options like outsourcing or pilot projects? 5. The business case does not discuss the people issues at any length. There is no discussion of the reorganization costs, little comment on the big task of training, and almost nothing on preparing all district employees for the dramatic change in skills which will be required. What are you going to do about these issues? 0 II h ! i Ii I 7 1 i I i 0 |l LITTLE ROCK SCHOOL DISTRICT I I i ! BUSINESS CASES FOR PROPOSED BUDGET FY 1995-96 March 14, 1995 I BUSINESS CASES REQUIRING ADDITIONAL EXPENDITURES Business Case Name Description Delete, Add, or Modify Plan Modification Additional Costs Alternative Education Pilot Program - Alternative classroom at SUJH and CJHS Modify No 34,965.00 Arkansas Crusades Equipment and teacher training to support the Math, K-4, and Science Crusades Modify No 30,000.00 Beacons School Implement Beacon School Concept at CJHS Add No 37,000.00 Information Services Upgrade Data Processing CapabiIi ty Add No 317,500.00 Neucomer Centers Designate selected schools to serve increasing needs of LEP students Modi fy No 12,117.00 Reading Recovery/Early Literacy Pilot Program Provide early intervention strategies to reduce later remediation Add No 10,614.00 Security Officers to Work on Safety and Security Issues Two additional security officers to deal with security related problems/issues Modify No 36,500.00 Business Cases: Total Savings S 2,359,329.00 Business Cases: Total Expenditures $ 478,696.00 Business Cases: Net Amount Savings S 1,880,633.00 March 13, 1995 ] B  \u0026lt;!  I I s Q I t ) I IV ea {\"S B' GB I co S!. iQ,r Business Cases Resulting in Savings Focused Activities/Academic Progress Incentive Grants Incentive School Plan Staffing McClellan Community Education Program 0 \u0026gt; c c s Home Instruction Program for Preschool Youngsters (HIPPY) Family Life Education (New Futures) Improving Student Transportation New Futures Substitute Teachers Vocational Education* BUSINESS CASE FOCUSED ACTIVITIES/ACADEMIC PROGRESS INCENTIVE GRANTS March 9, 1995 A. EXECUTIVE SUMMARY In order to address the concerns of the area school patrons and equity issues regarding adequate resources, the Little Rock School District proposed in the TriDistrict Plan to implement a program entitled Academic Progress Incentive Grants (APIG). The grants, which were not to exceed $25,000, were to be offered for one year with an opportunity to continue for two more years. Prior to the May 1, 1992 Court order, the District proposed to modify the Settlement Plan by requesting to substitute APIG for Focused Activities. The Court approved the continuation of the APIG program, which the District was to evaluate for continuation at the end of the 1992-93 school year. However, the Court recognized the grant program as a complementary addition to, but not a replacement of, the original Focused Activities feature of the plan. The APIG has been offered to area schools for application the last five years. Schools submitted grants for Focused Activities during the 1994-95 school year. At the conclusion of each school year, the principals submitted a narrative which included a summary of the project activities, a list of students who were targeted, and if improvements were made. Most of the reporting schools used their funds to provide activities interrelated to the core curriculum. However, data did not reflect that the grants led to a disparity reduction or achievement improvements as had been expected. The severity of the financial problems and the need to evaluate the effectiveness of existing programs have covered the District to seek more efficient ways of educating our students. Other alternatives are defined and when implemented should allow schools to discontinue the duplication of many services implemented through Focused Activities and APIG. The District will continue its efforts to adequately provide needed resources for area schools. By effectively utilizing funds available through federal, state, local operating and desegregation funds the District will be able to operate within the existing revenue. n 1 c c s 1ip have caused the District to seek more efficient ways of educating our students. Thus far, the District has not been able to identify any sustained academic improvement relative to APIG. The District must now redefine the required levels of focus, clarity, and coimectivity of our programs if we are to optimize student performance. This plan must allow the District to operate an efficient school district within the boundaries of the revenues it receives on an annual basis. In accordance with the Desegregation Plan, the District has determined, based on the results of Fast Track Evaluations, informal and formal observations, that it is appropriate to seek Court permission to discontinue the implementation of Focus Activities and APIG. LRSD elementary area schools have not implemented focused activities. Prior to the 1993-94 school year, the District administration made no attempt to define focused activities or plan for its implementation in the schools. Not until the spring of 1993- 94 did the District began to study the various approaches to implementing Focused Activities. 0 \u0026gt; c E  On April 21,1994, the LRSD convened a steering committee and charged it with the responsibility of defining Focused Activities. Committee members were also to develop both a grant proposal form and promotional plan. The sixteen-member steering committee was composed of six building administrators, two central office administrators, two magnet school curriculum specialists, three classroom teachers appointed by the Little Rock Classroom Teachers Association (LRCTA), and three parents appointed by the PTA Council. Grants were made available in June of 1994, however, no proposals were submitted for funding until the fall of 1994. Workshops were provided in the spring. Grant proposals were not submitted for various reasons. Portions of the grants were approved in order to allow schools to start their programs. The steering committee adopted the following goals for focused activities which are based on the goals in the focused activities section of the LRSD Desegregation Plan: 1. 2. 3. Each elementary area school will provide focused activities for the total school population. Each elementary area school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive. Each elementary area school will integrate focused activities into the core curriculum and will reflect the focused activities in the schools enrichment and day-to-day activities. 34, Secure Outside Funding Request assistance from the Parent Teacher Association, Partners In Education, City of Little Rock and private resources. Each school can seek assistance from the Little Rock School District grant writer for technical support. 5. K-4 Special Summer School Act 348 of 1995 provides for a supplemental summer school program established for students who are performing below grade level and at-risk of failing. Instruction is delivered by teachers who receive state-approved training. Students who are usually served by Focused Activities and APIG are also eligible for the K-4 Summer School. Participation in both programs appears to be a duplication of services. At the time the Desegregation Plan was written, this comprehensive state-mandated program was not available. The K-4 Special Summer School Program is funded by the State of Arkansas. E. RECOMMENDATION n 1 c E  It is recommended that the LRSD concentrate on the implementation of its current curriculum that is aligned with the Arkansas Department of Education frameworks and standards. In addition, all efforts to increase achievement and to reduce disparities will be supported by the Academic Support Program, K-4 Summer School, Reading Recovery, Job Training Partnership Act, the College Preparatory Enrichment Program, Incentive School Extended Year Summer School, and the Regular Summer School program for grades 1-12. Responses from parents indicate that they are more desirous of strong academic programs rather than a concentration on a theme. The current curriculum provides the framework for delivering a variety of options for creating a community of learning to promote eru-ichment opportunities and to provide equitable opportunities for participation. F. Objective Provide and implement programs that meet the goals and objectives of the Focused Activities and APIG as described in the recommendations. 5G. IMPACT ANALYSIS The District will be able to continue to make efforts to meet its commitment of increasing achievement for all students, which will result in a reduction of disparity among different racial, socio-economic, and gender groups. The area schools will be viewed as \"communities of learning,\" through the District implementation of enriched programs that are comprehensive, effective and efficient. The results of the implementation of District programs must be clearly communicated to the area schools staff and patrons so that they may understand that the District has not abandoned efforts to improve achievement. The results must be comparable to the expected benefits derived from magnet and incentive school programs. These recommendations will require a plan modification. However, successful implementation will assure that the District will meet its obligation. With over 80% of our students attending area schools, it is likely that the patrons could be perceive that the District abandoned support for the area schools. \u0026gt;4 1 Q E  The District must utilize available opportunities to inform and remind area school patrons of the trade off that was agreed upon in the settlement plan that allowed the various schools to be treated differently. This decision paved the way for a voluntary desegregation plan that was court approved. H. RESOURCE ANALYSIS Personnel Human and financial resources can be used in a more meaningful way. Staff, students, and the community can benefit greatly from a more focused and connected program. The District should continue its efforts to adequately provide needed resources for our area schools. Schools should be encouraged to implement innovative practices that build upon effective schooling principles by underwriting demonstration projects through business cases. Quality staff development must be provided so that instructional leadership, teacher effectiveness and parent involvement are enhanced and expanded in order to attain our goals. 7 I3. 4. Identify grants and disseminate to principals opportunities for the 95-96 school year. Conclude Summer Initiatives. June, 1995 - June, 1996 July, 1995 5. 6. 7. Conduct Business Case Inservice for principals. Submit Evaluation Reports for Summer Programs. Conduct Academic Support Inservice for principals. July, 1995 July, 1995 July, 1995 8. 9. Implement appropriate recommendations from the evaluation report for summer programs. Retrieve data from principals in order to organize Extended Day. August, 1995 LRSD Grant Writer Assistant Superintendents Teachers Principals Associate Superintendents Teachers Principals Curriculum Supervisors Director of Federal Programs Local Area Schools h 1 Q s  10. Start Extended Day 11. Summative Evaluation of recommendations. November - December, 1995 January, 1996 June, 1996 Director of Federal Programs Area School Principals Teachers Director of Federal Programs Area Schools Assistant Superintendents 9LITTLE ROCK SCHOOL DISTRICT ft 1 aB BUSINESS CASE INCENTIVE SCHOOL PLAN STAFFING March 9, 1995 When the Incentive Schools are compared to a group of schools with similar characteristics, the staffing the Incentive Schools has not resulted in the expected levels of desegregation or academic improvements. The staffing configuration should be revised to deliver services in the most effective and characteristics configuration at cost efficient manner. A modification of the Desegregation Plan would be required if the Board approved this business case. The estimated savings are as follows: A. Art, Music, Physical Education (4.5 F.T.E.'s) Instructional Aides (38.0 F.T.E.'s) Counselors, Social Workers, and Nurses (2.5 F.T.E.'s) BACKGROUND 157,500.00 380,000.00 70,750.00 608,250.00 ft 1 Q.  The Little Rock School District is committed to the implementation of a comprehensive desegregation plan which focuses on the total *    This commitment includes learning enrichment for all students. Incentive Schools the elimination of racially-isolated schools. were designed to promote and ensure academic excellence in schools that have been difficult to desegregate. The Incentive School Program was designed not only to compensate the victims of segregation but also to seirve as a tool for promoting meaningful and long-lasting desegregation in the Incentive Schools and in the three Pulaski County districts as a whole. The Incentive Schools were to be substantially enriched for seven years through the addition of expert faculty and administrators, innovative programs, small classes, remodeled facilities, and improved equipment and materials. The District committed to double fund these schools in order to provide the enriched program. The initial process for developing the Incentive School Plan was Sub-committees were formed to develop the different flawed. sections of the Incentive School plan. Each sub-committee developed its assigned section independent of the communication necessary to resolve conflicts in plan design.  and type of personnel were not tightly linked to the program. Thus, the number Prior to the approval of the 1989 Desegregation Plan by the Eighth Circuit Court of Appeals, an attempt was made to refine the Incentive School section of the 1989 Desegregation Plan. The 1989 Plan had been declared unconstitutional by the District Court. Representatives of the Little Rock School District, the Joshua Inteirvenors, and the Knight Intervenors met many times in an effort to develop a more manageable Incentive School plan. Many of the discreet programs and activities were reduced or eliminated. 2INCENTIVE SCHOOLS SCHOOL franklin garland MITCHELL L rightsell ^rockefeller average characteristic Washington. was enrollment, except for Washington was included because of its evolution from an Incentive School to an Interdistrict School. remained an Incentive School, African-American students If Washington had would many of the have been served by the staff configuration currently in place at the Incentive Schools. o ENROLLMENT 443 282 272 229 403 COMPARISON SCHOOLS SCHOOL ENROLLMENT DOOD fair park meadOUCLIFF WASHINGTON .WOODRUFF average 298 282 411 687 243 I CO 'O co I \u0026lt;0 w u to \u0026lt;U 3 U O) (0 o a O h\" a tA u \u0026lt; o I- U \u0026lt; a o * - u co LU 3  (0 c o u 3 (- w 4) to \"D C o c to 24 15 13 11 21 16.8 14 15 21 33 12 19 3 3 3 3 3 3.0 1 .4 1 2 .5 .98 17 11 10 8 15 12.2 3 3 2 4 7 3.8 o o D w a \u0026lt; oe u c JC  u 3 U 4^ 9.80 9.50 10.86 10.63 6.72 9.50 15.64 13.44 17.86 15.27 13.53 14.83 ea o U \u0026amp; \u0026lt; 01 L. u. 0) C O Q. oca H 3 6 * 92 75 81 71 82 46 71 73 69 73 70 67 70.4 34.1 36.4 36.7 40.1 35.7 36.6 STANFORD ACHIEVEMENT TEST RESULTS Complete Battery GRADE 4 GRADE 6 '93 '94 '92 '93 '94 to o u m c K co n \u0026lt;J (Z\u0026gt; tr M ex e  36.9 38.9 43.8 45.4 47.4 42.48 39.8 45.0 43.1 50.5 40.7 43.82 41.8 38.6 45.1 51.4 47.1 46.6 33.1 32.1 42.0 52.0 45.9 41.02 40.9 49.7 44.3 52.4 49.8 47.42 A review of the chart reveals the following\n42.3 43.5 42.2 44.6 47.5 44.02 53.4 48.5 50.7 53.4 43.7 49.94 41.3 46.6 88.7 47.1 42.7 87.2 46.8 44.6 46.6 45.28 52.4 52.6 51.0 53.0 47.6 51.58 41.8 44.7 45.8 44.32 47.3 48.8 48.9 57.7 51.3 50.8 There is a lower adult (teachers and aides) to student ratio at the Incentive School than at the comparison schools. There is a .6 percent positive difference between the Incentive Schools and the comparison group relative to the number of students participating in the Free or 95.5 98.2 65.5 64.7 72.3 67.8 64.4 60.9 42. Eliminate all the enhanced staff. To eliminate all the enhanced staff might give the impression that the District is \"backing off\" its commitment to the incentive schools. Students would be denied the instruction and services that there staff members provide. In addition, to eliminate all music teachers, physical education teachers, art teachers, counselors, social workers, and nurses would place the District in a position of non-compliance with the Court approved Desegregation Plan. 3. Revise the enhanced staffing configuration in the Incentive Schools. Until the Incentive School Program is altered, the District should continue to explore ways to deliver services in the most effective and cost efficient manner. Bl 1 Q.  Regular classroom teachers (PreK-6) are assigned to schools based on enrollment. It is reasonable to expect that nurses, counselors, social workers, music teachers, art teachers, physical education teachers, and instructional aides would be assigned in a similar manner. The current staffing has not resulted in sustained academic improvement in the desegregation of the schools. After reviewing the comparative data, we can conclude that the Incentive School program can operate with fewer staff members without a decrease in student outcomes. D. RECOMMENDATIONS Number One It is recommended that the instructional aides be assigned to the Incentive Schools based upon specific programmatic functions rather than the number of regular classroom teachers per building. Since the classroom teacher is responsible for the learning of the students, it seems reasonable that the aides should provide the type of assistance that increases the time teachers can spend with students. follows: The instructional aides could be identified to assist as Parent Center (1 aide) The Parent Center is a vital component of the Incentive School Program and the District is committed to recruiting parents as aides. Therefore, the assignment of an aide to facilitate the Parent Center could enhance parental involvement. 6No decrease in required preparation time for regular classroom teachers Social and health services are no less than would be offered and received if students attended a nonincentive school. F. Expected Benefits The District will be able to meet its commitment of providing academic excellence at the Incentive Schools by establishing instructional focus. The \"span of control\" for principals will be tightened. Greater staff efficiency will be evident. Since there is no empirical evidence that the goals of the Incentive School Plan will be adversely hampered, the revised staff configuration is cost effective for the District. The Districts financial condition will improve, if these recommendations are implemented. Bl 1 a B  IMPACT ANALYSIS There is no empirical evidence that the revised staff configuration will adversely impact the Desegregation Plan or specifically the Incentive School Program.  Implementation of the recommendations would require a modification of the Desegregation Plan. If we continue the same configuration, we expect the same results. It is not an efficient use of money to continue to operate in the same manner. The new configuration can be cost effective. In addition, a more focused curriculum delivery system is possible. Some persons who believe improved performance is related to the number of staff members may conclude that the reduction in the number of persons at the Incentive Schools might adversely impact student outcomes. 8* ACADEMIC SOCIAL AND HEALTH SERVICES * SCHOOL FRANKLIN ___ GARLAND NITCHELL RIGHTSELL If the Incentive Schools are staffed in accordance with Recommendation Three, the estimated cost saving is as follows: COUNSELOR SOCIAL UORKER NURSE CURRENT 1.5 1.0 1.0 1.0 PROPOSED 1.0 1.0 1.0 1.0 CHANGE +/- -.5 NC NC NC CURRENT 1.0 1.0 .5 .5 PROPOSED 1.0 .5 .5 .5 CHANGE +/- NC .5 NC NC CURRENT 1.0 1.0 1.0 1.0 PROPOSED 1.0 .5 .5 .5 CHANGE */- NC -.5 -.5 -.5 ROCKEFELLER 1.0 1.0 NC 1.0 1.0 NC 1.0 1.0 NC TOTAL 5.5 5.0 -.5 4.0 3.5 -.5 1.0 3.5 -1.5 w 1 ex  Reductions Counselor .5 Amount used for calculation $35,000 $ 17,500.00 IG Social Worker .5 Amount used for calculation $22,500 Nurse 1.5 Amount used for calculation $28,000 Total Combined estimated savings: Art, Music, and Physical Education (4.5) Instructional Aides (38.0) Counselors, Social Workers, \u0026amp; Nurses (2.5) TOTAL (45.0) 10 11,250.00 42,000.00 $ 70,750.00 $157,500.00 380,000.00 70,750.00 $608,250.00BUSINESS CASE MCCLELLAN COMMUNITY EDUCATION PROGRAM Executive Summary Currently, the district is operating a Community Education Program which pro\\ddes services for the community and school. The program was established during the 1990-91 academic year. This was brought about because community forums and other meetings were held during the 1989-90 school year. Parents expressed, during those meetings, that they felt McClellan has been neglected and had not received the full attention it deserved during the annexation. Parents suggested that it would be appropriate to capitalize on McClellans long tradition of community involvement and support by planning for McClellan High School to become a community school. The strongest part of the school at that time was the business department, which led to the idea of a business emphasis being placed on the community school concept. The ultimate goal of the Community Education Program was that it would attract enough revenue to become self-supporting in a few years, a status which it has not attained. The other problems facing the program are low revenue and limited space. The entire program is housed in an area of about 27 square yards. The purchase of the annex building was to take care of that problem but, with rising building costs and asbestos removal, it became impossible. tn X 1 o.  \"Community school\" is a term used to describe a school with programs and services which expand the use of the facility, making it the center of many activities and much communits' involvement. The facilities of a community school may be made available to the community almost around the clock so there is maximum use of the schools library, computer laboratory, gym, playing fields, cafeteria, etc. The wishes of the community, through surveys, governs the programs made available. It could be that, if the majority of the community wanted art classes, those would be provided. However, the survey indicated that classes that would assist the community in sharpening skills to enter the business world were the wishes. The philosophy of community education was started during the 1990-91 academic year. With the assistance of Eugene Reville, meetings were held prior to the 1990-91 school year to get community input. From those meetings sprang the communin education concept to be used in 1990-91. A committee was formed led by then Assistant Principal Jodie Carter, math teacher Anita Henson, vocational teacher Rose Bosan, LRSD School Board member Oma Jacovelli, and parents Mr. and Mrs. Wood. This committee worked with consultants in Flint, Michigan, to bring back a process to start community education at McClellan High School. Upon returning to Little Rock, the committee involved many community members in the McClellan attendance zone, mindful of the need to involve and keep informed all parties during the entire process to carry out the plan. After working with community groups throughout the process the final report was presented to The district will provide a budget of $40,000 to assist in the operation of salaries of the Community Education Program for one additional year, with the understanding that self-sufficiency may be attained by the 1996-97 school year.  The estimated savings to the district is now projected at $130,000.  The Community Education Program will remain housed at the McClellan High School.  The district will provide technical assistance to the Community Education Program in the form of grant writing expertise to assist in securing funding sources.  A financial review will take place mid-year so that all parties will be informed as to the progress being made toward achieving self- sufficiency status.  The district will work with the McClellan Community Education Advisory Board to ensure that the integrity of the governance, structure, and operation of the Community Education Program, as originally defined, are recognized. m M 1 \u0026amp; B  Background 1. The Community Education Program that was implemented at John L. McClellan High School during the 1990-91 academic school year, has been placed on a list for modification and/or deletion. Both business cases have been presented to the LRSD Board for review. After careful review of the Desegregation Plan and the December 30, 1992 Court Order, further review should be given to the Community Education Program. The major factor in the Court Order was that the Council should have meaningful involvement in any changes affecting McClellan. With that, the district and the schools administration wanted to make sure that part of the Order was followed. The district will remain supportive of the \"Community School\" concept, which links citizens and their schools together in ways that are mutually beneficial. 2. With the assistance of Dr. Eugene Reville, community meetings were held around the district seeking input from patrons. From these meetings sprang the Community School concept that Reville had seen in other parts of the nation. A committee was formed led by then Assistant Principal Jodie T. Carter, math teacher Anita Henson, vocational teacher Rose Bogan, LRSD School Board member O.G. Jacovelli, and parents Mr. and Mrs. Woods. This committee worked with consultants in Flint, Michigan, to bring back a plan to start community education at McClellan High School for the southwest area of Little Rock. After working with community groups throughout the process, the 3Council. Theoretically, the Advisory Council makes decisions through their voted representative on the Advisory Board. Identification: After reviewing the financial situation in the district, budget cuts district wide, and other factors, we are asking that one additional year of support be given to the Community Education Program. The city and other state agencies have expressed an interest in our continued success. 1. Change nothing. The Court Order to carry on the program could be compromised. The judge may feel that we are unwilling to follow the Desegregation Plan and/or her Court Order. 2. 3. The Program would be supported financially one more year to allow for self-sufficiency to occur. Clear up the role and responsibilities of the Advisory Council and the Advisory Board as stated in the Court Order. The Council is made up of community members with no voting power, but the Board members are elected officers of the Council and are given the power to represent the Council in making decisions and recommendations to the judge, the superintendent, and the administration. tn M I I 4. The Executive Committee met to set the agenda for the Board so that decisions and recommendations could be made. During those sessions, input was provided to include in this business case. 5. Personnel would remain the same, with assistance from the district in providing help with the technical writing. A federal grant already provides some help. Recommendation It is recommended that the district give financial support one more year to allow for self-sufficiency status to occur. This would allow the community, staff, and patrons to exhibit the type of leadership needed during the financial crisis to save this program for the community and McClellan High School. The rationale for this recommendation is that this action will confirm our commitment to the Desegregation Plan and our willingness to adhere to the Court Order. 5Council. Theoretically, the Advisory Council makes decisions through their voted representative on the Advisory Board. Identification: After reviewing the financial situation in the district, budget cuts district wide, and other factors, we are asking that one additional year of support be given to the Community Education Program. The city and other state agencies have expressed an interest in our continued success. 1. Change nothing. The Court Order to carry on the program could be compromised. The judge may feel that we are unwilling to follow the Desegregation Plan and/or her Court Order. 2. The Program would be supported financially one more year to allow for self-sufficiency to occur. 3. Clear up the role and responsibilities of the Advisory Council and the Advisory Board as stated in the Court Order. TTie Council is made up of community members with no voting power, but the Board members are elected officers-of the Council and are given the power to represent the Council in making decisions and recommendations to the judge, the superintendent, and the administration. w \u0026gt;4 1 Q. e  4. The Executive Committee met to set the agenda for the Board so that decisions and recommendations could be made. During those sessions, input was provided to include in this business case. 5. Personnel would remain the same, with assistance from the district in providing help with the technical writing. A federal grant already provides some help. Recommendation It is recommended that the district give financial support one more year to allow for self-sufficiency sUtus to occur. This would allow the community, staff, and patrons to exhibit the type of leadership needed during the financial crisis to save this program for the community and McClellan High School. The rationale for this recommendation is that this action will confirm our commitment to the Desegregation Plan and our willingness to adhere to the Court Order. 5Pro^am-. 'Pile continued support of the \"Community School\" that links citizens and their schools together in ways that are mutually beneficial. This will ensure district goal #6, to ensure that equity occurs in all phases of school activities and operations. The overall sound legal responsibility makes sense, with the promise of allowing the Community Education Staff the time to work toward self-sufficiency and with the promise of $40,000 to assist in operation of the Community Education Program for one additional year. Desegregation Plan-. No negative impact is noted. Court Order. w 1 Q. B  No negative impact is noted. Political Factor. Failure to comply could result in State and Federal involvement. Risk'. There is a possible risk of losing the program entirely if self-sufficiency is not reached within one year. Timing'. Continued district support must be implemented in FY 95-96. Resources Analysis Initial district estimates to discontinue the program projected a savings of $170,000. After meeting with the Executive Committee, a projected total operational budget for FY 95-96 was placed at $90,000. Revenues from the program are expected to meet or exceed $50,000. The district will provide a budget of $40,000 for FY 95-96. This will result in an estimated savings of $130,000 to the district. 7BUSINESS CASE Home Instruction Program for Preschool Youngsters EXECUTIVE SUMMARY The Little Rock School District is committed to quality education for all students, reducing the disparity between sub-groups, balancing the budget, and implementation of the current Desegregation Plan. The HIPPY Program is an intervention program that focuses upon the parent as the first teacher of four and five year olds. However, there has been a decline in recent years of the enrollment of five year olds in the HIPPY program due to the mandatory Kindergarten program in public schools. The HIPPY USA guidelines advocate teaching a specific curriculum to young participants. The earlier that we begin with an educational program, the sooner students will experience learning that is valued and needed in early schooling. Further, research has proved that early learning impacts a childs motivation and ability to achieve as he/she progresses through school. Restructuring of the HIPPY Program, its staff, and responsibilities will allow the district to continue to provide quality services to designated students and Incentive Schools as well as reduce and/or realign our spending. The objective of these recommendations is to continue to serve families in our incentive schools as well as reduce spending to maintain a high quality HIPPY program. restructure M 1 o. B  The recommendation is to maintain enrollment, staff, and realign staff development activities by narrowing our focus to be more effective. As a result, the numbers of students entering kindergarten ready to learn will be maintained and/or increased. Human Resources will be better utilized as a result of restructuring the staffs responsibilities which will decrease spending as a result in the reduction of positions. Additional time will be available for home visits as a result of decreasing the weekly inservice time.A. BACKGROUND Those The Little Rock School District was one of the first of four (4) sites to begin implementation in Arkansas in 1986. Those programs included the Little Rock School District, Pulaski County School District, Pine Bluff, and the Early Childhood Development Center in Harrison. The following chart reflects the participation of families in the HIPPY Program since 1986. 3CC -'i I! 250 ^i-233....... 220 230---------230-\"  W Q. e  ECO -H  175..... 150 !i i i . ..140_____ 2^ 100 ico I-' 50 -j 132~ 1986-87 1987-88 1988-89 1989-90 1990-91 1991-92 1992-93 ENROLLMENT BY AGE GROUP 150 125 219 4-YEAR OLD FAMILIES ^*5-YEAR OLD FAMILIES i! I i 0 ' I i 0 - 3 2. 3. the required enrollment number. Additional assignments would be made based upon enrollment. Consequently, the family assignments could be dispersed across the city. Fundraisers were suggested with the emphasis on securing private donations. Initially, not enough donors were identified. This option will be pursued in order to expand services. Salary increases for Home Visitors were discussed. This alternative is in direct conflict with reducing This alternative was rejected because of the budget. the districts current financial condition. m 1 o. e 3 4. Provide service to HIPPY families in the incentive schools and designated families. We are currently serving families in shadow areas of incentive schools. D. RECOMMENDATION Given the districts current financial condition and the need to continue to provide services to designated four year olds, the following recommendations are proposed: Eliminate the HIPPY program except for parents within the incentive schools area as well as designated families. We will continue to seek funding from Arkansas Better Chance (ABC) funds, the citys Job Training Partnership Act (JTPA)\nand any other appropriate agencies. E. OBJECTIVE The objective of these recommendations is to continue to serve families in our incentive schools as well as reduce spending to maintain a high quality HIPPY program. 5Impact on Court Orders This recommended plan will assist in balancing the budget. Further, the plan will improve productivity by maintaining the number of families that can be served and adequate utilization of resources. Further, it will assist in meeting the goals of the Desegregation Plan. Political Factors The success of the recommendations will depend upon how well central office and the Board of Directors communicate the program visions to the community. There are no major risks for implementing the recommendations. The risk against implementing these recommendations could result in the HIPPY Program not improving the quality of services to families as well as assist the district in reducing its spending. G. RESOURCE ANALYSIS tn 1 Ct  Provided is a listing of personnel before and after the recommendations are implemented. The recruiting pool from which to hire the needed personnel can be selected from parents and Home Visitors currently participating in the program. There will not be additional expense for training because the Regional Technical Office provides training at the beginning of each year as part of the program. Additional training will be done weekly by trained central office staff. Total operating cost for the 1994-95 school year is #344,401.00. Total projected cost for the 1995-96 school year is $120,632.00. Projected savings are $223,769.00. 7I. GENERAL IMPLEMENTATION PLAN ACTIVITY COMPLETION DATE PERSON(S) RESPONSIBLE 1. Restructure program 03/95 Supervisor 2. Restructure of staff, responsibilities \u0026amp; schedules 03/95 Supervisor/ Deputy Superintendent 3. Parents will enroll four year olds 07/95 Supervisor/ Home Visitors w 1 Q. e  4. Reduce Inservice time to accommodate additional families 08/95 Supervisor 5. Maintain or increase the number of families that Home Visitors serve each week 07/95 Supervisor/ Deputy Superintendent 6. Monitor on a regular basis the effectiveness of the program 06/96 Supervisor/ Deputy Superintendent 9BUSINESS CASE FAMILY LIFE EDUCATION EXECUTIVE SUMMARY The Family Life Education Program was established eight years ago as a part of the New Futures Initiative to address the number of teen pregnancies in our District. The 1993-94 LRSD Annual Health indicated the lowest number of teen pregnancies in eight Report ___ Due to the delicate nature of the material being covered, specialists were hired and trained to teach the curriculum in ___ 7. The program used by the teachers in the LRSD was designed by the specialists to fit the needs of the students in the years. grades K-7. District. Due to deficits in the budget, the number of specialists has been reduced and the number of schools in the program has been limited m X 1 a  to fourteen. Nurses and counselors have participated in staff    A recommendation development in the area of reproductive health. is being made to institutionalize the family life program. than use specialists to teach the classes, nurses, counselors, and classroom teachers will be trained to teach the course. institutionalizing the program all schools will be involved in the The content of the program will be consistent All students will have the opportunity to Rather By Family Life Program, across the District. The recommendation is being made to participate in the program. move the program from New Futures to the Science Department and retain the coordinator and one specialist. The objective of reducing the staff and placing the remaining staff under the Science department is to insure continued delivery of a guality program that will reduce teen pregnancy while reducing the expense of a full time staff of specialists. The program can be revamped and delivered with existing staff in the buildings\nhowever, supervision of the program and staff development are still Several staff development sessions will be held to help needed. the nurses and counselors understand the full scope of the program. Teachers who express an interest in teaching the program in their schools will be trained. The coordinator and specialist will provide staff development, monitor the program, and provide support The proposed recommendations will save for the District's schools. the District approximately $77,000. A. BACKGROUND The Family Life Education Program started due to the high number of pregnancies in the Little Rock School District's student population. A reguest was made by the Superintendent to develop a program which would help students develop their self-esteem, decision-making skills, communication skills, and an understanding . The program began in the seventh grade Due to the delicate nature of the material being of reproductive health. science program. covered, specialists were hired and trained to teach the *3 maintain the status quo by Three alternatives were considered: continuing the delivery of the family life education program through specialists, shift delivery responsibilities to classroom teachers, nurses, and counselors, with only a small staff to provide staff development and monitor the program, or eliminate the continuing the and counselors, family life education program. would exacerbate a Eliminating the Family Life Education program ., societal problem of teen pregnancy. The positive stridesthat the Family Life program has made would quickly be lost. Students, ramxxy uxic j- uiu -----j_ j   especially in an urban environment, must be taught about decision making, self-esteem and reproductive health. Maintaining the status quo would be great, it were affordable. Reproductive health content has the potential to be controversial if it is not taught properly, without vulgar slang Trained specialists can best affordable. terminology and sexual overtones. teach this content. However, in only if tn 1 Ct e  program can be maintained in a more the face of budget cuts, the economically feasible way. The best alternative is to institutionalize the program by moving the teaching responsibilities to professionals already in the schools  nurses, counselors, and science teachers. Even these I frequently not initially able to teach Training and supervision by a small staff of must to maintain quality control and nurses, counselors professionals, however, are the curriculum. Family Life specialists is a reduce the potential for controversy, five to two, these objectives can be met. By reducing the staff from D. RECOMMENDATIONS The District should institutionalize the Family Life Education Program by assigning the teaching responsibilities to nurses,  A skeleton staff of a coordinator counselors and science teachers. __-- . *. and one specialist would provide staff development, coordinate and monitor the program. This recommendation would be accomplished through the following steps: 1. Remove the program from the District funded portion of New Futures and placing it under the Science/Health Retaining the services of the coordinator and 1) the scope of the program. specialist would insure that: one program was supervised, 2) staff development was conducted for the teachers, nurses and counselors 3) the nurses 4) the and counselors were working together, 5) the approved schools had the correct paper work, videos were being used, and 6) the students continued to receive the best instruction possible. and coordinator would oversee the instruction of the and assist the counselors, nurses, and teachers The coordinator would work with the The specialist program whenever possible. Supervisor of Science to maintain quality instruction ofT 1 0 5 Finally, participants in staff development will complete evaluations of the training sessions. i i I I I I F. EXPECTED BENEFITS The benefits of the objective are to continue a trend of low teenage pregnancy in the District. The teen pregnancy rate of the District's student population was lowest in eight years in Thus, students have been and will continue to be the 1993-94. beneficiaries of the program. IMPACT ANALYSIS The effect of reducing the Family Life Program staff and programs can be minimal if the program is adequately supervised and maintained by a coordinator and one specialist. These people will  Visiting classes. tn 1 Cl  need to have a major role in the schools. providing staff development, and assisting teachers and staff at all times will be the primary role of these two people. Ccuncclcrc and nurses will need to understand the importance of continuing the Counselors Teachers willing to be trained can program in their schools. assist with the program and help teach the program if needed. Desegregation Plan The Family Life Education Program is listed as a component of the health and physical education program of the Incentive  Each of the Incentive Schools Schools (p.l56, April, 1992) have a full time nurse and counselor. These two people will play a major role in continuing the program in their schools. The Adolescent Health Committee of New Futures is also IS studying the possibility of adding a special after school program for girls in the Incentive Schools. Court Orders No The recommendation will support the Desegregation Plan, additional Court Orders concerning Family Life Education have been issued. Political Factors Failure to assure the public that the Family Life Education program is being continued in schools where it has been popular would be viewed very negatively. Risks The risks of reducing the program to in-school staff is that the program may be watered down to the extent that the . The risk of not having a program effectiveness is diminished. at all is that the pregnancy rate could show a steady increase instead of the downward trend shown over the last few years. IT 7 H. FORCE FIELD ANALYSIS nurses, The primary supporters of this program will be teachers, counselors, as well as parents. The supporters of the program will appreciate assurances that the program is not being totally but that the instruction is being refocused using eliminated, Knowing that support will continue existing building personnel. from the Instructional Resource Center will help. Detractors should be few. Some parents may object to the program by in-school personnel if they think the Some nurses who feel being instructed instructors have not been adeguately trained. uncomfortable as teachers may also be a little skeptical of the change Counselors and nurses will have to be convinced that they can become guality instructors of this program. tn M 1 c.  I. GENERAL IMPLEMENTATION PLAN The coordinator of Family Life Education under the supervision of the Supervisor of Science will have the responsibility for overseeing the continued development and instruction of the will be scheduled. of program. Classroom observations win oe scneauiea. Counselors and nurses will turn a schedule of instruction into the coordinator and ,111 ^_1_____1. The junior high program will be scheduled through the Science Department and will be taught as a three week The dates will be scheduled and the coordinator visits will be planned. module in Science. Inservice will and specialist will visit and assist the teachers. be planned and held for all seventh grade science teachers, nurses and counselors. Attendance will be required at and counselors. the the inservice sessions. ILittle Rock School District Improving Student Transportation January, 1995 w M 1 o. e s Addition A Business Case \" ISTOP 3 Modification $1,000,000 savings over 3 years DeletionImproving Student Transportation Business Case 3 The risks of implementation of this solution are the unfounded presumptions that the costs will be greater than calculated and people will lose their jobs. Transition will strain our current management capability given the delays in implementation of outsourcing when considering increased activities associated with the start up of the school year. It is critical that the decision be made before June 1, so it may be implemented by the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know when the Board of Directors approves. Awareness must be generated in the community, staff must be notified of the change, and a number of other tasks as noted in the timeline included must be addressed. No additional costs for personnel are necessary to implement this proposal. No one will lose his or her job, however. A savings of 1 million dollars is the estimated benefit over the next three years under this plan. The District will maintain the special education routes and a smaller maintenance facility already available. Even with these costs, outsourcing will reduce overall costs (See Attachment 1). The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. M o. Milestone 1. Reestablish a transportation steering committee______ 2. Write request for proposals (RFP)__________________ 3. Steering committee review RFP____________________ 4. RFP mailed to potential contractors_____________ 5. RFP information session for potential contractors_____ 6. Proposals submitted_____________________________ 7. Proposals screened by steering committee__________ 8. Recommended proposal presented to the LRSD Board of Directors for approval__________________________ 9. Notice to employees_____________________________ 10. Include this as a budget reduction strategy__________ 11. Recruitment of current employees__________________ 12, Recruitment of new employees____________________ 13. Inventory property_______________________________ 14, Finalize contract_________________________________ 15. Relocate Safety and Security Department___________ 16. Property transfer and occupancy___________________ 17. Complete bus routes_____________________________ 18. Retrain current employees '*'* W tn Dt. Hmry P WtUti Date 2/15/95 2125195 31^9195 3IMI95 3I3V95 4/14/95 4/28/95 5/25/95 Person Mayo Neal, Cheatham Committee Neal Neal, Cheatham Contractors Committee Williams 5/26/95 5/26/95 6/^/95 6/1/95 6/26/95 QI23I95 QI39I95 QI39I95 1129195 51^195 Hurley Milhollen Contractor Contractor Neal Williams Neal, Eaton Neal, Milhollen Cheatham Contractor (o/iozs tu!ioirm.oocT Improving Student Transportation Business Case 5 source. Unfortunately, this cost is only a beginning. The additional personnel purchased with that money will be an annual cost to the school budget. This has not fixed the problem for the long term. For example, the new buses ordered will not arrive until the spring of 1995. Then too few will arrive to impact the long-term need. The personnel proposed can be hired immediately but will have continuous impact on the budgets from year to year, if this solution continues to be used. Additionally, large sums of money will have to be included in each succeeding budget to replace buses. A detailed explanation of the transportation problem is provided in this business case. Problem Definition Parent complaints with our student transportation system have become voluminous as a result of poor on-time performance that has occurred because of an aging fleet and driver performance. In this proposal, the notion of an aging fleet is supported by statistics of the number of buses with excessive miles, the increasing costs of repairs, the increasing need for mechanics, and the increasing calls for wrecker service. Concern about poor driver performance is supported by statistics on driver absenteeism, the preventable accident rate, and high worker's compensation claims. All comparisons are made between standards acceptable to contractors in the industry and standards of LRSD. m 1 a e  Aging Fleet To bring the aging fleet up-to-date requires a replacement schedule that meets certain criteria. The standards we have used are based on engine type and miles of use. Those parameters require that buses be replaced as follows: Gasoline powered buses: Any such bus that exceeds seven years of age or 100,000 miles at the start of any school year. Diesel powered buses: Any such bus that exceeds 10 years of age or 150,000 miles at the beginning of any school year. Based on equipment inventoried November, 1994, the replacement schedule should look like Figure 1. The shaded area gives a historical perspective on buses purchased prior to this school year. The replacement schedule begins at the line marked 1995-96. However, new buses for 1994-95 will not be received until the spring of School Year 1993-1994 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 Figure j Buses 0 0 112 40 40 40 40 40 40 40 40 S-hMWd by Dr Hatnt P. Wib (0/10/95 Busot/mjxx\nIImproving Student Transportation Business Case 7 Driver Performance Several factors are used to reflect driver performance. One of the leading indicators of poor performance is driver absenteeism. Because absenteeism inconveniences students, wastes the District's scarce resources, and works an undue hardship on employees who maintain good attendance records, it is considered to be a causal factor, and an accurate indicator of the unsatisfactory performance of the current system. By May of 1994, the daily driver absentee rate was 23%. The fall of 1994 shows some improvement, but that was so of 1993 also. The result of this high level of absenteeism performance. was poor increased route student discipline concerns, and inordinately high costs for drivers re-routed to pick up missed students. More often than not, the transportation system is besieged by problems stemming from driver absenteeism and the seemingly liberal use of employee 30% 25% 20% 15% 10% 5% 0% Driver Performance Absenteeism 23% fl Absent Figure 3 12%  LRSD  Contractor w 1cu s sick leave provisions. Vehicle accident rate is another indicator of driver performance (Figure 4). Accidents harm students and others, waste financial resources, and lead to unnecessary down-time for equipment. Preventable accidents are an even more interesting statistic since they are a result of driver error. In 1992-93, the District had 68 such accidents while logging over 3.9 million miles\nin 1993-94, there were 54 preventable accidents with the fleet traveling just over 4.3 million miles. That translates into 17.4 accidents per million miles and 12.5 Figure 4 accidents per million miles respectively. Though the two year trend is downward, it exceeds the standards of contractors in the industry considerably. By contrast, private contractors average a record of K Dr. Hwy f /10/95 8U5OtnV5.DOC a 8 Improving Student Transportation Business Case 9 ate Analysis of Alternatives 1 ers ree ost the 94, all the SD its. ing Solutions were discussed with a committee representing parents, principals, support staff, and administrators in the LRSD last summer. Upon careful consideration, several aspects of the problem emerged. These must be addressed to have a viable solution to the problem. They are parent complaints, on-time performance, aging fleet, increasing accidents, increasing absenteeism, and costs. Though the committee favored outsourcing as the alternative of choice, that idea failed when placed before the Board of Directors for lack of a vote. The alternative solutions considered are listed below: 1. Change nothing. This will not address the problem and will cause costs to grow annually as the fleet ages and driver training is not maintained because of turnover\n2. Follow industry standards far equipment replacement, personnel, etc. including a strict schedule for replacing the fleet. This is the most expensive alternative. The district w a e  Staffing Comparison LRSD V. Contractor would continue to operate the system. Buses would be replaced on schedule. This will have a dramatic impact on the current and future budgets. The first of the ion 3. rmooc 14 12 10 8 6 4 2  LRSD  Contractor Additional SUff to meet standard (+$303,370 each year) 13 5 5 3 3 3 3 4.3 7 3.5 1 1 1 1 1 0 Manager* Suparv*. Dispatch*. Clerk* Maint Sup. Position Figure 5 year increase to the budget is approximately $1.3 million. This alternative was used this year. Figure 5 illustrates the comparison between existing positions in the district and the number needed. The intent is to match the training mechanics, preventive industry in positions, and maintenance positions. The need for buses was illustrated earlier. One million of this money was used to purchase new buses and $.3 million was used to increase personnel. Costs continue to grow dramatically with this alternative, however. Turn over tlie M-M portion of the system to the Arkansas Department of Education. This would reduce costs for LRSD but increase coordination problems. **\u0026gt;** by O. Hany P. W|Ut 03/10/95 SUBOUmOOC0 Improving Student Transportation Business Case 11 is y le le n 6. The cost of student transportation for the next three years will be less that that projected by LRSD\nand, 7. A schedule for replacement of equipment will be strictly followed. Impact Analysis is h y The district is aware of the concern that exists among the bus drivers. The concern expressed has focused on job security. Those who have appeared in protest are those who will remain with the district anyway. The district will maintain special education routes and therefore about 70 drivers. The proposal for outsourcing requires that those currently employed by the LRSD be employed by the contractor. it e d n IS Negatives J 1. The transition to a private contractor will require extra time for district administrators to turn over the operation which will no doubt have unpredictable inconveniences\n2. Bus driver reaction will be strong against the decision for fear of the loss of their jobs\nPositives 1. Parent satisfaction will increase as indicated by a reduction in the number of complaints\nJ It O n 2. Currently employed drivers will maintain their jobs and benefits\n3. Buses will be on-time more often than they are now\n4. Accidents will decrease\n5. The number of buses out-of- .f service decrease\nfor repairs will 6. The cost of student transportation for the next three years will be less that that projected by LRSD\nand, 7. A schedule for replacement of equipment will be strictly Quality of Performance Bus Availability, Driver Absenteeism, Not-un-Time Buses y tn 1 o.  30% 25% 20% 15% 10% 5% 0%  LRSD  Contractoi 30% 23% 14% 12% 5% 1% Out-of-Service Absenteeism Not-on-Time Figure 6 IOC (D/I0/9S BusoumnocT Improving Student Transportation Business Case 13 Revenue Source The money normally allocated will be used to pay for outsourcing. Implementation of this proposal creates a year-to-year cost-reducing strategy for the 1995-96 budget. I Force Field Analysis 1 Primary supporters of this proposal will be those directly affected by the solution -- patrons and administrators within the District. The Board of Directors and administration of the school district are aware of the improvement this solution will bring for student service. Those most opposed to the solution will be bus drivers who fear losing their jobs and those who fear private sector managing public sector services. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. The strongest statement in favor of outsourcing is that service will improve while reducing costs. w O. ' General Implementation Plan 1 The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone 1. Reestablish a transportation steering committee______ 2. Write request for proposals (RFP)__________________ 3. Steering committee review RFP____________________ 4. RFP mailed to potential contractors_________________ 5. RFP information session for potential contractors_____ 6. Proposals submitted_____________________________ 7. Proposals screened by steering committee__________ 8. Recommended proposal presented to the LRSD Board of Directors for approval__________________________ 9. Notice to employees ___________________________ 10. Include this as a budget reduction strategy__________ 11. Recruitment of current employees__________________ 12. Recruitment of new employees____________________ 13. Inventory property_______________________________ 14. Finalize contract fcy Or Huy p WOIim. Date 2/15/95 2I28I9S 31^9198 31^1193 3/31/95 4/14/95 4/28/95 5/25/95 Person Mayo Neal, Cheatham Committee Neal Neal, Cheatham Contractors Committee Williams 5/26/95 5/26/95 Q/'i/QS 6/1/95 6/26/95 QI28/95 Hurley Milhollen Contractor Contractor Neal Williams m/lO/W BU9OUTVJDOCImproving Student Transportation Business Case 15 Attachment! Comparison of LRSD costs to Mayflower Contract Services, Inc. Costs (From 1994 Proposal) EXPENSE CATEGORY Salaries Fringe Benefits________ Purchased Services Materials / Supplies Capital Outlay________ Other Objects SUBTOTAL Budget Yr 1994-95 3,679,789 800,604 676,500 964,664 11,000 1,000 6,133,557 Budget Yr 1995-96 3,790,183 809,049 686,648 984,041 11,000 1,000 6,281,921 Budget Yr 1996-97 3,985,519 852,142 700,381 1,003,722 11,000 1,000 6,553,764 TOTAL 11,455,491 2,461,795 2,063,529 2,952,427 33,000 3,000 18,969,242 w 1 CL I B. I  Fleet Insurance Workers Compensation Fleet Disposal 512,680 236,473 537,000 522,933 243,565 533,392 251,357 Bus Payment SUBTOTAL 1,286,153 1,155,391 1,921,889 1,317,297 2,102,046 1,569,005 731,395 537,000 2,472,688 5,310,088 TOTAL FUNDS AVAILABLE 7,419,710 8,203,810 8,655,810 24,279,330 Mayflower Proposal Special Education TOTAL SAVINGS Regular/M-to-M Special Ed TOTAL toy O Hmry P WiUun*. 6,463,981 857,261 7,321,242 6,997,680 876,035 7,873,715 7,170,387 895,372 8,065,759 20,632,048 2,628,668 23,260,716 98,468 330,095 590,051 1,018,614 6,562,449 857,261 7,419,710 7,327,775 876,035 8,203,810 7,760,438 895,372 8,655,810 21,650,662 2,628,668 24,279,330 OlZie/H BU5OUTVS.0OCBUSINESS CASE NEW FUTURES EXECUTIVE SUMMARY The New Futures program was established in 1988 as a part of New Futures for Little Rock Youth, a nonprofit foundation, begun with a grant from the Annie E. Casey Foundation in Baltimore, Maryland, and local matching funds. New Futures is a city-wide effort to address the needs of at-risk adolescent youth in the Little Rock School District. The goal of New Futures is to bring about systems change, institutional reform, and programs and policies that value youth and their families through addressing youth issues in delivery systems that have great impact on youth and families. w 1 Q.  