{"response":{"docs":[{"id":"bcas_bcmss0837_200","title":"Analysis of student attendance zones","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":["Jennings, James M."],"dc_date":["1994-07"],"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","School attendance","Educational statistics"],"dcterms_title":["Analysis of student attendance zones"],"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/200"],"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":["reports"],"dcterms_extent":["113 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 Analysis of Student Attendance Zones Prepared for the Little Rock School District by Dr. James M. Jennings July 8,1994 Dr. Henry Withams Superintendent of SchoolsCERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 25th day of July, 1994. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 ristopher Heller 1 RECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUL 2 5 1994 Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING Little Rock School District (LRSD) hereby gives notice of the filing of the \"Little Rock School District Analysis of Student Attendance Zones\" which was prepared for LRSD by Dr. James M. Jennings. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By Christopher Hei Bar No. 810831 Introduction The majority of students in the Little Rock School District were assigned to attendance zone schools prior to the 1987 court approval of the Pulaski County desegregation remedy. The Pulaski County Desegregation case ushered in a new magnet program, with aU of the magnet programs located in the Little Rock School District, and a new student assignment plan. The new student assignment plan, \"controlled choice,\" had the effect of making every school a magnet school-at least in terms of providing other options for students. In the succeeding years after the 1988-89 school year, the student assignment plan was changed from a \"pure controlled choice\" system to a different attendance zone plan stacked with various options. The \"pure controlled choice system\" for assigning students was not implemented until the 1988-89 school year. The first year of controlled choice, 1987-88, was actually a hybrid system that included a mandatory attendance zone assignment plan with a controlled choice option. All students, with the exception of those enrolled in magnet schools during the 1986-87 school year, were assigned to an attendance zone school. All attendance zone students could submit choices for other schools-both nonmagnet and magnet schools. The selection process was \"controlled\" by racial balance requirements, building capacity, and two zones. Students who lived in Zone A could only apply to Zone A schools. Students who lived in Zone B could only apply to Zone B schools. II. In 1988-89, the zone lines were eliminated. This change created a 'pure\" controlled choice system. All students new to the district were assigned by the choice plan as opposed to the 1987-88 attendance zone plan.2 Subsequently, the choice plan was eliminated and a new attendance zone plan was created. It should be noted that each time a new student assignment plan was implemented, beginning with the 1987-88 plan, it was simply added to the current assignment structm-e. In other words, the old plan was grandfathered (or became dormant) and a new dimension (the new plan) was activated. The old plans were never eliminated by reassigning all students based on the provisions of the new assignment plan. As a result, students in the Little Rock School District during the 1993-94 school year had assignments based on the 1987-88 attendance zone plan, the choice options from the 1987-88 assignment plan, the 1988-89 \"pure\" choice plan, OR the current attendance zone plan (which includes various options). The first full year of implementation of the current attendance zone plan was the 1990-91 school year. This plan includes various school categories. Each school category, whether magnet, incentive, or interdistrict schools, has a unique set of requirements for assignment purposes. In addition to the school categories, several transfer options are available to attendance zone students. It is interesting to note that the 1993-94 school year was the last year for any school assignments made under the 1987-88 assignment plan (either mandatory or by choice). The kindergarten class of 1987-88 completed sixth grade in the current school year-1993-94. The kindergarten class of 1988-89, assigned under the \"pure controlled choice\" plan, will complete sixth grade in the 1994-95 school year. The end of next school year, 1994-95, will represent the fifth year of operation of the ciurent attendance zone plan in the Little Rock School District. The purpose of this report is to examine the extent to which attendance zone students are actually attending their attendance zone 3 schools and, if possible, identify areas of concern. The overall goal of an attendance zone plan is to have each student attend his/her attendance zone school. In the case of the Little Rock School District, this goal is complicated by desegregation requirements, building capacity limitations, transportation needs, and the availability of various transfer options. This report begins with a summary of the limitations of this study. The purpose of this section is to acquaint the reader with the terminology and methods used in this report. This report will not.address population projections for Little Rock and/or Pulaski County. Next, the relationship between attendance zone students and building capacities will be examined, Emphasis will be placed on two aspects of building capacities: (1) the extent to which the school building can accommodate all of the attendance zone students\nand (2) the percentage of attendance zone students in each area school. The third section of this report will address the racial percentages of the attendance zones. Simply stated, the purpose of this section is to determine if the attendance zone plan, in its purest state, will yield the necessary desegregation requirements. Finally, this report will examine the assignment patterns of attendance zone students and non-attendance zone students. Limitations The terms enrollment, attendance, and assignments should not be used interchangeably when discussing the system used to determine where a child goes to school. Enrollment refers to the number of students who have attended a school at least one day. Attendance refers to the number of students at a given school on a particular day. Of course, all of these students have to enroll in order to be counted in the school's attendance. This report does not address school attendance. Assignment refers to the 4 school in which the student is expected to enroll. A student can be assigned to a school and never enroll in that school-simply because the student never attends that school for one day. This report examines the attendance zones in the Little Rock School District. An attendance zone is a geographic area which constitutes the assignment area for a particular school. Although the attendance zone is designed to accommodate all of the students in that geographic area, these students may never enroll, attend, or even be assigned to that particular school. Thus, a distinction must be made between students who live in an attendance zone and students who live in an attendance zone and actually enroll in that school. Theoretically, the goal of an attendance zone plan is to have alLattendance zone students assigned to, enrolled in, and attending the attendance zone school. In the Little Rock School District, each attendance zone school has three groups of students: (1) attendance zone students enrolled in the attendance zone school\n(2) attendance zone students enrolled in another school (a non-attendance zone school)\nand non-attendance zone students enrolled in that school. The second and third groups were caused by the process of grandfathering (explained earlier), a transfer option, or a mandatory reassignment. All of the attendance zone and building capacity figures used in this report were obtained from the Little Rock School District Student Assignment Office. The attendance zone figures do not include magnet students. These figures were taken from printouts dated March 16, 1994, March 24, 1994, April 21, 1994, and June 10, 1994. The elementary building capacity figures are based on grades K-6. Any questions related to the 5 accuracy of the raw data presented in this report should be referred to the Little Rock School District Student Assignment Office. All schools with attendance zones will be examined. This includes elementary area (non-magnet) schools, incentive schools, and interdistrict schools. Emphasis will be placed on elementary schools since most secondary (junior high and senior high) schools are affected by the desegregation transfer process. The desegregation transfer process allows non-attendance zone students to transfer to a school based on the desegregation requirements and the number of seats available. As a result, the secondary schools cannot be expected to have all attendance zone students enrolled in a particular school. Finally, three geographic areas were designed arbitrarily for the purpose of analysis. The three areas are\n(1) East of University Avenue/South of Markham Street\n(2) West of University Avenue/North of Markham Street\nand (3) Southwest Little Rock. The elementary schools in the respective areas are listed in Table 1. These areas were designed to facilitate some degree of geographic analysis. For instance, the area east of University Avenue and south of Markham Street has experienced a decline in population over the past decade. As a result, the degree to which these attendance zones are meeting the needs of these schools should be of interest to the Little Rock School District. A case of underpopulated zones and population decline may raise the question of rezoning or school closings. A case of overpopulated zones and population decline may necessitate rezoning. In either case, the desegregation implications must be considered. The area west of University Avenue is probably the fastest growing section of the city. The fast growth rate of West Little Rock raises a different set of concerns. In this case, the District should be concerned about the 6 likelihood that the schools will be able to accommodate the future growth of their respective attendance zones. The growth rate of West Little Rock presents a likely scenario of overpopulated zones and population increase. This scenario is complicated by the need to maintain desegregation requirements when the new residents are predominately white. The figures cited in this report do not accoiuit for new resident projections and/or future students recruited from private schools. Table 1 Geographic Areas for Elementary Schools East of University/ South of Markham West of University/ North of Markham Southwest Little Rock Badgett Woodruff Franklin Garland Mitchell Rightsell Rockefeller \"Stepheiiaj Bale Brady Fulbright Jefferson McDermott Meadowdiff Terry Western Hills Wilson Baseline Chicot Cloverdale Dodd Geyer Springs Mabelvale Otter Creek Wakefield Watson King Washington Fair Park Forest Park Pulaski Heights Romine The next section involves the first phase of analysis in this report. The extent to which the current attendance zone plan will meet the needs of the District depends on the simplest level of analysis--the number of attendance zone students and the building capacity available to accommodate these students.7 Building Capacity This section will address the extent to which the school building can accommodate all of the attendance zone students, and the percentage of attendance zone students in each attendance zone school. The capacity figures provided in this section do not include four-year-old classes. The term \"attendance zone students\" refers to (1) attendance zone students enrolled in the attendance zone school and (2) attendance zone students enrolled at another school (a non-attendance zone school). Both groups constitute the term \"attendance zone students.\" It is important to include both groups in such an analysis because they represent the ideal situation in an attendance zone plan. They represent all of the students who live in the attendance zone. In this analysis, the question is asked, \"Does the school building have enough capacity to accommodate alLof the students who reside in the attendance zone-the ideal situation in an attendance zone plan?\" Table 2 Attendance Zone Students and Building Capacity AZ Students Capacity Vacancies Southwest Little Rock Basebne Chicot Cloverdale Dodd Geyer Springs Mabelvale Otte r Creek Wakefield Watson 313 526 431 270 260 443 365 433 479 354 540 438 328 292 497 351* 492 456* 41 14 6 58 32 54 -14 59 -23 Total 3520 3748 228 Over capacity8 Unfortunately, there are several cases in the Little Rock School Disrict where the building does not have enough capacity to accommodate all of the attendance zone students. Tables 2, 3, and 4 show the total number of attendance zone students, the capacity, and the number of vacancies by school and geographic area. In Southwest Little Rock (Table 2), 2 of the 9 schools (22%) would be over capacity in an ideal attendance zone situation. In other words, 22% of the schools in Southwest Little Rock would not be able to accommodate all of their attendance zone students because of building capacity limitations. The case of Otter Creek School is rather mild with an overage of 14 students. The case at Watson, however, involves an overage of 23 students. Once again, it should be noted that these figures represent the ideal situation if all Table 3 Attendance Zone Students and Building Capacity AZ Students Capacity Vacancies West of University/ North of Markham Bale Brady Fulbright Jefferson McDermott MeadowcUff Terry Western Hills Wilson 337 339 638 543 509 423 558 278 430 365 449 540* 492* 517 465 515* 328 376* 28 110 -98 -51 8 42 -43 50 -54 Fair Park Forest Park Pulaski Heights 320 428 298 315* 399* 374 -5 -29 76 Total 5101 5135 34 Romine 381 451 70 *Over capacity9 non-magnet students attended their attendance zone schools. In the West of University Avenue/North of Markham Street area, 6 of the 12 schools (50%) would be over capacity in a pure attendance zone situation. This is a serious problem because of the rapid growth in this area. Only one of the six schools would be over capacity by a single digitFair Park School by 5 students. The overages that would occur at Forest Park, Terry, Jefferson, Wilson, and Fulbright (29, 43, 51, 54, and 98 respectively) could cause serious problems for the District. These schools represent four of the six schools in this geographic area that attract the largest number of private school students. In a pure attendance zone situation, 15% (98 of 638) of the Fulbright attendance zone students would have to be reassigned to another school and no private school students would be able to enroll at the school. In regard to Wilson School, 13% (54 of 430) would have to be reassigned to another school. The West of University/North of Markham area has slightly more than enough building capacity (an additional 34 seats) to accommodate all of the attendance zone students. This problem deserves attention in light of the rapid growth in this area, the District's desire to place as many students as possible in their attendance zone schools, and the District's rehance on some of the schools in this area to attract private school students. The situation at Romine School should be noted because the attendance zone students would consume 84% of the building capacity. Romine is an interdistrict school. If all of the attendance zone students were assigned to Romine, only 70 seats would remain for interdistrict students from the Pulaski County Special School District. Likewise, if all of the attendance zone students attended Romine and PCSSD filled the remaining 70 seats with white students, the school would be 75% black. Romine would10 be 89% black if all of the attendance zone students enrolled and the 70 seats remained vacant. This means that the size and racial makeup of Romine's attendance zone prohibit compliance with the special requirements for interdistrict schools. Table 4 Attendance Zone Students and Building Capacity AZ Students Capacity Vacancies East of University/ South of Markham Badgett Woodruff 132 148 221 288 89 140 Franklin Garland Mitchell Rightsell Rockefeller 500 291 297 306 218 362* 280* 280* 240* 415 -138 -11 -17 -66 197 Total 1892 2086 194 King Washington' 405 630 656 782 251 152 *Over capacity Table 4 is of particular interest because it includes the incentive schools. The incentive schools are double funded for the sake of remedying the vestiges of segregation and attracting white students to comply with desegregation requirements. Table 4 indicates that the latter objective would be virutally impossible in a true attendance zone situation. Four of the five incentive schools (80%) would be over capacity. Likewise, in a pure attendance zone situation, the five incentive schools (as a group) would not 11 have enough capacity to accommodate all of the attendance zone studentsA The East of University/South of Markham area, however, has enough capacitywith or without the two interdistrict schools-to accommodate all of the attendance zone students. All of the King attendance zone students would account for 62% of the building capacity. If all of these students (405 students^) attended King, 251 seats would remain for Pulaski County Special School District students. If all of the attendance zone students attended King, the school would be 60% black if PCSSD filled the remaining 251 seats. All of the Washington attendance zone students would account for 81% of the building capacity. If all of these students (630 students) attended Washington, 152 seats would remain for interdistrict students from the Pulaski County Special School District. If all of the attendance zone students attended Washington and PCSSD filled the remaining 152 seats, the school would be 78% black. The size and racial makeup of Washington's attendance zone prohibit compliance with the special requirements for interdistrict schools. It should be noted that 379 of Washington's 630 attendance zone. students (60%) attend a non-attendance zone school. The next aspect of the building capacity analysis involves the percentage of attendance zone students in each area school. In this analysis, the term \"attendance zone student\" only refers to a student who lives in the attendance zone and is enrolled in the attendance zone school. The purpose 1 Ilie five incentive schools have a total of 1,612 attendance zone students. The total capacity is 1,577. As a result, the incentive schools (as a group) would need 35 additional seats to accommodate all of the attendance zone students. The District needs to review the capacity figures for the incentive schools. Since each K-6 class has a capacity of 20 students, the building capacity for each incentive school should be divisible by 20. Franklin's K-6 capacity is 362, and Rockefeller's K-6 capacity is 415. 2 It should be noted that 177 of the 405 King attendance zone students currently attend another school.12 of this analysis is to attempt to get some idea of the effectiveness of the attendance zone plan after the fourth year of implementation. The first full school year of implementation of the current attendance zone plan was 1990- 91. If the attendance zone plan is working, then each school should have a relatively high percentage of attendance zone students. Table 5 shows all attendance zone schools by geographic area and the interdistrict schools. This table includes the number of attendance zone students enrolled in the school, the capacity of the school, and the percentage of school capacity occupied by attendance zone students. The degree of effectiveness of the attendance zone plan is actually an arbitrary matter. It is reasonable, however, to expect to have at least half of the school capacity occupied by attendance zone students after four years of implementation. A higher standard might be desirable but, once again, such a measure of effectiveness is an arbitrary decision. In the Southwest Little Rock and the West of University/North of Markham areas, most of the schools were above 50% of building capacity. In other words, the attendance zone students accounted for at least 50% of the building capacity. Overall, the attendance zone students accounted for 54% of the overall school capacity in Southwest Little Rock. In the West of University/North of Markham area, the attendance zone students accounted for 55% of the overall school capacity. The Little Rock School District should give special attention to the schools in these areas that are below 50%-- Baseline, Chicot, Cloverdale, Dodd, Geyer Springs, Bale, Brady, and Fair Park. Although the 50% level is an arbitrary standard, the District should consider devising strategies to accelerate the number of attendance zone students assigned to these schools. In particular, the District should make sure that the assignment process does not allow non-attendance students to13 be placed in these schools before attendance zone students are assigned. The purpose of an attendance zone plan is to place all attendance zone students, Table 5 Attendance Zone Students and % of Building Capacity AZ Students Capacity %of Capacity Baseline Chicot Cloverdale Dodd Geyer Springs Mabelvale Otter Creek Wakefield Watson TOTAL 165 262 208 149 142 278 253 303 280 2040 354 540 438 328 292 497 351 492 456 3748 47% 49% 47% 45% 49% 56% 72% 62% 61% 54% Bale Brady Fulbright Jefferson McDermott Meadowdiff Terry Western Hills Wilson Fair Park Forest Park Pulaski Heights TOTAL 144 153 346 308 287 250 338 193 192 134 255 200 2800 365 449 540 492 517 465 515 328 376 315 399 374 5135 39% 34% 64% 63% 56% 54% 66% 59% 51% 43% 64% 53% 55% Badgett Woodruff Franklin Garland Mitchell Rightsell Rockefeller TOTAL 102 90 159 115 102 113 88 769 221 288 362 280 280 240 415 2086 46% 31% 44% 41% 36% 47% 21% 37% King Romine Washington 228 156 251 656 451 782 35% 35% 32% to the extent possible, in their respective attendance zone schools.14 In the East of University Avenue/South of Markham Street area, all of the schools are below the 50% of capacity level. The same concerns stated for similar schools in the other geographic areas should be applied to the East of University Avenue/South of Markham Street area. The close proximity of the incentive schools could account for the low percentages of attendance zone students in these schools. For instance. Garland is less than 10 blocks from Stephens. Mitchell School is 11 blocks from Rightsell School. As a result, some students might be assigned to a non-attendance zone school that is in walking distance. If this is the case, the District should take whatever steps necessaTy to minimize these occurrences in the future. When non-attendance zone students are assigned to a school, they occupy seats that could be assigned to attendance zone students in the future. Hence, a domino effect takes place and the District can become engaged in a cycle that defeats the overall goal of the attendance zone plan. The current attendance zone plan was designed to have all schools below full capacity. It has already been demonstrated that several schools will exceed full capacity in an ideal attendance zone situation. The next section is based on the assumption that all schools have ample capacity to accommodate their attendance zone students. Of course, it is now evident that this is an unlikely assumption. This assumption will be used in the next section, however, for the sake of examining the racial percentages of the attendance zones. Racial Percentages Attendance zone schools are different from neighborhood schools. Neighborhood schools tend to disregard desegregation requirements for the sake of giving every student the opportunity to attend the school closest to home. In a community with racially segregated neighborhoods, the15 neighborhood schools will follow the same racial balance pattern. Attendance zone schools are used as an attempt to provide the best of both worlds-close proximity to home, to the extent possible, and schools that meet some sort of desegregation requirement. In an attendance zone plan, the close proximity to home may be sacrificed for the desegregation requirement. Schools located in racially segregated neighborhoods may have attendance zones which include satelhte areas. A satellite area (zone) is used to help the school achieve and maintain the desegregation requirement. Satellite zones are helpful because they can be used to modify the school's racial percentage without redrawing the entire attendance zone. The disadvantage of a satellite zone is its inherent reliance on busing. Several schools in the Southwest Little Rock area and the West of University/North of Markham area have satellite zones in the East of University Avenue/South of Markham Street area. As a result, satellite students in the East of University Avenue/South of Markham Street area (black students) are bussed to schools in the other areas for the purpose of achieving desegregation requirements. The opposite practice does not occur in the Little Rock School District. The schools in the East of University/South of Markham Street area must rely on volimtary measures, rather than satellite zones in white neighborhoods, to achieve desegregation requirements. The implications of these practices are problematic when the racial percentages of the attendance zones do not comply with the desegregation requirements. Table 6 is a list of schools that would be racially isolated, in danger of racial isolation, or below the minimum black percentage if all attendance zone students were enrolled. In other words, if the Little Rock School District16 achieved its goal of placing all students in their attendance zone schools, several schools would have extreme racial percentages. The fulfillment of one goalan attendance zone plan, would mean the violation of another goalto achieve the desegregation requirements at all schools. If all attendance zone students enrolled in