I The focus of the New Futures education component was concentrated at the junior high school years. Four junior high schools, Cloverdale, Forest Heights, Pulaski Heights, and Southwest Teachers participated in a middle level restructuring program. and administrators were provided staff development, technical assistance and planning opportunities to build local capacity in order to create conditions for change within a traditional educational program, structure, curriculum design and delivery system. After two years of preparation, all four schools implemented the following middle level practices: students were organized into smaller heterogenous, learning communities called teams\nteachers were organized into interdisciplinary teaching teams sharing a common group of students throughout the school day\nspecific programming for at-risk youth was developed and implemented\na new core course for the 7th and 8th grades (9th grade:dropped after one year). Learning Foundations, was developed and implemented\nteaching teams were provided with a common planning period during the academic day by reorganizing the school day into seven blocks of time\na master schedule was developed to allow teachers to utilize flexible scheduling as determined by instructional needs. The New Futures program should be expanded to include supporting and assisting in the development of the district wide middle school planning process. Modifications in the current design of the program need to be implemented in light of the budget restraints and the needs for additional instructional opportunities for students continuing to experience academic difficulties. These modifications will require redesigning the master schedule in order to maintain and continue to develop effective middle level programming and specifically the interdisciplinary teaming component. This will require flexibility in approach and design.T page 3 Data from the living in poverty, less than 5.8% were receiving AFDC, and only 20% of poverty-level youth received foodstamps. Data from the district at that time indicated that 43% of all LRSD students were economically disadvantaged. Poverty combines with other problems to predict a limited future for students caught in these circumstances. district data, the 1986-87 annual drop-out rate was 13.9% for 74% of the drop-outs were black, and 45% of all According to that year. dropouts left school during the tenth grade. students entering the 7th grade in 1986 were one or more grade More than 40% of levels behind in reading or math. During 1986-87 school year, the suspension rate was 11.9% with six times as many blacks 71% of these suspensions occurred at the suspended as whites. junior high level. Of the 13.9% students who dropped out of school, 45% had been suspended more than once. I S I II ri Multiple factors contribute to the problems faced by at-risk youth. Many of these students begin school academically behind their more affluent peers and remain there, becoming increasingly discouraged about their ability to compete and succeed in school  * A number of these students find school discouraging or in life. and begin cutting classes, skipping school, or acting disruptive. The focus on joint planning and coordination of the services by the youth serving agencies became a major goal for New Futures to assist at-risk youth who had historically been served by a fragmented pattern of services. Though not traditionally thought of as a youth service provider, the Little Rock School District certainly has the most far- reaching impact on Little Rock youth. The district joined with New Futures to develop programs aimed at reducing the Jr. High and Sr. High drop-out rates, to reduce the percentage of students who are one or more grade levels behind on the standardized achievement tests, to improve the attendance rates for Jr. High students, to improve the graduation rates, to reduce the teen pregnancy rate and teen birth rate among students, and to increase the level of community awareness of and commitment to staff at-risk youth. Strategies to achieve improved student incicators include: interdisciplinary teaming, student incentives, afterschool programming, in-school suspension programming, development opportunities, and professional networking opportunities. Prior to this initiative, such a collaborative effort focused on adolescent at-risk, youth did not exist in Little Rock or the school district. A multi-pronged, wrap around approach was Multiple strategies and developed between the parties involved. practices were implemented across the community.T page 5 The academic day consists of seven periods. Students in the 7th and Sth grades take four core courses, two electives, and one additional required course. Learning Foundations. This course was developed and implemented in 1990 to provide additional Language Arts instruction. 9th grade students take four core courses and three electives. B. PROBLEM DEFINITION The New Futures Program should be expanded to include supporting and assisting in the development of the district wide middle school planning process. Two modifications in the current design of the program need to be implemented in light of budget reductions and the need for additional instructional opportunities for students continuing to experience academic difficulties. S? I \u0026amp;   I C. ANALYSIS OF ALTERNATIVES Two alternatives were considered: (1) maintain the current program by continuing at the four pilot schools, (2) utilize the existing capacity that has been developed in the pilot schools as a base to expand the program district wide making two adjustments in the current programmatic design: implementing the Language Arts Plus component of the district's Academic Support Program in lieu of the Learning Foundations course and redesigning the day to include six periods with one common team planning period. Maintaining the current program at the four pilot schools would fail to capitalize on the capacity that has been developed nor would it recognize the lessons learned regarding best practice for early adolescents through this initiative and review of research. The best alternative is to institutionalize the program that has been piloted through the support of the middle school concept while taking advantage of the internal capacity that has been developed with outside resources and making two modifications to better meet student needs and conserve resources. D. RECOMMENDATION Utilizing the existing capacity that has been developed would serve as a base to expand innovative programming for early adolescents and at-risk youth through the support and development of the middle school concept. This would also capitalize on internal capacity developed through outside resources.T page 7 for students in the middle of their educational careers and need special educational programming that is specifically designed to best meet the needs of early adolescents. GOAL SUPPORT The New Futures Program as implemented under the recommendation will support district goals 1 and 2. The implementation of the Language Arts Plus Program will address goal 1 as it will specifically focus on the basic skills for students who are academically deficient. EVALUATION CRITERIA The objective will be evaluated through an annual report on student progress in the Language Arts Plus Program and continued evaluation of the student indicators of attendance, course failures, suspensions, and achievement on the t w f M ! 1 CL  standardized tests. Qualitative instruments will be i s I developed to obtain teacher feedback on programmatic implementation. EXPECTED BENEFITS The benefits of the objective are to continue to improve the quality of educational programming that is developed and implemented for middle level students and students at-risk. F. IMPACT ANALYSIS The effect of retaining support for the New Futures Program will be positive for the continued improvement and development of appropriate middle level programming. The implementation of Language Arts Plus will increase the opportunity for students deficient in language arts skills to increase their achievement. Flexibility and creativity will be used as a new master schedule is developed in order to retain the integrity of the middle level program strategies that have been established. However, teachers will need to use the planning time carefully and in a worst case scenario volunteer a portion of their personal planning time to conduct team business. Students in the 7th and Sth grades will continue to have the same elective opportunities as currently available. There will no change in this situation. Additional time during the academic day will be focused on the acquisition of basic skills for those students demonstrating the need for academic assistance in these areas. Ninth grade students' schedule will include four core courses and two electives. This would reflect a return tc the scheduling program that was in place before the 9th grade Learning Foundations course was eliminated in 1991.f page 9 Adopting the Language Arts Plus component of the Academic Support Program will result in a moderate increase in the number of certified staff needed at each of the four schools in the English departments. It is estimated that an additional 7 to 9 staff members will be needed to implement the Language Arts Plus component. However, an increase in the total number of certified English positions for the purpose of staffing the Language Arts Plus component of the district's Academic Support Program will reduce the total number of reading teachers nneeeeddeedd.. This will result in an additional reduction of approximately by 4 positions resulting in a total certified staff reduction of 20 positions. Financial Analysis The impact of the recommendation on personnel costs will be dramatic. The staffing components referred to in this recommendation are interdependent of each other. In order to realize the financial savings reflected in this analysis, the components must work together, not in isolation. The recommendation calls for a total certified staff reduction in the four junior high schools totaling approximately 20 positions resulting in a net cost savings as indicated below: S' I 1| s Is H. Elimination of 13 Learning Foundations staff Elimination of 12 additional certified staff through a return to the six period day Elimination of 4 reading teachers Addition of 9 English teachers $381,848 $420,000 $140,000 $315,000 The final cost saving in staff reductions will be: $626,848. FORCE FIELD ANALYSIS The primary supporters will include the New Futures Collaborative who advocate the continued development of middle level programming, systemic reform, and support for at-risk youth. Additional supporters will include teachers, principals. and central office administrators. Primary detractors will be teachers who will be displaced by the staff reductions and representatives of the Little Rock Classroom Teachers Association. SUBSTITUTE TEACHERS BUSINESS CASE m I a. ' o. (Revised March 9, 1995) e ! 2! rLittle Rock School District Human Resources Department college degree, the substitute is paid $40 per day. Substitutes who have substituted in the same position for 20 days are paid $85.50 per day after the twentieth day. All substitutes are assigned by the Substitute Office Service (SOS). SOS is a division of the Human Resources Department. Substitutes are assigned for a variety of reasons. When a teacher is absent, the reason for the absence is reported by the absent teacher's school. each of the following categories: The absences are recorded in m 1 CL e a 1) sick, 2) personal, 3) vacation, 4) professional, 5) inservice, 6) jury, 7) court, 8) military, 9) medical with or without pay, 10) suspension with or without pay, 11) workman's compensation. The District substitutes. budgets Included approximately $1.6 million for in the $1.6 million is $400,000 budgeted for substitutes for non-certified employees. certified substitute fund pays for substitute teachers which The are not charged against another budget category. substitutes reguired to cover classes for teachers involved in For example. special inservice training would normally be charged to the area or department for whom the training was being conducted. From the information presented above, it is easy to draw the conclusion that the District should reduce the amount paid for However, there are many instances where substitutes. employing a substitute on a long term basis costs less than the District would have spent on the teacher of record for a position. For example, many teachers who go on long term leaves for illness or other reasons are not paid during the term of the leave. experience) earns $104.55 per day. The lowest paid teacher (BA degree and no a long term sub would be paid. This is $19.05 more than Compared to a teacher at the top of the scale, the District pays the long term substitute $126.32 less per day. These savings are never reflected\nthe only thing which is shown is that the substitute fund is charged with more expense. Problem Definition\nNo one would disagree with the premise that it is better to have the regular teacher in the classroom instructing the students. However, experience tells us that teachers are absent for a variety of reasons, many of which they cannot control. It is also better to remove a teacher from a classLittle Rock School District Human Resources Department usage and to attempt to quell the substitute expenditures by the recommendations which are presented below. Recommendation 1\nThere is not enough information from the evaluation results to form any specific recommendations which have validity in reductions of substitute usage. C__ ____1__1___ ___\n__ reached which Some conclusions can be recommendation. are the logical basis for a general There should be a joint ad hoc committee formed consisting of administrators and union representatives. This committee should be charged with studying data as it becomes available this year, and from that study, make recommendations on joint measures to reduce absenteeism and substitute usage. Or, these issues could be discussed and made m B. ' 2! a matter of business for the negotiations teams District and the teachers' union. of the Using either method, the ideas should not be limited. Recommendations which include performance incentives tied to measurable student academic growth and employee attendance should be considered. Objective\nThe purpose of the recommendation is to ultimately reduce substitute usage and thereby reduce the requirement to budget as much of the District's revenue on substitutes. The District's ability to address absenteeism is in large measure contingent upon the willingness of the employees and their union to help in the effort. Their willingness to help will be heightened by their awareness of the magnitude of the problem and the dollars that absenteeism and substitutes divert benefits. from other budget areas including salaries and Impact Analysis\nRecommendations which are successfully implemented will reduce absenteeism and its associated costs. A positive by product would be increased student achievement resulting from fewer lost days of instruction with the regular classroom teacher. Desegregation Plan\nThere is no apparent negative impact on the desegregationLittle Rock School District Human Resources Department usage and to attempt to quell the substitute expenditures by the recommendations which are presented below. Reeommandation 1\nThere is not enough information from the evaluation results to form any specific recommendations which have validity in I m i reductions of substitute usage. Some conclusions can be reached which are the recommendation. logical basis for a general Q. There should be a joint ad hoc committee formed consisting of administrators and union representatives. This committee should be charged with studying data as it e 5 becomes available this year, and from that study, make recommendations on joint measures to reduce absenteeism and substitute usage. Or, these issues could be discussed and made a matter of business for the negotiations District and the teachers' union. teams of the Using either method. the ideas should not be limited. Recommendations which include performance incentives tied to measurable student academic growth and employee attendance should be considered. Objective\nThe purpose of the recommendation is to ultimately reduce substitute usage and thereby reduce the requirement to budget as much of the District's revenue on substitutes. The District's ability to address absenteeism is in large measure contingent upon the willingness of the employees and their union to help in the effort. Their willingness to help will be heightened by their awareness of the magnitude of the problem and the dollars that absenteeism and substitutes divert benefits. from other budget areas including salaries and Impact Analysis\nRecommendations which are successfully implemented will reduce absenteeism and its associated costs. A positive by product would be increased student achievement resulting from fewer lost days of instruction with the regular classroom teacher. Desegregation Plan\nThere is no apparent negative impact on the desegregationLittle Rock School District Human Resources Department Recommendation 2\nThe portion of the substitute usage which is actually under the complete control of the District is professional leave and inservice training. Through December 13th the District had approved 953 days of professional leave. This amounts to only a small portion of the overall substitute budget\ndoes translate to $46,000 as of December 13, 1994. however, it If the usage continues at this rate for the remainder of this year, approximately $110,000 will be expended for substitutes for professional leave in the 1994-95 school year. pa I 1! Q. ' B 1 As a result, the District should consider separating this portion of the substitute budget with a dedicated line appropriating a specific sum of money for professional leave and inservice training. When that amount of money has been spent in a fiscal year, no additional leave could be granted without a reimbursement from whichever department requested the leave or training. It is recommended that the cap for professional leave be set at $60,000 for the 1995-96 school year, a savings of approximately $50,000. This would represent Obiactive\nThe objective is to establish budgetary control over the amount that the District spends for professional leave and inservice training which requires the use of substitutes. Impact Analysis\nThe impact would be a more careful distribution and usage of professional leave and inservice training which requires the use of a substitute, limits for usage. The level of funding would determine the Desegregation Plan\nThere is no apparent negative impact on the desegregation plan. Court Orders\nThere is no known impact.Little Rock School District Human Resources Department paid, the substitute fund should not be charged since this is a savings for the District. The cost should be offset in the Departmental budget against the salary costs budgeted for that site. The same thing should be considered when personal leave is taken with the employee paying for the cost of the substitute, this is not a true expense because the employee has reimbursed the District for the cost of the substitute. I w o. It must once again be emphasized that these accounting recommendations do not save the District any money\nthey only more accurately reflect the proper account for the for the savings or expenditures.  2----- -1 Neither does the recommendation indicate that it is preferable to have substitutes than regular classroom teachers. e  Objective\nThe objective is to clarify what substitutes actually cost the District by breaking down costs versus savings and charging them to the more appropriate account. Impact Analysis\nThere is no net savings by adopting this recommendation\nthe impact would simply be a more realistic picture of the actual financial burden substitutes place on the budget. Also, there is no reduction in substitute days from the recommendation\ntherefore, there are no benefits for the instructional program resulting from having fewer substitutes in the classroom. Desegregation Plan\nThere is no apparent negative impact on the desegregation plan. Court Orders\nThere is no known impact. Political Factors\nThere are no known political factors which would negatively impact the recommendation.BUSINESS CASE VOCATIONAL EDUCATION EXECUTIVE SUMMARY Currently, the Little Rock School District offers an Exploring Industrial Technology Education (E.I.T.E.) program at all eight (8) junior high schools to 7th, 8th, and 9th graders. The curriculum content in Exploring Industrial Technology is directed toward four major clusters: communication, construction, manufacturing, and E.P.T. (energy, power and transportation). Students are exposed to using computers, robots, lasers, pnuematics, telecommunication, and other modern equipment and concepts. The program was implemented over a period of four years. Start-up funding was obtained through a proposal for New or Expanded Programs offered by the Arkansas Department of Education, Vocational Division. 7th, Sth, and 9th graders. four years. and E.P.T. S I li o. I B j  i The The trainer modules/equipment used in an E.I.T.E. lab are very expensive with an initial cost, including supplies and materials, in excess of $40,000.00. equipment in two junior highs is in dire need of replacement or the program should be eliminated. Due to funding circumstances, budget cuts, and other unforeseen occurrences, the effort to maintain and/or meet state standards relative to equipping these labs has been frustrating as well as futile. Certified personnel in the field of Industrial Arts/Industrial Technology has become an additional problem the Little Rock School District has had to contend with the last three years, due in large part to teacher retirement and/or teachers not meeting required statecertification standards. Currently, there are three schools with either a long term substitute or a non-certified industrial arts/industrial technology teacher teaching this course. While Low enrollment in some vocational courses and/or programs continues to bring questions as to a need to offer the particular course or eliminate it. making this decision, the District must use caution. Several vocational courses are needed to provide complete programs of study for those students desiring to become Tech Prep completers. Under Act 969 of 1993, students who graduate after May 1, 1997, shall have successfully completed either the college preparatory core curriculum or the technical core curriculum (Tech Prep). requirements become more rigid, vocational courses, as well as other elective courses, begin to experience low enrollment problems. As graduation Nationwide, education and training are undergoing major restructuring, the main reason being that our present educational system no longer meets the needs of society. The Tech Prep movement was initiated in response to this need. During the 1993-94 school year. Little Rock School District began putting the Tech Prep program of studies in place to meet state mandates. The purpose of Tech Prep is to better prepare students for the changing demands of the workplace through a combination of strong academic and technical skills training for entry and/or midlevel careers. To do so means having a strong curriculum as well as high tech equipment to train our students. Several courses in vocational education are experiencing low enrollment due to scheduling conflicts relative to graduation requirements or lack of time in their daily schedules for electives. courses need to be eliminated because of low enrollment, the District must be careful to not eliminate courses that are \"capstone\" or completer courses for Tech While some Prep programs of study which are mandated by Act 980 of 1991. 1A. BACKGROUND Beginning with the 1988-1989 school year, the Little Rock School District replaced the traditional, but outdated, Industrial Arts program with a new concept designed to provide students with learning experiences in modern industrial technology. This new educational program is Exploring Industrial Technology Education (E.I.T.E.) and is taught as a semester course for seventh and eighth graders, and a full year course for 9th graders. implementation was completed during the 1992-93 school year when the last lab was installed at Southwest junior high. All of the instructors were certified Industrial Arts teachers, who had to receive additional training and college Full credit to become certified to teach the course. The curriculum content in Exploring Industrial Technology Education is directed toward four major clusters for 7th, Sth, and 9th graders: communication, construction, manufacturing, and E.P.T. (energy, power and transportation). Students are exposed to using computers, robots, lasers, pneumatics, telecommunication, and other modern equipment and concepts.....................- - be taken by any student declaring a Tech Prep course of study in Trade and communi cati on, construction This course should S * I CL Industry skilled training programs. Tech Prep is a national movement to better prepare students for the complexities of life in the 21st century. Tech Prep is considered a \"dualpurpose program of study\", which means that upon completion of the Tech Prep core, students are prepared to enter a vocational col lege preparatory program or a combination, schools establish a Tech Prep core curriculum. .... . has made great progress in implementing the Tech Prep initiative, but still has a lot of work to complete. During the 1993-94, and 1994-95 school years, changes have been made and capstone or \"completer\" courses have been put in place to provide the linkage needed to have complete programs of study in the home schools. The Tech Prep programs of study are available in Consumer Home Economics, Business Education and Marketing, and Trade and Industry in all of the home schools. These programs of study will give students what they need to be employable or to continue their postsecondary education or training after high school graduation. The new standards require each school to make available programs of study in three occupational programs. Metropolitan Area Vocational Center is a part of the Little Rock School District, the skills training programs offeredthere are an extensionof the Trade and Industry program of study. In the Little Rock School District home schools. Trade and Industry programs are limited, almost non-existent. or technical program, a Act 980 of 1991 requires that The Little Rock School District II the home schools. Because I 5 s Drafting The following Trade and Industry programs are currently offered in some of the home schools: Basic Mechanical Drawing, Exploratory Carpentry, Architectural Drafting, Engineering Drafting and Work Study programs in Coordinated Career Education (disadvantaged and handicapped students). Industrial Cooperative Training and General Cooperative Training. Trade and Industry course offerings at Metropolitan Area Vocational Center are as follows: Auto Body and Paint Technology, Automotive Technology, Commercial Foods, Computer Aided Drafting, Computer Graphics/Commercial Art, Cosmetology, Electronics, Health Occupations Education, Metal Fabrication/Welding, Printing Technology, Radio Broadcasting, Residential Construction, Television Production and Word Processing (extended Technology day only). B. PROBLEM DEFINITION Current funding and the high cost of equipment, supplies and materials 3E. OBJECTIVES 1. Exploring Industrial Technology Education (E.I.T.E.) labs not meeting state standards either through equipment needs or lack of certified staff, will be eliminated to allow funds/equipment needed to operate other E.I.T.E. wi 11 2. labs to be transferred, thereby ensuring their success. Vocational courses with consistent low enrollments will be eliminated to provide adequate funding for other, more viable vocational courses in that school or in the District. These objectives support District goal #4, which will allow for the securing of financial and other resources that are necessary to fully support district schools and programs. Evaluative Criteria\nThe following is a list of the criteria to be used in determining whether or not the problem is solved: Q. t I 1) 2) 3) 4) The amount of additional funds and equipment made available for the remaining labs\nstudents having access to the E.I.T.E. lab will also have access to all of the required equipment and materials needed to meet state standards\n5 students will be able to transfer learning experiences to skilled training programs in Trade and Industry\nand immediate cost savings is realized. Expected Benefits: The District will be able to meet the state required equipment standards for the E.I.T.E. programs remaining in existence and provide adequate funding for other vocational programs relative to equipment, supplies, materials and staff. F. IMPACT ANALYSIS 1. II Program - There will be students at two junior high schools who will not have access to the learning experiences gained in an E.I.T.E. lab. Also, this program is used as a \"back-up\" course at these schools which may present a scheduling problem for school administrators. The changing of two FTE Consumer Home Economics positions at J. A. Fair to 1.5 FTE would not adversely affect the program. Currently, with the present enrollment, this would have been a more resourceful change this school year. The .5 FTE could travel between J. A. Fair and another school with a need for a .5 FTE. RPG Programming course at McClellan has The Computer Technology: -- - never been in full force since being implemented in the.1993-94 school year. The equipment needed to teach the programming course {AS400) is housed at Metropolitan Area Vocational Center and was tied into by McClellan in 1993. Many mechanical difficulties were experienced and, low enrollment and/or lack of student interest has resulted in this recommendation to eliminate the course..........-  not have a negative impact on the magnet program, nor the Tech Prep This would programs of study. 5FOREST HEIGHTS E.I.T.E. LAB EQUIPMENT PRICE 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Mechanism Trainer , Amatrol IR02-EMU-Intro to Robotics Pnuematic Trainer Hydraulic Trainer Electronics Trainer Telecom Trainer SIP-250 Printers, IBM (2) Small gas engine. Module Structure Module Lenco Welder Trainer/Simulator 11. IBM Computers (486 SX) 12. 13. 14. 15. 16. 17. EET-IL #200-2002 Modular Electronics W/Lego Auto Sketch Software C.A.D.E.T. II Exploring Fiber Optics Software Packages (Pagemaker Desktop Publishing, Word Processing and Flight Simulator) EMP Course-SRIOO (3 HP gas engines) Technology Computer Trainer $ 1,199.00 3,135.00 1,099.00 1,399.00 690.00 2,073.00 580.00 1,850.00 1,995.00 3,010.00 4,168.00 1,199.95 94.00 875.00 650.00 t w S H S **  1 CL  B. e 18. Bench System II 19. 20. 21. 22. Solar Energy Test Centers Trainer Electronic Publishing Module CAD Drafting Station A/Auto CAD and Mouse Audio/Video Module Modular Electronics W/Lego Tools, materials/supplies 3,010.00 950.00 99.95 1,800.00 599.00 1,845.00 2,460.00 2,500.00 TOTAL ESTIMATED PROGRAM COST (Forest Heights): $37,280.90 PULASKI HEIGHTS E.I.T.E. LAB 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11 12 13. 14. 15. 16. 17. 18. Mechanism Trainer IR02-EMU Intro to Robotics Pnuematic Trainer Hydraulic Trainer Electronics Trainer EET-IL Modular Electronics W/Lego Telcom Trainer SIP-250 Structure Module Lenco Welder Trainer/Simulator CADET II Exploring Fiber Optics Technology Computer Trainer Printers (2) Auto Sketch Software Software Packages (Pagemaker, Desktop Publishing, Word Processing and Flight Simulator Solar Energy Test Center Electronic Publishing Module CAD Drafting Station W/Auto CAD Drafting Station and Mouse Small Gas Engine Module $ 1,199.00 3,135.00 1,099.00 1,399.00 690.00 1,199.95 2,073.00 1,995.00 3,010.00 875.00 950.00 580.00 94.00 650.00 1,800.00 599.00 1,845.00 1,850.00 73/01/95 brochures reflect changes Spring Recruitment begins Vocational Administration and Staff 9 o W E ir c. If I IBusiness Cases Requiring Additional Expenditures Alternative Education Arkansas Crusades Beacons School Information Services Newcomer Centers Reading Recovery/Early Literacy Pilot Program Security Officers to Work on Safety and Security Issues bEXECUTIVE SUMMARY fe BUSINESS CASE ALTERNATIVE EDUCATION At the end of the 1990-91 school year, the three Pulaski County School Districts elected to disband the Tri-District Alternative Education Program for junior high students that they had collaboratively operated for two years in a facility owned by the Little Rock School District located at 800 Apperson Street. In August of 1991, the Pulaski County School District opened its program in a District owned property in Scott, Arkansas\nThe North Little Rock School District located its program in the North Little Rock Boys Club and the Little Rock School District choose to maintain its alternative education program in the old Carver Elementary School at the Apperson site. The District renamed the program, Center nine. the Little Rock School District Alternative Learning and continued to serve students in grades seven, eight and Typically, students accepted into the program have evidenced a pattern of low achievement, lack of motivation, poor attendance, low self-concept, are overage for their grade level and have experienced moderate to extensive behavioral problems in traditional school environment. the In recent years, the number of LRSD students in need of alternative programming has far exceeded the number that could be served at the Alternative Learning Center with its present staffing limitations. A waiting list of thirty to forty students who cannot be placed is common. Expansion of the program to serve a larger pool of at-risk students has been identified as principals, teachers, and parents. program enrollment. a critical need by building In addition to increasing the there is also a need to make qualitative improvements to the program in general. Several options for expanding and refining the current Alternative Learning Center program were considered: 1. 2. 3. 4. Double the enrollment to serve additional students. Establish additional ALC sites at other District owned facilities. Do nothing. Maintain the status quo. Explore the feasibility of implementing pilot alternative classrooms in several junior high schools. Alternative one would require a significant expansion in certified and support staff that would be financially prohibitive due to the precarious financial condition of the District at this time. Alternative two, expanding into other District facilities, could greatly increase the operational costs that would be incurred bystaff must be flexible and open to change. Each situation is unique and requires instructional programs. specialized staffing, support and Unfortunately, many alternative schools operate in the same manner as regular schools. They become just another traditional school instead of a \"true\" educational alternative. The Little Rock School District Alternative Learning Center has functioned as a blending of forms a and b. Students are administratively assigned to the Alternative Learning Center upon the recommendation of a placement team composed of Alternative Learning Center staff and representatives from the junior high schools. Students may also be assigned by the Little Rock School District Board of Directors through the Sudent Hearing Officer as an alternative to suspension or expulsion. There is an expectation that students will progress through the Alternative Learning Center program and eventually return to their home school. Presently, the Alternative Learning Center is staffed to accommodate sixty students from the eight junior high schools. Several conditions must be met for an alternative school to be effective: - a caring staff well trained in alternative strategies - positive school climate with clearly defined limits - high expectations - parent involvement - respect at all levels - freedom for the staff to experiment During the 1994-95 school year, a committee was formed to examine the structure and operating procedures of the Alternative Learning Center as currently organized, identified: Several areas of concern were 1) 2) High absentee rate of students. According to the program director, the average daily attendance hovers around 60% of enrollment. High suspension rate of students assigned to the program. A disproportionate number of ALC students have serious behavioral problems and are disruptive to the learning process at the Center and end up receiving either a long term suspension or expulsion. 3) Limited number of students served. The staff of six certified teachers have ratio of one to twelve students. students. This ratio dictates a capacity of sixty a 4) The absence of an on-going staff development program to enhance skills and understanding of staff in working with high risk students. - 3 - fesuperintendents, the director of Pupil Services and a representative from the Division of Exceptional Children, engaged in a process that included a review of current research on effective practices and programs in alternative education, and a survey of junior high principals as to their needs in regard to an alternative education program. As a result of this process, several strategies were examined. These included: 1. 2. Double the enrollment at the ALC to increase the number of students served\nExpand the maximum number of students served by providing services at more than one site in the Little Rock School District\nD. 3 . 4. Maintain the status Quo. Do nothing. The feasibility of implementing a pilot alternative classroom in targeted junior high schools. Alternative one would require that the current instructional staff at the ALC be doubled. This expansion would be financially prohibited at this time due to the precarious financial condition of the district. The District has several surplused buildings which could be used to expand services. However, this option would greatly increase the operational costs that would be incurred by opening an additional building with attendant administrative costs, feasible at this time. Financially, this option is not The third alternative is unacceptable as we would lose the faith and confidence of parents and staff for failing to respond to the needs of our at-risk students. programs, by their nature, are designed to provide the academic and social support for students whose developmental needs are not being met through the traditional educational Alternative Our continuing goal is to ensure that all delivery system. . . students receive a quality educational experience that is appropriate to the needs of each youngster. 7 for students in need of alternative educational services The waiting list continues to grow and feed the ranks of dropouts, pushouts and other disillusioned students whose learning styles and personal/social needs are not met within the traditional educational setting. RECOMMENDATIONS Due to the need for increased capacity for alternative educational services in the District and the limitations in funding an expanded program, the following recommendations are proposed to increase capacity by reducing the number of schools who refer through establishing pilot, school-based alternative classrooms. - 5 - IB. Dress Code Institute a dress code that would require some uniformity in dress. C. Parental involvement 1. Mandate a parent/student contract that specifies required parental involvement in th school's program and attendance at required 2. teacher/parent conferences. Parents would be expected to volunteer at least one day each nine weeks at the school. D. Transitioning Component Develop specific procedures that Prepare the student for the students re-entry. and the \"home school\" Monitoring and follow-up of the student's Pfog^^ess for a minimum of six months after exiting the ALC would be conducted by the ALC social worker and E. the home-school counselor. Pre-service and Inservice Training component Plan a five day pre-service training workshop schedule for the first week of school before students are assigned to the ALC, for all school staff. Content would include, but not be limited to, classroom management, contingency contracting. Service Learning, adolescent development and cooperative learning. In-seryice would be conducted throughout the school needs identified by building staff. In-service F. E. workshops year based on curriculum Enhancements 1. 2. Implement curriculum based Service Learning into the curriculum. Provide a daily class in behavior management social skills content to be delivered by and the school social worker. OBJECTIVES 1. To increase the number of junior high school students served through alternative educational options. 2. To provide an appropriate school-based alternative classroom environment for those provide - 1 *F. IMPACT ANALYSIS Positive Impact 1. Better needs. support for more students with specialized 2. 3. Less transition difficulty for students returning to the regular classroom. A reduction in daily absenteeism. Negative Impact 1. 2. Possible increases in program costs. Administrators and teachers who feel that disobedient students should be removed from the classroom setting, as well as from the school district. The proposed school-based alternative classrooms will complement both the Little Rock School District desegregation plan and court orders by providing additional specialized alternative learning opportunities for high risk students that are cost effective and educationally sound. Political Factors Because the implementation of this recommendation will result in increased spending over the 1994-95 budget for the ALC, some may object to additional expenditures while other programmatic and staff cuts are being made. Timing Because of the general concerns regarding school and classroom discipline, and the achievement disparity between at- risk and other students, the refinement of the ALC program will be viewed as a welcomed relief by building administrators and teachers. The parties in the desegregation case should also see this move as a positive effort toward recognizing and responding to the needs of this population of students in spite of our diminishing financial resources. RISKS The risk of implementing this program is that it has the possibility of increasing the cost of alternative educational '  J-A- risk of not programs for students in this district. implementing change is that fewer students would be served and the schools will continue to have students on long waiting lists. - 9 - ITraining for the teachers and coordinator would be held prior to the assignment of students to the program in the time period after 9 1/4 contract personnel report to work in the fall of 1995. July, 1995. Training for the administrators should occur in Course development would begin in the Spring 95 by curriculum supervisors and core teachers at the school pilot sites. 2. Financial analysis The following costs would be incurred in 1995-96 for each of the two pilot programs. Program Coordinator 1.0 FTE .2 FTE core area teacher = 6,000 X 4 = Curriculum development $33,495 X 2 = 24,000 X 2 = Training Materials, Supplies, Textbooks Equipment School Resource Officer 8,075 X 2 7,300 X 2 $66,990 48,000 4,265 1,000 16,000 14,600 16,500 The above itemized costs for personnel are based on an average teacher salary of $30,000 plus $1,200 benefits and $2,295 FICA for a total cost per coordinator of $33,495. These costs would already be borne by the personnel budget of the two individual schools if individuals can be surplused from current assigned duties to serve as program coordinators. Similarly, the 48,000 for .2 FTE for eight core instructors would not be new or additional costs either, if these persons can be identified from existing staffs and assigned one hour of their day to teach in the program. An added cost for personnel would be for the proposed school resource officer for the Alternative Learning Center, cost would be $16,500. That The materials and supplies costs for desk supplies, paper for copying, VCR tapes, and textbooks would not be new costs. These monies would already be in the operations budget in the two pilot schools, but would be diverted to this program. costs for supplementary instructional materials The and supplementary textbooks, and software would be new costs ($3,500 total) X 2 = $7,000. Equipment costs for an overhead projector, TV and VCR would normally be expected to be included in the operations budgets of the two schools. These are usual items, probably already available at no new cost, that could be dedicated to this program. The expenses for an FM radio, computers, repairs. and a copier allocation would be new costs, ($3,100 total) X 2 = $6,200. Training costs ($1,000) and curriculum development costs ($4,265) would also be new costs, not included in the current operations budgets of the involved schools. 11 - IH. FORCE FIELD ANALYSIS Classroom Teachers should support the concept of the school within a school. The process would allow those students who are on a waiting list to be removed from the classroom. Parents of those students would appreciate the opportunity for their children to attend school instead of staying home where sometimes they tend to get into more trouble. Troubled students would probably feel more comfortable in a regular school setting where they may still have the opportunity to be mainstreamed back into the classroom. The Little Rock Community. Little Rock School District Board of Directors, law enforcement and truancy authorities would feel more comfortable with ALL students in school on a daily basis. Concern over disruptive students is presently very high among school district personnel, parents, and the Little Rock community at large. Efforts to improve the Little Rock School District's programs for such students would be expected to receive support from all of these factions. However, detractors may emerge among individuals or groups who feel these efforts are of insufficient magnitude, or who oppose any efforts which do not result in immediate removal of disruptive students from their home school campus. Primary detractors may be some administrators and teachers who feel that disobedient students should be removed from the classroom setting as well as from the school environment. The success of the pilot programs would convince detractors that the possibilities of a school within a school may resolve many of our problems which include attendance, the lack of an experienced staff, a waiting list and disruptive students in the classrooms. I. GENERAL IMPLEMENTATION PLAN The milestones for plan implementation include the following: (a) approval of the business developed at the building level. case, (b) program guidelines approval, (d) curriculum development completed. (c) budget development and approval (local and ADE) , (e) curriculum training scheduled. (f) training design developed and program determined. (g) program staff selected. (i) furniture. administrator training completed. supplies provided. (k) equipment textbooks, (h) site for provided,(j) materials. teachers. (m) initial (ij training of coordinator and core area selection and placement of program participants, (n) delivery of program curriculum, (o) monitoring and evaluation of program operations, (p) periodic reporting of program monitoring and evaluation (q) modification of program operations as necessary. developed and submitted. (r) end of year evaluation design Timelines, tasking, and reporting forms are included in the The project program leader will be the director attached tables, of Pupil Services. 13 - IT 0 ) MILESTONTS a. aproval of the business case b. program guidelines developed at the building level c. budget development and approval d. curriculum development completed (behavior modification program, combining 7/8 course objectives to one course with suggested instructional procedures) e. curriculum approval (local administration and Board) f. training design developed and training scheduled g. program staff selected h. site for program determined i. furniture, equipment provided j. administrator training completed k. Textbook, materials, and supplies provided 1. training conqsleted for coordiantor and core area teachers m. initial selection and placement of program participants n. delivery of program curriculum o. monitoring and evaluation of program operation p. periodic reporting of program monitoring and evaluation q. modification of program operation as necessary r. end of year evaluation developed and submitted a. TIMELINTS January-Fcbniary, 1995 b. March 1-31, 1995 c. March - April, 1995 d. March - May, 1995 e. June 1-30, 1995 f. March - June, 1995 g. June-July, 1995 h. June-July, 1995 i. July-August, 1995 j. July 1-31, 1995 k. August 1-31, 1995 I. August-September 10, 1995 m. August-September 10, 1995 n. August-June, 1996 0. August-June. 1996 p. October, January, April. June q. October, January, April, June r. June 1-June 30, 1996 TASKING a. Cabinet b. Principals, Cloverdale, Southwest c. Principals and Mark Milhollen d. Principals, curriculum supervisors, core teachers, staff development c. curriculum supervisors f. principals, curriculum supervisors, staff development g. principals h. principals i. principals, purchasing dept. j. staff development k. principals, purchasing dept. 1. principals, curriculum supervisor, staff development m. principals, assistant principals, pupil services Team, Larry Robertson n. coordinators, core teachers 0. principals, coordinators p. principals, coordinators q. principals, coordinators r. principal, coordinators 15 - REPORTING a. approval memo b. Program description completed c. budget approval memo d. curriculum developed e. approval memos f. training design completed and scheduled g. master schedule developed h. memo to Deputy Superintendent i. memo to Deputy Supt. (status report) j. memo (status report to Deputy Superintendent) k. status report to Deputy Superintendent 1. status report to Deputy Superintendent m. quarterly reports n. quarterly reports o. quarterly status reports p. quarterly status reports q. quarterly status reports r. Annual Report bBUSINESS CASE The Arkansas Crusades EXECUTIVE SUMMARY The State of Arkansas received a $10 million grant from the National Science Foundation (NSF) to initiate systemic change in mathematics and science. The Statewide Systemic Initiative started in 1991 with the Math Crusade, followed by the K-4 Crusade in 1994 and the Science Crusade in the Spring of 1995. Crusades are now known as the Arkansas Crusades. These three Crusade training has been highly touted by Little Rock School district teachers. Participants in the Arkansas Crusades rank the training course as one of the very best in which they have ever Pa^^ticipated. (See Appendix A) They feel that the training has helped improve the math and science instruction they provide to their students. For teachers to participate in Crusade training training, their district must purchase classroom sets of math and science equipment that is reimbursed on a 50-50 basis with NSF funds. The Little Rock School District used desegregation funds for these purchases during the 1994-95 school year. Separate business cases were accepted that provided $18,000 for K-4 Crusade equipment and $25,000 for Science Crusade hands-on equipment. The Math Department used $9,000 in a desegregation control account to purchase Math Crusade equipment. Assistance for the three Crusades is requested in the amount of $30,000 to use for purchase of math and science equipment on a 50- 50 matching basis with NSF grant funds. Approximately 30 teachers will be able to participate in one of the Crusade training courses during 1995-96. With the NSF match the $30,000 will purchase $60,000 of math and science equipment for our schools. A State bid further increases the amount of equipment that can be purchased with the requested funds by about 40-50%. The bottom line is that $30,000 will purchase about $90,000 of vital hands-on science and math equipment that trained teachers will use to instruction in math and science for all students, K-12. improve A. BACKGROUND The Statewide Systemic Initiative (SSI) Program began in 1991 with the Math Crusade, a three hour graduate course taught by teams consisting of a university professor and a public school teacher. More than 1200 math teachers statewide and over eighty (80) teachers in the Little Rock School District have been retrained through the Math Crusade. These teachers' classrooms have been equipped with the latest mathematics tools and calculators. Much of the training focuses on the use of manipulatives to teach mathematics concepts. The new phase of the Statewide Systemic Initiative that includes Ifunding and district funding. funding from grants, solicited. PTA, Within both categories, and partners in education outside can be Non-participation in the Crusades is another option. These alternatives, which are described below, were generated by a brainstorming session with Little Rock School District trainers for the Arkansas Crusades. 1. Non-participation in the Crusades - Because of our budget crisis, the Little Rock School District could elect to not support teachers in taking Crusade courses. The problem with this approach is that LRSD Goals require that we try to increase achievement and decrease 2. 3. disparity among students. component in reaching our goals. Staff development is a vital Successful staff development programs should be supported. Our teachers. patrons, community and students would frown upon a nonparticipation attitude by the District. Site based funding - Local schools could support their own teachers to participate in one of the Crusades. Schools could allocate a portion of their supply budget for this purpose. In addition schools could ask their PTA or partner in education to help fund a teacher to take a Crusade course. Schools could also work with the grant writer to identify possible grant sources to help teachers participate in the Crusades. Local school support of teachers in the Crusade courses has the drawback that support will be low and uneven among the schools due to local school budgetary constraints. Many teachers will be unable to participate in the Crusades. schools, and In the past, magnet schools, incentive schools with strong PTA support have provided limited support for the Math Crusade and Crusade. Other schools have provided no support. K-4 Grant opportunities are likely to be successful at only one or a few sites, so grants aren't an answer to the problem. District funding - The District could dedicate funds to support Crusade training. District funds could ensure that participation occurs and that it is equitable among schools. In other words, teacher A at school Y would have as good a chance of participating as teacher B at school Z. The District could pursue outside monies supplement local funding. For example. to help the District received $5,000 of Act 453 funds in 1994 to help 5 teachers attend Science Crusade training. Outside funding, however, is uncertain and unlikely to meet the District's needs to support the Arkansas Crusades. Since the Arkansas Crusades are statewide, they don't meet the criteria of uniqueness funding agencies require. and replicability that most *T The recommendation also supports the hands-on approach to science and math that is described in the Desegregation Plan (page 77, strategies 1.2 and 1.3). Evaluation criteria for the objective are both qualitative and quantitative: 1. Teachers who receive Crusade training will be asked to complete a survey about the quality of the training and the impact it has had on their teaching. 2. A comparison of students' SAT8 scores in science and/or math will be made for elementary teachers who complete Crusade training. Determining students' SAT-8 results by teacher are not feasible at the secondary level. _____r__t-J benefits are better equipped math and science classrooms and teachers who are trained to use the equipment to The expected teach a hands-on approach to science and math, the benefits are the students of the teachers The recipients of F. IMPACT ANALYSIS 1) Program The Arkansas Crusades will provide teachers in the Little Rock School District an opportunity to become 2) more in more knowledgeable about the standards mathematics, science, and reading and also become comfortable in teaching math with manipulatiyes, using more hands-on science activities, and integrating science national This knowledge and experience and math with reading. --- . will transfer to the science and mathematics program in our District. Our students will become the benefactors of this new methodology and content information. Desegregation The Arkansas Crusades will enhance the goals for science, and reading that are in the Desegregation Plan. 1.2, 1.3 and 1.4 on page 77 of math, \u0026lt;__ ___ Strategies the Desegregation Plan states that the District will purchase science supplies to facilitate the hands-on science approach, math manipulatives to facilitate hands-on math instruction, and sets of trade books to facilitate the emphasis on literature. The Arkansas Crusades support the purchase of equipment for math, science, and reading and the hands-on approach to teaching. 77 3) Court Order The Arkansas Crusades support the recommendations made by ODM in the Incentive School Monitoring Report (12/09/93, Incentive page 49) concerning science labs in the Incentive Schools and in-service regarding the use of the labs. Ir.ccr.ti.c *H. I. A similar amount will be requested over the next three years. FORCE FIELD ANALYSIS Supporters of this program will include teachers who either have participated in Crusade training or desire to do so in principals of teachers who have or intend to the future, complete the training, and students and parents of students who are the beneficiaries of the training. Supporters will also include business and community leaders who want to see graduates who are better prepared to assume jobs in the 21st century. A step toward this goal will be to make state-of- the-art math and science equipment available to every student beginning in kindergarten. Detractors, if any, would be those who view this proposal only in terms of the small splash of red ink it budget. makes on the GENERAL IMPLEMENTATION PLAN Activity Completion Date Responsible/ Participating Person(s) i. Teacher J make applicaion far Arkansas Crusades. 08\u0026lt;IJ-95 Fall 12-01-95 Spring Teachers. Prindpals 2. SdencelMah Ofice processes the applications and seeura the Supermtmdera's signanre 3. Approved afpiieaions are sera ra requested Uriverstry 4. Teachers parddpate in Crusade classes. 5. Teachers select equipmeru and supplies from approved Srae Bid list. 6. Equipmentlsupplies ordered by Sdencelkicth ofice. 7. A^er receipr of eipiiptnetalsupplies. copies of invoices seta to Arkansas Crusades ofice far 50% reimbursement. 8. Teachers surveyed about value of tmining upon completion of course. 9. Pre-post\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1122","title":"Little Rock School District Program Planning and Budget Document for Non-Desegregation Programs, Planning, Research, and Evaluation Department","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1995-02-24"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Finance","Educational planning","Educational statistics","School improvement programs","Student assistance programs","Office of Desegregation Monitoring (Little Rock, Ark.)"],"dcterms_title":["Little Rock School District Program Planning and Budget Document for Non-Desegregation Programs, Planning, Research, and Evaluation Department"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1122"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["130 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nSecond quarter status report, 1994-1995\nexhibit 2\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLITTLE ROCK SCHOOL DISTRICT 1994-95 SECOND QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT FOR NON-DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT FEBRUARY 24, 1995 FEB 2 4 1995 Office of Desegrega. n I JI 119 EXIDDIT 2 TABLE OF CONTENTS SEQUENCE# fAQU SEQUENCE# Preface SCHOOL OPERATIONS CLUSTER (BUFF) Mission Statement 2 2()C) Elementary 62 Goals 210 Junior High School 65 3 211 High School 67 District Financial Summary 212 Athletics 69 4 Definitions 5 SCHOOL SUPPORT CLUSTER (BLUE) Organization of the Report 213 Guidance Services 76 7 214 Drug Abuse Prevention 85 Cluster Budget Documents 215 Health Services 91 8 216 VIPS 102 217 Educational Media Services l()C) 218 Board of Education Services 112 CURRICULUM CLUSTER (PINK) 219 Executive Administrative Services 114 220 Support Service Management 117 221 Fiscal Services 121 201 222 Plant Services 123 4 Year Old Program/City Wide 10 223 Pupil Transport Services 125 Early Childhood Education Program 202 Kindergarten 224 Purchasing Services 129 15 225 Safety \u0026amp; Security Services 133 203 Special Education 17 226 Planning \u0026amp; Evaluation Services 135 204 Vocational Educational 23 227 Communication Services 149 205 Adult Education 28 228 Human Resource Services 157 206 Compensatory Education 31 229 Labor Relations 161 207 Gifted and Talented 36 230 Data Processing Services 166 208 Curriculum Services 39 231 Family Life/New Futures 171 232 Indebtedness 175 233 Contingencies 177 ORGANIZATIONAL CHART 179 PREFACE The mission statement and goals of the Little Rock School District serve as guides for all decision-making. The information gained from the Second Quarter Status Report Program Planning and Budget Document for Non-Desegregation Programs will provide direction for quality, interim decision-making as well as summative decision-making . The report enhances the district's ability to monitor and report achievements and expenditures relative to programs which are not a part of the district's Court-Approved Desegregation Plan obligations. Among other things, specific quarterly expenditure information will be provided in addition to the YTD (Year-toDate) Expenditure information. The Second Quarter Status Report Program Planning and Budget Document for Non-Desegregation Programs contains the following: (I) The Mission Statement of the Little Rock School Distric!\n(2) The Goals of Little Rock School District\n(3) LRSD YTD (Year-to-Date) Non-Desegregation Expenses Summary\n(4) Definitions and Data Elements\n(5) Ofganization of the Report\n(6) Non-Desegregation Program Budget Documents, Grouped by Clusters\nand, (7) The LRSD Organizational Chart. 1 LITILE 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 District's curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens to fairness, racial equity and adequate support for education. 2 LITTLE ROCK SCHOOL DISTRICT GOALS I . The LR D will 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. 2. The LRSD will develop and maintain a staff that is well-trained and motivated. 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 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. 4. The LRSD will solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. 5. The LRSD will provide a safe and orderly climate that is conducive to learning for all students. 6. The LRSD will ensure that equity occurs in all phases of school activities and operations. Little Rock School District Non- Desegregation Expenses Program Seq. No. Program Name Budget 94- 95 FTE's % Budget 20 1 YTD Expense 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter Spent FOUR YEAR OLD/HIPPY 233,992 00 0.00 77,819.56 374.09 77,445.47 33.26% 202 KINDERGARTEN 3,160,053.09 89.00 1,027,314.59 372,250.21 655,064.38 32.51% 209 ELEMENTARY 18,985,179 56 653 14 7,384,272.92 3, 111 ,344 22 4,272,928.70 38.89% 210 JUNIOR HIGH 9,273,594.63 287 20 3,344,938 .73 1,391 ,997.19 1,952,941 .54 36.07% 21 1 HIGH SCHOOL 8,395,188 73 244 20 3,214,887 83 1,334,045 .62 1,880,842.21 38.29% 212 ATHLETICS 166,457 85 0.00 123,624.17 85,811 .76 37,812.41 74.27% 203 SPECIAL EDUCATION 6,558,677.51 151 .50 2,064,567.61 642,886 96 1,421 ,680.65 31 .48% 204 VOCATIONAL EDUCATION 4,930,172.15 106.20 1,959,120.62 942,972.54 1,016,148 08 39.74% 205 ADULT EDUCATION 790,194.57 23.00 288,847.36 122,829.00 166,018.36 36.55% I 206 COMPENSATORY EDUCATION 591 ,353.64 13.80 258,506.36 97,832.95 160,673.41 43.71% 207 GIFTED ANO TALENTED 1,230,868.19 32.80 375,026.06 143,592.75 231 ,433.31 30.47% 213 GUIDANCE SERVICES 3,090,710.95 67.60 1,067,308.78 458,418 49 608,890.29 34.53% I 215 HEALTH SERVICES 841 ,095.06 27 10 248,298.22 89,253.85 159,044.37 29.52% 208 CURRICULUM SERVICES 1,910.391 .39 55.00 816,061 .59 366,222.44 449,839.15 42.72% 217 EDUCATIONAL MEDIA SERVICES 2,273,321 .76 70.50 805,190.03 386,959.34 418,230.69 35.42% I 218 BOARD OF EDUCATION SERVICES 1,009,265.44 0.00 165,503.10 125,694.91 39,808.19 16.40% 2 19 EXECUTIVE ADMIN SERVICES 334,675.03 5.00 192,201 .12 148,421 .91 43,779.21 57.43% 220 SUPPORT SERVICE MGMT 1,405,884 22 3.00 523,458.25 73,043.84 450,414.41 37.23% I 221 FISCAL SERVICES 1,801 ,273.31 12.00 1,372,035.41 644,934.47 727,100.94 76.17% 222 PLANT SERVICES 9,787,229.05 245.63 4,412,362.87 2,019,809.40 2,392,553.47 45.08% 223 PUPIL TRANSPORT SERVICES 7,354,396.24 346.80 2,525,193 28 873,991 89 1,651 ,201.39 34.34% 224 PURCHASING SERVICES 1,540,494.68 16.00 1,023,599.83 762,486.70 261 ,113.13 66.45% 225 SAFETY \u0026amp; SECURITY SERVICES 830,592.70 0.00 484,347.95 445,064.23 39,283.72 58.31% 226 PLANNING \u0026amp; EVAL SERVICES 343,221 .38 7.00 129,679 69 71 ,634.05 58,045.64 37.78% 227 COMMUNICATIONS SERVICES 156,392.33 4.00 66,700.34 36,393.18 30,307.16 42.65% 228 HUMAN RESOURCES SERVICES 2,954,841 .75 10.00 1,045,067.35 480,013.09 565,054.26 35.37% 229 LABOR RELATIONS 103,384.29 2.00 49,671 .03 28,288 97 21 .382.06 48 .05% 230 DATA PROCESSING SERVICES 875,875.49 10.00 397,387.06 179,033.47 218,353.59 45 37% 232 INDEBTEDNESS 8,304,475.00 0.00 6,593,909 22 1,419,610.48 5,174,298 74 79.40% 233 CONTINGENCIES 0.00 0.00 000 0.00 0.00 000% 231 FAMILY LIFE/NEW FUTURES 430,400.00 000 147,833.14 3,464 67 144,368.47 34.35% TOTAL 99,663,651 .99 2,482.47 42,184,734.07 16,858,676.67 25,326,057.40 42.33% 4 DEFINITIONS AND DATA ELEMENTS The following are definitions of terms and data elements used in the First Quarter Status Report Program Planning and Budget Document for NonDesegregation Programs. 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. trategies: 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 evaluation criteria establish measurable and observable levels of performance of the product. Page: Each Program Budget Document uses one or two formatted pages. Program equence II ( eq.11): 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. DEFINITIONS AND DATA ELEMENTS Page 2 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 Manager, the Principal, and/or the Assistant Superintendent). 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. Beginning Date: This is the actual dale a particular strategy began. For consistency, all dates should be printed in the following format: MM/DD/YY, (03/31 /04). 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, (04/01/94). If an activity toward a strategy has been started but not completed, a percent of completion (for example, 50%) should be entered in the Completion Dale column. Responsibility: This is the name of the individual tasked with ensuring an activity has been accomplished. 6 ORGANIZATION OF TIIE REPORT This section provides guiding information about the text of the First Quarter Status Report Program Planning and Budget Document for NonDesegregation Programs. Pagination: Every page in the text is numbered using Arabic numerals. Pages are consecutively numbered (i.e., 1,2,3, ... ) throughout the report at the bottom of the page beginning with the \"Preface. The \"Table of Contents is on page i. 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 this report, similar programs have been grouped into three color-coded clusters: Curriculum, School perations, School Support. 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 If) or page number for facilitating program reference in the report. Organizational Level. The School Operations Cluster employs only four programs. In addition to Athletics, the School Operations Cluster classifies the fifty schools according to three school organizational leveled programs: Elementary, Junior High, and Senior High. Organizational Chart. An organizational chart has been included to provide reference information matching designated responsible persons with desegregation and non-desegregation programs. 7 CLUSTER BUDGET DOCUMENTS 8 ' Curriculum Cluster  4 Year Old Program/City Wide Early Childhood Education Program  Kindergarten  Special Education  Vocational Education  Adult Education  Compensatory Education  Gifted and Talented  Curriculum Services 9 .. j f\"NllramSoq I: f\"Nllram N-e: f\"Nllram Code: r...,..-- Deocriplioll: J\u0026gt;i.,1ric1 Goal Support: f\"Nllram Goal: FY f\"NII...., lluda\u0026lt;4: YTD EaP\"'41iluros: Related t'Wl\u0026lt;ooo Codes: LRSP FY 9-95 PROGRAM BUDGET OOCUMENT 201 p .. ., Rerisioe Dte: Fcbruuy l, 1995 Four-Year-Old Prosn.m/HIPPY Primary Lnder: Eetellc M1uhi1 Pal Price The purpote of the pro,nm i IO mut the 1rowin, need, of diNdvan1.11pd ltUdcnt, and IO improve the ractal balance at tchool, that arc ditricuk IO duc1re11te by incorpontin, arty Childhood Education pro,nm, into the Elementary achool1. The pro1nm provtdu upericncu (OC' younc children whtCh meet their need  and  imul1te kamin, in all developmental 1ru1 - phyaiul, 10Ci1I, emotional, and intellectual. Priority for idcnlific11ion of pro1nm 1ite1 will be 1ivcn to uut that have I very hiah conc:cntntion of low income MUdcnu and in tehool, that are difficult to dne1re11te. Goal II - Implcmenl inte1nted educational pro,nmt that will cnaire that all 1Nden111row audcmically, 10Ci1lly and cmotion11ly with cmphuia on b11tC Wlla and academic enrichmcnl while c}oain, di1Pui1ic1 in achicvcmcnl. ao.111- Develop and maintain a 1Uffth11 it wcll-tnined and motivated. Goll ll -Thc Little ltoct School Board, adminillralion, 11aff, ind 1tUdent1 will demorutntc in lheir day IO day bch1vt0r 1h11 they accept each dive.nity mooi lludcnll, mff tnd the comnwnity u  valued re.aourcc upon which our comm.inily and nation can draw u we pn:pan: for the 2111 Century. Goal 14 - Solicit nd accure financial and other n:10Urcct lhat are necuury lo f'ully aupport our acboo11, includin, our duc1n:1ation plan. Goal 15 - Provide a ufc and orderly climate that i1 conducive IO leamin, for II IIUdenta. Goal 16 - Ena.ire that equity occurs in 111 ph11n of achool activi1tn and opcralK\u0026gt;M. To ullblieh ind mainuin developmen11lly appropriate E.arly Childhood pro,ranu for pn:-achool childn:n. $233,992.00 hi Qtr Eapmd: JJ7  . 09 l ... Qtr Ea,_., f\"TE S77,119.S6 lod Qtr Eapead: S77,S .47 4 .. Qtr Eapead: 10 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Pro,tram ~q I : 201 ProRnm Namf': Four Year Old Program February 2. 1995 Primary Lfadu: Es1cllc Matthis To cs~hltsh anJ mamtam IJcvclopmcmally appropuatc Early Childhood programs for pre school children \u0026amp;condary Ltadu: Pal Pncc Pl.in Rducncc Objtdivts Page NumMr Slratccits Bccinninc Date Complclion Date Rtsponsibility EYalualion Crileria 1 lmplcmcn1 early childhood cducaonn pro1rams lha1 provide urcncnccs for young th1ldrcn whtch meet 07/01/94 06/30195 Dcpury Supt , Ass1. 1 (Annual review of assessmcm thctr needs anti s11mula1c learning 1n all developmental Supc., Supervisor. data hegmmng 11 lhc end of the levels Principals, kindcrgancn year of each child Teachers, pantc1pa1mg m the program ln.S1ruc1ional Aides EPSF Post Asscssmcnis) (Comparisons of the pruircss of children who dtd and dKI not pan,cipatc m the program) (S1andard1ze ach1eveme111 1ests will be given IU each child a1 the end of the third grade level These 1es1s wdl provide data md1ca1ing the success of the Early Childhood Prngram as an 1n1erven11on s1ra1egy .) 11 Jden11fy s11es for program 1mplementattons 07/01/94 06/30/95 Deptny Supt, Asst I.I Sues estahhshed fur program Sup1 . Supeniisor, 1mplemenliilt1ons Plant Services, Principals A Sites for prognm 1mplemcmaoon have been 07/01/94 08/01/94 lden11ficd 1 2 Assisted tn recnuuna lcachers and aides as 07/01/94 06/30/95 Human Resource 11 Employment of teachers and needed Dept., Pnnc1pals. atdes for new anti open positions. Asst Sup1. Supcni1sor A Assisted in rccruumg teachers and a.des as needed 07/0194 08111/94 1.3 Obtain materials . supplies and cqu1pmcn1 for all 07/01/94 06/30/95 Supcni1sor. 1.3 Ma1cnals . supplies. and new programs Purchasing Dc(H cqmpmen1 will be m place 10 meet LRSD cumculum and ht:cn~mg 11 rcquircmcnrs Page: Program Stq I: 201 Rolsion Date: Februar)' 2, 1995 Program Name: Four Year Old Prngnm Primary Leader: Es1elle Manhis Secondary Mader: Pal Price Program Goal: To cstahhsh and maintain dcvclopmcntJlly appropriate Early Childhood prognims for pre-school children. Man RdHtrKe Objecll\"ts Strale\u0026amp;ics Be\u0026amp;innin\u0026amp; Date Completion Date Responsibility Eulualion Crileda Pace Number A. Obtained matcnals. supphes, and equipment for 111 07/01/94 08122/94 new programs. 1.4 Provtde inservice and technical assistance for 07/01/94 06/30/95 Supervisor. Staff 1.4 Agendas and documcnta1ion of pnncipals, 1eachers, and ms1ructtOnal assmants. Development inscrvice evalua1ions. A. lnservices provided July 18, 1994\nAugust 16, 07/18194 50~ 1994: August 18, 1994: Ocoobcr 12, 13 , 15, 20, 25 , 1994\nNovember 10, 15 , 18 , 1994 2 At the end of each year m HIPPY, 801, or the I To promote the HIPPY prognm (To compose and 07/01/94 06/30/95 Supervisor The Early Prevention of School children served will uh1b11 readiness sic.ills for mail public service announcemenrs to local nidio and Failure screening instrument will lc.1ndcrganen 1elev1sion s1.111ons channel 14 \u0026amp; 16 and 0yers) be used for pre \u0026amp; post asscssmcni for the children upon entering kindcrgancn 10 provide datJ 1hat shows readmess. If s111den1s arc nOl proficient in two or more areas, they are idcnlified as not ready . 2 To select HIPPY aides (ln1ervicw and sclecr aides\n07/01/94 06/30/95 Soaff Teacher surveys will be conducted in1111I training of atdcs and staff: to enroll families into annually 10 provide infonnauon the program) rclacing to readiness skills. A sundud1zed achievement 1cst will be given 10 each child al the end of the third grade as a comparison between the HIPPY srudenls and a control group. 3 Arrange logisuc.s with stale for the initial 1nining 07/01/94 06/30/95 Comment 1111.s is done through HIPPY Stale Region.al Office (lnmal traming of aides and staff) 4 Conduce home interview and enroll families imo 07/01/94 06/30/95 Supcrvisor/Coordina program (To enroll families in10 lhe prugram) lor 12 rro,:ram Stq I: Proaram N:.me: rro,:ram Code: Pro,:ram Goal: Plan Rderenu P.iee Nwnber 201 Four-Year Old Program Primary Ltadc:r: Es1cllc: Mauhis To cs11hhsh ancJ nmntain dcvelopmcnr.ally appropnaic: Early Ch1klhood programs for pre-school children Objce1.i,-c1 Slra1ecics 5 To recru11 f1m1hcs (Compose and ma,I correspondence: to rccn,11 families \u0026amp; tns1ruc110naJ aide tramc:c:s) 6. ldc:n11fy families to be served by each coordinator (To de1emunc: service of coordma1ors) 1. ldc:nufy fam1hcs to be served by each aide (To a.ss1gn fam,hc:s 10 be served by each aide) 8. To organize: ins1ruc11onal ma1c:n1I 9 Conduct duce (J) day workshop (To familiarize: aides of the HIPPY 1mplc:mentatton nf LRSO) 10 Obtain matc:nal for program (Order matc:nal) II To oncn111c: enrolled fam1hc:s to the HIPPY program (Conduct oncn1111on mccung) 12. Identify meeung s11cs of 1roup rnc:c:tmgs (Secure meeting sites for group mc:eungs, mail out not1fica11on of mc:c:ung sites) I J To schedu le: 1mplcmc:nta11un of HIPPY curriculum (Schedule: aides weekly home visns\nschedu le: area group mc:c:ungs, pnni n)'c:rs, schedule: wcekly service for 11des, schedule aides first rc:achmg with own child 14 To pro~ldc: paren1s with mformaraon th11 w1ll 1ss1s1 them with their own children (Schedule work.shop for J)lrenis \u0026amp; aides. ma,I ou1 \u0026amp; pnnt ma1cnals) IS To evaluate: aide 1ramc:es mid po1111 15th week cvalua1c: ealh aide cr.unc:e) (To 16 Conduct survey uf parents pnnt matc:nals (To dc:1c:munc program success) Rnision Dale: February 2. 1995 Secondary Ltader: Pat Price S.clnnlnc Dal Compldlon Dale RespomibiHly EnluaOon Crilerla 07/01194 06/30195 Staff 07/01/94 06/30/95 Supervisor Asstgnmcn, of families 10 Coordinators 07/01/94 06/30195 Coordinator 07/01/94 06/30195 Secretary 07/01/94 06130/95 Supervisor 07101/94 06130195 Supervisor 07/01/94 06130195 Supcrvisor/Coord1- na1or 07/01/94 06/30195 Coordinator 07/01/94 06/30195 Supervisur/Coord1- natur 07101/94 06130195 Supc:rv,sor/Coordina !or 07/01/94 06/30195 Coordin11ors 07/01/94 06130195 Supervisor Program Stq I\nPrugram N.imt: Program Cod,: Program Goal: l\"lan Rdtrenu Pagt Number 201 ruur Year Old Prngr-am Primary Lndtr: Es1e lle Ma11his To es1abhsh and ma mt.am developmentally appropnate Early Childhood progrtms for pre school children. Objtttlvts StraltCitS 17 lmplemenl .sc:cond par1 of IIIPPY curriculum. 18. Evalua1ion of aides 19 Obi.am a sue and speaker and schtdulc I lecrure for parenlS (provide paren1s with mforma11on 10 be successful with lheir children) 20. Build lhe aides and ch1ldn:n's self esteem (AcUYUICS) 21 Gradua1K\u0026gt;n of HIPPY childn:n and aides reccp11on (Staff will organize) 22 Evaluate aides (Schedu le final evaluation of 1rainees in program) 23 To begm 1mplcrnentalion of HIPPY program (St.1ff in place) 24 Mainum regular staff (Sccruary) 2.5. Aides made home visi1 (To assis1 in traveling upcnse) 14 Pag,: RHision Dalt: February 2. 1995 Secondary ~ader: Pal Pncc Bt\u0026amp;innin\u0026amp; Dalt Completion Datt Rtsponsibilily Evaluation Criltria 07/01/94 06/30/95 Supc:rv1sor/Coord1 nator 07/01/94 06/30/95 Coordina1or 07/01/94 06/30/95 Supervisor 07/01/94 06/30/95 Staff 07/01/94 06/30/95 s .. rr 07/01/94 06/30/95 Coordina1or 07/01/94 06/30/95 Supervisor 07/01/94 06/30/95 Supervisor 07/01/94 06/30/95 s .. rr J Progrem Neme: Proorm COO.: Program DHCJlptlon: Program Ooaf: FY Program Budget: YT0 apenditurH: LRSD FY 94-95 PROGRAM BUDGET DOCUMENT 202 February 3, 1995 Kindergarten Program Estella Matlhit Secondary l-  der: Pat Price In accordance with state atandardt the Little Rock School OitUict mltinteina a full day kindergarten progrem that render1 an environment which providee a variety of experiences appropriate to the chtld' developmental 1taga. SarvicH are provided to these atudenta by cerlified teacher. Goal 11  Implement integrated educetione4 program that will anture that all ttudentt grow academically,  ocially and emotionaUy wilh emphasis on basic akillt and academic enrichment while closing disperitiH in achievement. Goel 12  Develop and maintain a tt ff that it well-trained and motivated. Goal 13  The Little Rock School Board, administration, ff. nd tudants will demonstrate in their day to day behavior that they accept  ach individual  s a valu d contributor to ociety  nd viw cultural diversity among tudent. staff and tM community es a valued ra,ourca upon which our community and nation can dr  w  s we prepare for the 21t Century. Go8' 14  Solicit and secure financiat end other rHourcH that are neceHary to fully upport our cho~s. including our desegregation pt  n. Goal IS  Provide  Hf and orderly climate that I conducive to learning for ell tudents. Goal 16  Ensure that equity occurs in all phe111s of school ct1vitiH end opertions. To provide appropriate instructional HrvicH to all kindergarten tudents. $3, 1 S0,053.09 1 et Otr Eapend: '372,250.21 3rd Otr Expend: FTE 89 .00 81 ,027,314.59 2nd Otr Expend: 655,064.38 4th Otr Expend: 15 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Page: Program Seq I : 202 Revision Date: February 2, 1995 Program Name: Kindergarten Program Program Code: Primary leader: Eslelle Matthis Secondary Leader: Pat Price P,og,.am Goal: To provtde appropriate mstruchonal servic.es to all kindergarten students Plan Reference Objectives Strategies Beginning Completion Responsibility Evaluation Criteria Page Number Date Date t Implement kindergarten programs in 07/01/94 06/30/95 Asst Supt, 1 Programs will be in place to accordance wrth state standards and distnct Supervisors, meet state standards and district gutdelmes Principals, guidelines Teachers 11 Assist m recruiting certified teachers as 07/01/94 06/30/95 Human Resource 1 1 Employment of teachers for needed. Dept , Prmc,pals, new and open positions Asst Supt., Supervisor A Assisted in recruiting certified teachers as 07/01/94 09/30/94 needed 1 2 Obtain materials, supplies, and equipment for 07/01/94 06/30/95 Supervisor, 1 2 Materials, supplies, and an new programs Purchasing Dept equipment will be in place to meet LR SO currteulum and slate standards. A Obtained materials, supplies, and equipment 07/01/94 09/30/94 for all new programs 1 3 Provide inservtee and technical assistance for 07/01/94 06/30/95 Supervisors, Staff 1 3 Agendas and teachers Development, documentahon of mserv,ce Principals evaluations A Provtded inservice and technical assistant for 08/15/94 50% teachers 1 4 Ensure proper documentation and evaluation 07/01/94 06/30/95 Asst Supt .. Annual reviews of data pre and of student progress Supervisor, post EPSF assessments Principals A Pre-EPSF compleled 08/22/94 09/02/94 1 5 Provide inserv1ce and technical assistance for 07/01/94 06/30/95 Supervisor, Staff 1 5 Agendas and principals, teachers, and instructional assistants Development documentalton of inservice evaluations A lnserv,ces provided July 18, 1994, August 16, 07/18/94 50% 1994, Augusl 18, 1994, Oclober 6, 18, 20 1994, November 3, 10, 15, 1994, December 1, 1994 16 Prosrom Seq I: P'rocram Name: Protram Oecriptioa: !Mtrio:t Goal S.pport: f\"roaram Goal: Piao Refenncts: FY Prosram lh1d1tt: YTO ::.penditul'ft: Reial! l'wlctloo Codes: LRSD FY 94-95 PROGRAM BUOOET DOCUMENT 203 Rnisica Date: February 3, 199S SpeciI Education Primary........, ElteUc Matthia Secoodary ........, P1tty Kohler ~ Spc.cial education i, ~ ci1lty dc1iJncd in.11ruction, ll no cotl to parcru, lo meet the unique nced1 of 11udcn11 with diubilitin. Thi, include, imhuction conducted in the cl111room, in the home, in h01piLll1 and iruti1u1ion1, and in other tcnin11\nand inllrvction in phy1ical educ.alion. Scope and Contcnl Special educa1ion aervicn an. provtded in accordanc:c with each child ' Individual Education Proa,.m (IEP). A atudcnl ia dttcnnincd eligible for 1peci1I e.duution aervicu when a dibility it prucr,, H defined in lhe lndividuala with Diubililin Education Act (IDEA) that ruulla in an advcne effccl on educational performance and the conclp\u0026lt;\u0026gt;Mins need for ll)e:Ci.1 education aervicca. A full continuum of aervkca ia provided which includea mulliplc optiona for placcmcnc. hrticipanta/bencficiariea Studcm aerved throuJh apecial education aervicu hive been identified u havina diubilitiu defined by \\he IDEA. Durin\u0026amp; the 199193 tchool year, I .IJS of the diltrict '1 popul11ion or 2,026 ttudenu rcc:eived tpecial education aervicu (Dec. I, 1992 count), Goal II  ln-.,lcmcnt intcanw:t educational pro1ranu that will enaurc that 1ll 1h.)denu 1row 1cadcmically, toeially and emotionally with emphuit on buic 1kill1 and academic enrichment while clotin, diaparitiu in achtcvcmcnt. Goal 12  Develop and maintain a llaff' that it wclltniined and motivated. Ooll lJ  The UtlJe Rock tchool Board, adminit1n1ion, ... tr, and ttudentt will demonatnle in their d1y to day bchnior tht they accept etch 1nchvidu1I H a valued contributor lo toeic.ty and view cultunl diversity uno,11 IIUdent.t, ... tr ind the cOfMlUnity II a valued rcK1Un:c upon which our community and n.tlion can draw II we prcp1re ror the lht Cenlury . O\u0026lt;Mll #4  Solie ii and aecure fin1nci1l ind other rclOUn:ca that ire ncceuary to fully Mlppo,1 our tehoolt, includin, our deae1rc1ation plan. Goal IS  Provide  safe and orderly climttc th11 i1 conducive lo kamin1 for all 11.udenc.1. Ooal 16  Enturc th1t equity occun in all phaae1 or tchool ac1ivi1ie1 and opentiont. The 1011 or the apcci1I educ11ion prosnm it to provide all cli1ible udcntt with diubilitiea 1ppropri1te apcci1l educalion and rclw:i acrvicu in uch child'a le11t rcttrictivc environment. S6,SSl ,677.51 hlQlrt:.pmd: $642,116.96 3rd Qlr t:.pmd: fTE ISi.SO S2,064,S67.61 Jad Qlr t:.peod: SI ,421 ,6I0.6S 4111 Qlr t:.,-1: 1210, 1220, 12JO, 1240, 1290, 1292, 2142 17 ' Program ~q I: Pruiram Code: Procram Coal: P1an Reference P:ige Number NA LRSD FY 94-95 PROGRAM BUDGET DOCUMENT 203 February 2, 1995 Special Educauon Primary ~ader: Estelle Manhis Secondar-y Leader: Pany Kohler The goal or the special educa11on program 1s to provide all eligible students wnh d1sab1l111cs appropriate special education and related services in each child's least resmctivc cnvirnnmcnl. Obj_tcthes Stral\"\u0026amp;ltS I Provide 11111cran1 instrucuon to cllg1blc students in I.I ldcn11ry and employ certified, qualified teachers 10 accordance w11h each child's IEP. 10 be reviewed on an dchvcr servaces to students annual has1s through federally rmnda1cd review process. A. All Consulting Teachers hired I .l Identify equipment, malenal and supplies needed in order 10 deliver services to students A Ma1eri1ls needs tdenulied 8. Materials ordered, received 1.3 Ensure comple11on or appropria1e evaluations and documcnta11on for eKh studen1 in accordance wnh Stale and Fedenl Mandates A Tes1 materials ordered 8 . Monitoring schedule initiated C Thirty schools mom1ored 1.4 ProvKle mscrv1ce 1raining for 1eachers as needed lo ensure that studenls arc served appropriately A Preschool mscrv1ce 8 . lnservicc for new therapist C. Trammg for new staff on proccdurcs/gutdelines D lnscrvkc ror all speech lhcnp1s1s E lnserv1ce for vmon teachers 18 Be\u0026amp;inning Date Complcllon Date Responsibility 07/01/94 06130195 Director. Human Resources, Supervisors 07/01/94 07/01/94 09/15/94 06/30195 Director, Teachers. Supervisors [Yaluation Crileria I. I A list or cer11fied teachers will be provided 1.2 Equipment, materials and supplies will be listed. Pilo1 projcc1s where new material\u0026gt; arc used w,11 be idenufied 09/01/94 11/15194 07/01/94 09/15/94 12101/94 06130195 Supervisors, 1.3 Moniloring rcpons will 09/01/94 09/15/94 09/30/94 07/01 /94 08/16/94 08/26/94 09/19/94 IU/20/94 12/01/94 09/15/94 09/30/94 12/21/94 06/30/95 08/16/94 08/26/94 09/30194 I0/20/94 12/02/94 Eumincrs. indicate increased levels of Principals, Teachers compliance with applicable law and mandates Director, Supervisors 1.4 lnservice panic1pan1s. dates. and topics will be provided Pro1ram \u0026amp;q I : 20) ) ' Pro\"nim Name:: Spec ial \u0026amp;Juca1t0n Roision Date: February 2. 199!i Procram Code:: Procram Goal: Primary Ltader: The goal of the spcc1\u0026gt;I cducauun prngram\" to prn,.ic all cllg1blc srudcnts wnh d1sah1l11ics 1pprup,\na1e spcc,al cducauun and related services\nn mh child's least remoc11,e ,n..,onn1en1 Es1,lle Manh1s Stcondary Leader: Pauy Knhltr Plan Rcrrrcnc, Objuthcs Slralt\u0026amp;ies ~Cinnin1 Date Compktion Date Responsibility Evaluation Crilc:ria P.11c Nwnbu 2 Pm..,HJc Rcsuuu:c: ms1ructinn to ehg1Mc studems m 2 .1 ldc:n11ry and employ cert1f1ed , quallfic:d 1c:achc:rs lo 07/01/94 061)0/95 D1rc:c1or, Human 2.1 A Im of cc:n1ficd cc:achcrs will accordance: w11h each ch1ld '1 IEP. 10 be ruic:wc:d on an deliver servaces to students Resources. be provided annual N s1s through (edc:rally nunda1c:d rc:v,ew process Supervisors A Resource:. ceachc:rs hmed 07/01/94 09/15194 2 2 Identify equ1pmen1. nu1c:nal and supplies needed 07101/94 1n order to deh..,er servtcc:s 10 studenu 06/30/95 D1rec1or. Teachers, 2 2 Equ1pmc:nr. materials and Supervisors supplies w,11 be hs1c:d P1ln1 projcc1s where new ma1c:uals are A Ma1c:nal needs Klen11fic:d uStd will be iden11ficd 09/01/94 09/30/94 8 Materials ordered for high school teachers 11/01/94 12101/94 2.3 Ensure complchon or appropriate cvaluart0ns and 07/01/94 06130195 Supervisors, 2.3 Monuormg reports w,11 doc.umentatt0n for each student m accordance: wilh Slll\u0026lt;c: and fc:dc:rtl Mandates Euminc:rs. indicate 1nc,c:ased levels of Pnnc,pals, Teachers compliance: with apphcablc law arKI A Tes1 m.1tcm11ls ordered mandares 09/01/94 09/15/94 8 Monnonng schedule: m111ated 09/01/94 09/15/94 C Tiuny schools monitored 091)0194 12/21194 24 Pro..,ide msc:rvicc: lniming for teachers as needed 07/01/94 06130/95 01rc:c1nr, 2 4 ln~rv,ce panic1pan1s . da1cs, ro ensure that srudents arc: served appropnarcly Supervisors and 1np1cs will he provided A Preschool mserv,cc: 08/16194 08/16194 e lnsc:rv,ce for Watson 08/ 19/94 (19/08/94 C. lnsc:rv1cc: for Central 10114/94 I0/14194 D lnstNtcc: m reading/math I0/ l!i/94 I0/15194 E lnsc:r..,1cc: for Terry 11101/94 11/01/94 F lnsc:rv,cc for Henderson 11/02194 11102194 G lnsc:rvtce m rcadmg/malh 11/18194 11118/94 H lnsc:ntcc: for Hall 11/14194 11/14/94 r f'roiram Stq I: Prniram Namt: Program Code: Proiram Goal: Pbn Rducncc P\ntac Numbu Page: 203 Roi.slon Dale: Spcci.al Educa11un Primary Leader: Estelle Manh1s Stcondary Lfadcr: Pally Kohler The goal of the ~pc:caal cducaunn program 1s 10 provide all chg1Mc srudcn1s w1lh d1sab1l11tcs appropriate special cducauon and rcl:ucd services in each child's least rcs1nc11vc cnv1ronmcn1. Objccllns lnscrv,cc for McDc:nnou J lnscrvtec for Mabc:lvalc Junior K. lnservtec on reading/math l Provide )J\u0026gt;Cl:. lal class m~trut.t1on 10 chg1blc srudcms 3 I Identify and employ ccmficd, quahftcd teachers 10 tn accorJan\u0026lt;:c wnh each child's IEP. IU be tcvicl4'cd on deliver services 10 students an annual ba\\1s through federally maOOa1cd review process A. Special class 1cachcrs hired 3 2 ldcn11fy cqu1pmcn1 , material ind supplies needed m order to deliver sc:rvtt:es IO s1uden1s A Mllcnal needs tdcnllficd ) 3 Ensure complehon of appropnacc cvalu111ons and documcntat1on for uch SIUdcnt m 1ccordancc wi1h Sl.lte and Fcdenil Mandates A Test ma1c111ls ordered B. Momconng schedule 111111a1cd_ C Th1ny schools monitored J 4 Provide mseni1ce 1r1111mg for teachers as needed 10 ensure tha1 students arc scnied appropnalely A Preschool 1nscni1ee B Tn11mng for Baseline suff C Tnimmg for Romine Slaff D lnscniice m rudmg/math E lnscrv1cc for llenderson Bcclnnina Dale Complellon Date 12/05/94 12 /07194 12/16/94 07/01/94 07/01 /94 07/01194 09/01 /94 07/01194 09/01 /94 09/ 15/94 09/30/94 07/01 /94 08/ 16/94 08/IQ/94 08/29/94 111/15 /94 11 /02194 12/05194 12/07/94 12/16/94 06/30195 09115194 06/J0/95 09/30194 06/J0/95 09115/94 09/30194 12/21 /94 06/30/95 08/16/94 10120/94 12/21 /94 I0/ 15/94 11 /02/94 RHponsibility D1rec1nr, Homan Resources, Supervisors Director, Teachers, Supervisors Supervisors, Eii.an11ners. Pnnc1pals, Teachers D1rcc1t\u0026gt;r, Supervisors February 2. 199.S Evaluation Criteria 3 I A Im of cemfied teachers will be pruvtded 3.2 Equ1pmcn1. materials and supplies will be listed . P1lut pro1cc1s where new ma1enals arc used will be identified 3 3 Munnonng reports will md1c11e mcrcased levels of compliance with applicable law anJ manda1es 1 4 lnscrv1cc participants, tlates, and topics will be provKlcd Page: Prognm Stq I: 203 Rnision Dale: February 2. 1995 Pruir:un Name: Special \u0026amp;tucauun Pro1ram Code: Primary Ltadu: Es1elle Mauhis Secondary Leader: Pany Knhler Procnim Goal: The goal or 1he special educahon program ,s to provtde all ehg1hlc s1uden1s with d1sab1h11es appropnaie special educallon and relaled scrvtees m each chi ld 's leas! restric1ive environment rlan Reference Objulives Slrale1les Bt:1innin1 Date Completion Dale Responsibility Evaluation Criluia Page Number F lnservtec in reading/ math 11/18194 11 / 18/94 G lnscniicc for Mabclvale Junior 12/07/94 12/07194 H lnscrvtee m reading/math 12/16/94 12/16194 4 Provide homebound and hn~p11al ms1ruc11on 10 4 I lden11ry and employ ccmficd, qualified teachers to 07/01/94 06/30/95 Direc1or, Human 4.1 A list or ccr1ilied rcachcrs will ehg1ble s1udcn1s m acc11rdancc w11h each child's IEP. deliver services 10 srudenrs Resources, be provtded tn be reviewed on an annual basis through redc.rally Supervisors manda1ed rcvtcw process A. Homebound 1e1chers employed 08/16/94 09/15/94 42 ldenury equ1pmc:n1, ma1enal and supplies needed 07/01/94 06/30/95 Director. Teachers, 4.2 Equipment, ma1erialsand in order to deliver scrvtecs 10 s1udents Supervisors supplies will be listed . P1l1u projects where new materials arc used will be identified A Matenal needs Identified 09/01/94 09/30/94 4.3 Ensure completk\u0026gt;n or appropna1e cvatu11ions and 07/01/94 06/30/95 Supervisors, 4.3 Monimring reports will documc:ntauon ror each sruden1 m accordance. with Examiners. inthc11e increased levels ur Stale and Federal Mandates Principals. Teachers compliance with applicable law and mandates .A Tesc ma1erials ordered 09/01/94 09/30/94 8 Monuoring schedule m111atc:d 09/15/94 09/30/94 44 Prov Kie tnJC:rvicc. !raining for ccachers as needed 07/01/94 06/30/95 Director, 4.4 Jnscrv1ce participants, dales, 10 ensure that srudents are served appropn11cly Supervisors and 1up1cs will be provtded A Preschool mscrvicc: 08/16/94 08/16/94 5. Provide c~tcnded year services to chg1ble studc:nu 5 I ldenufy and employ cen11ied. qualified 1eachers to 07/01/94 06/30/95 Direc10r. Human 5.1 A list or certified 1eachers will m aci.:o,dance with Stale and Federal Mandates deliver servtees 10 studen1s Resources. be provklcd Supervisors 5.2 lden1iry equipment, material and supplies needed 07/01/94 06/30/95 Director, Teachers, 5.2 Equipment, ma1erials and in order 10 dehver services 10 students Supervisors supplies will be hs1ed . P1l01 projects where new materials arc used will he iden111ic:d 21 Procram Seq I: 203 February 2, 1995 Special F.duca11on Program Code: Primary l..uder: Estelle Ma1tl11s \u0026amp;condary Leader: Pally Knhh:r Prognm Goal: The goal of 1hc special educauon program 1s 10 provtdc all cllg1hle s1udcn1s with disab1h11cs appropriate special cducallon and related services in each ctnld's lcas1 rcs1nc11vc cnvuunmcnc. Plan Rdtrtnct Objtctlvts SlraltCits Bt\u0026amp;inninc Dalt Compltlion Dalt Responsibility Evaluation Criteria ragt Nurnbtr 5.3 Ensure compl1:11on or appropn.11e cvalua1ions and 07/01 /94 06130195 Supervisors, 5 3 Mon11onng repons will documtm111on for tach srudent m accordance with Eitamincrs, im.lica1c im:rea(cd levels or State and Federal Mandates Principals. Tcachcn comphancc wuh applii.:ahlc law and mandates 5 4 Provide mscrvtcc 1rainmg for 1cachcrs as needed 07/01/94 06/30/95 Directors, S 4 lnscrvicc pamc1panl(. tlates, to ensure tha1 srudcnu arc served appropriately Supervisors and topics will be pruv1dt'd 22 p .... ..., Seq I: l\"rogram Name : Pnic,_ Code: ........... O..Criptioe: Di.,tritt Goal Support: t'fOlr\u0026amp;m Goal: FY Pnicrom Buda .. : YTD up,,Mtitu,..., Rtlatfd fw:1ttion Codes: LRSD FY 94-95 PROGRAM BUOOET DOCUMENT 204 Rnisioa Date: Fcb,uary 3, 199S Voca1ional Educalion Primary .__, Soada,y t..der. Carol Green Vocational educ.lion i, dui1ncd lo provide a pro,nm of le.min, eq,ericnce, lO develop 1k.illcd and adaptable worten who are prepared \u0026amp;o pura,c additional lcamin, opportunitica that will reault in more productivily. Vocational education alao develop, abilities, attitude,, and apprecMltions lhat conltibute to a .. 1i1fyin, life cnhancin, family, civic, and penonal reaporuibilitiu, Education i, voc11ion1I 'When it provide  iRllruction in the ny and how lo .udc,u, nthcr than inruction ,oou1 thin,,. It i, conccmtd with the dcvclopmcnl of the individual lludcnt in five areu: (I) per10n,I 1kill1 and attitudu, (2) communiution, (3) employability akilla, () broad and apif.c occup11ion1I WIit and knowlcdac, and (S) a foundation for career plaMine and lifclon1 lc1min1 . The content of the voc  1innal curriculum include  any and every ource which will add epc,ci(ic1lly l.o the tuden11 proficiency in a cho1en occup11ion. Such a count o( 11udy may include rcla1cd phy1ic1, Enali h (applied communic11ion1), applied math, applied biok\u0026gt;J:y ind ehcmisiry, or other a,bject malter or in(onna1ton needed IO mate the learner a more efficien1 worker. Count offerin,1 in vocalional education ire available in all 1CCondary achool, and include the followin, prosnm1: (I) Bu1ineu and M1rketin1, (2) Home Economic,, and {J) Trade and lndu11ri1I Technolo1y. On the junior hith level, vocational cou.-.et include: Career Orien\u0026amp;atkln, Kcyboardin,, Computer Tcchnok\u0026gt;sy and Explorin1 fndullrial Technolo,y Education I and II. Specialized coune, re offered at Melropolitain Arca Voc11ional Center. Voc11ionel cduc:11Klfl in.1n,ction i1 offered l.o 111 lludenu who need, desire and can profit from ii. AJI youth, re11rdleu o( nee, sender, economic or 1oeial back1round, or h1ndte:appin, condition, are included within the acopc o( voca1ional education. (I) Implement intc\u0026amp;Rted educational proa.-.nu that will cn11.1rc th11 111 lludcnta 1row ac1demic1lly, ac,cially and emotionally with emphHi  on bHic kill  and academic enrichmena while clo,in, di1p1ri1ic1 in achievement. (2) Develop and maintain  1t.1ff 1h11 i1 well tnined and motivated . (3) The Little Rock School Boe.rd 1dminillntion Uff and lludenu will demonltRlc in their day l.o day beh111ior that they accept each individual H a valued con1ribu1ion lo aocic:ty and view cuhunl divenily moni tudcnt1 , utr and the communily Ha valued rc ource upon whk:h our community and nation can draw H we prepare ror the 21st ccnlury. (4) Solie ii and cc urc financial and other ruourcu that are necuury lo fully 1Upport our 1ehool1, includin, our dcac1rc1ation plan (S) Enairc tb11 equity occun in all phaac, or 1ehool 1clivitiu and opcntion. To prov.de the opportunity for 111 lludenll lO develop workplace 1kill1, problem aolvin, 1bilitiu and inlc,penonal 1li111 nccuury ror 1t.1ccc11 in an evcrchan,in, aociety ind 1echnol01ic1I workplace. S  ,930,172 . IS Isl Qtr u,-1: S92 , 972.S  3rd Qtr u,-1: fTE 106.l0 Sl ,959,120.62 2nd Qtr c..,...d: Sl ,016,l  I . OI Iii Qtr u,-1: 1321 , IJ31, IJJ2, 13JJ , 1341 , 1351 , 1352, 1353 , 135 , 1362, 1371 , 1392, 1360, 1362, 2  10 2:3 ' Program Sf-q I: Program Namt: Program Codt: Procram Goal: Plan Reference Pace Numbu LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Page: 204 Revision Date: February 2, 199} Vocalfunal \u0026amp;Jucauon Prhnar-y Leader: Es1cllc Manhis Stcondary Leader: Carol Green To provide the upponunuy for all scudcms 10 develop wurkplacc skills, problem solving ab1l11ics and mtcrpersonal ski lls necessary for success man cvcrchangmg society and tcchnologKal workplace. Objccthts I ProYKlc quality mstrucflOn to all srudcn1s enrolled in I. I Jdcnufy and employed ccn1ficd le.achcrs to deliver vocauonal courses quality lcammg cxpc:ncnccs and skilled training to srudcnts A. ldcnt1ried teachers interviewed for po1cnt1al job openings in voca1ional cducauon. I 2 ldcnufy cqutpment, marcnals and supplies needed. A Task Force meeting planned to review Task Force recommenda110ns prior 10 ~write. 1.3 Provide insc:rvkc 1nining for teachers as needed 10 deliver quality ,nsuucttOn to srudents. A. Pre school mserv,ce planned and held August 10 and Augusr 17. 8 Meeting with vocational coordinators 10 discuss program changes.8 . C. Six vocational lcachers received Applied Math Training alona with d1stnc1 math teachers. D. Five vocauonal teachers anended Workplace Readiness Tnining (Hall. Parlr.view. and Central). E Career Onenta11on Teachers m:rvice training on Tech Prep requuemcnts and declaration fonns . F Vocauonal coordma1or\"s mserv.ce held on the Schoal  To  Work law 24 Bcglnnin\u0026amp; Date Complclion Datt 07101/94 06/30/95 07101194 09/30/94 07101194 06/30/95 0912'194 25\" 07/01/94 06/30195 07/01194 08/17194 07/19194 07/19194 08/02194 08105194 07/21194 07/22/94 11 119194 11/19/94 11/04/94 11 104/94 Responsibility Evaluation Crituia Director, As.sistanl 1. 1 A list of certified teachers or Director. Principals, applicants will be provttlcd. Human Resources D1rcc1or and Teacher Recrui1er Director, Assistant 1.2 Equipment, ma1cnals and Director. Teachers supplies will be listed and priori1iz.ed Director. Assistant 1.3 A lis1mg or mservke dates. Director, Staff topics, and participanrs will be Development provided. Dirccror l Procr.un Sc-q I: Pro~ram Nam,: Prngr,un Code: Pruiram Goal: Plan Rtftrenu Page Numhcr Page: 3 . 204 Revision Date: February 2, 1995 Voca111mal Educatmn Primary Ltadu: Es1elle Matthis Secondary Ltadtr: Cuol Green To prov Kie the opportunity for all s1udents 10 develop workplace skills. problem solving ab1l11ies ind incerpersonal skills necessary for success in an everchangmg soc1e1y and technological workplace. Ohjtttlvu 2. Revtew, update. or revise course ofrenngs lo rencc1 the needs and trends or the 21st century 3 Maintain all cqu1pmcn1 used m skilled tr.umng labs Stratecits O. 10 1eachers (5 vocational and 5 academic) anended advanced tninmg for Reading To Learn IS a pan or the Tech Prep 2 + 2 ar1teula11on agreement with P\\Jlask1 Technical College . H 7 vocacional ceachers and the vocacional direc1or anent.led the Amerkan Vocauonal Associauon national conrerc:nce m Dallas, Tcau I  Provide an opponunuy for rcachers 10 keep abreast or chanamg 1echnolog1cal needs and tnming in the workplace. A. Three add111onal teachers (I -Parkv1ew, 1-Centnl, I-Fair) sent to Authonzcd Tntnmg Associate for WordPerfec1 Corporauon tn preparation for 1mplemcn1ing the Desktop Publishing course. 2 I A vocational task force w,11 be organized 10 address issues of the course orre rmgs A Three vocauonal programs recommended r0r ehm1na11on due to consistent low enrollment figures . B Voca110nal director corre lated cfforu with Parkv1ew Magnet principal 10 de\\elop a busmcss case lo add Commercial An lo the curnculum for the 95 -96 school year. 3. I Identify equipment m need or repair or replacement in the voca1t0nal skilled training labs A Equipment repatred, cleaned and maintained m preparation for opening or schools B Purchase equipment to replace des1royed. smlen. or irrepanble equipment m E I T E. Lah at Forest Heights Beginning Dale Complellon Dale 12/01/94 12/02/94 12/09/94 12/13/94 07/01/94 06/30/95 08/02/94 08112/94 07/01/94 06/30/95 07/01/94 11/01/94 951' 07/01/94 06130/95 07/01/94 0K/22/94 08110/94 09/30/94 Responsibility Director. Assistant Director Dircclor, Assistant Director Evaluation Criteria 1.4 A hs1 or prorcss1unal meetings and cunrcrcnccs teachers have attended will be provtded 2.1 Recommendations made hy the task force will be klcnuficd and complctetl Director, Assis1an1 3.1 All sk illed lab equipment will Director, Principals, be Ktentified for needed repair and vocatmnal rcachers mamtcnance . I ' ' l'rniiram Stq I: l1rniir.1m Name: Prngr:un Goal: N~n Rdtrtnct P:.1ge Number Page: 204 Roision llat,: February 2. 1995 Vnca1111nal \u0026amp;luca11nn Primary Ludu: farelle Manhis Secondary Leader: Cami Green To prov.Jc the llPfK'IMunt1y for all s1w.Jcn1s 10 develop workplace sk ills. problem solving ahil111cs anJ 1merpcrsonal sk1ll5 necessary for success in an cvcrchangrng society and 1echn11logical workplace. Objectives Slralegits Beginning Datt Complelion Dalt Rrspomibility Evaluation Criteria C Requcsrs for new eqo1pmcn1, supplies, and 08/01/94 40\" maccnals submmcd by 1cachcrs. D Equipment purchased for Kc) board mg course: a1 10/01/94 11/20/94 Dunbar Magnc1 Junior high E Equ1pmcn1, supplies anJ ma1enals purchased for all 10101/94 90\" vocaunnal programs m LRSD 4 Awareness 1c1ivu1cs to prnmu1e vocational educariun 4.1 Recruitment ac1iv111es lhmugh advenisemcnr, 07/01/94 06/)0/95 Vocarional 1cachers, 4.1 a) Surveys will t,c condut:ted to will be made available 10 all s1udcn1s nyers. videos, and srudent JHcsen1a11on will be made Direcmr, Task decemunc how s1uden1S became available lo all srudenl!i Force, and Advisory aware of vncalmnal eJucauun Committees. (b) Monuoring of student enrnllmenl will de1cm1ine the success of the awueness sessions. A Voc111onal teachers asked lo supply names or 09/15/94 09/)0/94 former students for success Smncs rccn111ment video. e Ad in Arkansas Democrat/Gazette in publicize 08/30/94 09/30/94 classes at Metropolnan Vo-Tech C. Revised recnurmenl video produced and discnhured 10/01/94 12/01/94 lo 1he recnwmcnl team and special needs coordinator for recnJ11mcn1 present111ons. D Me1ropolttan Task Force organized 10 develop 12109/94 25\" srr.ucg,c pubhc rda11ons campaign 4 2 Tech Prep comm,nee awarenes11\ncampaign 10 07/01/94 06/)0/95 Direc1ur. Assista nl 4 2 L1s1 of all awareness sc~s111ns infonn parems ahou1 Tech Prep and it's benefits. Direc1or, Tech Prep and Puhllc Relauons Act1vi11es will Coordinator be comp1l1!tl A Vucarional Director uplaincd/d1scusscd Tech Prep 08/09/94 08111/94 10 new LRSD prmc1pals e Voca11onal O1rccror explamcd Tech Prep as it 08/17/94 09/30/94 rclares 10 Applied 81ology/Chen11s1ry 11 Science Teachers Pre -school lnscrv1cc. II I Pro~ram Stq I: Pro~ram Namt: Prna:ram CoM: Plan Reference P.-,1cc NumMr 204 Rr:,i.sion Dalt: February 2. 199S Vocauonal Educa1H,n Primary Ltader: Es1cllc Manh1s Stcondary Leader: Carol Green To rrovMJc the opportunity fur all srudcnu 10 develop workplact skills, problem solving ab1h11cs and interpersonal sk ill~ necessary for success in an cvcrchangmg soc1c1y and technological workplace. Objcc1ivu C. Voca11onal D1rcc1or and Jamee llanlon, Tech Prep ha,son from the Arkansas Oepanmenl or Educ111on, vocauonal/lcchmc:al drvmon, mc:1 wuh all secondary counselors and principals 10 review Tech Pn:p efforts and rrogrcss made thus far in the Liulc Rock secondary schools. 27 Beginnin\u0026amp; Date Complellon Date Responsibility Evalualion Criteria l0/05/94 12/07/94 l I P'rogr .. S\u0026lt;q I: P'rogr.,. Cod\u0026lt;: ,.,,. .... O..Criplioa: Dutrict Goal Support: P'rogram Goal: \\'TD Expeaditu,...: Related fUDCtioa Codes: I 00 LRSP FY 94-9S PROGRAM BUDGET DOCUMENT 20S Faa,: Rnisioa Date: FcbN\"'Y 3, 199S Aduh EduuttOft l'rimary LMdor: EltcUe M1uhi Paulette H. Martin Adult Educttion it apecially duiane.d in1truc1ion 11 no cott to udetu 10 upande their educatK\u0026gt;nll levtl and or 10 hdp lhem obtain a hi\u0026amp;h achool cquivalcncy (OED) diploma. Thi include  ina:ructioo 11 the Adult Education Ctnler and it1 11tt:Ui1e pro,nm1 in bu1inuau, indurin, nrioua community and IUle 11encic1 and churchu. Scope and conrlcnl Adult Education KrvlCu are provided in accord.Ince witb each ICudent'  need, ind pit. A .cudenl it eli1ible for Adult Education acrvicu ir he/ahe i1 at k.all aixtun yean of 11c or older and hu bun rcleaec.d from rcrulr public achool by lhe a1perintenden1 or his/her deaiJnu or i, ciehteen years of11e and hH withdrawn or dropped OUI of public ac:hool. farticjp1nta/benefki1ric1 Student.t aerved in Aduh Education arc identified II bavin, withdrawn or dropped out of public achool. Durin, the 199293 1ehool year, 3078 1tuden11 received Adult Education crvicc  . Ooal II  Implement intesntcd educational pqnm, lhat will ensure that all rudenb srow ac:ademic1lly, .oci1Uy, ind emotionally wilh emphuit on buic: WIit and academic enrichmcnl while cl0tin, ditparitie1 in achievement. Goal 12  Develop ind rNintain 1 tafflhat it well-tnincd and mociva1ed . Goal ll  The Little Rock School Board, 1dminillnlion, 1taff'and aludenta will demoru1nte in their day lo day behavior that lhey 1cc:ept etch individual II a value.d conlributor lO aoc:iely ind view cultural divenity amon1 ttuden11, llaff and lhe community u I value.d ruourcc upon which our communily and nation can dnw II we prepare for lhe lh1 Century. Ooal 14  Solicit and accurc financMIJ and other rceourcc  lhat arc ncc:uury ' full tupport our acboola. Goal I 5. Provide I ufe and orderly climate that i1 conducive IO leamin, for 111 atudcnu. Goal I 6  Enturc 1h11 equity oc:cun in 111 pha ca of achool activilica and operation. The S\u0026lt;MI of lhc Adult Education Proanm i1 lO uparade lhc b  1ic literacy akit11 of adult, to a11i11 adult.I in ob1ainin1 \u0026amp;heir hiah achool cquivalency (GED) diplo,na, and to provide computer literacy tninin,. S790, l94.S7 ht Qtr Ex,-1: $122,129 .00 lnl Qtr Ex,-1: S219 , 1 7 . 36 lod Qtr Ea,-1: S166,011.36 4lll Qtr Ea,-1: 1410, 1420, 144S, 1490 28 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Page: Program Seq I : 205 Revision Date: February 2. 1995 Program Name: Adult Educat10n Program Code: Primary Leader: Estelle Matthis Secondary Leader: Paulette H Martin Program Goal: The goal of the Adult Educahon program is to upgrade the basic hleracy sk,Ns of adult and/or to assist adults m obtatmng their high school eqmvalency (GED) dipk\u0026gt;ma Plan Reference Objectives Strategies Beginning Completion Responsibility Evaluation Criteria Page Number Date Date NA 1 Develop and maintain a staff that is well-trained 1 1 ktenhfy and employ quahfied teachers to 07/01/94 06130/95 Ouector, Human 1 1 A !1st of certified teachers and motrvated delrver services to students Resources: wtll be provided Director, Adult Education A All teachers hired 08/01/94 08115/94 1 2 ktenhfy equrpment, materials, and supplies 07/01/94 06130/95 Director, Ass't 1 2 Equipment, materials and needed in order to delrYer services to students Director. supplies will be listed Teachers, examiners A Materiafs and suppl,es disseminated 08115/94 08119/94 1 3 Provide lnser-1tce training for teachers as 07/01/94 06130/95 Director 1 3 lnservice participants, dates needed to ensure that students are served and topics will be provided appropriately A Preschool lnseNICe 08115/94 08116/94 8 Central Arkansas Adult Education lnservtce 09129194 09130/94 2 Inform the Community of the ser-1tces offered by 21 Promote the Adult Education Program 07/01/94 06130/95 Director. Ass't 21 Copies of tapes, brochures, the Adult Education Program Director, and posters will be provided as Recruiter, teacher wen as a schedule of places visited by the recruiter A Recruiter d1stnbutes posters/brochures to 08/01/94 50% grocery stores, barber/beauty shops, medical clinics, public health units. churches B Tapes made and running on k\u0026gt;cal TV and radt0 08115/94 50% stations C Businesses and lndustr,es Contacted 08101194 50% 3 Soltelt funding to fully support the Adult 31 Submit Proposals and secure financial 07/01/94 06130/95 Director 31 Copies of proposal wtll be Education Center resources for operation of the Adult Education provided Program A Family Literacy (Special Project) 08/03/94 08110194 Page: 3 ' Program Seq I : 205 Revision Cate: February 2. 1995 Program Name: Adult Educahon Program Code: Primary Leader: Estelle Matthis Secondary Leader: Paulette H Martin Program Goal: The goal of the Adult Education program is to upgrade the basic lrteracy skills of adult andlor to assist adults in obtaining their high school equivalency (GEO) diploma Plan Reference Objectives Strategies Beginning Completion Responsibility Evaluation Criteria Page Number Date Date B Wor1\u0026lt;place 09/06194 09/16194 4 Provide (Adult Basic Education and General 4 1 Set up Adutt Education sateHrte dasses upon 07/01194 06/30195 Director -1 1 List of satellite classes will Adult Educahon) to agencies whteh have a request be provided m,nmum of ten (10) students when requested Adult Education satelhte classes A AGC Math Class 09/01194 10/13194 B Community Pun'5hment Center 08/22194 50% C Raylheon Jet 07/25194 10/06194 D Oaks Residential Center 08/25194 50'.4 E. Union Rescue Mission 09/06194 50% F Lion's World Services for the Blind 08/22194 50% G Metropolitan Vo-Tech 08/22194 50% H. Instructional Resource Center {IRC) 08/23194 50% I Pulaski County Jail 08/22194 50% J Our House II 08/22194 11/03194 K Pinnacle House 08/23194 50% L Forensic Unit, State Hospital 09/29194 50% M Un~ 4, State Hosprtal 08/22194 50% N United Cerebral Palsy Skill Center 08/22194 50% 0 Watershed II 08/22194 50% P Crystal Hill Bapllsl Church 09/12194 50% Q Tomberhn Church of Chnst 09/08194 50% R McClellan Community School 10/04194 50% S Salvat10n Army 11/14194 50% 30 P,ogrm S.q ,: Program Name: Program Code: Program DHcrlptlon: Dllrlct Goal Support: Program Goal: Plan Ref rencae : VTD Expenditure  : Related Function Code  : LRSO FY 94-95 PROGRAM BUDGET DOCUMENT 20\u0026amp; Page : February 3, 1995 Compantetory Educa11on Primary Leader: Sacondary heder: Adems/GIHgow/Parker Compensetory Education funded programs are designed to improve the quality of LRSD' academe program. Activities Include upplemental in,truction for students, resource materials, inservice education for teachers, end support for parental inv~vement. (1) Implement Integrated educational programs that wiH ensure that aU 1tudenta grow acedemicelly, 1ocietly and emotionally with emphasis on ba  ic and academic enrictvnent while closing disparlt1e1 in achievement. 12) Develop and maintain a 1t  ff that i1 wellt,ained and motivated. 011p1nty reduction  to provide equitable language at11 and mathematic, learning for ell 1tudent1 in the mainstream Htting. $591 ,353.84 11t Ctr bpend: 07,832.95 lfd Qt, E11pond: FTE 13.80 $258,505.38 2nd at, hpend: t180,673.41 4th Otr Eapend: 1550, 1570, 1595 3l LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Page: Program Seq #: 206 Revision Date: February 2, 1995 Program Name: Compensatory Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Adams/Glasgow/Parker Program Goal: To assist low achieving students to make accelerated progress and catch up Plan Reference Objectives Strategies Beginning Completion Responsibility Evaluation Criteria Page Number Date Date 1 To use an integrated shared readingfwrrtmg 07/01/94 06/30/95 Principals and 1. Student profiles on LRSD approach of instruction to promote student Teachers Language Arts Curnculum will Independence as readers. wnters, and learners be used to assess student (louneen schools, K-3) achievement 11 Purchase and distribute matenals and 07/01/94 06/30/95 Director of 11 Documentation of supphes to schools Reading and IRC purchase orders Reading Specialists 1 2 Provide add~ional time for instruction using 07/01/94 06/30/95 Principals, First 1.2 The number of developed the Shared Read1ngiWrit1ng Approach through Grade Teachers, thematic units will compnse the lhemahc units uma:ing these materials. and Reading evaluation Speciahsts 1 3 Provide whole group instruction for all K-1 07/01/94 06/30/95 Principals and 1 3 Record of classroom students and additK\u0026gt;nal small group and tndividual Classroom observation and schedules instructK\u0026gt;n as needed Teachers 1 4 Provide second and third grade students with 07/01/94 06/30/95 Principals, 14 Schedules and list of instruction using the Shared Reading.NVriting Classroom students Approach Teachers, and Reading Speciahsts 1 5 Provide participating teachers and 07/01/94 06/30/95 Director of 1 5 Llsl of partteipants with administrators with a minimum of nine hours staff Reading and evaluations development Rigby Consultants 1 6 Provide summer scholarships to train the 07/01/94 06/30/95 Director of 1 6 List of trainers trainers Readmg and Rigby Consultants 2 To mprove sludenls' abll1hes lo anatyze, 07/01/94 06/30/95 2. The evaluation cnlena explam , and summauze materials from books and includes the recogmt1on of the lapes utdiz1ng the reading styles approach (two sound of letters in isolallon and schools) in words, and in how to blend sounds together 32 Page: Program Seq #: 206 Revision Date: February 2, 1995 Program Name: Compensatory Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Adams/GlasgowfParker Program Goal: To assist k\u0026gt;w achievtng students to make acceleraled progress and catch up Plan Reference Objectives Strategies Beginning Completion Responslbillty Evaluation Criteria Page Number Date Date 2 1 Diagnose students' reading styles Kl four 07/01194 06/30195 Principals and 2 1 The number of Reading areas tactic, visual, kinesthetic, auditory Classroom Styles Inventories completed Teachers 22 Structure students' work around Identified 07/01194 06/30195 Principals and 22 Students' lndNidual reading styles. Classroom Learnmg Plan. Teachers 2 3 ActNely invol\\le students in learning activities 07/01194 06/03195 Prtn~als and 23 Students Individual Classroom Learning Plan Teachers 24 Send home appropriate books and 07/01194 06/30195 Principals and 2 4 The number of purchases corresponding tape recordings for lhe reading Classroom and record of usage. styles of targeted students Teachers 3 To 1n1prove students' vocabulary and 3 The cnteoa consists of a) comprehenst0n skills through phonics related reference data in reading, b) reading (one school) amount of peer tutoring, c) number of discipline problems: d) parental communication, e) number of identified reading s1yles 3 1 Use the D11ect Instruction Program In phonics 07/01194 06/30195 Principals and 3 1 Actv1ties contained in the to teach students Classroom dally lesson plan will comprise Teachers the evaluaUon 32 Provide target students with presentatk\u0026gt;n 07/01194 06/30195 Principals and 32 Record of books students books, story books, homework, and materials Classroom read annually Teachers 4 To promote commumcat1ons between home 07/01194 06/30195 4 Record of takehome and school materials 4 1 Inform parents regarding instructional 07/01194 06/30195 Princ~als and 4 1 Documentation of approaches Teachers commun1cahons 4 2 Conduct conferences with parents on student 07/01194 06/30195 Principals and 42 Documentation of progress Teachers conferences Page: Program Seq #: 206 Revision Date: February 2, 1995 Program Name: Compensatory Educahon Program Code: Primary Leader: Estelle Matth,s Secondary Leader: Adams/Glasgow/Parker Program Goal: To assist low achieving students to make accelerated progress and catch up Plan Reference Objectives Strategies Beginning Completion Responslblllty Evaluation Criteria Page Number Date Date  3 Provkte take -home books and materials for 07101/94 06130/95 Principals and 43 Record of send-home parents Teachers materials 5 To reduce educahon deficit m readtng of target 07/01/94 06130/95 Language Arts 5 Criteria consists bf Pre and students m grades nine through twelve by Superv1Sor Post Norm Referenced data in re1nforc1ng the regular educahon program with Reading/Language Arts for Language Arts Plus participating students 5 1 Reduce language arts/math plus class Sile 07/01/94 06130/95 Principal 5 1 Class size at each school and add an enrichment class to the schedule site and schedules will comprise the evaluation A Student class schedules refined 07/01/94 09130/94 8 Math Pk.ls classes - regular, Pre-Algebra, 07/01/94 08/22/94 Algebra at 7 Junior high schools and 3 senior high schools 5 2 Provkte tutorial and remedial '8arning 07/01/94 06130/95 PrincipaV 5 2 The number of students, experience In the ennchment class Classroom tutor and schedule of session Teacher will comprise the evaluation A Classroom mslructton 08122/94 50% 5 3 Employ a vaoety of instructtOnal strategies 07/01/94 06130/95 Principals and 5 3 Daily lesson plans will which permit teachers to clarify, enhance or Language Arts comprise the evaluahon remed1ate in the academic setting Teachers 6 To prevent school failure and dropout with 07/01/94 06130/95 addthonal assistance from tutors in reading and mathematics A lnservice -Pre-School Secondary English and language Arts 08116/94 09101/94 Plus -Pre-School Secondary Math Plus 08116194 09101194 -Record Keeping - Secondary AcademlC Support 09101/94 09/01/94 ' Page: 5 ' Program Seq #: 206 Revision Date: February 2, 1995 Program Name: Compensatory Educahon Program Code: Primary Leader: Estelle Matthis Secondary Leader: Adams/Glasgow/Parker Program Goal: To assast low achieving students to make accelerated progress and catch up Plan Reference Objectives Strategies Beginning Completion Responsibility Evaluation Criteria Page Number Date Date -Math Plus/language Arts Plus 09/27194 12/21194 -New textbook inservice 10/01194 12/21194 B Techntcal Assistance to ciassroom teachers 10/01194 12/21194 (15) 61 The little Rock School Oistrtci will purchase 07/01194 06130195 Director of Federal 6 1 Students' progress will be the folowing tutonng servtees from the Programs monitored by receiving school Cornerstone Pro,ed A) Ten certified tutors who report, quarterty grade reports, has speclal traffltng in working with remedial contact w1lh school counselors, students, B) Tutors wiff work wdh students through and progress with tutoring one-on-one situation or in groups not to exceed materials four students, C) Students will recerve one hour of k'lstrudion in reading and one hour in mathematics, 0) Review kldrvtdual student performance wdh parents. E) Cornerstone Proted's Parent Action Committee will provide a forum for communication among parents, tutors and staff, F) Parent education seminars will be offered for parents awareness, G} The service wiH be Monday through Thursday for nine months or 180 days A Techntcal assistance to program facffitator-on 10/01194 10/21195 sne (3) Pr09rem Seq I : Program Name: Program COCM : Program 0Hcriptlon: 05-trlct Goal Support: P,oo,am Goat: Ptan Rafaranc.: FY Program Budget: YTO E.q,endlturH: LASO FY 94-95 PROGRAM BUDGET DOCUMENT 207 Page: Revielon Date: February 3, 1995 Gifted Prograima Primary LeaCMr: Eatelle Matthis Sacondary Leeder: Mable Donaldson The Little Rock School Oi1trict ' Gihed Program off,. to ita 1tudent1 through delign that con1i1t1 of obHrvation end enrichment for all 1tudent1 In gredH K-2. Re  ource room end indirect HrvicH are provided for gredH 3-8 and apeci_. clHHI for 1tudent1 in gredH 7-12 . The program operates in compliance with the Ark  na  s Depart of Education' Gifted and Talented Approval Standard,. The Standard provide the hemeworit for Ht~i1hing equitable criteria for th identification of gifted end telanted atudant1. Service   re provided to th H atudanta by teacher  (apeciali1t1 and tecilit to,I who hav completed or who are puruing graduate credit In gihed educetion. Goal 11 - Implement integrated educetion program that will enure that ell tudent grow ecedemicelly, 1ocielly and emotionally with emphaai on bHic kill and academic enrichment while cloino dieperitiH in echievment. Goat I 2 - Develop and meint.