the incentive schools, it would be impossible, with the exception of Rockefeller, to desegregate these schools. Both of these goals were developed as the same time, and they were developed as part of the same desegregation plan. Yet, both of these goals cannot be fulfilled in the Little Rock School District without some modifications. Table 6 Extreme Racial Percentages AZ Students % Black Building Capacity Watson 479 82% 456* Forest Park Pulaski Heights Terry 428 298 558 36% 24% 36% 399* 374 515* Franklin Garland Mitchell Rightsell Rockefeller 500 291 297 306 218 96% 96% 97% 97% 90% 362* 280* 280* 240* 415 *C)ver capacity All of the racial percentages cited in Table 6 are above 80% black or below 40% black. It is evident from Table 6 that Watson, Forest Park, Terry, Franklin, Garland, Mitchell, and Rightsell would be over capacity and have extreme racial percentages if all attendance zone students enrolled in these schools. Pulaski Heights has enough capacity to accommodate all attendance zone students. If all attendance zone students enrolled at Pulaski Heights,17 Table 7 AU Attendance Zone Students and Racial Percentages AU AZ Students Capacity % Black Baseline Chicot Cloverdale Dodd Geyer Springs Mabel vale Otter Creek Wakefield Watson TOTAL 313 526 431 270 260 443 365 433 479 3520 354 540 438 328 292 497 351* 492 456* 3748 70% 67% 78% 59% 72% 63% 41% 72% 82%** 68% Bale Brady Fulbright Jefferson McDermott Meadowdiff Terry Western HUls Wilson Fair Park Forest Park Pulaski Heights TOTAL 337 339 638 543 509 423 558 278 430 320 428 298 5101 365 449 540* 492* 517 465 515* 328 376* 315* 399* 374 5135 69% 50% 50% 44% 45% 63% 36%** 56% 58% 48% 36%** 24%** 48% Badgett Woodruff Franklin Garland MitcheU RightaeU Rockefeller TOTAL 132 148 500 291 297 306 218 1892 221 288 362* 280* 280* 240* 415 2086 64% 61% 96%** 96%** 97%** 97%** 90%** 92% King Romine Washington 405 381 630 656 451 782 98% 89% 97% *Over capacity **Extreme racial percentage the remaining seats would have to be filled by black students in order for the school to reach a racial percentage of 40% black. If all attendance zone students enrolled at Rockefeller, enough seats wotdd remain for the school to18 reach a racial percentage of 47% black. Once again, these observations are based on a scenario in which all attendance zone students are assigned to their attendance zone schools. These scenarios have to be used to analyze and evaluate the effectiveness of an attendance zone. (NOTE: See Table 7 for all schools.) It was noted earlier that the Little Rock School District should give some attention to geographic analysis as well as the status of individual school attendance zones. Table 8 provides the racial percentages of the three geographic areas listed in Table 1 and referred to throughout this report. These figures represent all attendance zone students (enrolled and not enrolled in the attendance zone school) by race and geographic area. These figures do not include: (1) magnet students\n(2) students at King, Romine, and Washington\nand (3) Little Rock M^iority-Minority (M-M) students. Table 8 Racial Percentage of Geographic Areas East of University/ South of Markham SW Little Rock West of University/ North of Markham Black Students 1909 2384 2445 Nonblack Students 177 1136 2656 Total 2086 3520 5101 % Black 92% 68% 48% Several observations should be made concerning the information provided in Table 8. First, the attendance zones east of University Avenue have the lowest population. This refers to earlier observations concerning a decline in population. Second, the attendance zone schools west of University Avenue and north of Markham Street serve the largest population. Although19 this observation relates to the growth trend in West Little Rock, it should be noted that 2,445 of these students are black. Most of these students live in satellite zones that are east of University Avenue and south of Markham Street. The zones in the West of University area affect a population that is twice the size of the attendance zone population that is east of University Avenue. Clearly, the future of the Little Rock School District will be directly related to the schools west of University Avenue and north of Markham Street. The District should take note of the dwindling school population east of University Avenue. The third observation relates to the racial percentage of each geographic area. Most of the schools east of University Avenue and south of Markham Street are incentive schools. All of the schools in this area rely on voluntary transfer options to meet desegregation requirements. The racial percentage for this area is 92% black. The racial percentages for the remaining areas are substantially lower than 92% black. Actually, these percentages (68% black for Southwest Little Rock and 48% black for West Little Rock) are bolstered by the inclusion of black satellite students who reside in the area east of University Avenue and south of Markham Street. Finally, the change in racial percentages from east to west reflects the racial aspects of the residential patterns that will continue to affect the District's attendance zone plan. The next section is probably the most important section of this report because it examines the relationship between the assignment process and the success of the attendance zones. Assignment Patterns The success of phasing in an attendance zone plan can be measured by the extent to which progression and regression occur over a period of time. In this case, the period of time refers to the beginning of the current attendance20 zone plan, 1990-91, to the most recent school year, 1993-94. The 1990-91 school year was the first full year of plan implementation. The terms \"progression\" and \"regression,\" as measures of success, are harder to define. Progression refers to a steady increase in the enrollment of attendance zone students in their respective attendance zone schools. Regression refers to a steady decline in the number of non-attendance zone students enrolled in a particular attendance zone school. Regression also refers to a steady decline in the number of attendance zone students not enrolled in their respective attendance zone schools. Each trend is a measure of success. Tables 8 and 9 examine the attendance zones with the lowest and highest black percentages. These attendance zones were selected because they represent future problem areas for the Little Rock School District attendance zone plan. In measuring success, the ideal situation is to have progression in the number of attendance zone students enrolled, regression in the number of non-attendance zone students enrolled, and regression in the number of attendance zone students not enrolled. The ultimate goal is to have no non-attendance students enrolled. Of the 12 schools examined in Tables 8 and 9, Otter Creek and Fair Park are the only schools with no non- attendance zone students enrolled-kindergarten and third grade at Otter Creek and second grade at Fair Park. Most of these schools experienced gradual progression or regression where needed. In some cases, the patterns were erratic. Tables 8 and 9 are based on the assumption that most kindergarten attendance zone students will remain at the attendance zone school in the upper grades. As a result, it is assumed that most, if not all, of the 1993-94 third graders enrolled in the21 attendance zone school as kindergarteners in 1990-91. These assumptions are made for the purpose of analyzing progression and regression. In general, the \"Attendance Zone Enrolled\" row tends to increase from 1990-91 to 1993-94. Further analysis is needed to determine why these numbers decreased in some instances. It should be remembered, however, that these patterns are based on certain assumptions. The same observations apply to patterns of regression for \"Non-attendance Zone Enrolled\" and \"Attendance Zone Not Enrolled.\" Some patterns can be caused by factors beyond the District's control. For instance, a decrease in the number of \"Attendance Zone Enrolled\" students could be directly related to the availability of students in a particular year. One factor that the District should be able to control, however, is the discrepancy between \"Non-attendance Zone Enrolled\" students and \"Attendance Zone Not Enrolled\" students in almost every instance cited in Tables 8 and 9. For instance, Franklin's kindergarten (1993-94) has five II. 'non-attendance zone enrolled\" black students and 47 \"attendance zone not enrolled\" black students. This pattern occurs at every grade level and school cited in Table 8. This situation is compounded by the case at Rockefeller where there are more \"non-attendance zone enrolled\" students than \"attendance zone not enrolled\" students (grades 2 and 3).22 Table 8 Progression/Regression Analysis-Black Students 93-94 K 92-93 let 91-92 2nd 90-91 3rd Total Franklin AZ Enrolled Non-AZ Enr. AZ Not Enr. 36 5 47 26 7 58 28 13 49 13 23 41 103 48 195 Garland AZ Enrolled Non-AZ Enr. AZ Not Enr. 13 5 19 16 10 28 16 9 20 15 4 30 60 28 97 Mitchell AZ Enrolled Non-AZ Enr. AZ Not Enr. 10 8 34 17 9 16 10 9 23 20 15 32 57 41 105 Rightsell AZ Enrolled Non-AZ Enr. AZ Not Enr. 15 2 16 16 6 25 14 10 22 18 8 23 63 26 86 Rockefeller AZ Enrolled Non-AZ Enr. AZ Not Enr. 16 13 21 11 19 21 2 19 9 13 22 19 42 73 70 Stephens AZ Enrolled Non-AZ Enr. AZ Not Enr. 15 3 16 14 3 17 9 13 13 10 7 22 48 26 68 Terry's kindergarten (Table 9, 1993-94) has four \"non-attendance zone enrolled\" nonblack students and 17 \"attendance zone not enrolled\" nonblack students. Again, this pattern occurs at every grade level and school cited in Table 9, with the exception of the exemplary cases already referred to at Fair Park and Otter Creek. This pattern is compounded by the case at Jefferson23 where there are more \"non-attendance zone enrolled\" students than tl attendance zone not enrolled\" students (grades 1 and 2). Table 9 ProgressionZRegression Analysis-Nonblack Students 93-94 K 92-93 1st 91-92 2nd 90-91 3rd Total Fair Park AZ Enrolled Non-AZ Enr. AZ Not Enr. 7 3 21 7 2 18 12 0 15 5 2 15 31 7 69 Forest Park AZ Enrolled Non-AZ Enr. ! AZ Not Enr. 36 1 6 29 6 9 29 6 9 37 7 7 131 20 31 Jefferson AZ Enrolled Non-AZ Enr. AZ Not Enr. 33 3 10 42 6 4 30 9 4 41 6 7 146 24 25 McDermott AZ Enrolled Non-AZ Enr. AZ Not Enr. 30 5 7 26 8 18 24 10 18 28 8 12 108 31 55 Otter Creek AZ Enrolled Non-AZ Enr. AZ Not Enr. 24 0 5 22 2 2 27 0 2 33 2 2 106 4 11 Terry AZ Enrolled Non-AZ Enr. AZ Not Enr. 42 4 17 48 6 12 36 13 17 33 8 12 159 31 58 The main issue in this section is the obvious case of non-attendance zone students enrolling in schools ahead of attendance zone students. This observation is not intended to suggest that District officials are or have been24 engaged in deliberate acts that penalize attendance zone students. It does suggest, however, that immediate steps should be taken to discontinue a practice that will paralyze the implementation of the District's attendance zone plan. Conclusion It is not necessary to repeat the observations that have been cited in this report. Instead, it is very important that the District understand the need for holistic and long-range planning in the area of student attendance zones. Isolated adjustments to the District's attendance zone plan will most certainly activate a domino effect that will prove to be costly over a period of time. The findings in this report tend to imply that the Little Rock School District's attendance zone plan will have to be modified at some point in the future. If this occurs, all aspects of the attendance zone plan, and the assignment process that accompanies it, must be addressed.\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\u003cdcterms_creator\u003eJennings, James M.\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_171","title":"Three School Districts in Pulaski County, Baseline Performance Report and Statisical Data","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"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1994-07"],"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":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","Office of Desegregation Monitoring (Little Rock, Ark.)","School integration"],"dcterms_title":["Three School Districts in Pulaski County, Baseline Performance Report and Statisical Data"],"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/171"],"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":["reports"],"dcterms_extent":["80 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  Profile The Three School Districts In Pulaski County Baseline t Performance Report and Statistical Data Arkansas Department of Education 4 Capitol Mall Little Rock, Arkansas 72201 July 1994  TABLE OF CONTENTS School Board/Superintendent/Principal's Expense Per ADM Average Teacher's Salary Athletic Expense Per ADM Percent Taking ACT Core Curriculum Enrollment in Science (10-12) Core Curriculum Enrollment in Math (9-12) Public College Remediation Percent Black Staff Scholarship ACT - 19 or Above Advanced Placement/Exam Per 1000 Students Average ACT Score - Last Test Taken Stanford Above 75th Percentile Stanford Above 50th Percentile Stanford at or Below 25th Percentile  MPT Tests Passed  MPT Student Pass Rate (3-6-8) Percent Black Students Retention Rate Completion Rate Attendance Rate Dropout MPT 8th Grade Pass Rate Little Rock School District Performance Report Little Rock School District State Compensatory Education North Little Rock School District Performance Report North Little Rock School District State Compensatory Education Pulaski County Special School District Performance Report Pulaski County Special School District State Compensatory Education Special Education District Maps School Profiles Definitions    . FOREWORD PURPOSE The interim Semi-Annual School Monitoring report is developed by the Arkansas Department of Education (ADE) to be a useful document for schools and staffs as they strive to improve the equality of opportunity for students from all segments of society. This report now and in the future will provide schools with a clear sense of the conditions. achievements, and quality of education in each school and district. This document was completed utilizing existing monitoring data available within the ADE. It is designed to be used as baseline data for future decision making about school improvement as the ADE continues to meet its obligations under the Settlement agreement. Subsequent reports will include more specific data as it becomes available. These reports will not only be useful court documents, but will be helpful in (1) guiding the Reporting, Monitoring, and School Improvement components of the ADE's Implementation Plan, and (2) assuring and demonstrating the quality'of education in the three school districts in Pulaski County.  FORMADTE SCRIPTION Section I of Profile contains district level information, and a snapshot of the three districts in Pulaski County. Section II contains school level information derived from reviewing school data files, annual reports, testing information, attendance, membership and staffing. Section III contains notes on the data provided.    DISTRICT-LEVELI NFORMATION Information compiled in the District Report is provided in order for districts to review current and past performance. This data will be useful in strategic, short-term and longrange planning for school improvement and equality of opportunity for students. lnfor-mation compiled in the District Reports are a compilation of monitoring reports from the following primary sources: 1. Annual School Report Card 2. Finance 3. Special Education 4. Accountability Reports 5. Compensatory Education     SCHOOL BOARD/SUPT./PRINCIPAL'S EXPENSE PER ADM $500..----------------------, $415 $400 .   - .. - $300 $200 $100 $0'--==~~~=~~L-...-'==~~~=~~-c..i_J Little Rock N. Little Rock Pulaski County State I ~ 91-92 t2 92-931 Source: Office of Accountability -. ,. . AVERAGE TEACHER'S SALARY Thousands 40.-----------------------~ 30,972 31,480 30,660 30 27,435 20 Little Rock N: Little Rock Pulaski County State I ~89-90 ~90-91 D91-92I Source: Office of Accountability    ATHLETIC EXPENSE PER ADM $100r-------------------, $75         ....   ..           .........  ..              ..  ..        $60 $61 $50  .....            ..  $25 $0~=~~~~~~~=~~_,_,,_~~--'--'-\"\"-L-1 Little Rock N. Little Rock Pulaski County State I~ 91-92 1::922 -931 Source: Office of Accountability    PERCENT TAKING ACT 100/o ,------------------------, 75%  64.7% 63.1% 60.2% 60.9% 60.8% 60.4% 55% 53.4% 50% 25% Little Rock N. Little Rock Pulaski County State 1 ~ 90-91 ~ 91-92  92-931 Source: Office of Accountability    CORE CURRICULUM ENROLLMENT IN SCIENCE (10-12) 100/o ~-------------------------, 75% ----- 66.6% 50% 25% Little Rock Source: (?ffice of Accountability 56.6% 54 % ,------, N. Little Rock Pulaski County I ~90-91 ~91-92 D92-931 61.7% 63.3% State    CORE CURRICULUM ENROLLMENT IN MATH (9-12) 100/o.- -------------------------, 78.1% 79.2% 75% =~~74.9%  69.1% 1'1.3% 71.3% ................ . 62.2% 63.3% 50% 25% Little Rock N. Little Rock Pulaski County State I~ 90-91  91-92  92-931 Source: Office of Accountability -. -. . PUBLIC COLLEGE REMEDIATION 100% ~--------------------~ 75/o ................................................................. . 68% 66.8% 57.9% 57.8% 55 ao  0 53.8% 60.2% .........,............ ,55_6% 51.7% 50% 25% Little Rock N. Little Rock Pulaski County State ~ 89-90 ~ 90-91  91-92 Source: Office of Accountability . ~. . PERCENT BLACK STAFF 100/o .--------------------------, 75% 50% 34% 35% 25% Little Rock N. Little Rock Pulaski County State I ~ 91-92 8J 92-931 Source: Office of Accountability    SCHOLARSHIP ACT-19 OR ABOVE 100% .-------------------------, 75%  -  - - - -  - - -  -  -  -  - .. - - - .. - . - - - - - - - ... - - - - - - - .. - - - - - .. - - .. - ... - . 56.4% 58% 57.4% 60% 50% 25% Little Rock N. Little Rock Pulaski County State I ~ 90-91  91-92  92-931 Source: Office of Accountability    ADVANCED PLACEMENT/EXAM PER 1000 STUDENTS 100 73 61.7 65.2 67.6 60.5 50 Little Rock N: Little Rock Pulaski County State I ~90-91 ~91-92 D92-931 Source: Office of Accountability . -  AVERAGE ACT SCORE-LAST TEST TAKEN 30.--------------------------. 20 _1_ 9_._!?1 _9J __1 _9J _ _ 20.1 20 20 -2 19.7 20 19.8 19.9 20 20.1 Little Rock N. Little Rock Pulaski County State , ~ 90-91 8=9l1 -92  92-931 Source: Office of Accountability . . ~ STANFORD ABOVE 75TH PERCENTILE 50% .------------------------, 40% - 30%  10% Little Rock N. Little Rock Pulaski County State I ~ 91-92 83 92-931 Source: Office of Accountability -. -  ~- STANFORD ABOVE 50TH PERCENTILE 40/o 30% 20% 10% Little Rock N. Little Rock Pulaski County State I ~ 91-92 E8 92-931 Source: _Office of Accountability . . ~STANFORD AT OR BELOW 25TH PERCENTILE 50% .------------------------. 40% - -  -  -  - -  -  - . - .. - - - - . - ... - . - . - - - .. - . - .. - - . - . - - - . - - - . - .. - .. - 36.5% 30%  27:5% ... 27% ................... . 23.9% 20% 10% Little Rock N. Little Rock Pulaski County State I ~ 91-92 E8 92-931 Source: Office of Accountability   MPT TESTS PASSED 10 10 10 --------------------------      - ------- -   -      --~~~ Little Rock N. Little Rock Pulaski County State \\ ~ 91-92 8'192-931 Source: Office of Accountability    MPT STUDENT PASS RATE (3-6-8) 100% .------------------------, 78.5% 78.7% 50% 25% Little Rock N. Little Rock Pulaski County State I ~ 91-92 E3 92-931 Source: Office of Accountability    PERCENT BLACK STUDENTS 100% ~--------------------~ 75% 64% 64% 25% Little Rock N. Little Rock Pulaski County State I ~91-92 i::292-93I Source: qmce of Accountability    RETENTION RATE 5%~------------------------, 4.5% 401o :3.1o / o                        ~f1 o/o                             3.1% 2.4% 2.4% -0.8%   - Little Rock N. Little Rock Pulaski County State I ~ 90-91 [2 91-92  92-931 Source: Office of Accountability    COMPLETION RATE 100% ,-------------------------, 81.5% 80.7% 81.1% 75%  '10 8o/c                      0 68.8% 68. 7% 50% 25/o Little Rock N. Little Rock Pulaski County State 1 ~ 91-92 E2 92-931 Source: O_ffice of Accountability    ATTENDANCE .RATE 100% ,----------------93_7_0-------=9-,-4_-==6o/c:-:-o -,-94-0,A--..,4--9o\"-' .4\"\":-\" 0 ---, 92.7% 92.3% 92.2% 92.9% 93.2% 92.4%  0 93.2% 92.8% 75% 50/o 25% Little Rock N. Little Rock Pulaski County State ~90-91 ~91-92 D92-93 Source: Office of Accountability    DROPOUT 1Q Ofo.- --------------------------, 8% .................. 7:6% ............................................ . 6% So/o 5.8% ..... 5.5% .... 5:6o/o                                          5% 4.6% 4% 3% 2% Little Rock N. Little Rock Pulaski County State I ~89-90  90-91  91-921 Source: Office of Accountability    MPT 8TH GRADE PASS RATE 100/c,-\u0026gt;--- ----9=-:4-=.6-=-:-%-9-2 -60,1\u0026lt;---------~~------QAA!.---, 91.2%  0 90.2% 92.2% 90.8% 92% ~~87.6% 86.7% 75% 50% 25% Little Rock N. Little Rock Pulaski County State I ~90-91 ~91-92 D92-931 Source: Office of Accountability  LITTLE ROCK SCHOOL DISTRICT e PERFORMANCE REPORT   ARKANSAS DEPARTMENT OF EDUCATION   ANNUAL SCHOOL DISTRICT REPORT CARD 1992-93 IIL ITTLE ROCK DEMOGRAPHIC CATEGORIES 92-93 RANK ADM 21,147 1 RESOURCE RATE $1,469 10 EDUCATION LEVEL 27% 2 INCOME LEVEL 89% 43 FREE LUNCH RATE 43% 161 II PULASKI COUNTY DISTRICT INFORMATION 91-92 SQUARE MILES 106 MILLAGE 43.9 CERTIFIED STAFF 2,020.3 PUPIL/TEACHER RATIO 12.1 PER PUPIL EXPENSE $ 4,702 RANK 210 4 1 265 10 LEA 60-01 1992-93 REPORT CARD DISTRICT AVERAGES 1989-1993  ILI'ITLE ROCK I INDICATOR 88-89 89-90 90-91 91-92 92-93 DROPOUT RATE (7-12) 8.0\\ 6.0\\ 5.8\\ 5.5% - A'ITENDANCE RATE 92.7\\ 92.7\\ 92.7% 92.3\\ 92.2\\ COMPLETION RATE (9-12) - - - 75.9\\ 70.8\\ RETENTION RATE (K-8) - - 4.5\\ 3.7\\ 2.4\\ AVERAGE TEACHER'S SALARY $25,068 $25,211 $28,205 $30,972 - MPT 8TH GRADE PASS RATE 91.4\\ 91.2\\ 91.2\\ 87.6% 86.7\\ MPT STUDENT PASS RATE (3-6-8) - - - 66.2% 65.9\\ MPT TESTS PASSED - - - 7 6 STANFORD AT OR BELOW 25TH PERCENTILE - - - 27.9\\ 25.5\\ STANFORD ABOVE 50TH PERCENTILE - - - 41.6% 43.0\\  STANFORD ABOVE 75TH PERCENTILE - - - 19.8\\ 21.1\\ PERCENT TAJCINGA CT - SENIORS - 57.5\\ 58.0\\ 64.7% 63.1\\ AVERAGE ACT SCORE - ON LAST TEST TAKEN - 19.9 19.5 19.7 19.7 SCHOLARSHIP ACT - COMPOSITE SCORE OF 19 OR ABOVE - 57.3\\ 52.8% 55.2\\ 55.7\\ ADVANCED PLACEMENT/ EXAMS PER 1000 STUDENTS - - 61. 7 57.4 65.2 PERCENT OF BLACK STUDENTS/ PERCENT OF BLACK STAFF - - - 64/34 64/35 PUBLIC COLLEGE REMEDIATION 49.3\\ 68.0\\ 62.5% 66.8\\ - CORE CURRICULUM ENROLLMENT IN MATH (9-12) - - 78.1\\ 79.2\\ 74.9\\ CORE CURRICULUM ENROLLMENT IN SCIENCE (10-12) - - 58.1\\ 61.5\\ 66.6\\ SCHOOL BOARD/SUPT./PRINCIPAL'S EXPENSE PER ADM - - - $ 329 $ 41~ ATHLETIC EXPENSE PER ADM - - - $ 29 $ 31 60-01   Year 1989-90 1990-91 1991-92 1992-93 1993-94 Totals Allotment $ 243,243 602,491 638,520 548,03_4 527 260 $2,559,548 Ex~enditures $ -0- 410,131.87 979,879.99 584,862.80 * *  STATE COMPENSATORY EDUCATION PULASKI COUNTY Little Rock School District Students Served Per PUJ2il EXE -0- $ -0- 897 457.23 1,289 760.19 1,100 531.69 * * * *  Students in Lower Quartile Grades 4, 7, 10 1,053 937 1,020 1,446 1 286  NORTH LITTLE ROCK SCHOOL DISTRICT  PERFORMANCREE PORT   ARKANSASDEPARTMENTOFEDUCATTON   ANNUAL SCHOOL DISTRICT REPORT CARD 1992-93 IIN ORTH LITTLE ROCK 11 DEMOGRAPHIC CATEGORIES 92-93 ADM 8,825 RESOURCE RATE $ 899 EDUCATION LEVEL 15% INCOME LEVEL 91% FREE LUNCH RATE 44% RANK 4 44 12 25 153 PULASKI COUNTY DISTRICT INFORMATION 91-92 SQUARE MILES 30 MILLAGE 36.3 CERTIFIED STAFF 670.0 PUPIL/TEACHER RATIO 14.7 PER PUPIL EXPENSE $ 3,715 RANK 316 27 4 105 26 LEA 60-02 . 1992-93 REPORT CARD DISTRICT AVERAGES 1989-1993  INORTH LITI'LE ROCK I INDICATOR 88-89 89-90 90-91 91-92 92-9\nDROPOUT RATE (7-12) 6.1% 7.6% 5.n 5.0% - ATI'ENDANCE RATE 92.n 93.511\n92.911\n93.2% 92. 4s COMPLETION RATE (9-12) - - - 68.8% 68. 7s, RETENTION RATE (K-8) - - 1.n 1.5\\ . es AVERAGE TEACHER'S SALARY $23,175 $24,833 $25,249 $31,480 - MPT 8TH GRADE PASS RATE 94.811\n93.2% 94.6\\ 92.6\\ 90.2S. MPT STUDENT PASS RATE (3-6-8) - - - 68.5\\ 62.3~ MPT TESTS PASSED - - - 4 3 STANFORD AT OR BELOW 25TH PERCENTILE - - - 36.5\\ 32.2~  STANFORD ABOVE 50TH PERCENTILE - - - 35.9\\ 39 .09\u0026lt; STANFORD ABOVE 75TH PERCENTILE - - - 18.1\\ 19.59\u0026lt; PERCENT TAJCING ACT - SENIORS - 59.7\\ 55.0\\ 53.4\\ 60.2\\ AVERAGE ACT SCORE - ON LAST TEST TAJCEN - 20.4 20.1 20.0 20\n2 SCHOLARSHIP ACT - COMPOSITE SCORE OF 19 OR ABOVE - 63.8\\ 56.5\\ 59.3\\ 59.791 ADVANCED PLACEMENT/ EXAMS PER 1000 STUDENTS - - 67.6 64.6 73.0 PERCENT OF BLACK STUDENTS/ PERCENT OF BLACK STAFF - - - 47/17 48/17 PUBLIC COLLEGE REMEDIATION 44.211\n57.9\\ 49.4\\ 48.6\\ - CORE CURRICULUM ENROLLMENT IN MATH (9-12) - - 58.6\\ 61.1\\ 58 .Bil CORE CURRICULUM ENROLLMENT IN SCIENCE (10-12) - - 50.5\\ 54.0\\ 56.691 SCHOOL BOARD/SUPT./PRINCIPAL'S EXPENSE PER ADM - - - $ 315 $ 32 ATHLETIC EXPENSE PER ADM - - - $ 36 $ 3 60-02  .  Year Allotment 1989-90 $ 93,786 1990-91 245,626 1991-92 238,506 1992-93 240,665 1993-94 225 090 Totals $1,043,673  North Little Rock School District Ex2enditures Students Served Per PUQil EXQ. $ -0- -0- $ -0- 239,245.95 538 444.70 270,124.04 754 358.25 294,168.86 648 453.96 * * * * * * Students in Lower Quartile Grades 4, 7, 10 406 382 381 635 549  . PULASKI COUNTY SCHOOL DISTRICT e PERFORMANCE REPORT '     ARKANSASDEPARTMENTOFEDUCATTON ANNUAL SCHOOL DISTRICT REPORT CARD 1992-93 II PULASKI COUNTY SPECIAL PULASKI COUNTY DEMOGRAPHIC CATEGORIES 92-93 DISTRICT INFORMATION 91-92 RANK RANK ADM 20,132 2 SQUARE MILES 729 2 RESOURCE RATE $ 663 98 MILLAGE 43.9 4 EDUCATION LEVEL 12% 25 CERTIFIED STAFF 1,469.2 2 INCOME LEVEL 92% 10 PUPIL/TEACHER RATIO 15.2 65 FREE Ll'NCH RATE 24% 297 PER PUPIL EXPENSE $ 3,732 24 LEA 60-03 1992-93 REPORT CARD DISTRICT AVERAGES 1989-1993  I PULASKI COUNTY SPECIAL I INDICATOR 88-89 89-90 90-91 91-92 92-93 DROPOUT RATE (7-12) 6.4\\ 4.6\\ 4.1\\ 3.8\\ - ATTENDANCE RATE 92.5\\ 93.5\\ 93.7\\ 93.2\\ 92.8\\ COMPLETION RATE (9-12) - - - 77.3\\ 81.5\\ RETENTION RATE (IC-8) - - 3.7\\ 1.9\\ 2.