\nn a staff 1ha1 l1 wal1-1r.\nned end motivated . Goel I 3 - The Little Rock School Board, administration, taff, end student will demontreta in their day to day behavior thet they accept aach lndividu H  valued contributor to ociety end view cultural diverity among tudent, teff end the commun1ty es  valued rHource upon which our community and nation can drew wa prepare for the 21st Century. Goal I 4  Solicit and HCura financial and other rHourcH that re necessary to fully upport our echoole, Including our deHgregation plan. Goal I 5 - Provide  tafe and orderly climate that i conductive to learning for efl etudents. Goal I e  Ensure that equity occur in ell phes  t of school ctlvitiH end operation. To provide appropriate in,tructionI HNicH to all Identified tudant. tl,230,808 .lS 1at Otr Ea,,.nd: t143,592.75 3rd Otr Expend: FTE 32.80 '375,028.08 2nd Otr hpend: '231,433.31 4th Qtr E-nd: 3f\nLRSD FY 94-95 PROGRAM BUDGET DOCUMENT Page: Program Seq I : 207 Revision Date: February 2, 1995 Program Name: Gifted Programs Program Code: Primary Leader: Estelle MatthtS Secondary Leader: Mable Oonak:tson Program Goal: To provide appropnate instructtonal services to an idenhfied gifted students Plan Reference Objectives Strategle1 Beginning Completion Responslblllty Evaluation Crlleria Page Number Date Date 1 Provide resource room 1nd Nldired 07/01194 06/30195 Gn- Supervisor, k'lstruct10nal servk:es to idenlrfied students Coordinator, according to d1stnct and slate curnculum Teachers guideNnes 11 Identify certified teacher(s) (specialists) to 07/01194 06/30195 Supervisor, Ust of certified teachers serving provide needed seNices at each school. Coordinator. each school. Human Resources Dept. A. Specialist positions filled at all schools. 07/01194 01/04195 1 2 Aid schools in providing materiats, supplies, 07/01194 06/30195 Supervisor, lnvotces, copies of requests and external laboratory experiences and partdpation Coordinator, memberships and/or in k\u0026gt;cal, state and national adivrhes. Principals participation in various activities A lnvok:'.es and requests received from schools 07/01194 40% 1.3 Ensure proper documentation and evaluation 07/01194 06/30195 Supervisor, Copies of monitoring report and of student records (placement) according to distrtci Coordinator, school visitation k\u0026gt;gs and state guidelines Principals, Specialists A Monitoring of school records scheduled. 08116194 40% 1 4 Provide ~servk:e training for teachers 07/01194 06/30195 Supervrsor, Agendas, participation roster, (speciahsts) to ensure that students are receiving Coordinator, Staff tnseNtee evaluahons appropriate mstrud10nal services Development, Curriculum Supervisors A Pre-school inservtees held for facilitators and 08116194 08/16194 speoal,sts 37 Page: Program Seq #: 207 Revision Date: February 2. 1995 Program Name: Gifted Programs Program Code: Primary leader: Estelle MaNhis Secondary Leader: Mable Donaldson Program Goal: To prov,de appropriate 1nstruchonal services to all ldentlfted grfted students Plan Reference Objectives Strategies Beginning Completion Responsibility Evaluation Criteria Page Number Date Date B Monthly GIT Council meelmgs held for GIT 09/27/94 45% fa c,lltators C Tri--01s!nct Curriculum lnservice held for GIT 09116/94 09116/94 specialists D Junior Great Books Workshop held 10103/94 10104/94 E Polaro,d Workshop held 10/25/94 10/25/94 F Quiz Bowl workshop 10/27/94 10/27/94 G Using literature in the Social Studies lnservtee 11103/94 11103/94 held H Story Pyramids  Mml Session  IRC Open 12/01/94 12/01194 House I. GIT Curriculum lnservlce 12115/94 12115/94 38 Program Seq I : Program Name: Program Coda: Program DHcrlption: Oiatrict Goal Support: LRSD FY 94-95 PROGRAM BUDGET DOCUMENT 208 Ravialon Data: February 9, 1995 Curriculum Services Primary bader: Estelle Me1thi1 Secondary LHdtir: Lucy Lyon, Dennis Glasgow The Little Rock School District' D1Yi1ion of Curriculum Servicea teekt to improve curriculum design end delivery K-12 that it consistent with state guidelines and netionffl recommendations. This dMsion works to ensure alignment betwHn th written, taught, and tHted curriculum H determined by 1tudent  Hestment. Finally, efforts are made to ensure that inttructional delivery is based on sound teaching pnnciplea and grounded in educ  tione4 r H  rch. To accompliah these ands, this division strives to identify, develop, end provide educational resources, alaff development, and technical assislance 10 lhe schools. Goel 11  lmplemenl inlegreted educational progr ma thel will enaure lhat all atudants grow academically, aocially and emotionally with emphasis on basic skills end academic enrichment while closing disparities in achievement. Go .. 12  Develop  nd maintain a ateff that is welltrainad and motivated. Goel 13  The Little Rock School Board, edministretion, staff, end students will demonstrate in their day to day behavior that th  y accept each individual as a valued contributor to society end view cultural diversity among atudants, staff and the community es  valued resource upon which ou\ncommunity and nation can drew H w prepare for the 21at Century. Goel 14  So4icit and secure financial and other resources that ere necesury to fully aupport ou, achools, including our desegregation ~n. Go  15  Provide e  afe and orderly climate that is conducive to learning for U students. Goal 16  Ensure that equity occurs in all phases of tchool activities end operations. Th  purpose of curriculum tervicH it to plan, diracl, and coordinate improved cu,riculum design end delivery as well as to en1ure curricular articulation and coordination K-12. 11 ,910,391.39 1  t Otr Expand: t368,222.44 3rd Otr Exp nd: FTE 65 1816,061.59 2nd Otr bp nd: t449,839.15 4th Otr Expend: 1190, 1193, 2211 , 2212, 2490, 3800, 4900, 2219 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Program Seq I: 208 Revfelon Date: February 9, 1995 P,ourm Nam.: Cumculum Service Progrm Code: Estelle Mellhil Lucy Lyon, Danni GIHgow Proorem Goel: The purpoH or curriculum servicH i1 to plan, direct, end coordinate improved curriculum dHign and delivery H well H to eneure curricular articulation end coordination K 12. Plan Ref erenc. ObJ.ctivH Stretegiff Beginning Oete Completion RHpomiibllity EvakJetlon Criteria Page Number Date 1. Develop  coordinated and articulated 07/01/94 06/30/95 Cu,riculum 1.0 Revised curriculum is in cumculum that ia comprehensive end Oirectora, piece that re  ponda to tho demon1trete1 congruence between what le Supervisora and recommendation, of the written, taught, and tested. Coordinato,s, curriculum audit. P,incipals Comprehensive review procen is in place. 1.1 Development of cuniculum guidH through 07101/94 06/30/95 Curriculum 1.1 Curriculum guKtes  re in the  11i1tanc  of dittrictwide committHI Oirectort, place end are aligned with Supervieore and Oi1trict objeclives Coordin  lore, Certified Teach\" Principal, A. M11them Uc1 curriculum guide WH revised by 07/01/94 08/15/94  district commitlee to reflect the State Mathematics Framework. 8. Revised language arts curriculum w - 07/01/94 08101/94 compleled, edited, end printed. C. Revised foreign language curriculum was 07101/94 08/01 /94 completed, edited, and printed. 1.2 Provide inHrvice tr111nmg tor teachers to 07101/94 06/30/95 Curriculum 1.2 Documentation of easi,t in affective delivery of the curriculum Directors, inaervice activities are available Supervisor, end 1.2 T Ht scor111 will Coordinators, demonstrate improvement Principals A. All teachers l\u0026lt; -12 were given training in the 07/01/94 09/01 /94 uH of the reviaed mathematic, curriculum gutde . 8 . Eisenhower staff development 1peci fists in 07101/94 50% science provided lreining for individual teachers and groups of teachers et greatest need schools regarding strategies end techniques for delivery of the science curriculum. 40 Page: 3 208 February 9, 1995 Program Name: Curriculum SarvicH Program Code: Prlmery Uader: Eetelle Matthi Secondary leader: Lucy Lyon, Danni GIHgow Program Goal: The purpo1e of curriculum HrvicH i1 to plan, direct, end coordinate improved curriculum dHign end delivery  well H to ensure curricular articulation and coordination K 12. Plan Reference Objective Strategiee a.ginning Dt Completlon Reeponelblllty Evaluation Criteria Page Number Date C. Elemenlary Chapter 1 mathematic, 07/01/94 09/01/94 epecieU1t1 participated in an inservfoe on the Chapter 1 Program. D. Secondary CompenHtory Education 07/01/94 09/29/94 mathematic, teacher participated in an inservica on teaching 1trategie1 and documentation required for Comp. Ed. E. Pre1chool lnservice was held for all special 08/18/94 08/18/94 education etaff. F. Preschool lnaervice WH held for library media 08/12/94 08/16/94 1peci.ti1t1. G. lnservice WH provided in Social StudiH, 08/18/94 50% teaching atrategiH to all H condery 1ociel 1tudiH teacher et p1Hchool conference. H. lnservice training wH provided for 08/15/94 50% Kindergarten end E.C.E. teacher. I. Harcourt Brace inservice wu provided for 08/03/94 08/03/94 elementary principals in order that they may assist tHchert with the new basal HriH . J . Elementary language arts curriculum training 08/15/94 08/16/94 was provided during prHchool inservice week . K. Secondary English/Reeding/learning 08/16/94 08/18/94 Foundation, new teacher training wu provided. L. Elementary reading teacher inservice 08/31/94 08/31/94 providing information for new basal wH held . M. Elementary language arts/reading training 09/19/94 09/20/94 w11 provided. N. Pre-school inservice provided to G(T 08/18/94 08/16/94 1paci afi1t and facilitators. 0 . Tri-Otttrict inservics held for G(T 1peciahs11 - 09/18/94 09/16/94 North little Rock west campus. 41 Pag: Progrem Sq I : 208 Roielon Oet : February 9, 1995 Prog,em Neme: Curriculum ServicH Progrem Code: Prlmery hder: E11elle Matthi  Scondry LHdr: Lucy Lyon, Donni GIHgow Progrem Goel: The purpoH of curriculum Hrvicea is to plan, direct, end coordinate improved curriculum dHign end delivery as well es to ensure curricular articulation and coordination K-12. Pln Rlrnce Objectlv .. Strateglee S.glnnlng Date Completion RHponelbllity Evaluation Criteria Page Number Date P. ln1ervice Wat provided to ell elementary 10/18/94 12/16/94 spacial education rHourca teachers. a. Technical assistance provided in Sociat 10/10/94 11/03/94 S1ud1H to individual statr members at Chicot, Mitchell, Franklin, Romine, Dunbar, and Bale. R. Three early release inservices held In math 10/01/94 50% and science for elementary and 11condary 1chool1. S . A cluster of first grade teachers participelad 12/06/94 12/06/94 in  mathematics insarvice conducted by the Chapter 1 Meth Traveling Specialists. T. Elementary Science Textbook committee 10/27/94 10/27/94 attended tutbook carevan 1pon1ored by science te,ctbook publi1her1. u. Junior Great Book, training provided to all 10/03/94 10/04/94 Interested teachers. V. Polarotd Workshop held for ell interested 10/25/94 10/25/94 elementary end junior high teachers. w. School wide Quiz Bowl Workshop held for 10/27/94 10/27/94 schools interested in this activity. X. Mini-inservice HHion at IRC on using 11 /03/94 11 /03/94 Literature in the Social S1udi11 . Y. lnlagrating Science and Literacy K-8 Solving 10/13/94 10/13/94 Problem in Science end Technology Seminer - UALR . z. Math end Science inae,vice to, Secondary 11 /29/94 11 129/94 G/T Facilitators. AA. G/T Portfolio end Curriculum Development 12/15/94 12/15/94 lnservica. 42 Program Seq I : 208 Paga: Program Name: Cumculum SenncH R vfelon Oat: February 9, 1995 Program Code: Program Go.a: Primary laafMr: ht II  Matthie Th purpoH of curriculum HfVICH i1 to plan, direct, and coo,dint improved curriculum dHign and delivery H well .. to en1ur curricular rticultion and coordination K-12. Lucy Lyon, Denni, GIHgow Plan R f r  nc  ObJ ctlvH Str t  glH B gJnning Oat  CompMltlon A  epon.tbHlty EveNatlon Crltrt Pao  Number Dela 1.3 Provide lchnic.a Hti1tenc H needed for 07101/94 0\u0026amp;/30/95 Curriculum ind1vidu.a echool ti1H  nd/or lndividu., techert 1.3 Weekly visitation logs Director,, reflect viait1 for technical Supervitort and  11i1tenc  Coordinetort, 1.3 T Ht ICOrH will Staff demonttrete improvement Development A. Technical Hi1tence WH provided  needed 07101/94 50% or requHted In ell curricular reu by currR:ulum dit1ctor1 end 1up  rvitot1 . B. Eisenhower 1taff development 1pcili1t1 in 07101/94 50% meth end 1ci  nc  provided technical 11i1t  nc  H r  quHted to 1chool1. C. Chpl r t m them tic 1p  ci U1t1 provided 07101/94 50% t chnlc I Htilt  nc  rtl  ted to the Chapter 1 Progrem to  11igned 1chool1. 0 . Vi1i11 were made to every 1chool by epci 08/22/94 09/30/94 education 1t  ff to provide  Hllt nc  . E. Greet Expectation lr ming WH held for staffs 08/30/94 09101/94 of RightHII and Mitchell Incentive School,. F. EPSF Worklhop w111 held. 08/1\u0026amp;/94 08/1\u0026amp;/94 G. Phonic Worklhop w  1 hekt. 08/21/94 08/21/94 H. Technicef  1si1tenc  WH provided In Soci8' 08104/94 90% Studiea to eU new 1oci studiH IHchert end new/reeHigned principal,. I. Technical HS1ttenc  wes provided for 07101/94 50% Individual ac~ tiles end/or Individual techert . J . Languege Arts Plu, technical  ssi9l nce wes pro\\ltded ro, H nderton Jr. High end Hell High. 08/30/94 09/13/94 K. Engh1h teacher techn.cel  11i1tance was provided for Hell High. 09/14/94 09/14/94 Program Seq I : 208 Revialon Date : February 9, 1995 Program Name: Curriculum Servtce  Pro0rm Cod.: Primary LHCMr: Estelle Matthis Secondary Leader: Lucy Lyon, Dennis Gl  -gow P,ogram OoI: The purpose ol curriculum servicH is to plan, direct, and coordinata improved curriculum dHign and dalivary H well as to ensure curricular articulation and coordination K-12. Plan Reference Ob}ectivee Strateglee Beginning Date Completion RHponelblllty Evaluation Criteria Page Number Date L. Spanish teacher technicef assistance was 09/14/94 09/14/94 provided tor Franklin Incentive School. M. Approximately thirty-one 1311 individual 08/17/94 09/30/94 echools and/or teachert wera provid~ assistance through visitations, conferences, or tachnic assistance by the Reeding Department specialists including special demonstrations. N. Tachnice4 Hsistance WH provided to new 08/12/94 50% librarians. 0. Technical HSistance wH provided by 08/15/94 50% computer specialists and technicians in using Abacus lnttructionel Management Sv,tem and in using the Computer Labs. P. Technical astittance provided by GIT 08/15/94 50% tupervisor and coordinator es needed . a. Early Childhood Educttion on-site visits: 49 08108/94 50% R. lnstruclional Technology/Media and 08108/94 50% Computer Centr8' on-site visits: 1169 s. Math/Science on-site visits: 205 08108/94 50% T. Reading on-site visits: 278 08/08/94 50% u. Staff Development Specialists provided test 10/12/94 12107/94 taking tips end Streteg1et to teachers et the following tchool1: Bedge1t, Fair Perk, Baseline, Gibbs, Booker, and Woodruff V. Specief Education lokSars ware monitored in 09/15/94 12/21 /94 33 schoolt. W. Immersion Program workshop wu held et 11107/94 11107/94 Franklin. X. Engl ish/Foreign language Department 12108/94 50% provided techn1cef essi91ence to V11tting Russ1en teachers end their mentors. Page: 208 Aevl lon Date: February 9, 1995 P,og,am Name: Cumculum Services P,ogram Code: Prlma,y Leed.,: htelle Matthia Seconda,y Leede,: Lucy Lyon, Denni  Gleegow Prog,am Goel: The purpose of curriculum  ef'VicH la to plan, direct, and coordinate imp,oved cuniculum dHign end delivery H well H to en  ure curricular articulation and coordination K 12. Plan Reference Ob)ecth, 8treteg5e a.glnnlng O t Completlon flffponelbfflty Evetuatlon Criteria Page Number Oet Y. Engfish/Foreign language Department 12122/94 12122/94 provided technical assi  tence to Cant,_, High School' International Studiae Program. z. English teacher technical H i  tence WH 12112194 12/18194 provided et MebelvMa Jr. and Henderson Jr. AA. Engli  h or,.1ite vi1ll1: 14 08/08194 50% BB. Monthly Councit Meetings: Englioh  10117 10117194 50% end 11/21\nForeign language  10/20 and 11/17 1.4 AHi  t echool  in the  election of 07/01194 06130/95 Cuniculum 1.4 Material  end fHOUfCH appropriate matari_., and re  ourcH fo, delivering Director, are in piece th curriculum effectively to student Supervieore end 1.4 Requisitions for materials Coordinator , ere on file Steff Development A. School  requaeting replacement euppliae for 07/01194 50% science kill were furnished th eupplie  by lhe Science Office. B. Equipment end supplie  were ordered for K4 07/01194 50% and Meth Crusade pertic1pent . C. Vi i ts were made by speciat ed staff to every 08/22194 09/30/94  chool to provide auistence. D. Assistance WH provided to elementary end 08/04194 50% tecondary teeche,1 end pr1ncipel1 in the typH of supplemental  ociel studies materials to purchase. E. Materials end r  1ource  were ordered end in 07/01194 09/30194 piece for Kindergarten end E.C.E. F. A committee wea Hlected end convened to 09/01194 10/14/94 choose material, end rHou,ces to, junior high 1chool reeding program. G. Materials and rHou,ces ware identified for 09/01194 10/03194 Franklin Span.sh program. Page : Program Seq  : 208 Revielon Date: Februery 9, 1995 Program Name: Curriculum ServicH Program Code: Primary leader: Eatelle Matthis Secondary LHder: Lucy Lyon, Dennis Gl  sgow Program Goal: The purpose of curriculum services Is to pten, direct, end coordinet improved curriculum d  sign and detivery H well  s to ensure curricular articulation and coordination K 12. Plan Reference Ob)ectlves StratVM Beginning Date CompMidon Responelblllty Evaluedon Crhri Peg Number Date H. Essential material ere iHued to tHchers, 08/15/94 08/16/94 principeta and support staff where requested. I. Materiel were purchesed for aU high achoo! 11101/94 12/15/94 special education programs. J , New materials, supplies, equipmenta, and 10/17/94 10/19/94 rHource were ordered for Chicot Pre-K and Kindergarten tea\u0026lt;:here. K, English Department provided apacial material 10117/94 11/18/94 to Chicot Elsmentary. 1.5 Analyze standardired IHl r  1ulta together 07101/94 06/30/95 Curriculum 1.5 School improvement plans with Abacus end/or other appropriate data to Oirector1, reflect emph1t1ti1 on identified reviH and/or modify curriculum H needed Sup rviaora end er of need Coordinator. Principal,, Teacher1 A. Result of atandardized tHtl were used to 07101/94 09101 /94 tdentify target schools for service by the Eisenhower science apecialists . B. Mathematic curriculum revision used test 07101/94 08/15/94 data and anecdot data from teacher1 to auggeat modifications to the curriculum. C. Planning retreat was conducted for reeding 06/24/94 08/25/94 1peciefi1ts to tdentify and target weak skills r 2.0 Wen11fv and secure resourcH, both material 07101 /94 06/30/95 Curriculum 2.0 The cour9H in the and humen, to support the program of 1tudies Oirector1, progrem of studies have offered by the Di st ri ct Supervisor and resources available for full Coordinatora, implementation Director of Procurement, Principals 4G Pr09rem Seq I\n208 Pege: 9 Curriculum ServtCH Aevieion Dete: February 9, 1995 Pro0tem Code: Prlme,y Leeder: htelle Metthie The purpoH of curriculum aerYicH I to p4en, direct, end coordinete improved curriculum dHign end delivery H well H to eneure curriculer erticuletion end coordination K-12. Secondary LHder: Lucy Lyon, Dennis GIHQOW Pln Reference ObjectlvH Pea Number Streteglee S.glnnW,g Dete Comple11on RHpone..,Hity Evluetlon Crlterle Det 2. 1 tdentiry end order equipment end 1upplies 07101194 06/30195 Curriculum 2. 1 Requisilions/purchese needed by 1choot1 to implement their lnstructiona program Oirecto,s , orders reflect the equipment Supervi,ors end end uppliH ordered by/for the Coordineto,., 1chool1 to implement their Teachers, Principal,, in1tructional program Director of Procurement A. All 1ubJect eree supervitor1 nd coordinetou 07101194 50% ordered equipment and 1uppliH e, needed by tchoO,s , B. Replacement science 1uppliH were provided 07/01194 50% to 1choO,e that med,  request. C. K-4  nd Meth Cru1ede equipment end 1upphet were ordered for Crusade p  rticipant1 . 07101/94 09/30194 0 . Equipment end suppliH were idenl1fied and 07101194 09/30194 ordered for schools to implement the1r K1ndergerten  nd E.C.E. progre11. E. Materiet1 tdentthed end ordered for GIT program. 08101194 50% F. Mulliculturel materials from multicultural fair 12101194 12/22/94 Identified end ordered by secondary social 1tud1  1 teacher. 2 .2 Prov.de dtrect HrYlcH to echoof1 through 07101/94 06/30/95 Curriculum 2 .2 Weekly visitation logs the deployment of curriculum and technical spec1eh1t1 to help implement th 1chool' 01rectors, document the direct services to in1truction8' program Supervisor end chool provided by curriculum Coordinetor1, end technic_, specialists Curriculum end Technical SpeciaU,ts, Principal A. Eisenhower staff development 1pecielist1 in 07/01194 50% meth end 1c1ence served target 1chool1 . 47 Page: 10 208 Februery 9, 1995 Progrem Name: Curriculum ServicH Program Co\u0026lt;M: ,,lmery lea\u0026lt;Mr: E.telle Matthi Secondary leader: Lucy Lyon, Denni GIHgow Program Goal: The purpoae of curriculum HrvicH i to Pen, direct, end coordinate Improved curriculum dHign end delivery H well H to enture curricular articulation and coordination K-12. Plan ReferenC41 ObJ.ctfv .. atrateglee .. ginNng Date Completion RHponelblllty Evaluation Crtterte Page Number Date B. Superviorv taff made on-il vi1it for 07/01/94 50% technical Hitance to chool. C. Technical Htitence provided to chool 8/15/94 50% upon requHl by G(f upervior and coordinator. 2.3 Maintain a library of audio-visual material  , 07/01/94 08/30/95 Director of Staff 2.3 An audio-viual catalog lff dv .. opment materi el , end other Development, end 1teff development library peciaUzed meteri for loan to chool1 Coordinator of catalog will document the Library Service , materiel  eveileble for loan to Curriculum 1chool1\ncheck-out logs wiU Oirectort, document the loan of other Supervi ora end apecialized material to the Coordinator achool A. Meth office loaned materiel to achool on 07/01/94 50% requett. 8 . Science office loaned microscopH to 07/01/94 50% elementary achools on request. C. Vtdeotepet were circulated from 1he 07/01/94 50% lnstructione4 Materials Center et requHted by school,. 0 . Professional Library CetMog we, i11ued to ell 08/12/94 08/12/94 employee,. E. Material  checked out to chools upon 08/15/94 50% requett from GIT office library. F. Th profenional Steff Development Media 07/01/94 50% Center off ere video tapes, bookt, films , etc . end is eveileble to ell LRSO employees. 48 P,ogram Seq I : 208 11 Curriculum Services February 9, 1995 ft,og,am Code: ,,lmary lHder: E  tII Matthi  The purpoH of cumculum HN'ICH  lo plan, d1rec1, and coordinate improved curriculum dHign and delivery H well H to enure curricular articulation end coordinetion K 12. S  condary le  der : Lucy Lyon, Dennis Glasgow P1en Reference ObJecth, Streteglee Beginning Date Completion ReeponelblNty Ewatuatlon Crftarta Page Number Date 2.4 Interview prospective candidatH for 07101194 08/30195 teaching pos11lon H well H other certified and Curriculum 2.4 Appointment books and noncart1f1ed po1it1on1 to as1ura lhe bHt Directors, feedback information will quahfied applicant era Hlected for ~oyment Supervi,ort end record the applicant who were Coordineto11, interviewed by the curriculum Director of  upervisore Human Resources, Principals A. CendidatH were Interviewed and  math HCrlry WH employed. 07101194 09/01194 B. Curriculum 1teff membert interviewed 07101194 50% prospective teacher candidate  ,n the respective subject ereH. C. Ferrvly Life Education teacher poition WH 07101/94 09/01194 filled whh en experienced nd quafified ind1vtdu8'. D. Cend1detH were interviewed for secretary to 08/24194 08/29194 rhe Soc,8' Studies 0epartmenl. CandKlat  WH recommended end approved. E. Prospective GIT 1pecial111 interviewed end 07/25194 94% ht red lo Ml vecanc1H. F. Family Life Education teacher cendidetH 10/01194 11/01194 were interviewed end en edditional teacher WH employed. 2.5 P11nt D11trict document s for d1uemination to 07/01194 08/30195 Curriculum 2.5 Teachers end principal  leacher1, pnncipa,s, students, end/or parents Directors, have copies of epplicllble Suparvi1ou  nd curriculum gutdH\nsign-off list  Coordinator , document Iha distribution of Administrative parent home 11udy gutdes lo Asaistant to the parent\n1tudent/perent records Manager of document that  tudent end Support ServicH, parents received \"R1ght1 end Printer et Responsibilities Handbook\" prints hop Pge: 12 P,og,m Seq I : 208 February 9, 1995 Curriculum Services P,lmary lede,: htelle Meuhi, Secondery Leede,: Lucy Lyon, Dennis Glesgow Program Goel: Th purpoH of curriculum HrvicH i to plan, di,ect, and coordinete improved curriculum design end delivery ea well es to enau,e curricular articulation end coordination K 12. Plen Ref.,ence ObJecth,e, Stretegiee Beginning Oete Completion RHponelblllty EveluetJon Criterl Page Number o,,. A. Parent Home Study GuidH war, revised, 07101/94 09/30/94 printed end diuemineted to the  chools. 8. Reviled mathematics curriculum guidH were 07101/94 09101/94 printed and distributed to teecher1. C. Elementary library media resource gukte w1111 07101/94 08/12/94 p,inted and diuemineted to elementary lib,eriena. D. Curriculum end ,Hource guides provided for 07101/94 09/12/94 newly a11igned teachers end specieli11. 2.e Prepare instructional activitiH end material 07101/94 06/30/95 Curriculum 2.e Monthly IRC Thursday to, tHchere end explein/demon,trata their UH Dfractor , Night Workshop, ere held to Superviaora and ahera inatruction .. activities Coordinator, end and materiel with teachers\nSpecialist  at IRC copies of other activities end materials prepared for teachers ere on file et the IRC A. Eisenhower math end science speciali111 07101/94 50% prepared ecttvitiH for demons1re11on1 leuons end teem teaching experienc111 et target 1chools. 8. Bimonth'y IRC inservice \"Open Houses\" were 07101/94 50% planned end Information was mailed to the school,. \"Open Hou11s\" have been held on 1 b1monthty basis. C. lnstructionat materials for Kindergarten and 08/15/94 50% E.C.E. teachers were prepared end demonat,eted. D. GIT program area provided mini -seuions on 12101/94 12101/94 Story Pyramids and Oio,ema to ell IRC Open House visitors. II 1: I Progrem Seq I : Progrem Nam.: Progrem Code: Progrm Ooaf: Plan R  f  r  nce Page Number 208 Page: 13 Curriculum Serv.cea Rel/tlllon Data: February 9, 1995 Primary Leeder: Ett~I Meuhia The purpoH of cur,iculum HrvicH i lo P'n. duecl, end coordinate improved curriculum dHign and delivery H wall H to ensure curricular articulation end coordination K 12. Secondary LHct.r: Lucy Lyon, Denni, Gl agow Objective 3 .0 Pro1,11de lchnic.t Ha1atanc  to princlplt, leecher  end othe, pe,sonnet to facilitate the effective implamenta11on of Di1111ct program 3 .1 AHitt the echo~, through the HrvicH of roving computer tachNci  na to keep computer lab  and equipm nl up end running A. Computer Technicln1 aerved every computer lab to ensure equipment wes up and run,..ng. 3 .2 AHitl teachers with Hlfidentified or pnncip.t tdent1f1ed needs to improve the IHchingneernmg proceu through content specific !raining  well H training 1n u1ing vanou Instruction tretegiH A. SuperY1ory telf made on ite visits for technical aui1tance to schools. B. Au11tence pro....\nded by coordinator, peer 1pecietist, and supervtsor. C. Staff Development provided the following tre,rnno: Cloverdefe Elementary  Improve Reading\nForest Perk  Otscipline Management\nChicot  Reeding Stytes\nBaseline, Cent,.,, Cloverdale Jr., Metropollten  Reading Stytea\nBaseline, Badgett. Booker, Fair Park, Gibb,, Jefterson  Test Teking Tips 51 leginnlng Date 07/01/94 07/01/94 08/15/94 07/01/94 07/01/94 07/01/94 09/21/94 Completion Data 08/30/95 08/30/95 50% 08/30/95 50% 50% 10/12/94 RHponalbNity Curriculum Directors, Supervisor  and Coordinato11 Coordinator of Technology, Computer Technicians, Principal, Curriculum Director, Supervisor and Coordinator, Director of Steff Development, Principals fvak,etlon Criteria 3 .0 Oitrict program, in the area of curriculum operate mootNy, without undue breekdown of equipment. lack of training of peronnel, or leek of information by district peraonnel 3, 1 Computer lab provide good Hrvice end have little down time 3 .2 Weekly visitation logs end visitation reports document technical assi,tance provided to teacher Page : 14 208 February 9, 1995 Program Name: Curriculum Services Program Code: Prlmery Uact.r: hlelle Mallhis Sacondary leader: Lucy Lyon, Denni, GIHgow Program Goel: The purpote of curriculum Hrvices is to plan, direcl, and coordinell improved curriculum design end delivery es well es to en1ure curricular articulation and coordination K 12. Pian Reference Ob}ectlvH Strateglea Beginning Data Completion RHponlbillty IEvaluatlon Crltarla Page Number Dete 3.3 Help 1choot, identity staff development 07/01/94 06/30/95 Director of Staff 3.3 The Steff Development need end plan inservice to address thoH needs Development, Catalog contains training 1hat Princip8's, meets the needs identified in Curriculum the schools' School DirectofS, Improvement Plan Supervisort and Coordinators \" Right of PesHge inservice scheduled and 07/01/94 09/30/94 planned for Frenkhn Incentive SchoO, . 8 . Portfolio planning es1i11ence was provided for 09/13/94 09/13/94 King Magnet. C. Staff Development specielisu ere asaigned to 08/01 /94 50% specific achoO,s where they work closely with the principal end the 1chool' 1telf development committee to address inservice needs. D. \"Rights of Passage\" insarvice conducted. 10/12/94 10/12/94 E. Portfolio plannino assistance was provided tor 10/04/94 12/07/94 Romine end Baseline . 3.4 Monitor program implementation through 07/01194 06/30/95 Curriculum 3.4 Weakly visitation logs classroom VtS1tations Directors, document program monitoring Supervisor and Coordinators \" On -1ite visits were made to school by 07/01/94 50% suparvtsory 11atf to monitor classrooms to, progrem implementation. 8 . Monitoring of GIT program ongoing by 07/01194 50% supervisor and coordinator. 3.5 Provide information to appropriate school 07/01194 06/30/95 Curriculum 3.5 Memos, council agendas, personnel concerning academe events, training Directors, and other written opportunities, lunchng sources, content-related Supervisors and correspondence containing questions, and special programs to enhance the Coordinetors pertinent information is on tile instructional program in each curriculum area Progr~m lq I : 208 Paga: 15 Progrm Name: Curriculum ServicH RaYialon Date: February 9, 1995 Program Code: Primary l edar: The purpou of curriculum HrvicH i to plan, direct, end coordinet hnproved curricuk.Jm dHlgn end delivery 1 well  to en,ure curricular articuletion end coordination k 12. Secondary Laack,: Lucy Lyon, Danni, Gla,gow Plan Aalarance ObjectlYH StratglH Beginning Date Compt.tlon AHpona~INty Evfutlon Ctltarla Pg Numbar Data A. Suparvitory 11aff provided information to 07/01/94 50% teachert and other ,tall through council meetings and mailouta about tpacl., event, end oppo,tunitiH. 8. Information on academic events 08/11/94 50% opportunitiet, etc. provided to 1chool1 by GIT tuperviaion and coordinator 3 .8 AHltt 1choot1 with special need, 1tudant1 07/01/94 06/30/95 to addrett the identified need, to improve the Curriculum 3 .8 Programs to addre11 IHrning prOCHI Director,, 1pecial needt 1tud1nt1 are in Superviaore end place Coordinator,, Princip8'a A. Chapter 1 and Compenaatorv Education 07/01/94 50% mathematic program, ware Ht up and implemented to aerve Identified atudants with dahcits 1n methemat1c1. B. Social Stud1e1 -HHment wes conducled for 08/22/94 50% 11udent1 at Gibbs, Booker, end Dunbar to auitt 1choola wHh appropriate plecament . C. A111s1anca waa provtded for apecial need, 08/22/94 50% 1tud1nts in Kindergarten and E.C.E. programs to Htiat the learning procett. 0 . GIT superviaor and coord1ne10, provide 07/25/94 50% eu111ence to achools in providing needed aervicH to identified gifted atudents. E. Special eduction aupervitora made ongoing 08/18/94 50% vi111s to all progremt . 4 . Prov,de staff development experiencH for the eftect,ve 1mP'ementa11on of the cuniculum 07/01/94 06/30/95 Cuniculum 4.0 lnservice programs offered Directors, are in response to identified Supetv1sor1 and needs district-wide H well e, Coordinators, local school itet Staff 5J' Development Page : 16 Program Seq  : 208 Ravtelon Date: Februery 9, 1995 Program Name: Curriculum Service, Program Code: Primary Leeder: E telle Metthi Secondery LHder: Lucy Lyon, Denni Gle1gow Program Goel: The purpo  e of curriculum HrvicH i1 to plan, direct, end coordinate improved curriculum detign end delivery es well H to en  ure curricular articulation end coordination K-12. Plan Rafarance Objecdwe SttetagiH S.gKmtng o.,. Comp~tlon RHponelbHlty Evaluation Crltri Page Numbar Date 4 .1 Provide inHrvic training through district- 07/01194 06/30195 Curriculum 4.1 Catalogue reflects wide minicourH1, training courtH III well es Director,, inHrvice opportunitie1 school-based worluhop1 to maximize the Suparvi1or, end 4.1 Computer generated delivery of the curriculum Coordinetort, record reflects all inHrvice Steff topic,, det111, participants Development 4 .1 Evaluations ere on file \" Miffl -cour1e1 were planned and Included in 07/01194 50% th  tff development catalog. 8 . Schoof-bHed in1ervice program with 07/01194 50% emphHis on content end methodology were presented. C. ThrH school  be  ed inservicH provided by 08/08194 50% Early Childhood Education. D. Eight 1choolbaaed inservicet provided by 08/08194 50% Meth/Science. E. Five school 1tafl1 were inserviced by special 09/30194 12/1 6194 education supervisors. F. The revised Lnoueoe Arts end Meth 08/15194 08/16194 curriculum was implemented in August for ell LRSO employees G. Steff development in  ociel 11udie1 provided 07/01194 50% to secondary teecheJS, GIT teechera, end Franklin teachers . 4 .2 Maintain profassionel material, and 1upphes 07/01194 06/30/95 Curriculum 4 .2 Record of available that can be accessed by locel school sites for Dirac tort, materials is on Me es well as identified needs end/or p,ofe  sional development Supervisort end documentation of materiel, Coordinators, that heve been checked out for Steff local schools Development Speclelist1 \" All curricular areas maintain professional 07/01194 50% materiel, end 1uppliaa that can be accesaed by loc al sc hool 1ites. 17 Program Saq  : 208 February 9, 1995 Program Name: Curriculum Services Program Coda: Primary leadar: Eatelle Metthia Secondary lHdar: Lucy Lyon, Denni, Glasgow Program Goat: The purpo  e of cuuiculum  ervicH i1 to plen, direct, end coordinate improvad curriculum dHign and delivary H well H to en,ure curricular articulation end coordination K 12. Plan Aefrenc ObjactlvH Strataglea Beglnnlno Dat Completion Aaaponelblflty Evaluation Criteria Page Number Dete 8 . Prote11ionet materiets incorporated into GIT 07/01/94 50% office library. Meterielt avatleble for check-out. 4 .3 Provide technicel etsittenca to lndividuel 07/01/94 06/30/95 Curriculum 4 ,3 CopiH of weekly visitation 1chool1/teecher, through demonstration laHon,. Directors, log, as well as staff team-teaching H well a, individual/group Supervisors end development plans ere available planning et the locet achoo! Coordinatore, Staff Development Specialist, \" Eieenhower Steff Development Specialiets in 07/01/94 50% scienc end malh conducted demonstretion leHons, teem teaching, end small group lnHrvice Hssions at the local school level. 8 . Steff Development provided technical 11/14/94 50% Hsistenu for the follow ing sc hools: Mabel vale Elementary on 11 1  94 , Mitchell on 1201 -94, Rockefeller on 11 -30-94, Gerland on 11 16-94, end Waahington on 11 -1894. 4.4 Provide opportunities for teachers to work 07/01 /94 06/30/95 Curriculum 4 .4 list of available dates and at lhe IRC to design end create their own Director,, participant, is eveileble activ,tiet Supervisors and Coordinalort, Staff Development \" Bimonthly IRC inservice \"Open Hou1e1 were 07/01/94 50% planned end  schedule of 1he open House, was provided to the schools. open Houses are held on a bimonthly basis. 4 .5 Provide specielis11 and technicians to assist 07/01 /94 06/30/95 Staff 4 .5 Weekly visitation logs local sc hools in the implemente11on ol the Development, document direct services to the Abacu, Ins tructional Management Program Computer Cantrel tchools 4.5 Increased use of the Abacu1 system Pu: 18 208 RVWlon Date: February 9, 1995 Cur,iculum ServicH ,,1mary leader: Eatelle Metthl Secondry leader: Lucy Lyon, Denni GIHgow Program Oo.t: The purpoH or curriculum HrvicH i to plan, direct,  nd coordinate improved curriculum dHign end delivery H well H to ensure curricular articulation and coordination K-12. Plan R frn~ Ob)ecth,ee Str  t  gte  .. ,mnlng Date Completion RHponaiblllry Evaluation Criteria Pa~ Numhr Data A. New Teacher Abacus training 10/28/94 12/08/94 5.0 Develop end evaluate program, to meet 07/01/94 06/30/95 Curriculum 5.0 Program, ere developed to needs Htablished by the dietrict in the Director . meat needs Ht bliehed by the cu,riculum area Supervisor  end Di1trict\nthe program budgeting Coordinatott, process and Fatttrack Director of evetuations are used to Planning Research evaluate new end exisling end Eveluetion program 5.1 P1an program for megnet, interditrict, 07/01/94 08/30/95 Curriculum 5.1 Scho~ with 1peciat incentive, nd other scho~s estebliehed by the Director. themes have programs in piece District to Incorporate selected themes Supervior end th t Infuse the theme Coordin  tofl, throughout the curriculum AHilt  nt Superintendent, Principals, Associate Superintendent for Desegregation A. Assistance w  1 provided staff et Henderon 07/01/94 08/15/94 Health Sciences Magnet Scho~ to develop two new courses: T echnicel Writing end Scientific Illustration. B. Rights of Pe11ege ins  rvice scheduled end 09/06/94 09/30/94 planned for Franklin Incentive School. 5.2 Develop District-wide program to meet the 07/01/94 06/30/95 Curriculum 5.2 Student population with special needs of tdentified populations of Director, 1p  cial need tdentified by the students Supervisors end District in the curriculum eree Coordineto11, heve program, in piece to Principelt, address their needs Director of Federal Progrm A. Academic Support Program student were 07/01/94 50% iden11fied for mathematics support end the program hes begun. Pge : 19 Program Seq I : 208 February 9, 199 S P,og, m Nme: Curriculum SericH Program COCM: Primary leder: Eatelle Metthi1 Lucy Lyon, Dennis Glatgow The purpose of curriculum Hrvicet is lo plan, direct,  nd coordinate improved curriculum dHign end delivery es well et to ensure cunicular erticuletion end coordination k-12. Plan Reference Objecth,e, Strat giee Beginning Date Completion RHponaiblllty Evetu  tlon Criteria Page Number Oat  B. ESL program Wet discuned during principals' 08/11 /94 08/11/94 meeting. C. ESL tutora were hired for 1994-95 1ehool 08/22/94 08/22/94 year to Hrve 117 students In 35 schoots. D. ESL tutor inserice wet held . 08/23/94 08/23/94 E. ESL conference was held. 09128/94 09/28/94 F. Programming for identified gift.ct students 07/01/94 50% available at .ti tchoola. G. ESL tutors held monthly meeting  . 08/22/94 50% 5.3 A11e11 th effectiveneH of District 07/01/94 08/30/95 Curriculum 5.3 Utilization of manpower program in the curriculum erea Directors, and rHources in the curriculum Supervi  ora and erea will reflect the use of Coordinators, program assessment results Director of Planning Research end Evaluation 5.4 Seek funding tor District programs that 07/01/94 08130/95 Director of 5.4 Grant applications ere on qualify for grants from external funding sources Federal Programs, file in Iha Office of Federal Curriculum Programs 01rectora, Supervisors and Coordinators A. A t2500.00 grent for cl  stroom 07/01/94 09/01 /94 management was received to offer two classroom management training  essions . B. External funding in the emount of 07/01/94 09118/94 $233,992.00 wea ought end received for E.C .E. programs. C. Second grant in the amount of $2,500.00 11128/94 11128/94 approved for classroom menegemenl. 57 Page : 20 208 Revialon Date: February 9, 1995 P,oa,am Name: Cur,iculum Se,vicH P,og,am Code: P,lmery LHder: Eltelle Metthi1 Secondary Leeder: Lucy Lyon, Denni GIHgow Prog,m Goal: The purpoH of curriculum HrvicH ia to plen, direct, end coordinate improved curriculum dHlgn and delivery  wII H to enure curricular articulation and coordination K-12. Plan Reference Objectlwe Strategle leglnnfno Date Comp'8tlon ReeponelbHlty valuation Criteria Page Number Data 5.5 Plan program of tudy for tudent thet 07101/94 06/30/95 Curriculum 5.5 CuHiculum and program of meet local, late, and national 1tenderd Directors, tudiH reflect tale curriculum Supervisort end fremeworh, end program of Coordinetore, etudiH meett local and state Assitent requirements end reflects Superintendente, n tionM recommendations and Principelt trend A. Meth end Language Art Curricula were 07101/94 08115/94 ravited ec:cording to national and 1tata tandard. B. Program of tudy for Kindergarten end E.C.E. 07101/94 09/30/94 program met local, tate, and national 1tandard. C. Elementary cience textbook Hlacted using 10101/94 12101194 criteria that reflect the national tendard. 5 .6 Jdenlify or develop elteret,ve means of 07101/94 06/30/95 Cur,iculum 5.6 Criterion referenced test assessing student achievement of curricular Director 1, item will be cleaned ob1ac tive1 Supervisor and up/revised in Abacus test item Coordinetora,' bank for use by pilot schools\nAssistant kindergarten end elementary Superintendents, report cards will be revised\nPrincipals portfolio assessment workshop will be held for groupa of teachers A. Portfoho es1essment inservtces were 09121 /94 09121/94 presented. B. Portfolio assessment plan for seventh grade 09101 /94 09/30/94 w  1 outlined. C. Portfolio inservice held for GIT Specialists. 12115/94 12115/94 D. Use of portfolio in third and fourth grade 08122/94 50% GIT classes 58 Page: 21 P,ogram Saq I : 208 Revision Date: February 9, 1995 Program Name: Curriculum Services Program Code: Primery leader: Estelle Malthie Secondary LHder: Lucy Lyon, Dennie Gl,sgow Program Goal: The purpoH of curnculum Hrvicea i to plan, direct, and coordinate improved curriculum design end delivery H well  1 to aneura curricular articulation end coordination K 12. Plan Reference Objective StrataglH a.ginning Data Completion ReaponalbHity Evaluation Criteria Paga Number Data 6 .0 Develop end u:pand  cooperative 07/01/94 06/30/95 Curriculum 6.0 Home and achoo! relationship between home and echool that will Directors, cooperation and parental encourage positive home learning Supervisor and involvement will increase es Coordinatora, reported on aurvey of parent, Principala, and VIPs records Teachers 6.1 Develop and print parent home study guidH 07/01/94 06/30/95 Curriculum 6 .1 Guides are available for dietribution that can be uHd throughout the Director, year to reinforce poaltiva learning Supervisor and Coordinator A. Parent Home Study Guides were reprinted 07/01/94 09/01/94 end distributed to parents at the school  it level. 8 . Additional Parent Home Study Guidaa are 10/01/94 50% provided on request for new parents to the district. 6 .2 Prepare information for dissemination to 07/01/94 06/30/95 Curriculum 6 .2 Result of IUNl!lyl from public regarding cumculum and parent home Directors, parents reflect their use study guides Supervisors and Coordinator A. Schools used parent home study video to 07/01/94 09/01/94 orient parents to the guides. 6 .3 Provide inHrvice training for local school 07/01/94 06/30/95 Curriculum 6.3 Record of inHrvices end personnel and identified parents in the Directors, attendeH is available appropriate use of Iha study guide Supervisor  end Coordinator, Steff Development, Principals, Teechers, Parente A. Schools preHnted parent home study guide 07/01/94 09/01/94 inservica for new parents . 22 208 February 9, 1995 Program Name: Curriculum Servicet Pro0rm Code: Primary Leeder: Eatelle Matthi Secondery lHder: Lucy Lyon, Danni GIHgow Program Ooal: The purpoH of curriculum aervicea i to plan, direct, nd coordinate improved curriculum deaign nd delivery H well es to n  ure curricular 1rticuletion end coordintion K-12. Plan Reference Objecth,e StrtgJee a.gWlnlng Date CompJetlon RHpon11lbllhy Evaluation Criteria Page Number Date 8.4 Perticipeta in recruitment ectivitiH for 07101/94 08/30/95 Curriculum 8 .4 Record of activities prent end 1tudent , particularly for newly Directors, 8 .4 lncreese in number of develop.d program Supuvi1or1 end etudent  recruited for new Coordinator program, 8 .5 Shere information with parent  about tr1nd1 07101/94 08/30/95 Curriculum 8 .5 Agendas or records of in the 1ree of cu,riculum and about feeturH of Directors, information that i1 shared with LRSO ln1truction. program Supervisors and parent, Coordinators, Principal 1, PT A Council \" A curriculum 1tff membr is tchaduled to 07101/94 50% preHnt Information about Oi11rict program at monthly PTA Council Meetings. B. Parent meetingt are held in the fell end spring 09105/94 50% to inform parent, of G{T programs end opportuni11es ev8flable in the district. r, n School Operations Cluster  Elementary  Junior High School  High School  Athletics f'rog,am Seq I : Program Name: ,,ogrm Code: Program 0Hcrlptlon: Dletrlct Oo I Suppon: Program Goat: FY Program ludgat: YTD Eap nditurH : LASO FY 94-95 PROGRAM BUDGET DOCUMENT 209 February 3, 1995 Elementary School  Prim-,y leader: Sadie MitcMII, Ma,garat Gremillion Secondary leader: Elementary School Principal  The elementary achoot program  eeke to provide integrated learning experiencH which meet the academic, 1oci8', and development8' needs of aU LRSO 1tudent1 in a deHgregated Htting. Central Off1c  1taff and princip-' coUebor  t to  n ur  qu Uty education planning for .ti  tudent with the upport of local  c hoot 1teff, parent,, and patron,. To provide  quahty Integrated education for elementary school 1tudent1. t 18,985,179.58 1  t Qt, Expend: *3, 111,344.22 3rd Otr IEApend: FTE 853.14 H ,384,272.92 2nd Ott IEApend: t4,272,928.70 4th Ott Epond: 1120,2410,2590, 1120 (   l ) , . Program Seq I : Program Name Program Code: Program Goal: Plan Reference Page Number LRSD FY 94-95 PROGRAM BUDGET DOCUMENT 209 Elementary Schools Primary Leader: Sadie MrtcheN, Margaret Gremllhon To provide a qualrty integrated education tor elementary school students Objectives Strategies 1 0 Provtde sufficient support to achteve a qualrty integrated education for aff students 11 Oevek,p annual school budgets A. Each area school was assigned a given amount of money for theff' yearty expenditures Adjustments were to be made on Odober 1, 1994 B Budget recommendaUons from Mark Mllhollen for 95-96 school year. C School Budgets adjusted to correspond with October enrollments. 1.2 Recommend appropriate personnel to deliver the educahonal program A Pnnc,pals worked with the Recruitment Office and Human Resource Director to acquire names of personnel to lnterwew that would balance thetr staff racially B Recommendations are made to Assistant Superintendent when posrt10ns are vacant C Assistant Superintendent verify need for posit10ns Secondary Leader: Beginning Completion Date Date 07/01194 06/30195 07/01194 06/30195 07/10194 09/30194 11128/94 11128/94 10/12/94 10/12/94 07/01/94 06/30195 07/01194 09/30194 10/01194 12/31/94 10/01194 12/31194 Page: Revision Date: February 2, 1995 Elementary School Principals Responslblllly Evaluation Criteria Principals, Assistant Superintendents Principals, 11 Completed and Assistant approved budget Superintendents document detailing how funds will be expended Principals, 1.2 Annual staff report Assistant Superintendents Program Seq I : Program Name: Program Code: Program Goal: Plan Reference Page Number 209 Elementary Schools Primary Leader: Sadie fJhtchell. Margaret Gremillion To provide a quahty integrated education for elementary school students Objectives Strategies 1 3 Requisition materials, suppltes, and equIpmenl necessary to deliver the educational program A Principals and staff worked together in identifying the materials, supplies, and equipment needed to start school This process is on-going as need arise B Assistant Superintendent approve requr5rhons relalmg to the Oesegregahon Plan Page: Revision Date: February 2, 1995 Secondary Leader: Elementary School Principals Beginning Completion Responsibility Evaluation Criteria Date Date 07/01/94 06130/95 Principals, 1 3 EducalIonal Equity Assistant Monitoring reports. Superintendents regular srte v1s1ts by the Assistant Supennlendents 07/01/94 09130/94 10/01/94 12131/94 P,ogrm Nma: Progrm Code: Progrem DHalptlon: Oltrlct Ooel Support: FY Program Bud~t: YTD EpendlturH : Related Function CoCMe: LRSD FY 94-95 PROGRAM BUDGET DOCUMENT 210 February 3, 1995 Junior High School Ettelle M1tthi1 Secondary Leeckr: Junior High School Principal, The iunior high tchool program Hekt to provide integrated learning experiencH which mHt the academic, 1ociel, and developmental need, of all LASO ttudente In  deHgregeted  etting. Central Office 1teff end principelt collaborate to eneure quelity educetioneJ planning for .n 1tudent1 with the tupport of local achoo4 staff, parent. end patron,. To provide  quelity integrated education for junior high school ttudentt. $9,273,594.83 '3,344,938.73 1130, 1132,2410,2590 $1,391,997.19 3rd Otr Ea.,.nd: $1 ,952,941.54 41h Otr .pend: (2 r:: u,) FTE 287.20 LASO FY 94-95 PROGRAM BUDGET DOCUMENT 2  Program Seq I: 210 Februery 3, 1995 Junior High Schoof ,rtmery leader: htII Matthis 8econdery Leeder: Jr. High School Principal Pr09rm Goal: To provide  quality integrted education for junior high chool student. Plan Refuenc Ob,t.ctlw Streteg._e a.glnnklg Date CompMtJon RHponelbfflty Evetuetlon Criteria Po Number Date 1.0 Provide sufficient upport to achieve  07101/94 08/30/95 Principals, quality integrated education for ell A11i1tant atudente. Superintendent 1.1 Develop ennuel 1chool budgets 07101/94 08/30/95 Principals, 1.1 Completed and Asslatant approved budget Superintendent document detailing how funds will be ew:pended. A. AHitt principals in monitoring local 07101/94 50% Principal,, achool budget, A1\u0026amp;i1tant Superintendent 8. Monitor expenditurH through 07101/94 50% Principal 1, purchase requests Asaietant Superintendent 1.2 Recommend appropriate peraonnel to 07101/94 08/30/95 Principala, 1.2 Annual atatf report dehvar th educational progrem. AHiat  nt Superintendnt A. A11i1t principal, in idntlfying 07101/94 50% Princip la, eppropriet 1t ff A11i1tant Superintendent 1.3 Requisition m tariela, auppliaa,  nd 07101/94 08/30/95 Principela, 1.3 Educational Equity quipment ncesa  ry to delivr the Aasi1tent Monitoring reporta, education8' program. Superintendent regular eite Yiaits by Iha Asai1tent Superintendent A. Approve requisition, based on 07101/94 50% Principela, -s,propriete kfentified needs Aasi1tent Superintendent 6fi Program Seq ti: Program Name: Program Code: Program Oescrlplion: District Goal Support: Program Goal: Plan References: FY Program Budget: YTO Expenditures: Related Function Codes: LRSD FY 94-95 PROGRAM BUDGET DOCUMENT 211 Page: Revision Date: February 3, 1995 Senior High Schoots Primary leader: Estelle Matthis Secondary Leader: Senior High School Principals The sen10r high school program seeks to provide integrated leam111g experiences which meet the academic, social, and devek\u0026gt;pmental needs of aH LRSD students in a desegregated setting Central Off.ce staff and pnncipals colbborate to ensure quahty educatK\u0026gt;nal planning for an students wdh the support of local school staff, parents, and patrons To provide a quality integrated educaUon for senior high school students $8,395,188 73 1st Qtr Expend: $1 , 33 ,045 62 3rd Qtr Expend: FTE 2  .20 $3 , 21  , 887 83 2nd Qtr Expend: $1 ,880,842 21 th Qtr Expend: 11  0 , 2  10 , 2590, 11  0 67 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Page: Program Seq #: 211 Revision Cate : February 3, 1995 Program Name: Sen,or H,gh Schools Program Code: Primary Leader: Estelte Matthis Secondary Leader: Senior High School Principals Program Goal: To provide a quahty integrated educat10n for senK\u0026gt;r high school students Plan Reference Objectives Strategies Beginning Completion Responsibility Evaluation Criteria Page Number Date Date 1 0 Provide suff-.ctent support to achteve a 07/01/94 06/30/95 Principals, quahty integrated education for all Assistant students Superintendent 11 Oevetop annual school budgets 07/01/94 06/30/95 Pnnclpals, 11 Completed and Assistant approved budget Superintendent document detailing how funds will be expended A Assist pnncipats 1n momtonng toe.al 07/01/94 25% Principals, school budgets Assistant Superintendent B Momtor expenditures through 07/01/94 25% Principals. purchase request Assistant Superintendent 1 2 Recommend appropriate personnel to 07/01/94 06/30/95 Principals, 1.2 Annual staff report dehver the educatJonal program Assistant Superintendent A Assist principals in ktentifying 07/01/94 25% Principals, appropriate staff Assistant Superintendent 1 3 Requislt10n materials, supplies, and 07/01/94 06/30/95 Principals. 1.3 Educational Equity equipment necessary to deliver the Assistant Monitoring reports, educational program Superintendent regular site visits by the Assistant Superintendent A Approve requisitions based on 07/01/94 25% Principals, appropriate ldenllfted needs Assistant Superintendent 68 Program Seq #: Program Name: Program Code: Program Description: District Goal Support: Program Goal: Plan References: FY Program Budget: YTO Expenditures: Related Function Codes: LRSD FY 94-95 PROGRAM BUDGET DOCUMENT 212 Alhletocs Primary Leader: Estelle MatthlS Secondary Leader: The Athlehcs program provtdes the opportunity for students to devekJp skills in competrtrve team and individual sports activities To ensure that equity occurs in aN phases of school adrvittes and operahon To provde a quality athletics program $166,457 85 1st Qtr Expend: $85,811 76 3rd Qtr Expend: $123,624 17 2nd Qtr Expend: $37,812 41 4th Qtr Expend: 1151, 1152, 1154, 1155, 1156, 1157, 1158 6!) Page: Revision Date: February 3, 1995 Assistant Superintendent-Secondary Schools, Ouida Carter Program Seq #: Program Name: Program Code: Program Goal Plan Reference Page Number 212 Alhlehcs To provide a qualtty athletics program Objectives 1 0 To conduct 1un10r high athlehcs program for boys and girls (Foolball, baskelbaP, track, soccer, gotf votleybaM, and tennrs} LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Eslelle Matthis Secondary Leader: Strategies Beginning Completion Date Date 07/01/94 06/30/95 11 Conduct general office tasks. 07/01/94 06/30/95 A Order tickets for all sports for the school year. 07/01/94 08/01/94 B Provtde Parent consent and Health forms for an 07/01/94 50% athletes C Prepare athleUc game schedules. 07/01/94 50% 0 Distribute passes to all full hme employees of 08/01/94 12/31/94 the O,strtci E Ass,gn and contract game officials 07/01/94 50% F Payment of membership fees lo AAA for all 08/31/94 08/31/94 secondary schoofs 70 Page: Revision Date: February 3, 1995 Ass1slant SupenntendentSecondary Schools, Ouida Carter Responsibility Evaluation Criteria Assistant Supt , 1 0 An atMetics program Secondary, 0 for junior high girls Carter and boys is mplemented as designed and approved by the LRSD Board of o,reciors Assistant Supt., 11 Office duties are Secondary, conducted within 0 Carter specified limeframes AsstStant Supt Secondary, 0 . Carter Assistant Supt. Secondary, 0 . Carter Assistant Supt Secondary, 0 . Carter Assistant Supt Secondary, 0 Carter Assistant Supt. Secondary, 0 . Carter Assistant Supt Secondary, 0 Carter Program Seq #: Program Name: Program Code: Program Goal: Plan Reference Page Number 212 AlhlellCs To provide a qualfly athletes program Objectives Primary Leader: Estelle MatthtS Strategies G Payment of Catastrophic insurance coverage for Junior high schools 1 2 Order umforms and suppltes A Receive and distribute uniforms and suppltes for an sports as received B Order fil-in unWonns for Pulaski Heights, Mabelvale, Ck\u0026gt;verdale and Mann footbal teams C Order footbal suppltes for an schools D Oder baskelban uniforms for Forest Heights, Mabelvale, Mann, Dunbar and Cloverdale E Order second set of\nerseys to complete undorms (volleybah) F Order volleyban supplies for all schools 1 3 Conduct game operaUons tasks A Alrange for medal personnel to attend 1un10r h.gh school football games 71 Secondary Leader: Beginning Completion Date Date 08/31194 08/31194 0710119 06/30195 0810119 50% 0710119 08/31194 07101194 08/31194 07101194 12/31194 07101194 09/01194 08101194 09101194 07101194 06/30195 07101194 08/31194 Page: Revision Date: February 3, 1995 Assistant Superintendent-Secondary Schools, Ouida Carter Responsibility Evaluation Criteria Assistant Supt Secondary, 0 Carter Assislant Supt , 1 2 Uniforms and Secondary, supplies are O Carter available for use for each designated sports activity Assistant Supt Secondary, 0 Carter Assistant Supt Secondary, 0 Carter Assistant Supt Secondary, 0 Carter Assistant Supt , 1 3 All game Secondary, operations (otf1eials. 