-4\\ AVERAGE TEACHER'S SALARY $25,588 $26,587 $27,563 $30,660 - MPT 8TH GRADE PASS RATE 93.6\\ 92.5\\ 92.2\\ 90:8\\ 92.0\\ MPT STUDENT PASS RATE (3-6-8) - - - 70.6\\ 67.9\\ MPT TESTS PASSED - - - 7 7 STANFORD AT OR BELOW 25TH PERCENTILE - - - 27.5\\ 27.0\\ , STANFORD ABOVE 50TH PERCENTILE - - - 42.2\\ 42.0\\ . STANFORD ABOVE 75TH PERCENTILE - - - 18.1\\ 18.7\\ PERCENT TAICING ACT - SENIORS - 54.9\\ 52.9\\ 60.9\\ 52.7\\ AVERAGE ACT SCORE - ON LAST TEST TAICEN - 19.9 19.7 20.0 19.8 SCHOLARSHIP ACT - COMPOSITE SCORE OF 19 OR ABOVE - 59.7\\ 56.4\\ 58.0\\ 57.4\\ ADVANCED PLACEMENT/ EXAMS PER 1000 STUDENTS - - 146.3 87.6 60.5 PERCENT OF BLACIC STUDENTS/ PERCENT OF BLACK STAFF - - - 27/19 29/20 PUBLIC COLLEGE REMEDIATION 42.-l\\ 57.8\\ 55.8\\ 53.8\\ - CORE CURRICULUM ENROLLMENT IN MATH (9-12) - - 69.1\\ 71.3\\ 71.3\\ CORE CURRICULUM ENROLLMENT IN SCIENCE (10-12) - - 61.6\\ 63.8\\ 58.6\\ SCHOOL BOARD/SUPT./PRINCIPAL'S EXPENSE PER ADM - - - $ 280 $ 29! ATHLETIC EXPENSE PER ADM - - - $ 52 $ 5'.: 60-03  .    Pulaski County seecial School District Students in Lower Quartile Year Allotment Exeenditures Students Served Per PUQil EXQ. Grades 4 l 7 l 10 1989-90 $ 203,742 $ -0- -0- $ -0- 882 1990-91 508,613 208,070.32 660 315.26 791 1991-92 513,946 502,998.99 1,439 349.55 821 1992-93 434,713 654,337.00 1,717 381.09 1,147 1993-94 454 690 * * * 1 109 Totals $2,115,704 * * * PERCENTAGE DIFFERENCE IN PLACEMENT OF MINORITIES IN SPECIAL EDUCATION COMPARED TO MINORITY PLACEMENT IN GENERAL SCHOOL POPULATION DISTRICT Little Rock North Little Rock Pulaski County 1993-94 NIA 10.18 NIA 1992-93 NIA 15.92 NIA 1991-92 1990-9] 1989-90 NIA NIA NIA 17.14 17.91 18.62 NIA 9.20 9.63 A brief description of the procedures used by the Arkansas SEA in addressing possible o,errepresentalion of black students in special education is as follows: I. In December 1987, the Arkansas SEA began collecting ils child count data by race and sex. 2. Between December 1987 and September I 988, the Arkansas SEA analyzed the data and de,eloped a statistical \"red-flag\" to be used to notify districts that they had a possible o,errepresenlation of black students in special education. 3. The methodology used to establish the \"red-flag\" was as follows: a. A list of all school districts in Arkansas indicating the percent of black students in each district's general population and the percent of black students in each district's special education population was compiled. b. All districts from the list that were 95% black or 95% white were eliminated. c. The difference between the percent of black students in each district's general school population and the percent of black students in each district's special education population after eliminating districts in step (b) was calculated. d. The standard deviation of the \"differences\" between the representation of black students in each district's general school population and the representation of black students in each district's special education population was calculated. 4. For Arkansas, the standard deviation of the \"differences\" in the representation of black students in the general school population and in the special education is 8.3. 5. Based on a standard deviation of8.3, the Arkansas SEA notified each district which had a \"difference\" between the general school population and special education population representation of black students exceeding 8.3 that the district was being \"red-flagged\" as having a possible o,errepresentation of black students in special education. For example, if district X's percent of black students in its general school population was 43% and its percent of black students in special education was 59%, then the \"difference\" would be 16% and would exceed the standard deviation of8.3. Thus, district X was \"red-flagged.\" 6. \"Red-flagged\" districts were required by the Arkansas SEA to develop and submit a written plan for addressing the possible overreprescntation of  black students in special education, including but not limited to, rc,.,iewin~ the district's referral/placement procedures. - ~ ~  Miles 0 5 P,,u.. l.a ski County . ..: S.c hool - District - Highways - Roods 10 -- All Major School   Elementary High Junior * Other   Districts  NTS    Miles 0 2 ... .... Little Rock School District  \"\" Sch ool_District Roods  High \"-\" NTS -== Highways  Elementary A Junior  't~- .. \"     North Little Rock :\": School District School District .... - - Highways Roods Elementary High Junior  Other   Miles 0 2   Miles 0 5 10 ...P.u.la ski County Special School District .- ... S.c.ho ol_Oistrict Roads  High Highways  Elementary  Junior NTS ses Onl   SCHOOL-LEVEL INFORMATION The school information reported has been collected by the Arkansas Department of Education. The data contained in this report will reflect the most current results available. The profile report is designed to be used as baseline data. The format of this interim report is the proposed format of future reports for the school-level information section. Although some of the data is unavailable at this time, it will be collected for use in subsequent annual reports. School Profile This segment contains information about the school including the date built. renovations, size, speciality theme, and latest COE or NCA study. This section is designed to provide a perspective overview of the school. Student Profile Information in this segment provides information about student ethnicity and gender. It also contains information about special school populations. This information is provided in order to review the unique populations of each school. Student Achievement In this segment, information is provided regarding student performance on the Stanford Achievement Test, Eighth Edition (Stanford 8). This information is reported to the Department of Education by ethnicity and gender in grades 4, 7, and 10. The Stanford 8 is a norm-referenced achievement test, and is built to measure broad and general concepts. This allows schools to compare their results with a national population on which the test was normed. Subsequent reports may include results of additional assessment instruments. Staff The segment identified as staff characteristics contains information on the race and gender of the instructional and support staff at each school. It will provide information about teaching experience, qualifications and mobility. Teacher mobility includes turnover, which is the percent of teachers new for the campus at the beginning of the year. Access Information contained in this section is identified as financial information and special programs. Generally, financial information is not reported by school, however, in the subsequent annual report this information will be available. The special programs component identifies and records information primarily in 1) compensatory education, 2) special education, and 3) Chapter 1. Additional information is provided about students who enter post-secondary educatiun requiring remedation. It also provides information about the advanced placement of students in high school subject areas. Central High School  ,UDOLPH HOWARD, Principal 00 Puk Stred, UU1e Rock I SchoolP rofile Date Established Date Built Latest Major Renovation Number of Acres Number of Permanent Classrooms Number of Portable Classrooms Total Square Footage Adjacent City Park Community School Facility PTA L\u0026amp;A: 6001001 PHONE: (501) 324-2300 72202 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Sllfir}i~Themcs Magnet Last NCA Study NIA NIA 21\n21_22:21_~ Last COE Study Student Profile ManbenhlpbyEthnldty !991-92 1992-93 1993-94 TOTAL Black White Other # of Graduates Special Populations # Discipline  Sanctions Black White Other  # Rctainccs K-8 Black White Other M FM FM F 770 951 87S 10S9 \"\"'--866--1~013 463 S73 SOI 641 S58 670 283 357 346 404 294 324 24 21 28 14 14 19 209 288 20S 243 217 290 NIA NIA 68 39 NIA NIA NIA NIA IS 0 NIA NIA NIA NIA 0 0 NIA NIA TOTAL TOTAL TOTAL 6 NIA 0 NIA 0 NIA Gnde4 Bdow25% AboYeSO% AboYe 15% Gnde7 Below25% AboYe SO% AboYe 15% GndelO Below25% AboYe SO% AboYe 15% Gnde4 Below25% AboYe SO% AboYe 15% Gnde7 Below25% AboYe SO% AboYe 15% GndeH Below25% AboYe SO% AboYe 15% Gnde4 Below25% AboYe SO% AboYe 15% C..-1 Below25% AboYe SO% AboYe 15% Gndell Below25% AboYe SO% AboYe 15% Gnde4 Below25% AboYe SO% AboYe15% Gnde7 Below25% AboYeSO% AboYe15% Gndell Below25% AboYeSO% AboYe15% Student Achievement SAT-81992-93 Basic Battery Jllg ~ Qlbg: ~ \u0026amp;mlk 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 114 9 61 63 91 204 13 122 116 22 159 10 16 115 SAT-81992-93 Complete Battery Big ~ Qlbg: Mak \u0026amp;mlk 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 79 201 13 121 172 19 151 10 80 106 SAT-8 1991-92 Basic Battery ill\u0026amp; ~ Qlbg: ~ ~ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 139 17 3 81 71 94 179 16 108 Ill 33 131 13 65 112 SAT-8 1991-92 Complete Battery DIR }:hi1c Qlbg: Mak ~ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 82 180 16 110 168 32 12' 12 66 106  LEA: 6001001  Central High School STAFCFH ARACTERISTICS TOTAL BLACK WlilTE OTHER MALE FEMALE ~ 1.929 2-939 3-9 :)1 -9292-939 3-94b 1.92 92-93 93-9491-92 92-939 3-94 ) 1.92 92-939 3-94 b1- 9292-93\u0026gt;3-9 # i # i # % I % I % i % I % i % I o/~ % I % % % % ! % % ! % Principal .......~..l.. .....~..l. . ...~. .... ...:...~.. ....:....1. . .~...~. . ...:.~...i. .. .:...1.. . ...~.. .......~ . .... ..~.. ........~... .. . ~~...~~. .?~ ..1.?. . .. ..?...... ....?....1... .?.... . =~: :J:.::J: J ::J:J::: :J:l: :~ Jl :.: ::1: : ::~:: ::~::  :: :r ~~a:3-~A3: ::!~:!t::~t: :t~~tI:: :~:: .: ~:: : 1: ~Counselors 0 6 f 33! 331 33! 67i 67 67i Q Q O 17 17 17 83 83 I 83 Librarians 2i l 2 d o d. 10d, 10~ 10d ~ ti, o 50 50 50 ! 50 soi 50 ::: :  l~:  i -I[ Jr1 11-I I o. llI OO 1  i 0  Secretary/Non-Ins! 11 1 I 0, 0, 0, 100, 100, 100, O\nO\n0 0 j O : 0 100 100/ 100  r  irrrrrr1 11  1 Secretary/Instr IC), 12! 13 0, 33! 0, 90, 67\\ 0, 10\n0, 0 0 ! 0 ! 0 100 100! 100 Cafet/Custod/Oth i:!~ I 2 3 i ! ! 101 101 6i O 50 67 501 33 of TheirF ield J ! i i I ! i ! LEA: 6001001 Central High School  91-92 School District I NII NII Pupilsff eacber Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black ~: Ph.D. Black White Other Experience Beginning Black White Other I - 5 years Black White Other  6- lOyears Black ~: 11 - 20 years Black ~: Over 20 years Black White Other Average Annual Salary Teachers Average Experience Total Teacher Mobility Teacher Turnover Teachers from another .District NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA ~~ NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 4 92-93 93-94 SchooTiTutricIt Schoo~District Nil N/1 NII NII NIA NIA 16 42 0 28 47 0 0 I 0 3 2 0 3 13 0 12 23 I 17 36 0 12 20 0 NIA NIA NIA 3 23 37 0 20 42 0 0 l 0 5 8 3 13 0 9 13 0 9 17 0 $28,207.00 NIA NIA 4 ACCESS FINANCINIAFLO RMATION 9)-92 92-93 93-94 Total Operating Expenditures: NIA Per Student NIA % Operating Expenditures by Function: Instruction Instructional Admin. Campus Administration Other Campus Costs Total Operating Instructional Expenditures: Per Student NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA SPECIPARLO GRAMS Chapter I Black White Other Spec. Ed Black White Other Gifted/f alented Black White Other LEP Black White Other Compensatory Ed Black White Other 91-92 # 112 IO 2 106 11 0 NIA NIA NIA NIA NIA NIA NIA NIA NIA 92-93 93-94 # # 138 65 66 3 0 0 111 109 IO 8 2 0 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Hall High School LEA: 6001002  VICTOR ANDERSON, Principal 6700 \"H\" Stred, Uttle Rock I SchoolP rofile PHONE: (!501) 671-'200 72205   Date Established Date Built NIA NIA Latest Major Renovation Number of Acres NIA NIA Number of Pcnnanent Classrooms Number of Portable Classrooms Total Square Footage NIA NIA NIA Adjacent City Parle NIA Community School Facility PTA NIA s~rl,ilThemes Magnet Last NCA Study Last COE Study NIA NIA NIA 91-92 21:2l_ 93-94 Student Profile Membenhlp by Ethnicity l..221.:21 1992-93 1993-94 TOTAL Black White Other # of Graduates Special Populations # Discipline Sanctions Black White Other # Retainces K-8 Black White Other M FM FM F S19 S63 504 490 481 495 295 292 288 280 298 288 216 260 205 195 166 196 8 11 11 15 17 11 169 187 151 204 139 168 NIA NIA 88 29 NIA NIA NIA NIA 27 4 NIA NIA NIA NIA 0 0 NIA NIA TOTAL TOTAL TOTAL NIA NIA NIA Gncle4 Below2S% AboYe50% AboYe75% Gncle 7 Bdow2S% AboYe50% AboYe 75% GncleH Bdow2S% AboYe50% AboYe7S% Gncle4 Bclow2S% AboYe50% AboYe75% Gncle7 Bclow2S% AboYe50% AboYe75% Grade 10 Below2S% AboYeSO% AboYe 75% Grade4 Bclow2S% AboYeSO% AboYe75% Grade7 Bdow2S% AboYeSO% AboYe 75% Gradell Below2S% AboYeSO% AboYe75% Gnclt4 Below2S% AboYe50% AboYe75% Gnclt7 Below2S% AboYe50% AboYe75% GradelO Below2S% AboYe50% AboYe75% Student Achievement SAT-81992-93 Basic Battery 8.1s ~ Qlh ~ ~ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 64 JO 0 43 31 35 56 3 43 SI 11 27 3 IS 26 SAT-81992-93 Complete Battery 8.1s ~ Qlh ~ ~ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 32 56 3 44 47 7 24 3 16 18 SAT-8 1991-92 Basic Battery Ills ~ Qlh ~ ~ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 69 6 0 50 2S 2S 66 6 36 61 4 30 4 14 24 SAT-8 1991-92 Complete Battery Illa ~ Qlbra: Mm ~ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 24 65 6 31 57 4 :za 4 15 21 LEA: 6001002 STAFCFH ARACTERISTICS  Hall High School Principal Asst. Principal OtherA dm.in. Sp. Ed. Teachers Vocational Counselors Librarians  TOTAL BLACK WlilTE OTHER MALE FEMALE 91-92 92-93 93-9 ~ 1-9292-93 93-94() 1-92 92-93 93-9491-92 92-93 93-94 91-9292-93 93-94b 1-92 92-93\u0026gt;3-9 # i # i # % i % i % i % i % i % i o/~ % i % % i % i % i % i % ! %  LEA: 6001002 Hall High School 91-92 School District! Nil Nil Pupi.ls/T eacher Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black White Other Ph.D. Black White Other Experience Beginning Black White Other I 5 years Black White  Other 6. JO years Black ~: II 20 years Black ~: Over 20 years Black White Other Average Annual Salary Teachers Average Experience Total Teacher Mobility Teacher Turnover  Teachers from another District NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 4 92-93 93-94 Schoo~ct I Schoo~District Nil Nil NII Nil NIA NIA 7 26 0 13 23 0 0 3 0 0 I 0 5 JO 0 5 18 0 7 II 0 I 7 0 NIA NIA NIA JO 25 0 13 22 0 0 3 0 0 a 5 9 0 2 7 0 7 IO 0 $23,415.00 NIA NIA 4 ACCESS FINANCINIAFLO RMATION 91-92 92-93 93-94 Campus Total Operating Expenditures: NIA NIA NIA NIA Per Student NIA NIA % Operating Expenditures by Function: Instruction Instructional Admin. Campus Administration Other Campus Costs Total Operating Instructional Expenditures: Per Student NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA SPECIPARL OGRAMS NIA NIA NIA NIA NIA NIA 91-92 92-93 93-94 Chapter I Black White Other Spec. Ed Black White Other Gifted/Talented Black White Other LEP Black White Other Compensatory Ed Black White Other # 0 0 0 139 93 7 NIA NIA NIA NIA NIA NIA NIA NIA NIA # # 0 0 0 0 0 0 84 119 50 34 NIA NIA NIA NIA NIA NIA NIA NIA NIA 4 NIA NIA NIA NIA NIA NIA NIA NIA NIA Mann Magnet Junior High Sebo  MARIAN LACEY, Principal 1000 E. Roc.neJt ROIIII, Little Rock LEA: 6001003 PHONE: (!411) 324-24!41 72206   ' I SchoolP rofile Date Established Date Built Latest Major Renovation Number of Acres Number of Permanent Classrooms Number of Portable Classrooms Total Square Footage Adjacent City Park Community School Facility PTA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA S~rJi~Thcmcs Magnet Last NCA Study NIA NIA 9-1---9.2- -9-2-93 93-94 Last COE Study Student Profile Membenhlp by Ethnidty l99l-92 l992-93 !993-94 M FM FM F TOTAL 392 479 376 473 388 463 Black White Other # of Graduates Special Populations # Discipline Sanctions Black White Other # Retainccs K-8 Black White Other 219 272 217 288 220 274 167 197 150 177 159 182 6 10 9 8 9 7 0 0 0 0 0 0 NIA NIA 106 37 NIA NIA NIA NIA 25 5 NIA NIA NIA NIA 0 0 NIA NIA TOTAL TOTAL TOTAL 10 3 NIA 0 0 NIA 0 0 NIA Gnde4 Below2S% Af\u0026gt;\u0026lt;Ne50% Af\u0026gt;\u0026lt;Ne75% Gnde7 Below2S% Af\u0026gt;\u0026lt;Ne50% Af\u0026gt;\u0026lt;Ne75% GndelO Below2S% Af\u0026gt;\u0026lt;Ne50% Af\u0026gt;\u0026lt;Ne7 5% Gnde4 Below2S% Af\u0026gt;\u0026lt;Ne50% Af\u0026gt;\u0026lt;Ne75% Gnde7 Below2S% Af\u0026gt;\u0026lt;Ne50% Af\u0026gt;\u0026lt;Ne7 5/4 GndelO Below2S% Af\u0026gt;\u0026lt;Ne50% Af\u0026gt;\u0026lt;Ne75% Gnde4 Below2S% Af\u0026gt;\u0026lt;Ne50% Af\u0026gt;\u0026lt;Ne75% Gnde7 Below2S% Af\u0026gt;\u0026lt;NeS 0'/4 Af\u0026gt;\u0026lt;Ne75% GndelO Below2S% Af\u0026gt;\u0026lt;Ne50% Af\u0026gt;\u0026lt;Ne75% Gnde4 Below2S% Af\u0026gt;\u0026lt;Ne50% Af\u0026gt;\u0026lt;Ne75% Gnde7 Below2S% Af\u0026gt;\u0026lt;NeS 0'/4 Af\u0026gt;\u0026lt;Ne75% Gndelt Below2S% Af\u0026gt;\u0026lt;Ne50% Af\u0026gt;\u0026lt;Ne75% Student Achievement SAT-81992-93 Basic Battery Ills ~ 0 0 0 46 60 23 0 0 0 0 0 0 8 88 53 0 0 0 Q!h!:[ 0 0 0 3 2 0 0 0 ~ SAT-81992-93 Complete Battery Ills ~ Q!h!:[ ~ 0 0 0 0 0 0 0 0 0 45 57 90 4 23 54 2 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Basic Battery WR ~ Q!h!:[ M!k 0 0 0 0 0 0 0 0 0 53 II 0 32 90 3 13 59 2 0 0 0 0 0 0 0 0 0 0 0 0 28 61 36 0 0 0 \u0026amp;mlk 0 0 0 28 64 35 0 0 0 ~ 0 0 0 33 49 24 0 0 0 SAT-8 1991-92 Complete Battery Ills ~ Q!h!:[ ~ \u0026amp;mlk 0 0 0 0 0 0 0 0 0 0 0 0 58 10 0 35 31 90 3 48 13 62 2 28 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 27 90 42 0 0 0 0 0 0 26 87 44 0 0 0 0 0 0 31 76 50 0 0 0 0 0 0 33 76 49 0 0 0 LEA: 6001003 STAFCFH ARACTERISTICS  Mann Magnet Junior High Sebo TOTAL BLACK WlilTE OTHER MALE FEMALE l l i i 91-9292-9393-9 ~l-9292-9393-9491-9292-9393-9491-9292-9393-94 ~l-9292-9393-9491-9292-93\u0026gt;3-9 # i # i # % i % i % j % i % i % i o/~ % i % % ! % ! % j % i % i % ~~ :~J::,J: JJ ]: : l: lj: : l l::: ::: 1 :.:: 1 ::: 1 :::1J: I:: Sp. \u0026amp;i Teachers ......}.. .......~... . .....2 ......5. ( ....5. ~. ...1. ~ ......5..{ ....5. dt~-:~:::::::::::A::::::::::::::o::o:: :: :::::o:: ::jo:oo:::: ::100,::ioo Vocational 4! 4. 5 25 50 40. 75 50 60 o o o 25 50 40 75 soi 60 : : / t : l I : : : : ::: -~lI :-3 ~~ '~-lj::Jlj j--j:. {j { }::+::=: 1 1 ~ 11 1  101br~1! 1-l : ..........l.1..0 011:   o. i. ,i: Secretary/Non-Inst 0, Q O : : i i : ! '  Secretary/Instr  ~~r~ ~\nrr\ni~~, J\"\"\n\n \nJ----~ ~ ~r~ \n~~ \n~~~~~Teachers 9 3 50 44 61 50 56. 33! 0 0 0 0 56 33 100 44' 67 :\na~et~eld ! I I ! I I I ! I  LEA: 6001003  Mann Magnet Junior High Sch 91-92 92-93 93-94 SchoolIThtrict j Schoollllitrict j SchoolDistrict Nil Nil Nil Nil Nil Nil Pupils/feacber NIA NIA Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black White Other Ph.D. Black White Other Experience Beginning Black White Other l - 5 years Black  ~i\n6 - 10 years Black ~: 11 - 20 years Black ~: Over 20 years Black White Other Average Annual Salary Teachers Average Experience Total Teacher Mobility Teacher Turnover  Teachers from mother ( ')istrict NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 15 18 0 11 20 0 0 0 0 2 4 0 4 8 0 4 5 0 8 19 0 NIA NIA NIA 7 2 0 14 20 0 12 17 0 0 0 0 0 6 4 7 0 4 9 0 6 l 0 $22,358.00 NIA NIA 0 ACCESS FINANCINIAFLO RMATION 91-92 92-93 93-94 Total Operating Expenditures: NIA Per Student NIA % Operating Expenditures by Function: Instruction Instructional Ad.min. Campus Admirustration Other Campus Costs Total Operating Instructional Expenditures: Per Student NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA SPECIPARL OGRAMS NIA NIA NIA NIA NIA NIA NIA NIA 91-92 92-93 93-94 Chapter I Black White Other Spec.Ed Black White Other Gifted/I alented Black White Other LEP Black White Other Compensatory Ed Black White Other # 0 0 0 24 15 0 NIA NIA NIA NIA NIA NIA NIA NIA NIA # # 0 66 0 7 0 0 51 33 52 12 2 0 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Parkview Magnet High School LEA: '8100!  JUNIOUS BABBS JR. Principal 1501 ~ R-', Utde Rock PHONE: (501) 228-3000 72204 I SchoolP rofile Date Established Date Built Latest Major Renovation Number of Acres Number of Permanent Classrooms Number of Portable Classrooms Total Square Footage Adjacent City Parle Community School Facility PTA s~rl,ilThemes Magnet NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Last NCA Study 91-92  Last COE Study Student Profile Membenhlp by Ethnicity .!22lM 1992-93 .l22H4 M FM FM TOTAL 340 S11 371 500 \"\"\"3-22-~ F 466  Black White Other # of Graduates Special Populations # Discipline Sanctions Black White Other # Retainces K-8 Black White Other  191 264 213 288 189 138 239 156 203 132 11 14 2 9 I 88 126 91 152 114 NIA NIA 25 4 NIA 274 183 9 142 NIA NIA NIA 10 2 NIA NIA NIA NIA 0 0 NIA NIA IQIAL TOTAL TOTAL NIA NIA NIA Gnde4 Bclow25% AbcM,5()% AbcM,15% Grade? Bclow25% AbcM,5()% AbcM,15% GrNelt Bclow25% AbcM,5()% AbcM,15% Gnde4 Bclow25% AbcM,5()% AboYe 75% Grade? Bclow25% AbcM,5()% AboYe 75% Gndelt Bclow25% AbcM,5()% AboYe15% Gnde4 Bclow25% AbcM,5()% AbcM,15% Gnde7 Bclow25% AbcM,5()% AbcM,15% Gndelt Bclow25% AbcM,5()% AboYe15% Gnde4 Bclow25% AbcM,5()% AbcM,15% Gnde7 Bclow25% AbcM,5()% AboYe15% GrMolt Below25% AbcM,5()% AbcM,15% Student Achievement SAT-8 1992-93 Basic Battery Bl\u0026amp; ~ QIII:[ Mom ~ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 22 6 0 14 14 78 73 6 70 87 21 46 1 34 41 SAT-81992-93 Complete Battery Bl\u0026amp; ~ QIII:[ Mm \u0026amp;Dk 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 70 11 7 70 78 23 46 I 35 35 SAT-8 1991-92 Basic Battery Ills ~ QIII:[ Mak \u0026amp;Dk 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 32 6 3 20 21 60 14 2 47 99 11 51 I 23 47 SAT-8 1991-92 Complete Battery II.I\u0026amp; ~ QIII:[ Mm ~ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 51 19 2 43 19 16 52 25 44 LEA: 6001005  Parkview Magnet High School TOTAL BLACK STAFCFH ARACTERISTICS WHITE OTHER MALE FEMALE l i ) 1-92 92-93 93-9 ~ 1-9292-93 93-94~ 1-92 92-93 93-94 91-92 92-93 93-94 ~ 1-9292-93 93-94 ~ 1-9292-93)3-9 # # I # % ! % ! % i % i % i  ! o/J, % l % % ! % i % % % : % Principal .......~. .. .....A... --..~..~.. .-..~ ~~~~---~-t - ~ ~ ~ ._..{ ....~... . 1o o! 1o o .!.~- .....?.. ......?....1 ...~. =~~ .J.J.. :--:J--:J--~-l--l1.-::1--: -iJ:\u0026lt;:11J::1\u0026lt;--.:J.::.:r:. t = 1 t 1 it ti, l i ~~~o:eachers :i }~ !l3~\n~....\n~...! ~~!~ J} 31} 3i.\n.}~ ..}.~ ~!--- 1 ~: Counselors 3T if 3 33j 50 33) 61: 50 671 Q d o 33 1 50 1 o 67 5ol 100 L=ibrarians ..........! l. .........1 .l. ....1.. . ......~.. .. ......t.. .. ......6. i. ...1. oq ....1 0d,. ...1 0\u0026lt;L. ...~. -{~... ...o. J .....o... J... ..o... J. 100. . l. . 100/.. w o Aides 1! ~: 1-10((1J -r- ----}lO\u0026lt;t_~: .....o... ~h~i.I00_.100!10: Secretary/Instr sl ~ 8 d, 3~ ~ 8~ 631 q 13 ~ o o ! o o I 100 100! 100 ~=Custoo/Oth- .....1.., L14.l_ , ___ t 1t __ 7{_ 4), __ 2t_t 53. ___ t_o _ o [_,01_61 f :10() ,,  : 33 !~o/\n.M ~ 1 2 I ~ 11 14 1 1 0 0 i O 100! 100  LEA: 6001005  Parkview Magnet High School 91-92 92-93 93-94 School~ct I Schoo~ct I Schoo~District Nil Nil Nil Nil Nil Nil Pupilsffeacber NIA NIA Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black ~: Ph.D. Black White Other Experience Beginning Black ~~\n1 - 5 years Black . ~~\n6 - IO years Black ~: 11 - 20 years Black White Other Over 20 years Black White Other Average Annual Salary Teachers Average Experience Total Teacher Mobility Teacher Twnover  Teachers from another 1:\u0026gt;istrict NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 2 9 19 0 13 23 0 0 I 0 0 I 0 1 5 0 2 3 I 8 17 0 9 11 0 NIA NIA NIA 2 9 21 1 11 22 0 0 1 0 0 5 I 7 0 3 3 I 8 17 0 8 IO 0 $29,382.00 NIA NIA 2 ACCESS FINANCINIAFLO RMATION 91-92 92-93 93-94 Total Operating Expenditures: NIA Per Student NIA % Operating Expenditures by Function: Instruction Instructional Adm.in. Campus Administration Other Campus Costs Total Operating Instructional Expenditures: Per Student NIA NIA NIA NIA NIA NIA Campus NIA NIA NIA NIA NIA NIA NIA NIA SPECIPARL OGRAMS NIA NIA NIA NIA NIA NIA NIA NIA 91-92 92-93 93-94 Chapter I Black White Other Spec.Ed Black White Other Gifted/f alented Black White Other LEP Black White Other Compensatory Ed Black White Other # 0 0 0 38 14 0 NIA NIA NIA NIA NIA NIA NIA NIA NIA # # 0 64 0 58 0 7 21 76 IO 55 0 3 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Booker Arts Magnet Elem. Sch.  CHERYL SIMMONS, Principal 2016 Buller Su-eet, Utde Rock L\u0026amp;A: 6001006 PHONE: (501) 324-2482 72206 Date Established Date Built SchoolP rofile Latest Major Renovation Number of Acres NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Number of Permanent Cla.ssrooms Number of Portable Classrooms Total Square Footage Adjacent City Parle Community School Facility PTA SJ\u0026gt;fi~i~Thcmcs Magnet Last NCA Study Last COE Study NIA NIA 91-92 92-93 93-94 Student Profile Membenhlp by Ethnldty .l.22.!.:2f l 992-93 l 993-94 TOTAL Blaclc White Other # of Graduates Special Populations # Discipline M FM FM F 292 342 292 329 272 323 168 179 173 172 157 164 120 155 116 153 111 154 4 8 3 4 4 5 0 0 0 0 0 0  Sanctions Blaclc White Other NIA NIA NIA 33 NIA 4 9 NIA NIA 10 NIA NIA  # Rctainccs K-8 Blaclc White Other NIA NIA TOTAL 2 1 0 0 0 NIA NIA TOTAL IQIM, 1 NIA 1 NIA 0 NIA Grade 4 Below25% IVtoYe50% IVttNe 75% Gnde7 Below2S% IVttNe 50% IVttNe 75% Gndoll Below2S% IVttNe 50% IVttNe 75% Gnde4 Below25% IVttNe 50% IVttNe 75% Gnde7 Below25% IVttNe 50% IVttNe 75% Gndoll Bclow25% IVttNe 50% IVttNe 75% Gndo4 Bclow25% IVttNe 50% IVttNe 75% Gnde7 Bclow25% IVttNe 50% IVttNe 75% Gndoll Bclow25% IVttNe 50% IVttNe 75% Gndo4 Bclow25% IVttNe 50% IVttNe 75% Gnde7 Bclow2S% IVttNe 50% IVttNe 75% Grade 11 Below25% IVttNe 50% IVtoYe 75% Student Achievement SAT-81992-93 Basic Battery Ills ~ ~ Mak \u0026amp;mlk 13 I 0 9 16 TT 2 22 3 14 2 8 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-81992-93 Complete Battery Ills ~ Qlls Mak \u0026amp;mlk 14 0 9 16 TT 2 21 3 IS 2 9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Basic Battery Ills ~ Qlls ~ l:mllk 14 0 0 7 20 32 0 16 7 21 0 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Complete Battery Ills 17 20 6 0 0 0 0 0 0 ~ 0 31 21 0 0 0 0 0 0 Qlls 0 0 0 0 0 0 0 0 0 Mak \u0026amp;mlk I 16 I 0 0 0 0 0 0 s 23 11 0 0 0 0 0 0 6 24 11 0 0 0 0 0 0 7 36 22 0 0 0 0 0 0 9 35 19 0 0 0 0 0 0 LEA: 6001006  Booker Arts Magnet Elem. Sch. STAFCFH ARACTERISTICS TOTAL BLACK WHITE OTHER MALE FEMALE i ! :)1-9292-9393-9 f)l-9292-93 93-94~1-9292-9393-9491-9192-93 93-94 9 l-9292-9393-94bl-9292-93)3-9 # ! # I # % i % i % i % l % i % i o/~ % ! % % i % ! % i % % i %  LEA: 6001006 .Booker Arts Magnet Elem. Sch. \\ 91-92 School District! Nil Nil Pupihff each er Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black White Other Ph.D. Black White Other Experience Beginning Black While Other 1 - 5 years Black  ~i\n5 - IO years Black White Other l l - 20 years Black White Other Over 20 years Black White Other Average Annual Salary Teachers Average Experience Total Teacher Mobility Teacher Turnover \u0026amp;Teachers from ~other ( 'Jistrict NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 4 92-93 93-94 Scho~trict I Schoo~District NII Nil Nil Nil NIA NIA NIA NIA NIA 6 18 0 11 12 0 I I 0 0 0 0 5 5 0 I 9 I 5 9 0 4 4 0 0 7 21 0 IO 10 0 1 I 0 I 5 4 4 0 1 8 I 5 10 0 4 3 0 $32,017.00 NIA NIA 0 ACCESS FINANCIINAFLO RMATION 91-92 92-93 Total Operating Expenditures: NIA NIA Per Student NIA NIA % Operating Expenditures by Function: Instruction Instructional Admin. Campus Administration Other Campus Costs Total Operating Instructional Expenditures: Per Student Chapter I Black White Other Spec.Ed Black White Other Gifted/I alented Black White Other LEP Black White Other Compensatory Ed Black White Other NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA SPECIPARL OGRAMS 91-92 # 0 0 0 50 72 4 NIA NIA NIA NIA NIA NIA NIA NIA NIA 92-93 # 0 0 0 55 72 3 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 93-94 # 71 20 0 39 74 2 NIA NIA NIA NIA NIA NIA NIA NIA NIA Dunbar Magnet Jr. High School LEA: 6001007 Student Achievement  NANCY ACRE, Principal PHONE: (501) 324-2440 SAT-81992-93 Basic Battery 1100 Wrlpt Avmae, LktJe Rock 72206 Dis ~ Qlbr\n[ ~ fmllk I School Profile Gnm4 Below2S% 0 0 0 0 0 AboYe50% 0 0 0 0 0 Date Established NIA AboYe75% 0 0 0 0 0 Date Built NIA Latest Major Renovation NIA Gnm7 Number of Acres NIA Below2S% 43 6 0 r, 22 Number of Permanent Classrooms NIA AboYe50% 26 62 2 32 58 Number of Portable Classrooms NIA AboYe75% 7 39 I 17 30 Total Square Footage NIA Gnmll AdjacenCt ity Parle NIA Below2S% 0 0 0 0 0 Community School Facility NIA AboYeS0% 0 0 0 0 0 PTA NIA AboYe75% 0 0 0 0 0 s~~Thcmcs NIA SAT-81992-93 Complete Battery Magnet NIA Dis ~ Qlbr\n[ ~ \u0026amp;mlk Last NCA Study 91-92 92-93 93-94 \u0026lt;.nm, Below2S% 0 0 0 0 0 AboYeS0% 0 0 0 0 0 Last COE Study AboYe75% 0 0 0 0 0 I Student Profile Gnm7 Below2S% 47 7 0 27 27 Manbenhlp by Ethnldty 1991-92 1992-93 1993-94 AboYeS0% 23 62 2 29 58 *9 FM FM F AboYe75% 7 ,1 I 17 32 TOTAL 322 349 35S 356 34S Gnml8 Below2S% 0 0 0 0 0 Black 220 200 202 208 228 211 0 0 0 0 0 White 146 117 141 142 121 130 AboYeSO% Abave75% 0 0 0 0 0 Other 3 5 6 s 7 4 # of Graduates 0 0 0 0 0 0 SAT-8 1991-92 Basic Battery Special Populations # Discipline Ills ~ Qlbr\n[ Mak ~  Sanctions \u0026lt;.nm, Black NIA NIA 70 36 NIA NIA Bel\u0026lt;N 25% 0 0 0 0 0 NIA NIA 27 3 NIA NIA Above SO'-' 0 0 0 0 0 White NIA NIA 0 0 NIA NIA Abave75% 0 0 0 0 0 Other # Rctainces K-8 IQllJ. mm TOTAL Gnm7 Below2S% 40 9 0 28 21 Black 18 2 NIA AboYeSO% 35 75 7 57 60 White 3 2 NIA AboYe75% I 57 6 36 35 Other 0 0 NIA Gnmlt Below2S% 0 0 0 0 0 Abave50% 0 0 0 0 0 AboYe75% 0 0 0 0 0 SAT-8 1991-92 Complete Battery Bl\u0026amp; :Y!'lli1' Qlhg: ~ ~ Gnm4 Below2S% 0 0 0 0 0 AboYe50% 0 0 0 0 0 AboYe75% 0 0 0 0 0 Gnm1 47 Below2S% 10 0 30 r, AboYe50% 33 76 7 59 57 AboYe75% 7 51 6 37 34 C...-11 0 0 Below2S% 0 0 0 AboYe50% 0 0 0 0 0 0 0 0 0 0 AboYe75%   LEA: 6001007 Dunbar Magnet Jr. High School TOTAL STAFCFH ARACTERISTICS Principal Asst. Principal Other Admin. CertifiedT eachers BLACK WIIlTE OTHER FEMALE I ! t}}-9292-9393-9 f)}-9292-9393-94~1-9292-9393-9491-9292-9393-94 t)}-9292-9393-94~1-9292-93l3-9 # i # i # % i  :  ! % !  !  i o/~  i   i  i % % i % j % tr i 1 tr rt 1 r 1 Sp. Ed. Teachers 3: 31 3 67J 67 61 331 331 33) () 0, 0 33 33 33 67 67) 67 -+-+- '~\n------..  ~-----.. .......... ....... ---..... j  Vocational 2l 2 3 56. IOd. 67 56. d. 33! d. d. o o so 33 100 soi 67 =Am  l-l :. 1..1..1. . :. t:~Ll6t6tJ ..~. ....\n.. ...3 ....~. .1 .6.6..:.:..:. l : 11::1:::  ::w, ..J. ....J......\n... .. .j. ....J... .!.1 .  J\n~,J\n[-J~j~: l~-'\n~'=Custod/Oth. ~---{ Bl 1 : t 1JL 1{ 2i 1 i::'3jL :0 :: 0 46 ::57:: 100: : 541 43 Teachers 6, 2 i I 111 50 ~ 61! 5: IO: 171 : o 33 so 100 67 soi o TeidqQt , i i i i of Their Field i i j i ! i i  LEA: 6001007  Dunbar Magnet Jr. High Schoo 91-92 92-93 93-94 Schoollllitrictj Schoollllitrictj Schoo!District Nil Nil Nil Nil Nil Nil Pupils/Teacher NIA NIA Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black ~: Ph.D. Black White Other Eiperience Beginning Black While Other l - 5 years Black White  Other S - 10 years Black ~: 11 - 20 years Black White Other Over 20 years Black White Other Average Annual Salary Teachers Avenge EJ.perience Total Teacher Mobility Teacher Turnover NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 5 NIA NIA NIA IO 15 0 8 13 0 5 7 0 4 3 0 0 0 0 0 l 0 2 7 0 5 3 0 2 11 18 0 IO 15 0 0 0 0 l a 2 9 0 4 3 0 8 8 4 3 0 $23,925.00 NIA NIA 0 ACCESS FINANCIINAFLO RMATION 91-92 92-93 93-94 Total Operating Eipenditures: NIA Per Student NIA % Operating EJ.penditures by Function: Instruction Instructional Admin. Campus Administration Other Campus Costs Total Operating Instructional Eipenditures: Per Student NIA NIA NIA NIA NIA NIA Campus NIA NIA NIA NIA NIA NIA NIA NIA SPECIPARL OGRAMS NIA NIA NIA NIA NIA NIA NIA NIA 91-92 92-93 93-94 Chapter I Black White Other Spec. Ed Black White Other Gifted/f alented Black White Other LEP Black White Other Compensatory Ed Black White Other # 0 0 0 81 25 0 NIA NIA NIA NIA NIA NIA NIA NIA NIA # # 0 98 0 II 0 I 89 58 86 32 5 4 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA  Forest Heights Jr. High School LXA: 6001009 RICHARD MAPLE JR, Principal PHONE: (501) 671-6390 5901 Everpem Roell, Uttle Rodt 72205   \\ Date Established DateBuih SchoolP rofile Latest Major Renovation Number of Acres Number of Permanent Classrooms Number of Portable Classrooms Total Square Footage Adjacent City Park Community School Facility PTA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA SPfirg~ Themes Magnet Last NCA Study NIA NIA -91---9.2- -9-2-93 93-94 Last COE Study * Student Profile Membenhlp by Ethnklty l 991-92 1992-93 1993-94 M FM FM TOTAL 380 372 378 400 =--3-84_....,_ F 404 Black White Other # of Graduates Special Populations # Discipline Sanctions Black White Other # Retainees K-8 Black White Other 266 268 264 285 281 294 104 98 103 111 93 102 10 6 II 4 10 8 0 0 0 0 0 0 NIA NIA 200 101 NIA NIA NIA NIA 23 13 NIA NIA NIA NIA 0 0 NIA NIA TOTAL TOTAL TOTAL 32 19 NIA 2 0 NIA 0 0 NIA Grade' Below25% Above50% Above1S% Grade7 Below2S% Above50% Above1S% Grade 10 Below25% Above50% Above1S% Grade4 Below2S% Above50% Above1S% Grade7 Below2S% Above50% Above 15% Grade JO Below2S% AboveS0\"/4 Above1S% Grade4 Below2S% Above50% Above1S% Grade7 Below2S% AboveSO% Above1S% Grade JO Below2S% Above S0\"/4 Above1S% Grade4 Below2S% Above50% Above1S% Grade7 Below2S% Above50% Above1S% Grade JO Below2S% Above50% Above1S% Student Achievement SAT-81992-93 Basic Battery ms Whik Qlbr![ Mak ~ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SI 3 0 28 26 35 26 2 21 42 12 16 2 9 21 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-81992-93 Complete Battery Bis ~ Qllm: Mm ~ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 S4 2 0 30 26 0 0 0 0 0 10 17 2 10 19 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Basic Battery els Whik Qllig Mm ~ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 52 s 39 19 44 45 3 33 59 17 29 0 16 30 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Complete Battery Bis Whik Qllm: Mak ~ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 51 s 41 22 42 46 3 34 51 16 29 0 IS 30 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 LEA: 6001009 STAFCFH ARACTERISTICS  Forest Heights Jr. High School TOTAL BLACK WlilTE OTHER MALE FEMALE  ' 91.92 92-93 93-9 [) 1.9292.93 93-94 b 1.92 92-93 93-94 91.92 92-93 93-94 91.92 92-93 93-94 91-9292-93\u0026gt;3-9 # i # i # % i % i % ! % ! % ! % ! o/~ % ! % % % ! % ! % ! % i % =~p~ -l-j +---j -j-\n~~~-1~-:-:J1 -11-:j1 -~-:: :-L--, ,:: :::.... d--J-J,- di -J-.JJ--JJ -J-32-. --3 ij14-\n-\n:\n:-\n1 49,-s- sJ ...t. .. t    1 1 1 r t t 1  t      1 Sp. Ed. Teachers 51 6. 6 4(), 5(), 50, 6(), 5(), 5(), (), (), 0 0 0 0 100 100! 100 it i 1 1 t tit t 1 i ~::: l l ~ :~:l :~~~:d:J ~J ~  4 ~ --r 3 ~ 1:  4 ~ i~~ i~~ii~~ Librarians it ii I ti ti d. 106 106 106 d () 0 0 i 0 0 100 10oi 100 Tc acherA ides Secretary/Instr ~ 4 4 d. 50, O\n751 5~ d 25 d o o I o o 100 IOff 100 i:!:Sru ~ 0 0 i i of TheirF ield I ! 1 ! ! LEA: 6001009  Forest Heights Jr. High School 91-92 92-93 93-94 School~ct I Schoollfutrict I Scboo-i----District NII NII NII NII NII NII Pupils/feacber NIA NIA Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black ~: Ph.D. Black White Other Experience Beginning Black White Other I - 5 years Black White  Other S - IO years Black ~: 11 - 20 years Black ~: Over 20 years Black White Other Average Annual Salary Teachers Average Experience Total Teacher Mobility Teacher Twnover Teachers from other IStrict NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 5 18 18 0 8 21 0 0 0 0 1 4 0 4 8 0 3 7 0 14 11 0 NIA NIA NIA 2 4 0 0 15 21 0 8 17 0 0 0 0 3 ij 3 7 0 1 8 0 12 13 0 2 2 0 $22,130.00 NIA NIA ACCESS FINANCINIAFiO, RMATION 91-92 92-93 93-94 Total Operating Expenditures: NIA Per Student NIA % Operating Expenditures by Function: Instruction Instructional Admin. Campus Administration Other Campus Costs Total Operating Instructional Expenditures: Per Student NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA SPECIAPRLO GRAMS NIA NIA NIA NIA NIA NIA NIA NIA 91-92 92-93 93-94 Chapter I Black White Other Spec.Ed Black White Other Gifted/I alented Black White Other LEP Black White Other Compensatory Ed Black White Other # 0 0 0 100 32 0 NIA NIA NIA NIA NIA NIA NIA NIA NIA # # 0 141 0 7 0 0 137 100 70 51 2 3 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Pulaski Heights Jr. High Sch. LEA: 6001010 Student Achievement  RALPH HOFFMAN, Principal PHONE: (5(11) 671-'250 SAT-81992-93 Basic Battery 401 N. Pine Street, lJttle Rock 72205 Bll!\nk ~ QIII!![ Mlk \u0026amp;mlk I SchoolP rofile Gnde4 Below:25% 0 0 0 0 0 Date Established Abow:SO% 0 0 0 0 0 NIA Abow:75% 0 0 0 0 0 Date Built NIA Latest Major Renovation NIA Gnde7 Number of Acres NIA Below:25% S4 7 I 38 24 Number of Permanent Classrooms NIA Abow:SO% 23 93 0 61 ss Number of Portable Classrooms NIA Abow:75% 10 68 0 40 38 Total Square Footage NIA Gndell Adjacent City Parle NIA Below:25% 0 0 0 0 0 Community School Facility NIA Abow:SO% 0 0 0 0 0 PTA NIA Abow:75% 0 0 0 0 0 s~r},i~Themes NIA SAT-8 1992-93 Complete Battery Magnet NIA Bll!\nk ~ QIII!![ Mlk l:mlm Last NCA Study 91-92 92-93 93-94 Gnde4 Below:25% 0 0 0 0 0 Abow:SO% 0 0 0 0 0 Last COE Study Abow:75% 0 0 0 0 0 I Student Profile Gnde7 Below:25% SB 8 41 26 Membenhlp by Ethnldty 1991-92 1992-93 1993-94 Abow:50% 23 95 0 63 ss M FM FM F Above 15% 9 69 0 40 38 TOTAL 365 387 379 379 394 386 Cnde 10 Below:25% 0 0 0 0 0 Black 244 219 236 204 211 213 0 0 0 0 White 119 168 142 174 181 170 Above SO% 0 0 0 0 0 0 Other 2 0 1 1 2 3 Above 75% # of Graduates 0 0 0 0 0 0 SAT-8 1991-92 Basic Battery Special Populations # Discipline Ills ~ Q\\1 Mlk Em!lk  Sanctions Cnde4 Black NIA NIA 196 46 NIA NIA Below:25% 0 0 0 0 0 NIA NIA 43 3 NIA NIA Abow:SO% 0 0 0 0 0 White NIA NIA 0 0 NIA NIA Abow:75% 0 0 0 0 0 Other # Retainees K-8 TOTAL TOTAL TOTAL Cnde7 Below:25% 52 2 0 36 18 Black 13 15 NIA Abow:SO% 33 71 40 6S White 1 2 NIA Abow:75% 10 52 27 36 Other 0 0 NIA Cnde10 Below2S% 0 0 0 0 0 Above SO% 0 0 0 0 0 Abow:75% 0 0 0 0 0 SAT-8 1991-92 Complete Battery Bll!\nk ~ Qlb!:I Mm ~ Gnde4 Below:25% 0 0 0 0 0 Abow:SO% 0 0 0 0 0 Abow:75% 0 0 0 0 0 Cnde7 Below2S% S4 2 0 35 21 Abow:SO% 33 70 I 42 62 Abow:75% 9 52 I 26 36 Gnde 10 0 0 Below:25% 0 0 0 0 0 0 0 0 Abow:50% 0 0 0 0 0 Above 15%   LEA: 6001010 Pulaski Heights Jr. High Sch. STAFCFH ARACTERISTICS TOTAL BLACK WHITE OTHER FEMALE i I ~ 1-9292-93 93-9\n)1 -9292-9393-949' 1-92 92-9393-9491-9192-93 93-94 :)1 -9292-9393-949' 1-9292-93)3-9 N N ! #  i % !  : % I % !  ! o/~  i    I % % I  !  Principal 1 I I ~ 6, d loci 1od 1od ~ d 0 100 100 i 100 0 0! 0 ............. ........... . ........ ------i---i----- ---------L-------it--H-i-----i.......i.-.-..-.- ------- -4--------.--.-. ......- i .. ....... :, :::.i : 1 1 ::  2: 1~ 11: sdt= '.::d'.::lsd Jt: :   100 t 100 Js o:..:\n: :::s o Certified Teachers 36, 44, 3C 11 1i, 20, 89\n77! 7~ ~ ~ 7 44 f 36 43 56 64! 57 ~~- -f j------: :~ d-d: t--~: ~~ - l--3::t ~:~ 1: : :f ii Counselors Librarians T cacher Aides Security Secretary/Instr 4 4 4 0, 251 Q 751 751 Q 251 0, 0 0 j O I O 100 100! 100 Cafet/Custod/Oth 1~ 15 1 6 0 80. 10d 2~ 2d d 111 d 0 O 471 83 ' l~~T\n/~\nr t j 1 1 1 r 1 r t 4 t ~ Nurses............................ t.. ........ .. .........'. .'. .........l. ...........i. . ..........' .. ..........' . ........i. . .....'.  .)  ............... -'-'. ......... i:!\nsru 3! 4 2 o 25! o 100. 75 1 100: ~ o. o o I 25 100 100 i 75! o of Their Field LEA: 6001010  Pulaski Heights Jr. High Sch. 91-92 School District! Nil Nil Pupib/Teacher 92-93 93-94 Schoolllliirict I Schoo~District Nil Nil Nil Nil Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black ~: Ph.D. Black White Other Experience Beginning Black While Other 1 - 5 years Black . ~:: 'S - 10 years Black ~: 11 - 20 years Black White Other Over 20 years Black White Other Average Annual Salary Teachers Average Experience Total Teacher Mobility Teacher Turnover  Teachers from another ( ')istrict NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 7 NIA NIA 6 27 0 7 21 0 0 0 0 I 3 0 2 7 0 2 11 I 5 12 NIA NIA NIA 0 2 5 0 2 6 23 1 7 21 0 0 0 0 1 5 0 2 7 0 2 7 1 5 13 0 2 4 0 $25,887.00 NIA NIA 2 ACCESS FINANCINIAFLO RMATION 91-92 92-93 93.94 Total Operating Expenditures: NIA Per Student NIA % Operating Expenditures by Function: Instruction Instructional Admin. Campus Administration Other Campus Costs Total Operating Instructional Expenditures: Per Student NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA SPECIPARL OGRAMS Chapter I Black White Other Spec. Ed Black White Other Gifted/Talented Black White Other LEP Black White Other Compensatory Ed Black White Other 91-92 # 0 0 0 183 75 0 NIA NIA NIA NIA NIA NIA NIA NIA NIA 92-93 93-94 # # 0 257 0 14 0 1 117 127 44 163 0 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Southwest Junior High School CHARITY SMITH, Principal 3301 Bryant Street, IJttle Rock  , SchoolP rofile LEA: 6001011 PHONE: (!501) 570-4070 72204   Date Established DateBuih Latest Major Renovation Number of Acres Number of Permanent Classrooms Number of Portable Classrooms Total Square Footage Adjacent City Park Community School Facility PTA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA S~rJilThcmcs Magnet Last NCA Study NIA NIA 91-92 92.93 93-94 Last COE Study Student Profile MembenhlpbyEthnkity 1991-92 1992-93 ~ M FM FM TOTAL 375 329 355 340 ~34-8-~ F 331 Black White Other # of Graduates Special Populations # Discipline Sanctions Black White Other # Rctainccs K-8 Black White Other 271 250 270 253 266 258 101 75 84 83 75 66 3 4 I 4 7 7 0 0 0 0 0 0 NIA NIA 187 64 NIA NIA NIA NIA 36 15 NIA NIA NIA NIA 0 0 NIA NIA TOTAL TOTAL TOTAL 19 20 NIA 7 5 NIA 0 0 NIA Gnde4 Below25% AboveSO% Above15% Gnde7 Below25% Above50% Above15% GndelO Below25% AboveSO% Above1S% en., Below25% Abc:M:50% Abc:M:75% Gnde7 Below25% Abc:M, SOo/4 Abc:M:75% Gndel8 Below25% Abc:M, so,,, Above15% Gnde4 Below25% AboveSO% Above75% Gnde7 Below25% Above 5()0/4 Above75% GndelO Below25% AboveSO% Above75% Gnde4 Below25% AboveSO% Abc:M:75% Gnde7 Below25% Abc:M:50% Above75% GndelO Below25% AboveSO% Above75% Student Achievement SAT-81992-93 Basic Battery lllH ~ Qllirr Mm ~ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 19 7 0 53 33 25 20 2 16 31 4 7 I 4 8 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-81992-93 Complete Battery ms ~ Qli)I\n[ ~ ~ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 81 7 0 53 35 26 20 2 16 32 5 6 5 7 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Basic Battery aJJ\u0026amp;k ~ Qllirr M!k ~ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 62 II 51 23 28 22 0 19 31 10 0 9 9 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Complete Battery 1!I\u0026amp; ~ Qllirr Mak ~ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 63 12 52 24 24 22 0 18 28 9 12 0 JO II 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0  I LEA: 6001011 STAFCFH ARACTERISTICS Southwest Junior High School TOTAL BLACK WHITE OTHER FEMALE i ~1-9292-9393-9 ~1-9292-9393-9491-9292-9393-9491-9292-9393-94 91-9292-9393-9491-9292-93\u0026gt;3-9 # i # i # % i % i % i % i % i % i o/~ % i % % i % i % I % i % i  Principal ........1..l ... ....1..i .... ...1. ....1. ~ 1~1~ ........1... ......{.. .....j. ......~. .........{.. .. ....o. . -o  ......0... o_ll.O. l.O..1 001.100 Asst. Principal 2. 2. 2 so so so so. so so o o. o so so , so so I soi 50 =:.:_ :\nJ-3J\n--.,JJ - J-JJ-- J-JJ- ,-,J-,,--,\n-i-1ot-Sp. Ed. Teachers Vocational Counselors Librarians T cacher Aides Security ............ i  ! .......... tt--1tttt--t............   ---.. ....................~..-.- - 6 6 6 50, 33: 67! 50, 67 33: 0, 0, 0 17 33 17 83 67! 83 41 1l 2 5d, 10d\n1od, s~ J. o. ~ ~ o o o 50 100 100! 50 l l : 3 ~- 5 ~- 5~1j 1J1jj J{----:-{ r :,::: :I:: \n. t\n.........\n... .. . ............\n. .. .......\n.. ............~..- --. ..........,... .....................J. ......................\n.. .. ....... .......3..1. .... ....3..! . .....3 ........~.. . ...1. 0q1 ~ ........,. .. .......... -~10 0.:. .......0..,.. .. ....~.. . ......~.. . P.. ............o.... .. t ...10.0.. ..1 001..1 00 : 0 2 ! 100 ! 0 0 ! 100! ! 0 ~ : ! ! + t i\n! Clerical Staff :  ::::ms,  l-J: J\nJ J\n{\nJ Jj\n~ ~ ~.1.l . ~ . ~~\n!.I\nI ! t 1 ~ i l l i l l Cafet/Custod/Oth 11 12 ! 5 0 67 100 36. 33! 0 . 0 0 0 50 80 100 50! 20 N~ - ---i -2,-iJ ~ J-J1JdJsJooo- o1- 00'--d-!~\u0026lt;::eld , j I I , I :  LEA: 6001011  Southwest Junior High School 91-92 92-93 93-94 School~ctl Schoolillitrict I Schoo~ District NII NII NII NII NII NII Pupils/feacber NIA NIA Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black White Other Ph.D. Black White Other E:iperience Beginning Black White Other I - 5 years Black White  1 Other 6 - 10 years Black ~: 11 - 20 years Black ~: Over 20 years Black White Other Average Annual Salary Teachers Average E:iperience Total Teacher Mobility Teacher Turnover  Teachers from another \"District NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 9 16 15 0 12 12 0 0 0 0 2 4 0 6 6 I 5 8 0 11 3 0 NIA NIA NIA 4 5 0 9 15 16 I I I 14 I 0 0 0 2 g 6 6 3 5 7 0 11 8 2 4 0 $25,109.00 NIA NIA 0 ACCESS FINANCINIAFLO RMATION 91-92 92-93 93-94 Total Operating E:ipenditura: NIA Per Student NIA % Operating E:ipenditures by Function: Instruction Instructional Admin. Campus Administration Other Campus Costs Total Operating Instructional E:ipenditures: Per Student NIA NIA NIA NIA NIA NIA Campus NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA SPECIPARL OGRAMS Chapter I Black White Other Spec.Ed Black White Other Gifted/I alented Black White Other LEP Black White Other Compensatory Ed Black White Other 91-92 # 0 0 0 227 66 0 NIA NIA NIA NIA NIA NIA NIA NIA NIA 92-93 93-94 # # 91 I 16 11 7 I 4 146 164 24 48 0 2 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA  Henderson Junior High School LEA: 6001013 Student Achievement CLELL WA TIS, Principal PHONE: (!01) ll8-3050 SAT-81992-93 Basic Battery tot Jolut au,._ RCNIIII, Jttle Rock 72204 Bll!\nk ~ Qlb!a: Mak \u0026amp;mu SchoolP rofile Gnodt4 Below25% 0 0 0 0 0 AbaYc50% 0 0 0 0 0 Date Established NIA AbaYc75% 0 0 0 0 0 Date Built NIA Latest Major Renovation NIA Gnodt7 Number of Acres NIA Below25% 61 7 2 42 34 Number of Permanent Classrooms NIA AbaYc50% 39 31 2 '40 39 Number of Portable Classrooms NIA AbaYc15% 13 20 19 15 Total Square Footage NIA Gnodt H Adjacent City Park NIA Below25% 0 0 0 0 0 Community School Facility NIA AbaYc50% 0 0 0 0 0 PTA NIA Abt:Ne15% 0 0 0 0 0 s~r},i~ Themes NIA SAT-8 1992-93 Complete Battery Magnet NIA Bll!\nk While Qllg Mak ~ Last NCA Study 21=21.21.:21.~ Gnodt4 Belowl5% 0 0 0 0 0 AbaYe 50% 0 0 0 0 0 Last COE Study AbaYc 75% 0 0 0 0 0 I Student Profile Gnodt7 Below25% 70 I 2 44 36 MembenhlpllyE\u0026amp;hnldty 1991-92 J.22W  AbaYc50% '40 '40 2 43 39 M FM FM F AbaYc75% II 21 I 20 13 TOTAL 436 423 496 418 478 437 Gnodt 11 376 Below25% 0 0 0 0 0 Black 358 353 309 358 320 AbaYc50% 0 0 0 0 0 White 72 63 114 101 106 104 0 0 0 0 0 Other 6 7 6 8 14 13 AbaYc15% # of Graduates 0 0 0 0 0 0 SAT-8 1991-92 Basic Battery Special Populations # Discipline 1llil\u0026amp; ~ Qlb!a: Mak ~  Sanctions C.-4 Black NIA NIA 455 153 NIA NIA Below25% 0 0 0 II 0 NIA NIA 38 5 NIA NIA AbcMo50% 0 0 0 0 0 White NIA NIA 0 0 NIA NIA AbaYc 75% 0 0 0 0 0 Other # Retainces K-8 TOTAL TOTAL Gnodt 7 TOTAL Below25% 71 0 0 39 39 Black 85 30 NIA AbaYc50% 59 10 26 44 White 1 1 NIA AbaYc75% 24 3 6 22 Other 0 0 NIA Gnodt II Below25% 0 0 0 0 0 AbaYc50% 0 0 0 0 0 AbaYc15% 0 0 0 0 0 SAT-8 1991-92 Complete Battery Bll!\nk ~ Qlb!a: Mak \u0026amp;mill! Gnodt4 Below25% 0 0 0 0 0 AbaYc50% 0 0 0 0 0 AbaYc75% 0 0 0 0 0 Gnodt 7 Belowl5% 10 0 0 41 39 AbaYc50% 61 II 21 45 AbaYc75% 23 3 7 20 Gnodtlt 0 0 0 Below25% 0 0 AbaYc50% 0 0 0 0 0 0 0 0 0 0 AbaYc75%  LEA: 6001013 STAFCFH ARACTERISTICS  HendersonJ uniorH ighS chool TOTAL BLACK WHITE OTHER FEMALE 1)1-9292-9393-9 l\u0026gt;l-9292-9393-94bl-9292-9393-9491-9292-9393-941)1-9292-9393-94bl-9292-93\u0026gt;3-9 # # # % ! % ! % ! % : % i % i o/~ % ! % % ! % ! % ! % ! % ! % Principal ---l .......~.. .. -~ -{J ...... ...~. ....l., 1~ 1~ .....i.-. -~- 0 ... 100J . .1 00. l.1.0 0. .I -~.l..1. ..O..0 .. =~- -Js :-J: JJ-J-:l--1-l::-J-:Jl--:-:--i-:::: :11: Sp. Ed Teachers .......{.. ......t. .. ....., .....3. ~4.~... .4..~ . .....6..~ .....5..{ ....5. i .....~.. .........{.. .... ...o. ... _.11.1....2 . 9 ......2 9 ......8. 3.f. ...1. 1). ... 11. Vocational 4, 3: 3 75: 67 33! 25, 3J, 67 O\n0, 0 25 i 33 67 75 i 671 33 Counselors 3! 3i 3 6~ 61 33i 3Jf 33t 61 d d, 0 0 i O 1 0 100 i 100! 100 Librarians t! 1f 1 d d, J 106, IO() 10~ 0, 0 0 0 ! 0 i O 100 ! 100: 100\n-w,: :l-:l---l:J-:J:Jll 1--:-r}:-1-:- 1:r1:: ~::rl~  =Oili __ ltlJ_: t_: _tA _:j:j. ..... I~ .... ~ ............. t ..:.... ..: .t 2: t5:1:: . .... 1 :l .. 1 :: N=~ i1s\"j c iof s(), r(\n)d, . 1 ~ d. oj\no riooso !~~ei~eld i i i I i I ! i i I 1 I  LEA: 6001013 .Henderson Junior High School , 91-92 92-93 93-94 School District I Nil Nil Pupilsffeacher Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black ~~ Ph.D. Black White Other Experience Beginning Black While Other I - 5 years Black  White Other 6 - IO years Black White Other 11 - 20 years Black White Other Over 20 years Black White Other Average Annual Salary Teachers Average Experience Total Teacher Mobility Teacher Turnover ATeachers from ~ther l ')istrict NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 2 Schoo~ct I Schoo~District NII NII NII Nil NIA NIA 11 23 0 9 18 0 0 0 0 2 I 0 5 6 0 8 IO 0 5 17 0 NIA NIA NIA 4 6 0 0 15 31 I 7 18 0 0 0 0 I 6 5 8 0 7 10 0 5 17 0 5 6 0 $23,197.00 NIA NIA 3 ACCESS FINANCINIAFLO RMATION 91-92 92-93 93-94 Total Operating Expenditures: NIA Per Student NIA % Operating Expenditures by Function: Instruction Instructional Admin. Campus Administration Other Campus Costs Total Operating Instructional Expenditures: Per Student NIA NIA NIA NIA NIA NIA Campus NIA NIA NIA NIA NIA NIA NIA NIA Campus NIA NIA NIA NIA NIA NIA NIA NIA SPECIPARL OGRAMS Chapter I Black White Other Spec. Ed Black White Other Gifted/Talented Black White Other LEP Black White Other Compensatory Ed Black White Other 91-92 # 0 0 0 204 29 0 NIA NIA NIA NIA NIA NIA NIA NIA NIA 92-93 93-94 # # 0 275 0 14 0 I 253 189 53 32 I 0 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Bale Elementary School LEV ANNA WILSON, Principal  6501 w. 32nd Street, Lltde Rod\u0026lt; I SchoolP rofile LEA: 6001017 PHONE: (501) 570-4050 72204   Date Established Date Built Latest Major Renovation Number of Acres NIA NIA NIA NIA NIA NIA Number of Permanent Classrooms Number of Portable Classrooms Total Square Footage NIA NIA NIA NIA Adjacent City Park Community School Facility PTA S~rJi~Thcmcs Magnet Last NCA Study Last COE Study NIA NIA 91-92 92-93 93-94 Student Profile Membenhlp by Edmldty 1991-92 1992-93 1993-94 TOTAL Black White Other # of Graduates Special Populations # Discipline Sanctions Black White Other # Retainccs K-8 Black White Other M FM FM F 184 167 155 136 154 136 143 147 118 116 109 110 37 19 30 16 39 22 4 1 7 4 6 4 0 0 0 0 0 0 NIA NIA 28 8 NIA NIA NIA NIA 7 0 NIA NIA NIA NIA 0 0 NIA NIA TOTAL TOTAL TOTAL 15 3 NIA 1 1 NIA 0 0 NIA Grade' Below25% AixM:50\"/4 AixM:75% Grade? Below25% AixM:50% AixM:75% Gradell Below25% AbaYe50% AbaYe75% Grade4 Below25% AbaYe50% AbaYe75% Grade? Below25% AixM:50% AixM: 75% Grade 10 Below25% AixM: 50% AixM:75% Grade4 Below25% AixM: 50'/4 AixM: 75% Grade7 Below25% AixM: 50\"/4 AixM:75% Grade 10 Below25% AixM:50% AixM:75% Grade4 Below25o/, AixM: 50\"/4 AlxM:75% Grade7 Below25% AixM:50'/4 AlxM:75% Grade 10 Below25% AixM: 50\"/4 AixM: 75% Student Achievement SAT-8 1992-93 Basic Battery lilH ~ QIII!:{ Mm Emllk 6 2 0 2 6 10 2 I ' 9 2 0 2 I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-81992-93 Complete Battery Ills ~ QIII!:{ Mm ~ 8 2 0 2 7 2 I 4 6 3 I 0 2 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Basic Battery a!s ~ QIII!:{ Mm ~ 23 3 0 15 11 6 0 6 2 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Complete Battery Ills ~ QIII!:{ Mm ~ 26 3 I 17 13 4 0 4 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 LEA: 6001017  Bale Elementary School STAFCFH ARACTERISTICS  TOTAL BLACK WHITE OTHER MALE FEMALE l c)l-9292-9393-9 ~1-9292-9393-94~1-9292-9393-9491-9292-9393-94 ~1-9292-9393-9491-9292-93\u0026gt;3-9 # i # ! #  i % i % i  i % i % i o/~ % i % % i % i % I % i % i  Principal if I I I~ I~ I~ ~ ~ ~ ~ ~ 0 0 j O I O I 100 100 100 :::al _J ___  J-l=fJI_~t _J__ __ ___L __! J ....... Certified Teachers 161 1si 14 44, 40, so, s~ 6Q sd, o, o, o 13 13  7 106 s1! 93 Sp. Ed. Teachers Vocational CollllSClors 1! 1! 1 10: 100, 19 : : : ~ ~ 0 0 J O O _ 100 100 100 Librarians 1! Ii 1 0 0 0 100 100 100 0 0 0 0 : 0 0 ! 