0 Carter security, ticket takers and sellers, and ambulance service) are conducted 1n speClfied tme frame Assistant Supt Secondary, 0 Carter Program Seq #: Program Name: Program Code: Program Goal: Plan Reference Page Number 212 Athlehcs To provide a quahty athletics program Objectives 20 To conduct senior high athleUcs program for boys and girls (Foolbaft, basketball, track, soccer. tenms, golf, swmming, voll\nThis 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 Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1194","title":"Little Rock School District Program Planning and Budget Document for Non-Desegregation Programs, Planning, Research, and Evaluation Department, Volume I","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1995-02-24"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Finance","Educational statistics","School improvement programs","Student assistance programs","School integration","Office of Desegregation Monitoring (Little Rock, Ark.)"],"dcterms_title":["Little Rock School District Program Planning and Budget Document for Non-Desegregation Programs, Planning, Research, and Evaluation Department, Volume I"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1194"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["35 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nSecond quarter status report, 1994-1995\nexhibit 1\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nVOLUME I LITTLE ROCK SCHOOL DISTRICT 1994-95 SECOND QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT FEBRUARY 24, 1995 FEB 2 4 1995 Office of D segregation Monitoring EXHIBIT 1 TABLE OF CONTENTS SEQUENCE# UWl SEQUENCE# Preface SCHOOL OPERATIONS CLUSTER (BUFF) Mission 3 ()()A School Operations (Principals) ()()B 143 Goals School Operations (Central Off. Adm.) 250 4 10 Extracurricular Participation 314 District Financial Summary 11 Student Hearing Officer 337 5 12 In-School Suspension 341 Definitions 13 New Futures 419 7 14 Academic Incentive Grants/Focused Activities 424 Organization of the Report 15 McClellan Community School 429 9 16 Unassigned Cluster Budget Documents 17 Testing Assistance - Disadvantaged 481 II 18 Job Fair 486 CURRICULUM CLUSTER (PINK) SCHOOL SUPPORT CLUSTER (BLUE) 01 HIPPY 19 Unassigned 13 20 Office of Desegregation/Student Assignment 489 02 4 Year Old Program/City Wide 20 21 Staff Development 510 Early Childhood Education Program 22 Library/Media 526 03 Academic Support Program (PAL) 31 23 Computerized Transportation 537 04 Multicultural Curriculum 41 24 Data Processing 541 05 Special Education 71 25 Safety and Security 549 06 Gifted Education 110 26 Minority Teacher Recruitment 555 07 Federal Programs 118 27 Educational Equity Monitoring 563 08 Vocational Education 124 28 Commitment to Desegregation/Leadership 574 29 Summer School (lnterdistrict) 582 30 Summer Learning Program - JTPA 590 SEQUENCE# 31 Contingencies 32 Unassigned 33 Facilities 34 Guidance/Counseling Program Leadership 35 Employment Practices 36 Bidding Practices (Procurement) RECRUITMENT CLUSTER (PURPLE) 37 Parent Involvement - Recruitment 38 VIPS - Recruitment 39 Public Relations 40 Unassigned INCENTIVE SCHOOLS CLUSTER (YELLOW) 41 Office of Incentive Schools 42 Writing to Read 43 Science Labs 44 Computer Labs 45 Foreign Language Program 46 Computer Loan Program 47 Extended Day/Week 48 Field Trips 49 Unassigned 50 Tranportation 51 Unassigned 52 Unassigned 53 Instructional Aides 54 Extended Year 55 Recognition Program fAG.U 599 601 608 617 620 626 641 658 676 687 689 692 695 699 702 711 716 718 722 726 ii SEQUENCE# 56 57 58 59 60 61 62 63 64 Camp Pfeifer Monitoring Unassigned Unassigned Unassigned Staffing Required Staff Development Teacher Stipends/lnservice Other Incentive Schools Academic Programs -- Peer Tutors/Retired Teacher Mentors -- Themes -- Kindergarten -- Reading Across the Curriculum -- Oral Expression Across Curriculum -- Leaming Styles Inventory -- Semi-Departmental -- Instructional Tech -- Study/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 730 733 744 756 778 781 SEQUENCE# fA.G.U 65 66 67 68 69 70 Social Skills 805 -- Family Folklore -- Positive Imaging -- Interpersonal Skills -- Rites of Passage -- Mentoring Program Special Activities 812 -- Peer Tutoring Program -- Academic Reinforcement Clubs -- Special Interest Clubs Latin Enrichment Program 818 Unassigned Career Skills Development 824 Incentive Schools Operations -- Support Services 827 -- Community Access/Field Trip -- Community Involvement -- Special Skills Program -- Special Training -- Parental Involvement -- Leaming Time Schedule -- Home/School Community -- Extracurricular Program -- Attendance and Behavior -- Subject Related Extracurriculum iii SEQUENCE# 71 72 73 74 Counseling/Social Work -- Community Services Access -- College/Post Graduate Awareness -- Study Skills -- Home/Neighborhood Meet -- Wellness Program School Policies and Procedures - Other Unassigned Unassigned STUDENT CHOICES/OPTIONS CLUSTER (GREEN) 75 Student Choices/Options 76 King lnterdistrict School 77 Unassigned 78 Romine lnterdistrict School 79 Rockefeller Early Childhood 80 Original Magnets 81 Unassigned 82 M-to-M Magnet Schools (Central, Dunbar, Washington, Henderson, McClellan) ORGANIZATIONAL CHART 832 851 864 869 873 876 880 890 891 PREFACE The mission statement and goals for Little Rock School District are the guides for all decision-making. The information gained from the Second Quarter Status Report Program Planning and Budget Document ror Desegregation Programs provides additional direction for quality, interim and/or summative decision-making for the district. Specifically, programs with poor performance or expenditure problems will have been addressed with corrective action continuously during the year rather than after the year is completed. The report enhances the district's 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 reporting practices should be noted as follows: First, the second quarter's 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 1994-95 are accommodated. Consequently, the second quarter's report for desegregation programs consists of Volume I (Seq #'s 1-18) and Volume II (Seq#'s 19-82). Principals and Central Office Administrators have reported achievements in the second quarter's report. 09A is the designated sequence number for reporting by Principals, and 09B is the sequence number relative to Central Office Administrators' reporting. The first desegregation audit was completed during the third quarter of the 1993-94 fiscal year. These additional desegregation obligations continue to be reflected in the program budget documents of the second quarter report for fiscal year 1994-95. These additional obligations come from t~e desegregation audit which includes Court orders, ODM monitoring reports ordered by the Court, and Court Hearing transcripts. (Underlined print denotes this additional desegregation obligations language.) This year's audit is for the period from October of 1993 through October of 1994. All court orders, hearing transcripts, monitoring reports and stipulations were reviewed for that period. The document reference appears in the first column of the PBD with an  after it. A portion of these obligations have been inserted with this Second Quarter PBD, and the remaining obligations will be inserted in the Third Quarter PBD. Program Budget Document (PBD) Relinement Procedure: When the PBD was first complied, many non obligation items were included. Extensive discussions were held at that time about what was and was not an obligation. Al the time, we were uncertain about the precise definition of an obligation. We knew then that some \"cleanup\" would be necessary. Working with the document this past year has helped. The distinction between obligations and observations or procedures is clearer. l This copy of the document reflects an effort to refine the document. We began the refinement process in November. Program managers were asked to review their sections of the PBD and mark items they believed were not appropriate for the document. Two types were identified. They were: 1) completed, one time obligations and 2) items that were not obligations but normal procedure within the program area or simply observations. Their responses were returned to the LRSD Office of Desegregation. Responses are reflected in this submission of the PBD with a boldly stamped word or words beside them. An explanation of the stamped words appear in the table below: STAMP EXPLANATION COMPLETED This item is a one time obligation that has been completed JOB DESCRIPTION This item will be moved to the program managers' job description as a routine function of that position NOT OBLIGATION This item is not an obligation PROCEDURAL This item is or will be included in departmental procedure as a routine function of that department TOOL This item will be or already is reflected in the LRSD Management Tool The stamped items will be transferred to the places noted and dropped from the next publication of the PBD. A paper trail will be established for each item dropped. None of the ongoing obligations will be dropped. This procedure applies only to the PBD. It does not effect the LRSD Desegregation Plan or the standing obligations of the District The Second Quarter Status Report Program Planning and Budget Document for Desegregation Programs contains the following: (1) The Mission Statement of Little Rock School District\n(2) The Goals of Little Rock School District\n(3) LRSD Quarterly Desegregation Expenses Summary\n(4) Definitions and Data Elements\n(5) Organization of the Report\n(6) Program Budget Documents Grouped by Clusters\nand, (7) The LRSD Organizational Chart. 2 :----:----=========~=::::=--=-=-=-=-=-=-=--=------:-_=--=--=-=-=---::--=--=------:=- __________ _ LITfLE 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 District's 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. 3 .I LITTLE ROCK SCHOOL DISTRICT GOALS I. 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. 2. The LRSD will develop and maintain a staff that is well-trained and motivated. 3. 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. 4. The LRSD will solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. 5. The LRSD will provide a safe and orderly climate that is conducive to learning for all students. 6. The LRSD will ensure that equity occurs in all phases of school activities and operations. 4 ,_ - I Little Rock School District Quarterly Desegregation Expenses Page 1 - - - - - Program % Budget Code Program Name Budget 94- 9~ FTE's '!f__Q !expense 1st Quarter 2nd Quarter 3-rd Quar-ter 4-th -Qu-ar-ter - Spent 01 HIPPY 326,723.78 22.0 122,965.51 61 ,678.75 61,286.7~ - - - 37.64' - - 02 4- YEAR OLD PROGRAM - 1,943,683.64 89.5 - 7?2.4?5.45 292,010.10 48Q,'!_15 .~~ - - ---- - - 39.74% 05 STUDENT HEARING OFFICER 96,144.76 2.0 40,906.59 22,243.00 1f!,663.~ 42.55' -- -- - - - - - - - ! 06 OFFICE OF DESEGREGATION ~11 ,645.~1 13.0 - 214,702.20 108,505.g_3 -- 1~!96.97 - - -- - -41- .96' 07 EXTRA- CURRICULAR PARTICIPATION 7,000.00 0.00 0.00 - - -- - -- --- ~ ----- - ---- - 0.00/4 08 TEACHER RECRUITER - 45,592.16 1.0 ___25 ,392.74 ~.~98.89 _!1,393.85 -- - --- 55.70/4 09 STAFF DEVELOPMENT - 352,!!_32.12 6.0 __1 ~.770.85 71 ,968.8f! _ _ 7?.,801.97 ---- - - 4-2.44' 10 ACADEMIC SUPPORT PROGRAMS - - 1,61~.30~ 00 48.0 566,512.1~ 20~211.74 - 357,000.40 --- ---- - - 35.07% 12 MULTICULTURAL PROGRAMS -- g_59,837.33 ----75,~ !~~ -- ~.936,~ ~ -~ 434.99 ------- ---- - -29.01% - 13 ACADEMIC INC G~ANTS/FOCUSED A.fl 320,0QO.OO -- _ 15,57!_.70 11 ,939.29 3,638.41 - --- - 4.87% 14 ORIGINAL MAGNETS - - ~ 501 ,756.00 _ 1,393,~6.~Q _ ---0.00 1,393,556.50 - --- - 3-0.96% 15 SPECIAL EDUCATION@ WASHIN~TO!i 56,853.5.!_ 1.0 ---20-,88-4.2-5 ---10-,223.4-5 ---10,-660~.80 - -- -- -- - - 36.73' 16 SECURITY --- - ~ 1.286.~ _ 38.0 358,997.33 __11 7,300.43 241,696.90 -- - - - -- 47.16' 17 D/P SYSTEM STUDENT INFORMATION_ --- 712,2f!9.~ - 4.0 636,767,!!8 ~ 6,929.33 ~ ~.!!~5 ----- ------ - 89.40% 18 M- TO- M MAGNET SCHOOLS 374,496.22 5.0 ---2-34,2-7-5.61 ---~ -~0.60 184,645.01 62.56% - --- -- -- - -- 19 KING INTERDISTRICT SCHOOL ,. . 1,333,107.64 68.6 ~ 9f!.~8.66 ~ 0,448.3~ - _188,17Q~~ - --- 29.90% 22 EDUCATIONAL EQUITY MONITORING 421 ,787.43 4.0 _ 316~49.90 179,438.~~ __1 ~?.~!56 - - -- - 75.12' 24 COMPUTERIZED TRANSP SYSTEM 8,000.00 -- 0.00 - -0.-00 -- 0- .00 0.00% 25 ROMINE INTER DISTRICT THEME 69,631.59 52,1!_13.00 52,813.00 - 0.00 75.85' ' 26 McCLELLAN COMMUNITY SCHOOL 170,000.00 2.0 8?.488.01 45,764.00 - - 36,724.Q1 48.52/4 27 IN- SCHOOL SUSPENSION 794,173.67 24.3 _?76,668.67 107,~24.23 -- 16~44.4~ 34.84' 28 JOB FAIR 1,092.82 687.63 452.-3-4 2-3-5.29 - 62.92% 29 TESTING ASSISTANCE 5,066.96 1,395.74 1,395.74 0.00 27.55% 32 LIBRARY SERVICES 427,230.43 30.0 129,976.22 49,509.88 80,466.34 30.42' 33 PARENT RECRUITING 40,000.00 30,119.96 27,755.74 2,364.22 75.30' 34 VIPS RECRUITING 40,680.19 2.0 8,801 .78 2,418.93 6,382.85 21 .64' 35 PREJUDICE REDUCTION 5,000.00 0.00 0.00 0.00 0.00% 5 - .4 Little Rock School District Quarterly Desegregation Expenses Page 2 Program % Budget Code Program Name Budget 94- 95 FTE's _2'TD Expense 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter Spl!_!l~ 49 CONTINGENCY FUND 0.00 0.00 0.00 0.00 0.00% 51 OFFICE OF INCENTIVE SCHOOLS 0.00 0.00 0.00 0.00 0.00% 52 WRITING TO READ 0.00 0.00 ---- -0.00 0.00 0.00% 53 SCIENCE LABS 0.00 0.00 0.00 - -0-.0-0 ---- 0.00% 54 COMPUTER LABS 0.00 0.00 -- 0.00 0.00 ----- 0.00% 56 COMPUTER LOAN PROGRAM 0.00 0.00 0.00 - ---0.-00 0.00% 57 EXTENDED DAY - 49~,I23.62 141 ,111.42 ~ 3.~ 13g,757.74 28.58% 59 FIELD TRIPS 25,5~.oo 7,43!_\n!~ ---436.00 6,995.18 29.08% 61 TRANSPORTATION {ADD'Y ___ 15,000.00 0.00 0.00 0.00 0.00% ---- ----- 64 INSTRUCTIONAL AIDES 3992 3g.68 42.0 __ 115,177.~8 45,398,~ 69,779.34 28.83% 65 EXTENDED YEAR 61 ,568.93 51 ,61~1 _ 51 ,61~ 0.00 83.84% 66 INCENTIVE/RECOGNITION _ _!! ,524.35 --~.59~30 0.00 22.50% 72 RECOMMENDED STAFFING 742,246.94 31 .0 -- g24,350.20 82,516~Q _J._ --- - ----- 30.23% 73 REQUIRED- STAFF DEVELOPMEN-T 46,8~.67 7,~58.14 - 4,~84.01 3,57i:!~ -- 16.76% 74 TEACHER STIPENDS/tNSERVICE 62,349.90 __ _!~7.83 -- - 6-25.00 772.83 2.24% 75 OTHER INCENTIVE SCHOOL ACTIVITIES 83,971 .87 9,836.~ 1,40~:?~ _ ~.432.28 11 .71% TOTAL _!I, 143,665.56 433.4 6,487 ,899.90_ 2,493,732.!1\n!,994,167.79 37.84% 6 --- 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. If): The purpose of this sequence number is to establish a reference for placing programs in order within the planning document. Revision Dale: 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. 7 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 Manager or the Principal). back-up to the Primary and will function in that capacity in the absence of the Primary (i.e. the Program lDisitsetdr icint Gdeosacle nSduipnpg oprrti:o rEitayc ho rpdreorg. ram directly supports at least one district goal. If more than one district goal is relative, then the appropriate district goals have been Plan Reference: Specific plan and page references will directly cite one of the following desegregation documents: L(LR) = LRSD Desegregation Plan\n!(ID) = lnterdistrict Desegregation Plan\nS = Settlement Agreement\nC(CO)= Court Orders\nT (Hl) = Hearing Transcripts\nP(CP) = Court Pleadings\nM(MR) 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, (09/30/94). Completion Dale. 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, (09/30/94). If an activity toward a strategy has been started but not completed, a percent of completion (for example, 75%) should be entered. Responsibility: This is the name of the individual tasked with ensuring an activity has been accomplished. 8 ORGANIZATION OF THE REPORT This section provides guiding information about the text of the Second 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. Print. The report employs two kinds of print density. Bold Print denotes original language of the desegregation document(s). Lii:hter print enclosed in parentheses (parenthetical statements) identifies language that is not literal in the desegregation document(s) . The parenthetical statements oflighter 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 was inserted verbatim in the third quarter report of FY 93-94 as a result of the desegregation audit. Asterisked Items: The document references for the Audit of Obligations from October of 1993 to October of 1994 are indicated by an in the first column of the PBD. Stamped Words. Denotes items identified for \"cleanup. See Program Budget Document (PBD) Refinement Procedures above. 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 separating 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). The School Operation's program description warrants that both Principals and Central Office Administrators provide quality planning for students. Therefore, the School Operations Program is divided 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. For the first reporting period, the inclusionary dates cited in the \"Beginning Date column and \"Completion Date column are 07/01/94 and 06/30/95, respectively. These inclusionary dates represent the boundaries for the first quarter. The generic dates of 07/01/94 and 06/30/95 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. 1 Organization 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 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. 10 CLUSTER BUDGET DOCUMENTS 1 1 .... Curriculum Cluster  HIPPY  4-Year Old Program/City Wide Early Childhood Education Program  Academic Support Program  Multicultural Curriculum  Special Education  Gifted Programs  Federal Programs  Vocational Education 1 !  ' Prosnm Seq I: ...... ....., Namt: ProsramCodo: ........... 0-riptloo: District Goal SuP110rt: .......... Goal: II fY ........... Buda\": II YTD Expeoditur,s: Rtlaltd F-tioa Codes: 01 LRSD FY 94-95 PROGRAM BUDOET DOCUMEITT Rmsioa Date: Febniary 3, t99S HIPPY (Home lrut.Nc.tion Prosram For Pruchool Youn,11.ers) 01 Primlll)'I.-: Eeulle Manhi, SNdary 1.-: Marian Shead HIPPY ia  home baled developmental pro,n.m which ruoaniu the mother u the fif\"II 141nUicanl teacher of lhc child. HIPPY 1ui., lhe mother in preparin., the child to be tuecuaful in tindcrautcn, therefore 111iatin, in the rcduc1t0n of the diap1ri1y l'P between black and white udcnt1. HIPPY' major focu, it in the lhadow areH of major inccnlivc 1ehool1 and in the Southwell Little Rock area. HIPPY acrve, primarily economical and cducattOMI diMdvanuaed famil iu . Implement intc:rnited cduu!ional pro,nma that will CRAIR 1h11 all awdcau rrow academically, M\u0026gt;Cillly and cmotioMlly with cmphaai1 on buic .till, and Kademic. enrichment while closin, di-,arittf:a in 1chievemen1. To prcp1re e.conomically diaadvanta1~ children IO enlt:r kjndersamn with the necuury at.ill, to be IUCCtuf'ul\nand to impron the educ1tion1I outt:omca of ttudcnta, particularly black 1tUdenl1 u it relalu lo lhe achKvemenl dilll)lril)' between bl1ct ind while ltUdcnll. Pase. L-5, L- 14, 15, 16 $326,723 .71 I Ill Qtr Es,-1: S6l ,671.7S I ]nl Qtr Espmd: I FTE 12.0 I Sl22,96S .SI I lad Qtr Es,-1: $61,216.76 I ... Qtr u,-1, II I 13 Procr.im Stq I: Program Nam,: Program Code: Program Goal: P1:m Rducncc Page Nwnbu L14 1.14 Ll4 01 IIIPPY 01 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary IA.ad,r: Es1cllc Manhis Pace: Revision Dale: January J 1, 1995 Secondary Leader: Marian Shead To prepare economically disadvantaged children to cnicr lundcrgancn with the necessary skills 10 be success: and 10 improve the educational outcomes or students. panicularly black srudcn1s as 11 rclaces 10 the achievement d1spancy between black and whuc students Objcctins Slratcglts Bealnnin\u0026amp; Dale Completion Dale RtsponsibUlty Evaluation Crilula I To promote the HIPPY projram 07/01194 06/30/95 s .. rr Mailed lcncrs (Documentauon or PSA) 1 I To compose and mail Public ServK:c 01/01194 06/30/95 Staff Announcement for local nd10 stat10ns and Channels 14 and 16 \u0026amp; d1stnbotc flyers A. Dis1r1bu1cd flyers to Waccrshcd Comrnunil)' 08/08/94 08/08/94 Development B Malled PSA 10 LRSD Commumcauun Depanmcnt 08/18194 08/18194 C. Dimibu1ed nyers 10 day care centers, health 08/25/94 08/31194 deranmcnt, ind local businesses 2 To select IIIPPY udes 07/01/94 06/30/95 2 .1 Interview ind select nine (9) Home V1si1ors 07/01/94 06/30/95 St\u0026gt;ff A lnrerview \u0026amp; select llome Visitors 07/25/94 10/03/94 8 Prin1ed and muled nycrs 10 area churches 08/05/94 08/05/94 C. Ran cl1ss1fied 1d in two local newspapers 08/07/94 08/17/94 3 ln111al 1rammg uf 11des and staff 01101194 06/30/95 Supervisor Pay the bill (requisition paid) 3 I Arrange log1sucs wnh Sta1e Regional Offtce for the 01/01194 06/30/95 Supervisor Pay th\u0026lt; blll m111al lrtimmg 4 To enroll fanuhe~ min program 01101194 06/30/95 Supervisor (Documentation of family Coordma1ors enrollment) 4 I Conducl home interview and enroll families mm 01101194 06/30/95 Supcni1sor program Coonhnalors A Mail reg1,\n1ra11on :1nnouncemcnu tn 31.S prospcccwe 08/16/94 08/16/94 fam1hes m LRSD 8 Conduc1 rcg1s1ra11on for 1111uestcJ parents 08/22 /94 08/23/94 14 Prugum Stq I: Procram Code: Program Goal: L14 Ll4 Ll4 Ll4 L14 L14 1.14 Ph1n Rdurnce Page Nwnbtr Ill IIIPPY 01 Primary Leader: Estelle Manh1s Stcondary Leader: Page: Revision Dale: January 31. 1995 Manan Shead To prepue economteally d1sadvantJged chthlrtn to enter k1ndcrgancn with the necessary skills 10 he success\nand to improve the educauonal outcomes of srudcms, particularly black students as i1 relates to the achievement d1spart1y between hlack and while srudcnts Objttllvu To rcc.:nnt families 6 To dc1crn11nc service of coordma1ors 7 To a.ss1gn families rn he scrvteed by a,,Jcs 8 To organize msuucunnal maccnal 9 To fam1harm:: aides of 1he HIPPY 1mplcmcnta11un m LRSD 10 Oh1am material for program 11 Tu 011e1ua1c cnmlled f.umlles In the HIPPY program Stralrgirs 5.1 Compose and mail correspondence to communuy churches 10 recru11 families and ms1ruc11onal aide tnmees. 6 I ldcnufy fam1hcs to he scnicd by each coordinator 7 .1 Identify fam1llcs 10 be scnicd by each aide 8.1 Print curriculum malcnal. A Ordered pnn1ed curriculum from Dushkin Publishing 91 Conduce three (3) day workshop 11 . I Conduct or1tn1a11on mcc11ng 15 Beelnnln\u0026amp; Date 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 08112/94 07/01/94 07/01194 07/01194 07/01194 ComplcUon Dale Rtsponslbllily Eulualion Criteria 06/30/95 Staff Cert1fica1ion of aides (pos11mn of aides filled) 06/30/95 Supervisor Coordina10rs 06/30194 Supervisor Coordinators 06/30/95 Coordina1ors Assignment of families to aides 06/30/95 Coordinacors 06/30/95 Supervisor Coo rd ma tors 08112/94 06/30195 Supcniisor Coordma1ors 06130/95 06/30/95 Supcni1~r Families enrolled in program Coordma1ors (documcntat1on or parcn1 oncntalic,n) 06/30195 Program Stq I: Program Nolmt: Proi=ram Cod,: Program Goal: rtan Rdcrtnct Pac, Nwnbtr Ll5 Lil Ll5 LIi 01 HIPPY 01 Pdmary Leadtr: Secondary Luder: Pagt: Roislon Datt: January 31, 1995 Marian Shead Tu prepare econmmcally d1sadvan1aged children 10 en1er kinderganen wuh the necessary skills 10 be success: and 10 improve the educauonal ou1comes of students, panicularly black scudcnls as it relates to the achievement d1,\npaniy between black and wh11c students ObjtctivtS Slralt\u0026amp;iu ll\u0026lt;\u0026amp;inninc Oat Complclion Dale Rtsponsibilily Eulualion Criteria A. Secured space for oricnta rion(Adull Educa1ion 09/19/94 09/19/94 Aud11orium) from Paulene Manin, Adul1 Educauon Director 8 Invited LRSD personnel 10 Oricnta11on 09/21/94 09/21/94 C. Prepared program agenda for onenta11on 09/23/94 09/23/94 D. Orienlllion conducred 09/26/94 09/26/94 12 Identify mceung s11es of group mce1ings. 07/01/94 06/30/95 Coordinators Confinnarion of sire (documentation of leuers) 12.1 Secure mcelmg sites for group mceling. (mailed 07/01/94 06/30195 Coordinators letters 10 buikting pnnc1pals) 12.2 Mail out no11fica1ion of meeting sites. 07/01/94 06/30/95 Coordinalors ll To schedule 1m2lemcnta11on of HIPPY curriculum 07/01/94 06/30/95 Supervisor Coordinators 13.1 To schedule aides wecklx home v1s1ts 07/01/94 06/30/95 I J 2 To schedule area grou12 mceungs  (!rinl 0~crs 07/01/94 06130195 13 3 To schedu le weeklx lnscrvicc Training for aides 07/01/94 06/30/95 13 4 Schedule aides fin1 teaching {wi1h own child!. 07/01/94 06/30/95 14 To provide parent,\nwith 111forma11on dtat will assist 07/01/94 06/30/95 Supervisor Received materials 1hcm wuh their ch1ltlrcn Coortlinators 14 I Schedule workshop for parents and aides, mail 07/01/94 06/30/95 Supervisor out and pnnt m.:uenals Coordinators 14 2 Include cnnchmen1s for parents al monthly Group 07/01/94 06/30/94 Meetings IS . Tu evaluate aide 1ra111ees nud puinl (15lh \\lilctk) 07/01 /94 06130/95 16 l'ro,.ram Stq I: Pro5trarn Name: Program Code: Protram Goal: 16 1.16 1.16 Plan Rdtrtncc Pace Number 01 ltlPPY 01 Primary l..tadtr: E!itcllc Manh1s Stcondary l..tadcr: Revision Date: January 31. 1995 Marian Shead To prcpa1c ccononucall)' d1~advan~gc.J children IO enter kmJcrgancn w11h the ncccc\nsary skills lo be success\nand to improve the cducallonal outcomes of srudcn1s. pan.cularly black students as 11 rcla1cs IO the ach1evcmcn1 d1sr1uty between black and v.huc studcn1s Objttli\\'H 16 To dc1crmmc progr.am sutcc.SJ 17 Began second pan of program's 1mplcmcn1.1uon. 18 Evalu11111on of HkS nud poml (week IS) 19 Provk.lc pucnl.5 wuh mfomiauon 10 be successful wnh 1hcar children 10 Build the aides ch1IJrcn self cs1ccm SCra1cclu I.S I To evaluate each aw.Jc 1r.11ntc 16 I Conduct survey or parenis  pnni nu1enals 17 I Implement second part or IIIPPY curriculum 18 I Evaluace udes 19 I Obtain a s11e alltl speaker and schedule a lecture for parents 19 2 llold Parent Apprec1111on/Mot1va1ional Progr11m 17 Bcginn.ln1 Date Completion Ible 07/01/94 09/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30195 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 Rrsponslbility Supervisor Coonhnators Supervisor Coord1na1ors Supervisor Coordtnalors Coordinators Supervisor Supervisor Staff EYaluallon Criteria Compleuon or survey Evaluarion u~ing the Early Prevenlion or School Failure nr a sm11lar model which is comparable in vahda11on scope and developmental grounding will he conduc1ed on !he HIPPY pan1cipan1s n they enter and exi1 the kindergarten. A standardized achievement tesl will he gl\\'en m each child at d,e end ur 1he 1h1rd grade level Pan1c1ratinn or parents Consultan1 rec raid Consul1ant foe paid I - Procram Seq I: Procram Namt: Prn1ram Goal: Plan Rdcrerw:c Pace Number 1.16 1.16 Ll6 Lib Ll6 lb 01 HIPPY 01 Primary Leader: fa1cllc Ma11h1s Pa1c: Rrvision Dale: January 31, 1995 To ptcpuc cconom1c1lly d1sadvan11gcd children 10 c111cr lcmdcrgancn w11h the necessary slc1/ls 10 be d1sparny bc:r,r.ccn black and ...,.h,1c studcnu success\nand 10 improve the cduca11onal ou1cmncs or srudcms. panicularly black srudcn1s u II relates 10 the achtevcment Sttondary Ltader: Marian Shead Objllvu Slralc\u0026amp;ies Bcclnnin\u0026amp; Dale Complcllon Dale Rrsponsibilily Ealuallon Criteria 20 I Ac11v111cs throughout program year with mvolvcmcnt for children. t c fall cam1val, holiday 07/01/94 06/30/95 S1.1ff party, 1roup mccllngs gradua11on \u0026amp; rcco\u0026amp;niuon ceremony A Held Fall Carnival for parcm.s and children IU/24/94 10/24/94 s1arr Complcuon of prog12m Oc1obcr 24. 1994 11 Adull Educ1tt0n Auduonum 8 Held Hohday Pany for parenu and children 12/20/94 12/20/94 s1arr December 20, 199-4 at Adull Educauon Auduonum 21 Graduauon or HIPPY ch1klren and atdcs reccpoon 07/01/94 06/30/95 Coord1n11or 21 I Starr will organize 07/01/94 06/30/95 22 Evalualc aides 07/01/94 06/30195 22 I Schedule firgJ cv1tu11t0n or trainees m the 07/01/94 06/30/95 Coordmarors program 2). Staff III place 07/01/94 06/30/95 Coordma1or Starr began 1mr,lcmen1auon or 2) I To begin 1mplemcma11nn or HIPPY program 07/01/94 program 06/30/'ll Supervisor To assist m the 1mplemcnta11on or 24' M\n,unum regular staff 07/01/94 06/30/95 program 24 I Secretary 07/01/94 06/30/95 2S . To asm1 m traveling upcn.sc 07/01/94 06/30/95 AKies Pay Sllpcnd 2S I AKics made home v1s11 07/01/94 06/30/95 26 The home based [!m1ram anJ the fouqcar old school based (?mgram will collahora1c m the areas of ~ 06/30/95 [!ilrcn1al mvol..,cmcnc and reacher 1ramm1 1 ,, u Program Stq I: Program Name: rrogram Code: Vrognm Coal: Plan Rdcnncc Paet Number L6 01 IIIPPY 01 Primary Leader: Estelle Mauhis ~condary Leader: Page: Rnislon Dalt: January 31. 1995 Marian Shead To p,cparc cconom.cally d1\\advan1agcd children 10 cn1er kmdcrganen wuh the: necessary skills 10 be success\nand 10 improve the educational outcomes or s1uden1s. particularly black students as 11 re:latcs 10 the achievement d1spanty bc1wccn black and whuc students Objtttives Stralc\u0026amp;ies Btclnnln\u0026amp; Date Complclion Dale Respomibilily Evaluation Criteria 27 The Lntlc Rock School and Pulnki Coun~ School 07/01/94 06/30/95 D1'itnc1s will collahor.ue and coordmaic the on 10mg im[!lemcn~uon or the HIPPY Pmgr3m. l il f'rolnm Seq I: h'Olra,aNamt: f'rolnmCodo: ..,,,.,_ 0-ripooa: Dulrict r.n1 S..ppo'1: f'rolramGoal: VTD E. pmctitu,..., Relaled fwlttioa Cndes: 02 LRSD FY 94-95 PROORAM BUDGET DOCUMENT Pqe: Rorisiaa Daw: Febnury J, 199S Four-Year Old PJoanmlCity-Wide Early Childhood Prosnm 02 Priaary L\u0026lt;N: Eatellc Maubi, SODdory 1-: Pat Price The purpote or the pro1nm i, to meet the 1rowin, oud1 of di11dvaru1cd INdcnu and to i~rovc the nicial balance at 1Chool1 th,1 are difficuh to deac1re1at.e by inc0tp0ntin, arty Childhood Educalion pro,nm1 iDIO the Elementary 1ehool1. The prosnm provtdc cxperiencu for youn, children which meet their nted  tnd llimulate lumin, in all developmental arcH - phyaiul, 10eial, emotional, and intclltual. Priority for idcnlificatk,n of pro,nm 1itc1 will be 1ivcn to uu1 lhat hive a very hi1h conccntretion of tow income Rudcnu and in achoob that are difficult lO duieJreJ lc . The piatrict'a pruchoof curriculum model will be jmplcmenccd in U inccn1ive achool, and other aelccted achoola jg the nlc Rock School p\n111rict E[cctive the J990-9J ,chool yur lhi1 model .,ill be: 1n intccrI pert of the effort to jmproYc the academic achicvc,ncnl of minorjly ind cconomic,lly diudnnt111ed children ind lo ttncl while 11udent1 lo the achoo!,. A lonc-no,e (four-rur-okl) pln wiU 1ddreu demognphic jnstruc1ion1( nd Jlructunl nced1. LR.5D will conlinue lo Uk the [our-rear-old prognm H f mun lo rnCI thf need, of djNdv,ntued 1tudcn11 nd duearute Khoo! lhl ,re difficuh lo de1,ecrn11e. U Goal II  ln.,lemuc inte1nted educational prosnm1 tht will cnaurc th,t ,II lludenu 1row 1cadcmic1lly. aocially ind cmotkmllly with cmph1ai1 on b11ic 1till1 and ac,demic enrichment while closin1 di,pari1ic1 in 1chicvemenc, Oo.112  Oevdop nd maintain a .. ffth11 i1 wcll -tnined ind motiv11ed. Goal fl - The Little Rock School Board, adminillRIKKI. uff, 1nd 11.udcnt1 will dcfflOflllnlte in their day lo day behavior that they accept c.1ch divcnily rriona 11udenu:, .. rr and lhc community,. 1 valued re10t1rcc upon hich our comnwnity and n,tion can dR 11 we prepare ror the 2h11 Century. Goal 14 - Soficil and aecurc financial and Olhcr ruourcu lhat arc necuury lo fully 1Uppot'l our tchool1, includin, our dcac1rc1a1ion plan. Goal 15 - Provtdc a urc ,nd orderly clim.11.e th,t i1 conducive lo lumina for all llUdcni... Goal 16  Ensure lhat equity occun io ,II phHn of tchool ac1ivi1ic1 and opcntiona. The p\natricJ ill jglemenl the four-Year-Old tro,.m bY the 1994-95 tchool year accordio, to the p[OYi1ion1 0[1 loncnnre implementation pln developed [or additional [our-year-old cla11C1 and approved by the coun mo,u11) L7, LIO, LJ7, JI, 19 $1,9J , 61J .6-4 ... (!tr E.,-1: S29l,OJO.JO Jnl Qtr E.,-1: fTE 119.5 S7n, 15 . S 2nd Qtr E.,-J: S  BO ,  Jl . JS t11 Qtr E.,-J: 20 LRSD FY 94-95 PROGRAM BUOOET DOCUMENT 02 Four-Yur Old Prosnm l'riaU)' Leoder: Eatcllc M1tlbi1 .......... s.q,, Protr .. N .. r. rrosramc..i.: rrosromc..i, To .. ,.__. tloe F-,-Y--Old ,.....,_lo.-.\n,. 1\u0026lt;llooll. (fo meet the nte.d, or diudvanuac.d IIUdcnllj to i~rov ncial balance in tc:hool1 that arc ditrtcuh to dc1e1re11te .) Ll7 u 1992-9] ~ ~ .E!!nlli --8l!l!li.!l! ~ ~ Mi1chcll~ R\nrho .. n -~ loh - Cloocd 93.94 Bale. Ckwt.rdalc Geyer Sprin,1 Wauon WillOCI t,\\1l l' '\\_1~:\\::.:\\::\\,_' .... Ll7 S.lc, Fair Pult, Fnntlin, Ocycr Sprin,1, Waahinstoa, Watton, WoodnilT Stephen - clo1ed 94-9.S Stnt,pa I .I l'Nride ,...ngistntioa imnius .. -811.uy priocipols. 21 07/0li,t Setoadary 1-l\u0026lt;r: 06130/95 , .. ., Rmsioe Dote: Pat Price -AulpaeotOlllte Sludmt A.wpmealOffic Comlllllittioas l\u0026gt;opertaeal l'rin\u0026lt;ipols 2  January 31 , 199.S Eul- Crileria I. A,.-c-- .. Sludml As,\npm .. usipaea11 I.I Date of.....,.\n, ........ u. or parti\u0026lt;i-ts hoSramName: ,,,,.,_Cod\u0026lt;: l'roa,_G..r: ' n.. \"\"- r ... Number Ll7 *\n\"p . ~ Ll7 ... ' ~ ~ Ll7 Ll7 02 Four-Yur Old f'roanm Jit.ei:sioa Dale: To imple:am1 Oae Feur-Year-Old Pros,.. 18ti,e ttllools. (To me.cl the nd1 or diudv1ru1ed llUdeoo\n10 i~rove ,-cj,J b1lance in achool, that are diffac:ull IO de1c:1re11te .) P'riaary1-: EaleUe M1rthi1 Seroad.,ry 1-: Pat Price Obj11ctifa SC,.... ~o. .. C..pkdaao.ie \"'\"~l,il\nty l.l ~ -pubkity ror ,.........,__ 07/01194 06/30\"5 ~ .u,\n,..mc Olllce Comllllicatiom 0..--mt A. luly and Aup11 the Art.nu, Democnt Gu.enc 07/0519 0113119 b.d 1rtidt1 re11rdin, re1i1tntion inform11ioa, lao nyc,- wen m ikd oul lilli\"I pro,nm location ind lddilionll information. 1.3 Al.Sip (our-yNr old -b. 07/01194 116130\"5 ~ ~ ~~ .u,\n,... .. A . A11i1nment1 were made from 1ppliu1iona duri\"I 01/0519 01/1919 . ,,.. ~, ~ ,[. pre-re1i11,-1ioo in ceorct..ncc to nci1I b1J1ace1 ' ~ - requirement on May 16, 199 throuJh Auplt 19, 199 . 8 , V.canciea ere filkd rrom ..,,itin, lill after petitiorun, the cour, 10 rekue the v_.,n1 IIUlt . 09/30/9 97$ J . Eouc-rea~ lfudent1 ill ~ ta1H\nd on the M400 - lfudcn1 in(C!fl!!!l!!?n l!!!Q!1emel!! n:atcm. 07/0119 ~ A. Student, t 11ed on the AS.00. 2, Rnat -loon ud aic1eo as.-. OI/Ol/9 09/30/9 07/01194 06/30\"5 SuPft\"Yison, llumu RfSOlln:11 Director, 2.1 l'rioc.ipais latfl\"riew inltttStfd l~latt, aod aides at -  07/01194 06130\"5 Superrison, lfu.mu Reso.\"'11 22 , Direttor, Priaclpals /1nuaryJI, 1995 Eui,..,\n.., Crileria 1.2 (Docunw:m1ion or p rticiptin, and identified PSA '1: R1dio ind TV - tiona 1c:n1 to O.te,  ired Pre-re1it1ntion nnounccment) 1.3 (Aui1nmen1 notification. 10 prentt Enrollment in cl111e1) 2. (A li11 or qualif\ned 1pplicanta.) J.I A li,t or qwoljfiod applic .. b, (Employmcnc orteachen and aide for new and open po1i1ion1 .) 02 , .. ., Four-Yur Old Proanm ltttisioD Date: J1ou1,y l I, 1995 ....._,... Code: Proa- GMI: rriauy i-, Eaul~Mtnhi, Te lmpim,Mt tile r .. r.\\'ou-OW ......... la ,_d,e 1\u0026lt;Mok. (To me.cl lhc oc.ed1 or d1Mdventa1td IIUdcnta\nIO improve racial balance in .chool, that are ditr.eult lo dnc1re111.e .) Socoadary Lnd\u0026lt;r: Pit Price Plu Rtf-P11e ~ecti N-'- Stra.,.\n.. ....... o ... c-p1,ooa Dola lle__,\n!ity t:,....,,_ Cric.ria A. Tuchcn and aide, hired (o, every clauroom. 07/0l/94 Ol/12194 L17 l . Obtaia CIH\"lialli--~ ...... , ... 17/01194 06/30195 (Puo:hatin, Dept. l . (Confirmation ofpurch11e \"'l\"llrtllR u - L17 s.rviaon) onkn.) 1.1 c_,.... ... _ .-. to,-.. t7/tl194 06/30195 Priadpols 3,IMeleriolse,oilable Superrison A. M11.erial1, M.lpplie1 and cquipmenl availabJe in all 07/01194 Oln0/94 newcllUf'OOffll. Ll7 4. Traial_llon ......... ia ... uapim,totiooo el E.C.E. \u0026lt;..,...._.) '7/01194 06/30195 Sup,/SutfO.. . (Documen1.11tion of in,,ervicc L17 cvaluationl .) 4.1 c-.-.... ......., . t7/tl194 06/30195 Sup,/Sutf 0.. 4.1 ~ (Documc.n\u0026amp;.ation of inaervice evaluation,) A. Principal, tninin, July II and 19, 1994\nOctober 13, 20, 1994 and November U, 1994 07/11194 50S I . Tc.achcn tnilUn, Au,u11 16, 1994 and September Ol/16194 50S 20, 1994\nOc:IObc.r 12, 13, 20 and No..-cmbcr JO, U, 11,1994 Ll7 4.l CNdud ...W, iasenic. 07111194 06/30195 Sup,/Sutf 0.. UAoenda (Documc.nt1tion of in.aervicc cnluation,) A. lnacrvic:c tninin,  July II, 1994\nJuly 19, 1994\n07111/94 50S Aup 16, 1994\nS.pt,mber 20, 1994\nOc!Ober 12, ll, 20, 25, 199\nNovember 10, IS, II, 1994 L17 5. Familiarize pH''lllb wit.a. Four-Year Old Prvs ...... '7/01194 06/30195 c....,_._..... 5 (Documentatioa o( meetings L17 ind evaluation,.) 5.1 Ceaduc:t ,-reat erieatatiooo memac ood ,-reat 07/01194 06/30/95 c1w,-1-11on 5.1 Number of parents attendinc toa/tflDC:e. Pareot/Te.:ller C.rermces 2J P'roaramSeql: ...... ,.... Code: ......... Goal: n.. Reftrence race Numbo\u0026lt; Ll7 LIi LIi 02 Four-Yur Old Protram l'rimary .._ Ealclle Matthis Te .. .,.._,.. tllt Four-You-Old ............ Mlocti,e otllools . (To meet the ne~ of diMdvntaacd ltUdcru\nto improve nc:ial balance in acbool, that are difficult IO dctt1re11te .) Objtius -.. A. Parenl Oricru1ion: Au,ull 30, 1994 - Romine and EJcmentary M11net School,\nSeptember t. 1994 - Elementary Area School1\nSeptember I, 1994 - lncemive School,\nParenl Conference Dey - September 23, 1994\nNovember 12, 1994 - Bndy Puc,. Wo.tohop\nO.IObcr 4, 1994 - HIPPY 5.l l.adlNle rr-yeu eld clwdrm ii Masttt Stlledule - Jtudeats recei,e Hnices of ceumtion, mllSic: t.-.llen, 1tMOI una, libnriam, plllylital eduulioa...ta.rt._.....,_ A. Muter acbcdutu reHccl aervicu children re.ccive. 5.3 _...,. .. ....-.. ot\u0026lt;nq lo tllt da,s,-, A. Forty-tevcn cl1Nroom vi1itatt0flf. B Fifteen pro1rama had lic:cn1in, 1ite vi1itt.  .6... .E..H..l.n.a. te effectinneu er Four-Year Old 2,1 Jaftill'}' 31, 1995 Pat Price ......... De .. c-pktioa D Rapomil)ility Euluolioa Criteria Ol/30/94 so\" 07/01/M 0\"30/95 l'riacipob 5.l -IC- 07/01/94 09130/94 07/01/M 06/30/95 Priadpob 5.3 Cnic- tlloddist a....- TeKlien Suponi,on Ol/22/94 so\" 09/13/94 so\" 07101/M 06130/95 (Principal 6. (AMual review of \u0026amp;11u1ment CIHtroom Tuchcn data bcainnin,: at the cod of lhc SupervilOf'I lindcrs  rtcn year of uch child Plannin,, Re.un:h, participatin, in the pro,nm. and Evaluation, EPSF Poll Aueaamenla) Aaaoc. Supt.)  (Con-.,ari10n1 of \u0026amp;he proareu of children ..,ho dkl and did not participale in the proanm.) (Standardize achievement ..... will be 1iven IO ucb child at the end of the third 1rade level . Thue teata will provide data indicalin, the 1UC.ceu of the Early Childhood Proa:nm aa an intcrvcnl:ton 1tntcu,) l'rocrom Seql: l'roc,.,..N .. e: Pros,_ Codo: ..... ,.. Cool: Plu R.r..-e P-Numb  LIi LIi LIi 02 Four-Y cu Old Proanm l'riouryteodor: To imS--mt tM Four-Year-Old ,.,,. .... ill Mlflcti,e 1tlloola. (To meet the need of di11dnnu1cd IC\\ldenll\n\\o improve nciI balance in achoob that are diff,cuh IO deae1re11te .) ObJecti Stn1,.\n., ,.1 A.aunist appropriate \"ahaatioa .. fov-year- - 6.1 (Mainllinin, portfolio 111e11menll on four-year-old,.) A. Por,fO,tO ataeaamcnb bc1an on all chHdrca. 6.J Auly .. - -- test data_. ,._,.. ..,,.11 roe LRSD lloar-4 or Dirotten. 6.3 IJdbe nsulls , ... ,....,_ .. ,....- 25 Rerisioa Date: January 31, 199.S Socoacluy Leodor: P.1 Price a..\n-\n..Dale c-pk\u0026lt;iaaDMa Reepomil,ility EuluabOa Criwria 07/01/94 06/30\"5 Cius.-- ,-1,en 6.1 ETaluatioa results 07/01/94 06/30\"5 (Cl111room 6.1 (Document.Ilion or portfoliot IUchcn) recordin, the wort. which children do and what they lnow.) Oln2/94 50ll 07/01/94 06/30\"5 Asao\u0026lt;Su,t 6.J Eulwtti ._11 Superrisor \"\"\"\"-'s, E,-,_. T .. tina 07/01/94 06/30\"5 (AalOC Supt 6.3 (Atua tarseled for Supervi10r) improvement.) rn,.ramSoql: Prosram Name: FluR\u0026lt;f.,..P Numb\u0026lt;r 01 Four-Yur Old Proanm EauUeM1tthi1 To ba,i-mt IN r .. r-Yeor-OW .......... io OMti,o otlloob. (To meel the nee.di or diMdvaru1cd IQldenLI\nIO improve r.cial balance io 1ehool1 that are difrtcuh IO deae1re1atc .) Objecti-. .. 5tntepa 7. SuJ:!22:rt the continued wo~ o[ the 1::8~12 E!rty Q!ild~ Jut E2:tH ! ! ... ,,uabls avs:~ r21: 21!D! lcpcher, Ind communitx jnpyt, 1-1 ~!:!I ~Ir: Ink Eorcc mectim A. Schedule meelin,1 and plan aaenda. 2G , ... , Reriuoa 0...: Jonuary JI, 1995 Setondaryl-. ht Price .....,.o. .. c---- Ra,-ibitity [ulootioa Crilerio ~ 06130195 ~ 06/30195 07/01194 50'5 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Pqe: ,.,,....,. Soq I: 02 hnuary 31 , 199S Four-Year Old Prosnm l'rotrom Codo: Primary 1.-.: Eaelle M1Ubi Pat Price P'n\u0026gt;tlnm Goal: To combine the effotta of the L.R.S .O., P.C.S.S D., N.L.R.S.D., Head Start and other enlitiea to provide quality eariy childhood experience to II many diudvantase INdenll in lhc city of Lia.Je Rock. n.. Reltrtace ObjtiCtius Slnt,ps ~Date c-..-oate R .. pomibility E,aluatioa Critfflll P ... N,_ber Ll9  To ntti.e  letter or support,,... Nell lllmtJ' 07/01\"4 06/30/95 Key rtpn!Hlltati fl1o record ldlen mri,oatoparllt.ipate. r.--~.._,, Ll9 J. To .ie..t1op a p1u ror ........ o city-wide mr1y 07/01\"4 06/30/95 Key ftpNSSltatiH\u0026amp; c~ pn,craa. fnaeerlilaamcy Ll9 J.1 To .... blia pwu,iq ,...,....iu,.. ADIi ldoatir,, 07/01\"4 06/30/95 Key ftP1'981llti,a Slnoctund ,... ror ........... k,..,... .,._.,....,,._. A_DIi dw,.,.._ _,. ...... ,,_ ...... ..,, Ille. Ll9 J.l To W..til'y appropriate oddilioul 07/01\"4 06/30/95 Keyn,nsatMi Recent el coamittee -ben ~ ,,... eac.111 ,-rtici.-bDII - froaMCliacmey for eed1 c .. itt. L19 J.J r.-. .... 1oa111obeadd.......iudtM 07/01\"4 06/30/95 K.,....,......uati,,. Rec:enl ef committee embers tam to be acc:oaplislM,d by ead1 committee, fr'Nlleat.llaaftlltJ' iodudiac appropriau elma lo be\"' Ll9 l . To initiate ti.e plaaniac for tllie 07/01\"4 06/30/95 Assoc Sapt ror ,la..o.p. l,m,.tatiM or a city wide ..rt,, dlildliood Educational ...... ............ Ll9 l.1 To coaduct periodic  ....,.. ta reriew ,........., 07/01\"4 06/30/95 Assoc Sa,t ror Minutes of medmp efMClic .. mittee. Edw:atioaal ...... ..... L19 l.l ToW..til'y....,.n:-byW..tilloolby 07/01\"4 06/l0/95 Assoc Sap1 ror ldmtificatioa of committee Melli committee, iKludiq mooetary. Educational ............. 27 ..,...,_ 5,q I: ,.,,,_,_ Coclt: ....._...,.CHI: Plu Ro(.,_, Page Number Ll9 Ll9 L7 (N) LIO (N) LIO(N) LIO (N) 02 Four-Yur Old Pn,snm Rnisioa Date: Januuy 31, J99S To comb\n.,. the 11Ton, of the LR SD , P.C.S.S 0., N.L R S.D., H\u0026lt;N S0.11 and ocher ,,.\n,\n,1 to provHl1 qu1fi11 ,.rl1 ch\nldbood e\u0026gt;q\u0026gt;\u0026lt;nenceo 10 11 m1n1 d\nudv1no.1e IIUdeno.\nn the 1 of Little Rock. Eaellc Mtthi1 S..ondary Leoder: Pal Price Objti -.. ......... D ... c-,i,\n.o .. Ra_,a,\ni\n,,. E.,,11,atioa Crilia J.J To Fffiew 1M tint draft: ef die 07/01\"4 06/30\"5 ~--..--sie .... Md .. W ,.. ... ..._ - Supt ror Subaiuioa or lint draft Educatiollal ,.,....,___, .......... 3.4 To ......,\ni ... llul draft for appn,al ,_ al 17/01\"4 06/30\"5 \"-\u0026lt;Supt for Dralllllhmitted ....... ,o,tid- lloanls .r Diretton ,......., applicahlo}. Educatioaal ............ I. (To coHbonte ich HIPPY, P C.S.S.C., N L.R S 0 ., Head Start, end other cntitiu in order to fulfill lhc diatf'Kt '1 o.pecLttion. for I qua.Ji1y arty Childhood Educ11ion Prot:ram.) (N) I.I (To emblilh a tchcdu5c or rc,ular mLin,1 or 07/01\"4 06/30\"5 (UlSD Supcrviaon I.I (Schedule and minute, or all rcprucQC.llivc  of lhc v1riou1 cnti1ie1.) (N) Ind PCSSDINLRSD moeUn,1) and Hud .. rt ,S.u .p..e.r.v.i.a.o n of ECE ) 1.2 (Supc:rviaon mecl \\o di1euu individual pro,nm 07/01\"4 06/30\"5 (I.JlSD Supervi10n 1.2 (Rotter of particip1nt1 and need, and IO determine if ruourcu can be lharcd.)(N) and PCSSD/Nl.JUD minute, of mectin,1) and Ht.ad.,rt Supervi10n of EC pro,nm,) A. Plannin, mc:e1in, hdd Auru.c JO, 199\u0026lt;4\nScptc~r Ol/10/94 70S 21, 1994\nSeptcmbc, 29, 1994\n\u0026lt;ktobe, 11, 1994: November I , 1994 I .l (To pl1n joint inacrvku for admifUalraton, 97/01\"4 06/30\"5 (l.JtSO Superviaon I .J (Roller of participanu and ltachen and iNlruclional \u0026amp;NilUnta,)(N) ind PCSSD/Nl.RSO evalua1iona of inKrvkn) and Hudurt Supcrviaon of EC pro,rama) 28 l'roaram Soq I: f'rotram Name: Proaram Code: PNcr..,, Goal: nu Rtftnnce P ... Number LIO (N) LlO (N) L11 10 02 Rnisioa Date: Janu,y 31, 199S Four-Year Old Pro1ram P'rimary Lood\u0026lt;r. Eal.tile Mnhi, SODda,y 1-der: Pal Price To combine the efforta of the L.R.S 0 ., P C.S.S.D., N.L.R.S.D., Head SLtrt and other enliliu IO provide. qu.ali1y early childhood nperiencu 10 a  many di11dv11up ltUderu in the cily of l..itlJe Rock. Objthea -.. ....... - c-...-- a..--, Eul...- Cril\u0026lt;ria 1.4 (To plan joint parenl involvcmcnl t7/01\"4 06/30\"5 (USU 1.4 (Roster of acLiviliu.)(N) Stpervf ,ors and pertlctpentl tM'1d PCSSU/NLRSU and evaluations of lnservfces) Headst  rt S~rvt 1or1 of ECE progr.,.) 1.5 (To use  1tudent referral l'fltetll 07/01/94 06/30/95 (USU 1.5 (Litt of vacancfea 1llowl,. porentl on wilt!,. l lat to k,- S\"4)ervl 1or1 and Heh entity h11.) obout vac:anctn. )(N) PCSSU/NLRSU end Headst  rt S..,.:,ervl1or1 of ECE progr-\u0026gt; 1,6 A t!2f:Hfflt!tlve frOM She LIUl! Rock QUllili 06/30/95 ich22l RlU:fct S!udenl As!farmenl Office will MN:t e!h nr with e!renta fr011 bot~ e\nrQ\u0026amp;rMIS 12 cevj~ She kf~rgarS!!l HS J grnent li!!:OCef:l 1 The 1nnual 1eufons on ldndergrl!f! rgts1r  1lon wfU !l!o !!!: used 10 li!!:OYi~ !!lf2rll2!l on N~l school ~rt'-lii11H 1 ......... s.,.,, l\"rot,_Code: l\"rotr- Goal: Plu Rtf'tt\"mCe r.,.Nwob\u0026lt;r L11 , .. ., II 02 Ren,ioa Date: Jenuary 31, 199S Four-Y car Old ProJnm P'riaa,yt...s.r: Uk:UeM1tthi1 Pit Price To combine the effort or the L.R.S.D., P.C.S.S.D., N.L.R.S.D., Head St.rt ind other cntitiea to provide quality early childhood experience. 10 H many diudv1ru1e .rudente in lbe city of LittJe Rock. ObjectiH11 Slnt,po ........ Do .. c-..-- Respomibility EaluatiN Criteria 1,l l~fmi!'.!I f!l the 1990 91 Mhool nr 07/01/94 ~ 1.7 At the erd of each I l f!t wt ll be C!!!l!fled of ell ar~tes :iear for gr~s K-3 these fr the three eerl:i chfldlood proar!!!!f: 1 1ttmnts wfll be -,ni tored These Uudentl wjll be identiff!9 In th1 S!! the bests of Llttl! oclc Sch2:2l ~htr-tct Nfnfr8111e 1tandardi1ed tesu1 ,2!!1!:!ter sntNI accordf!:?SI to theft criterton referfflCe tesu respect t ve progrw, (PSF screeni09: 1 or !2X: other acedeffli c 11tesures tht are avei table and K!l:!:1h: bl1: 1 The entitie1 ~II! revi.w these resul t1 on an rnual bes1s 1 5:!rior to the ~imir:!I of the fol 1owi!!!il 1chool :ie  r ard Nk! proar1111n1tf~ Ch!!!IH. jndivfCMlllr: and ,one,tlvelr: IS needed. Ihese 1tudents will be C!!!l!!red to  control gry In order to fsolete the effectiveness  ndor deficiencies of the various e rlr: chilcllood ~r29rams 1 30 ,....,..,... Seq I: 03 Procraa N ... e: Dislrid Goal Support: Pncram Goal: ~: II ~ RdalNI \"-lio Codes: Academic Support P'fosram 10 LRSD EY 94-95 PROGRAM BUDGET DOCUMENT rn...,,..-, Eltelle Mtthi1 Sec-.,, Leoder: Februal}' 3, 1995 Adama/Putcr/Ol  11ow Naa ud Loc:atioa or At:adeait Support Precraas  The name or all diric.1 rcmcdi11ion prosnm, will be Academic Support Profnnu. All tchool prosnnu will be b\nated I each .chool site, except Mc1ropoli11,n Voc1tioNI-Tcchnical Education Ccnler. ,.,.,.._ -The purpotc of the Academic Support Prosnm i, ' provide .. ,port for p1rtic:ip1tin, ltUdenu ia 1rade one lhrourh t,1,clvc in lhe area, of rudin,, lan,ua1c arta, aod malhemattCa. The pro1nm rt:inforcu and enhancct the academic ecbicvcment of thuc taracted ltUdcnu. The aupport will be provided by certified rudina apeeialilU, nalilh and madmn1tic1 uchcn in the n:,ular clauroonu, additional clu1u, and lab . Scope aad C.tteat - The Academic Support ProJnm off'cn a variety of optiom to the individual Khoola for providin, accclcntcd rc1di11,1/11nau11c art, and mathcmalic  leamin1 upcricncu for 1luckn11 identified throufh a proccu uain, multiple. criteria. The pro,rsm ia ch  rscterized by provtdin1 cilhcr direcl or indirtel 1trvicn lO identified ltudcnh th.routb additional claue1, 1m1llcr cl111 1iu1, or in-cl111 111i.uncc 11 the 1econdary level 11td in-du1 1ui1t11nce or limited pull-oul 11 the elementary level. Partitiputs/BmtlitiariN  Trict .tudenll are inilially identified rrom lhc IIUdcnl population ecorin\u0026amp; in lhe annuI arudent 111e11men1. Muhiplc criteria, includin, atudent 1rade1, 1eacher rccommcndatiOftl, and ltUdenl rcc:onb arc uaed IO 1elect lludenh from lhe elitible population to participate in the Academic Support Proaram. (I) lmplemenl intesnt.td educational prosnma th.al will cnaurc. that all 111Uden1.a 1row aca4emically, aocially and emoc.iooally with emphui, oa buic and tcdemic enrichment while clotin, diaparitin in achievement. (2) Dcvek,p and maintain a atalT lhal i well-trained and moc.ivated. (3) Solicit and 1ecure financial and other reaourcca that are necn11ry to fully .. pport our achoola, includin, our deee1re1ation plan. (4) Provide  ure ind orderly climat.t lh1t ia conducive to lumin, for II 11.udcnta. (S) The Little Rock School Board, adminiatn1ion, uff, and llUdcnll will demonll...-tc in their daiy to day behavior that they accept each individual u  valued con1ributor to aocicty ind v~w cultural divenity amon, 11udcnll, uff and the community H  valued reaource upon which CMJr community can d..-w H we prepare for 1M 2111 Ccn1.ury. (6) Enaure that cquily occun in all phase, or tc:hool eclivitica ind opcntions. The pl of the Academic Support Pro,nm i lO provide equitable lan,ua1c aru and mathcm11tC1 lumin, c~ricncca for all llUdcru in lhe mainatream acuin, by aupportin, them with the inatructional and technical auiatance needed ID reduce the lumin, diaparily. LP 1-20 S 1,6 IS ,303 .00 1st Qtr Expend: S209,Sll .74 lnl Qt, Expmd: ITE 48.0 $566,Sll. 14 lad Qtr Expend: $357,000.40 4111 Qtr Expend: 31 rrocram Stq #: Proaram \u0026lt;.:odt: Procram Goal: Plan Rtrutnct Pace NumMr March 19, 1993 Roistd Acadtmic Sttppor1 Proerm p I p 4,13 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT OJ Acadtn11c Suppon Program Roision Dale: February I. 199S Primary Leader: Es1cllc Manh1s The goal of lhe And,moc: Suppon Prng\"m IS 10 pro,lde equ,,.ble language ans ass1.stark.c needed 10 ,educe the lum1n1 d1span1y. and ma1hema1oc:s learning experiences for 111 sruden,s ,n !he mains11eamed semng by supponrng !hem w,lh !he inSlrucuunal and 1echmcal Secondary Ltadu: Adams/Parker/Glasgow ObJtcllts ~nttclt:I \u0026amp;1lnnin1Dalt Complttlon Dalt RtsponslbUity Eulualion Criteria I . To identlry and stnt students who are at-risk ln 07/01194 06/J0/95 Local school lums I. (Prm1-ou1 of eligible students is lan1ua1e art.s and mathffnatks. provided 10 local school reams Uniform Dislnct cri1cna arc used (Stanford 8 cutoff score and mul11ple crucna) 10 K.lcn11fy t.argcrcd stude nts) I.I Explaln the Academic Support Proeram 07/01194 06/30195 options to local school administrators. A Language Ans P1us and Math Plus and trad11101UI 07/01/94 09/30/91 Associate Supt. ror I I (Schedule or mcc11ng ) in -class wppon Currk::ulum I 2 Provide n overview or hnw all the 1nd1vKfual 07/01/9 06/J0/95 Associate Supt. for 1.2 (Observauon rcpons and srarr Acadcm1c: Suppon Programs will be: coordinated for con11nu1ry or Krviccs lO children and cfftciem use of Currkulwn, dcvclopmem 1c1iv11ics records arc resources. Dlrtttor or on file) Fedual Programs, Curriculum Supenisors -All schools will 1mpkmcn1 the Board approved umfonn curnculurn 32 Procrarn Seq I: Pro,:ram Namt: Procram Codt: Procram Goal: Plan Rcfcuncc Pa,:c Nwnbtr p 7,10 p IJ p 11,IJ r ll,13 OJ Pact: Acadcmtc Suppon Prugram Revision Date: February t. 199S Pt-unary Ludtr: Estelle Ma11h1s Secondary Wader: Adams/Parker/Glasgow The goal of the Academic Suppor1 Program 1s IO provllle equitable language am and mathem111es learning upcncnces for all students m the mams1reamed selling by suppor1mg them with the ms1ruc1ional and lechnical assistance needed 10 reduce the lcammg d1spanty ObjtctivtS \u0026amp;ra1c1lu 11\u0026lt;1lnnins Date CompltUon Date ResponsibWly Eulualloo Cr-hcria -The established criucal annbutcs of the AcadcmW: Suppor1 Program w,11 be cvidcnl m each school. -The revised curnculum (K-12) has been sequentially developed and the objcc11vcs have been correl11cd to the skills 1n Arkansas M1mmum Perfonnancc Test, Stanford Ach1evcmen1 Tes1-E1ghth Ed1uon, and u1s11Rg compuicr-asslSlcd ms1ruc11onal software. -To provide for conlmuous unprovcmenl of 1eachcrs, records wdl be 1Nmta1ncd on staff development atlJVIIICS . -New staff members will be targeted for appropnate suff development activitics H well as put1e1p.11tion in !he d1s1ric1's New Teacher lni11a11vc  I.) Select tht kH:al Khool's appropriate Academic 07/01/94 06/30/95 Local Khool Suppor1 Pr-01rara. (lndirt/dlrt/extendtd senkcs) 1.3 (Sclcc1ion on file 11 building-administrators level and in offtcc of Director of Federal Programs.) 1.4 lden1iry studtnft stlted for par1k:lpatlon 1n 07/01/94 06/30/95 Local school teams 1.4 (Print-out of eligible students is tach proeram by Khool/cradt 'cvcl. provided to local school teams. Uniform District criteria arc used (Stanford 8 cutoff score and muhiple crncri1) 10 Kiencify targclcd s1uden1s .) A Srudcnu ldcn11ficd and selected 07/01194 9/30/94 I.S Stlt starr (klr.ntiry by position) respomibJt ror 07/01/94 116/30/95 Ptlndpal 1.S (Staff assignmcnu arc deli Yerlnc Ac:adcmk Support Pro1ram. dc1cnnmcd at the budding level and assignments filed at the Office or fc\u0026lt;leral Programs.) A Staff selected for 1994 9S Khool year. 08/01194 09/30/94 3J Program~ I\nPro,eram Ni.mt: Procram Codt: Procram Goal: Plan Rrrtrrncr P.1ct Nwnbtr p 12,13 p 13 p 7,8,20 p I 03 Pagt: Acadcmtc Support Proar.im Rtvlsion Dalt: February I. 1995 Ptbnary ~dtr: The goal or lhe Academic Suppon Prognm 11 10 provide equuable langua1e ans usmancc nctdcd 10 ,educe the lummg dtspan1y and 1Nlhcma1ics leammg uperH:nces for all srudenu m the m.11ns1reamed sening by supponi111 1hem wuh the msinJClounal and 1echnic1I Es1tlltMatth1s Stcondary Ltadtr: Adams/Parker/Glasgow ObJtctho Straltcits Bt1innin1 Dalt Complcllon Dalt Rtsponsibilily Evafualion Criltria 1.6 Schedule lhe 1cademk lum'1 Slaff. 07/01/'4 06/30/95 Principal I 6 (Schedules arc dtvcluped listing 1eam's contac1 time, number or studenrs served. and other vanables associated wi1h the team 's A rtspons1bil111es .) Tucher schedules on file 11 Offtet of Fedcnl 08/23/94 15\" Prognms B Schedules pos1cd m classrooms 08/23194 n\" 1.7 hnplmicnt H.Secitd school opeions 11 local Ind. 07/01/'4 06/30/95 Principal and srarr 1.7 (Schedules of targcrtd students renect implcmcn1a11on or the A Prognm opuons 1mplemcn1ed scltcled school op11on(s) .) 07/01/94 09/J0/94 I .I UI.Wu ruourtr, lntsltd In PAL rt.mediation 07/01/'4 06/30/95 (Principal , I .8 (Technology Ocpanmcnt's approach by ruUocallnc Slaff posiOons, compu1r.r hardware. sonwart procrams, and olhtr tquJpmtnt Cootdinator of invcn1ory and schedules of stJffing and maltrlals loward lhe new approach lo Media Services, renc:c1 reallocauons or resources.) rt.mediation. Director of Federal Programs. and A. JOU11 Vear School lmprotmtnC Plans developed Curnculum impltmt1Med4 07/07/94 09/28/'4 Supervisors) 8. flrst Vur Sc.hooJ lmprovemtnt plans devtloped/impltmtnltd. 07/07/94 09/28/94 2. To prtscri~  ptrsonaliztd inlentnlion plan for 07/01/94 06/30/95 Principal and s1arr 2. (Personal cduc11ion plans nf tliglblt sludtnlJ. targeted studcn1s re0ect 1mplemcn1a1ion of the sclec1cd 2 (To prcsc rihc I pcr sooal cduc111un plan for targtlcd school 0plt0n(s) .) student,) Program Stq I: Program Name: Proeram Code: Program Goal: Plan Rderen: Pace Nwnber p 14 p 14 Page: 5  OJ Rni.sion Dale: February I, 199.S Academic Suppor1 Program Primary Leader: Es1ellc Matthis Sondary Leader: Adams/Parker/Glasgow The: goal of the Academic Suppor1 Program is 10 provide equitable language arts and mathemaucs learning experiences for all students in the mains1reamed selling by suppor1ing them with die insrructional and technical assistance needed to reduce the leammg d1spanry Objectives Strale\u0026amp;its Beainnin\u0026amp; Dale Completion Date Responslbilily  E,aluatlon Criteria 2.1 Clu.der schools and develop  staff' denlopmenl 07/01/94 06/30/95 Directors or Starr 2.1 (Staff development schedule on schedule for c:urrkuhan dusten. Development and file .) Reading\nSupervlson or Lancuage Arts and Mathematics 2.2 Bcctn traf.nin\u0026amp; staff respomlblc for deUnfflll 07/01/94 06/30/95 Oirtttors or S.att 2.2 (Staff training for par1tCipan1t each Ac: demk Support Pro1ram. Dnelopment and will include program adminis1ra1ion ReadiJtC\n(student sc:lcc1ion process, record- Supeni.sors or keeping, progress reports) Language Arts, ins1ruc1ional s1n1egies, parental Mallw:matics and involvement, and others.) IRC Splalisu A. Workshops -Apphed Math I and II - State tnimng 08/02/94 08/04/94 -Hareoun Bnce lnscrvice for Principals 08/03/94 08/03/94 -Pre-School Elementary Language Ar1s Curriculum 08/15/94 08/15/94 lnscrvM:e -Pre-School Elementary Classroom Teacher Harcour1 08/16/94 08/16/94 Once lnscrvice -Pre -School Secondary Enghsh and Language Ans Plus 08116/94 08/ 16/94 lnserv,cc -Pre School Elementary 08/ 15/94 08/ 16/94 -Pre -School Secondary Math Plus lnscrv1ce 08/16/94 08/16/94 -Elemcnlary Readmg Teacher lnscrvtee 08131/94 08/31 /94 -Chap1er 1 Record Keeping 09/0 1/94 09/01 /94 -llarcoun Brace Reading Depar1mcnt lnscrv1cc 09/02/94 09102194 -Secondary Math Council 0911)/94 11/22/94 35 Prognm Stq I: OJ Pace: Procram Name: Academ1C Surpon Prog,am Rtlislon Dalt: February I, 199.S Procram Code: Procram Goal: Primary Lt.adu: The 1011 or 1he Academic Suppon Program as 10 provide equuable language ,ru assistance needed to reduce: the learning d1spa111y ind maihema1ocs leammg e,pcnences for all srudenu in 1he mamsireamed sc11ing by supponmg d,em wnh 1he mstruc11onal and techn,cal Escc:lle Ma11h11 Stcondary Leader: Adams/Parker/Glasgow Plan Rdc:rc:nc::e Ohjc:C1il'H Slraltcies Bt1innJn1 Dalt Complc:lion Date: RuponslbWty E\"aluation Crilc:ria P.-AkC: Nwnbu Harcourt Brace lrucrvtce for Grade 4. 5, and 6 Teachers 09/19194 09119194 Harcourt Brace: Jnsc:rvtce for Grade: I. 2, and J Teachers 09/20/94 09/20194 Sond1ry Academtc Support Math Teachers lnscrv tcc:  Math Plus 09/27194 09/29194 Harcourt Brace Elementary Cluscer In.services for New Reading Scncs Grades 26 10/10/94 11/14194 -Eleme ntary Reading Teacher lnsc:rv,ce 11/16194 11/16/94 p 14 -Elcmcnr.,y Reading Teacher lnsc:rvtec 11/19194 11/19/94 2.J Monitor lht: lmplc:mc:nlaUon or abol't. 07/01194 06/30/95 Prindpals, district- 2.3 (School vuirs/obscrva1ions arc 2 3 (Mon11or the 1mplc:menta1ton of the Academtc wide starr made lo prnvtdc reedback Support Pro1ram opttons ~se programs may vary duc:lopmtN le:am, (onl/wrmcn) co cnincd staff) from year-co.year.) and computer Spttlalists A On site v1sus made ro clemc:nruy and secondary 0812)194 50\" (Principals, d1s1ric1 schools by staff wldc:staff dcvek\u0026gt;pmc:n1 learn, curnculum supervisors, JRC specialists) 2.4 Monitor instrucUon and ltarflin\u0026amp; In Audemk 07101/94 06/30/9S Prindpals Tc:achu obsenalions and Support Procram ntlinp on a rtcuJar basts and obser1-e lo dtltrmlne: : oaluallons on rttord. Tuchus ln\"ol\"in\u0026amp; students ln a nriely or classroom actit-ltiu lhat address ltarrtin\u0026amp; stylts and cultural dlnrslty. 3G Program Stq I: Protram Namt: Program Code: Procram Coal: Phan Rtference P.ice Number p 7,9, 10,19 p 7,15 p 7,10,15 Page: 03 Revision Dale: February I. 1995 Academic Support Program Primary Ltadu: Es1clle Matthis Stcondary Leader: AdamslParker/Glasgow TI1e goal of 1he Ac1demtc Support Program 1s 10 provide equuable language arts and mathematics learning experiences for all srudcncs in the mainstreamed selling by supporting them with the ins1ruc11onal and lechnical ass1s1Jncc needed 10 rcdu~e the lc:ammg d1spar11y Objectives Strateaies 8t\u0026amp;innin1 Date Completion Date Responsibility Evaluation Criteria Teachers scltlng methods and strate1in th1t capi11lin on stude.nc.s lntertsls and upcrlenccs. Teachers dtmonstralin\u0026amp; crcatMty and re.sourcdulne.ss In deliverin1 Instruction. -Teachers utillz.ln\u0026amp; effective classroom stntecJcs, such as tutors, smaU-1roup instruction, ind utended day/wttk procrams, lo maintain lM 1alns stude.nts have made. Teachers lnteradln\u0026amp; with students ln a carfn\u0026amp; manntr. -Ttachen rttordin1 or students' data that shows lncrc.ased student achJevement and social skills (lcller and clllzen.shJp 1rades, standardized lest scorn:, atltndanC'e). 