100 100 100 Teacher Aides Security Secretary/Instr 2i 2i 1 O, 50, (), SO, SO, 100, 50\nC, 0 0 0 0 100 100, 100 of Their Field i i i i i i i - I i : : )\nLEA: 6001017  Bale Elementary School 91-92 School District I Nil NII Pupilsffeacber Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black lf\u0026amp;: Ph.D. Black White Other Experience Beginning Black lf\u0026amp;: I - 5 years Black  ~d\n, - 10 years Black lf\u0026amp;: 11 - 20 years Black ~: Over 20 years Black White Other Average Annual Salary Teachers Average Experience Total Teacher Mobility Teacher Twnover ATe~ers from ~istrict NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 92-93 93-94 Schooirllstrict I Schoo-i--District NII NII Nil NII NIA NIA NIA NIA NIA 6 7 0 5 10 0 0 0 0 0 I 0 2 I 0 0 3 0 6 8 0 1 1 0 6 3 0 5 10 0 0 0 0 0 0 0 3 I 0 2 I 0 6 7 0 0 I 0 $33,264.00 NIA NIA 0 ACCESS FINANCIINAFLO RMATION 91-92 92-93 93-94 Total Operating Expenditures: NIA Per Student NIA % Operating Expenditures by Function: Instruction Instructional Ad.min. Campus Administration Other Campus Costs Total Operating Instructional Expenditures: Per Student NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Campu NIA NIA NIA NIA NIA NIA NIA NIA SPECIPARL OGRAMS Chapter I Black White Other Spec.Ed Black White Other Gifted/Talented Black White Other LEP Black White Other Compensatory Ed Black White Other 91-92 # 165 18 I 16 9 NIA NIA NIA NIA NIA NIA NIA NIA NIA 92-93 93-94 # # 165 70 18 12 2 28 15 15 IO 2 0 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Brady Elementary School  MARY MENKING, Principal 91! W. Martduua Stred, Lltde Rock L\u0026amp;A: 6001018 PHONE: (!01)2~ 72205 I SchoolP rofile Date Established Date Built Latest Major Renovation Number of Acres Number of Pcnnanent Classrooms Number of Portable Classrooms Total Square Footage Adjacent City Parle Community School Facility PTA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA SJlfirJi~ Themes Magnet Last NCA Study NIA NIA 91-92 92-93 93-94 Last COE Study Student Profile Manbenhlp by Ethnldty 1991-92 1992-93 1993-94 M F M F ,..M,.....__....._ 212 203 208 184 215 F TOTAL Black White Other # of Graduates Special Populations # Discipline Sanctions  Black White Other # Retainccs K-8 Black White Other  176 138 144 140 130 146 115 71 56 62 48 64 3 3 6 6 5 54 7 0 0 0 0 0 0 NIA NIA 13 0 NIA NIA NIA NIA 0 0 NIA NIA NIA NIA 0 0 NIA NIA TOTAL TOTAL TOTAL 11 4 NIA 0 1 NIA 0 0 NIA a,,.-4 Below2S% lultNC50% lultNC1S% a.--1 Below2S% lultNC50% lultNC1S% a.--11 Below2S% lultNC50% lultNC1S% a,,.-4 Below2S% lultNC50% lultNC1S% a.--1 Below2S% lultNC50% lultNC1S% a.--H Below2S% lultNC50% lultNC1S% a,,.-4 BeJow2S% lultNC50% lultNC1S% ~7 Below2S% Abave50% Abave7S% ~ .. Below2S% Abave50% Abave7S% ~4 Below2S% lultNC50% lu1tNC1 S% ~7 Below2S% lultNC50% Abave7S% ~ .. Below2S% lultNC50% lultNC1S% Student Achievement SAT-81992-93 Basic Battery BJg ~ Qlbi:[ ~ Er:mlk 16 I 0 10 7 4 3 0 6 I 2 I 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-81992-93 Complete Battery BJg ~ Qlbi:[ ~ ~ 17 2 0 12 7 4 3 0 6 2 2 0 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Basic Battery BJg ~ Qlil!i[ ~ \u0026amp;mlk IS 2 0 7 JO II 6 JO 8 2 3 3 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Complete Battery Bis ~ Qllic[ MB ESllllk IS 4 0 I II II 6 JO I 2 3 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 LEA: 6001018  Brady Elementary School TOTAL BLACK STAFCFH ARACTERISTICS WHITE OTHER MALE FEMALE  '' '' 91-92 92-93 93-9 ~ 1-9292-93 93-94~ 1-92 92-93 93-9491-9192-93 93-94 Q 1-92 92-93 93-94~ 1-9292-9313-9 # ! # i # % ! % i % i % i % ! % ! o/~ % ! % % i % ! % ! % i % ! % Principal 1 1! 1 J. d. J 1od 1od 1od d. d. o o I o o I 100 I 10oi 100 Asst. Principal ..................[.,. -...-. :::~l !r=-- __r .i . ......t..... .. : .t.. . .....t. ............. ......(. ................... ...!.. ...............i.. .. ... .....r. .... .... :::\n:.... -,i --\n~ 1,~ J---d-11J1--Jo, -J --J-Jo\no 133i-1,,J100 Sp. Ed Teachers .......3... r.. .3..t.\".2'. . ...i .......3... .J.. ..t. ....o....o... .r.6 ..:.\n..ir. c x .t.. .l ...... .....J..,.\" .. .o.... . .i.iT. . ..3. .3.. s..o..  .6 ..7... ..6..7. r.s. oVcgtionaJ .......~.. .......O....i . ..c.. . ........1.. .. .....1.. .. .....1.. .. .....I......... ........f . ........l..... . ..L.. ..... ......I .. ................1..... ..... .....................,.. ..............!....... . .... Counselors 2i 2i 1 50 50 0 50 50 100 0 0 0 0 I O O 100: 100: 100 Librarians Tc acherA ides Security Secretary/Instr ~ ~ 0 0, 100, 50\n0. 50: 0, 0 I O 100 100! Cafet/Custod/Oth LEA: 6001018  Brady Elementary School 91-92 School District I Nil Nil Pupibffeacber Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black ~: Ph.D. Black White Other Experience Beginning Black While Other l - 5 years Black White  Other 6 - IO years Black ~: ll - 20 years Black ~: Over 20 years Black White Other Avenge Annual Salary Teachers Average Experience Total Teacher Mobility Teacher Turnover  Teachers from another District I NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 2 92-93 93-94 Schoo~ct I Schoo~District Nil Nil Nil Nil NIA NIA NIA NIA NIA 6 ll 0 3 l l 0 3 5 0 2 4 0 0 0 0 I l 0 2 5 0 l 4 0 5 3 ll 0 3 9 0 0 0 0 I 6 I 4 0 l 5 0 2 8 l 2 0 $30,427.00 NIA NIA 2 ACCFSS FINANCINIAFLO RMATION 91-92 92-93 93-94 Total Operating Expenditures: NIA Per Student NIA % Operating Expenditures by Function: Instruction Instructional Ad.min. Campus Administration Other Campus Costs Total Operating Instructional Expenditures: Per Student NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Campus NIA NIA NIA NIA NIA NIA NIA NIA SPECIPARL OGRAMS Chapter I Black White Other Spec. Ed Black White Other Gifted/f alented Black White Other LEP Black White Other Compensatory Ed Black White Other 91-92 # 144 25 8 2 0 NIA NIA NIA NIA NIA NIA NIA NIA NIA 92-93 93-94 # # 156 103 23 12 0 I 36 28 13 14 3 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA McDermott Elementary School  MICHAEL OLIVER. Principal 1200 Raen-olr JloM, UUk Rock LI.A: 6001020 PHONE: (5'11) 228-3072 72207  I SchoolP rofile Date Established Date Built Latest Major Renovation Number of Acres Number of Permanent Classrooms Number of Portable Classrooms Total Square Footage Adjacent City Parle Community School Facility PTA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA s~r},i~Themes Magnet Last NCA Study NIA NIA illl_ 92..9 3 93.94 Last COE Study Student Profile Mrmbenblp lily Ethnicity .1.22.1.:22.. ...l22W ~ M FM FM TOTAL 253 258 249 260 \"\"\"--2_-4 0 ._ F 269 Black White Other # of Graduates Special Populations # Discipline Sanctions Black White Other #Retainces K-8 Black White Other 147 144 136 139 133 129 97 109 108 117 100 132 9 5 5 4 7 8 0 0 0 0 0 0 NIA NIA 7 7 NIA NIA NIA NIA 4 0 NIA NIA NIA NIA 0 0 NIA NIA IQIAL TOTAL IQIA!, 6 11 NIA 1 2 NIA 1 0 NIA  Gnde4 Below:25% AboYeSO% AboYe 75% Gnde7 Below25% AboYe50% AboYe75% Gndell Below25% AboYeSO% AboYe75% Gnde4 Below25% AboYe50% AboYe75% Gnde7 Below25% AboYeSO% AboYe75% Gndell Below25% AboYeSO% AboYe75% Gnde4 Below25% AboYeSO% AboYe 75% Gnde7 Below25% AboYeSO% AboYe75% Gndell Below25% AboYeSO% AboYe75% Gnde4 Below25% AboYeSO% AboYe75% Cnde7 Below:25% AboYeSO% AboYe75% Gndell Below25% AboYeSO% AboYe75% Student Achievement SAT-8 1992-93 Basic Battery Bis ~ Qllg Mlk ~ 6 0 0 3 3 9 26 15 21 2 18 0 7 13 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1992-93 Complete Battery Bis ~ Qlba: Mak \u0026amp;mik 5 0 0 2 3 9 26 15 21 2 II 13 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Basic Battery Ills ~ Qllg Mak Esmlk 5 0 0 3 2 20 16 15 22 6 7 3 II 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Complete Battery Bis ~ Qllg Mlk \u0026amp;mik I 0 0 4 4 II 17 I 14 22 4 7 I 2 10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 LEA: 6001020  McDermottE lementaryS chool TOTAL BLACK STAFCFH ARACTERISTICS WHITE OTHER MALE FEMALE  i i )1-9292-9393-9, ~l-9292-9393-9491-9292-9393-9491-9292-9393-94 ~1-9292-9393-94~1-9292-93\u0026gt;3-9 # ! # I # % ! % i % ! % ! % ! % ! o/~ % ! % % i % ! % % ! % i % Principal __1 ~--1!_--(1__ (_(1{1~ 1~ t __( o 100J1ooj100 0o l 0 Asst Principal l l 1 100 100 100. 0 0 0 0 0 0 0 ! 0 , 0 100 , 100! 100 ~7eachers 2~ 2t22:3~:::2t2~:::6l,:11~1:[L: Jo :o\n::):::o:14s,:100/Sp. Ed. Teachers 4 2i 3 251 (), d, 151 IO(), 10(), (), 0, 0 0 0 0 100 1001 100 Vocational Counselors 2i 2 0. 0. Librarians Teacher Aides Security Secretary/Instr 21 2l 2 q sq q 50, 50, 100, 50, c, o o o o 100 IOOl 100 ~:::.-0th- :J_l/:: : 1j: Fj2 J 36:=1!J g~ ::J:: 0: 1 8:. 2::100::82J\n: !~ei\u0026lt;:feld l , ! I : ! I LEA: 6001020  McDermott Elementary School 91-92 92-93 93-94 Schoollfutrlct I Schoo~ct I Schoo-i--- District Nil Nil Nil Nil Nil Nil Pupib/feacher NIA NIA Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black ~: Ph.D. Black White Other Experience Beginning Black ~: l  5 years Black White  Other S  10 years Black ~: 11  20 years Black White Other Over 20 years Black White Other Average Annual Salary Teachers Average Experience Total Teacher Mobility Teacher Turnover  Teachers from another ')istrict NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 4 16 0 2 12 0 NIA NIA NIA 5 5 0 5 6 0 0 0 0 0 0 0 0 l 0 0 l 0 5 18 0 2 5 0 0 0 0 l 6 l 0 0 0 l 0 l 11 0 3 5 0 $32,572.00 NIA NIA 0 0 ACCESS FINANCINIAFLO RMATION 91-92 92-93 93-94 Campus Total Operating Expenditures: NIA NIA NIA Per Student NIA NIA NIA % Operating Expenditures by Function: Instruction Instructional Admin. Campus Administration Other Campus Costs Total Operating Instructional Expenditures: Per Student Chapter I Black White Other Spec.Ed Black White Other Gifted/Talented Black White Other LEP Black White Other Compensatory Ed Black White Other NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA SPECIPARLO GRAMS NIA NIA NIA NIA NIA NIA 91-92 92-93 93-94 # # # 85 125 56 9 19 6 0 l 0 58 56 55 63 69 96 2 0 3 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Carver Magnet Elem. School LI.A: 6001021 Student Achievement  MARY GUINN, Principal PHONE: (501) 324-2460 SAT-81992-93 Basic Battery 2100 E. mi Stred, Utde Rock 72202 Bis :whi1' Qllg Mak ~ I SchoolP rofile Gnde4 Bclow25% 4 0 0 1 3 Abc:Ne50% 23 34 3 32 28 Dat.c Established NIA Abc:Ne75% 8 25 3 17 19 Date Built NIA Latest Major Renovation NIA Gnde7 Number of Acres NIA Bclow25% 0 0 0 0 0 Number of Pennancnt Classrooms NIA Abc:Ne50% 0 0 0 0 0 Number of Portable Classrooms NIA Abc:Ne75% 0 0 0 0 0 Total Square Footage NIA GndeH Adjacent City Park NIA Bclow25% 0 0 0 0 0 Community School Facility NIA Abc:Ne50% 0 0 0 0 0 PTA NIA Abc:Ne75% 0 0 0 0 0 SPJi~i~ Themes NIA SAT-8 1992-93 Complete Battery Magnet NIA Bll!ii :whi1' Qllg Mak ~ Last NCA Study 91-92 92-93 93-94 Gnde4 Bclow25% 4 0 0 Abc:Ne50% 24 35 3 33 29 Last COE Study Abc:Ne75% I 27 3 20 18 I Student Profile Gnde7 Bclow25% 0 0 0 0 0 Membenhip by Ethnicity 122.1.:2119 92-93 1993-94 Abc:Ne50% 0 0 0 0 0 M FM FM F AbcNe 75% 0 0 0 0 0 TOTAL 328 273 320 278 334 261 Gndeto Black 159 Bclow25% 0 0 0 0 0 155 170 170 172 153 0 0 0 0 White 171 100 158 104 156 107 AbcNe 50\"~ 0 0 0 0 0 Other 2 3 3 4 6 1 Abc:Ne75% 0 # of Graduates 0 0 0 0 0 0 SAT-8 1991-92 Basic Battery Special Populations # Discipline Dis ~ Qllg Mak ~  Sanctions Gnde4 Black NIA NIA 40 24 NIA NIA Bclow25% 2 0 0 White NIA NIA 4 0 NIA NIA AbcNe SO% 27 41 0 46 22 NIA NIA 0 0 NIA NIA Abc:Ne75% 12 32 0 27 17 Other #Rctainccs K-8 .IQIAL TOTAL TOTAL Gnde7 Bclow25% 0 0 0 0 0 Black 11 5 NIA Abc:Ne50% 0 0 0 0 0 Whit.c 3 0 NIA Abc:Ne75% 0 0 0 0 0 Other 0 0 NIA Gndeto Bclow25% 0 0 0 0 0 Abc:Ne50% 0 0 0 0 0 Abc:Ne75% 0 0 0 0 0 SAT-8 1991-92 Complete Battery Ills :wlli1' Qllg Mak ~ Gnde4 Bclow25% 4 0 0 2 2 Abc:Ne50% 24 41 0 44 21 Abc:Ne75% 12 34 0 30 16 Gnde7 Bclow25% 0 0 0 0 0 Abc:Ne50% 0 0 0 0 0 Abc:Ne75% 0 0 0 0 0 Gndell 0 Bclow25% 0 0 0 0 Abc:Ne50% 0 0 0 0 0 0 0 0 0 0 Abc:Ne75%   LEA: 6001021 STAFCFH ARACTERISTICS Carver Magnet Elem. School TOT AL BLACK WHITE OTHER MALE FEMALE ~l-9292-9393-9 ~l-9292-9393-94~1-9292-9393-9491-9292-9393-94 ~l-9292-9393-94bl-9292-9313-9 # ! # ! # % ! % i % ! % ! % ! % ! o/~ % ! % % i % ! % % i % i % Principal 1 j _!_ 1~ 1~ 1~,j_j __J_ j __{ __~ ___o j____oj __o _1()() 1_()()[_1()() Asst. Principal 1 1 ti I q q \u0026lt;{ I~ 109 I~ ~ q O O I O 1 0 100 10oj 100 =::- --JJ 32 J--,-i--d~ -J- JJ--J----o-. -_ J--,-,40- d97 tt t-: ------1----t---t-i : : -  : : -- -: Sp. F.d. Teachers 2 3! 3 () () 0. 5() 61 IO() 50 33! 0 0 : 0 1 0 100 , 100! 100 vocational ~ J o I r I r r r r r r r  1 i Counselors 0. 0 0 : 0 ! Librarians 2: 2 0. 0 0 : 0 : Secreta,y/lnstr 3! ~ 3 q 3~ ~ 6~ 6~ q 33j q O O ! 0 j O 100 100! 100 ~=eusu.voo .....1..s j. ...1. 3f 1.1 - ~ ....1. od,. ..1 01 ...1. J, ... ~ .......+..s. t1 o ..... 0]23+_4s ..' .100 ......1. lss. Teachers 2/ 3 r I 100 67 ~ Q 33! 106. di Q O O O O 100 10ol 100 !~i~eld ! I j!i i ' LEA: 6001021  Carver Magnet Elem. School 91-92 92-93 93-94 School~ct I Schoollllitrict I Schooi--District Nil Nil Nil Nil Nil Nil Pupib/Teacher NIA NIA Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black ~: Ph.D. Black White Other Experience Beginning Black l\u0026amp;: I  5 years Black  ~i\nS  10 years Black ~: 11  20 years Black ~: Over 20 years Black White Other Average Annual Salary Teachers Average Experience Total Teacher Mobility Teacher Turnover  eachers from other ,!Strict NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 7 NIA NIA NIA 4 22 0 6 9 0 0 0 0 0 0 0 l 6 0 4 10 3 6 0 0 I 0 I 5 20 0 7 10 0 0 0 0 1 8 4 8 0 4 6 0 l 6 0 l 0 $28,442.00 NIA NIA 2 ACCESS FINANCINIAFLO RMATION 91-92 92-93 93-94 Total Operating Expenditures: NIA Per Student NIA % Operating Expenditures by Function: Instruction Instructional Admin. Campus Administration Other Campus Costs Total Operating Instructional Expenditures: Per Student NIA NIA NIA NIA NIA NIA Campus NIA NIA NIA NIA NIA NIA NIA NIA SPECIPARL OGRAMS Campus NIA NIA NIA NIA NIA NIA NIA NIA 91-92 92-93 93-94 Chapter I Black White Other Spec. Ed Black White Other Gifted/f alented Black White Other LEP Black White Other Compensatory Ed Black White Other # 0 0 0 199 203 4 NIA NIA NIA NIA NIA NIA NIA NIA NIA # # 0 0 0 0 0 0 67 49 54 48 0 5 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Fair Park Elementary School LV.: 6001013 BARBARA WASHINGTON, Princlpa PHONE: (501) 671~60  616 N. llarriaoa Street, Little Rock 72205 .I SchoolP rofile  Date Established Date Built Latest Major Renovation Number of Acres Number of Permanent Classrooms Number of Portable Classrooms Total Square Footage Adjacent City Parle Community School Facility PTA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA S~rJi~Thcmcs Magnet Last NCA Study NIA NIA 91-92 92-93  Last COE Study Sludenl Profile Manbenhlp by Ethnicity 1991-92 l992-93 .l.22l: M FM FM F TOTAL 168 152 125 124 131 132 Black White Other # of Graduates Special Populations # Discipline Sanctions Black White Other #Retainces K-8 Black White Other 136 121 93 99 99 101 31 29 30 25 29 31 1 2 2 0 3 0 0 0 0 0 0 0 NIA NIA 9 9 NIA NIA NIA NIA 0 0 NIA NIA NIA NIA 0 0 NIA NIA IQIAL TOTAL TOTAL 21 2 NIA 0 0 NIA 0 0 NIA  Grado4 Below2.S% AbaveSO% Abave75% Grado? Below2.S% AbaveSO% Abave7.5% Gradoll Below2.S% AbaveSO% Abave7.5% Grado4 Below2.S% AbaveSO% Abave7.5% Grado? Below2.S% AbaveSO% Abave7.5% Grado 10 Below2.S% AbaveSO% Abavc7.5% Grado4 Below2.S% AbavcSO% Abavc7.5% Grado? Below2.S% AbaveSO% Abave7.5% Grado 10 Below2.S% AbavcSO% Abavc7.5% Grado4 Below2.S% AbaveSO% Abavc7.5% Grado? Below2.S% AbaveSO% Abave7.5% Gradoll Below2.S% AbavcSO% Abavc7.5% Sludenl Achievement SAT-81992-93 Basic Battery Ills ~ Qllg Mlk 16 0 0 3 .5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-81992-93 Complete Battery Ills ~ Qlbg Mlk 11 0 0 4 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Basic Battery Ills ~ Qlls Mak 12 0 0 6 9 0 0 .5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Complete Battery llll!i 16 4 0 0 0 0 0 0 0 ~ 0 9 6 0 0 0 0 0 0 Qllg 0 0 0 0 0 0 0 0 0 Mlk ~ 8 3 0 0 0 0 0 0 0 ~ 9 3 0 0 0 0 0 0 0 ~ 1 6 2 0 0 0 0 0 0 ~ 8 6 4 0 0 0 0 0 0 I .5 0 0 0 0 0 0 9 .5 0 0 0 0 0 0 .5 9 3 0 0 0 0 0 0 8 7 2 0 0 0 0 0 0 LEA: 6001023  Fair Park ElementaryS chool TOTAL BLACK STAFCF HARACTERISTICS WHITE OTHER MALE FEMALE H-9292-9393-9 H-9292-9393-94bl-9292-9393-9491-9292-9393-94 :)l-9292-9393-94bl-9292-9 \u0026gt;3-9 # # i # % i % i % i % i % l % i o/~ % i % % % % i % i %  Principal 1 11 1 10d 1od 1od d d d ~ d. o o o o I 100 100 10c =:~::\nJJ::\n~:~\n:Jj:::::J\nJf : :j:J ::::::~\nt :J:\n:I::\n~ ~ }\n:, :~~- --~-{: 3~ sf s~ 6i_s(_s(_(_,o .....o.. o orno ..1 0oi10c Counselors 1] i. 1 d, sq d 100 sd, 106, 6: Q o o o o i 100 1ool 1oc Librarians l! 1f 1 100 106. 106 0 d. d. d 6 0 0 0 0 ! 100 i 100: IOC :::Af~..t . ...t.. ....:.. .. . ..1....1. ...0.. ..1.J..t . .......l .. ..i....1....1.. . ~. ....o.... ..o..... ~.j 3o j100l671C  c::::mm-JJ: JdJJJJ\n.\nr ~~Cafet/Custod/Oth 8+ 81 4 o 1~ 1si 2si 2J 2) 1sl d o o 13 so ' 100 88: so Nurses ............I ............I . ...........l..... ........1.......... ...1...... ...I. ....f. ...........r... . ...... .L. ......... ................. .............. ........... ..........!.............. . . . !~o/\n,Jd J\n0 l I ci I ci 10(\\  14 , 0 0 0 100 100  l LEA: 6001023  Fair Park Elementary School 91-92 92-93 93-94 School~ct I Schoo~ct I Schoo-i--District Nil Nil Nil Nil Nil Nil Pupib/feacber NIA NIA Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black ~: Ph.D. Black White Other Experience Beginning Black ~i:\nI - 5 years Black  ~i\n5 - IO years Black ~: 11 - 20 years Black ~: Over 20 years Black White Other Average Annual Salary Teachers Average Experience Total Teacher Mobility Teacher Twnover  Teachers from another l ')istrict NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 2 NIA NIA NIA 5 4 0 2 3 0 4 6 0 7 6 0 0 0 0 0 0 0 2 2 0 I I 0 4 6 0 6 4 0 0 0 0 0 8 2 3 0 I I 0 4 3 0 2 2 0 $32,909.00 NIA NIA ACCESS FINANCINIAFiO, RMATION 91-92 92-93 93-94 Total Operating Expenditures: NIA Per Student NIA % Operating Expenditures by Function: Instruction Instructional Admin. Campus Administration Other Campus Costs Total Operating Instn,ctional Expenditures: Per Student NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Campus NIA NIA NIA NIA NIA NIA NIA NIA SPECIPARLO GRAMS Chapter I Black White Other Spec. Ed Black White Other Gifted/I alented Black White Other LEP Black White Other Compensatory Ed Black White Other 91-92 # 135 5 0 II 2 NIA NIA NIA NIA NIA NIA NIA NIA NIA 92-93 93-94 # # 59 68 3 3 0 0 39 12 19 3 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Forest Park Elementary School  VIRGINIA ASHLEY, Principal 1600 N. Tyler Street, LMt1eR ock I SchoolP rofile UA: 6001024 PHONE: (501) '71.Q67 72207  Date Established Date Built Latest Major Renovation Number of Acres NurnberofPcnnanentClassrooms Number of Portable Classrooms Total Square Footage Adjacent City Park Community School Facility PTA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA S~r}\ni~Thcmes Magnet Last NCA Study NIA NIA 21:21..22:21.93-94 Last COE Study Student Profile Membenhlp by Ethnldty l22..l.:22.].9 92-93 !993-94 M FM FM TOTAL ]9] 211 217 227 =-2-2_3_ ... F 235 Black White Other # of Graduates Special Populations # Discipline Sanctions Black White Other # Retainces K-8 Black White Other 96 95 105 93 104 96 92 114 109 133 116 3 2 3 1 3 137 2 0 0 0 0 0 0 NIA NIA 12 3 NIA NIA NIA NIA 1 0 NIA NIA NIA NIA 0 0 NIA NIA IQllJ. I.QIAL TOTAL 9 8 NIA 0 0 NIA 0 0 NIA  Gnde4 Bdow25% Abave50% Abave7S% GndeT Bdow25% Abave50% Alxwe7S% Gndelt Bdow25% AlxM:50% AboYe 7S% Gnde4 Bdow25% AlxM:50% Abave7S% Gnde1 Bclow25% AlxM:50% AlxM:7S% GndelO Bclow25% AlxM:50% AlxM:7S% Gnde4 Bdow25% AlxM:50% AlxM:7S% Gnde1 Bclow25% AlxM:50% AlxM:7S% Gndelt Bclow25% AlxM:50% AlxM:7S% Gnde4 Bclow25% AlxM:50% AlxM:7S% Gnde1 Bdow25% AlxM:50% AlxM:7S% Gnclelt Bclow25% AlxM:50% AlxM:7S% Student Achievement SAT-8 1992-93 Basic Battery Ill\u0026amp; Whi1c Qlhll Mam \u0026amp;mm 4 0 0 2 2 II 27 19 20 6 21 JS 13 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-81992-93 Complete Battery Ill\u0026amp; Whi1c Qlhll Mam \u0026amp;mm 4 0 0 2 2 II 27 19 20 6 21 16 12 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Basic Battery ms Whi1c Qlhll Mm Emllk 9 2 0 1 4 11 28 14 26 2 16 0 6 12 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Complete Battery Ills ~ Qlhll Mm UIIY 12 2 0 1 1 I 28 I 13 24 2 17 0 6 13 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 LEA: 6001024 STAFCFH ARACTERISTICS  ForestP ark ElementaryS chool TOTAL BLACK WIIlTE OTHER MALE FEMALE ' ' ~1-9292-9393-9 i)}-9292-9393-94bl-9292-9393-9491-9292-9393-94 ~l-9292-9393-94bl-9292-93\u0026gt;3-9 # I # i # % I % I % I % I % I % I o/~ % I % % % I % ! % I  i % Principal 1 if 1 1od 1od 1od ~ d d J d o o o ! o ! 100 1ool 1oc =~--=-- J--J3-J ~: _JJJ--:R~-:,1r- --:-J--: -:l~--:=:75i Sp. Ed. Teachers ......]. . .......\n.r. .. ....3.. . .......\u0026lt;..f.. .....c...{ .. ..i.. ... .io.d .... i'of ..1 06,.. .c. {. .....d..,.. ..... O... ..... ....O. .j. .....O... .......0. .....1 00. ... i'ooJ\"ioo Vocational .......\u0026lt;..L .....1. ......C . .......J...... . ...J. .... .....L.. ....... ..L.. ..... ....l... .... ...L.. ..... ...). . .........!....... ......... ..... ..,.. ...... ...........,.. ..................... .!....... ....... .. .... Counselors 2/ 2/ 2 IO() IO() IO() () () () () () 0 0 i O i O i 100 IOOl 100 Librarians 1t 1i I d o. d 10J. 1od 1od d d o o i o 1 o l 1OO 10oi 100 TeacherA ides .......... .......i.f.. .. ..... ........{.. ... 9.. ..o. d.,.'. ..4. ........ ...... .. ......{.. 10{ ........6...:. . ...o. ...... ....o } ........J. .. ....o.. . . . ..1 00. ....1 001.. 1 00 :::: Suff Or O ! [\nj j : Secretary/Non-Ins.1.. ....C.. i. ......(. .. ....O . ........\n.. ...... .....!...... ..............L...... ...... ...t. ... ......................1......... .................... .....l........ . .........................J...... ....... . ............  S=ewy/Instr ~ ~ I ~ 5~ ~ 5~ sJ 100, 5~ ~ 0 0 j O O 100 100! 100 ~~~00 lr~r~ J-\nr::-::J--~\n~J~\nr'.-~of Their Field i I : i  ,\n! i  LEA: 6001024  Forest Park Elementary School 91-92 92-93 93-94 School~ct I Schoollllitrict I Schoo-i--District Nil Nil Nil Nil Nil Nil Pupils/Teacher NIA NIA Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black ~: Ph.D. Black White Other Experience Beginning Black White Other l - 5 years . Black ~~\n5 - IO years Black ~: 11 - 20 years Black ~: Over 20 years Black White Other Average Annual Salary Teachers Average Experience Total Teacher Mobility Teacher Turnover NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 0 NIA NIA NIA 4 14 0 l 6 0 3 l 0 6 2 0 0 0 0 0 0 0 2 3 0 3 3 0 0 4 16 0 5 3 0 0 0 0 0 t 2 3 0 3 4 0 2 5 0 l l 0 $28,484.00 NIA NIA ACCESS FINANCINIAFiO, RMATION 91-92 92-93 93-94 Total Operating Expenditures: NIA Per Student NIA % Operating Expenditures by Function: Instruction Instructional Adm.in. Campus Administration Other Campus Costs Total Operating Instructional Expenditures: Per Student NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Campus NIA NIA NIA NIA NIA NIA NIA NIA SPECIPARL OGRAMS Chapter I Black White Other Spec. Ed Black White Other Gifted/I alented Black White Other LEP Black White Other Compensatory Ed Black White Other 91-92 # 59 3 0 114 175 3 NIA NIA NIA NIA NIA NIA NIA NIA NIA 92-93 93-94 # # 97 24 16 3 0 0 38 69 84 223 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Franklin Incentive Elem. Sch. FRANKLIN DA VIS, Principal 1701 S. Harrt.oa Su-eet, IJttle Rock UA: 600102!! PHONE: (!!01) 671-'380 72204  I SchoolP rofile   Date Established Date Built Latest Major Renovation NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Number of Acres NumberofPcnnancntClassrooms Number of Portable Classrooms Total Square Footage Adjacent City Parle Community School Facility PTA S~r)ii~Thcmcs Magnet Last NCA Study Last COE Study NIA NIA 91-92 ~ 93-94 Student Profile MemKnhlp lty Ethnldty l22f\u0026amp; 1992-93 l22f24 TOTAL Black White Other # of Graduates Special Populations # Discipline Sanctions Black White Other # Rctainccs K-8 Black White Other M FM FM F 247 190 223 178 178 156 217 171 186 157 153 136 28 17 31 18 20 20 2 2 6 3 5 0 0 0 0 0 0 0 NIA NIA 0 0 NIA NIA NIA NIA 0 0 NIA NIA NIA NIA 0 0 NIA NIA IQIA!, TOTAL TOTAL 16 12 NIA 0 1 NIA 0 0 NIA Gnde4 Below25% AbaYeSO% AbaYe75% Gnde7 Below25% AbaYeSO% AbaYe 75% Gndelt Below25% AbaYeSO% AixM,75% Gnde4 Below25% AbaYeSO% AlxM,75% Gnde7 Below25% Abave50% AbaYe 75% Gndelt Below25% AbaYeSO% AbaYe 75% Gnde4 Below25% AbaYeSO% AbaYe75% Gnde7 Below25% AbaYeSO% AbaYe75% GndelO Below25% AbaYeSO% AbaYe75% Gnde4 Below25% AbaYeSO% AbaYe75% Gnde7 Below25% Abave50% Abave75% Gndelt Below25% AbaYeSO% Abave75% Student Achievement SAT-81992-93 Basic Battery Jlyg\nWhi1' ~ Mak l:smlk II 0 0 10 9 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-81992-93 Complete Battery Jlyg\nWhi1' ~ Mak ~ 21 0 0 12 I 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Basic Battery Jlyg\nWhi1' ~ Mak fmllk 20 0 0 14 5 2 0 5 0 2 0 I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Complete Battery Bis 25 4 0 0 0 0 0 0 0 Whi1' 0 2 2 0 0 0 0 0 0 Qllg 0 0 0 0 0 0 0 0 0 Mak \u0026amp;mlk 16 4 0 0 0 0 0 0 I 6 0 0 0 0 0 0 0 9 5 0 0 0 0 0 0 0 6 2 0 0 0 0 0 0 9 2 0 0 0 0 0 0 LEA: 6001025  FranklinI ncentiveE lem.S ch. STAFCFH ARACTERISTICS  Principal Asst. Principal Other Admin. TOTAL BLACK WHITE OTHER MALE FEMALE ~1-9292-9393-9 Pl-9292-9393-94bl-9292-9393-9491-9292-9393-94 ~l-9292-9393-94bl-9292-93\u0026gt;3-9 # i # ! # % i % i % i % i % ! % ! o/~ % : % % i % i % i % i % i % --.:.\n..~..-.:... 1i1i-1i-JJ:j -.1-.\n:.1J. fj:1 :L-1Ji~o: ..................t. ........... ..........1.... .......... ..1.... .... .....t. .... ....I... .... ......l. ..... .....t. ....... .....1.. . ........1.......... ........ ........... .. .......... 1 ...............i. ................1... . ........ ... Certified Teachers 251 271 23 20, 30, 35' 80, 70, 65! Q o, o 8 7 13 148 93! 87 ---t-..  t-4-----..  +....... ................. . .....................,.. .. ........ Sp. Ed. Teachers 3! 3i 3 67 67 6'7i 33! 3~ 33! 0, d, 0 0 0 0 100 100/ 100 Vocational Counselors 1 0, 0, 0 0 0 0 Librarians l O 0 0 0 Teacher Aides 5 d. 50. Secretary/Instr 2i 2) 2 d, Q Q 50, 100, () 5~ d, 0 0 i O 0 100 i 100\n100 tt-------- !11\":ll : !---- ----------:-- 11: Cafet/Custod/Oth 24. 17 i 5 0 8\u0026amp; 100 \u0026amp; 12 0 92. d. 0 0 : 35 40: 100 65' 60 N!~o/~ I 2 i IOJ 5~ I~ J 511~ 1 0 100 50 i 100 0 5~\n0 LEA: 6001025 Franklin Incentive Elem. Sch. 91-92 92-93 93-94 School~ct I SchoolDistrict I Schoo~District Nil Nil Nil Nil Nil Nil Pupilsffeacher NIA NIA Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black White Other Ph.D. Black White Other Experience Beginning Black Whit Othe\n1 - 5 years Black White  Other 5- 10 years Black White Other 11 - 20 years Black White Other Over 20 years Black White Other Average Annual Salary Teachers Average Experience Total Teacher Mobility Teacher Turnover  Teachers from another )istrict NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 2 NIA NIA NIA 8 17 0 6 8 0 0 0 0 3 10 0 5 5 0 2 2 0 4 5 0 1 1 0 6 8 15 0 7 5 0 0 0 0 3 JO 0 5 3 0 2 8 5 5 0 1 2 0 $28,827.00 NIA NIA 3 ACCESS FINANCINIAFLO RMATION 91-92 92-93 93-94 Total Operating Expenditures: NIA Per Student NIA % Operating Expenditures by Function: Instruction Instructional Admin. Campus Administration Other Campus Costs Total Operating Instructional Expenditures: Per Student NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA SPECIPARL OGRAMS Chapter I Black White Other Spec.Ed Black White Other Gifted/I alented Black White Other LEP Black White Other Compensatory Ed Black White Other 91-92 # 126 6 0 419 53 4 NIA NIA NIA NIA NIA NIA NIA NIA NIA 92-93 93-94 # # 207 229 6 5 0 0 419 19 53 3 4 0 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA  Garland Incentive Elem. School LEA: 6001026 ROBERT BROWN JR. Principal PHONE: (!!Cit) 671-6275 361! W. l!da Street, Ulde Rock 72204   Date Established Date Built SchoolP rofile LatestM ajorR enovation Number of Acres NumberofPennanentClassrooms Number of PortableC lassrooms Total Square Footage Adjacent City Park Community School Facility PTA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Sllfir}T,ih~em es Magnet Last NCA Study NIA NIA 21.:212..1. : 21.9 3.94 Last COE Study Student Profile Manbenhlp ~ Ethnicity 1991-92 1992-93 1993-94 M F M F cM.___....:F TOTAL 133 116 132 lll 107 90 Black White Other # of Graduates Special Populations # Discipline Sanctions Black White Other # Retainccs K-8 Black White Other 126 113 119 104 93 81 7 3 8 6 0 0 0 5 I 14 2 7 0 0 0 0 0 0 NIA NIA 78 12 NIA NIA NIA NIA 6 3 NIA NIA NIA NIA 0 0 NIA NIA IQIAL IQIAL TOTAL 12 II NIA 0 0 NIA 0 I NIA Gnde4 Below25% AbcwcSO% Abow7S% Gnde7 Below25% AbcwcSO% Abcwc7S% Gndelt Below25% AbcwcSO% Abcwc7S% Gnde4 Below25% Abcwc50% AboYo7S% Gnde7 Bclow25% AboYo50% Abavc7S% GnNle 10 Below25% Abavc50% Abavc7S% Gnde4 Below25% AbaYe 50% AbaYe 75% Gnde7 Below25% Abavc50% AbaYe 75% Gndelt Bclow25% Abavc50% Abavc7S% GnNle' Below25% AboYo50% AboYo75% Gnde7 Below25% AbavcSO% Abavc75% GnNle It Bclow25% Abavc50% Abavc75% Student Achievement SAT-81992-93 Basic Battery Ills WhiK Qlbg: ~ ~ 7 0 0 s 2 ' 0 0 I 3 I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-81992-93 Complete Battery Ills ~ Qlhg: Mak mlllk 7 0 0 5 2 ' 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Basic Battery Ills Whi1' Qlhg: Mak ~ 14 0 0 10 s 0 0 I ' 2 0 0 0 '2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Complete Battery Ills WhiK Qlbg: Mak \u0026amp;mlk 14 0 0 10 \" s I 0 2 \" 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0  LEA: 6001026 Garland Incentive Elem. School TOTAL BLACK STAFCFH ARACTERISTICS WlilTE OTHER MALE FEMALE } 1-9292-93 93-9 ~ 1-9292-93 93-94b 1-92 92-93 93-94 91-92 92-93 93-94 } 1-92 92-93 93-94b 1-9292-93)3-9 # ! # ! # % ! % ! % ! % i % ! % ! o/~ % i % % % i % ! % ! % : % j ! ! ! i l i i j l Principal 1 1 1 100, 100, 100 0, 0, 0, 0, 0, 0 100 100 100 i O Oi 0 Asst. Principal OtherA dmin. CertifiedT eachers Sp. Ed. Teachers 4 3J 4 50, 671 75. 50, 33! 25! ~ 0, 0 25 33 ! 25 75 ! 67! 75 ~= :f :l: i 10 ~ 10l:1 11J1J1JJ:J : :F: 1:l ::l:::Tc acherA ides Security  ::::-~l  t: J\n~i\n~ Jr\n~r\n~ ~~~~ i r-J\nd I\nTeachers 1 2 : C O 100 100 0. 0 0 100 100 0 o' !~i~eld\nli !! I: : :  . : :\ni  LEA: 6001026  Garland Incentive Elem. School 91-92 92-93 93-94 School District! Nil Nil Pupilsffeacher Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black ~: Ph.D. Black White Other Experience Beginning Black White Other I - 5 years Black  White Other 5 - 10 years Black ~: 11 - 20 years Black ~: Over 20 years Black White Other Average Annual Salary Teachers Average Experience Total Teacher Mobility Teacher Turnover  Teachers from another ')istrict NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA ~~ NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Schoo~ct I Schoo-i--District NII NII Nil Nil NIA NIA NIA NIA NIA 9 6 0 8 4 0 0 0 0 3 I 0 2 2 0 5 3 0 5 2 0 3 1 0 13 8 0 6 I 0 0 0 0 4 4 0 4 3 0 4 I 0 4 I 0 2 0 0 $27,408.00 NIA NIA ACCF.SS FINANCINIAFLO RMATION 91-92 92-93 Total Operating Expenditurn: NIA NIA NIA Per Student NIA NIA NIA % Operating Expenditures by Function: Instruction Instructional Admin. Campus Administration Other Campus Costs Total Operating Instructional Expenditures: Per Student Chapter I Black White Other Spec. Ed Black White Other Gifted/f alented Black White Other LEP Black White Other Compensatory Ed Black White Other NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA N/A NIA SPECIPARLO GRAMS NIA NIA NIA NIA NIA NIA 91-92 92-93 93-94 # # # 121 121 62 0 0 2 0 0 5 144 138 10 9 11 2 0 0 0 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Gibbs Magnet Elementary Scho  DONNA DA VIS, Principal 111S W. 16'1aS treet, Little Rock LEA: 6001027 PHONE: (501) 324-2490 72202   I SchoolP rofile Date Established Date Built Latest Major Renovation Number of Acres NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Number of Permanent Classrooms Number of Portable Classrooms Total Square Footage Adjacent City Park Community School Facility PTA s~rli~Thcmcs Magnet Last NCA Study Last COE Study NIA NIA 91-92 92-93 93-94 Student Profile Membenhlp by Ethnidty 199l -92 ..J22W I9 93-94 TOTAL Black White Other # of Graduates Special Populations # Discipline Sanctions Black White Other # Rctainces K-8 Black White Other M FM FM F 170 169 165 171 153 146 89 101 85 106 84 86 80 61 78 56 68 53 1 7 2 9 1 7 0 0 0 0 0 0 NIA NIA 4 0 NIA NIA NIA NIA 18 3 NIA NIA NIA NIA 0 0 NIA NIA TOTAL TOTAL TOTAL 6 3 NIA 0 0 NIA 0 0 NIA Grade 4 Below25% Af,a,,e5()% Af,a,,e 7S% Grade? Below25% Af,a,,e SO% Af,a,,e 7S% Below25% Af,a,,e SO% Af,a,,e 7S% Grade4 Below25% Af,a,,e SO% Af,a,,e 7S% Grade? Below25% Af,a,,e SO% Af,a,,e 7S% Below25% Af,a,,e SO% Af,a,,e 7S% Grade4 Below25% Af,a,,e SO% Af,a,,e 7S% Grade? Below25% Af,a,,e SO% Af,a,,e 7S% Below25% Af,a,,e SO% Af,a,,e 7S% Grade4 Below25% Af,a,,e SO% Af,a,,e 7S% Grade? Below25% Af,a,,e SO% Af,a,,e 75% Below25% Af,a,,eSO% Af,a,,e 7S% Student Achievement SAT-81992-93 Basic Battery BIB ~ Q!bg: Mlk \u0026amp;mlk 0 0 0 0 17 16 0 IS 4 14 0 7 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-81992-93 Complete Battery Ills ~ Q!bg: Mlk ~ 0 0 0 0 17 18 0 IS 4 14 0 7 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Basic Battery Big ~ Qlbg: ~ \u0026amp;mlk 2 0 0 13 IS 3 II 10 I. 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 SAT-8 1991-92 Complete Battery BIB 2 II 3 0 0 0 0 0 0 ~ IS 12 0 0 0 0 0 0 Qlhg 0 3 I 0 0 0 0 0 0 Mlk \u0026amp;mlk 2 II s 0 0 0 0 0 0 0 18 II 0 0 0 0 0 0 0 20 II 0 0 0 0 0 0 20 0 0 0 0 0 0 18 II . 0 0 0 0 0 0 LEA: 6001027  Gibbs Magnet Elementary Sebo TOTAL BLACK STAFCFH ARACTERISTICS WHITE OTHER MALE FEMALE \"1-9292-93 93-9 ~1-9292-93 93-94b 1.92 92-9393-9491-92 92-93 93-94 91-9292-9393-9461.9292.93)3.9 # i # ! # % ! % ! % i % ! % ! % ! o/~ % ! % % i % i % ! % ! % ! % =:~al if A--\n-J:- 4-i 10i 1?1 1 ~ f 1-:- ~l---~1---{  :=1 1~t:= -l.......i. ........L... ........... .L... ..... ....L... ..... ....L... ..... ....L... ..... ....1... ..- .. ...L.. ........l. .... .............l. ............. .l. .... .............1.... ...........L... .. ..... .. 0th~ Admin. .. .......1...... .. ...1..1 .. ...............i.. .... ....J.... .. I 1. .......+.... L..l....l............ ........... -... ..............L.. .......... . CertifiedT eachers 18! 19 17 2\u0026amp; 32 35. 72 6\u0026amp; 65! 0 0 0 6 5 6 239 95! 94 tt t.... 1i ttt.. t-i    1Sp. Ed. Teachers 3! Z 2 (), (), (). 100 100 100 O! (), 0 0 0 0 100 100! 100 i\n t1----...1....t.  .. ......_.. . t .. ttt :.. ....................... \n V na1 o: o o = ! j i i I i i = = ocabo 1\ni : i i i ! i i i i ~.::~J J :  l t\nJ:~:l~:\n~J:\n:.J\nL ~ :.:]: ::~:: ~!:~  ::m,  J ..... i\n..j. r\nJJJ-\n~ --~--~ ~,~J-~\n~~,.\n~:\n~: : : j l l j i : i : : i Cafet/Custod/Oth .....1..q . ..1...1. .L . ..7. ........0... .....9.. I L ....8. 62.0..,. ....0.... . ......q.... ..8.0... ........~... ... ..1. 4. .......o. .1... ..1 8. J. ...2. 9 ....1. o o. .....s..2 [. ...1. 1. N=~ i \"ij' a d\"\"\"crJl,- j\"iod --\"iooJi. 10o0 11 0 0 TadqQt i ! i J i j i J J of Their Field i ! ! ! ! ! i i l l i i ! i i i : i  LEA: 6001027  Gibbs Magnet Elementary Sebo 91-92 92-93 93-94 School District I Schoollfutrict I Schoo--i---District Nil Nil Nil Nil Nil Nil Pupils/Teacher NIA NIA Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black ~: Ph.D. Black White Other Experience Beginning Black White Other 1 - 5 years Black White  Other , - 10 years Black ~: 11 - 20 years Black ~: Over 20 years Black White Other Average Annual Salary Teachers Average Experience Total Teacher Mobility Teacher Turnover NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA ~~ NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 4 NIA NIA 2 12 0 6 10 0 0 0 0 0 0 0 l 5 0 0 4 0 3 3 0 3 7 0 NIA 0 3 13 0 5 8 0 0 0 0 l 3 0 0 4 0 0 4 0 3 4 0 $30,301.00 NIA NIA 0 ACCESS FINANCIINAFLO RMATION 91-92 92-93 93-94 Total Operating Expenditures: NIA Per Student NI A % Operating Expenditures by Function: Instruction Instructional Admin. Campus Administration Other Campus Costs Total Operating Instructional Expenditures: Per Student NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA SPECIPARLO GRAMS Chapter I Black White Other Spec.Ed Black White Other Gifted/f alented Black White Other LEP Black White Other Compensatory Ed Black White Other 91-92 # 100 11 0 99 109 5 NIA NIA NIA NIA NIA NIA NIA NIA NIA 92-93 93-94 # # 53 74 11 11 I 0 135 50 77 46 3 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Western Hills Elem. School LEA: 6001029 Student Achievement  SCOTI MORGAN, Principal PHONE: (501) 570--4175 SAT-81992-93 Basic Battery 4901 We.tent 11111A1v -, UUJe Rock 72204 Ill\u0026amp; Whi1' Q!lg Mak \u0026amp;mlk I SchoolP rofile Gndt  Bclow25% 5 0 3 3 Abov,:50% I 14 0 9 13 Date Established NIA Abov,:75% 4 I 0 6 6 Date Built NIA Latest Major Renovation NIA 0...7 Number of Acres NIA Below25% 0 0 0 0 0 NumberofPcmwtentClassrooms NIA Abov,:50% 0 0 0 0 0 Number of Portable Classrooms NIA Ab\u0026lt;Mo 75% 0 0 0 0 0 Total Square Footage NIA Gndtll Adjacent City Park NIA Below25% 0 0 0 0 0 Community School Facility NIA Abov,o 50% 0 0 0 0 0 PTA NIA Ab\u0026lt;Mo 75% 0 0 0 0 0 s~r},i~Thcmcs NIA SAT-81992-93 Complete Battery Magnet NIA Ill\u0026amp; Whi1' Q!lg Mak \u0026amp;mlk LastN CA Study 21.:219.2. -93 93-94 Gndt4 Bclow25% 7 0 4 4 Abov,:50% I 14 0 9 13 Last COE Study Abov,:75% 4 9 0 6 7 I Student Profile Gndt7 Bclow25% 0 0 0 0 0 Membenhlp by Edwdty 1991-92 .J..22rn 1993-94 Abov,:50% 0 0 0 0 0 M FM FM F Abov,:75% 0 0 0 0 0 TOTAL m 171 157 178 174 158 GndtlO Bclow25% 0 0 0 0 0 Black '17 93 97 112 112 103 0 0 0 0 0 White 55 75 60 64 62 52 Abov,o 50'4 0 0 0 0 0 Other 0 3 0 2 0 3 Ab\u0026lt;Mo 7S% # of Graduates 0 0 0 0 0 0 SAT-8 1991-92 Basic Battery Special Populations # Discipline Bis Whi1' Q!lg Mak ~  Sanctions Gndt  NIA NIA 25 18 NIA NIA Below25% 12 I 0 I s Black NIA NIA 14 l NIA NIA Abov,:50% s 12 0 7 10 White Other NIA NIA 0 0 NIA NIA Ab\u0026lt;Mo7S% 4 0 2 3 # Rctainccs K-8 IQIAL TOTAL Gndt7 IQIA!, Bclow25% 0 0 0 0 0 Black 6 7 NIA Abov,:50% 0 0 0 0 0 White 2 4 NIA Ab\u0026lt;Mo7S% 0 0 0 0 0 Other 0 0 NIA GndtlO Bclow25% 0 0 0 0 0 Abov,:50% 0 0 0 0 0 Ab\u0026lt;Mo7S% 0 0 0 0 0 SAT-8 1991-92 Complete Battery Ill\u0026amp; ~ Qlbi:r: ~ \u0026amp;mlk Gndt  Bclow25% II I 0 II I Abov,:50% 4 12 0 7 9 Ab\u0026lt;Mo7S% 0 4 0 2 2 Gndt7 0 Below25% 0 0 0 0 Abov,:50% 0 0 0 0 0 Ab\u0026lt;Mo7S% 0 0 0 0 0 Gndtll 0 0 0 Below25% 0 0 Abov,:50% 0 0 0 0 0 0 0 0 0 0 Ab\u0026lt;Mo 7S%  LEA: 6001029  Western Hills Elem. School TOTAL BLACK STAFCFH ARACTERISTICS WHITE OTHER MALE FEMALE  Principal Asst Principal OtherA dm.in. CertifiedT eachers Sp. Ed. Teachers Vocational Counselors Librarians Tc acherA ides Security I I ~ 1-92 92-93 93-9 P 1-9292-93 93-9491-9292-93 93-9491-92 92-93 93-94 91-92 92-93 93-94 91-9292-93\u0026gt;3-9 # i # i # % i % i % I % i % i % i o/~ % l % % i % i % % ! %\n _ I--t-:-t 1---dIT. rili~ ~rl~F- ]~- l 0 1i  1l - 1\n  :~ :~ 4 J.:d:i1: ~ -d: : 1 :. .:.  :: ..\n. ~:~~l ~ ~c I 1 1 fr i 1 l i --:If : ~j~  :j::::~-J-~ : :l :i :: ::+:::.......1..r.. ......o..r.. .....1... .......6..:. ..........l...... .1 ~ALd.l.~.. .........I.. . ...o. ........~.. .~ ...........I.. ....~.. . . . .~. ~~ ..r. .......1... . 1. 00 i 0, C ! i i l ! l : i l l 1 t i i ' t l Teachers 0, 2 ! C ! 50, ! 50, ! Q O 100! TcdqQt I I i I l I I i ! i of Their Field ' \\ \\ ' \\ \\  I   : l :\nLEA: 6001029  Western Hills Elem. School 91-92 School District I Nil Nil Pupilsffeacher Degrees Held by Inst. Staff Bachelors Black White Other Master's Degree Black ~: Ph.D. Black White Other Experience Beginning Black White Other I - 5 years Black White  Ot!ier 6 - IO years Black White Other 11 - 20 years Black ~: Over 20 years Black White Other Average Annual Salary Teachers Average Experience Total Teacher Mobility Teacher Turnover  Teachers from another District NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA 0 92-93 93-94 Schoo~ct I Schoo-i--District Nil Nil Nil Nil NIA NIA NIA NIA NIA 4 6 0 3 6 0 0 0 0 0 0 0 I 2 0 2 5 0 3 2 0 3 2 0 0 3 7 0 4 6 0 0 0 0 0 0 0 0 2 0 1 5 0 2 3 0 3 1 0 $33,950.00 NIA NIA 0 ACCESS FINANCINIAFLO RMATION 91-92 92-93 Total Operating 93.94 Campus Expenditures: NIA NIA NIA Per Student NIA NIA NIA % Operating Expenditures by Function: Instruction Instructional Adnrin. Campus Administration Other Campus Costs Total Operating Instructional Expenditures: Per Student Chapter I Black White Other Spec. Ed Black White Other Gifted/f alented Black White Other LEP Black White Other Compensatory Ed Black White Other NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA SPECIAPRLO GRAMS 91-92 # 62 7 0 20 31 0 NIA NIA NIA NIA NIA NIA NIA NIA NIA 92-93 93-94 # # 117 45 22 9 0 0 33 19 34 37 0 NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA NIA Jefferson Elementary School LEA: 6001030 Student Achievement  FRANCES CAWTHON, Principal PHONE: (501) '71-6281 SAT-81992-93 Basic Battery 2600 N. McKinley Stnd, LIUle Rock 72207 ill\u0026amp; ~ Olm ~ ~ I SchoolP rofile Gndo 4 Below2S% 3 2 I 3 3 Abc:M:50% 14 33 0 27 20 Date Established NIA Abc:M:7S% 7 20 0 14 13 Date Built NIA Latest Major Renovation NIA Gndo7 Number of Acres NIA Below2S% 0 0 0 0 0 NumberofPcnnancntClassrooms NIA Abc:M:50% 0 0 0 0 0 Number of Portable Classrooms NIA Abc:M:7S% 0 0 0 0 0 Total Square Footage NIA Gndoll Adjacent City Parle NIA Below2S% 0 0 0 0 0 Community School Facility NIA Abc:M:50% 0 0 0 0 0 PTA NIA Abc:M:7S% 0 0 0 0 0 S~tThemes NIA SAT-81992-93 Complete Battery Magnet NIA ill\u0026amp; ~ Olm ~ ~ Last NCA Study 91-92 221. 93-94 Gndo4 Below2S% s 2 4 4 Abc:M:50% 14 32 0 26 20 Last COE Study Abc:M:7S% 7 21 0 14 14 I Student Profile Gndo7 Below2S% 0 0 0 0 0 Manbenhlp by Ethnicity  1992-93 ~ Abc:M:50% 0 0 0 0 0 M FM FM F AbcM: 7S% 0 0 0 0 0 TOTAL 249 229 248 228 254 242 GndolO Below2S% 0 0 0 0 0 Black 96 109 98 103 94 114 0 0 0 0 0 White 149 119 145 124 156 128 Abc:M:50% 0 0 0 0 0 Other 4 1 5 1 4 0 Abc:M:7S% # of Graduates 0 0 0 0 0 0 SAT-8 1991-92 Basic Battery Special Populations # Discipline Ills Whi1' QIIJg Mak ~ Sanctions C.-4  Black NIA NIA 3 0 NIA NIA Below2S% 10 3 0 7 6 NIA NIA 2 0 NIA NIA Abc:M:50% 9 2S 17 18 White NIA NIA 0 0 NIA NIA AbcM:7S% 4 20 0 12 12 Other # Retainces K-8 IQIAL TOTAL Gndo7 TOTAL Below2S% 0 0 0 0 0 Black 8 7 NIA AbcM,50% 0 0 0 0 0 White 1 4 NIA AbcM:7S% 0 0 0 0 0 Other 0 0 NIA GndolO Below2S% 0 0 0 0 0 AbcM, S0-/4 0 0 0 0 0 AbcM:7S% 0 0 0 0 0 SAT-8 1991-92 Complete Battery Ills Whi1' Qlll!:[ ~ ~ Gndo4 Below2S% II 3 0 7 7 Abc:M:50% 9 2S 17 18 Abc:M:7S% 4 18 0 12 10 Gndo7 Below2S% 0 0 0 0 0 Ai.:-50% 0 0 0 0 0 Ai.-1S% 0 0 0 0 0 GndoH 0 0 Below2S% 0 0 0 Abc:M:50% 0 0 0 0 0 0 0 0 0 0 AbcM:7S%    LEA: 6001030 JeffersonE leme\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\u003cdcterms_creator\u003eArkansas. Department of Education\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 "},{"id":"bcas_bcmss0837_1556","title":"\"The Little Rock School District of Pulaski County, Arkansas, Combined Financial Statements and Supplemental Information''","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":["1994-06-30"],"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--Economic aspects","Education--Evaluation","Education--Finance","Educational statistics","School management and organization"],"dcterms_title":["\"The Little Rock School District of Pulaski County, Arkansas, Combined Financial Statements and Supplemental Information''"],"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/1556"],"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":["reports"],"dcterms_extent":["54 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1196","title":"Little Rock School District Court Submission","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":["1994-06-20"],"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","Educational statistics"],"dcterms_title":["Little Rock School District Court Submission"],"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/1196"],"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":["filing"],"dcterms_extent":["125 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\nInserted legal documents include order to review progress of Little Rock School District's 1994-1995 budget development process, and notice of filings for exhibits 1-15 for hearings scheduled June 28-29, 1994\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLITTLE ROCK SCHOOL DISTRICT COURT SUBMISSION JUNE 20, 1994 LITTLE ROCK ScHOOL DISTRICT OFFICE OF THE SUPERINTENDENT June 20, 1994 JUN 2 0 1994 - -3:,.P Office of Desegregation Moniioring TO: Board of Directors FROM: ~am~t { SUBJECT: Court Submission - June 20, 1994 Provided for your review is a copy of the District's June 20, 1994, Court submission. The following revisions have been made to the appropriate revenue and expenditure line items to reflect the strategies under consideration at this time: 1. $2,000,000 reduction to the proposed draw down on settlement loan. 2. $158,776 additional deducted from salaries and benefits for projected savings on 144 participants in the Early Retirement Incentive Program. 3. $300,000 deducted from salaries and benefits for the proposed reduction to substitute expenditures. Also included are five-year revenue and expenditure projections, business cases addressing specific changes and other requested informational items.  810 West Markham Street  Little Rock, Arkansas 72201  (501) 824-2000 TABLE OF EXHIBITS Exhibit No. Description Page No. Exhibit 1 1990-95 Revenue and Expenditure Projection (Draft 3) 1- 13 Exhibit 2 Budget Revisions Since May 18, 1994 Submission 14 Exhibit 3 Status of Budget-Balancing Measures 15- 16 Exhibit 4 Status of Negotiations/Reduction In Force 17- 18 Exhibit 5 New Budget-Balancing Measures 19 Exhibit 6 1994-00 Revenue and Expenditure Projection (Draft 2) 20- 27  Exhibit 7 Business Cases 28- 42 Exhibit 8 Budgeting Management Timeline Update 43- 50 ' Exhibit 9 Special Report - Junior High Capacities and Projections 51- 80  Exhibit 10 Needs Assessment Report (1993-94) 81-103 Exhibit 11 Program Inventory Report, FY 93-94 104-113 Exhibit 12 Desegregation and Non-Desegregation Related Programs 114 Exhibit 13 Board Review of Tentative Budget 115-117 , Exhibit 14 Incentive School Program Modifications 118 Exhibit 15 Progress Toward Completion of Task Numbers 5 and 6 of the May 31, 1994, Management Tool 119-120 Exhibit ,:r ----- ''\"'\"'''''''''. ACTUAL ACTUAL ACTUAL PROJECTED PROPOSED CHANGE 1990-91 1991-92 1992-93 1993-94 1994-95 REVENUE-LOCAL SOURCES CURRENTTAXES 31,899,357 38,196,979 39,701,855 39,625,387 38,600,327 (1,025,060) 40% PULLBACK 20,601,593 21,081,833 22,220,949 22,011,928 21,420,949 (590,979) DELINQUENT TAXES 3,214,974 4,250,186 4,293,380 5,666,289 4,802,692 (863,597) EXCESS TREASURERS FEES 118,998 140,858 145,690 146,379 140,000 (6,379) DEPOSITORY INTEREST 317,646 241,476 360,734 313,341 300,000 (13,341) REVENUE IN LIEU OF TAXES 120,412 224,667 245,162 182,353 180,000 (2,353) MISC. AND RENTS 317,978 406,878 574,918 250,000 345,892 95,892 INTEREST ON INVESTMENTS 141,376 354,446 208,519 319,042 322,232 3,190 ATHLETIC RECEIPTS 91,322 100,857 87,005 74,416 87,005 12,589 { -:-\n...:::Jt/::.  :\n?dti~Jt ji:r\\ni~r ?}~?t~t r: ..... :-: --.-\n-:-:-:-.-.-.. :.:-: --.. - : -:~- :-==:-----.. -=:\\:J ?: n :-:-: :t:5:~f:\u0026lt; ::::_::= =~{: ::=::::::::::::}~:==fit\n~j~~ REVENUE-COUNTY SOURCES COUNTY GENERAL REVENUE - STATE SOURCES MFPA SETTLEMENT PROCEEDS SETTLEMENT LOAN APPORTIONMENT VOCATIONAL HANDICAPPED CHILDREN EARLY CHILDHOOD ORPHAN CHILDREN TRANSPORTATION COMPENSATORY EDUCATION M TO M TRANSFERS ADULT EDUCATION REVENUE - OTHER SOURCES PUBLIC LAW 874 TRANSFER FROM OTHER FUNDS TRANSFER FROM BOND ACCT -, /\\. --\"'' _,,,: 'i:/'\"'\":\"'\"'\"\"t::''c\" \"'\\ _ 73,971 16,232 22,037,764 10,356,778 6,000,000 73,971 1,265,710 602,063 0 8,820 2,885,960 609,943 1,007,481 624,119 28,585 95,588 613,166 73,419 73,428 73,210 27,264,460 8,637,482 4,500,000 73,426 1,513,699 824,870 147,050 3,000 2,379,879 858,743 1,770,486 697,589 9,385 129,428 394,675 1 25,275,221 8,926,606 1,500,000 72,694 1,261,451 1,139,235 234,403 3,540 3,198,252 563,602 2,127,216 799,544 17,749 25,594,035 8,094,112 0 0 1,341,887 1,339,549 240,873 3,540 3,663,681 505,260 2,720,581 792,081 40,866 40,000 171,006 1,250,000 0 500,000 73,419 18,000 26,778,326 6,042,591 1,000,000 0 1,200,000 1,344,499 233,992 3,540 3,700,000 580,435 3,100,000 792,081 38,000 500,000 400,000 209 251 1,184,291 (2,051,521) 1,000,000 -it 0 (141,887) 4,950 (6,881) 0 36,319 75,175 379,419 0 (2,000) (750,000) (100,000) I : .., ..   l I/\"'''\ni_::,\n. . .'  !\\l .. i''''''' ,.. ... I ...... ACTUAL ACTUAL ACTUAL PROJECTED PROPOSED CHANGE 1990-91 1991-92 1992-93 1993-94 1994-95 REVENUE-FEDERAL GRANTS CHAPTER I 2,886,618 3,275,099 4,288,755 4,311,404 4,406,404 95,000 CHAPTER II 227,900 224,423 215,020 122,666 122,666 0 TITLE VI B 468,964 558,810 589,011 624,024 624,024 0 OTHER 974,090 1,164,511 1,221,200 1,091 ,051 1,400,000 308,949  ..: .... ,.. ,,,,_.,,, ...................... ,.,..\n.. :-\n-:..:-:-.-.-.'.=:-:.:.: :m , , tt\\,,,, .. :ii ,. .. ... .. , ..... ,.. ,,., ...... ,. ,.. ., .,.. .. ,., ... .,. ,.,,, -... ... 12,571,785 13,887,841 13,548,434 14,554,670 14,952,534 397,864 :~=~--!!!=== EXPENSES SALARIES 65,192,947 73,191 ,213 71,912,128 75,925,133 73,396,806 (2,528,327) BENEFITS 8,032,967 8,992,742 9,908,175 9,300,055 10,475,737 1,175,682 SERVICES,SUPP,EQUIP 22,735,854 22,470,043 20,080,366 21,683,431 22,149,419 465,988 DEBT SERVICE 6,646,769 7,950,100 9,554,535 8,850,123 8,533,631 (316,492) CONTINGENCY 0 0 0 0 1,000,000 1,000,000 RESERVE FOR ENCUMBR 714,896 TOTAL OPERATING EXPENSES \\ EXPENSES-FEDERAL GRANTS ~ EXPENSES-MAGNET SCHOOLS 4,190,920 5,132,152 5,992,216 7,035,052 6,547,138 12,571,785 13,887,841 13,548,434 14,554,670 14,952,534 (487,914) 397,864 -............. .-,--.-,:.--.,~---.::: .... ,.-   r:: 111 :: ii~~i\nii ~:~1~~M~1\n: jai~t~mt5Pt 1at~t~ : ~lit~o.ss.