2.5 Provide lcc.hnkI assistance and maintenance 07/01/94 06/30/95 Prlnc:lpals, distrkt- 2.4 (Rcquescs for 1echnical worUhops u nttdtd In the above staff development widf: staff assistance are documented and arus. development team, evaluated. Feedback rela1ed to and computer improvemenl or change is specialists recorded .) A. Techmcal assistance has been provided 10 08123/94 so,i\n(Principals, diSlriCI elementary and secondary schools. wide staff developmenl team, curriculum supervisors, IRC specialists) 1.6 Schedule school hued mecllngs to ane.ss 07/01/94 06/30/95 Principal 2.S (Records of dates of mee1ings procram errectlnncss. and par11c1pan1s, minutes of mee1ings, and issues rela1cd 10 program effectiveness are maimaincd) 37 Proaram Stq I : Program Narnt: rrogram Codt: Protram Goal: Plan Rdcnnct Pact Nwnbtr p 10,15 p 10,15,19,20 OJ 8 . Academic Support Program Rt\\ ision Datt: February I, 199.S Primary Ltader: The aoal or the Academac Suppon Prugnm 1s lo provide tqu1tablt languaat ans and mathcmaucs ltammg tllpenenc.cs for all srudcnu assistance needed 10 reduce 1ht learning d1spar1ry in the mammcamcd senmg by supporting them wllh the mstruc1ional and 1cchmc1I Stcondary Uadtr: Adams/Parker/ Glasgow ObjIIYts ) . To rtdutt or tlimlnalt puU-out academic support proeramJ. Stratecles l .1 CoUta approprlale data ror end or school proeram naluatlon, indudJnc pre and post llandardb.td tHt scorn, studtnl 1radts and atlendaMe, 11mplu or SCudtnt \"ork, and partnf/luchtr/studtnt recommtndatlon.1, J.l Analyze the abo\"t dala to naluate procrun ettttelnDtSS In mtttln1 II~ par1kular pro1rammalk 1oals nd obJUves or remtdiaUn, JI udtnl achlnement nd conlrlbutlna lo tht OYfraU rtduction or dis,-rily bel\"ttn black and \"hite 1tuderu.s. 3 ., 0 Beeinrunc Date Complelion Datt Responsibility 07101/94 06/30/95 Principal and starr\nDir. or Ftderal Proerams 07/01/94 06/30/95 07/01/94 06/30/95 Associate Supt . ror Curriculum, Assislanl Supc.s., CurrkuJum Supervisors, and Principals Evaluallon Criteria J I (Individual srudcnt foklcrs tha1 include a sys1cm1hc collccrion or studcnl work , pre and post standardized rcs1 scores, grades, and rccommcnda11ons 10 provK.lc i001VKtuallgroup/school progress arc maintained for concinuous srudcn1 and program progress.) J.2 Academic Support ProgramJ \"iU be Sutcessrully op,eralin, In all distric:l schools as nldtnce-d by, -lncreawd sludenl achievt:menl. lmpro\"ement on slandardi.zed test Koru. Increased numbers or sludtnl.s mo\"lnC to the nut quar1Ut . lncruSl'd nwnbcr or .studtnls moYUIC above lht 50th p,erctnlUt. -Grade distribution reports (by stmester) refltctin\u0026amp; an Increase In letltr crades or \"C\" or btlter in lht core artas ror each sludent. -Grade disl ribulion reportJ (by semester) by class  nd arade ltvel refltctlne an increase in atlainmenl or Idler 1rades or \"C\" or btlltr ln lht core  reas . -lmpro\"ed allendance for lareeted sludtnls. Proir.im Seq I: Program Name: Program Code: Prognm Coal: Plan Reftnnce Page Nwnhtr p IS p5 p 1,20 p9 9 . OJ Ruision O:1te: February I, 199S Acadcmtc Suppon Program Primary LudH: Es1cllc Mauhis Stcondary l..tader: Adams/Parker/Glasgow The goal or 1he Academ1t Suppon Prognm 1s to provide cqu11able language arts and malhema11cs learning experiences for all sruden1s in lhc mamscreamed semng by supponing 1hem wilh lhe ins1ruc1ional and technical ass1s1ance needed IO reduce lhe leammg d1spanry Objectlvts Stralesits ll\u0026lt;\u0026amp;innin\u0026amp; Datt Compltlion Datt Rtsponsibllily Evaluation Criteria ].] ldenllfy modJficallon for the Academk Support 07/01/94 06/30/95 Associate Supt. for 3.3 (The 1993-94 school year will Procram ror 1993-'4. Curriculum, re.Hect modifications.) Asslstant Suj:Ms., A Malh Plus m11i11ed in regular ma1h. prc-albcgni, 07/01/94 09/)0/94 Currkulwn algebra Supervisors and Principals 3.4 Support and ulend learning opportunillts for 07/01/94 06/30/9S Director of FNleral 3.4 (Schedules will rcHcct students by maldnc naiJable lo larceted students Pro1rams1 addirional instructional services.) bdore-school, al lunc.h, after-school, and ptdod.lc Principals exit~ wttk.J computer lab lnstrucllon. 4. To provide parents the knowledge and .sk.lUs 07/01/94 06130/9S (Principal and starr, 4. Parental involvement wiU Mtdtd to promolt lhe education or their children  t D1rec1or or Federal show an increase ln the nwnMn home  nd al sc:hool. Prognms, or parents attending parent Curriculum conferences and parent training Supervisors) sessions and visitln\u0026amp; schools. A Announcement of Etcndcd Day Prognm to begin 11/18/94 11-18-94 1-4 95 B Identified srudenu or pan.c1pa1ing schools 11/18/94 12-8-94 submined to Office of Federal Programs. C E.rcnday Day proposals 10 Office or Fcdenil 12/20194 12 -20-94 Prognim.s 4.1 Assist parents ln obtaininc tht knowledce and 07/01/94 06/30/95 (Principal and st.arr, 4.1 (Records of parental skills Medtd lo promote lht eduullon of their Dircclor or Fedcnl involvcmem activities on file .) children at home and at school throuch: Programs. Curriculum Providing limtly infonnalion regardin\u0026amp; students' Supervisors) achievement and Mhavlor.  lnv0Mn1 them ln lnfonnatln and effedln conferences conternJn\u0026amp; their child's education. lmolvin\u0026amp; parents as partners in their child's educational process. - Program Seq I: Proiram Name: Proiram Goal: Pl.tn Rdcrence Pace Numbtr OJ Pace: 10 , Academic Suppon Program Rul.slon Date: February I, 199.1 Primary Ludtr: Es1cllc Matthis The: goal or the Acadermc Suppon Program is 10 provtdc equitable language ans and ma1hcma11cs assistance needed learning upertcnccs for all students m lhc: mainstreamed scumg by suppomng them wuh the mstruc11onal and 1cchnical 10 rcduc\nc the learning d1spanty Stcondary Lndtr: Adams/Parker/Glasgow Objecllvu Stratecltt 11,\u0026amp;lnnlna 0.le Complclion Date Responslbillly Euluallon Crituia A Pmvtdcd pucnt/leachcr suppon at five (5) schools\nconduclcd twelve (12) parent mccungs 0710.1/94 12121/9.1 B Parent Involvement mc:c11n1s with Key Facilna1ors and/or Execu11vc Council 07111/94 12/21194 C. Parcn1 1ramm1 sessions ()) 09/27194 1111.1194 D. D1s1ric.1-widc PAC Meeting 10122/94 10122/94 E. Homeless Conference 11/02/94 11104/94 40 Prosram S.,. I : Pros,.,..N_e: Prosram Code: ........... 0-:riptioa: Di.,1rict Goal Support: Pros....., Goal: nu Referenres: VTD Expmct\ntu,...: Rdatod r-tioa Codes: LRSD FY 94-9S PROGRAM BUOOET DOCUMENT , ... , Rmsiaa Date: FebrualJ' 3, 199S Multicuttunl Curriculum 12 l'rimuyl.-: El\u0026amp;elle M1tthi1 Secoacluy .__, M1rieMcNe.al I. The Muhicultunl Curriculum Profnm it dc1i1ned IO provide equity ind cxceUcncc in 111 curricular and pro,nm area, in tbc Unle Roct School Dirkt. (6) The pro,nm i1 further deaifned to reduce lhc diaparity lhlt cxiltl Ktwun black and white ltUdt.ru in acack:mic: perfonnancu and lhe low reprncruttOII of black lt\\Nkru in adnnced placemc.nl counu u well II in apecial ac1ivitie1 and pro,nima. (1,6) l . In order lo achteve 1M component.I idc.-i(tcd ia lhe Multicukural curriculum Pfosnm, muhicutwRl curriculum pidca will be u1ed in all ac:hoofa. Teac:hcn will receive extenaive and on,oin, lllff development in the uac or the pidu u well H lninin, in the i~lcmc.naatton of nteaiu, techniquu, and ac1ivi1tC110 u1e IO cruurc that inttnKLton mull the cultural, academic and toeial needa of all children. (l ,l ,6) To a,pplcment cx.i11in, inrvctional m1terial1 focu,ina on cultuRI divcnity from a mullicultunl per-9ptelive materill1 will be purehaacd for uae in all achool, and pro,nm1. 3. The p1rticip1nt, in lhe Multicullun.l Prosn.m conailb or 111 \\c.achen, K- tl, in core aru aubjecll in addition IO mu,ic and 1rt 1.Cachcn. Student.I or all aocial, cultural, and ethnic b1ck1round1 will be affected lhc 1rea1e1t by activiliu outlined in the MulltCuttunl Curriculum Prosnm. 4. Srudcn11 wjU be prpvided opponuni1ju lo develop btner aej(-e,tecm 5. Student ...\nu have ooportunitje, to eumine lhe ,nilfi\u0026lt;: muicI pcic:Qljfte litena ,ociI Ind oolitic! accompJilhmcnlt of many ethnic ftOOPf Goal No. I. lffll)lemcnl in1.e1n1ed educattonll proanma thtt wiU cn.u.re th.et all atudcntt 1row academically, aoci1lly and cmolionally wilh cmph11i1 on baaic lkill and academic enrichmem while closina di-,1ritiu in achievement. Goll No. 6. Enaure 1h11 equity occun in 111 ph11u or achool activiliu and operations. Goal No. 2. Dcvek,p ind ma inti in  lhff th.el i1 wcll-tnincd and ffl0Uv11cd . Goll No. 4. Solicit ind tceurc. financ ial ind other ruoureu 1h11 trc ncce ... ry IO fully aupport our tchool1, includin, our deac1rc.1ation plan. Goal No. 3. The UttJc lloct School Board, adminintK\u0026gt;f'I, .. rr, and Mudctu will demonatn\u0026amp;e in lhcir day lo day behavior thal they accept uch individual II a valued contributor lo aocicly and view cul1unl divcnily 1mon1 atudenta, .. rr and the community II a valued reaourcc upon which our community and natK\u0026gt;ft can dnw II we prt:parc. for the 21 Ccnlury. To ciuurc educational equity in the elementary and acc:ondary curriculum and proanm are11. (Applict to clllirc documcm !!!R! for paac 76, objeclivca I, 2, l, 4.) To collaboni\u0026amp;e with thc PCSSD and the NLR.SD to promote naalticulwnl activitic1 and curriculum ckvclopmcnl. (Applict only to p11c 761 obj\"ljvc, I 2 J  . ) 1..66 - 10 SlS9,137.33 ht Qtr Expmd: S4S ,936.67 3rd Qtr Expmd: $75 ,371.66 JDd Qtr Expmd: $29,434.99 4111 Qtr Expmd: 41 FTE Pro1ram Seq I: Procram Nam,: Ptocram Code: Pro1ram Goal: P1an Rcrerrn Pace Nwnber L 66 L 66 l 66 L 76 04 MuhKuhural Cumc.ulum 12 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Roision Dale: Primary Leadtr: Esrcllc Manh1s To ensure cducauonal cquuy 1n the elementary and s,cconi.Jary curnculum and program areas (Applies 10 cnurc docun1tnt ~ for page 76, obJcct1\\\u0026lt;cS I. 2, 3, 4} To cnllahnr.uc \\ltfllh the PCSSD and the NLRSO 10 promote mulocuhural ac11vmcs and cumculum dcvdupment (Applies only to page 76 ob,cc11vcs I 2 1 4 ) Stcondary Ludrr: Mane Mc:Ncal Objttllvr.s Stralccies Bt\u0026amp;lnnln\u0026amp; Dal, Completion Dale Rcspomibility I. To pro~ teacher lurnfuc opportuniUts lhrouch formal coune tralnlnc 07/01194 (06130195) (D1rcc1or or Starr Development, Subject Area Supervisors, Pnnc1pals) I.I Conlact local c0Uc:1n and univtrsltlu lo obtain 07/01194 (06/30195) Assoc Supl .Educ. lnfonnaUon on propoHd COW'Sf' offuinp n .lalt:d to tlhnJc stud.Ju for tM summer and faU, 1991 Pro1ram5 I I (LRSD will m:e1ve announcemems from local Dun or Grad. colle1cs/umvers11ics on proposed multicultural courses) Sch. Acadtmk Duns (D1rcc1or or S1arr DcvelopmenlJ (Supervisor or ,. Soc.al Srud1cs) Lcuers wrmcn. mailed to all 4 year state colleges and umvers111es requesting catalogue listings of muluculrural course offenngs 07/01194 07/01194 8 Catalogues hsrm1 proposed courses for the 1994 9$ 0811 1194 09109/94 terms received 1.2 Rttein and adnrtlsc courst offtrines to aU 07/01194 (06/30195) Assoc Supl - Educ ttr11ncd staff, lncludinc opportunities for tuUion rcin1burumtnt and/or salary crtdit Pro1rams Office: or lfwnan ,. Rcsourcts: Course offerings advcmscd 07101 /94 so~ January 31, 1995 Euluation Criteria I. (Mulliculrural s1ra1cg~s will be implcmcn1cd m schools as assessed by admim.stra11on during classroom observa tmns and reacher conferences) I.I Lisi of c0Ut1t offerings: I.I (The number of teachers who have received mull,culrural lrammg will increase ) 1.2 Copy or lnformalion provided Proiram Stq I: Program Name: ProRram Codt: Program Goal: Pbn R,fertnct Page Number L 66 L 66 L 66 L 66 Pagt: 04 Revision l}\nalt: Mulucuhural Curriculum 12 Primary Ltadtr: Es1cllc Manhis Stcondary l.,t\n,ider: MarieMcNcal To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to encire document~ for page 76, objcc11vcs I, 2, 3, 4.) To cull.i1iborate wuh the PCSSD and the NLRSD to promo1e mult1cuhura\\ ac11v111es\n,ind curriculum development. (Applies only to page 76 nh1cc1ivcs 1 2 3 4.) Objtctlvts StraltCtU Bc\u0026amp;lnnina Date Complcllon Dale Rtsponsibility 8 Opporrunu~s for ru111on rcimbursemcnt/saJary 07/01/94 09/30/94 crtd11 outhncd/tdenufied m lhe LRSD's office of Human Resources and lhe Staff Development Depar1men1 l .J Identify par11clpants ln summer and fall courses 07/01/94 (06/30/95) EmployHS (Director of Human Resources) 2. To ckvelop  district-wide mullkuJtural 07/01/94 (06/30195) (Subject area audio/l'isual rtsource cataloaue supervisors) 2 (To mam1am d1stnc1-wlde mutuculrural auc:ho/visual resource catalogue) 2.1 Review and calalocue prrsenl audio/visual 07/01194 (06130195) Supv or Media materials related to multicultural curricuJwn Strvkcs (Subject area supervisors) 2.2 Purchase addillonal audio/visual mate.rials from 07101/94 106130195) Supv or Media lh\u0026lt; 1988-89 bud1et \u0026amp;rvkts (Subjecl area supervisors, principals) A Acuvuy comple1ed/obhga11on met Sec 1993-94 PBD 43 January 31. 199.S Ewaluation Criteria 1.3 Copy of academic course completion on me in Personnel office (Office of Human Resources} 2. (Muhiculrural resources will be used for classroom instruction) 2.1 Current catalogue listing 2.1 (Copies of updaled multiculrural audio/visual calalogue will be d1s1nbu1ed) 2.1 (Multicultural materials will be checked ou1 and used by instrucuonal staff m the schools) 2.2 Requisilion material 2.2 (Materials orderc:d, received, and catalogued for distribu1ion/usc) Program Seq /I: Program Name: Program Code: Program Goal: Plan Reference Page Numbu L6\u0026lt;i L6\u0026lt;i l.6\u0026lt;i L67 L67 L 67 04 Mulliculrural Curriculum 12 Primary Leader: Estelle Manhis Page: Re,.,ision Dale: Secondary Leader: Marie McNeal To ensure educational equity in lhe elementary and secondary curriculum and program areas. (Applies 10 entire documenr ~ for page 76, objectives l. 2, 3, 4.) To collaborate w1lh the PCSSD and 1he NLRSD to promole mulliculrural ac1ivi1ies and curriculum development. (Applies only to page 76 objec1ives I. 2 3, 4.) Objectives Strategies Beginning Date Completion Dale Responsibility 2.3 Identify and catalogue olher resources for 07/01/94 (06/30/95) Supv of Media mullicultural audiofvisual materials, i.e . AR Dept Services or Educallon, LR Public Library, AR Library Commission 2.4 Revise, prlnl and distribute muJticullural 07/0)/94 (06/30/95) Superv of Media audlo/l'lsual resource catalogue for the LRSD Services A. Ac1ivity comple1ed/obligarion met See 1993-94 POD 2.5 Place initial supplemtntal order for 07/01/94 (06/30195) Media Specialists mulllcullural audio/visual malerials from the 1989- 90 bude,ct A. Activity completed/obligation met See I 993-94 POD 3. To plan and implement lhe Instructional 07101/94 (06130/95) (Assoc Supt for Materials Fair (MuJtlcullural) Educational 3. (To supply informacion about mullicutrural Programs)  materials for J)llrthase to 1eachcrs, parents and lhe (Supv of Media community) Services) 3.1 Involve a learn of parents, community 07/01 /94 (06/30195) Assoc Supt for resources, and teachers In detaUd planning (or the Educalioruil Fair-specific dates, timt, place and formal-lo be Programs held as a component of J 988-89 pre-school (Supv of Mei.lia conference Services) 3.1 (To plan and implement the Instructional Multicultural Materials Fair for current renn) J.2 Jdentiry national and local vendors of 07/01 /94 (06/30195) Assoc Supt for multicuJtural irutrucUonal materials ll.ducational Programs - January 31. 1995 Evaluation Criteria 2.3 Completed catalogue 2.4 Distribution of catalogue 2.4 (Multicultural materials will be checked out by schools) 2.5 Requisitions submitted 2.5 {Materials are available for check-out/use) 3. (Multicultural materials will be used by ins1ruc1ional staff in all schools) 3. (Evaluate the effectiveness or the Muhiculrural Fair) 3.1 lmplementalion Plan 3.1 (Involved input from parents, community, and teachers) 3.2 Completion of mailing list 3.2 (Major suppliers of muhiculrural ma1erials will he invi1ed 10 exhibil al the Fair) Procram Seq I: Procram Namt: Procram Codt: Procram Goal: Plan Rdtrence Pace Nwnbtr L 67 I, 67 L 67 L 67 L 67 I. 68 L 68 1.68 Page: 04 Revl1ion Dalt: Multicultural Curnculum 12 Primary Leader: Es1cllc: Matthis Secondary Leadtr: Mane McNeil To ensure educatmnal equ1{)' in 1hc elcmcn1ary and secondary curnculum and program areas (Applies 10 entire document lliSll for page 76. ohJecrivcs I, 2, 3, 4.) To collabora1e wuh the PCSSD and the NLRSD to promote muluculrural ac11vi1ies and curnculum development. (Apphc~ only 10 page 76 uh1ec11ves I 2 3 4.) Objectives SCratecie.s Bclnnlng Dale Completion Dalt Responsibility J.J Establish pre-school conftrtnct dalts and 0710l/il4 (06130/95) Executive Slaff uttnd lnvltallon lo nndon Auoc Supt ror Educational J .3 (Estabhsh date: for Fair) Proarams ' A Fair dare established as 12/01194 09/J0/il4 09/J0/94 J.4 Conflrm Fair par1iclpanls 07101194 06/30195 Supv or Med.la Stnlcc:s J.S AcqU11lnt prlnclpals and central office starr wffh 07/0l/il4 (06/JO/ill) Assoc Supt for plans and Fair relationship to dew1re1at100 ettor1s Desc:\u0026amp; and Schools 3.6 Conduct media c.ampalan for Fair to staff and 07/0l/il4 (06/J0/95) Supv ot Media pare.nlJ Sc:rvkc:s, Dir or Communications J.7 Host trl-d.Lstrlct \"Instructional Materials Fair\" 07-01-94 (06/)0195) Assoc Supt of Educational J .7 (Host the Multiculrural Fair rotaung the: si1e Proarams workin\u0026amp; among the three di.s1ric1S) with commitlee A LRSO will host the Fair for the 1994-9S lerm 09130194 091)0194 4. To dtvelop crlleria ror tutbook review and 8 fair hosced by LRSD 11 M.L King School on 07101/94 12/01194 (As.soc Sup1 for adoplion December I, 1994. Curriculum. Subject Arca Supervisors) 4.1 Ruise: Board poUcy ror tutbook adoption 07101194 (061)0195) Assoc Supt ror Educational Procrams A Ac11v11y completcd/obl1ga11on met Sec 1991-94 PBD 4.2 Identify an ad hoc com.mitlc:c: to rnlew criteria 07101/'14 (061J0/9S) Assoc Supt for prennlly btlnc used in LRSD and other distrkts ror Educational lutbook adoptions (10 membtn) Programs January 31 , 1995 Evaluation Crlltrla J.J Conference scheduled 3J (Fair dale placed on Dis1ric1 master calendar) J.4 Confirmation J.4 (List of participating vendors) J.S Slarr a1enda J 5 (Staff 1.:an rela1c Fair 10 the DistrM:1's desc:grcga1ion efforts) J.6 Publicity 3.6 (Fair 1s advertised 10 the public) J .7 Validate Fair participation J .7 (Malmals ordered/purchased) 4. (Cnteua checklist implememed by tc.ubook comm11tees) 4.1 Approved criteria 4.2 Roster or committee members Program St-q #: rrogn1m Name: Program Code: Progrnrn Goal\nPlan Rererence Page Number I. 68 L 68 L 68 L 68 L 68 04 Multicultural Curriculum 12 Primary Leader: Es1ellc Matthis Page: Revision Dale: Secondary Leader: Marie McNc:al To ensure educa1ional cquily in the elememary and secondary curriculum aod program areas. (Applies ro en1ire documt:nl ~ for page 76, ntljectivcs I, 2. 3, 4.) To collahora1e wi1h the PCSSD and the NLRSD 10 promote mullicultural activi1ies and curriculum development. (Applies only 10 page 76 ohjec1ives I 2 3 4.) Objectives Strategies Beginning Date Completion Date Responsibility A. Ac1ivity comple1ed/obliga1ion met See I 993-94 PBD 4.3 Conduct staff development training on avoiding 07/01/94 (06/30/95) Assoc Supt Cor sex and race bias and stereotyping in textbooks Educational Programs 4.3 (Textbooks on the approved Arkansas Staie (Arkansas State Ocpanmcnl or Education's 1cx1book lis1 arc free or Ocp1. of E.duca1ion) sex/race bias) A. Activity compleledlobliga1ion met S 1993-94 PBD 4.4 Submit revised policy and criteria to the Board 07/01/94 (06/30/95) Superintendent or Directors for first reading Assoc Supt for Ed Progs A. Ac1ivity comple1ed/obligation met See 1993-94 PBD 4.5 Adopt policy on textbooks 07/01/94 (06/30/95) LRSD Board of Directors A. Ac1ivi1y comple1ed/ohligation met See 1993-94 PBD 4.6 Utilize a local consullant to train staff on 07/01/94 (06/30/95) Assoc Supt for \"Avoiding Sex and Race Stereotyping ln Textbooks\" Educational Programs (Curriculum Supervisors) A. Ac1ivi1y completed/obligation me1 See 1993-94 PBD 4. 7 Seleel and recommend to Board for adoption or 07/01/94 (06/30/95) Assoc Supt for textbooks (elementary and secondary) based on Educational criteria for adoption Programs (Curriculum Specialists) A. Based on criteria for adup1ion. elemenlary science 07/01/94 50% teubooks were selected and approved by the Board 12/15/94. 47 January 31. 1995 [valu.alion Criter-ia 4.3 Schedule of meeting and agenda 4.3 (Textbooks selected will he free of sex/race bias) 4.4 Board agenda 4.S Board agenda 4.6 Monitoring 4.6 {Texthooks are free of sex/race s1ereotypes) 4.7 Board approval 4.7 (Criteria che:cklisl was use:tl for tc:x1huok selec1icm) Program Sf.q #: Pro,tram Name: Program Code: Program Goal: Plan Rdtnnce Pa~e Numhfr 1. 69 L 69 I.\" L 69 L 69 04 Muluculrural Cumculum 12 Primary Ltadcr: Es1clleMatthis Pace: Revision D:llt: Stcondary Ltadrr: Mane McNcal To ensure cducatmnal Cl1U1ty m the elementary and secondary curriculum and progrim areas (Applies to cnllre document~ for page 76, ohjcc11vcs I, 2, 3. 4.) To collabonitc with the PCSSD and the NLRSD to promorc mulucultural ac1ivi11cs and curriculum dcvclopmcnl. (Apphcs only 10 page 76 objccttvcs I 2 3 4 .) Ohjectiva Strategits Beglnrunc Date Completion Date Rtsponsibility 5. To develop and implement a multk:uhural 07/01/94 (06/30/95) (Principals, currkulwn ror pre--kindersarte.n throuah cr1de 6 Teachers, Assl. 5 (To 1mplcmcn1 the LRSD curriculum, K-6, which 1s Supl!i ., Curr.Culum mullic:ultur11I) Supcf\"isors) 5.1 Plan and host at lust thrtt ()) public medin\u0026amp;s 07/01/94 (06/30/95) Assoc Supe ror lo receive 1ugcstions rrom patrons on areas to be Educ Pros lncluded in  multkultW'al cW'rkulum Assoc: Supt ror Due1recation A Activiry completcdfobligaoon mc1 Sec 1993-94 PBD 5.1 Jdenti(y and rdaln the senkcs of a national 07/01194 (06/30195) Assoc Supe for uptr1 ln muJtkultW'al currkuJwn dnelopment Educational (k d consultant for lwo (l) year contract). Pro1ran1s A Activiry compleicd/obligation met Sec 1993-94 PBD 5.l In cooperation wilh lhe lead consuhanl, tht 07/01 /94 (06/30/95) IAad ConsuJtant Division of Educational Pro1rams wlU Issue. a Assoc Supl for detaUcd currlcuJum duelopment timelinc for the Educ:alional year, lncludina: a checklist for task completion Procranu A Act1111ry completcd/obhga11on me1 Sec 1993-94 PBD 5.4 Develop uptct  tlons for members par1idpallne 07/01 /94 (06/30/95) I.Aad ConsuJtant on multicultural curriculum commitlu Assoc Supl for Educ Pro1rams A Ac11v1ty complc1cdfobligat1on met Sec 1993-94 PBD 43 January 31, 199!5 Evalualion Criteria 5. (Observation of curriculum implementation during classroom visits/teacher conferences) 5, (Improvement in studem performance and assessmcn1 or attitude regarding learning) 5.1 Transcript or suueslions S.:Z Contractual commitment for lhe 1988-89 school year (Dr. James A. Banks was used) 5.3 Timclinc/chcckllst (Timelinc included in this document 5.5  5.17) 5.4 Exptctalions 5.4 (Contractual agreements with curriculum wrucrs) Program Stq I: Procram Name: Program Code: Procram Coal: Pl:rn Reference Pace Number L 69 L 69 L 70 Page: 04 Rnision Dale: Muluculrural Cumculum 12 Primary Leader: faie lle Manhis Sttondary Leader: Mane McNeal To ensure cducauonal equuy in the tlemeniary and secondary curriculum and progr.am areas (Apphes to enure document~ for page 76, objec11ves I, 2, 3. 4.) To collahora1e with the PCSSD and 1he NLRSD 10 promote multtcuhural ac11vi1ies and cumculum development. (Apphes only to page 76 ob1cc11ves I 2 3 4.) Objccthts Slralrglrs Bcclnninc Dale Complclion Date RtsponsiblUty 5.5 ldentiry currku1wn commltlte mtmbtn  nd 07/01/94 (06/30/95) Assoc Supt for contract for srnkts: EducaUonal Programs I ~ llealth/Scknce 5 - Musk 14  Read.inc/Language Ar1s 3-A,t 4  Social Sludks ..!. Llbnr~ 38 5.5 (All core curriculum areas were involved in lhc devclopmen1 or guides) 5 5 (Curriculum areas revised ,.ere: Reading, Langua1e Arts, Social Srud1cs. Math. and Science) A. Aclivity complcted/obllganon mc1 Sec 1993-94 PBD e Mathemaucs curriculum was revised according to 07/01/94 09/ 15/94 s~cc mathematics framework S.6 Obtain mulUc:uttural currku1wn units from 07/01/94 (06/30/95) Assoc Supt for models UHd ln olhtr cltltS Educational Procrams A Acuviiy complctedlobhga11on mtt See I 993-94 PBD 5. 7 Dtvrlop cxpcclatlons for use of local nsourcc 07/01/94 (06/30/95) Assoc Supt ror consuJtant in multicuJtural c:urrkulwn development Educational Procrams A Ac11v1ty complcted/obhgauon mc1 See 1993 -93 PBD January J t. I 995  Evaluallon Criteria 5.5 ldentificallon of commillcc members 5.6 Copies or multlcuJtural materials distributed to cornmilltt members S.7 L~t or expectations Pro11:ram ~q I: Procram N.am,: Program Cod,: Procram Goal: Pl.1n R,r,r,nc, Paa, Number L 70 L 70 L 70 L 70 04 Muhtculrural C'urnculum 12 Primary Ltad,r: Rnision Dalt: EscclleMarlhis To ensure edurnmI ,quOly m the eleni,nta,y nd secondary curriculum and program arm (Applies 10 enllrc document lli!l!! for page 76, obJec11ves I, 2, 3, 4 ) To coll,borte w,th the l'CSSD and 01\u0026lt; NLRSD 10 promote mul11culrural \"\"\"\"\" and curnculum development (Applies nnly tn pa,, 76 nh1ecroves I 2 3 4 ) Sttondary Ltadrr: Mane McNcal Ohj,ctlvu Stra1,11u Btcinnlne Dalt Compltlion Dal, Rtspomibilily 5.1 Sttun lhe 1ervkt1 or sb (6) local ruourn 07/01/94 consuhants lo srrv, on the dislrid wide currkulwn (06/30195) Assoc Supt for kitlopment tommllttt Educational Procnms A Ac11vity complc1cd/obh1a11on mer See 1993-94 POD 5.t Condutt lnstnl(t HSSlon on \"Mtthoch (or 07/01194 (06/30/95) Assoc Supt (or Dtvtlopin1 MuJtkuJtural Ttadlinc Slraltlits,. to lnclude (a) understandJnc lht ralionalc, lrtnds, and Educ.alional coals muhkuJlurI currkulum, (b) dntlopinc  Procnms conctptual framt:ork for muhkullural curriculum, (Curnc:ulum nd (c) fflabUshfn\u0026amp; procedurt'J for denloplnc  Supervisors) mullicuhural cuniculum A Ac11vity complc1cd/obligaoon me1 See 1993-94 PBD 5.10 Conducl task complt:Uon monilorin\u0026amp; u ldt:nllnt:d ln tlmt:line 07/01194 (06130195) Div of Educational Procrams (Assoc Supt for Educa11onal Programs) A Ac11viry comple1ed/obl1ga11on met See 1993-94 PBD 5. 11 Operllonaliu tht currlculwn dnt:lopmtnl 07101194 (06/30/95) Assoc Supt ror tlmtlint: (monthly meelincs \"\"Uh spttirtc datrs dttt\u0026amp;oped in cooperation ,.ilh commillet: mtmbtrs) Educallonal Procrams A Ac:11v1ty complc1cd/obl1ga111,n met See 1993-94 PBD January 31 . 1995 Evalualion Criltrla 5.1 Contract strvicu or consullanlJ 5.9 Participants' wriUtn naluallon S.9 (Original mscrvtce complcccd\nongoin1 inscrncc will ht' documented amd evaluated by participants) S.JO lmpl,mt:nlation of monitoring inslrumt:nt S.11 Ac,nda of each muting Procr:on Stq I: Procram Name: Program Code: Program Goal: Plan Rdcrcnce Page Numbu L 70 L 70 L 70 L 70 Pace: 04 Rnision Datt: Multtcultural Cumculum ll Primary Lndcr: Es1ellc Matthis Secondary Uadcr\nMarie McNeal f To ensure educational equ,ry in the eleme:n1ary and secondary currtCulum and program areas. (Arplies to cntu-:doeume:nt lli!1!! for page 76, obJecuves 1, 2, 3, 4.) To collabor21e with the PCSSO and the NLRSD to promote mutuculrural ac11vi1ies and curriculum developmtn~ (Applies only m page 76 objecti\\es I 2 J 4.) i 'k\n, Objccllvts Slratc\u0026amp;its Bc1lnn.lnc Datt: Completion Date Responsibility 5.12 Review and edit lht comprehensive \u0026amp;uidcs in 07/01 /94 (06/30195) Assoc Supt ror e.ac.h content are.a at each 1radc Incl Educational Procrams A Ac11v1ry compkte:d/obl1gation met Sec 1993-94 POD 5. IJ Type and print aU 1uidt1 07101/94 (06/30/95) Assoc Supt for Educational Procranu A. Activity comple:1ed/obhgat,on met Sec 1993-94 POD B Revised Math, Language Aru and Foreign 08/01/94 08/12/94 Language cumculum guide typed and pnnted 5.14 Conduct lnst:nke for all elementary principals 07/01/94 (06/30/95) Assoc Supt for and teacbtn Educational Programs (Curriculum Supervisors) A. lnservtce provided 10 all K-6 teachers during Pre- 08/IS/94 08/18/94 school Conference Cluster Meeungs for revised Language Arts, Math and Reading Curriculum 5.15 Involve principals and tnchers In ordc.rina'\n07/01/94 (06/30195) multicultural materials from local building bud\u0026amp;ets: .. Make available malerlals cataloaues to 08122194 '\" building level principal, Assoc Supt ror Educational Pro\u0026amp; Elem Teachers Principals b. Order and acquire malcrials based on 08122/94 50ll Principals currkulwn to bt laught 51 January 31 , 199.S Evaluation Criteria 5.12 Implementation or guides 5.13 Guides completed 5. 13 (Guides delivered to schools) 5.14 Agenda 5. 14 (Curriculum implcmen1a1ion) S. 14 (lnservice on revised curriculum is ongoing) S.IS Acquisition of materials S IS (lnstruc11onal matenals represcnung diverse groups will he presem in all st.:hools) l'rucnm Codt: Prnitram Coal: Man Rtfertnct Page Number L 70 L 70 L 72 L 72 I. 72 04 MullK:ulturat Curnculum 12 Primary Ltadtr: Roision Dalt: Estelle Manh1s To ensure cducarn,nal equ11y 1n the clcmcn1ary anJ .sc:cundary curnculum and progrim areas (Apphts ,o entire documc:m ~ for page 76, ob)Ccr,vcs I. 2, 3, 4 ) To cnllaboratc wuh the PCSSO anJ 1hc NLRSO ro promo1c mull1cuhu111I acuvmcs and curnculum dcvclopmcn, (Appltcs only 10 page 76 nbiccr,vcs I 2 3 4 ) Sttondary Mader: Mane McNeal Objttthu Slrateaits Bt1inn.in1 Datt Completion Dale Rtsponsibilily 5. 16 Extend lmenkt lhrouch Khtduled dlstrkt 07/01 /94 loel recular elementary clusler meetlnp (readlnc, (06/30195) A.Hoc: Supt ror lancuace arts, sodal studies, art, and musk) Educational ProgramJ A Curriculum mscrvice exrendcd m 111 curriculum 08/ 15194 ~~ areas 1nd prognms S.17 Host lhru {J) education mcellncs ror parenls 07/01194 (06/30195) Division or o( tltmtntary chJldrtn lo pro\"ide an overview or lht comprthfmive multicultural rurrkulwn ducal Iona I Pr-oerams A Ac11v11y complc:tcd/obhga1t0n mc:1 S\u0026lt;c 1993~94 POD 6. To dtHfop and lmpltmenl  mulUcuhural currlcuJwn for endes 712 07/01 /94 (06/30195) (Pnnc:1pals, (To implement the revised curnculum 712. which 1s Tcachc:rs, Ass1 Supts., SuhJec1 Arca mullicuhural) Supervisors) :OMf ~ET =uEducallonal 6.1 Verify ucond year conlract o( national u.pc,j in muJ1fcuJlural currkulwn ms I A Act1v11y complc:ccd/ohhgac,on met Sec I 993-94 PBD 6.2 In cooperation \"'hh lhc lead consuJtan11 tht l 'D'-'ll~! ~:ET \"' tDivision or Educational Proirams \"\"ill i sue 1 :pl for ~ detailed currkuJwn dcvelopmenl timtline for the nal 1989-90 oi:chool yur, including a checklist for la.st ' completion '\n~t Ill II January 31, 1995 Evaluallon Criteria 5 16 (lnscrvtec on revised curnculum 1s bcmg offered through mmicourses and tKuldmg mcc1mgs during the 1993-94 school yea,) S.17 Program and roster or particlpanls 5 17 (Assessment or ruul11culru~I c:ducauon dunng parcn1 conrerc:ncc:s) 6. (Observation or cumculum implcmc:ma11on during classroom v1s11s/rcacher cunrcrcnces) 6 (hnprnvcmcnt 1n sruJc:nt acadcnuc pc:rfunnancc and asscssmen1 or anuude regarding learning) 6.1 Conlraclual commitmtnl enltrtd into for second )tar (Or James A Banks was used) 6.2 Timtlinc complelcd (Timc:hnc mcludc:d m tJus docunlem 6 .S  6 19J Program Stq I : Program Name: Proiram Code: Program Goal: L 72 L 72 L 72 I. 73 Plan Rtftrenu Pace Nwnbu Page: 04 Rnision Dale: Mulucuhural Cumculum 12 Primary Ltadtr: Es1ellc Matthis Secondary Uadu: Mane McNcal To Cn'-urc cduca11onal cquuy in the elementary and scconJary curnculum and program arus. (Applies to entire document~ fur page 76, obJec11vcs I, 2, 3, 4.) To coll\u0026lt;1hora1c w11h the PCSSD and the NLRSO 10 promote mulnculrural ac11v111cs and cumculum development. (Applies only 10 page 76 oh1cc1ives I 2 J 4.) Objectives Slratccics Bcginninc Dale Completion Dale A. Acu,uy comple1cd/obllga,BNrl ] ~ET 0993.94 POD 6.3 Plan and hold at least ( 0/95) to rttelve sucg:tsllons from t I muJtl-currkuJum and progr A Ac1ivuy complctcd/obl1g111on mcl Sec I 993-94 PBO 6.4 Dcvtlop uptctaliom for ::pftlliJI on mullicultural cu .. Jculwn co II u 11 I ~1:,, A. Acriv1ry complc:11/obligation 'f' Sec 1993-94 PBD 6.5 fdentiry secondary currlculwn commltlff 07/01/94 {06/30/95) mcmbt::.:nctlorstrvc: O 11 'LET :g : ~\n:~:\"'\"' NI . 4 Science 12 Encll\u0026lt;h 12 Social Sludiu 4 Music 4 Art A Ac11v1ry complctcd/obl1ga1t011 mcl Sec 1993-94 POD 53 Responsibility A.uoc Supt for Educallonal Programs Assoc Supe for Educ Prosrams Assoc SupC for Deseeregation Anoe: Supt for Educ Progranu Assoc Supt ror Desesresation Assoc Supt for Educ Programs 12 January JI , 1995 Evalualion Criltria 6.3 Sucgutlons rtteivcd, reviewed, and considt'rcd 6.4 List or upcctations 6 4 (Contracrual agrccmenls wilh curriculum wri1crs) 6.5 Contractual lmplemenlalion for each commilltt: member 6.6 Secure muJlicullur.il curriculum units for commilttt members Procram ~q I: rroiram Code: 1.73 L 73 L 73 L 73 Plan Rtftrto P:.1cr Numhtr 04 Pace: Muh1eulrural C\"'umculum Roision U.1te: 12 Primary Wader: F.s1cllc Manh,s To ensure cJm.:a11on.al c~uny in 1hc clemc:mary and sccun,Juy currn.:ulum and progr~m areas (Applies 10 cn11rc documenc lli9!! for page 76. obJcct1vcs I. 1, 3, 4 ) Tu cullahora1c ,.llh 1hc PCSSO and the NLRSD 10 promo1e muhiculrural ac1w111cs alld cumculum devclopmen1 (Applies only In page 76 oh1ec11vc~ I 2 3 4 ) Secondary l.udrr-: MancMcNcal Ohjrcli\"CS Ph.- t In l\\luJ1icul1ural and lurninc fsod.11 sludits, music, and an) fNccll~ 111 be Jclctcll from 1h1s column) (lmplcnientcd after the lllcn11ftta11on of commmce Okmhcr\\, 6 8l Stratccics 6. 7 Dt11clop uprc1alions ror comuJtant.5 in muJlicuhural cu A Ac11v1ty complctcdlohl1,:a1io Btcinni.ng Date Completion Dale -94 PBO 1992: 11 lcachc:n: =3:1'~1 D 4 musk  art 19'J: 11 lcarMn: J social studJcs 4 musk 'rt A Ac11v1ty comple1cdlubhga1mn me1 6.9 Secure lhe services of ti1h1 (8) C consultants lo stne on lht dislricl \" cu development commllln A Ac11v1ry complclcd 'obllga111m mc:1 6.10 Conduct lnservke S~'lislon or .. Mtlhods for Dt,cloping MufllcuJtural l.urnin,: SlraCD indude (a) underslanding lhe ralionalt, coab: of muJ1lcullural curriculwn and ( Hlablishinc proudurts for de11elopinc mu.llkuJlunl curriculwn 54 Sec I 993-94 POU Rtspomibilily Assoc Sup1 for Educ Programs Assoc Sup: for Educ Programs Supenisor or Social Studies (Supervisor of Social Srud1es, Teachers in idcru,ficd areas, Assoc. Supl) Assoc: Supt for Educalional Procrams Assoc Sopl for Educalional Procrams Supervisor of Social Studies 13 January 31, 199.S Enlualion Criteria 6. 7 Dt\"tlop u:pcclalions 6.8 Rosier of commilltt (Guides for social srud1es, music and an wuh a muhk:ulrural focus will be m1plcmcnted in I.RSD classrooms) 6.9 Conlracl ror senices a1rumen1 enlertd inlo 6.10 Rosier or par1icipan1s Prognm 5-q I: rrocn1n1 Name: Program Code: Program Goal: L 74 L 74 L 74 I. 74 Plan Rderence P.ice Numhu Page: 04 Roision Daft: Mul11cultural Curnculum 12 Primary Leader: Es1ellc Mauh1s Secondary Leader: MarieMcNcal To ensure cduca110nal equity in lht elcmcn1ary and secondary curnculum and program areas (Applies 10 enme document~ for page 76. ubJecuves I, 2, 3, 4.) To collaborate with lhe PCSSO and the NLRSD 10 promote multtculrural ac11v111cs and curriculum development. (Apphei only 10 page 76 ohjecuves I 2 3 4.) Objectives Stratecies A Acuv1ty completed/obligauon mc1 6.11 Conduce last task complttlon monitoc ldeottntd In tlmellnc A Ac11vity comple1cd/obl1ga11on met 6.12 Operationalize the cunlculwn duelopment limeline (monthly) mu.tines ilh speclfk dat dutloped in cooperation with commllltt m A Activity completed/obhga11on met ,. u Review and edit tht comprchtnsln 1uldc ror .. \u0026lt;h \u0026lt;Onl\u0026lt;nl a,\u0026lt;a al .. ch \u0026amp;\u0026lt;I\u0026lt; l,v.l (sodp music, and art) b A Ac1iv1ty complc1cd/obhgauon mc1 6.14 Type and prinl all \u0026amp;uides for social stc musk, and art A. lniual ac11vity complctedlimual obliga1ion met 55 Beclnning Date Completion Date Rtspon.~ibllity Sec 1993-94 POD 07101/94 (06/30195) MP ETE 07101194 (06130195) MP,.ETE Sec 1993 94 POD 14 Janu\nuy 31. 199S Enluation Crilrria 6. to (Onginal inscrvice completed. Ongoing inscrvice will be documc:nted and evaluated by panicipants) , .11 Tasks completed in accordance with llmtline 6.11 Meetings held according to timeUnc 6. 12 (Gutdcs for social srudu:s. an and music wuh a muluculrural focus will be 1mplemc:n1ed in LRSD classrooms) , .n Rui,w and edit cWdes 6 13 (Guides for social srud1es, an and music with a mul1icul1ural focus will be 1mplcmcn1cd in LRSO classrooms) ,.14 Guides lyptd and prinltd 6. 14 (Guides for social snullc:s, art and mu5ic wi1h a multicultural focus will be 1mplcmcn1cd m LRSD classrooms) Procram Stq I: Prn\u0026amp;ram Name: Prueram Goal: Pl:an Rcrercnc, Pact Numbtr I. 74 L 74 L 74 04 Mullteultunil Curnc.u lum Roislon Date: 12 Primary Leader: fa1elle Matthis To ensure educational e\"u,ty m the elemcn1ary and secondary curr.culum ind program areas (Arphcs to enure document~ for page 76, ulijcc11vc5 I. 2. ). 4 ) To cnllahorate wuh the PCSSD ind 1hc NLRSD IO promorc mulltcul1Unl ac 11 v11 1cs and cumculum dcvclopmrn1 (Apphe~ only to page 76 nb1cc11vcs I 2 3 4.) Sttondary Ltadu: Marie McNcal ObjIIYU Strattciu n.11nrunc Date Compltlion Datt Rtsponsibllily B Revised Languaae Ans and Ma1herm1ics guides 07/01194 typed 1nd pnntcd 08/12/94 6.15 Condud inserYkO lo, all secondc 01 I adminlscrton and tudwrs ~ r.~\n\nrmo Assoc Supt ror\nt Educ hocrams i1 ~I A lnserv,cc provided 10 Language Ans, Math ind 08115194 09/30194 Foreign Language .secondary teachers dunn1 pre-school conference and at September cuunc1I mce1m1 ror revised curriculum , .1, lmoln principals and tuc-hcrs in ordtrlnc (07/01190) (06130195) Assoc Sup( for multkw1unl materials from local build.inc bud\u0026amp;tts: (a) Make naUablt malufals calalo11,1t1 lo Educational bufldina Intl principals Pro1nms (b) Order and acquJre materials baHd on currkuJum lo be laughl ,.11 Monitor IM use or curriculum \u0026amp;uida: 07/0 1194 (06/30195) Ptln\u0026lt;ipals Area Supcnisors A Penod1C cumculum mon1tonng being 1mplemenred 08122194 5011 in all con1cnt areas B Eisenhower math and sctcnce spcc,ahsu and the: 07/01194 5011 marh/sc tcncc superv isory siarr monuored schools for lhe use or lhc: malhemaocs and sctcnce CUJTteulum guides ~ 5o 15 Januar) JI. 1995 Enluallon Crlleria 6. 15 Monitorl.nc or lnsuYlcc 6 15 (Guides for social snuhes, an and music with a mullteulrural focus will be implemented in LRSO classrooms) 6.16 Materials purchaRd 616 (lnstruc1ional marcnals represcnung diverse groups will be prcscn1 in all secondary schools) CU7 Sc.hcduJc/Oocwntnlation 6 17 (Obscrvaiion or curnculum 1mplemcnu11on dunn1 classroom v1s11s and reacher conrerenccs) 6 17 (lmrrovemenr in s1ude nt achievement and auuudc 1uward selr and learning) Proiram Stq I : Program Namr: Proir,un Codt: Proenun Goal: Pl:.n Rtfertnu Pagt Number I 75 L 75 L 76 L 76 04 Roision Dalt: Mul11cullural Curriculum 12 Primary Leader: Es1clle Ma11l11s Steondary Ltadtr: To ensure educauonal ec1mry m the elcmcmary and secondary curriculum and program areas (Applies 10 enlire document .ill.I?! for page 76. objectives I, 2, 3. 4.) To collaho r,ue wuh the PCSSO and the NLRSD 10 promo1e mult1culrural acuvmes and curriculum dcvtlopmenc . (Applies only to page 76 nb1ec11ves I 2 3 4.) ObjtclhtS Slratecttt Bt\u0026amp;innin\u0026amp; Datt Compltlion Datt Responsibility 6.18 Ellttnd insuvkt through schtdultd district 07/01194 (06/30/95) Auoc Sup( and Intl rrcular eoundl mtttlncs (rudinc1 EneUsh, Staff ror soclaJ studitt, .Klencc, art, and musk for the Educational secondary ltn:l} Proeranu A Curnculum mservtee utcndcd m all curriculum 08/ )6/94 50l' areas and programs 6.19 Host thrtt (3) cducallon mct:lin\u0026amp;J for parents 07/01/94 (06/30/95) Assoc:. Supt. for of secondary children lo provide an onnlew or the Educational comprthensln: multlcullural curriculum Pro1rams (Content Area Supervisor, Principals) A. Activny completcd/obhgauon met Sc, 1993-94 PBD I. To provide s1arr dnelopment ln the aru or 07/01194 (06/30/95) (Director of Starr mullkultural tducatlon Developmcnl, SuhJeCl Arca Supervisors, Principals} I.I Jointly negollalt ror consullants to provide 07101/94 (06/30195) LRSD Assoc. Sup\u0026lt; iMervlct for lht districls for Educ Procrams 11 (Conduct s1afr development m the area or (Dircc1or of Starr muh1cuhural educauon} Development) 57 16 January 31. 1995 Evaluation Crittria 6.18 Acrnda of mtttings, rosltr of partlcipanlS 6.18 Addi1ional inservice will occur through minicourses and council meetings during 1993-94) 6.19 Program and rosier of participants I. (Mult1culrural strategics will be implemented in schools as assessed by adminis1rarion during classroom observations and teacher conferences) I. (Academic achievement of students will improve as evidenced by repon cards and standardized tests) I.I Conlractual agrremrnl I.I (Rosier of pan1cipan1s} I.I (Multicultural s1ra1egit:s will be implcmt:med m LRSD classrooms as determined by classroom obscrva1ions and 1cacher conferences) Pro,:ram Stq I: Procram Name: Pro~ram Code: Proeram Goal: Plan Rdtrtnce Pa1e Number L 76 L 76 04 Mulhculrural Cumculum 12 Primary Uadtr: Esfelle Manh1s Re, lslon Dalt: Sttondary Le.ader: Mane McNeal To ensure educattonal equity m lhe elcmenfary and secondary cumculum and program areas (Applies lo entire document ~ for p1ge 76, o'1Jecuves I, 2, 3, 4 ) To collahora1e with lhe PCSSO and the NLRSO 10 promote mulucultural 1cuv111es and cumculum development (Applies only to pne 76 objectives I 2 J 4 } Objedlvu Str te1les B\u0026lt;1lnnln1 Dat Compldion Date Responsibility A Tri -O1s1nc1 muluculrural course chlldrcn and Vouch or Afrtcan-Amcncan L11cmurc and Music for 08n5194 25\" the Concemporary Chikr 1s currently bein1 implemcn1cd 8 Tri-d1stnc1 Multiculrurat Cumculum compleced for lirst semesler osn5194 12108194 C. Mul1iculrurat ac11vmes mscrv.ccs and ccachmg styles provtdcd 10 schools during early release, cluster, 08116194 so\" and deJNnment meetings 2. To provide 1ccts:t lo ind Information about mWtkuJlural matrrials to teachus, parents, 07/01/94 (06130195) (PCSSO  Coor for commWUty Mull1Culrur.1I Curr Dev Dir or Library Scrv LRSO  Assoc Supt for Educ Proarams, Supv or Media Scrv NLRSO  Coor or lnscruclional Malen.als) 2.1 Sh.art ruponsfbWty for MulUcuhural Materials 07101194 (06/30195) PCSSD  Coor for Fair lo be hdd annually Multku.ltural Curr 0.v Dir or Library S.rv LRSD -Auoc:Supt for Educ Pro1ranu Supv or Media S.n, NLRSD - Coor ol lnstrucllonal Materials A Media d1rec1ors or the three d1s1rtets planned rair 08125194 12101194 LRSD will hos1 for 1994 9.S school term 58 17 January 31, I 99S Evaluation Criteria 2. (Teachers. parcnts, communuy will have lhe opponunity lo attend Multicultural Materials Fair) 2.1 ScMdult or vtndon 2 I (The Muhicuhural Fair will he: )Oon0y planned by LRSD. NLRSD and PCSSD) Pro,:ram Seq I: rrngram Name: l'roinm Code: rro.:ram Goal: Plan Reference Pase Nwnbcr I. 76 L 76 L 76 Page: 04 Revision Dale: Muh1culrural Curnculum 12 Primary Leader: Estelle Ma11h1s Secondary Ltader: Maric:McNeal To enimrc educatmnal equ11y 1n the clemcmary and secnndary tumculum and program areas (Applies to entire documen1 !!f!1!! for page 76. objectives I. 2. 3, 4.) To collaborate Y.1lh the PCSSO and the NLRSD 10 promoie mullicuhural ac11vmes and curnculum development (Appltcs only 10 page 76 obu:c11ves I 2 3 4 ) Objcclivu Stralcglcs Bcginnin\u0026amp; Dale Completion Dale Responsibility J. To pro\"lde lnfonnalion to starr members on the 07/01/94 (06/30/95) (Director of S1aff availabUity or 1raduale course work In multlcullural Development, education SubJeCt Area Supervisors. Pnnc1pals) B Fair hosrcd by LRS D111\nn1e1 at M L. King school. 12/01/94 12/01/94 J.I Write lelfers lo hutllullons or hicher tducalion 07/01/94 (06/30/95) PCSSD - Coor or ln the area concernin\u0026amp; the need for such courses Instructional Matcriab LRSO - Assoc: Supt for Educational Procrams NLRSO - Coor or Instructional Materlab A Ac1iv1ry complc1ed/ohl1ga11on me1 Sec 1993-94 PBD J.I Promole such courSH lo the staffs or each 07/01/94 (06/30/95) PCSSD Coord of school di.stricl Multicultural 3.2 (Duphca11on or number) NLRSD Coord of Instructional Matcrlab (LRSD O1rec1or of Staff Devt:lopmt:nt. Supervisor of Social Studies) A Ac11v1ry complc1ed/obhga11on met Sec 1993-94 PBD 59 18 Janu.:ny 31. 199S Evaluation Criteria 3. {Mul11culNral s1ra1eg1c:s will be implememed m schools as assessed by admm1s1ra11un dunng classroom observauons and teacher conferences) J.I Lttltrs on me 3.1 (The number of teachers enrolled m mulricuhural courses will increase) J .I Promotional lnslrumenu me 3.2 (Ouphca1ion or number) 3.2 (The numher or 1eachc:rs enrolled in multicul1ural courses will increase) Procram ~q I: Program Name: Procram Code-: Ptan Reference Pace Nwnhtr I. 76 L 76 {M Rolsion Date: Muh1eulnm1I CurrK.ulum 12 Primary Uader: Es1el1c Manh1s Stcondary Leader: Mane McNcal To en\\urc cducauunal c4u1ry in lhc elementary anJ scconduy curriculum and program arcas (Applies 10 entire document ms.I!! for page 76, ohJCCll\\tCS 1, 2, 3, 4.) To collaborate ,..llh the PC'SSO and lhc NLRSD 10 promore muhM.:ulNral ac11vmcs and curriculum development (Apphcs only 10 page 76 nh1cc11ves I 2 3 4 ) Objtttlu Slrateclu ll\u0026lt;\u0026amp;innln1 o.,. Completion Date Rcsponslbillly 4. To fn,-csligale tM posslbililies or cooperatinc on strale\u0026amp;iH lo acquaint starr and communitiH with 07/01/94 (06/30/95) (PCSSD Coor of muJtkuJtural education Mull icuhural LRSD Assoc Sup1 for Educational Programs NLRSD Coonl of lns1ruc11onal Materials) 4 .1 Med lo disc-Ids pos.slbilflle.s of stmlnart, 07/01/94 (06/30/95) PCSSD Coor or symposiums, or olMr ac11,-1ucs lo promole MullkuJtural muJtkuhw-11 education amon\u0026amp; the thrtt di.strkts LRSD Assoc. Sup\u0026lt; 4 I (Plan, schedule, advertise and 11nplcmcn1 strategtes) for Educational Procrams NLRSO Coord or lnstrucllonal Materials (01rec1orof Commumcarions. D1rtc1or of Staff Development) A Mel, shared ou1hnc of goals for year Wro1e Tri 09/13194 10/24/94 01s1ric1 grant for classroom management workshop 2nd gram wriucn for d1sc.1phne procedures workshop 8 Staff dcvclopmcm courses planned ant.I hstcd m the 07/01/94 I0n/94 1994 -93 LRSD SLiff Devclop1ncn1 caraloguc/calendar C Mul11cultural workshop pl.anncd and conducted 11/10/94 I Ill 1194 durmc AEA Convenuon D llcahng Racmn workshop collaborated by the J d1slnc1s ant.I U1c c1ry u( L111lc Rock and 1s currently bcmg conduucd 07/01/94 20,r, GO 19 January 31. 1995 Enluallon Criteria 4. (Muluculcural cduca11on s1ra1egics will be used in LRSD classmoms H deccrmmcd by classroom obscrva uons and 1cacher conferences) 4 (As.scurncnc or commum1y d1.scusjt0n/confercnccs. rcedback from debriefing or muluculrural education) 4.1 Minutes or mutina 4.1 (Three collaborauve ac11v11ies will be held 10 infonn staff ant.I communiry about mul11cuhural activities) Program Stq I: Program Code: Program Goal: Phrin Rererence P:.11e Number I, 77 L 77 I. 77 I. 77 I, 77 Page: 04 Revision Date: Mult,culrural Curriculum 12 Primary Leader: Es1ellc Mauhis Secondary Leader: MarieMcNeal To ensure elluc111onal equ11y in the elcmc:ntary and secondary curriculum and program areas (A pplies to entire document~ fur page 76, ohjcc11vcs 1, 2, 3, 4.) To collaborate with the PCSSO anJ the NI..RSD lo promote mul11culru111l ac1ivi1ics and curriculum development (Applies only 10 page 76 ob1ec11ves I 2 3 4.) Object ins SCrateciu Bf:\u0026amp;lnnin1 Date Completion Dale Re.spomibilily I. To enhance educational equity In lnslrucHonal 07/01/94 (06/30/95) (Curriculum methodolol)' and leacher/sludenl lnteracllon Supervisors, Cumculum Specialises, Principals) I.I Ruearch and share dfcctlve Jnstructlonal 07/01/94 (06/30/95) Content Area strate1lu at resularly sc:heduJed coWKil  nd Supe:rvlsors procram area mee:tlncs A EHeclive 1ns1ruc1t0nal s1ra1cg.c:s researched/shared 08/15/94 50\" at pre-school conference, council mcelings and program area mecungs B. Math manipulative were presented 10 compensatory 07/01/94 09/29/94 education math teachers from the secondary schools. I .2 Purchase sdenct supplies for leachtn to 07/01/94 (06/30/95) Supvs of Spttlfic facilitate the bands-on scienct pproacb Content Arns A Sctencc supplies were ordered for the schools, bids 07/01/94 50\" for a larger order will be ob1amcd durutg the next quarter 1.3 PurchaK math manipulative for teachers to 07/01/94 (06/30/95) Supvs of Speclnc facilitate hands-on math instruction Conlenl Areas A Math mampula11vc were ordered and furni shed 10 07/01/94 50\" teachers who comple1ed Math Crusade and K-4 Crusade 1mmng 1.4 Purchase RtJ of trade books for teachers lo 07/01/94 (06/30/95) Supvs of Specific fadlilate the emphasls on Uleralure and the Content Areas wholeness of lancua1e approach 61 20 . January JI, 199!5 Evaluallon Criteria I. (Assessment or insuuchon/leacher student in1erac1ion dunng classroom/school observation and conrcrencc) I. (Increase in student achievement) I.I Documentation within the Divlslon of Educallonal Programs I.I (Assessment of implementation of insuuctional strategics through classroom observations and ceacher cunfcrcnccs) 1.2 Materials purchased 1.2 (Hands-on science activities used m O1s1nc1 classrooms) 1.3 Materials purcha~d 1.3 (Manipula1ivc arc used in D1S1ric1 math classrooms) 1.4 Matrrials purchased 1.4 (Whole language 1s used in Dis1ric1cl,1ssrooms) Program~ I: Procram Name: Program Code: Pro5tram Goal: P1an Rderenc, Paec Number L 77 1. 77 L 77 Page: 04 Revision Dale: Mul11culrural Curriculum 12 Primary Loder: Estelle Manh,s Secondary Leader: Mane McNeal To ensure educational equ11y in the elementary and secondary curnculum and program areas (Applies 10 enlire document~ for page 76, objeclivcs I. 2, 3. 4) To collaborate wuh the PCSSD and the NLRSD 10 promote multteulrural acuv111es and curnculum development. (Applies only 10 page 76 ob1ec11ves I 2 3 4.) Objtcllns Stralc\u0026amp;lts 11,linnin\u0026amp; Dalt Complelion Date ResponslbiUly I .S Provide lnK\"k' for m:tnc malcrlall klenllfitd 07101194 06/30195 Supervisors or In l.2, 1.3, 1.4 Specific Areas (Curriculum Specialists, Principals) A Math Crusade and K-4 Crusade classes are bein, 07/01194 so\" held for D1s1nc1 1e1chers 1.6 Identify nttds or luchers ror improved delivery 07101194 (06/30/95) Principals, or i.rutructlon usin\u0026amp; student data, principal Teachers, and recomm,ndallon, school hnpro.-c.ment plans, and Conlent Arc.a lc.acher quesHonnalrtt as the basis ror decision Sup,colsors m11kin1. (Ruource: LRSD Re.source Sc.arr Doc.lopmcnt Guide) 1.7 Submit lhe ln.wr\\'kc needs to the: Starr 07101194 (06130195) Prlndpals Dcnlopnnnt Dcpar1mc.nt A Leaming styles and culrural diversity - Wakefield 08110194 25\" Sclf-cs1eem Phontcs Equity Gutdclmcs - Baseline, McDcnnon, Bus drivers B lnscrvtCe needs submined and course offenngs 08/16194 so\" llsled m 94-95 Staff Development catalogue. 62 21 . January 31, 1995 Evaluation Criteria 1.5 Docwn,nlatlon or participants 1.5 (Desired instructional stralcgics art: being 1mplcml.!nted in D1s1nc1 classrooms as assessed through classroom observations and !cacher conrercnccs) 1.6 Observation or instruction 1.6 Disaeerecallon or data 1.6 (Individual Improvement Plans, IIP 's, renec1 iden11fied needs of teachers) 1.7 Sc.arr dnclopmcnt documentation (Needs identified in school 1mprovemcn1 plans) Program Seq I: Program Namt: l'rocum Code: Program Coal: Plan Rdcnnn Page Nwnber I. 78 I. 18 L 78 I. 78 L 78 04 Muluulrural Cumculum 12 Primary Leader: Eslellc Mat1h1s Page : Rtvlslon Dalt: Secondary Leader: Mane McNcal To ensure e\\Jucattonal equity in the elementary and secondary curriculum and program areas (Applies lo en1ire documcnl ~ for page 76, ohJcct1vcs I, 2. 3. 4) To collaborate wnh the PCSSO and 1hc NLRSD 10 promote mull1culrural acuvmes and curriculum development (Applies only to page 76 ob1cc1ivcs I 2 J 4.) ObjH'liYff SlnltClts Bt\u0026amp;lnnin\u0026amp; Dalt Compltllon Dalt Rtsponsibllily 1.8 Schedule 1uchtr1 as kltnllfitd for the 07/01 /94 (06/)0/95) Starr Otvelopmenl appropriate lnsuvke Dtpartment A Placement is based on teacher rcqucslS and 07101194 50% adm1nis1ra11vc rccommcndauons 1.9 Monitor lht luchcrs use or effccllve 07/01/94 06/30/95 Supenlsors or lnstrucllonal and classroom management stralt\u0026amp;lu specific areas (Principals) A Teacher use of cffccuvc 1ns1ruc1ional and 08/15/94 50% clusroom management s1ra1eg1es is momtorcd through classroom obscrv11ions 2. To incorporate multicultural materials lnto the 07/01/94 (06/30/95) (Supervisors of lnslruc-tional pro1rams Specific Areas: CurrK:ulum Specialists, Principals) 2.1 Review and assess approprialc muJtlcuJtucal 07/01 /94 (06/30/95) Supenison or materials speclnc areas {Curriculum Spccialis1s. Pnncipals) A lmtial act1v1ry complctctihmt1a\\ obhgalion met Sec I !193-94 PBD B Penod,c review of appropnacc mult1cul1Ur1I 07/01/94 50% ma1erial library coll!Juc1cd 2.2 ldenllfy and succest multicultural material lo 07/01 /94 (06/30/95) Supcnlsors or be purchased at local school Juel by conlent and spectnc areas crade (Curriculum Spccial1Sts. Pnnc1pals) 63 22 January 31. 199.S Evalualion Criltria 1.8 Starr development docwncntalion 1.8 (lnsuv1ce will be provided that addn:s1ocs the needs of 1eachcrs as Klcntified in the school improvement plan) 1.9 (Asscssmenc of implementation of strategics through classroom obscrvaunns and teacher conferences) 2. (Observe 1mplcmcntation of materials a1 1cacher conferences and during classroom visits) 2 I (Mul1icultural materials used in Dimic1 classrooms) 2 2 (Tulcs/descriptinn or materials forwarded m schools) Procram Stq I: Procram Name: Program Code: Procram Goal: Plan Rerennct Pace Nwnbtr I, 73 L 73 L 73 L 78 L 73 04 Pace: Muhicultural Currteulum Rrvlslon Dalt: 12 Prbnary Uadu: Estelle Mau.his Secondary l.Aader: Mane McNeal To ensure educa 11onal equlfy in rhe elementary and secondary curnculum and program areas (Apphcs to en11re llocumen1 ~ for page 76, oti1ec11vcs I, 2, 3, 4) To collahonte wnh the PCSSO and the NLRSO 10 promote muhicu llUral 1c11v111es and cumculum development. (Applies only 10 page 76 ob,ecuves I 2 J 4.) Objtt1iYU Str11rclu 11,\u0026amp;innlnc Dalt Compldlon Dalt Rtspomibility A Jm11al 1cuv1ry complc1cd/m111al obl1galt0n met See 1993-94 POD 0 Multicultural ma1cnals Klcn11fi1 and su11es1cd fo r purchase periodically 08/15/94 50\" 2.l SdttduJt: workshops on UR or maltrials (hut 07/01194 (06/30/95) pproprlale) Supuvlsors of specific areas (Cu rriculum SpccialiSls, Principals) A Jni11al ac11v1ty comple1cd/in111al obhga1ion met See 1993-94 POD 0 Appropnatc workshops scheduled periodically on use or multicultural materials 08/15194 50\" 2.4 MoNlor tht l.l1f of appropriate muhkultunl 07/01194 (06/30/95) Supenrisors or materials speclnc areas (Cumculum SpccialislS, Pnncipals) A Use of apprnpnate mul11c:ulrural materials beina monnored periodically through cllSsroom observauons 08/22194 50\" and teacher conferences J . To lmpltmtnt orcanizatlonal pr1ctlcts that totW tnhanct: Nlucalional tquily 07/01/94 (06/30/95) (Assoc. Sup1., Assisi. Supt. , Principals, Teachers) 3. 1 Provide lrac:btrs with traln.htC for cfTtctlve in 07/01 /94 (06/30/95) Supervlson of clan croupin1 sprcinc artas l.2 Monitor lmplt.me:nlatlon or str11e:1le.s lhrough 07/01/94 (06/30/95) Supulson or cla sroom 1-lsllations and Cttdbark In foUowup work.shops sprcinc artas 61 23 January JI. 199.S Enluallon Criteria 2.3 (Catalogue lis1ings) 2.J (Mulr1cultural materials uscll m 01s1ric1 classrooms) 2 4 (Classroom obscrn11ons/ !cacher conferences rcflcc1 use or multicul1ural matcnals) (3. Educattonal prognms in LRSO have equitable pante1pat1on and success by all srudcnts) 3 I (Gmuping pr1c1icc:s arc equitable m LRSD classrooms) J.2 (Assessment of classroom obscrva11on) Procram ~q I : Proitram Name: rrogram Code: Proiram Goal: l'lan Reference Page NwnMr L 78 L 78 L 79 L 19 L 19 L 79 04 Rol~ion Dalt: Multtcul1ural Cumculum 12 Primary l..tader: Estelle Manhis ~condary l..tader: MarieMcNeal Tu ensure cduca11onal equil) m lM elementary and secondary currtculum and program areas. (Applies 10 cn11re document llim! for page 76, objcc11ves I, 2. 3, 4.} To colla borate with the PCSSD and the NLRSD 10 promo1e mul1iculNral activities and curriculum development. (Apphes only lo page 76 ohjecrives I 2 3 4.) ObjecllYts Strateglu Beginnln\u0026amp; Date Complellon Date Responsibility 3.3 Roiew placement criteria for enrichment/ 07/01194 (06/30/95) Assoc Supt of honors and adY1nced placemc.nt classes EducaUonal Pro1rams A Act1v1ty completcll/obhgauon met See 1993-94 PHO 3.4 Provide 1uppor1 to principals In monJtorlna tht. 07/01194 (06/]0/95) Assoc and Asst distribution or Jtudcnt11 ln higher loci courses to Sup\u0026lt;s anus sender and race equity A Suppon g1Yen 10 principals through periodic s1aff 08/18/94 50\" development and conferences 4. To cmurr increased educ:atlon:al eqWly Ou-ouch 07/01194 (06/]0/95) insenkt trainln1 4.1 Rc.rcr to actMtlt1 oullined in Items 1 ,2 - 1.4 07/01/94 (06/]0/95) Supervisor or abon specific: areas 4.1 (P\\Jn:hase science supplies, malh manipulatiYe, 1radebooks) A Hands on science materials purchased. 07/01/94 50\" S. To ensure equily in lhc scltction and use or 07/01/94 (06/]0/95) (Assoc Sup1 of ltxlbooks Curr., Subject Arca Supervisors, Teachers, Principals) 5.1 Inventory and assess current tutbook., ror 07/01/94 (06/]0/95) Supenlsor or multicultural presence speclnc arras A Elementary science 1cx1hou ks mventoned and 07/01/94 12/01/94 assessed dunng curren1 adop11on pcnod 65 24 January JI . 1995 Euluation Criteria ] .] (Placement practices in LRSD classrooms will increase panic1pation of hlack srullcnts in GT/Honors/AP classes) 3 4 (Classroom obscrva1inn of student enrollment and enrollmcnl reports to central office will reflect equitable dis1ribu1ion of gender and race) 4. (Educa11onal programs in LRSD have equitable pan1cipation ant.I success by all students) 4.1 (Updated multiculrural materials m schools) 4.1 (Enrollmenl/implemcn-tauon of staff development courses) 5 (Critcna chccklist 1hat includes mul11culrural and sex/ race bia s- free factors is used to select tcx1books) 5.1 (Criteria checklisc for 1cx11)ook sclccciun) rroiram Stq I: Progum Namt: Pro1tram \u0026lt;.\node: Procram Goal: P1an Rderrncc Page Number I, 79 L 79 L 79 L 79 L 79 04 Roislon Datt: Mulucullural Curriculum 12 Primary Ltadrr: Es1clle Manh1s Secondary Ltadtr: Mane McNcal To ensure educattonal equuy in the ekmen1ary and secondary curnculum and program areas (Applies 10 enurc documcnl ~ for page 76. ob1ec1ives I, 2. 3, 4) To collahora1e with the PCSSD and the NLRSD 10 promote mulucultural ac11v111cs and curriculum development (Applies only 10 page 76 oh1ec11ves I 2 3 4 ) Objcclivts Stratccits Bt\u0026amp;innin\u0026amp; Dalt Completion Dale Responsibility 5.2 ldentiry the ddkiencies uisline in current 07/01194 (06/30/95) (Curriculum tutboolu: supe,...isors. Teachers) A Deficicnctcs tdent1recd in elementary JCicnc.e 07/01/94 12/01/94 IUlboolcs New 1e1boolcs sclec1cd thal prescni a greater muluculrural presence. 