~: ::~~~~16i INCREASE (DECREASE) IN FUND BALANCE BEGINNING FUND BALANCE FEDERAL OPERATING ENDING FUND BALANCE FEDERAL OPERATING 881,922 185,838 119,574 552,490 634,844 1,777,714 1,394,9TT (1 ,878,956) (3,545,656) (1 ,666,700) 552,490 643,181 964,951 79,044 (885,907) 634,844 2,321 ,867 4,985,188 3,992,139 (993,049) 643,181 964,951 79,044 85,000 5,956 2,321,867 3,395,074 3,992,139 440,5?7 (3,551,612) f Z'965~048 : 4i'360l025 (4i071~1S3 }525(527} (3\n54St'656\n2 FUNCTION SALARIES 0110 REGULAR CERTIFICATED 0115 CERTIFIED INSTRUCT. ASST. 0117 STIPENDS 0120 REGULAR NON-CERTIFICATED 0121 MAINTENANCE 0124 CLERICAL OVERTIME 0130 SUBSTTTUTE TEACHERS-SHORT 0140 SUBST NON-CERTIFIED-SHORT SALARIES TOTAL BENEFITS w 0210 SOCIAL SECURITY TAX 0220 TEACHER RETIREMENT 0230 PUBLIC EMPLOYEES RETIREME 0240 INSURANCE 0250 UNEMPLOYMENT COMPENSATION 0290 OTHER EMPLOYEE BENEFITS BENEFITS TOTAL PURCHASED SERVICES 0310 PROFESSIONAL \u0026amp; TECHNICAL 0311 INSTRUCTION SERVICES 0312 INSTRUCTIONAL PROO IMPROV 0313 PUPIL SERVICES 0314 STAFF SERVICES 0318 BOARD OF ED SERVICES 0319 OTHER PROFESSIONAL \u0026amp; TECH LITTLE ROCK SCHOOL DISTRICT Actual 1992/93 $52,899,585.23 $5,386.52 $326,649.66 $15,668,717.99 $1,167,691 .67 $69,487.74 $1,363,632.01 $410,9TT.09 $71,912,127.91 $5,497,924.65 $7,755.35 $166,240.10 $3,985,992.66 $192,426.52 $57,835.84 $9,908,175.12 $295,885.37 $18,610.84 $768,382.37 $279,291.40 $61.60 $595,179.47 $64,266.08 Budget 1993/94 $57,841,367.85 $0.00 $305,885.31 $14,962,781 .62 $1,136,945.28 $0.00 $1,226,321.00 $416,844.45 $75,890,145.51 $5,381,489.39 $6,882.48 $147,104.28 $3,467,184.64 $195,000.00 $60,000.00 $9,257,660.78 $626,800.00 $21,015.00 $741,357.00 $53,440.00 $1,000.00 $752,500.00 $75,100.00 Budget 1994/95 $54,186,760.79 $0.00 $291,797.11 $16,247,301.12 $1,089,626.75 $60,000.00 $1,121,320.00 $400,000.00 $73,396,805. n $5,462,459.03 $0.00 $155,000.00 $3,788,278.00 $200,000.00 $870,000.00 $10,475,737.03 $737,480.00 $11,115.83 $631,371.00 $54,752.00 $0.00 $1,172,000.00 $59,300.00 FTE 1994/95 1542 0 0 1298 50 0 0 1 2891 0 0 0 0 0 0 0 0 0 0 0 0 0 0 LITTLE ROCK SCHOOL DISTRICT Actual Budget Budget FTE FUNCTION 1992/93 1993/94 1994/95 1994/95 0321 UTILITY SERVICES-NATURAL $581,209.n $826,700.00 $725,500.00 0 0322 UTILITY SERVICES-ELECTRIC $2,232,084.12 $2,879,165.00 $2,824,615.00 0 0323 UTILITY SER-WATER/SEWAGE/ $149,273.82 $209,950.00 $189,200.00 0 0324 CLEANING SERVICES $207,407.65 $400,000.00 $250,000.46 0 0325 REPAIRS-BUILDINGS $259,257.67 $200,300.00 $330,700.00 0 0326 REPAIRS-EQUIPMENT $531,707.94 $505,785.09 $646,911 .00 0 0327 RENTAL OF LAND \u0026amp; BUILDING $135,447.85 $135,700.00 $142,012.00 0 0328 RENTAL OF EQUIPMENT \u0026amp; VEH $12,944.93 $15,050.00 $21,502.00 0 0329 OTHER PROPERTY SERVICES $18,924.55 $128,650.00 $67,000.00 0 0331 PUPIL TRANSPORTATION $645,404.74 $628,067.30 $350,820.00 0 0332 TRAVEL-PAYROLL $1,286.44 $24,160.00 $0.00 0 0333 TRAVEL $112,709.23 $60,843.63 $124,676.18 0 0339 OTHER TRANSPORTATION SERV $1,258.82 $0.00 $0.00 0 0341 TELEPHONE $338,295.60 $386,500.00 $406,000.00 0 0342 POSTAGE $91,2TT.58 $104,016.20 $88,717.06 0 0350 ADVERTISING $21,046.31 $18,006.00 $16,300.00 0 0360 PRINTING \u0026amp; BINDING-INTERN $91,146.74 $151,142.39 $170,721.02 0 0361 PRINTING AND BINDING-EXTE $116,235.20 $153,645.50 $126,169.54 0 0362 FREE PRINTED ITEMS $404.24 $515.00 $0.00 0 0365 COPIER LEASE $362,507.86 $503,000.00 $530,000.00 0 0370 TUmON $1,292,991.82 $1,195,000.00 $1,440,621 .16 0 0380 FOOD SERVICES $144,413.73 $178,062.69 $105,027.00 0 0390 OTHER PURCHASED SERVICES $165,837.05 $59,380.00 $162,500.00 0 PURCHASED SERVICES TOTAL $9,534,750.79 $11,034,850.80 $11,385,011.25 0 MATERIALS AND SUPPLIES 0409 SUPPLIES ($64,411.96) $0.00 $0.00 0 0410 SUPPLIES $1,180,159.22 $1,041,625.83 $1,311,499.11 0 0411 SUPPLIES - SP TRACKING $870,780.43 $784,000.00 $764,642.13 0 LITTLE ROCK SCHOOL DISTRICT Actual Budget Budget FTE FUNCTION 1992/93 1993/94 1994/95 1994/95 0412 LOCAL SUPPLIES SP TRACKIN $17,966.31 $32,157.04 $13,378.00 0 0413 SOFlWARE $31,128.18 $33,405.00 $100,050.60 0 0414 SUPPLIES $1,098.52 $2,000.00 $136,660.00 0 0415 TEST MATERIALS $39,900.00 $53,000.00 $42,000.00 0 0416 SUPPLIES - SUPPLY CENTER $479,578.46 $466,941.10 $455,969.70 0 0417 SUPPLIES-SUPPLY CENTER $1,075.62 $2,044.55 $353.00 0 0418 PRIOR ENCUMBRANCES $0.00 $714,896.22 $0.00 0 0420 TEXTBOOKS $0.00 $862,542.00 $817,000.00 0 0421 TEXTBOOKS-LOCAL SOURCES $167,488.65 $362,420.00 $407,338.28 0 0430 LIBRARY BOOKS $0.00 $1,120.80 $375.00 0 0440 PERIODICALS $22,988.87 $26,498.35 $23,180.00 0 0450 AUDIOVISUAL MATERIALS $3,898.09 $2,150.40 $6,515.00 0 0451 AUDIO-VISUAL MATERIALS $24,869.01 $30,000.00 $20,000.00 0 u, 0481 PLUMBING $18.54 $0.00 $500.00 0 0482 CARPENTRY $486.02 $0.00 $500.00 0 0483 ELECTRIC $708.32 $0.00 $15,500.00 0 0485 AIR COND/HEAT $172.70 $0.00 $5,000.00 0 0486 BOILERS/SM ENGINES $15,453.14 $15,000.00 $10,100.00 0 0488 PAINTING $282.25 $0.00 $200.00 0 0489 ROOFING $0.00 $0.00 $500.00 0 0490 OTHER SUPPLIES $17,943.27 $10,300.00 $18,000.00 0 0491 UNIFORMS \u0026amp; SUPPLIES $79,376.33 $80,974.40 $85,967.85 0 0492 STADIUM OPERATIONS $82,828.00 $71,275.80 $64,540.00 0 0494 GAME RELATED EXPENSES $0.00 $2,224.80 $0.00 0 MATERIALS AND SUPPLIES TOTAL $2,973,787.97 $4,594,576.29 $4,299,768.67 0 CAPTIAL OUTLAY 0540 EQUIPMENT-PERSONAL PROPER $654,966.90 $600,575.24 $671,824.19 0 0541 EQUIPMENT PER PROP SP TRA $6,461.34 $10,000.00 $10,250.00 0 LITTLE ROCK SCHOOL DISTRICT .. Actual Budget Budget FTE FUNCTION 1992/93 1993/94 1994/95 1994/95 0542 EQUIPMENT (NOT INVENTORIE $0.00 $0.00 $200.00 0 0543 EQUIPMENT (REAL PROPERTY) $67,025.70 $60,000.00 $69,106.94 0 0545 EQUIPMENT LEASE PURCHASE $1,546,013.55 $926,742.00 $1,253,100.40 0 0548 EQUIPMENT - SUPPLY CENTER $61,031.26 $52,093.00 $21,351.00 0 0551 VEHICLES LEASE PURCHASE $618,895.35 $0.00 $0.00 0 CAPTIAL OUTLAY TOTAL $2,954,394.10 $1,649,410.24 $2,025,832.53 0 OTHER OBJECTS 0610 REDEMPTION OF PRINCIPAL $4,951,180.35 $4,074,616.00 $4,063,012.00 0 0620 INTEREST $4,597,390.58 $4,785,507.40 $4,462,619.00 0 0630 DUES\u0026amp;FEES $52,817.64 $58,539.50 $42,806.45 0 0635 DUES \u0026amp; FEES - NCA $15,023.01 $17,000.00 $19,000.00 0 0640 INSURANCE $920,983.15 $400,000.00 $400,000.00 0 0642 LIABILITY INSURANCE $0.00 $0.00 $2,000.00 0 0649 OTHER INSURANCE $52,791.12 $54,TT5.00 $54,000.00 0 0660 IMPROVEMENT TAX $14,769.85 $15,000.00 $15,000.00 0 0690 OTHER EXPENSES $3,567,012.06 $5,148,290.00 $4,914,000.00 0 OTHER OBJECTS TOTAL $14,171,967.76 $14,553,727.90 $13,972,437.45 0 LITTLE ROCK SCHOOL DISTRICT TOTAL ,,,, ,,., $111,455,203.65 $116,980,371.53 $115,555,592.70 2891 Function Description 1105 FOUR YEAR OLD PROORAM 1110 KINDERGARTEN 1120 ELEMENTARY 1124 ELEMENTARY MUSIC 1125 ELEMENTARY MAGNET 1127 SPECIAL 1Y PROO RAMS 1129 SPECIAL 1Y PROORAM 1130 MIDDLE\\JUNIOR HIGH SCHOOL 1132 JUNIOR HIGH 1135 JUNIOR HIGH MAGNET 1137 JUNIOR HIGH RESTRUCTURE 1140 HIGH SCHOOL 1145 HIGH SCHOOL MAGNET 1151 BOYS ATiiLETICS 1152 GIRLS ATiiLETICS 1154 FOOTBALL/MINOR SPORTS 1155 VOLLEYBALL 1156 BASKETBALL 1157 TRACK,TENNIS,GOLF \u0026amp; SWIMM 1158 BASEBALL 1190 OTiiER REGULAR 1193 TRAVELING TEACHERS 1195 ACADEMIC SUPPORT PROORAM 1199 SUBSTJTIJTES-INSTRUCTION 1210 mNERANT INSTRUCTION 1220 RESOURCE ROOM 1230 SPECIAL CLASS 1240 HOMEBOUND AND HOSPITAL 1290 OTHER 1292 EXTENDED YEAR HAND. SERVI 1321 MARKETING/DIST ED-COOP 1331 BUSINESS ED COOP LITTLE ROCK SCHOOL DISTRICT FUNCTION SUMMARY Actual Budget 1992193 1993/94 $1,195,358.85 $1,746,831.33 $3, 121,214.45 $3,261,957.67 $19,905,274.36 $20,414,196.37 $0.00 $956,385.00 $146,003.86 $196,675.45 $24,406.82 $0.00 $0.00 $86,475.45 $8,267,275.44 $8,870,100.00 $5,540.42 $26,480.41 $132,143.30 $453,430.57 $535,179.49 $539,265.87 $7,823,764.65 $8,651,142.90 $265,987.68 $104,648.26 $39,661.58 $44,506.65 $25,254.43 $9,798.71 $48,990.82 $49,680.00 $6,393.73 $7,416.00 $42,832.09 $45,880.20 $13,487.01 $11,354.40 $7,440.07 $10,800.00 $20,238.80 $17,936.19 $19,897.81 $15,000.00 $2,121,435.04 $1,300,017.05 $1,438,180.85 $1,434,535.20 $1,004,570.16 $1,123,449.98 $2,088,460.12 $2,229,816.67 $1,321,771.13 $1,321,770.46 $215,503.17 $319,407.51 $1,308,911.09 $1,246,285.43 $4,123.47 $5,705.28 $228,230. 75 $206,250.75 $195,778.88 $201,039.34 Budget FTE 1994/95 1994/95 $2,009,758.23 80 $3,269,209.33 93 $18,772,912.58 725 $889,073.86 5 $212,689.64 4 $0.00 0 $0.00 0 $8,233,002.21 210 $24,359.35 1 $106,442.18 0 $576,992.68 19 $7,377,300.48 153 $79,954.07 0 $39,459.05 0 $12,580.00 0 $49,680.00 0 $5,793.00 0 $44,545.80 0 $12,400.00 0 $9,000.00 0 $20,790.97 0 $15,000.00 0 $1,588,755.78 74 $1,637,700.00 0 $1,169,835.49 33 $2,302,743.57 62 $1,148,951.07 4 $583,478.49 17 $1,192,896.90 5 $0.00 0 $209,433.82 4 $203,839.38 4 Function Description 1332 BUSINESS ED EXPL 1333 BUSINESS ED-SKILL TR 1341 HEALTH COOP 1351 TRADE \u0026amp; IND-COOP 1352 TRADE \u0026amp; IND-EXPL 1353 TRADE \u0026amp; IND-SKILL TR 1354 YOUTH APPRENTICESHIP 1360 HOME ECONOMICS 1362 CONS/HMKG 1371 CAREER ORIENTATION 1392 COORD CAREER-COOP 1410 ADULT BASIC EDUCATION 1420 ADULT GENERAL EDUCATION co 1430 ADULT VOCATIONAL PROGRAM 1440 SPECIAL PROJECTS 1445 WORKPLACE LITERACY 1490 OTHER ADULT EDUCATION 1550 EARLY CHILDHOOD EDUCATION 1560 READING 1570 MATHEMATICS 1580 ACADEMIC PROGRESS GRANTS 1595 COMPENSATORY EDUCATION 1910 GIFTED AND TALENTED 2111 SERVICE AREA DIRECTION 2112 ATTENDANCE SERVICE 2113 SOCIAL WORK SERVICES 2114 PUPIL ACCOUNTING SERVICES 2120 GUIDANCE SERVICES 2121 SERVICE AREA DIRECTION 2122 COUNSELING SERVICES 2134 NURSING SERVICES 2142 PSYCHOLOGICAL TESTING SER urn.E ROCK SCHOOL DISTRICT FUNCTION SUMMARY Actual Budget 1992/93 1993/94 $567,909.51 $647,155.07 $1,029,262.40 $1,001,393.89 $71,936.86 $30,058.48 $195,305.05 $202,903.96 $582,238.42 $552,265.88 $992,355.65 $919,838.00 $23,257.92 $115,764.01 $3,035.70 $0.00 $614,847.68 $727,503.40 $256, 111.14 $247,878.64 $205,769.71 $213,754.13 $437,414.74 $424,133.49 $331,299.86 $326,524.45 $0.00 $1,888.48 $0.00 $953.04 $16,895.83 $0.00 $13,933.79 $0.00 $220,694.23 $241,274.50 $27,887.91 $26,670.67 $8,814.04 $9,807.48 $233,266.90 $352,294.55 $869,433.11 $1,096,530.84 $813,857.18 $1,108,379.67 ($16.00) $4,758.48 $0.00 $0.00 $0.00 $121,287.10 $16,809.66 $119,044.71 $2,542,749.16 $2,798,345.63 $2,684.06 $8,563.51 $66,678.53 $38,551.19 $811,380.61 $765,214.52 $181,256.55 $195,928.86 Budget FTE 1994/95 1994/95 $565,530.39 14 $994,887.88 22 $48,226.13 1 $162,269.05 3 $592,290.09 13 $928,161.33 19 $2,600.00 2 $0.00 0 $722,980. 79 18 $251,165.13 6 $216,729.09 4 $438,888.00 13 $359,004.99 11 $0.00 0 $0.00 0 $0.00 0 $0.00 0 $272,927.30 23 $29,135.65 0 $116,508.30 5 $320,000.00 0 $914,257.86 13 $1,327,240.17 33 $0.00 0 $25,115.41 1 $23,774.09 2 $103,381.36 4 $3,015,075.14 74 $9,159.78 0 $39,459.11 0 $733,994.05 28 $155,925.07 4 Function Description 2211 SERVICE AREA DIRECTION 2212 INSTRUCTION AND CURR DEV 2213 INSTRUCTIONAL STAFF TRAIN 2215 INST STAFF TRAINING - TES 2216 INST STAFF TRAINING - PET 2217 CLASSROOM MANAGEMENT 2219 OTHER IMPROVEMENT OF INST 2222 SCHOOL LIBRARY SERVICES 2223 AUDIOVISUAL SERVICES 2229 OTHER EDUCATIONAL MEDIAS 2310 BOARD OF EDUCATION SERVIC 2314 ELECTION SERVICES 2315 LEGAL SERVICES 2317 AUDIT SERVICES 2319 OTHER BOARD OF EDUCATION 2321 OFFICE OF THE SUPERINTEND 2326 DESEGREGATION 2410 OFFICE OF THE PRINCIPAL 2490 OTHER SUPPORT SERVICES 2510 DIRECTION OF BUSINESS SUP 2521 SERVICE AREA DIRECTION 2525 FINANCIAL ACCOUNTING SERV 2529 OTHER FISCAL ACCOUNTING S 2539 OTHER FACILmES ACQ \u0026amp; CO 2541 SERVICE AREA DIRECTION 2542 UPKEEP OF BUILDINGS 2543 UPKEEP OF GROUNDS 2544 UPKEEP OF EQUIPMENT 2545 VEHICLE MAINTENANCE 2546 SECURITY SERVICES 2548 ASBESTOS PROGRAM 2551 SERVICE AREA DIRECTION LITTl..E ROCK SCHOOL DISTRICT FUNCTION SUMMARY Actual Budget 1992193 1993/94 $808,955.03 $830,928.73 $2,579,824.46 $2,044,017.31 $0.00 $10,713.11 $0.00 $16,070.13 $0.00 $32,139.33 $756.00 $10,713.11 $183,997.25 $117,430.21 $2,615,589.49 $2,348,444. 72 $34,043.16 $31,927.05 $76,000.00 $86,000.00 $0.00 $0.00 $38.25 $20,000.00 $467,398.72 $350,000.00 $38,242.50 $35,000.00 $279,740.50 $305,851.08 $232,171.98 $200,221.49 $429,738.70 $433,102.41 $6,093,823.40 $6,176,083.63 $21,541.79 $9,120.69 $63,697.30 $87,000.00 $0.00 $0.00 $398,488.44 $375,521.82 $3,360.50 $0.00 $208,269.23 $239,986.48 $275,n6.67 $222,728.53 $8,176,780.17 $9,328,862.83 $11,749.67 $12,831.91 $16,043.09 $17,500.00 $56,031 .80 $57,206.94 $2,957.29 $0.00 $79,391.19 $68,903.30 $7,031.70 $19,790.05 Budget FTE 1994/95 1994/95 $510,398.58 10 $2,418,740.38 52 $0.00 0 $0.00 0 $0.00 0 $0.00 0 $162,670.14 7 $2,388,611 .23 70 $34,408.42 2 $76,000.00 0 $445,000.00 0 $30,000.00 0 $1,560,000.00 0 $42,000.00 0 $48,000.00 0 $507,292.06 8 $506,601.32 14 $6,261,359.45 176 $9,121 .00 0 $32,000.00 0 $68,805.16 1 $352,300.26 11 $0.00 0 $285,928.18 6 $239,969.89 9 $9,109,227.13 246 $14,500.00 0 $14,000.00 0 $80,000.00 0 $0.00 0 $70,335.08 2 $17,600.00 0 ...... 0 Function 2552 2553 2554 2572 2573 2574 2585 2587 2589 2590 2610 2623 2632 2642 2649 2664 3100 3500 3800 3900 3909 3911 4900 5100 6000 Description VEHICLE OPERATION MONITORING VEHICLE SERVICING PURCHASING SERVICES WAREHOUSING \u0026amp; DISTRIBUTIN PRINTING, PUB, \u0026amp; DUPLICAT SAFETY-DRUG TESTING SAFETY \u0026amp; SECURITY RISK MANAGEMENT OTHER SUPPORT SERVICES-BU DIR OF CENTRAL SUPPORT SE EVALUATION SERVICES INTERNAL INFORMATION SERV RECRUITMENT \u0026amp; PLACEMENTS OTHER STAFF SERVICES OPERATIONS DIRECTION OF COMMUNITY SE CUSTODY \u0026amp; CARE OF CHILD INSTRUCTIONAL PROGRAMS OTHER COMMUNITY SERVICES DRUG ABUSE PREVENTION FAMILY LIFE EDUCATION NF OTHER NON-PROGRAMMED CHAR BONDED INDEBTEDNESS PROVISION FOR CONTJNGENCI LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK SCHOOL DISTRICT FUNCTION SUMMARY Actual Budget 1992/93 1993/94 $3,443,249.84 $3,445,367.55 $327,629.42 $319,159.16 $2,731,640.87 $1,920,281.72 $897,242.75 $1,041,357.74 $47,038.80 $54,936.16 $106,264.92 $125,403.74 $11,897.80 $14,937.36 $804,094.93 $854,143.84 $1,063,284.28 $450,000.00 $89,803.91 $169,500.00 $149,406.41 $174,848.03 $437,888.51 $562,905.71 $154,437.80 $222,767.29 $305,827.59 $418,997.31 $88,999.58 $0.00 $1,359,339.16 $1,687,419.74 $95,000.00 $170,112.24 $0.00 $87,TTO.OO $229,653.19 $249,440.00 $0.00 $0.00 $100,046.80 $0.00 $0.00 $530,400.00 $3,586,103.53 $3,915,500.00 $9,554,534.76 $8,870,123.40 $0.00 $1,000,000.00 $111,455,203.65 $116,980,371.53 Budget FTE 1994/95 1994/95 $3,804,404.87 335 $318,433.25 11 $1,944,818.80 11 $1,541,798.43 15 $15,750.00 1 $102,000.00 0 $14,937.36 0 $819,658.99 40 $450,000.00 0 $144,338.91 0 $285,295.58 3 $426,918.80 12 $170,286.74 4 $341,547.93 13 $104,148.49 2 $1,600,699.76 14 $170,000.00 0 $0.00 0 $331,178.89 10 $100.00 0 $29,512.50 2 $0.00 0 $3,954,000.00 0 $8,533,631.00 0 $1,000,000.00 0 $115,555,592.70 2891 Oper Unit 0001 0002 0004 0007 0008 0009 0010 0011 0012 0013 0014 0015 0016 0017 0018 0019 0020 0022 0023 0024 0025 0026 0028 0029 0030 0031 0032 0033 0034 0035 0036 0037 0038 0039 0040 0041 0042 0044 0045 0046 0047 0048 0049 LITTLE ROCK SCHOOL DISTRICT OPERATIONAL UNIT SUMMARY Actual Budget Budget 1992/93 1993/94 1994/95 ,,. $5,150,156.38 $5,482,019.57 $5,433,920.98 $3,463,516.16 $3,531,245.81 $3,434,332.26 $1,634,746.23 $1,841,626.46 $1,730,808.54 $2,233,736.11 $2,506,231.99 $2,488,729.18 $2,953,828.81 $3,160,324.07 $3,194,255.44 $2,365,925.57 $2,635,027.70 $2,605,803.15 $2,484,029.31 $2,606,779.41 $2,572,801.15 $2,299,448.03 $2,359,534.68 $2,204,249.19 $3,631,285.93 $3,617,138.43 $3,743,294.18 $2,836,387.32 $3,284,532.48 $3,177,483.20 $390,402.10 $519,004.74 $443,791.53 $2,162,862.55 $2,292,761.64 $2,539,284.60 $2,047,442.02 $2,340,123.21 $2,198,472.77 $1,040,097.06 $1,158,843.33 $1,115,402.97 $1,009,510.96 $1,090,136.40 $1,164,490.16 $724,769.38 $737,551.85 $732,700.14 $1,291,407.88 $1,314,256.17 $1,461,656.99 $915,687.59 $1,031,401.85 $999,076.00 $873,357.37 $918,162.06 $981,150.48 $1,009,041.26 $1,034,064.02 $1,157,417.51 $1,733,066.85 $1,636,195.14 $1,330,611.42 $1,384,930.53 $1,444,866.58 $1,003,930.66 $1,532,460.98 $1,617,845.51 $1,665,534.01 $870,983.22 $894,632.77 $952,499.14 $1,340,589.71 $1,360,887.52 $1,458,323.39 $919,636.35 $1,091,282.29 $1,066,273.44 $872,462.96 $880,215.87 $847,156.07 $1,051,067.36 $1,044,336.95 $1,074,349.95 $1,319,496.71 $1,370,625.10 $1,042,967.71 $25,501.31 $1,658,864.16 $1,606,689.05 $1,758,362.40 $1,877,365.19 $1,449,830.28 $755,680.79 $784,275.30 $872,981.16 $969,181.35 $1,049,040.22 $1,134,832.00 $1,238,081.45 $1,278,754.99 $967,725.51 $1,147,564.73 $1,329,911.36 $1,346,683.32 $1,255,977.41 $1,318,562.68 $0.00 $2,242,772.97 $2,369,300.33 $2,333,124.94 $1,196,557.69 $1,200,696.51 $1,307,222.75 $669,017.57 $687,642.24 $813,613.54 $1,127,149.24 $1,149,041.07 $1,347,617.81 $1,175,147.95 $1,201,978.91 $1,419,632.27 $1,317,057.53 $1,392,965.59 $1,584,299.53 $1,021,284.19 $80,007.50 $351,715.90 11 Oper Unit 0050 0051 0052 0053 0054 0055 0056 0058 0059 0060 0061 0062 0063 0064 0065 0066 0067 0069 0070 0071 0072 0073 0074 0075 0076 0078 0079 0080 0081 0082 0083 0084 0085 0087 0088 0089 0090 0091 0092 0094 0095 0096 0097 LITTLE ROCK SCHOOL DISTRICT OPERATIONAL UNIT SUMMARY Actual Budget Budget 1992/93 1993/94 1994/95 $879,354.11 $911,092.87 $916,996.n $1,041,513.36 $1,101,790.19 $1,187,895.46 $1,136,159.29 $1,195,073.02 $1,326,128.80 $58,815.19 $90,288.93 $72,553.10 $96,712.67 $112,485.23 $111,143.88 $450,398.58 $268,168.28 $245,354.02 $24,749.60 $19,800.57 $21,090.97 $24,292.35 $2,100.00 $31,700.00 $386,996.18 $465,627.29 $287,254.n $61,057.61 $60,126.80 $64,013.82 $39,106.96 $45,285.50 $34,198.55 $TT,712.18 $43,402.20 $51,761.73 $171,149.13 $193,402.83 $181,190.85 $440,306.38 $442,237.54 $517,294.39 $145,891.45 $398,107.64 $158,556.63 $52,TT0.68 $110,906.89 $35,718.80 $199,493.39 $160,686.51 $238,764.29 $110,425.86 $120,678.75 $131,403.96 $232,171.98 $200,221.49 $246,815.56 $437,872.51 $572,731 .14 $431,985.76 $154,437.80 $222,767.29 $170,286.74 $183,997.25 $117,430.21 $162,670.14 $76,000.00 $94,000.00 $84,000.00 $4,550,919.06 $4,820,851.08 $6,315,551.89 $242,142.38 $272,986.10 $321,714.66 $372.15 $0.00 $0.00 $45,135.26 ($980,358.15) ($150,000.00) $9,TT1 ,389.93 $10,717,707.25 $10,326,926.58 $1,652,592.95 $1,853,532.51 $1,994,247.93 $1,359,339.16 $1,687,419.74 $1,600,699.76 $6,551,836.63 $5,762,498.47 $6,133,556.92 $398,488.44 $375,521.82 $421 , 105.42 $1 ,1 71,153.38 $2,374,035.90 $2,833,130.71 $360,339.74 $427,466.03 $343,194.82 $3,152,041.47 $3,305,433.88 $3,449,257.04 $605,504.30 $550,263.48 $3,900.00 $304,720.63 $301,979.43 $306,727.67 $104,170.93 $198,980.46 $432,824.50 $196,060.05 $173,880.33 $246,441.66 $88,999.58 $0.00 $104,148.49 $184,068.50 $225,823.96 $219,797.75 $9.70 $0.00 $0.00 $2,230,622.89 $2,193,870.90 $2,342,456.51 12 Oper Unit 0098 0099 0101 0119 0120 0121 0122 0125 0127 0128 0129 0130 0131 0132 0134 0135 0136 0203 0714 RIF ERET TOTALS LITTLE ROCK SCHOOL DISTRICT OPERATIONAL UNIT SUMMARY Actual Budget Budget 1992/93 1993/94 1994/95 $530,400.00 $530,400.00 $430,400.00 $1,456,369.14 $805,948.04 $884,976.01 $6,383.98 $0.00 $0.00 $0.00 $11,300.00 $0.00 $118,446.65 $93,249.42 $157,060.95 $93,439.06 $94,381.61 $98,395.25 $8,228.49 $8,400.00 $10,200.00 $95,000.00 $170,112.24 $170,000.00 $1,066,644.78 $450,000.00 $450,000.00 $18,395.41 $30,241.82 $27,929.71 $213,982.06 $228,105.78 $264,499.66 $69,413.47 $73,172.82 $182,851.96 $65,396.84 $76,900.72 $85,146.96 $7,452.36 $169,540.09 $106,270.98 $13,146.26 $0.00 $0.00 $0.00 $49,085.52 $1,700.00 $0.00 $45,670.00 $70,400.00 $0.00 $0.00 $37,811.65 $799,544.24 $753,499.46 $797,892.99 ($1,622,363.00) ($908,TT6.00) $111 .455,203.65 $11 6,980,371.53 $115,555,592.70 13 1. 2. 3. 4. Exhibit 2 BUDGET REVISIONS SINCE MAY 18, 1994 SUBMISSION Early Retirement Incentive Programs The May 18, 1994, Court submission included a savings of $750,000 based on seventy-seven (77) employees identified at that time. As of June 17, 1994, at 4:30 p.m., one-hundred forty-four (144) employees are participating, resulting in a net savings of $908,776.00. The Draft 3 Budget has been adjusted to reflect the additional $158,776.00 savings. Use of Substitutes The Board of Directors has directed the administration to address the issue of increased substitute usage and employee absenteeism. The Draft 3 Budget has been reduced $300,000 to apply toward this effort. Incentive School Double Funding Recent re-examination of projected enrollments at the incentive schools indicates that a downward revision is necessary in the double funding component Accordingly, the Draft 3 Budget has been reduced $2,000,000. Outsourcing of TranS,Portation The District is continuing its efforts regarding this budget balancing measure. The Board of Directors has indicated that a decision will be made at the June 23, 1994, Board meeting. This strategy is still hoped to produce a savings, but no reduction is included in the Draft 3 Budget 14 Exhibit 3 STATUS OF BUDGET-BALANCING MEASURES l. Workers' Compensation Insurance Promm 2. 3. Language included in the March, 1989, Pulaski County School Desegregation Case Settlement Agreement raises some issues concerning the State's obligation in this matter. LRSD intends to litigate the issue if necessary. Successful litigation will result in reductions of projected expenditures for future years. Settlement Loan Proceeds Based on recent suggestions by the Board of Directors and a re-examination of projected enrollment, this non-recurring revenue line item has been reduced by $2,000,000 in the Draft 3 Budget Salaty Freeze See Exhibit 4 - Negotiations. 4. Early Retirement Incentive Programs The early retirement incentive programs produced a combined 144 participants from the following groups: teachers, administrators, clerical, nurses, aides, custodians, food service, and maintenance. The cost savings which have been projected come entirely from the teachers , administrators, clericaL and nurses groups. The other groups were offered the incentive primarily for reasons of equity and not for any projected cost savings. It is expected that those groups would produce no real savings or losses because of the salary structure for those positions and the relatively low wages paid to employees in those groups. There were 87 teachers who elected to participate at a projected first year savings of $812,885. There were also 18 administrators at a projected first year savings of $72,394. Nurses represent $19,676 and clerical employees represent $3,821. The total first year projected savings for the early retirement incentive programs is $908,776. 15 Status of Budget-Balancing Measures Page 2 The racial breakdown of the participants by group is shown below: Teachers: Black 20 White 66 Other 1 Administrators: Black 3 White 15 Clerical: Black 4 White 13 Nurses: White 3 Food service: Black 1 Maintenance: Black 1 White 2 Custodians: Black s White 2 Aides: Black 4 White 4 16 Exhibit 4 STATUS OF NEGOTIATIONS/REDUCTION IN FORCE NEGOTIATIONS: The negotiations teams for the District and the LRCTA began meeting twice a week since the first week of April to reach agreement on a successor teacher contract for the 1994-95 school year. While the parties have reached tentative agreements on several clean up proposals, no agreements have been reached on any substantive issues. Most of the proposals which remain on the table are economic proposals or are proposals on which the parties are reluctant to move until some decisions can be made on economic issues. Some of the economic issues which remain are salaries (including possible salary freeze), fringe benefits, length of extended contracts, and teaching hours and load. On May 18, 1994, the teams agreed to seek the assistance of a mediator/fact finder in an effort to expedite the negotiations process and allow the teams to reach mutual agreement The process was defined in a memorandum of understanding which combined two of the steps in the current contract (mediation and fact-finding). On May 19, 1994, the parties jointly requested a panel of arbitrators who could serve the function of a mediator/fact finder from the Federal Mediation and Conciliation Service. The District received the list Friday, June 10, 1994, and on Monday, June 13, 1994, the LRCTA had not received their list and obtained a copy from the District On Tuesday, June 14, the District and the LRCTA selected a mediator/fact finder. The District and the LRCTA have notified the Federal Mediation and Conciliation of their choice and are currently trying to schedule a time for the mediator/fact finder to assist in negotiations. REDUCTION IN FORCE (RIF): The District mailed RIF letters to 80 teachers notifying them that their contracts would not be renewed for next year because of a reduction in the size of the teaching force. Although it is unlikely that the District can reduce its teaching staff by 80 positions, this level of notice should help ensure that the District is not overstaffed at the beginning of the 1994-95 school year. It is more realistic to think that as many as 60 to 65 teacher positions possibly can be reduced at the start of school next year. However, the additional 15 to 20 positions give the District a more prudent approach if the District's enrollment is smaller than anticipated next fall. Many of the teachers who have received RIF notices will be recalled because the early retirement incentive produced voluntary separations which match-up with certification areas of many RIF'ed teachers. Since the RIF notices had to be sent prior to the application deadline for the early retirement incentive, the District could not run the risk of rehiring 17 STATUS OF NEGOTIATIONS/REDUCTION IN FORCE Page 2 the RIF' ed teachers while uncertain of the fate of the early retirement incentive. Although the success of early retirement incentive will allow the recall of many of the teachers, it cannot be guaranteed that all of the RIF'ed teachers will be recalled. The administration is currently meeting individually with each of the District's principals and confirming student enrollment by grade level and course to determine exactly how many teachers will be needed. It is the District's intent to recall only those teachers who are actually needed to meet the staffing requirements. At the time that this is being prepared (June 17,1994), it would appear that at least 40 of the RIF'ed teachers will be recalled\nhowever, it is important to remember that the teachers who are recalled will be replacements for early retirement participants. Therefore, the replacement costs have already been figured into the savings on the early retirement incentive program and do not represent the cost normally associated with recalling a RIF'ed teacher or hiring a new teacher. 18 Exh i bit 5 NEW BUDGET-BALANCING MEASURES 1. \"Pooling Agreement\" LRSD's appeal regarding the pooling with PCSSD of Majority-TerMinority transfer payments could result in a reduction of expenditures of $160,000 for 1994-95 and a refund for 1993-94 of $167,113. 