5.J Stittt and purchaH resource malerlals lo 07/01/94 (06/30/95) (Curnculum replace or supplemenl areas of deficiency supervisors) (Media specialisu) (Pnnc1pals) 5.4 Pro\"ldr tralnin\u0026amp; for use or suppleme:nlal 07/01/94 (06/30/95) (Cumculum materials supervisors) 5.5 Monflor teacher lmplt:mentaUon of lht use of 07/01/94 (06/30/95) Principals and multicultural lu:U/malerials ln the curricula Content Arn Supenisors A Implementation or teachers use or multicultural 08/15/94 50\" teu/matenals being monuored penod1cally 5.6 Develop a chttklisl for stltctlon of new 07/01/94 (06/30/95) Conlenl Area lnlboob durlnc lhe adoption cycle lo fa\nThis 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 Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1149","title":"Little Rock School District Program Planning and Budget Document for Non-Desegregation Programs, Planning, Research, and Evaluation Department, Volume II","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1995-02-24"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School improvement programs","School integration","Student assistance programs","Office of Desegregation Monitoring (Little Rock, Ark.)","Education--Finance"],"dcterms_title":["Little Rock School District Program Planning and Budget Document for Non-Desegregation Programs, Planning, Research, and Evaluation Department, Volume II"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1149"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["120 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nSecond quarter status report, 1994-1995\nexhibit 1\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nVOLUME II LITTLE ROCK SCHOOL DISTRICT 1994-95 SECOND QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT FEBRUARY 24, 1995 FEB 2 4 1995 01 8 1 D EXHIBIT I School Support Cluster  Office of Desegregation/Student Assignment  Staff Development  Library/Media  Computerized Transportation  Data Processing  Safety and Security  Teacher Recruitment  Educational E.quity Monitoring  Commitment to Desegregation/Leadership  Summer School (Jnterdistrict)  Summer Leaming Program - JTPA  Contingency  Facilities  Guidance/Counseling Program Leadership  Employment Practices  Bidding Practices (Procurement) 483 Progrm Seq I : 20 Program Nm: Program Cock: Program DHcriptlon: Ditrlct Goal Support: Program Goal : VTD ExpendlturH : LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Revialon Date: February 3, 1995 Office of Oeaegregation/Sludent Assignment 06 Primary leader: Dr. C. Russell Mayo, Jr. Sacondery leader: TBA The Office of Desegregation Is charged with monitoring the implementation of the Desegregation Plan which includes the appropriate assignment of students to school1. The capacitiea of the elementary area schools are determined in accordance with Arkansas accreditation standards which have the following limits: Grade: Kindergarten First-Third Fourth-Sixth Ma,cimum Number of Students Per Class (Average) 1.Q ll ll Maximum Number of Students in Any Class l 1 1! The overall racial compo1ition of the elementary eree school and the space available for recruitment at those schools depend upon the number of students who enroll in Incentive and lnterdistrict Schools . The Initial racial composition of the Incentive Schools is expected to be predominately black. It is expected that at least 600 black LRSO students will attend lnterdistrict Schools. Ensure 1het equity occur in all phases of tchool activitiea and operations To implement a student assignment procest thet is consistent with the approved Desegregation Plan L 139 SSl 1,645.41 $108,505.23 Jtd Otr Expend: FTE 13.0 9214,702.20 $108, 196.97 4th Otr Expend: 48J Program Seq #: Program Name: Program Code: Program Goal: Plan Reference Page Number L 139 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT 20 Otfu of Desegrega110n/Student Assignment 06 Primary Leader: Or C Russell Mayo To mp~ment a student assignment process that rs consistent with the approved Desegregation Plan Objectlvn Strategies (1 0 To mplement magnet school asslgments) t 1 Magnet Schoots - The assignment process to (onginaij magnet schools w1ff not change under lh,s Plan 1 2 Monitor Student Assignment and enrollment at Magnet Schools A. Student assignments are revtewed on a weekfy basis B Wart,ng lists ire reviewed in order to till vacanaes (2 O To mplement 1nterd1stnd school assgnments) 2 1 lnlerd1strtet Schools - LRSO and PCSSO agree to establtsh interdrslnct schoots as descnbed tl'l the lnlerd1slr1C1 Desegregation Plan A Stx 1nterd1slnct schools have been estabhshed (3 O To implement elementary area school assignments) The total ca12acrt:i of the elemenla!X area schools ,s 9 678 4'.Jd Secondary Leader: Beginning Complellon Date Date 07/01194 06/30195 07/01194 06/30195 07/01194 06/30/95 07/01194 50% 09/30194 70% 07/01194 06/30195 07/01194 06/30195 07/01194 12/2119 07/01194 06/30195 Page: Revision Date: February 1, 1995 TBA Responsibility Evaluation Criteria Assoc Supt for 1 O Assignments are consistent Oesegregahc\u0026gt;n with the Desegregation Plan as evidenced by an annual review of assignment data Assoc Supt for Desegregation Assoc Supt. for Desegregation Assoc Supt for 2 0 Assignments are consrstent Desegregation with the Desegregahon Plan as evidenced by an annual review Assoc Supt for of assignment data Desegregatton Assoc Supt for 3 0 Assignments are consistent Desegregahon with the Oesegregahon Plan as evidenced by an annual review of assignment data Program Seq I: Program Name: Program Code Program Goal: Plan Reference Page Number L 139 20 Office of Oesegregahon/Student Assignment 06 Primary Leader: Dr C Russell Mayo To mpk!ment a student assignment process that Is consistent with the approved Oesegregat10n Plan Objectives Strategies 31 Students will be assigned to the elementary area schoots by attendance zones A Elementary area school sludenls assigned 3 2 The elementary area school attendance zones are drawn to estabhsh a raclat balance at each school of 55 percent black and 45 percent white w,th a variance of 5 percent The recruitment of white students to elementary area schools may tf'ICfease the percenlage of white students at these schools, but no school shall have a racial compos,Uon of greater that 60 percent white 3 3 Students presently assigned lo elementary area schools wlll be given the option to remain In these schoots (grandfathe,ed) A Targeted students were notified of opt+ons 3 4 After grandfathered students have been assigned . students in the attendance zone will be assigned lo the elementary area schools A Students are ass'9ned and notified of assignments to attendance zone school 3 5 If there Is no space available at a student's zoned school or If assignment of the student to the school would pul the school out of comphance w1lh racial balance requirements, the student will be assigned to the dosest school with capacity whteh meets racial balance requirements A Students are reassigned and notified 4 fl :1 Page: Revision Date: February 1, 1995 Secondary Leader: TBA Beginning Completion Responsibility Evaluation Criteria Date Date 07/0119  06/30195 Assoc Supt for 3 1 Enrollment Data Oesegregahon 07/01194 10/ 18194 07/01194 06/30195 Assoc Supt for Oesegregat+on 07/01194 06/30195 Assoc Supt for 3 3 Student requests to remain Desegregation In area schools are granted 07/01194 06/30195 Assoc Supt for 3 4 Attendance zone students Desegregation are assigned based on available seats. 07/0119  09/20/94 07/01 /94 06/30195 Assoc Supt for 3 5 Students are reassigned in Desegregation accordance w,th Oeseg Ptan 07/01194 09/2019  Program Seq #: Program Name Program Code Program Goal Plan Rererence Page Number L 148 20 Otf,ce of Desegregahon/Student Assignment 06 Primary Leader: Dr C RusseN Mayo To mplement a sluden1 assignment process that ,s cons,stenl w,th the approved Oesegregahon Plan ObjecUves Str31legies 36 The elementary school zones wlll provide  feeder pattern for etementary students going lo Jun10r high school sludenls goong lo high school 3 7 Students in elementary area school zones wtll be g,ven the opbon to select an incenllve school ( 0 To lmpJement incentive school assignments) The caea~ of the W'lcentrve schools IS 2 558 41 Each lnoentrve school will have an attendance zone that encompasses the neighborhood around the school (prn,ary attendance zone)  2 Students presentty assigned to ,ncent,ve schools w,H be given the ophon 10 rema1n In these schools (grandfathered)  3 Aner grandfathered students have been Identified and assigned. students in the prmary attendance zone w,n be assigned to the lncentrve schools A Students were assigned as space was allowed   AN 111centJve school students w,n have the opl10n to be ass,gned lo an elementary area school to be selected by LRSO ,n accordance with desegregahctn conslderat10ns 4 !] .! Page: Revision Date: February 1 1995 Secondary Leader: TBA Beginning Completion Date Responsibility Evaluation Criteria Date 07/01194 06/30195 Assoc Supt for 3 6 A feeder pattern is Desegregabc\u0026gt;n established for the organizahonal levels 07/01194 06/30195 Assoc Supt for 3 7 Options were granted m Oesegregahon accordance lo assignment plan 07/01194 06/30195 Assoc Supt for  O Incentive School Desegregation Assignments are made 10 accordance with the Oesegregat10n Plan requwements 07/01194 06/30195 Assoc Supt for  1 School zone maps Oesegregat10n 07/01194 06/30195 Assoc Supt for Desegregation 07/01194 06/30195 Assoc Supt for  3 Enrollment data\nschool Desegregat10n zone maps 07/01194 98% 07101194 06/30195 Assoc Supt for   Enrollment data Desegregat10n Program Seq#: Program Name\nProgram Code: Program Goal: Plan Reference Page Number co 194 co 194 20 Office of Desegregation/Student Assignment 06 Primary Leader: Dr. C Russell Mayo To implement a student assignment process that is consistent with the approved Desegregation Plan Objectives Stralegies A. Elementary desegregation transfer applications processed. 4 .5 In order to assist in meeting the desegregalton requirements, a certain number of seats for black and white students will be reserved for each prekindergarten and kindergarten class. The seals reserved for white children shall not remain ~ermanent!:1 vacant if unfilled. Sufficient time should be alk\u0026gt;wed for limel:t vigorous and sustained recruitment efforts before filling these seats. A. Seats are reserved until judge releases. B. Assignments are monitored to ensure acceptable racial balance. 4.6 The incentive schools wilt have a maximum {!U{!ivteacher ratio of 20 to 1. Page: Revision Date: February 1, 1995 Secondary Leader: TBA Beginning Completion Responsibility Evaluation Criteria Date Date 07101194 50% 07101/94 06130/95 Assoc Supl, for 4.5 Reserved seats are Desegregation available by race for pre kindergarten and kindergarten students. 07/01194 06130195 07101194 09120194 07101194 06130195 I ', Program Seq # Program Name: Program Code: Program Goal: Plan Reference Page Number co 19 20 Otr,ce of Desegregahon/Student Assignment 06 Primary Leader: Or C RusseN Mayo To mplement a student assignment process thal rs cons1Sten1 wrth the approved Desegregahon Plan Objectives Strategies  7 There may be more than 20 students E!!r classroom however there w,U be an aide tn each class and e\nossible a second teacher in those classes 4 8 Assgn students with sens,t,v9: to the relahonsh!l! between (\n!lacement stabt19: and academe (!r~ress as weU as the need lo measure the mead or incentive er2:9rams or student achrevement 4 9 Student assgnment erocess must be the resul of caretu~ coordinated decmon-making The incentrve school staffs and the LRSD deeartments reseonslble for desegregation student recruitment and ass!gnment and (\n!lannlng and evaluahon must assess the short-and long-term academe and social mead of any antgated student reass!gnments 4 10 The drstnc:t must be able to demonstrate that the investment has eald the exeected drvidends for chttdren if not1 changes must be made gutek~ before ch1kfren are k\u0026gt;st ak\u0026gt;ng wrth the settlement money 49 Page: Revision Date: February 1, 1995 Secondary Leader: TBA Beginning Completion Responsibility Date Evaluation Criteria Date 07/0119  06130195 07/0119  06/30195 QllQ!fil 06130195 ~ 06130195 Program Seq I : Program Name\nProgram Code: Program Goal Plan Reference Page Number 20 Office of Oesegregalton/Student Ass.gnment 06 Primary Leader: Or C Russell Mayo To rnplemenl a student assignment process that ,s consistent with the approved Desegregation Plan Objectives Strategies 4 11 When making student assgnments kee12 in mind that there es a relahOnsh!e: between double funding and enrollment f!gures that re2resents the greatest return on investment The d1stuct is bound lo kee12 its 12ledge lo double fund each tncenhve school for SIX :iears or as long as the school maIntaIns an enrollment above 80% black D1Stnct must also kee12 in mind that the incentrve schoots educate on~ a small ~rt,on of the ciass that 2revailed in the desegregation lawsud Ensure that a 12ort10n of the 1ncenhve school funding fulfilts the 12lan's commitment lhat \"the chltdren who are tn rac.all:iisolated settings are 12rovded meaningful 0122ortunl11es for desegregated ex12enences/actrv1ties \" 4 12 The District Is obl!9aled to reserve 40 to 50% of seats In the lncenlrve schools at the kindergarten level for whrte students A. Seats were reserved B Court order released seats  seats filled. 49::\nPage: Revision Date: February 1, 1995 Secondary Leader: TBA Beginning Completion Responsibility Evaluation Criteria Date Date 07/01/94 06/30/95 07/01/94 06/30/95 4 12 Enrollment Data 07/01/94 10/15/94 07/01/94 97% Program Seq # Program Name Program Code Program Goal Plan Reference Page Number 20 Office ot Oesegregahon/Sludent Assignment 06 Primary Leader: Or C Russett Mayo To rnplement a student assignment process thal IS cons,slenl with the approved Oesegregahon Plan Objectives Strategle, 4 13 With regard to reserved seating at N'lcentrve schoots the court Indicated that the eart~s reeresentahons to the Eghth Circuit regutred that a target racial balance at tncentrve schools be 50% of each race at least '\" the erek1ndergarten and ktndergarten levets It stated that lhtS eroeort10n IS lo guide the Dtst,ict in the number of seats whteh are klIha~ reserved for ere kw,dergarten and kindergarten students The court \"reluctanttt alk\u0026gt;wed seals reserved for white students lo be released after a reasonable f\n!!nod ontt rf hrne!Y\nvgorous and sustained recruitment efforts to fin the seats wrth white chtkfren were unsuccessful The cour1 staled that recruitment efforts must be thorough!:! documented bi the District to the exlent that the cour1 can detenmne that the ert~s are dtlgenttt t!):ing to recruit white students to the incentrve schoots before releas,ng ani reserved seats The court encourages the eart,es to rn12~ment an~ add1bon1I recruitment measures that woukf ad desegregat10n of the incentrve schools as a whole With regard to eued--teacher ralta the court ordered the maxmum indrvdual classroom enrollment at incenlrve schools would be as follows 18 sludents In four ~ear okf ciasses as agreed bi the eart,es 20 studenls W1 k,rider:9arten 23 students Nl grades 1 lhrough 3 25 sludents in grades 4 through 6 In additKJn the court ordered that lhere be at least one full hme 1nstruciKJnal aide f\n!!r incenhve school classroom Ill those schools where ani classroom contains more than 20 students Page: Revision Date: February 1, 1995 Secondary Leader: TBA Beginning Complelion Responsibility Date Evaluation Criteria Date 07/01194 06130195 Progra\"m Seq #: Program Name: Program Code: Program Goal: Plan Reference Page Number L 140 L 140 20 Offtce of Desegregahon/Studenl Ass19nment 06 Primary Leader: Dr C Russell Mayo To implement a student asstgnment process that is consrstent wrth the approved Desegregat10n Plan Objectives Strategtes (50 To implement Oesegregahon Transfers} 5 1 Junior and senior high school students may transfer to another school as long as lhe reassignment allows both the sending and recerving school to comply with the desegregation requirement and a seat is available The minimum black percentage IS 25 percent below the distrtctwlde percentage of blacks in grades 7-12 The mtnimum and maximum black percentages constrtule the desegregation requirement (for acceptable range) for a desegregation transfer The desegregat10n requirements In secondary schoots ts that al schools wlll remain within a range of 12 1/2 percent above lo 25 percent below the d1stnctwtde percentage of black students at each organizal10nal level (1 e , high school and junior high school) 5 2 Elementary students may transfer to an 1ncenhve school only tf such a transfer enhances desegregation at the incenlrve school Oesegrega110n transfers will be granted to elementary area schools that are difficult to desegregate A Requests for transfers were reviewed/approved In accordance with criteua 5 3 A student may make two desegregation transfers at each organtZallonal level (pumary, 1ntermed1ate, jun10r or sen10r high school) The purpose of the second desegregat10n transfer 1s lo allow a sludent lo return to his or her previous school assignment A Requests for desegregahon transfers are rev.ewed to ensure compliance 497 Page: Revision Dale: February 1, 1995 Secondary Leader: TBA Beginning Completion Responsibility Evaluation Criteria Date Date 07/01194 06130195 Assoc Supt for 51 Racial composrtt0n of Desegregation student enrollments are wrthin acceptable ranges 07/01194 06130195 Assoc Supt for 5 2 Transfers renect an Desegregation improvement 1n racial balance 07/01194 09/20194 07/01194 06130195 Assoc Supt for 5 3 Desegregation transfer Desegregation reports reflect appropnate utilization by students. 07/01/94 50% Program Seq #: Program Name: Program Code\nProgram Goal: Plan Reference Page Number L 140 20 Office of Desegregahon/Studenl Assignment 06 Primary Leader: Dr C Russell Mayo To mptement a student assignment process that ,s consistent wl1h the approved Desegregahon Plan Objectives Strategies 54 Desegregahon transfers win be granted during a hml1ed penod once each year (Secondary Schools only) 5 5 LRSO wlfl provide transportahon for desegregahon transfer students where it is cost etfedrve to do so A Requests for transportahon department (DesegregaUon transfer students assigned lo existing bus routes ) (6 0 To mptement Sibling Transfers) 61 Sabling transfers do not appty to magnet schools (NOTE. Siblings are brothers/s1Sters, or hatf-brothers/sisters, residing al the same address wl1h brothers/sisters, or half-brothers/sisters, who are enrolled .., the LRSO) 6 2 A student entering the LRSO after the 1991 - 92 school year wlfl not be alk\u0026gt;wed lo make a sibling preference transfer to a school outside the students attendance zone 6 3 Any student who makes a sibling preference transfer before the 1991 -92 school year may remain at the school to whch the student transferred until graduation to the next organizahonal level Page: 10 Revision Date: February 1, 1995 Secondary Leader: TBA Beginning Completion Responsibility Evaluallon Crlleria Dale Date 07/01194 06/30195 Assoc Supt for 54 Desegregahon transfer Desegregalton reports reflect appropriate use by students 07/01194 06/30195 Assoc Supt for 5 5 Maintain records of number Desegregahon of studenls transported using desegregahon transfers 07/01194 09120194 07/01194 06/30195 Assoc Supt for 61 PubHsh/distnbule Desegregat,on procedures regarding sibling transfers 07/01194 06/30195 Assoc Supt for 6 2 Publish/drslribute DesegregaUon procedures regardmg sibling transfers 07/01194 06/30195 Assoc Supl for 6 3 Student transfers reflect Desegregation acceptance/ ret9ctt0n of transfer optJons Program Seq I : Program Name: Program Code: Program Goal: Plan Reference Page Number L 141 20 Office of Desegregat1on/SIudent Assignment 06 Primary Leader: Dr C Russell Mayo To mplement a student assignment process that is consistent with the approved Oesegregahon Plan Objecllves Strategies 64 Sibling preference transfers wm be granted If a seat is available and the transfer will alk\u0026gt;w both the sending and receNmg schools to compty with the desegregation requirements 6 5 Sibling transfer apphcants must have a sibhng currentty enrolled in LRSD Sibling transfers will be granted onty to sIbhngs of grandfathered students (7 To mplemenl Transfer of Chlkjren of Employees Assignments) 7 1 LASO employees may enroll their children at the schools where they wortr. 7 2 Thes prov1Sion ,s not intended to authonze interd,stnct transfers (transfers to NLASD or PCSSO) other than those authorized by the court approved desegregation plan 7 3 The transfer of the cMdren of employees Is sub,ect to desegregahon requirements and the capacrty of the partleular school 7 4 LASO is not obhgated to provide transportation Page: 11 Revision Date: February 1, 1995 Secondary Leader: TBA Beginning Completion Responsibility Evaluation Criteria Date Date 07/01/94 06/30/95 Assoc Supt for 6 4 Oocumentahon of sibling Oesegregahon transfers meet desegregation requirements 07/01/94 06/30/95 Assoc Supt for 6 5 Sibhng transfer reqwrements Desegregation are in accordance with established requirements 07/01/94 06/30/95 Assoc Supt for Desegregation 07/01/94 06/30/95 Assoc Supt for 7 1 Employees' chikiren are Desegregation enrolled In schools requested In Human Resources accordance wrth eslabhshed Director requirements 07/01/94 06/30/95 Assoc Supt for 7 2 All interd1strict transfers are DesegregatK\u0026gt;n court approved 07/01/94 06/30/95 Assoc Supt for 7 .3 Student transfers are Desegregation consistent with capacities and desegregation requirements 07/01/94 06/30/95 Assoc Supt for 7 4 Transportat10n ,s provided Desegregation by patrons of empk)yees Program Seq I : Program Name: Program Code Program Goal: Plan Reference Page Number L 141 142 20 Off',ce of Desegregation/Student Assignment 06 Primary Leader: Or C Russell Mayo To mpk!ment a student ass,gnment process that is cons,slenl wrth the approved Desegregation Plan Objectives Strategies 7 5 Th,s prov\u0026amp;Sk\u0026gt;n does not apply to magnet schools 7 6 The order of preference for ass,gn,ng the children of employees as ksted below 761 F1rst preference attendance zone students wrlh siblmgs 7 6 2 Second preference attendance zone students without sbl1ngs 7 6 3 Thard preference cMdren of empk\u0026gt;yees 7 6  Fourth preference desegregahon transfers 7 6 5 fifth preference M-I0-M lransfers 7 6 6 Sixth preference Act 609, Act 62-4, and tegal transfers A In compkance (8 To imptemenl the Reassignment Process) Page: 12 Revision Date: February 1, 1995 Secondary Leader: TBA Beginning Completion Responslblllly Date Date Evaluation Criteria 07/01194 06/30195 Assoc Supt ,or Oesegregahon 07/01194 06/30195 Assoc Supt for 7 6 Documentalton of Desegregat10n assignments 07/01194 06/30195 Assoc Supt for Oesegregahon 07/01194 06/30195 Assoc Supt for Desegregation 07/01194 06/30195 Assoc Supt for Oesegregahon 07/01194 06/30195 Assoc Supt for Oesegregahon 07/01194 06/30195 Assoc Supt for 07/01194 06/30195 Desegregation 07/01194 09/20194 07/01194 06/30195 Assoc Supt for 8 O The assignment process Is Desegregation consrstent with lhe desegregation requ1remen1s Program Seq # : Program Name: Program Code: Program Goal. Plan Reference Page Number 20 Off,ce of Oesegregahon/Sludent Assignment 06 Primary Leader: Or C Russell Mayo To implement a student assignment process !hat ,s consistent with the approved Oesegregahon Plan Objectives Strategies 8 1 Every effort will be made to install portable bwkhngs m order to accommodate overflow s1tuahons al a particular grade level Only~ a bwkhng cannot be ff1Slalled, the student will be reassigned to the nearest school thal has a seat available in the student's feeder zone If the student cannot be assigned to any of the schools m the student's feeder zone, the student win be reassigned to a school 1n a contiguous feeder zone The Student Assignment Office will be responsible for all reassignments Reassigned students will be placed on the waH1ng 11st for the appropriate attendance zone school A Requests for portables are reviewed , alternate assignments are made 1n compliance with capaoty requirements and court mandates B Waiting lists are compiled for area schools 8 2 The mmmum black percentage for each elementary area school 1s 40 percent black Any assignment that causes a school to fall bek\u0026gt;w the m1mmum black percentage wlll not be granted In such cases, the student will be reassigned to the nearest school that meets the m,nmum black percentage requirement and has a seat available If the student cannot be assigned to any of the schoots tn the student's feeder zone, the student will be assigned to a school in a contiguous feeder zone A Alternate assignments are made in compliance wrth desegregation requirements Page: 13 Revision Date: February 1. 1995 Secondary Leader: TBA Beginning Completion Responsibility Evaluation Criteria Date Date 07/01194 06/30/95 Assoc Supt for 8 1 Portables are installed 1n Oesegregalton accordance with Deseg Plan 07/01/94 09/20194 07/01194 09/20194 07/01/94 06/30195 Assoc Supt for 8 2 Rosters reflect student Desegregation assignment percentages are within acceptable racial balance 07/01194 09/20194 Program Seq I : Program Name Program Code: Program Goal. Plan Reference Page Number L 142 20 Office of Oesegregabon/Student Assignment 06 Primary Leader: Or C Russeh Mayo To implement a studenl assignment process that is consrstent with the approved Desegregation Plan Objectives Strategies (9 To establrsh effectrve and etfc~nt student assignment procedures) 91 The Student Assignment Office wilt monitor new assignments, process all data entry work for elementary schools (data entry tasks decentralt1ed 1992-93 school year), process interd1stnd M-to-M transfers and magnet asstgnments, reassign students because of overc,owdedness or desegregahon requ11ements, consider appeals, condud rec,uitment efforts (transferred to recrurtment program), process desegregation transfer, assign al early childhood and incent,ve school students, and process aN special transfers (Act 609, Act 624, e1c) A Assignments are rev.awed lo ensure racial balance B Appeals Committe reviews/approves/re.iects assignment appeafs 9 2 New students lo lhe 01stnct who enroll after May 17, 1989 w.U not have lo come lo the Student Assignment Office to obtain an assignment Each school wIff be aulhonzed to enrol students who INe w1th1n the attendance zone of lhal school Page: 14 Revision Date: February 1. 1995 Secondary Leader: TBA Beginning Completion Responsibility Evaluation Criteria Date Dale 07/01194 06/30/95 Assoc Supt for 9 0 Assignment procedures are Desegregation effective and consistent with the desegregahon requirements 07/01194 06/30195 Assoc Supt for 9 1 The student assignment Desegregation process wdl be effective in assigning students and process special transfers to assist wrth racial balance 07/01194 09/20194 A Enrolment Data 07/01194 50% 8 Roster of committee members Agendas from meetings 07/01194 06/30195 Assoc Supl for 9 2 Each area school will have Desegregation the ability to assagn students with1n their attendance zone Program Seq #: Program Name: Program Code: Program Goal Plan Reference Page Number 20 Office of Desegregation/Student Assignment 06 Primary Leader: Dr C Russell Mayo To impkm-.ent a student assignment process that tS consistent wrth the approved Desegregation Plan Objectives Strategies 9 3 The Student Ass19nment Handbook includes the ltmelme and procedures used by the schools and the Student Assignment Office to assign students The Student Assignment Handbook wlll be revtSed each year, as necessary, to reflect any changes In the procedures for assigning students Changes will be made as needed to mdude new deadhnes and to mporve the mplementation of the court-approved student assignment plan The handbook w1U be devek\u0026gt;ped by the Student Assignment Office and distributed to the schoots and lhe parties each year (10 To monitor all aspects of the Oesegregahon Plan) 101 Review Program Budget Documents to identify potential problems 1 O 2 Conduct site visits as necessary A Site visits conducted 10 3 Develop and mplement tmprovemenl plans as needed Page: 15 Revision Dale: February 1, 1995 Secondary Leader: TBA Beginning Completion Responslbillly Evaluatlon Criteria Date Date 07/01194 06/30195 Assoc Supt for 93 Revised Student Oesegregal10n Assignment Handbook is pubhshed and d1stnbuted 07/01194 06/30195 Assoc Supl for 10 0 ldenllficat10n of Desegregation implementation and effectiveness problems as evidence by the Program Budget Document 07/01194 06/30195 Assoc Supt for 10 1 Budget Documents are Oesegregat10n, reviewed and problems are Desegregation IJSted. Factlltator 07/01194 06/30195 Assoc Supt for 1 O 2 Site visits are documented Desegregation , 07/01194 60% Desegregation Fac1htator 07/01194 06/30195 Assoc Supt for 10 3 Improvement Plans are Desegregation, developed and implemented Desegregation Fac,htator Program Seq I : Program Name: Program Code: Program Goal: Plan Reference Page Number L 226 L 226 20 Office of Oesegreg1hon/Student Assignment 06 Or C Russen Mayo To mplement a student assagnment process that IS constStent w,th the approved Desegregahon Plan Objectlve1 Strategies 104 Monor imptementabon of mprovemenl plans 10 5 LRSO wlK assist the ADE ., ldenl!!)flng e1oshng and ero~sed statutes and regulahons that ffl~de desegregahon 10 6 LRS01 if aee~1ng for aeeroval of new conslrud10n or major school HiQansK\u0026gt;n shaN erovlde  desegregahon mead statement saning forth evidence that the 11:ro(!osed !!!:Qrovements do not have a segregahve effed {Subm1Sst0n to @ft 10 7 loan (!roceeds from State shab be used for desegregahon eu~oses and w\"I not be utilized or 11dwe9:tt: as a vehicle for generating income for LRSO through h!Qher interest rales 10 8 A desegregation facilitator will be hired to wont dire~ with bufldN'lg 11:r1n~als The desegregabon fac,htalor will be sole~ res129:nslble for lden1~1r1g eroblems or eradices that ml!!de the ~lementahon of gua!!!:x desegregated educat10n in each budding The facihlalor will atso be res11:onsibte for erovKt1ng technical ass11tance 10 but6ding 11:rinc1eals and their slaffs 1 for desegregat10n related concerns 10 9 The desegregat10n faciltlator w,n re2ort dired~ to the Assoc,ate Sul!!!:ontendenl for Desegregahon However the desegregation facaMator wll work ve!l'. dose~ with the remaining associate sue:ennlendents as needed Paga: 16 Revision Date: February 1. 1995 Secondary leader: TBA Beginning Completion Rosponslblllty Evaluation Criteria Date Date 07/01/9,C 07130/94 Assoc Supt for 10  Scheduled observahons of Desegregation. Improvement Plans are Desegregahon documented Fac1htator ~ 06/30/95 07/01/9,C ~ 07/01/94 ~ 07/01/94 06/30/95 07/01/94 06/30/95 Program Seq #: Program Name: Program Code: Program Goal: Plan Reference Page Number L 226 16 16 20 Office of Oesegregat,onlStudenl Ass19nmenl 06 Primary leader: Or C Russell Mayo To mplement a student ass19nment process lhat tS constStent with the approved Desegregation Plan Objectives Strategies 10 10 The desegregallon fac,hlator wlll focus on all as~cts of desegregahon imQlementallon This includes but ts not hmrted to achievement d1s12ar[t extracurricular activities class ass!9nments gutdance and counseling staffing and staff interact10n student mteract10n1 and 12arent mvotvement 10. 11 LRSD shan make guarter~ re(!Orts to the Office of Oesegregahon Monitoring 10 12 Where disE!anties in E!rograms and activihes exist LRSO wlll idenl!b: anat:l'.ze for cause and share wrth the a212ro12nate momtonng authorities A recommended course of achon m remed,ahon will then be lmQlemenled. LRSO shall give SQ!Oal attent10n to ant Imbalance and E!lacement into SQ!:ctal education honors talented and grfted advance Qlacement classes extra cumcular aci1V1ties ex12ulsions and SUSE!ensions1 and reward and E!Unishmenl s\ntslems An ob~ctive of this IE!Qra1sal shall be to elm1nate negative stereott121ng based u12on race or socK\u0026gt;econom,c status 10 13 long-term goals and desegregalK\u0026gt;n goals have to be 1ncor12orated into the stud:!'. of jun10r h!9h CaQaC!!)'. Page: 17 Revision Date: February 1. 1995 Secondary Leader: TBA Beginning Completion Responsibility Evaluation Criteria Date Date 07/01/94 ~ QI!Q.!!!!! 06/30/95 10 11 Al the end of each :!'.ear a determinat10n of the effectiveness of the Distnct's NTIQlementation of the desegregation ,2Ians shall be conducted b:t the Oistnct subIect to the Court's review. LRSO's monitors wlll be ,2rovtded reasonable access to records and facihhes 12rovlded that reguests for access are not disru12t1ve unreasonable or intrusive 07/01/94 06/30/95 QI!Q.!!!!! 06/30/95 Program Seq I\nProgram Name: Program Code: Program Goal: Plan Reference Page Number co 165 20 Offtee of Oesegregahon/Sludenl Ass.gnment 06 Primary leader: Or C Russell Mayo To mplemenl a student assignment process lhat Is consistent wdh lhe approved Oesegregahon Plan Objectives Strategies 10 141 The court wants a 121an to address junior hgh ca12ac~ rebev.ng busing burden on blacks and recruiting while students mto junK\u0026gt;r hgh ~ 1 O 15 This order concerns LRSO's mohon to close lsh lncentNe School on the ground lhat the survex 12rocess aeeroved bx the court tndicaled that on~ 192 students WtSh to attend lsh The court granted the mohon The court notes that rls aeeroval of LRSO's mohon to close lsh does not excuse LRSO from ils ob!!g:ahon to recruit whrte students to desegregate the remaining incent,ve schools The court slates that II w,1 close~ watch all eroeosed school ciostngs and school caeac!!}'.: alterahons to detemune whether there Is a devek\u0026gt;eing eattem of closing schools Nl areas large~ Inhabited bx black crhzens white increasing lhe ca,ea~ of schoots In areas large~ tnhabiled bx white Cltllens 10 16 Court grants in eart a mohon of LRSO for aeeroval of varK\u0026gt;US construd10n (!rO~ds The court a,eeroves construdion of a cafeteria at Chicot Elemenla!)'. School as long as lhe new construd10n does not increase the schoors caeac!!x The construct10n 12'0!:d at Jefferson Elementa!X School is not ae,eroved because of ,eolenhal effed of the attendance zones of the new King lnterdistnct School on the Jefferson satenite zones The court 1ndates lhat LRSO mai eeht10n the court for ae,eroval of the Jefferson construdK\u0026gt;n after the attendance zones for King are firm and court ae,eroved In Ifs renewed ee11t10n the court stales LRSO must include the foflowing ,nformahon the current ca12ac!!}'.: of Jefferson anx changes in school caeagx that w,\" result from the 12roeosed conslruchon 1 and the erecise number of ,QQrtable buikhngs that w,H be removed and the number that wilt remain at lhe school as a result of the eroeosed construction Page: 18 Revision Dale: February 1, 1995 Secondary leader: TBA Beginning Completion Responsibility Date Evaluation Criteria Date 07/01/94 ~ 07/01/94 06/30/95 07/01/94 06/30/95 Program Seq I : Program Name: Program Code: Program Goal: Plan Reference Page Number co 166 co 166 20 Office of Oesegregahon/Student Ass,gnmenl 06 Primary Leader: Or C Russell Mayo To mplement a student ass.gnment process that 1s consistent with the approved Oesegregahon Plan Objectives Strategies A Construction of a cafeteria at Chicot Elementary completed 10 17 PrK\u0026gt;r to granting aeeroval for the Williams Ek!menta!) School construcbon ero~ct LRSD must _Qrovlde the court with the following informahon the schoors current caeac!!Y:1 the number of sguare feet that wrll be added to 1he school b:t: the conslrucuon ani change ,n the eroeor1ional aHotment of !he school's magnet seats among the LRSD NLRSO and the PCSSD the erecise number of eonable buildings lhat will be removed and lhe number that w,U remain at the school as a result of the ero12osed construchon1 and ciar~ how the eresent adm,mstrahon area w1N be rearranged i e a single mulh12u~ose area or two se12arate areas one for ex12anded cafeteria seace and one for indoor recreatton 10 18 Before !he cour1 w1H consider a1212rov1ng the construction 12roject at J A Fair H!9h School the LRSD must account for the 1 270 sguare feet difference between the 3 450 ~uare feel of the old seace  nd the 2 180 of new s~ace and s2ec1!:t: the exact number of new classrooms that wlU result from the construction Page: 19 Revision Date: February 1, 1995 Secondary Leader: TBA Beginning Completion Responsibility Evaluation Criteria Date Date 05/94 08/22/94 10 16 Final Inspection 07/01/94 06/30195 10 17 Final lnspechon 07/01/94 06/30/95 Program Seq I : Program Name: Program Code: Program Goal Plan Reference Page Number P 166 P 166 20 Otr,ce of Oesegregat10n/Student Assignment 06 Primary Leader: Or C Russett Mayo To mptement a student assignment process lhal is consIstenI w,th lhe approved Desegregahon Plan Objectives Strategies 10 19 This LASO motion seeks a,e,eroval of construction ,erol!:dS al Chcol Jefferson W1lhams and Fair The court 81?:E!:roved on!x the construd10n of the cafetonum at Ch,cot Etemenla!): School (see Order dated ~nl 30 1993 (Docket No 18151 1 The comb1nat10n of the LRSO mohon and the court Order a,e,erovIng it '\" ,eart regu1res LRSO 10 construd a cafetonum at Ch,cot School which wdl tnc,ease the stie of the school bx e,eroximate!x J 000 !9uare feet and have sutricent ca,eacitx lo seat at one tme more than one-half of the chatdren enrolled at ChfCOt The cafetorium shoutd have been constructed in lime for the beg,nnrng of the 1993-94 school xear 10 20 LRSO filed Its s,eecaat Studx  Jr H!9h Ca,eacrhes and Prof!!d10ns and \"Custochal Calculahon  Omaha Formula\" The Jr H!!jh Ca,ea!!::i Sludx contains no desegregahon regu1rements and Is In lhe ,erocess of being revised With res,eect to the calculat10n of the reguired number of custodians ,eer building. LRSO has lotd the court that II utih.zes the Omaha formula that this cak:ulat10n rs checked at least once ~r xear and that the number of fuff-hme egu\nvalent ,2os1t10ns is adIusled where se:ecrfK: bulkf1ng reguirements regu1re an adIustment 10 21 limit enrortment in 1!:!e four-iear-old e:rogram to 18 students ,eer class A Actrwty compteted Page: 20 Revision Date: February 1, 1995 Secondary Leader: TBA Beginning Completion Responsibility Evaluation Criteria Date Date 07/01194 06/30195 07/01194 06/30195 07/01194 06/30195 10 21 Class Enrollment Data 07/01194 09/30194 Program Seq #: Program Name: Program Code: Program Goal: Plan Reference Page Number 20 Office of Desegregation/Student Assignment 06 Primary Leader: Dr C. Russell Mayo To implement a student assignment process that is consistent with the approved Desegregation Plan Objectives Strategies 10.22 limit enrollment in grades K-6 to class sizes that are consistent with state standards. A Activity completed 10.23 With reseect to grandfathering students are encouraged to return to their school zones. TheJ: were notified b:t letter March 1994. A. Activity completed 50'1 Page: 21 Revision Date: February 1, 1995 Secondary Leader: TBA Beginning Completion Responsibility Evaluation Criteria Date Date 07/01/94 06/30195 10.22 Class Enrollment Data 10.23 Enrollment Data 07/01/94 09/30/94 07/01/94 06/30/95 07/01/94 09/30/94 Progrem Sq I : 21 P,ogrm Code: Progrm DHcrlptlon: Dltitrlct Goal Suppon: Program Goal: YTD Ep nditur 1 : Staff Development 09 Primary Uader: LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Estelle Matthis Secondary LHder: Paga : Raffllon Data: February 3, 1995 Merion E. Wood, The Staff Development Department WH Htabliahed to promote the implementation of the duegregation ptan through activhiet that will rHult in improved academic achievement. lnseMce opporturwtiH designed to incraHa Iha affectiveneH of cur,iculum delivery together wilh training tailored to improve interactions mono and ac,011 all linea will occur. Additionally, this department will provide aupport and rHource  for litebHed staff development uperiencet . Goa No. 1. Implement integrated educational program  that will anaura that aU students grow acedemically, aociaUy end emotionally with emphetil on bt11ic 1kills end academic enrichment while closmg d1speritiH in achievement. Goel No. 2. D  velop end me,n1ein  111ft that it welHreined end motivated. Goel No. 3 . The l11tle Rock School Board, admini,1retion, 1teff, and atudents will demonstrate behavior end human relation, 1kill1 that value people es human beings and that are consistent with an appreciation and under1tanding of multicultural diver1ity. Goel No. 5 . Provtde a -  la end ordarlr climate thal 11 conducive to learning for aU 11udent1. Goel No. 8. Ensu,e that equity occur1 in aU phase, of 1chool 11ctivhie1 end operations. The Staff Development Department will provide activitiH that will promote the implementation of the desegregation plan re1ulting in improved academic achievement. In support of the goal of providing ongo.ng 1taff development and information to p11rant1 relative to studant succea, LRSO will pur1ue the following objectives by the following means: Updete 1k1t11 of ell d,suicl staff on e regular be,i1 nd to keep aU ptaff ebreast of development, in their field of endeavor L 126-128 '352,932.12  71,968 .88 3rd Otr bp nd : FTE 8 .0 t 149,770.85 $77 ,801.97 4th Otr upend: Program Seq #: Program Name: Program Code: Program Goal: Plan Reference Page Number L 126 L 126 LRSD FY 94.95 PROGRAM BUDGET DOCUMENT 21 Staff Development 09 Primary Leader: To provide staff development to Improve race relations and equity. Estelle Matthis Secondary Leader: Page: Revision Date: Manon E Woods (To provide staff development actMhes that will promote the implementation of the desegregation plan resulting 1n improved academic achievement) Objectives Strategies Beginning Completion Responsibility Date Date 1. To provide staff develppment lnservlce to (07/01194) (06/30195) (Supennlendent, Improve race relations and equity Staff Development, Central Office Staff) 1.1 Continue to articulate vision/mission ot Fall 1988 Ongoing Superintendent LRSO to community (07/01194) (06/30/95) (Central Office, Director of CommuntcatiOns) A District goals were issued to all departments 07/01 /94 09/22194 for the 1994-95 school year January 31 , 1995 Evaluation Criteria 1 0 (Increased minorrty staff representation in areas needed) 10 (Increased representation of minority students m programs currently under-represented) 1.0 (Admm,straHon or Human Relations Survey will reflect improvement in race relations and equity) 1.1 Public participation Dissemination of material 11 (Increase in number of students returning to public school) 11 (School 01strict's required Annual Report to Community will include mtss10n/goals for LRSO) Program Seq # Program Name: Program Code Program Goal Plan Reference Page Number l126 l126 l126 21 Staff Development 09 Primary Leader: Estelle Matth,s Page: Revision Date: Secondary Leader: To provide staff development to Improve race relations and equity. Manon E Woods (To provide statt development actov!ies that w,11 promote the implementat10n of the desegregation plan resutt,ng in \"'1proved academic achievement) Objectives Strategies Beginning Completion Responsibility Date Date 1.2 Schedule nd Implement workshops ind 1988-89 Ongoing Oeseg. Asst. actlvllles related to Improving race School Year (06/30/95) Center (DAC) and relations for the following groups: (07/01/9~) a. Board of Directors Central Office b. District Administrators Slaff c. Certified Slaff (Slatt d. District Suppart Sufi Development Department, Pnncipals) 1.3 Plan and Implement an evening Fall 1988 Fall 1988 DAC Consultant aymposlum for the community on \"Community lnvolvemenl In  Deaegregated Schoof Setting\" 1 3 (Item completed in Apnl and August, 1988, and es nol recumng) 1.4 Monitor lmp'8menbltlon of above Fall 1988 Ongoing Assoc Supt for atrateglea (07/01/94) (06/30/95) Educational Prog (Superintendent, District Biracial Committee) A Human Relahons (bus drrvers) 08/11/94 08/11/94 B Human RelatJOns/Classroom Tips (lnstruct,onal 08/18/94 08/18/94 Aides) C lmprovtng Race Relat,ons (Garland) 08/25/94 25% D Human Orvers,ty (Wakefiekf) 09/21/94 09/21/94 E Equrty (Baseline) 09/21/94 09/21/94 January 31, 1995 Evaluation Criteria 1.2 Roster of participants 12 (Increased mInonty staff representation in areas needed) 12 (Increased representation of mtnonty sludents in programs currently under-represented) 1 2 (Admtn,slrahon of Human Relalions Survey will reflect improvement in race relations and equIly) 1.3 Roster of participants 13 (Symposium was held ,n Aprij and August, 1988) 1.4 Meetings held 1.4 (Attendance al pubhc meetings) 1 4 (0,sluct-wlde Biracial Monitoring Report will reflect 1mprovement In minority represenlat10n in an areas needed) Program Seq #: Program Name: Program Code: Program Goal: Plan Rcferenc.e Page Number L 126 L 126 21 Slaff Oevelopmenl 09 Primary leader: To provide staff development to Improve race relations and equity. Estelle Matthis Page: Revision Date: Secondary leader: Marion E. Woods (To provide staff development activities that will promote the implementation of the desegregation plan resu/ling in improved academic achievement.) Objectives Strategies Beginning Completion Responsibility Date Date F. Equity (McDermott) 09121/94 09121194 G Equity (Cenlral High School) 12107194 12107194 H Equity (Melropolilan) 12107194 12107194 2. Provide lnservlce on cooperative learning (07101194) (06130195) (Slaff strategies In a heterogeneous classroom Development Department, Content Area Supervisors) 2.1 lnservice teachers and administration on July 1991 Ongoing Staff Dev Dept cooperative learning based on Slavin and (07101/94) (06130195) Content Area Johnson and Johnson (or other appropriate Supvs cooperative learning models) A Cooperative learning 10117194 10124194 B. Cooperative Learning 11107194 11114194 513 January 31 , 1995 Evaluation Criteria 20 (Increased involvement in group activities in the classroom) 2 .0 (Improved classroom climate and social interactions among all students) 2.1 Training model 2 .1 (Increased involvement in group activities in the classroom) 2 .1 (Improved classroom climate and social interactions among all students) Program Seq #\nProgram Name Program Code: Program Goal: Plan Reference Page Number L126 L 126 L 126 21 Staff Development 09 Primary Leader: Eslelle Matthis Page: Revision Date: Secondary Leader: Manon E Woods To provide staff development to Improve race relations and equity. (To provide staff development actrvities that will promote the mplementahon of the desegregabon plan resuthng Hl mproved academic achievement) Objective  Strategies Beginning Completion Responsibility Date Date 2.2 Monitor teachers' use or cooperative (07/01/9) (06/30/95) Principal leamlng strategies (Slatt Development Department, Content Area Supervtsors) JO Provide lnservlce on additional strategies (07/01/94) to Improve Instruction In desegregated (06/30/95) (Slatt school aetting Development, (To amprove 1nstruct10n through the use of Content Area effedrve teaching st,ategies in the school Supervisors) sen,ng} 3.1 Provide lnservlce opportunities on: July 1991 Ongoing Staff Dev Dept a. Effective Schools Model PET (07/01/94) (06/30/95) {Content Area b. Teaching/Learning Styles Supervisors) c. Teacher Expectations and Student Achievement (TESA) d. Classroom Management  (and/or olher appropnate 1nservice opportunities) \" EtteCIIYe Schools Model PET  PET Refresher 11/01/94 11/01/94 b PET Refresher 12/08/94 12/08/94 B Teachmg/Learnmg Styles January 31, 1995 Evaluation Criteria 2.2 Classroom observation and documentation 22 (Random observahon of classrooms where teachers have been t,amed) 22 (Random survey of cooperahve learning participants regardtng effects of implementat,on in their classrooms) 22 (Pnncipal wlll observe cooperahve leammg strategies during routme classroom vIsllahons) 30 (lnaease In achievement of students of teachers In identified programs) 3.1 Roster of participants Workshop evaluallons 3 1 (Number of part,c.pants from a cross-sechon of d1stnct Slaff invotved In the ldenhfled programs} Program Seq #: Program Name: Program Code: Program Goal Plan Reference Pago Number 21 Slaff Developmenl 09 Primary Leader: To provide staff development to Improve race relations and equity. Estelle Matthis Page: Revision Date: Secondary Leader: Manon E. Woods (To provide staff development ad,vrhes that will promote the rnplementat10n of the desegregation plan resutllng In 1mproved academic achievement) Objectives Strategies Beginning Completion Responsibility Date Date a Provided Learmng Styles for the Alternative 09112/94 09112/94 School and McClellan High School b learning Styles (ChtCOI, Southwest, 10121/94 12/07/94 Franklm, Parkview) C Teacher Expedat10ns and Student Ach.,vemenl (TESA) a TESA 11114/94 33% 0 Classroom Management a Provided for new teachers 08111/94 08111/94 b Provided for new teachers 09/19/94 09126/94 C Provided for new teachers 10110/94 10119/94 d Provided for new teachers 10117/94 10124/94 E (and/or other appropriate mservice opportunities)  Secondary Sett-Esteem 10120/94 10120/94 b Al-Risk 10124/94 10124/94 C Al-Risk 11107/94 11/07194 d Cooperative Team learmng 11/07/94 11114194  Elementary Sett-Esteem 12/05/94 12/05194 f Th1nk1ng Skills 12108194 12/08194 3 2 Send selected staff lo erofess1onal 07/01/94 06130195 develo~ment sessions In order to mcrease the number of ava1lab~ trainers and In return for a commitment to assist with collegial staff develoement January 31 . 1995 Evaluation Criteria Program Seq # Program N\name Program Code Program Goal Plan Reference Page Number L 127 L127 21 Staff Development 09 Primary Leader: Estelle Matthrs Page: Revision Date: Secondary Leader: Mar10n E Woods To provide staff development to Improve r\nace relations and equity. (To provide staff devek\u0026gt;pment actrvrhes that win promote the mplementat10n of the desegregahon plan resulting ,n mproved academ,c achtevemenl) Objectives Strategies Beginning Completion Responslblllty Date Date A Great Epedabon Training 08/30194 09/01194 B COE Training 08/23194 08/23194 C Great E.xpectat10n Training 12/07194 12/07194 3 3 Provide d1slrict-wlde '1:t29:ram of slaff development l!1!lUfil ~ A Pnnled and d,stributed Staff Development 09/01194 11/01194 Catalogue/Calendar B Scheduted woril\nshops and mmtCOurses 08/23194 50% 40 Provide lnservlce on \"Effective Implementation of the LRSO Otsclpllne (07/01194) (06/30195) (Director of Pupil Management System\" Personnel} 4.1 Continue to Involve counselors, July 1991 Ongoing Director of Pupil principals, assistant principals, and (07/01194) (06/30195) Services teachers In discipline management In a desegregated school setting (Pupi Services Oepartmen1, Princ,pats, Counselors) A Schoots d1slnbuted Students Rights/Responsibll1hes Handbook 09/06194 09/30194 B Training provided Kl Students 09/06194 09/30194 Righls/Responsibilrttes Handbook C Provided Posrtrve D1sc,phne workshop for 09/12194 09/12194 Romine January 31 , 1995 Evaluation Criteria 40 (Decrease in the number of students who recerve disc1pl1nary sanct10ns) 40 (Oec,ease in the d1sproporttonate number of m,nonty students who recerve disciplinary sanctions) 4.1 Roster of participants 4 1 (Building Level D1sc,phne Management Plans eslabhshed for all schools) 4 1 (Counseling classes will include ouentalton to lhe building level plan and d1stnct-wlde Rights and Respons,bllrties Handbook) Program Seq #: Program Name: Program Code: Program Goal: Plan Reference Page Number L\\27 21 Start Development 09 Primary leader: To provide staff development to improve race relations and equity . Estelle Matthis Page: Revision Date: Secondary leader: Marion E. Woods {To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Objectives Strategies Beginning Completion Responsibility Date Date D. Provided Discipline Management workshop for 09/12/94 09/12/94 Forest Park E. Provided Violence Prevention for Mabelvale Jr. 10/13/94 10/13/94 High F. Provided Positive Oisciphne for Fair High 10/13/94 10/13/94 School G. Provided Discipline workshop for Gibbs 10/13/94 10/13/94 H. Provided Discipline workshop for Carver 11/02/94 11/02/94 I. Provided V10Jence Prevention for Cloverdale Jr. 11/02/94 11/02/94 J. Provided Cooperative Discipline for Rightsell 11/02/94 11/02/94 K. Provided Conflict Resolution for Rockefeller 12/07/94 12/07/94 4.2 Monitor use of dlsclpllne management Fall 1988 Ongoing Principals system (07/01/94) (06/30/95) Counselors School Teams A Schools distributed Students' 09/06/94 09/07/94 Rights/Responsibilities Handbook 8 Training provided in Students' 09/06/94 09/07/94 RightslResponslbililies Handbook C. Provided Positive Discipline workshop for 09/12/94 09/12/94 Romine D Provided Discipline Management workshop for 09/12/94 09/12/94 Forest Park January 31, 1995 Evaluation Criteria 4.2 Documentation 4.2 (Quarterly Behavior Management Reports) 4.2 (Building level biracial committee reports will be used to monitor and/or adjust discipline plans) 4.2 (Oistrict~wide Biracial Committee) Program Seq I : Program Name: Program Code: Program Goal: Plan Reference Page Number L 127 L 127 21 Slaff' Development 09 Primary Leader: Estelle Matthis Page: Revision Date: Secondary Leader: Maoon E Woods To provide Slaff development to Improve race relations and equity. (To provide staff development actrvlties that will promote the mplemenlahon of the desegregation plan resulting tn wnproved academte achievement) Objectives Strategies Beginning Completion Responsibility Date Date E Provided VKJlence Preventton for Mabelvale Jr Hogh 10/13194 10/13194 F Provided Positrve Drsc1pl1ne for Fair High 10/13194 10/13194 School G Provded DtSc,pline workshop for Gibbs 10/ 13194 10/13194 H Provided Drsc,pltne workshop for Carver 11/02194 11/02194 I Provded VKJlence PrevenlKJn for Cloverdale Jr 11/02194 11/02194 J Provided Cooperatrve D1scipl1ne for Righlsell 11/02194 11/02194 K Prowded Conflict Resolul10n for RodlefeUer 12/07194 12/07194 50 Provide PAL (Academic Support) teacher, with 1trategie1 for ptannlng and dellvertng (07101194) (06/30195) (Assoc mOf'\"e than one type of Instructional Super1nlendenl, grouping Academic Support (To provde academte support teachers wdh Supervisors, strategies for planntng and deliverH1g more Content Area than one type of MlstructKJnal grouping) Supervrsors. Slaff Oevelopmenl) 5.1 Conllnue to Investigate and research Fii 1988 Ongoing Assoc Supt for 1ources of strategies, models and (07/01194) (06/30195) Educational Prog ctlvllles of successful small and large group Instructional practices within (Staff heterogenous classes Development Department. Content Area Superv.sors, Academte Support Supervisors) January 3 t . t 995 Evaluation Criteria 50 (lnaease m achievement for all students In Academte Support Programs) 50 (Decrease in achievement gap 1n representative population) 50 (Decrease m number of students requinng academic support services) 5.1 Identification of sources 51 (Provide staff wllh 1nformat10n from current research monthty) Program Seq I Program Name Program Code: Program Goal: Plan Reference Page Number l127 L 127 L 127 21 Slaff Development 09 Primary Leader: To provide staff development to Improve race relatlons and equity. Estelle Matthis Page: Revision Date: Secondary Leader: MartOn E Woods (To provide staff development actrvrties that will promote the fflplementahon of the desegregation plan resulting In improved academic achievement) Objectives Strategies Beginning Completion Responsibility Date Date 5.2 Conduct workshop to address the Fall 1988 Fall 1988 Supervisor of following: (07/01194) (06/30195) Math and English   grouping theory and strategies (Content Area b. demonstration of strategies for varied Supervisors, Instruction Staff Development Department) 60 Provide lnservlce to assist principal and (07/01194) (06/30195) (Asst faculties with strategies for promoting Superintendent, student achlevement and growth Planning, Research and Evaluahon, Staff Devek\u0026gt;pment, Content Area Supervisors) 6.1 Continue to provide lnservlce for Fall 1988 Ongoing Div of Schools principals on methods for developlng their (07/01194) (06/30/95) Eval and Testing school Improvement plan IRC Specialists (Asst Superintendents) A School Improvement - Carver 09/2 1194 09/21194 10 January 31 1995 Evaluation Criteria 5.2 Written evaluation by participants 52 (Increase m achievement for aH students in Academic Support Programs) 52 (Decrease in achievement gap In represenlat,ve populahon) 52 (Decrease in number of students requiring academic support services) 52 (Pnnc,pal will observe through classroom observal10ns and teacher conferences) 60 (lnc,ease in achievement for all students) 60 (Decrease In achievement gap m representative populal10n) 6.1 Comprehensive and accurate product 6 1 (Number of workshops m Integrating the Cumculum, literature-based Instruction, Authentic Assessment and/or other relevant methodologies) 61 (Better school mprovement plans are submrtted) Program Seq # Program Name: Program Code Program Goal: Plan Reference Page Number L127 21 Slaff Developmen1 09 Primary Leader: Estelle ManhtS Page: Revision Cate: Secondary Leader: Manon E Woods To provide staff development to Improve race relations and equity. (To provide staff development actrvlties that w.U promote the mplementahon of the desegregatJon plan resulting in mproved academic: achievement) Objectives Strategies Beginning Completion Responsibility Cate Cate B School Improvement - Woodruff 09121/94 09121/94 C School Improvement  Garland 09121/94 09121/94 D School lmprovemenVlmprovmg Achievement - McClellan 12/07/94 12/07/94 E School Improvement  Wakefield 12/07/94 12/07/94 1.2 Continue to assist principals In revising July 1991 Ongoing Assoc and Asst school Improvement plans through the (07/01/94) (06/30/95) Supts anatyals of disaggregated data A Staff Development Speciahsts ptovlded Test- 10112/94 12/07/94 Taking rips and Strategies to staff members at lhe following schools Badgett, Baseline, Booker, Gibbs, Fair Park, and Woodruff 6.3 Continue to provide special schoot-Nsad 1991 School Ongoing Staff Dev Cept program and content area lnservlce Year (06/30/95) Content Area meetings scheduled on a regular basis (07/01/94) with specific sessions on content Supervisors methodology and Interpersonal relaUons Principals for program lmplementaUon In a desegregated setting A Workshops and mtn1COurses scheduled 08123/94 50% throughout the year (See Slaff Development t 994 95 Catalogue/Calendar) 11 January 31 . 1995 Evaluation Criteria 6.2 Completed plans 62 (Provide wrrtten feedback and opportunnies for shanng 'What Wotks\" m vanous bu11d1ng-level plans) 62 (Plans renect strategies that evolved from disaggregated data) 6.3 Workshop agendas and evaluations 63 (A computer based comp1lahon of 1ndrvldual employees/school-wide staff development aclrvihes w1U be available) 63 (Student achievement will mc,ease. d1sparlly gap 1n representahve populahon wlll decrease) Program Seq#, Program Name Program Code: Program Goal: Plan Reference Page Number L127 L 128 L1 28 L 128 21 Slaff Development 09 Primary Leader: To provide staff development to Improve race relations and equity. Estelle Matthis Page: Revision Cate : Secondary Leader: Manon E Woods (To provide staff development acl.lv1lles that wtll promote the impkm-.enlahon of the desegregation plan resuttmg in improved academte achievement} Objectives 7.0 Form trl-dlstrlct committee for collaborative procedures Strategies 64 To E!:rovlde SE!:ec1al assistance for teachers as requested A Special assistance provided throughout the year and also al monthly work sessions at the IRC 7.1 Establish trl-distrlct committee A Tn-drstrtci committee established B A $2 ,500 00 grant for Classroom Management was rece,ved to offer two classroom management training sess10ns C A second $2,500 00 grant for Classroom Management was received to offer two additional Classroom Management traInIng sessions 7.2 A B Meet four times per year, two times each semester. The committee functions will be to ldentl!}: and im~lement staff develo(!ment strategies that will assist the districts In fulfilling exe!clatlons of \"maintaining guali~\" desegregated school districts. Tr1-d1stnct committee meetmg TrHitSlnct committee meehng rJ. ') 'I Beginning Completion Respanslbllity Cate Cate 07101194 06130195 08123194 50% July 1, 1991 Ongoing (Directors of Staff (07/01194) (06130195) Development from LRSD, PCSSD, and NLRSD) July 1, 1991 Ongoing (Directors of Staff Development from LRSD, PCSSD, and NLRSD) 09113194 09113/94 08111/94 09/26194 10110194 10124194 (07/01194) (06130195) (Directors of Staff 07101/94 06130195 Development from LRSD, PCSSD, and NLRSD) 09113/94 09113194 09120194 09120194 12 January 31 , 1995 Evaluation Criteria 7.0 Ongoing analysis 70 (Tri-district workshops wdl be held) 7.1 Ongoing analysis 7.1 (Tri-district committee was formed in August. 1991) 72 (Record of meetings and collaborative nature of areas addressed) Program Seq  Program Name\nProgram Code: Program Goal: Plan Reference Page Number L128 L 128 21 Slaff Development 09 Primary Leader: Eslelle Matthis Page: Revision Date: Secondary Leader: To provide staff development to Improve race relations and equity. Manon E Woods (To provide slatt developmenl aclr.1~,es lhal will promole lhe implemenlalion of lhe desegregalion plan resulting ,n improved academic achievemenl) Objectives Strategies Beginning Completion Responsibility Date Date C Tr1-chst11ct commrttee meetmgs (NLR, LRSO, 10/06194 12121194 PCSSO) (10/06194, 11/08194, 12/06194, 12121194) D Tri-drslnct Resourc.e Gude 11123194 50% 7.J Plan any acUvllles appropriate for (07/01194) (06/30195) (Directors of Slaff collaboratlon, e.g., community meetings, etc. Devek\u0026gt;pment from LRSD, PCSSD, 80 Provide staff development companent for and NLRSO) (07/01194) (06/30195) (Board of effective staff development In Directors, desegrei\npted chool setting Supenntendent Director of Slaff Development) 8.1 Establish staff development component July 1991 Ongoing Board of b. Staff Development Dept Peraonnel July 1991 Ongoing Directors/Supt Staff Development Office C. July 1991 Ongoing Human Staff Development Catalogue/Calendar (07/01194) 10/07194 Resources Dir of Staff Dev  Slaff Oevek\u0026gt;pment Department established with Acting 01fector 07/01194 09129194 b Slaff Development Off,ce established 07/01194 07/13194 13 January 31 , 1995 Evalualion Criteria 73 (Documentation ot number of act1V1bes among the three d1stncts) 80 (Gillher and anatyze data from school d1stnct participants on lhe effecllveness of the staff development act1V11ies des,gned to address lhetr specific needs) 8.1 Implementation of Staff Development Dept Employment of Director, four specialists and one secretary 8 1 a (lmplemental10n of Staff Development Department in July, 1991) 8.1b Office Is operational 8 1 b (Office was established m July, 1991 8.1c Distribution of catalogue/ calendar 8 1 c (Staff Development Catalogue/Calendar distributed annuany Program Seq   Program Name: Program Code: Program Goal: Plan Reference Page Number l124 l124 l124 l124 21 Slaff Oevelopmenl 09 Primary Leader: To provide staff development to Improve race relations and equity. Estelle Matthis Page: Revision Date: Secondary Leader: Manon E Woods (To provide slaff devek\u0026gt;pment act1v1hes that will promote the mpHm,entahon or the desegregalton plan resulllng 1n improved academic achievement) Objectives Strategies Beginning Completion Responsibility Date Date C Staff Development Catalogue/Calendar 09/01/94 11/01/94 printed and d11trlbuled d Staff Development Professt0nal Library 07/01/94 08122/94 Catalog 8 2 Certified staff members ,adm,mstrators and 07/01/94 06/30/95 teachers} shaH be trained to teach and counsel black and educatt0nally\n-advantaged students A A staff member hired to teach and counsel 07/0t/94 07/13/94 black and educahonalty-advantaged students 8 3 The Little Rock School o,stnct w,u hire a five- 07/01/94 06/30/95 member staff devek\u0026gt;E!:menl team fo, this E!:Ur.J20Se A Slaff Development team of four (4) people 07/01/94 80% hired to provide effective Slaff Development m desegregated school setting 1 One Acting Director 2 One Secretary 3 Two Speaahsts 4 One Incentive School Spec1al1st 8 4 The little Rock School Otsloct Staff 07/01/94 06/30/95 DeveloE!:ment Oe12artment wlll be res12ons1ble for ll'TlE!:lemenhng the staff devek\u0026gt;E!:ment services A Provided Staff Development duung earty 09/21/94 50% release days (52 schools provided vart0us 1nservices during earty release days) 8 5 The staff develoE!:ment goals and E!:rograms current~ used by: the D1slr1CI such as TESA PET 07/01/94 ~ and others1 will be continued but a far more creahve and com12rehensive staff develoQmenl er29ram suitable tor the needs of all emQloy:ees and volunteers will be lfTIE!:lemented 5?J 14 January 31 , 1995 Evaluation Criteria Program Seq I Program Name: Program Code: Program Goal Plan Reference Page Number L12  l124 l1 24 21 Staff Development 09 Primary leader: Eslelle MatthlS Page: Revision Date: Secondary leader: To provide staff development to Improve race relations and equity. (To provide Slaff developmenl ac11vies lhal w,N promote the mplementat10n of the desegregat10n plan resulting ,n mproved academoc achoevemenl) Manon E Woods Objectives Strategies Beginning Completion Rosponslbllity Date Date A Cooperalrve Learntng (10/ 1719 . 101219 , 11/0719 , 11/1 19) 10/1719 11/14194 B Secondary Sett-Esteem 10/20194 10/2019 C At-RISk 10/2419 11/08194 D Leaming Styles 10/2719 11/22194 E PET Refresher 11/0119 12/08/94 F leadership for Change 11/0919 11/09/94 G TESA 11/1  19 33% H Elementary Sett-Esteem 12/0519  12/0519  I Think\"1g Skills 12/0819  12/0819 8 6 The dtStncts will co212erate in des!gnmg a fresh and extended eeroach lo staff deveJoement 07/0119 06/30195 Included tn the ,elanning w.it be commung: resource ~rsons and alf d,slrtet ~rsonnel reseons,bJe for delrvenng training to staff1 and to ,earent votunteer 1 or student committees or groups ... Heahng Racrsm - Coty of Lottie Rock 1011519 10/1519 8 7 Slaff develoe!!!!nt will based u,22:n certain bask: ,erw,912:tes of human behav,or tearn1ng erocess and change d~nam1Cs 07/0119 06/30/95 8 8 The drverse tra,mng needs of staff al all em,eJoxment )evels WIii be met 07/01194 06/30195 A ProvKfed Human Relat,ons workshop for Bus Drivers 08/11/94 08/11/9 B Provided Human Relations workshop for lnst,ud,onal Aides 08/18194 08/18/94 15 January 31 , 1995 Evaluation Criteria Progr.am Seq #: Program Name: Program Code: Program Goal: Plan Reference Page Number l 124 l124 l124 l125 l125 l125 21 Staff Development 09 Primary Leader: To provide staff development to improve race relations and equity. Estelle Matthis Page: Revision Date: Secondary Leader: Marion E Woods (To provide staff development activities tha1 will promote the implementation of the desegregation plan resulting in improved academic achievement.) Objectives Strategies Beginning Completion Responsibility Date Date 8.9 The District will establish resource banks which identi~ the training skills or specialized 07101/94 06130195 knowledge of em12loees and volunteers which can be sha1ed through staff develo12ment activities. A Resource Bank organized by subject 11/23/94 11/23/94 8 10 Comeuter dala bases will be used to record each emplo:r:ee's staff develoement histo!)I:. 07/01/94 06/30195 A Computer data base used to record each staff 07/01/94 50% development activity for all employees each quarter 8 11 Carefully: ~tanned \"training of trainers\" events will be actively: used 10 exeand in-house 07101/94 06130195 tra ining expertise. 8 12 lnterdistrici training activities wilt be 07/01/94 06130/95 freguenU:r: offered for groUQS of em~loy:ees and ~ 8.13 The District will deal decisive!~ with the issue 07/01/94 06130/95 of racism and will involve au staff students and Qarents in a comerehensive i\n_,rejudice reduction program. A. Healing Racism Workshop 10/15/94 10115/94 B Healing Racism Seminar 12112/94 50% 8 14 Certain areas of training and staff develoement will be SQecialt~ emphasized: 07/01194 06/30195 utilization of volunteer resources Qre12aration of subslilute teachers and aids and training for parents. 16 January 31, 1995 Evaluation Criteria 22 Proorm Heme: Program Code: Program DHcrlptlon: Progrm Goal: FY Progrm Budget: YTO EapenditUfH: Aeltted Function Codet: LASO EY 94-95 PROGRAM BUDGET DOCUMENT Pege: Ravt.lon Dte: February 3, 1995 Library/Medi 32 Primary Leeder: Secondary Leeder: Lucy Lyon Eech child in th Little Rock School Oi1trict hould be given cc111 to hi1/her full mea  ur of the instruction .. resourcH. Library/media eervicet will be detigned to provide for extension end enrichment of bHlc 1kill1 end will alto accommodate the varied IHrning 1tylH of 1tudent1 in different inetructionel groupe. BecauH student will have opportunitiH to wor1c. and le  rn in the library/media center under the direction of  trained teech r  libr  ri n, they will be able to approach learning In a variety of way,, lhu1 accommodating lhair individual stytH and also providing for the edd1tionel time on IHk\" or enrichment that many 1tudant1 need in order to Internalize the material initiafly presented. The Otttrict 't plan It to offer library/media program to Hrv IHrners with diverH needt, background end ebilitiet through comprehensive program detigned to better support Oi1trict goals end tudent ned with regard to learn,ng 1t'y4e1, relevance ol instruction, 1upport of multicultural achoo! cumculum, end the application of learning to reel -life eituetiona. Library/media services will be designed to provide for extension end tnrichment of be  ic tkillt end will also eccommodata the varied learning 1tyte1 of 1tudent1 in different in,tructionel group,. Students will have opportunities to work tnd IHrn in the hbrry/media center under the direction of I lfeined teacher-librarian. The Unle Rock Schoof District' library/media program will fulfill it1 potential H en euential contributor to the pt  trict' successful desegregation plan. Upon implementation of the elementary program a review of the secondary program will commence with 1pecial attention being given to meeting the interettt end need, of the D11trict'1 diverse population, Goal 11 - Implement Integrated educetione4 program, that wiM ensure that ef1 student  grow ecedemicelly, socially end emotionally with emphHit on basic skills end academic enrichment while clo1ing di  pariliH in achievement. Go8' 12  Develop nd maintain ttff that it well -train.ct end motivated. Goat 13  The Little Rock School Board, edminittretion, eteff, and 1tudent1 will d1mon1trete in lheir day to day behavior that they accept Heh lndividuM   valued contributor to tociety to tociely end view cultural divertity among 11udent1, tff end the community es  valued retource upon which our community end nation can drew H we prepare for the 21at Century. Goel IIS  En  ure lhat equity occurt In all phasH of echool activitiet end operation,. The d11tnet w,11 provide Heh ttudent with llbrery/m.die HrvicH In accordance with the HHnti role outlined in the di1trict'1 Oetegregation Plan. L 108, L 107, L 109, L 110 '427,230.43 1 tt Otr Expend: '49,509.88 3rd air Expnd: FTE 30 t 129,978.22 2nd Otr Expend: $80,485.34 4th Otr Expend: Program Seq II : Program Name: Program Code: Program Goal Plan Reference Page Number l109 Ll06 l109 l 109 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Page: 22 Revision Date: l1brary/Med1a 32 Primary leader: Estelle Matthis Secondary leader: Lucy Lyon The d1s1ocl will provide each student with hbrarylmed,a services m accordance with the essential role outhned 1n the d1stnct's Oesegrega 11on Plan Objectives 1. Implement th dist,ict' proposed new elementary library/media program. 1 I ro provide eqrntable access to hbury resources 1nclud1ng m111t1cultut al and audiovisual resources for all students.I Strategies 1.1 Hi,e ct.1 ~i~n~t~fin'a fltric~~1 help '- ii \"' .. _. . .,. ., _.. A Act,vity  :ii,~et I~, see 1993 94 p. 32\n,:g,~\n.,.\nw cmonion/oa.lin~w\" i l1 I} t ,' f\n~ ilM m..t. A _ Ac1,v1ty completed/obhga11on met ,n 1989, see 1993 94 p. 32 I\"'. ')  ., J ' I Beginning Date Completion Responsibility Date 107/01/941 106/30/951 (Coordinator of Library Services, Principals, Librarians) ~ED 0 6/30/95 Dir of Human Sen,. Supv of Inst Tech rtn 06/30/95 Consultant, Supv of Inst Tech, Advisory Committee Librarians Janua,y 31. 1995 Evaluation Criteria 1. Comparison of survey results 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 flle 1n Human Resources .) 1.2 Agenda for meetings !Agendas are on file in the Dept of Instructional Technology.) Program Seq II: Program Name: Program Code: Program Goat Ll09 LI09 L109 Ll09 L109 ll09 Plan Reference Page Number 22 L1brary/Med1a 32 Primary Leader: Page: 3 Revision Date: January 31, 1995 The d,s1roct w,11 p,ov.de each student with hb,ary/med,a services ,n accordance wllh lhe essent,al role outhned ,n lhe d1s1uc1's Desegrega11on Plan Estelle Ma11h,s Secondary Leader: Lucy Lyon Objective, Stretegie1 1.3 Identify equlpmenl and materia, necessary :E~\n:\n:~-bof 11e1,~ oHenngs. r\"''ti A. Activity comple ed o l1ga11on met ~ see 1993 94 p . 32 1.4 Order equipment and materials necessary lncfudi09 AV 1ohwa,e, 1Determ1ne/purchase core matenals needed for each elementary school.) 1.5 P,..,.,.,ompnr\nAV filmi.,\ndoo ' . 1 t1 a ,  ~l :a A Act1v1ty c rl, 1n .... ... 1993 94 p. 32 Beginning Dare Completion Date 07/01/94 06/30/95 ED 107/01/941 106/30/951 m 06/30/95 Re,ponsibility Coordinator of library Servicet Supv of Inst heh, Coor of lib Services. (l1brarlansJ Supv of Inst Tech Evaluation Criteria 1.3 Report/List (Surveys and list are on Mc m the Dept. of Instructional Technology.) 1.4 Purchase orders IMate11als supporting the curriculum will be used 1n each elementary school.) 1.5 SupS,,emantal list (List on file ,n Dept. of lnstruc11onal Technology.) 1.6 Develop procedures, guidelines. poticy statement,, and curricutum guides. A. Ac11v11y completed/obllga11on met 1n 1989 .  1993 94 p. 32 \"CO Pl fflf 1.6 File copies ICumculun, guide, polices, and procedures on file 1n Dept. of lns1ruc11onal Technology.I 1.7 Conduct lnservice end curriculum 07/01/94 development for classes for librarian,. principals, and teachers. library media specialists will rovide lnservica trainin to buildin -levet staff in the use of materia,s and equipment. 1.8 Procau new material including cataloging. 07/01 /94 06/30/95 06/30/95 Consultant, Supv 1 7 !Agendas and memos) of Inst Tech, Coor fAgendas and memos on hie in end Advisory Dept of Instructional Committee Technology.) librarians, Media Staff 1.8 ComS,,etion memo P,ogrnm Seq #: Program Name: Program Code Program Goal  Plan Reference Page Number L 109 ll 10 Ll 10 Page: 22 Revision Date: January 31, 1995 l1brary/Med,a 32 P,imary leader: Estelle Matthis Secondary leader: Lucy Lyon The district w+II prOv,de each student wnh l1brary/med1a services in accordance w11h the essential role outlined In the d1st11ct 's Oesegrega11on Plan Objectiwes Strategies A ActlVlty completed/obhgauon met in 1989,  1993 94 p , 32 1.9 Rec91ve requests for AV materials for tac semester 1989. A. ActlVlty completed/obhga11on met in 198  1993 94 p 32 1. 1 O Schedule films\\videos as possibte. !Schedule videos correlated to LASO cumculum as requested bv teachers Use of 16mm him 1s ou1dated I A Videos scheduled dally and were current on 09/30194 1. 11 Hire full time librarians end fuM time clerks for eech elementery schoot H needed. A Full time librar1ans and clerks slatted based on LASO formula 1.12 Develop a maintenance proposal which assures prompt and efficient repair of all AV equipment lndependenl of the time of year. IMa1nta,n procedures for prompt and efficient repair of AV equIpmen1 I A First quarter repair record 155 aud1ov1sual machines, 19 computer monitors B Second quar1er repair record 135 AV machines and 31 compute, monnors S2 .l Beginning Date 107/011941 07101194 07101194 07101194 07101/94 07101/94 10101 /94 Completion Date 106/30/95) 06/30195 09130/94 06130195 09/30194 12/ 31 194 Responsibility Evaluation Crite,ia 1.9 Checkoff list ll1st on hie In Dept. Of lnstructtonal Technology .) Supv of Inst Tech 1.10 Schedule ICoor Lib Serv) (Videos correlated to curriculum will be used in each school.I Dir of Human 1. 11 Contracts Serv, Supv of Inst (Sufhc1en1 staff will be in place Tech. Coor lib to meet slate and North Cenlral Serv. Principals Standards for hbrarians . lib, arv clerks will be staffed according 10 LASO formula. based on enrollment.I Supv of Inst Tech 1.12 Copy of proposal (Coor lib Servi N1ne1v percent of equipment sen1 In will be repaired w11h1n a week. Program Seq I : Program Name\nProgram Code: Program Goal: Plan Reference Page Number ll 10 l109 L110 22 l1brary/Med,a 32 Primry leader: Page: Revision Date: The d1S111c1 w,11 prov,de each s1uden1 w,1h hb,a,y/med,a se,vices ,n accordance w,1h lhe essen11al role ou1hned ,n lhe dos111cl's Oeseg,ega11on Plan Eslelle Matrh,s Secondary leader: Lucy Lyon Objectlve1 Strategies Beginning Date Completion Responsibility Date 1.13 Notify tHche,s via librarians of the faff achedule ffilm1/video1) , 07/01/94 06/30/95 Supv of Inst Tech Unstrucllonal vtdeos coHelated to LASO !Coor lib Servi cumculum are scheduled Use of 1 6mm Mm is outdated) A Teachers are no11hed weekly of current videos 08/29/94 50% 1.14 Suppfy r_.m,/videos per tchedute. 07/01/94 06/30/95 Supv of Inst Tech fCoor lib Servi A Vtdeos supphed on weekly basis. 09/06/94 50% 1  15 Develop a seven to ten year AV equipment Sept. 5. 1989 Nov. 1, 1989 Supv of Inst Tech purchase pfan based on accepted fife pan, for equipment end equity considerations. Tho go~ la to devfH e pfan which will provide the district with consistent line item cost each year to aimpfify budgetary planning end prevent the necasshy for large one-time upenditures as i now required .., 1. 16 Order suppff., and printing. Cl 11\\l'P (Ell pv of Inst Tech A Activ11y completed/obhgation met 1n 1989, ~  1993 94 p 32 1. 17 Conduct inHrvice for hbra,ians and library clerks. 107/01/94) 106/30/95) Coor of lib Serv librarians A lnserv1ce for hbrarians held on 08/12/94, 08/16/94, 09/27/94, 12/01 /94 08/12/94 50% January 31, 1995 Evaluation Criteria 1.13 File copy (Videos correlated to the curriculum will be used 1n each school.) 1.14 Weekly delivery (Videos correlated to curriculum will show 1.15 Copy of plan (Copy of plan on file in Department of lnstruc11onal Technology,) 1.16 Copies of purchase orders {Copies of purchase orders on flle in Dept. of Instructional Technology.) Agendas IOua,tetly data will reflect an increase ,n hbrary use .) P,ogram Seq I: P,og,am Name Prog,am Code: Program Goal P1an Reference Page Number L\\06 L\\07 l1 07 L 107 l1 07 Page: 22 Revision Date: L1bra,y/Media 32 Primary leader : Estelle Matthis Secondary leader: Lucy Lyon The d1StflCt will provide each student with l1brary/med1a services 1n accordance with the essenti al ro le outlined m the d1s1t1c l\"s Oese91egat1on Plan Objecti ves Shategies Beginning Date Completion Responsibility Date 2 (To extend and ennch the bas,c skills In ways 07/01 /94 06/30/95 Principals, that meet sIudents var1od learning styles and librarians p,omote hie long learning ) 2.5 L1brar:t media S(!ec1ahsts will (!Ian with 07/01/94 06/30/95 Pr incipals, classroom teachers for mate11als needed for librarians classroom units . A LMS/Teachers planned for ma1enals August 08/22/94 11 /30/94 through November  Elementary = 10,031 and Secondary  7,306 2.6 Ltbrar:it media S(!ec1ahsIs wtll (!Ian w ith 07/0 1/94 06/30/95 Principals, class,oom building stafl for at least one school  librarians wide read1!:!9 mot,vat,on actIvIIy each xear. A Reading Mo11Val 1on Acl Ivi 11es for August 0 8122/94 11/30/94 through Novembe, Elementary  110 and Secondary  32 2 . 7 . librarx media S(!eciahsts will '2Ian w ith ~ 06/30/95 Pr incipals, clilssroom teachers for l1brar:t: Instruc1Ion to be Librarians correlated to classroom mst,uction. A LMS/Teachers plan for mstrucI,on August 08/22194 11 /30/94 through November Elementary  2,634 and Secondary s 2,0 10 2.8 l1brarx media S(!ecial1sts will ins truct 07/01 /94 06/30/95 Principals, studenls In hterarx skills and re ference/studx librarians !!!!!!.. A LMS Instruct1on of hbrarv skills August 08/22/94 11/30/94 through November  Elementary  170,514 students\nSecondary = 48,827 students 6 Januarv 3 1, 1995 Evaluation Criteria 2. (As a resull ol increased planning and instruction bv LM Spec1ahsI. test scores will increase on norm and criterion referenced tests.) 2.1 (Improved planmng with teachers w ,11 increase sIudcnI tests scores.I 2 2 (More books w ill be checked out in each school.I 2.3 (Improved plannmg w1Ih teachers will resu lt in higher achievement for student s I 2 4 (Abacus assessment wilt show mastery of reference/sIudy skills I Program Saq # : Program Name: Progr1m Code: Prograr\" Goll: Plan Reference Page Number 133 133 134 22 L1brary/Med1a 32 Primary Leader: Page: Revision Date: The d1s1r1ct will provide each student wuh hbrarv/med,a services in accordance w11h the essenl!al role outlined in the d1stncrs Desegre9011on Plan Secondary leader: Estelle Matthis Lucy Lyon ObJecth,es StrategiH Beginning Dale Completion Responsibility 1. Date The selection of materlals/resourcH to 1.1 Continue hosting Muttl-Oistrlct, Multicultural Annually Ongoing Library Media support the curriculum In desegregated school Resource Sharing Fair. In the future, the fair site Director or districts Is a multi-dislrict go of the library win rotate emong the three di.Urfct1. responsible medie programs. person linclud,ng NRLSDi A Tri d1srrict meeting held to discuss fair 08/25/94 08/25/94 8 Multicultural Materials Fair hosted by LASO 12/01 /94 12/01/94 1.2 Begin host1Q9 Multi District Resource ShanQg Fair with book and AV mater1als vendors rotating the site among the three districts, 07/01/94 06/30/95 A 12/01/94 12/01/94 Multicultural Matemtls Fair hosted by LASO 2. The lntervke training libra,y media ataH 2.1 Plan to host multi-district lnservice meelings Ongoing Ongoing library Media members to desegregated school districts la a such H the one sponsored by the PulHkl County Directors or multi district goal of the Hhfary media programs. Educational Service Cooperative in April of 1988 to eaptain the new national guidelines for school responsible Nbrary media program planning. person !including NLRSDI A MuII1 d1srr1ct inservice held 12/01/94 12/01/94 2.2 Plan to host lnservice tr9ining for multi 07/01/94 Ongoing district lihfa,y media specialists using district empfoyHs. 3 . Utilization of television technology In desegregated school districts Is a multidistrict goal of the ltbrary media programs. 3.1 lm.,tement utilization of ceble channel 19 07/01/94 To be Library Media and/or videotapes produced at Metro to teech besi1 skills, etc. established Directors or responsible person January 31 , 1995 Evaluarion Criteria Resources will be selected, purchased, and utilized by teachers and sIuden1s as 1hoy teach the curriculum of lhe desegregitted school d1st11cIs. lnservice training will develop skills for hbrary medial spec,ahsIs who work In desegregated school districts Students will gain practical voca11onal e)lperience in running a telev1s1on s1ud10\nstudents will benefit from 1nsuuct1onal urnts provided over cable system or re corded for later classroom use Program Seq#: Program Name: Program Code: Program Goal: 134 134 Plan Reference Page Number L106 Page: 22 Revision Date: Library/Media 32 Primary Leader: Estelle Matthis Secondary Leader: Lucy Lyon The d1st11c1 w1II provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan Objectives Strategies 4. Recruitment of minority Library Media 4.1 Contact teachers training institutions/recruit Specialists ln desegregated school districts is a teachers for training programs in library media multi-district goal of library media programs. certification. 5. Multi-district communication for library media 5.1 Copy memos relating staff development program administrators is a goal for 1he opportunities to other district administrators. programs. 5.2 Mee1 informally for sharing sessions. A . Informal tri-district sharing meeting held 08/25/94 and 09/20/94 Beginning Date Completion Date Ongoing Ongoing Ongoing Ongoing 07/01/94 08/25/94 06/30/95 25% 6 . The summative evalua1ion will involve a pre and post survey instrument for a comparison between the classroom teacher responses from the survey done in 1988 and from a follow-up survey to be conducted in 1993. CO PlElD A . Activity completed via Fast Track in fall of 1993. Responsibility Library Media Directors or responsible person (including NLRSD Library Media Directors or responsible person (including NLRSDI January 31, 1995 Evaluation Criteria Hiring and placement of minority media specialists will occur Better communication will lie achieved Program Seq I : Program Name: Program Code: Program Goal: LI06 l 107 ll07 ll07 ll07 ll07 ll07 Plan Rererence Page Number 22 l1brary/Med1a 32 Primary leader: Page: Revision Date: Estelle Matthis The dos1oc1 w,11 p,ovode each s1uden1 wuh ht,,a,y/med,a se,v,ces ,n acco,dance w01h lhe essenloal ,ole ou1hned m lhe doslocl's DAseg,ega10on Plan Secondary leader: Lucy Lyon ObjeetivH Strategies Beginning Oate Completion Date Responsibility January 31, 1995 Evaluation Criteria 6.1 Th,ee  fifths instead of 1/4 of the teachers will consider themselves frequent 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 l O will indicate that they seldom or never go the hbrary 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 actIvI11es involving hbrary media acttv1tIes or sk,11 instruction. 6.5 Ma1or barriers or constraints noted in the sp11n9 1988 survey will not repeat as major stumbhng blocks to 1he program. 6.6 Increased s1uden1 vIs11s to the library medial center on a daily and weekly basis will be evidenced through documentation. 6 . 7 Increase will be evidenced by the volume of books checked out by categories : f1ct1on and Dewey categories Program Seq I: Program Name: Program Code: Program Go~ Plan Reference Page Number l107 L108 l108 L 108 22 library/Media 32 Primary Leader: Estelle Matthis Page: Revision Date: Secondary leader: Lucy Lyon The d1slr1ct will provide each student with library/media services in accordance with the essential role outhned 1n the district 's Desegregation Plan Objectives Strategies Beginning Date Completion Responsibility Date 7. Libraf'x medi 2clalist w lH ennuellx evaluate 07/01/94 06/30/95 the collection for adegyec:t of multicultural materiel, and will continuallx evaluate new materiel to be considered for purchase. 8 . Recommendetions fo, multicultural materials 07/01/94 06/30/95 will be shared with all e:rincl2\nels and librarian1 and recommended for core purchase for all ~ 9. The 1992 92 schoot xear will be used to 07/0 1/94 06/30/95 as1ablish baseline data fo, determining 2rogress. 10 January 31, 1995 Evaluation Criteria 6.8 The number of students who visit the hbrar:t for mde2endent research will be documented to indicate an mcrease in usage and the gualit:t of research conducted b:t students will be im2roved. 6 .9 The number of classes/ groues scheduled and su2erv1sed bl'. the classroom teacher will be documented. Prog,am Seq I : Program Name: Program Code : Program Goa,: Plan Reference Page Number 22 l1brary/Med1a 32 Primary leader: Page: Revision Date: The dostoct will provide each student wnh hb,ary/med,a services 1n accordance with the essential role outhned 1n the d1s1r1c1's Desegregation Plan Secondary leader: Es1elle Matthis Lucy Lyon Objectives Strategies Beginning Date Completion Responsibility 10. Undertake comearetlva studr: of librerr: Date 07101194 06/30195 resources among the Incentive sch~s es well es other schools of comeareble size to bring .about eritit: of holdings through en e~itable purchasing e\u0026lt;\u0026gt;!!c't: A. Chart of hbfary resources on file 1nd1ca11ng holdings of incentive schools 09101194 09101194 11. Mod.fit: buffding ece to Increase libra,r: 07101194 06/30/95 caeacltiH at Mitchen end Gertand. Purge the shelves of outdated and well worn materials. At Mitchell boob most fr9!:!nttx used bx the four-xear old erogram kindergerten1 and first grades could be eermanentlx e!aced in the Individual classrooms since those grades are aN houHd In structures that are detached from the main building. 11 January 31, 1995 Evaluation Crileria l'roaromSoq I: Proarans Namt: Program Code: Proarom 0-riplioa: Ui\u0026lt;lricl Gui Support: l'roaram Goal: Plan RtftrfQCts: Yl O u,-titurft: RfflllN fuoct.ioo Codes: LRSD FY 94-95 PROORAM BUDGET DOCUMENT 2J Rni.1ioa Date: Compultriud Tnnaportation Routin, Syllc:m 24 Primary L\u0026lt;odtt: Or. C. Ruucll M1yo Soada,ylaclt,-: Miry Jane Chuth1m Tnnll)OfUhon 1y1tcm provide  the mun, (or ltudcnta to have acccu to v1riou1 achool opliona and educ11ional pmsnm1, H well H extracurricular 1ctivi1ic1. The 0111ric1 will continue lo UK 1tt 1utom1kd routins 1y11cm to make cnicicnl ute of dilllricl rcliOUrcc, in provtdinc lnruiportation to thoac studcN cliaiblc for tnruportation. Studcnu ah1l1 be provided lnMpOtUtKK\\ in ordtr lO attend their H1i1ned tchooh and i11 proannu and 1ctivitic1 Enture that cquily occun in all phHu of .chool activitica and operation,. To P\"\"'idc N(c, cfficicn1, and rcli1blc lnnaporution (or the .tudcnla of lhc LlnJc Rock School Dillrkt. L227 Sl,000.00 111 Qtr Expmd: S0.00 3rd Qtr Expmd: SO 00 Joel Qtr Exp\u0026lt;nd: S0.00 4U. Qtr Expmd: Fcbni1ry l, I 99S FTE Program Seq I : Program Name: Program Code: Program Goal: Plan Reference Page Number L227 L227 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT 23 Computenzed Transportation Routmg System 24 Primary Leader: Dr C Russell Mayo To provide safe, effkient and rehable transportahon for the students of lhe Lrttle Rock School 01stnct Objectives Strategies 1 0 The Transporutlon Department will 10 Determine resource requ1rements necessary request additional resources to help provide to support programs and procure them. Provide transportation 1upport for evening and transportation support as required extended day programs. A Resource requ11ements were tdentlfted Additional buses are on order to support the m,ssion B As departments make requests for support the Transportat10n Department makes every effort to support the request 11 In 1990-91 the District reduced Its number 11 Procure resources necessary lo support two of runs from three to two. run system and imptement two run system A Routes were hmited to the number that could be supported by the buses available for a two run system 1 2 LRSD has made progress In the utillz.atlon 1 2 Student and geographlC data k\u0026gt;aded in ol the ECOTRAN MAPNET System ... 1988-89 system, and personnel trained and prof1etent 1n school opening. computenzmg routmg A llem completed 06190, and is not recurring 1 3 There Is extensive work to be done In 1 3 A cooperative effort between Transportation updaling the geographic files, table with the Department, LR City Engineers, Student LRSD database. AsslQnment, and ECOTRANS staff w,11 help to ensure that software reflects accurate geograph1e 1nformatK\u0026gt;n A Aff new streets were added to the map As new streets are added the map 1s updated Secondary Leader: Beginning Completion Date Date 07/01/94 06/30/95 07/01/94 50% 07/01/94 50% 07/01/94 06/30/95 07/01/94 08/22/94 08/88 06/90 07/01/94 06/30/95 07/01/94 90% Page: Revision Date: January 31 , 1995 Mary Jane Cheatham Responsibility Evaluation Criteria Director of 1 0 Adequate service provided Transportation in support of programs Determined by divKt1ng number requested by number provtded Director of 1 1 All buses assfgned only two Transportation routes Director of 1 2 Students effectrvely and Transportat10n eff1e1ently routed to facll1tate a smooth school opemng 198889 Director of 1 3 Significant reduction 1n Transportation street address errors introduced Director of by poor/inadequate data entry Information Services Program Seq#\nProgram Name Program Code Program Goal Plan Reference Page Number L227 23 Computeozed Transportahon Routing System 2 Primary Leader: Dr C Russell Mayo To provide safe . efftetent. and rehable transportahon for the students of the Little Rock School Oistrlci Objectives Strategies 1. School attendance areas and updated walk ,. School anendance areas not 1nihated Walk zone, need to be encoded Into map mes zones encoded into map for maximum bus uhilzahon A Changes aealed by the closing of Stephens school were encoded into the map 1 5 (Transportation Safety Pollcle1 need to be 1 5 A comprehensive review of all LRSO polictes reviewed and updated properly . Changes wlll germane to lransportahon must be performed and be Incorporated from Applicable Board PO,lcJes recommendahons/changes reduced lo wntmg and and Administrative Directives}. incorporated mto appl1eable documents A A comprehensive rewnhng of the Practices and Procedures for the department was completed and rev.ewed by the Or,vers' Council before publcat,on and d1slrlbuhon 1 6 (Assignment promotion population region 1 6 Information downloaded from mainframe on tables need to be created to ensure proper media format compahble with HP Vectra student assignment) A Download completed with lape from Data Processing Page: Revision Date: January 31 . 1995 Secondary Leader: Mary Jane Cheatham Beginning Completion Responsibility Evaluation Criteria Date Date 07/01/94 06/30/95 Director of 1 4 No student required to Transportation exceed four block/six bk\u0026gt;ck walk 07/01/94 08122/94 07/01/94 07/01/94 Director of 1 5 Pubhshed poltCies on Transportation student behavior/safety on LRSD buses Published pohcies for drivers/driver aides lo assist tn 07/01/9 09/30/94 c.ommumcahng the dIstocts posIllon on transportation safety procedures Frequent meetings to address safety issues and concerns Attendance verified through signin sheets Review of supervisor's monrtormg report 07/01/94 06/30/95 Oireclor of l 6 Routes generated based Transportation upon current assignment 07/01/94 08/15/94 informaI1on Program Seq #\nProgram Name: Program Code Program Goal: Plan Reference Page Number 23 Computerized Transportation Routing System 24 Primary leader: Dr C Russen Mayo To provide safe eff1C1ent. and reliable transportalton for the students of the Little Rock School O,strd ObjecUves Strategies 1 7 All school attendance areas will be 1 7 encoded Into the geographic tables. Wale zones established in accordance wn.h district policy and software c11teua selection Corresponding walk zones will be generated A Walk zones were established because of the for schools, all transportation policies will be dosing of Stephens reviewed and updated. I 8 An entire new stop network will be generated to Improve efficiency and most 1 8 Transportation staff wi,1 update and revise al routes based upon census data provided by economically utilize District resources. Information Services A Addruonat census informahon ts inctuded when it is avaitable lo the Transpartahon Oepartmenl Page: Revision Date: January 31 , 1995 Secondary leader: Mary Jane Cheatham Beginning Completion Responsibility Evaluation Criteria Date Date 07/01/94 06/30/95 1 7 Two mile hst published and 07/01/94 dtslnbuted to school staff Add 08/10/94 lransportahon poficies and procedures 07/01/9 06/30/95 Director of 1 8 Written request for student Transportation data forwarded 07/01/9  95% Census incremental in1haled by routing supervisor Research system error l1shng to w1th1n 5% CompJet10n of first day routes puor to registration Program Seq I\nPro0ram Nam. Program Code: Program DHcrlpdon: Oktrlct Ooal Support Program Goel FY Program llud~t YTO bpandlturH: Rltd Funclion CodH: LASO FY 94-95 PROGRAM BUDGET DOCUMENT 24 Rn'Mlon Date: February 3, 1995 Oa1a Proce11lng 17 Prlm..-y Leader: Or. Robert Clower Secondary leader: David Bea,on To provtde the resourcH (Hardware, Software, Tr.inlng, Programming, Computer Operations, and Hardware and Software Supportl neceuary to collect, ,tore end report information on LRSO a1udent1 . Information ServicH will provide the computer rHources neceuary to collect, atore, and report 1tudent information in a timely and accurate manner. School and central office -based etatf, parents, end student, will benefit hom accurate upto~ate information on student. To implement Integrated education.a progrema to en,ure lhet .ti 1tudent1 wiH grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing d1spa11t1es in ech,evement. To provide th programs and date bHH neceHary to coflect and store all pertinent student information. To provide 11U necessary reports required to support school end central office based functions . To prov,de atl necHHtY information taqulrlld by outside lnt  rHtl . To provtda timely response to all requHts for information. L129, L130 I 71 2.289.22 1at Otr Expand: t 508,929.33 3,cf Otr Expend: FTE 4.0 t636, 767 .88 2nd Ou bpend: t29.838.55 4th Otr bpnd: Program Seq # : Program Name: Program Code: Program Goal: Plan Reference Page Number L 129/130 L 129 L 129 L 129 24 Data Processing 17 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Or Robert CJowers Page: Revision Date: February 1. 1995 Secondary Leader: To provtde the programs and data bases necessary to collect and store all pertinent student informat10n To provide all necessary reports required to support school and central offa based funcbons To provtde all necessary informahon required by outskie lrlterests To provide lmety response to aN requests for informahon David Beason Objecllvu Strategies Beginning Completion Responsibility Evaluation Criteria Date Date 1 Data Processing (Information Services Department) will provide the necessary 07/01/94 06/30/95 Director of 1.A (Administration has support for all school and centr\n1I office lnforma110n recerved aN requ11ed reports for based functions. Services tho school year) 1.B (An data is accura1ely stored and is retnevable) 1 C (Quality reports are bemg delivered on tune) Programs wilt be develo~ed and m~lemented relat1Ve to lhe following areas 1 O (Complaints are no longer ~ 06/30/95 being rece1Ved about Klformahon not being avatlable). 11 (Coiled, Slore. and Report) Dropout 07/01/94 06/30/95 DKector of 11 (Reports are available S1\"tisllc1 (to Include the ability to generate data by race, gender, grade on Information which accuratety report dropout  school by school as well as District. Services statistics) wide basis). 12 (Score, Coltect, Store, and Report) Test 07/01/9 06/30/95 Director of 1 2 (All test results are stored Scores (to Include capacity to score tests and to generate data by race, gender, Information in the computer and are Servtees renected 1n pertinent reports) grade, school, subject area, and district wide). A Tag students for JTPA 09/15/9 504 8 Wrote Stanford 8 report showing last 08/15/9 08/15/9 years reading, math, and language scores that where less lhan 35 8 C lested Comparrson (93 vs 94) of 11/16/94 11/17/94 complete battery scores for 7th grade students at select schools for Planning, Research \u0026amp; Evaluahon study\ni 4 Program Seq I : Program Name: Program Code: Program Goal: Plan Reference Page Number L 129 L 130 24 Data Processing 17 Primary Leader: Or Robert Clowers Secondary Leader: Page: Revision Date: February 1, 1995 Oa\\ltd Beason To provide the programs and data bases necessary to collect and store all pertinent student tnformat10n To provide all necessary reports required to support school and central office based funct10ns To provide an necessary informat10n required by outside mterests To pro\\lKie timely response to all requests for information Objectives Strategies Beginning Completion Responslblllty Evaluation Criteria Date Date 0 Created diskette with 9th graders at 11/23194 11/30194 select schools showing their K-4 MAT 6 Reading Comprehensive scaled scores for study 1 3 (Coned, Store, and Report) Student 07/01194 06/30195 Dtrector of 1 3 (All available student Achievement Data (to Include the lnformat10n achtevement data is stored and capacity to monitor test scores, grade Services reported as requested) distribution and other Identified achievement data by race, gender, grade, subject, school and district-wide). A Load SAT-8 test data onto AS/400 07115194 07/20194 B Transferred sludent and baste data from 09/08194 09/09/94 Student Management System to Abacus Test scan sheets where generated for all schoofs C Print Abacus test answer sheets, 08/20194 50% attendance scan sheets and grade scan sheets D Allowed Secondary RegtSlrars to update 07/01/94 50% Transcnpt History Data drstrict wide 1 4 (Collect, Store, and Report) Attendance 07/01194 06/30195 Diredor of 1 4 (Attendance data tS (shall be kept In such a way as to allow Inform a hon accurately stored and reported data to be gathered for any period of Services to the state wrlh minimum time, for wlthdrawals and re-enrollment, manual comp1lahon for students by grade, school, race, gender, and dlslrict-wlde). A Pre-select attendance entry records for 08115/94 08/15194 all expected incoming students B Pnnt Anendance scan sheets on a 08/20194 50% weekly basis to assist 1n ga1heung Attendance Data 54J Program Seq #: Program Name Program Code. Program Goal'. Plan Reference Page Number L 130 L 130 Data Processing 17 Primary Leader: Or Robert Clowers Page: Revision Date: February 1. 1995 To provode the programs and data bases necessary lo collect and store all pert,nenl student ,nformat10n To provode all necessary reports required to support school and central office based functions To provide all necessary mformahon required by outside interests To provide timely response to all requests for informahon Secondary Leader: David Beason Objectives Strategies Beginning Completion Responsibility Date Evaluation Criteria Date C Automated State 9 Weeks Report using Monarch \u0026amp; Excel 10/15194 10/30194 1 5 (Co1'8ct, Slore, and Report) Olsclpllnary 07/01194 06/30195 Director of 1 5 (Dlsc1plme data is Data (by offense, school, teacher, class, subject, race, gender, district.wide, and Information accurately entered and reported over ny period of time). Services as required) A Added to field to Drscephne Database to allow traciung of final vs recommended 11/30/94 12/01194 sanchon 8 P11nted letters to all suspended students 12119/94 12/19194 16 (Collect. Store, and Report) Student 07/01/94 06/30/95 Director of 1 6 (Sludent assignment data rs Assignment Data (by race, age, gender, class, school, grade, level, and district~ lnformahon stored and all reporting wide). Services requirements are met) A Promoted students 10 next grade using the Student Ass,gnment cntenon 07/15/94 07/15/94 8 Randomized student school choices and placed on the Wart,ng list Screen. 07/30194 07130/94 C Ran October 1 counts report 09/30/94 09/30/94 0 Punted d1stndwlde school profiles for schoots lo evaluate 09/30/94 09/30/94 E Automated State Oct 1st Report for certirled and non-certified staff 10/01/94 10/15/94 F Produced drskelte wrth Free \u0026amp; Reduced lunch data for Student Assignment 11/23/94 11/30/94 Program Seq #: Program Name: Program Code: Program Goal: Plan Reference Page Number L 130 24 Data Processing 17 Primary leader: Dr Robert Clowers Secondary leader: Page: Revision Date: February 1, 1995 David Beason To provKie lhe programs and data bases necessary to collect and store all pertinent student information To provide all necessary reports required to support school and central office based functions. To provide all necessary mformalion required by outside interests To provide timely response to all requests for information Objectives Strategies Beginning Completion Responsibility Evaluation Criteria Cate Date 2 Data Processing Department (lnformalion 07/01194 06/30/95 Director of 2. (The District requirements for Services Department Staff) will have 1he Information computer resources are being capacity to respond to District needs as Services met). required by District goals and state and federal laws such as grade distribution and the ability to Identify specific students and cohorts of students. 2.1 (The Information Services Department will 07/01/94 06/30/95 Director of 2 1 (All employees requiring maintain adequate computer hardware and Information access lo student records have support to meet the needs of the district). Services access to terminals). A Move telephone lines, computer lines, 07/01/94 50% and computer equipment as requested. 8 Provide user support on the operation of 07/01/94 50% computer equipment. C Provide user support for Abacus 07/01/94 50% equipment. 0 Provide access to Sludenl Software for 07/01194 50% performing routine data entry and reporting . E Reinstalled the equipment at Williams 09/20194 09/21/94 Magnet as a result of the new construction that took place during the summer. F Purchased and installed a tape back-up 09/14/94 09/30/94 unrt with the appropriate software to accommodate the programs that are being destgned for budgeting procedures between lnlormalfon Services and Financial Services I Progr,1m Seq #: Program Name: Program Code: Program Goal: Plan Reference Page Number 24 Data Processing 17 Primary Leader: Or Robert Clowers Page: Revision Date: February I , 1995 To provide the programs and data bases necessary lo collect and store an pertinent student informa110n To provide aN necessary reports reqwed lo support school and central office based functoons To provide all necessary informat10n required by outstde interests To provtde tmety response to aN requests for 1nformahon Secondary Leader: David Beason Objectives Strategies Beginning Completion Responsibility Date Evaluation Criteria Date G Purchased and InstaOed an IBM 608 09114/94 09130/94 line Matruc Printer lo accommodate the large amounts of pnnhng required from the AS/ 00 users of lhe O,stoct To\ns wilt also speed up the pnnling process with the add1bonal printer This printer Is located in the Operations Department of Information Services H Purchased HP 1200C Oeskjet Pnnter and 09122/94 09130/94 the HP LaserJet  + Printer located in the Office of Oesegregahon and Student Assignment I Purchased the new telephone system 07/01/94 08125/94 located In the Offa of Desegregat10n and Student Assignment J Purchased for the Office of Desegregation 09122/94 09122/94 and Student Assignment ,n lot were three each of the following Microprocessor, CD-ROM Drive, Disk Drrve, Monitor, Keyboard, Mouse, and an other required attachments K Purchased for lnformabon Servic.es on 12115/94 12/15/94 PC to allow access lo the AS/ 00 and have the capab~fly of running software in a Windows environment L lnstal6ed J terminals and cabfing at Booker Magnet lo aNow access to the AS/400 10/01/94 10/04/94 M Installed cabling and equipment at the 11114/94 11/15/94 new Student Heanng Office to alk\u0026gt;w access to lhe AS/00 student S)'slem N Installed J new Hard Orrves into J 11116/94 11116/94 computers at Transportat10n Dept Program Seq II. Program Name: Program Code: Program Goal'. Plan Reference Page Number 24 Data Processing 17 Primary Leader: Or Robert Clowers Secondary Leader: Page: Revision Date: February 1, 1995 Oavtd Beason To provKie the prog,ams and data bases necessary to collect and store all pertinent student 1nformahon To provide all necessary reports required to support school and central office based funcltons To provide all necessary mformalt0n requ1ted by outside interests To provide timely response to all requests for informat10n Objectives Strategies Beginning Completion Responsibility Evaluation Criteria Date Date 22 (The lnformat10n Serv.ces Department will 07/01/94 06/30/95 Director of 22 (All necessary software tS develop or acquire the software required to Information Installed and functioning support the needs of the dtstnct) Services properly to collect, store and report information in a tmely and accurate manner) A Purchased and installed Word Perfect 5 1 07/20/94 08/01/94 to schools and departments as requested B Provide technical support for data entry 1n 07/01/94 50% all schools usmg Word Perfect to enter data lnlo Iha LRSO Program Budget Document C Modified a series of approximately twelve 08123/94 50% (12) screens to allow schools to enter aggregated information not currently stored on the AS/400 database that was needed for the School Profile Report O Modified the School Profile Report to 08/23/94 50% show breakdowns by race and sex of all Items required by the Office of Oesegregat+on and Monitormg E Provided equipment matntenance, 07/01/94 50% cablmg, and communtcat10n hnes connecting users to the AS/400 system F P,ovtde telephone servtee and compuler 07/01/94 08/23/94 access to the Truancy Otras new location G Purchased Paradox 5 0 for Windows 10 09/14/94 09/14/94 assist with budgeting and financial procedures H Installed AS/400 Software Upgrade 08/10/94 08/15/94 VersK\u0026gt;n 2 3 from IBM This Wtl1 bnng the system up to dale ,n meeting the needs of the D,sloct 547 Program Seq #. Program Name: Program Code. Program Goal: Plan Reference Page Number 2  Data Processing 17 Primary Leader: Dr Robert Clowers Page: Revision Date: February 1, 1995 To provide lhe programs and dala bases necessary lo collect and slore aH pertmenl sludenl informaI10n To provide all necessary reports requ11ed lo support school and cenlral office based funchons To provide aff necessary 1nformahon reqwred by outside interests To provide tmely response to all requests for mformahon Secondary Leader: David Beason Objectives Strategies Beginning Completion Responsibility Date Evaluation Criteria , Date Purchased Crystal Reports Pro Version 07/29/9 07/29/9 3 0 to ass1St with add1honal programming for budgeting and rinancial procedures J Purchased Monarch for Windows vers10n 09/1 /9 09/1 /9 1 0 to assist with des19n1ng addrt10nal documents used for budgeting and financial procedures K Installed Mk::rosott Office Pro Version 4 3 07/20/9  09/20/94 and MIClosott VtSual Bas1C Pro Vers10n 3 O throughout the lnformat10n Services Departmenl to accommodate lhe starf ,n provld1ng informahon and support to the DtStrict users In a more bmety and professional manner L Acquired training for the Interim Director 09/29/9 09/30/94 of Information SeNices Department for Netware 3 12 Software to be able to provide the users with the support that is requested M Purchased in lot of three each were the 09/22/9 09/22/94 foftowmg software apphcat10ns located In the Off'ice of Oesegregal100 and Student Assignment Corel Pro Photo Sampler, MS-Dos 6 2, MIClosott Windows for Workgroups Vers10n 3 11 , Microsoft Otrice Pro Vers10n 4 3 on CD, and all other requested software 23 Comeutenzed Data Access- Comeuterized data access will be a real~ in an Incent1ve schools ~ 06/30/95 so that student data rs eas,~ accessible and access can be tmmediale for reeorts wh,ch mght be needed relal,ve to all school erogram aseecls 25 Program o .. c,lptlon: Dttltrlct Goal Support: Program Goal: Safety end Security 1e Primary Leeder: LRSD FY 94-96 PROGRAM BUDGET DOCUMENT Martt MllhoUen Secondary lee\u0026lt;Hlr: Bobby JonH The Department of Safety and Security was e  tablished for the purpoH of addre11ing Hfety and Hcurity issues in the Little Rock School District. Page: Ravitlon Data: February 3, 1995 ActiVltiH of the department include thoH prectice1 that Impact the aludente and etaff in ell echools . Additionally, staff from the numerou1 nonechool based location  receive service  from this department. In addition to a program director, the staff includea eupervisors that euuma te\u0026amp;ponsibility for pupil end personnel safety progrems, building protection programs, and school based security officers. The Safety end Security Department operation ere intended for the benefit of all 1tudent, ateff, end property in the Little Rock School Di:1trict. 5. Prov.de a Hfe end orderty climate that i conducive to leernlng for II atudents. 2. Develop and maintain a 1taff that is well -trained and motivated. The lJltle Rock School Di strict will provtde resourcH to tupport an orderly and safe tchool district climate. L 28, I 30 lt-----------------1_e_1,_2_8_e. 1_2-1 1 t--1,_,_a_,_,_e1.1_,_n_d:_ _________11 1_1_,3_oo_.4_3_t-3r-d_a_,_,_E_P__n_d:_ -----------------------1,~ TO bpndlturH' $358,997.33 2nd Otr Expand: $241 ,898.90 4th Ott Expend: ~ 2587 S4:J Program Code: Program Ooel: Pt n R f  r  nce Pao- Number L 28 L 28 LASO FY 94-95 PROGRAM BUDGET DOCUMENT 25 Safety and Security 16 Primary leader: Mark Milhollen The linle Rock School District w,11 provide rHources to 1upport an orderly and 1111  1chool di1tnct climate. Objective \u0026amp;trat glea 1. To prow::ta  drug hH work environment for 1.1 Drug tHt all Transportation amptoyeH pnor the ufaty of etudent  and mployeea. to th start of the school yHr. A. Drug IHI edminiat  red 8. Drug IHI edmini1tared 1.2 Administer random drug tHtt to .ti employeet two timH during the school yHr A. Random drug tHt administered-Random THI I B. Random drug tHt administered-Random THt II 1.3 Administar drug tHt to etl drivers who u:perience n Hult accident A. THt edminittered to driver tfaoll B. THI admini1tered to driver et-faull 2. To provtde  Hcurity st ff for U 1chools end 2.1 Maintain d11trict level st  ff to provide ,1t .. Hcurlty 1ervicH district-wk:te A. School baud Hcurity 1taff esaigned to Heh HCOndery ,choo4 B. Furruh uniform, for Hcurity 1teff C. Furnish uniforms for security staff 3. To proY1de oft duty pohce protection for 3.1 Ort-duty police will be contrac ted to proY1de 1tudent1 and 11alt supervision  t school events A. Ott-duty police contracted for 30 football game, S'.i .l Secondary LHdr: leglnnlng Dote Completion Data 07/01/94 06/30/95 07/01/94 09/30/94 10/01/94 12/31/94 07/01/94 06/30/95 07/01 /94 25% 10/09/94 25% 07/01/94 06/30/95 A neCHHry 09/30/94 As neceHery 12/31/94 07/01/94 06/30/95 08/22/94 09/30/94 08/22/94 75% 10/01/94 95% 07/01/94 06/30/95 08/29/94 09/30/94 P  ge: Re'fflllon Oat : January 31, 1995 Bobby Jones RHponeM,Mlty Evelu  tlon Criteria Coordinator of RHults of initial drug teat Pupil/Per,onnet report Safety Coordinator of Reeult  of monthly random Pupil/ParsonM drug IHI report Safety Coordinator of RHults of end of yaar at-fault Pupil/Personnel drug tHt report Safety Director of S  fety Copy of tecurity anigned to and Security schools Director of Safety Copy of payroll voucher, end Security Program Saq I : Program Nam : Program Code: Program Goal: Pl  n Raf rnoa Page Numbr L 28 130 25 Safely end Security 18 Primary laad r: Mark Milhollen The Li1tle Rock School Oi11nct w,11 proYKfe re1ourcH to eupport an orderly and Hf  achool diatrict climate. Obj,ctl.,. ltret  iN 8 . Off-duty police contracted for 22 volleyball gem C. Off-duty police contracted for 38 football ga,ne  D. Oft-duty police contracted for 17 volleyball 0\"\"\"'' E. Off-duty potice contracted for 43 bHketbell gem 3.2 School bHed  curity per1onnel eHiQned to provida  uparviaion at achoo! event  A. School BHed tecurity peraonnel  Higned to 33 achool  vent  B. School BeHd Hcurity peraonnI  Higned to 58 achool event, 4. To provtde 1upervt11on for Hf , secure bus 4 .1 Two marked Security cars provided to be 1top1 preeent and monitor Hlected bu 1top1 A. Both cars were used by Security to monitor bu,  top 8 . Both car  were used by Security to monitor bue stop1 4 .2 Security staff will monitor ,elected atops in the mornings and afternoon A . All atop Hlected have been monitored B. All 1top1 Hlected have been monitored 5 . Th Ofhce of Support Servtc  end afl of 111 5 .1 Recruit from among public who do not deperrmenta w,11 eddrns queation1 of equity in typically apply for Hcur11y poaitions ell hmng and bidding pracllCH Paga: Ravielon Data: January 31, 1995 Sacondary L aCMr : Bobby Jones leglnnhlo Det Compt.tlon R  pon lbMlty Evek.ietlon Critrie Oet 08/29194 09/30194 10/01194 12/31194 10/01194 12/31194 10/01194 12/31194 08/28194 09130/94 Copy of payroll memos on file In BualneH Office 08/22194 09/30194 10/01194 12/31194 07/01194 08/30195 Director of Safety Schedule on file in director' and Security office. Comparison of number of 1topa monitored in 1992-93 nd 1993-94 08/22194 09/30194 10/01194 12/31194 07101/94 08/30195 Director of Safety File memos available in and Security director office 08/22194 09/30194 10/01194 12131194 07/01194 08/30195 Director of Safety Uat of school atefl by race end end Security gender. Comparison of slaff by rec  end gender for 1993-94 end 1994-95 Program Name: ,,og,am Coda: Plan Raferanot Paga Number L 28 25 Safety and Security 18 ,,1mery lAedar: Mark MlhoUen The Little Rock School Oittrict will provide rHourcH to eupport  n orderty and -  fe echoot dietrict climate. ObJactiH \u0026amp;trateolH 5 .2 Maintain etaff thet model equit_,.e hiring practice  8 . To conduct weapon   rche In 'flltematic 8 .1 The LRSO will conduct w  apont 1c  n1 in manna, tchoot buitdingt and at athletic events A. Weapon, ,cant conducted in all Hcondery school buitding1 8. Weepon ,cane conducted  t 30 footb U game, C. Weepon, 1c  n conducted t 22 volleyball gomu 0 . Weapon, ec  n conducted in II Hcond  ry echool buitdingt E. We-s,on1 1c  nt conducted at 38 football g mH F. W epont ec  n conducted al 17 voHayball gem G. Wa pon1 1ctn1 conducted  t 43 b  tketball game, 7 . To monitor ell LRSO property t time, when 7 .1 LRSO will contr.ct with  private firm for Ml occupied buitding monitoring A. Conlrect confirmed with Sonitrol of Cent,_. Arkent  1 , Inc. B. Contract confirmed with Sonitrol of Cantrel Arkan1a1, Inc. 7 .2 LRSO will employ two persona to anewer all elerm1 H they are received from dispatch A. LRSO amployH met with police et building to  ntwar alarms Pge: Jenuery 31, 1995 S.condary LHCMr: Bobby Jone a.ginning Date Comp~don lileepOMibiffty Evatuatlon Criteria Date 07101/94 06/30/95 Director of Safety Utt of adminietr  tive staff by end Security rece end gender 07101/94 08/30/95 Princlpalt Comparison of number of weapon, detected in 1993-94 with 1994-95 08/22/94 09/30/94 08/29/94 09/30/94 08/29/94 09/30/94 10101/94 12/31/94 10101 /94 12/31/94 10101/94 12/31 /94 10101/94 12/31/94 07101/94 08/30/95 Director of Safety Copy of original contract and Security 07101/94 25% 10/01/94 25% 07101/94 06/30/95 Director of Safety Copy of Safety end Security end Security Alarm Response sheets 07101/94 09/30/94 Progrem Code: Prog,em Ooel: Plan Rfrn~ Pege Number L 28 L 28 L 28 25 Safety and Security 16 Martt Milh\u0026lt;Mlen Th Llttl Rock Schoot Oi1uict will p,ome re  ource  to support n ordrty nd Hf school district climate. Ob}-ctlvH atrategiee 8 . LRSO employH met with police t building to answer alarm 7 .3 LRSO will pro...\nde for motion detection, fence, audio, and perimeter atarma A. Contracted _.e,m company has provided HrviCH 8 . Contracted aterm company hH pro..,\nded Hrvie  a 8 . To provide tor the management of school 8 .1 Schoof will develop 1tretegi  a to rHpond to emergencies building emergenciea A. Principals will Hnd copiH of atr tegiH to Sfety and Security Department 8 . Princlp8'1 will Hnd copies of atrategiea to Safety and Security Department 9 . To provtde for an Emergency Operation 9 .1 Centrat office 1taff will determine rHponses Procedure for c entral office to district mergenciH A. Superintendent of Schoot, will provide all department  copy B. Superintndnt of Schoof, will provide II departments  copy 10. To pro\\/tde photo 1.0 .'a for tecondry 10. 1 Safety end Security Department will 1chool1 upon request hom principals achedule 1.0 .'a H requeated In tchoola end centrat offices A. Photo 1.0.' provided when requHted by aecondery schoo41 8 . Photo I.0.'1 provided when requested by cent ,_. office C. Photo 1.0 . 's proVKfed when requuted by H eondary schools Page: Avilon Oat: January 31 , 1995 Secondary leader: Bobby Jone  a.ginning Dete Completion RHponllbtffty Evaluetlon Criterie Dete 10/01/94 12/31 /94 07/01/94 06/30/95 Copy of contract\nPersonal obHrv tion 07/01/94 25% 10/01/94 25% 07/01/94 06/30/95 Director of Safety CopiH of criaia re  pon1  and Security material on Ma In office of Principat1 director 08/22/94 47% 10/01/94 51% 07/01/94 06/30/95 Superintende11t of Copy of materiel on file Schoo41 07/01/94 90% Copy on fll in aU district location 10/01/94 10/13/94 07/01/94 06/30/95 Director of Safety Copy of tchool requests on file and Security in director' office 08/22/94 09/15/94 07/01/94 09/30/94 10/01/94 12/31/94 \\' Program Sq I : Program Name: Program Code: Program Goal: L 28 L 28 Ptan R  frnc. Pa Numbar 25 Safety and Security 1\u0026amp; Primary Leader: Mark Milhollen The Utt1 Rock School Diatrict will provide rHourcet to aupport en orderly and tefe 1choot diatrict climate. Objective 11. To provide for achool evacuation ptana 12. To provtde for incident reporting throughout the dittrict \u0026amp;trat Qie D. Photo I.0.'1 provided when requested by centr8' office 11.1 Principela will conduct a achool fir drill Heh month and a copy raceivad in Safety and Security Dept. by the 10th school day of the month in which the drill ia held A. August fire drill conducted B. September lira drill conducted C. October fire drill conducted 0. November fir drill conducted E. Dcmbe, fir drill conducted 11 .l Principelt win report bomb thre tt to Safety nd Scurity Depertment 12.1 Incident, occurring within the school district will be rported to the Safety and Security Dept. uaing the LASO Incident Report form A. CopiH of Incident Reportt received will be filed B. Director will fu copiee to ineurance firm H needed C. CopiH will be forwarded to Procurement and Materiel Management Department H needed 0. CopiH of Incident Report, received will be Med E. Director will fax copies to insurance firm es needed F. Copies will be forwarded to Procurement end Material, Management Department at needed Secondary lHder: Beginning Date 10101/94 07/01/94 08/22/94 09/01/94 10101/94 10/01/94 10101/94 07/01/94 07101/94 07101/94 07/01/94 07101/94 10101/94 10101/94 10101/94 Comp~tlon o.,. 12/31/94 0\u0026amp;/30/95 1\u0026amp;% 9\u0026amp;% 88% 82% 71% 08/30/95 08/30/95 09/30/94 09101/94 09/30/94 12/31/94 12/31/94 12/31/94 Paga: Ravialon Date: Bobby JonH RHpOMlbHity Principe!, Principal,, Dirac tort, Supervitore January 31, 1995 Evaluation Criteria Copy on file in Safety-Security Office Filet in director' office Copiet on file in Safety Security Dept. -- l'rosnun Soq I: P\"f'Olram Name: f'nl1!nun Code: f'nl1!ram 1-riptioD: llislricl Goal S.,pport: P'rotnm Goal: YTD r.,Jlpenditura: RMINI function Codes: LRSD FY 94-9S PROGRAM BUDGET DOCUMENT 26 Pq:~: Rnivoa Date: hnuarJ IJ , 1995 Minority Teacher Rruitmenl OI l'rimary L\u0026lt;ador: Richard Huriey Socoadary l,,.d ... : Robert Robiruon Primary function it to recNit hi1h quality profe11ional ind 1Uppof1 ptl\"IOMCI to mccl lhc di11ricl'1 ,oal, and objcctivu in a wide nngc of po1ition, in achoo! and lhc ccntnl adminiatntion office . To 1\u0026amp;.1pport linka:Ju between the achool dittricl ind hither education inatituttORI\n1uumc ruponeibility for delc111ed pro,nnu related to llllff\" rccruitmenl lo meet EEO and Affinnttivc Action and Pcraonncl Scrvicu hirint lllndanh\nruporuiblc for .. ,i1ncd t.uk.a and projecla I.hat will enh1ncc the productivity and efficiency of lhc human rclOUrtCI diviaion. Develop and maintain a lllfT that i, wclltnined and motivated. Dcvclopin, equity in e'\"\"loycu compotition that rcn11 racial and ethnic divcnity. S  l ,l92. 16 ht Qtr E.xpmd: $13,991.19 3rd Qtr E.xpmd: fTE 1.0 Sll ,392.74 lod Qtr E.xpmd: Sll ,393 .ll 41b Qtr E.xpmd: ProRram Stq I: Program Nam,: Proiram CCHlr: l'roRr:un Coal: 14] IAJ LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Tuchu Rrcruilmtnl 118 Primary I.Aadtr: Richard Hurley Secondary Ludtr: (To organize rccru11mcn1 and rctcrmon programs for the purpo~ of developing equity in the employee com!)Oslllon tha1 reflects racial and cthrnc d1vcrsny ) Ohjtclivu I Updilc review or rccnutmg needs by age. race, sc:it an\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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