19 Exhibit 6 LITTLE ROCK SCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 2) 06-20-94 NO MILLAGE NO CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-LOCAL SOURCES CURRENT TAXES 38,600,327 39,372,334 40,159,780 40,962,976 41,782,235 42,617,880 40% PULLBACK 21,420,949 22,020,949 22,360,949 22,708,949 23,063,949 23,438,949 DELINQUENT TAXES 4,802,692 4,826,705 4,850,839 4,875,093 4,899,469 4,923,966 EXCESS TREASURERS FEES 140,000 140,000 140,000 140,000 140,000 140,000 DEPOSITORY INTEREST 300,000 310,000 320,000 330,000 340,000 350,000 REVENUE IN LIEU OF TAXES 180,000 176,400 172,872 169,415 166,026 162,706 MISC. AND RENTS 345,892 352,810 359,866 367,063 374,405 381,893 INTEREST ON INVESTMENTS 322,232 328,6TT 335,250 341,955 348,794 355,TTO ATHLETIC RECEIPTS 87,005 90,000 90,000 90,000 90,000 90,000 TOTAL 66,199,097 67,617,874 68,789,556 69,985,451 71.204,878 72,461,164 REVENUE-COUNTY SOURCES COUNTY GENERAL 73,419 73,419 73,419 73,419 73,419 73,419 SEVERANCE TAX 18,000 18,000 18,000 18,000 18,000 18,000 TOTAL 91,419 91,419 91,419 91,419 91,419 91,419 REVENUE - STATE SOURCES MFPA 26,778,326 27,184,007 25,857,573 26,374,724 26,902,219 27,440,263 SETTLEMENT PROCEEDS 6,042,591 3,829,942 683,125 0 0 0 SETTLEMENT LOAN 1,000,000 2,000,000 3,000,000 2,000,000 0 0 APPORTIONMENT 0 0 0 0 0 0 VOCATIONAL 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 HANDICAPPED CHILDREN 1,344,499 1,452,059 1,568,224 1,693,682 1,829,176 1,975,510 EARLY CHILDHOOD 233,992 248,032 262,913 278,688 295,410 313,134 ORPHAN CHILDREN 3,540 3,540 3,540 3,540 3,540 3,540 TRANSPORTATION 3,700,000 3,811,000 3,925,330 4,043,090 4,164,383 4,289,314 COMPENSATORY EDUCATION 580,435 597,848 615,783 634,257 653,285 672,883 M TO M TRANSFERS 3,100,000 3,131,000 3,162,310 3,193,933 3,225,872 3,258,131 ADULT EDUCATION 792,081 800,002 808,002 816,082 824,243 832,485 TOTAL 44,775,464 44,257,429 41,086,800 40,237,996 39,098,127 39,985,261 REVENUE - OTHER SOURCES PUBLIC LAW 874 38,000 35,000 30,000 25,000 20,000 15,000 TRANSFER FROM OTHER FUNDS 500,000 525,000 551,250 578,813 607,753 638,141 TRANSFER FROM BOND ACCT 400,000 300,000 200,000 100,000 100,000 100,000 TOTAL 938,000 860,000 781,250 703,813 727,753 753,141 TOTAL REVENUE OPERATING 112,003,980 112,826,722 110,749,025 111,018,678 111,122,1n 113,290,984 20 LITTLE ROCK SCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 2) 06-20-94 NO MILLAGE NO CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-FEDERAL GRANTS CHAPTER I 4,406,404 4,494,532 4,584,423 4,676,111 4,769,633 4,865,026 CHAPTER II 122,666 219,342 221,535 223,751 225,988 227,988 TITLE VI B 624,024 600,850 606,859 612,927 619,056 624,000 OTHER 1,400,000 1,428,000 1,456,560 1,485,691 1,515,405 1,545,713 TOTAL 6,553,094 6,742,724 6,869,377 6,998,480 7,130,082 7,262.,727 REVENUE-MAGNET SCHOOLS STATE/LOCAL 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL REVENUE 133,509,608 134,955,604 133,450,758 134,308,653 135,016,207 137,803,814 EXPENSES SALARIES 73,396,806 75,451,917 78,314,570 80,507,378 82,761,585 85,078,909 BENEFITS 10,475,737 10,528,116 10,580,756 10,633,660 10,686,828 10,740,262 SERVICES,SUPP,EQUIP 22,149,419 22,592,407 23,011,384 23,396,611 23,789,543 24,190,334 DEBT SERVICE 8,533,631 8,390,480 8,173,027 7,331,595 7,351,668 7,125,908 CONTINGENCY 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 TOTAL OPERATING EXPENSES 115,555,592 117,962,920 121,079,737 122,869,244 125,589,624 128,135,414 EXPENSES-FEDERAL GRANTS 6,547,138 6,742,724 6,869,377 6,998,480 7,130,082 7,262,727 EXPENSES-MAGNET SCHOOLS 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL EXPENSES 137,055,264 140,091,801 143,781,470 146,159,219 149,483,654 152,648,243 INCREASE (DECREASE) IN FUND BALANCE (3,545,656) (5,136,197) {10,330,711) {11 ,850,566) (14,467,447) (14,844,430) BEGINNING FUND BALANCE FEDERAL 79\n044 85,000 85,000 85,000 85,000 85,000 OPERATING 3,992,139 440,527 (4,695,670) (15,026,382) (26,876,948) (41,344,395) ENDING FUND BALANCE FEDERAL 85,000 85,000 85,000 85,000 85,000 85,000 OPERATING 440,527 (4,695,670) (15,026,382) (26,876,948) (41,344,395) (56,188,825) TOTAL 525,527 (4,610,670) (14,941,382) (26,791,948) (41,259,395) (56,103,825) 21 UTTI.E ROCK SCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 2) 06-20-94 NO MILLS WITH CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-LOCAL SOURCES CURRENT TAXES 38,600,327 39,372,334 40,159,780 40,962,976 41,782,235 42,617,880 40% PULLBACK 21,420,949 22,020,949 22,360,949 22,708,949 23,063,949 23,438,949 DELINQUENT TAXES 4,802,692 4,826,705 4,850,839 4,875,093 4,899,469 4,923,966 EXCESS TREASURERS FEES 140,000 140,000 140,000 140,000 140,000 140,000 DEPOSITORY INTEREST 300,000 310,000 320,000 330,000 340,000 350,000 REVENUE IN LIEU OF TAXES 180,000 176,400 172,872 169,415 166,026 162,706 MISC. AND RENTS 345,892 352,810 359,866 367,063 374,405 381,893 INTEREST ON INVESTMENTS 322,232 328,6n 335,250 341,955 348,794 355,TTO ATHLETIC RECEIPTS 87,005 90,000 90,000 90,000 90,000 90,000 TOTAL 66,199,097 67,617,874 68,789,556 69,985,451 71,204,878 72,461,164 REVENUE - COUNTY SOURCES COUNTY GENERAL 73,419 73,419 73,419 73,419 73,419 73,419 SEVERANCE TAX 18,000 18,000 18,000 18,000 18,000 18,000 TOTAL 91 ,419 91 ,419 91,419 91,419 91,419 91,419 REVENUE - STA TE SOURCES MFPA 26,TT8,326 27,184,007 25,857,573 26,374,724 26,902,219 27,440,263 SETTLEMENT PROCEEDS 6,042,591 3,829,942 683,125 0 0 0 SETTLEMENT LOAN 1,000,000 2,000,000 3,000,000 2,000,000 0 0 APPORTIONMENT 0 0 0 0 0 0 VOCATIONAL 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 HANDICAPPED CHILDREN 1,344,499 1,452,059 1,568,224 1,693,682 1,829,176 1,975,510 EARLY CHILDHOOD 233,992 248,032 262,913 278,688 295,410 313,134 ORPHAN CHILDREN 3,540 3,540 3,540 3,540 3,540 3,540 TRANSPORTATION 3,700,000 3,811,000 3,925,330 4,043,090 4,164,383 4,289,314 COMPENSATORY EDUCATION 580,435 597,848 615,783 634,257 653,285 672,883 M TO M TRANSFERS 3,100,000 3,131,000 3,162,310 3,193,933 3,225,872 3,258,131 ADULT EDUCATION 792,081 800,002 808,002 816,082 824,243 832,485 TOTAL 44,nS,464 44,257,429 41,086,800 40,237,996 39,098,127 39,985,261 REVENUE - OTHER SOURCES PUBLIC LAW 874 38,000 35,000 30,000 25,000 20,000 15,000 TRANSFER FROM OTHER FUNDS 500,000 525,000 551,250 578,813 607,753 638,141 TRANSFER FROM BOND ACCT 400,000 300,000 200,000 100,000 100,000 100,000 TOTAL 938,000 860,000 781,250 703,813 727,753 753,141 TOTAL REVENUE OPERATING 112,003,980 112,826,722 110,749,025 111,018,678 111,122,1n 113,290,984 22 LfTTLE ROCK SCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT2) 06-20-94 NO MILLS WITH CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-FEDERAL GRANTS CHAPTER I 4,406,404 4,494,532 4,584,423 4,676,111 4,769,633 4,865,026 CHAPTER II 122,666 219,342 221,535 223,751 225,988 227,988 TITLE VI B 624,024 600,850 606,859 612,927 619,056 624,000 OTHER 1,400,000 1,428,000 1,456,560 1,485,691 1,515,405 1,545,713 TOTAL 6,553,094 6,742,724 6,869,377 6,998,480 7,130,082 7,262,727 REVENUE-MAGNET SCHOOLS ST A TE/LOCAL 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL REVENUE 133,509,608 134,955,604 133,450,758 134,308,653 135,016,207 137,803,814 EXPENSES SALARIES 73,396,806 75,451,917 78,314,570 80,507,378 82,761,585 85,078,909 BENEFITS 10,475,737 10,528,116 10,580,756 10,633,660 10,686,828 10,740,262 SERVICES,SUPP,EQUIP 22,149,419 22,592,407 23,011,384 23,396,611 23,789,543 24,190,334 DEBT SERVICE 8,533,631 8,390,480 8,173,027 7,331,595 7,351,668 7,125,908 POSITION/PROGRAM CUTS (4,700,000) (10,400,000) (11,800,000) (14,500,000) (14,800,000) CONTINGENCY 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 TOTAL OPERATING EXPENSES 115,555,592 113,262,920 110,679,737 111,069,244 111,089,624 113,335,414 EXPENSES-FEDERAL GRANTS 6,547,138 6,742,724 6,869,377 6,998,480 7,130,082 7,262,727 EXPENSES-MAGNET SCHOOLS 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL EXPENSES 137,055,264 135,391,801 133,381,470 134,359,219 134,983,654 137,848,244 INCREASE (DECREASE) IN FUND BALANCE (3,545,656) (436,197) 69,288 (50,566) 32,553 (44,430) BEGINNING FUND BALANCE FEDERAL 79,044 85,000 85,000 85,000 85,000 85,000 OPERATING 3,992,139 440,527 4,330 73,618 23,052 55,605 ENDING FUND BALANCE FEDERAL 85,000 85,000 85,000 85,000 85,000 85,000 OPERATING 440,527 4,330 73,618 23,052 55,605 11,175 TOTAL 525,527 89,330 158,618 108,052 140,605 96,175 23 LITTLE ROCKSCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 2) 06-20-94 5 MILLS NO CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE - LOCAL SOURCES CURRENT TAXES 38,600,327 39,372,334 43,769,195 44,644,579 45,537,471 46,448,220 40% PULLBACK 21,420,949 24,820,949 24,945,054 25,069,TT9 25,1 95,128 25,321,104 DELINQUENT TAXES 4,802,692 4,826,705 4,850,839 4,875,093 4,899,469 4,923,966 EXCESS TREASURERS FEES 140,000 140,000 140,000 140,000 140,000 140,000 DEPOSITORY INTEREST 300,000 310,000 320,000 330,000 340,000 350,000 REVENUE IN LIEU OF TAXES 180,000 176,400 172,872 169,415 166,026 162,706 MISC. AND RENTS 345,892 352,810 359,866 367,063 374,405 381,893 INTEREST ON INVESTMENTS 322,232 328,677 335,250 341,955 348,794 355,TT0 ATHLETIC RECEIPTS 87,005 90,000 90,000 90,000 90,000 90,000 TOTAL 66,199,097 70,417,874 74,983,076 76,027,884 n,091,292 78,173,658 REVENUE - COUNTY SOURCES COUNTY GENERAL 73,419 73,419 73,419 73,419 73,419 73,419 SEVERANCE TAX 18,000 18,000 18,000 18,000 18,000 18,000 TOTAL 91,419 91,419 91,419 91,419 91,419 91,419 REVENUE - STATE SOURCES MFPA 26,778,326 27,184,007 25,857,573 26,374,724 26,902,219 27,440,263 SETTLEMENT PROCEEDS 6,042,591 3,829,942 683,125 0 0 0 SETTLEMENT LOAN 1,000,000 2,000,000 3,000,000 2,000,000 0 0 APPORTIONMENT 0 0 0 0 0 0 VOCATIONAL 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 HANDICAPPED CHILDREN 1,344,499 1,452,059 1,568,224 1,693,682 1,829,176 1,975,510 EARLY CHILDHOOD 233,992 248,032 262,913 278,688 295,410 313,134 ORPHAN CHILDREN 3,540 3,540 3,540 3,540 3,540 3,540 TRANSPORTATION 3,700,000 3,811,000 3,925,330 4,043,090 4,164,383 4,289,314 COMPENSATORY EDUCATION 580,435 597,848 615,783 634,257 653,285 672,883 M TO M TRANSFERS 3,100,000 3,131,000 3,162,310 3,193,933 3,225,872 3,258,131 ADULT EDUCATION 792,081 800,002 808,002 816,082 824,243 832,485 TOTAL 44,775,464 44,257,429 41,086,800 40,237,996 39,098,127 39,985,261 REVENUE - OTHER SOURCES PUBLIC LAW 874 38,000 35,000 30,000 25,000 20,000 15,000 TRANSFER FROM OTHER FUNDS 500,000 525,000 551 ,250 578,813 607,753 638,141 TRANSFER FROM BOND ACCT 400,000 300,000 200,000 100,000 100,000 100,000 TOTAL 938,000 860,000 781,250 703,813 727,753 753,141 TOTAL REVENUE OPERATING 112,003,980 115,626,722 116,942,545 117,061,112 117,008,591 119,003,479 24 llTT1.E ROCK SCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 2) 06-20-94 5 MILLS NO CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-FEDERAL GRANTS CHAPTER I 4,406,404 4,494,532 4,584,423 4,676,111 4,769,633 4,865,026 CHAPTER II 122,666 219,342 221,535 223,751 225,988 227,988 TITLE VI B 624,024 600,850 606,859 612,927 619,056 624,000 OTHER 1,400,000 1,428,000 1,456,560 1,485,691 1,515,405 1,545,713 TOTAL 6,553,094 6,742,724 6,869,377 6,998,480 7,130,082 7,262,727 REVENUE-MAGNET SCHOOLS STATE/LOCAL 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL REVENUE 133,509,608 137,755,604 139,644,278 140,351,086 140,902,621 143,516,308 EXPENSES SALARIES 73,396,806 75,451,917 78,314,570 80,507,378 82,761,585 85,078,909 BENEFITS 10,475,737 10,528,116 10,580,756 10,633,660 10,686,828 10,740,262 SERVICES,SUPP,EQUIP 22,149,419 22,592,407 23,011,384 23,396,611 23,789,543 24,190,334 DEBT SERVICE 8,533,631 8,390,480 8,173,027 7,331,595 7,351,668 7,125,908 CONTINGENCY 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 TOTAL OPERATING EXPENSES 115,555,592 117,962,920 121,079,737 122,869,244 125,589,624 128,135,414 EXPENSES-FEDERAL GRANTS 6,547,138 6,742,724 6,869,377 6,998,480 7,130,082 7,262,727 EXPENSES-MAGNET SCHOOLS 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL EXPENSES 137,055,264 140,091,801 143,781,470 146,159,219 149,483,654 152,648,243 INCREASE (DECREASE) IN FUND BALANCE (3,545,656) (2,336,197} (4,137,192) (5,808,132) (8,581,033) (9,131,935) BEGINNING FUND BALANCE FEDERAL 79,044 85,000 85,000 85,000 85,000 85,000 OPERATING 3,992,139 440,527 (1,895,670) (6,032,862) (11,840,995) (20,422,028) ENDING FUND BALANCE FEDERAL 85,000 85,000 85,000 85,000 85,000 85,000 OPERATING 440,527 (1,895,670) (6,032,862) (11,840,995) (20,422,028) (29,553,963) TOTAL 525,527 (1,810,670) (5,947,862) (11,755,995) (20,337,028) (29,468,962) 25 LITTlE ROCK SCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 2) 06-20-94 5 MILLS WITH CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-LOCAL SOURCES CURRENT TAXES 38,600,327 39,372,334 43,769,195 44,644,579 45,537,471 46,448,220 40% PULLBACK 21,420,949 24,820,949 24,945,054 25,069,779 25,195,128 25,321,104 DELINQUENT TAXES 4,802,692 4,826,705 4,850,839 4,875,093 4,899,469 4,923,966 EXCESS TREASURERS FEES 140,000 140,000 140,000 140,000 140,000 140,000 DEPOSITORY INTEREST 300,000 310,000 320,000 330,000 340,000 350,000 REVENUE IN LIEU OF TAXES 180,000 176,400 172,872 169,415 166,026 162,706 MISC. AND RENTS 345,892 352,810 359,866 367,063 374,405 381,893 INTEREST ON INVESTMENTS 322,232 328,677 335,250 341,955 348,794 355,770 ATHLETIC RECEIPTS 87,005 90,000 90,000 90,000 90,000 90,000 TOTAL 66,199,097 70,417,874 74,983,076 76,027,884 77,091,292 78,173,GSa REVENUE - COUNTY SOURCES COUNTY GENERAL 73,419 73,419 73,419 73,419 73,419 73,419 SEVERANCE TAX 18,000 18,000 18,000 18,000 18,000 18,000 TOTAL 91,419 91,419 91,419 91,419 91,419 91,419 REVENUE - STA TE SOURCES MFPA 26,778,326 27,184,007 25,857,573 26,374,724 26,902,219 27,440,263 SETTLEMENT PROCEEDS 6,042,591 3,829,942 683,125 0 0 0 SETTLEMENT LOAN 1,000,000 2,000,000 3,000,000 2,000,000 0 0 APPORTIONMENT 0 0 0 0 0 0 VOCATIONAL 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 HANDICAPPED CHILDREN 1,344,499 1,452,059 1,568,224 1,693,682 1,829,176 1,975,510 EARLY CHILDHOOD 233,992 248,032 262,913 278,688 295,410 313,134 ORPHAN CHILDREN 3,540 3,540 3,540 3,540 3,540 3,540 TRANSPORTATION 3,700,000 3,811,000 3,925,330 4,043,090 4,164,383 4,289,314 COMPENSATORY EDUCATION 580,435 597,848 615,783 634,257 653,285 672,883 M TO M TRANSFERS 3,100,000 3,131,000 3,162,310 3,193,933 3,225,872 3,258,131 ADULT EDUCATION 792,081 800,002 808,002 816,082 824,243 832,485 TOTAL 44,775,464 44,257,429 41,086,800 40,237,996 39,098,127 39,985,261 REVENUE - OTHER SOURCES PUBLIC LAW 874 38,000 35,000 30,000 25,000 20,000 15,000 TRANSFER FROM OTHER FUNDS 500,000 525,000 551,250 578,813 607,753 638,141 TRANSFER FROM BOND ACCT 400,000 300,000 200,000 100,000 100,000 100,000 TOTAL 938,000 860,000 781,250 703,813 727,753 753,141 TOTAL REVENUE OPERATING 112,003,980 115,626,722 116,942,545 117,061,112 117,008,591 119,003,479 26 LfTTlE ROCK SCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 2) 06-20-94 5 MILLS WITH CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-FEDERAL GRANTS CHAPTER I 4,406,404 4,494,532 4,584,423 4,676,111 4,769,633 4,865,026 CHAPTER II 122,666 219,342 221,535 223,751 225,988 227,988 TITLE VI B 624,024 600,850 606,859 612,927 619,056 624,000 OTHER 1,400,000 1,428,000 1,456,560 1,485,691 1,515,405 1,545,713 TOTAL 6,553,094 6,742,724 6,869,377 6,998,480 7,130,082 7,262,727 REVENUE-MAGNET SCHOOLS ST A TE/LOCAL 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL REVENUE 133,509,608 137,755,604 139,644,278 140,351\n086 140,902,621 143,516,308 EXPENSES SALARIES 73,396,806 75,451,917 78,314,570 ' 80,507,378 82,761,585 85,078,909 BENEFITS 10,475,737 10,528,116 10,580,756 10,633,660 10,686,828 10,740,262 SERVICES,SUPP,EOUIP 22,149,419 22,592,407 23,011,384 23,396,611 23,789,543 24,190,334 DEBT SERVICE 8,533,631 8,390,480 8,173,027 7,331,595 7,351,668 7,125,908 POSITION/PROGRAM CUTS (2,000,000) (4,100,000) (5,800,000) (8,600,000) (9,100,000) CONTINGENCY 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 TOTAL OPERATING EXPENSES 115,555,592 115,962,920 116,979,737 117,069,244 116,989,624 119,035,413 EXPENSES-FEDERAL GRANTS 6,547,138 6,742,724 6,869,377 6,998,480 7,130,082 7,262,727 EXPENSES-MAGNET SCHOOLS 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL EXPENSES 137,055,264 138,091,801 139,681\n470 140,359,219 140,883,654 143,548,243 INCREASE (DECREASE) IN FUND BALANCE (3,545,656) (336,197) (37,192) (8,132) 18,967 (31,935) BEGINNING FUND BALANCE FEDERAL 79,044 85,000 85,000 85,000 85,000 85,000 OPERATING 3,992,139 440,527 104,330 67,138 59,005 77,972 ENDING FUND BALANCE FEDERAL 85,000 85,000 85,000 85,000 85,000 85,000 OPERATING 440,527 104,330 67,138 59,005 77,972 46,038 TOTAL 525,527 189,330 152,138 144,005 162,972 131,038 27 Exhibit 7 BUSINESS CASES The following business cases are being withdrawn from consideration at this time: 1. 2. 3. 4. 5. 6. Description Teaching Assistants/Substitutes Franklin Incentive School Communications Technology Theme Rockefeller Incentive School Computer Science Theme Rightsell Incentive School Career Awareness and Mass Media Theme Garland Incentive School Multi-Media Technology and Educational Research Theme Garland Incentive School Multi-Media Technology Theme - Phase II New business cases are being submitted and attached as follows: 1. Staff Attorney 2. Director of Student Assignment and Desegregation 28 Original Court Submission Date May 18, 1994 April 15, 1994 April 15, 1994 April 15, 1994 April 15, 1994 April 15, 1994 BUSINESS CASE STAFF ATIORNEY FOR THE LITI'LE ROCK SCHOOL DISTRICT EXECUTIVE SUMMARY Throughout the stages of the District's desegregation litigation, the Little Rock School District has contracted out its legal services with local law firms. The Friday Firm currently represents the LRSD, and in July of 1993, the firm agreed to house one if its partners at the district However, the representative remains a member of the firm and must devote some of his time to his clients and their needs for timely legal counsel. Furthermore, the desegregation case has become increasingly complex and the district's continued financial problems have caused us to carefully scrutinize our budget In addition to the desegregation litigation, the Little Rock School District has experienced a surge in the number of lawsuits directed at the District for a variety of claims. Typically, these claims and lawsuits that are brought against the District are handled through the same firm that discharges matters related to the desegregation suit at additional cost to the District A staff attorney working directly with The Board and Superintendent would have the responsibility of sorting cases and putting in place a process that would allow the staff attorney to respond to legal issues at the district level where feasible, and have other more complex cases reviewed and reacted to by the firm that represents the district under normal circumstances in those matters. Therefore, it appears to be in the District's best interest to hire an attorney on staff to ensure that the district is working toward good faith compliance of its desegregation obligations and to effectively deal with legal issues that relate to the following: Collective Negotiations - Contracts review\nStudent discipline and suspensions\nFacilities studies\nSpecial Education litigation - and review of Legislation\nLegal implications related to federal and state funding\nAdvise the Board and Superintendent regarding pending legislation that impacts the district fiscally\nDevelop a mechanism to keep track of all the District's desegregation obligations in conjunction with the Associate Superintendent for Desegregation\n29 Business Case Staff Attorney Page 2 Discharge litigation issues related to suits brought against the District\nPrepare District officials for court appearances and proceedings and assist in the development of documents for court submission\nAssist the District in assessing evaluation criteria to measure its progress towards implementing the desegregation plan as well as identifying plan provisions that need modification\nAssess the District's compliance with employee obligations and litigation\nAdvise the District and prepare court documents to modify LRSD's desegregation obligations to further the goals of the plan\nAssist in the development of long-term strategies and procedures for the District to achieve unitary status from the court\nand Provide the District with monthly desegregation status reports. By hiring a staff attorney to deal with the District's desegregation obligations and other legal issues, the District would receive the direction and support it needs to work toward achieving unitary status. Although the budget will be increased by hiring an attorney on staff, providing him or her with clerical assistance, and purchasing needed equipment\nthese costs will be offset by savings the District will realize within the first year from the reduction in outside legal services. A. BACKGROUND Throughout the stages of the District's desegregation litigation, the LRSD has contracted its legal services with local law firms. The Friday Law Firm currently represents the District and in July of 1993, the Friday Firm committed to house one of its legal partners with the LRSD. Given the need to fulfill obligations to longtime clients of the firm, the partner is unable to spend all of his time at the District As the District reevaluates means to reduce its burgeoning budget deficit, the costs of litigating the District's desegregation plan and other legal issues becomes one of the primary targets. The District must find ways to provide quality, accessible education for all of its patrons in addition to finding non-intrusive ways to trim the District's budget 30 Business Case Staff Attorney Page 3 B. PROBLEM DEFINITION The District does not have the services of a full-time attorney dedicated to the District's desegregation and other school-related litigations that are inherent in an urban school district The LRSD needs to hire an attorney to ensure that the District is working toward good faith compliance with its desegregation obligations as well other local, state, and federal statues. C. ANALYSIS OF ALTERNATIVES 1. Continue to contract all legal services with the Friday Firm. 2. Hire an attorney to represent the District's desegregation interests and other legal issues. Some of the legal services would include the following: Develop a mechanism to keep track of all the District's desegregation obligations. Ensure that the District identifies and understands all legal directives. Assist the District in developing evaluation criteria to measure its progress towards implementing its desegregation commitments as well as identifying plan provisions that need modification. Assess the District's compliance with its desegregation obligations. Advise the District and prepare all court documents to modify the District's desegregation obligations to further the central goals of the plans. Assist in the development of long-term strategies and procedures for the District to achieve unitary status from the court. Provide the District with monthly desegregation status reports. 31 Business Case Staff Attorney Page 4 D. RECOMMENDATIONS Alternative two is recommended to hire a staff attorney to deal with the District's desegregation and other legal obligations. Timeline: 1. 2. 3. 4. 5. Present business case to the LRSD Board Advertise position Interview for position Board approval Staff attorney begins employment E. RESOURCE ANALYSES Personnel 5-26-94 5-30-94 - 6-10-94 6-15-94 - 6-17-94 6-27-94 TBA The District would add an attorney to its staff. The District would also provide the attorney with support staff which could be accomplished by hiring additional staff or through reorganization. Financial \u0026amp;penditures Estimated recurring costs of salary at $60,000 and benefits at $6,680. If additional staff support is needed, his or her salary is estimated at $20,000 with benefits at $2,575. Additionally, a one time expense for a computer, printer, and software at approximately $5,000 is needed. Total cost - $94,255. Revenue Source Funding for this position, staff support, and equipment would come from the money saved by reducing the number of hours the District contracts its legal services with the Firm providing legal services. 32 Business Case Staff Attorney Page 5 F. IMP ACT ANALYSIS Negative The budget will be impacted by a recurring staff position\nhowever, this budget increase will be completely offset by the savings the district will realize by reducing the number of hours it contracts outside legal services. Positives 1. The District will save money by reducing the number of hours it contracts its legal services. It is estimated that the District will reduce its legal fees regarding the desegregation case by fifty percent within the first year. 2. The District will have a full-time employee, who will be devoted to assisting the District _to move toward full compliance with its desegregation and other legal obligations associated with an urban school district. 1. The number and complexities of legal issues, (desegregation and non-desegregation) are likely to increase and without full time legal council, we will be unable to respond in a timely and efficient manner. The District must move quickly toward seeking unitary status from the court through compliance with our court approved plan. 2. The risk of implementing this recommendation is criticism for adding another staff position\nhowever, as stated before, the District will actually reduce its legal fees. 33 Little Rock School District Director of Student Assignment and Desegregation A Business Case Addition .ll_ Modification Deletion June, 1994 34 Little Rock School District Director of Student Assignment and Desegregation Business Case I Executive Summary The position of Associate Superintendent for Desegregation was established to monitor the district's desegregation process. Historically, this has been done through careful oversight of the Student Assignment Office (SAO), generation of statistical reports, and staying abreast of the latest desegregation obligations. Also included with these responsibilities has been oversight of Volunteers In Public Schools (VIPS) and responsibility for recruitment of students as described in the desegregation plan. Recently, the responsibilities of Communications and Transportation were added to this position. Transportation has over 340 employees. Toe kinds of problems produced daily in this department could fill the large part of a day. Even if transportation is out-sourced, some of the routes and personnel will be retained by the district and require supervision. Also added this school year are additional reports and documents generated monthly and quarterly to monitor the progress of the district toward the desegregation plan. The Student Assignment Office is not receiving the day-to-day superoision necessary to address the sensitivity of student assignments, their impact on the desegregation plan, and the needs of parents. The recommended solution is to modify the position of Desegregation Facilitator by changing the title to Director of Student Assignment and Desegregation and increasing the responsibilities to include student assignments. This neither increases the costs of personnel nor ignores the responsibilities of the Desegregation Facilitator. This position will continue to report to the Associate Superintendent for Desegregation. Implementing this alternative will permit: 1. More efficient monitoring of progress of desegregation by the Associate Superintendent for Desegregation\n2. Greater focus and attention given to daily decisions relating to student assignment\n3. Thorough long-range planning for student assignment policies, magnet school development, program placement, equal educational opportunity planning, and proposal development by providing demographic information and other pertinent information\n4. Quicker response to parent inquires\nand, 5. Identification of problems or practices that impede the implementation of quality desegregation in the student assignment process. Currently, the position of Desegregation Facilitator is vacant through a retirement. By modifying the position now, no adjustments are necessary for the person in the position. The position will be advertised as described herein. Though 35 I Director of Student Assignment and Desegregation Business Case 2 registration and assignments are strongly encouraged during the month of February, the process continues through August when it becomes oveiwhelming. Time for announcing the position and interviewing will be necessary. This should take no more than one month to complete once approval is given. This is a position modification requiring no increase or decrease in positions or costs. Only the title will change and the responsibilities will increase. Funding for this position will come from the currently used line item of the bud.gel. The foil owing are milestones for implementing this position modification. Milestone Date Person I. Present Business Case to the Superintendent for aooroval 6/14/94 Mayo 2. Present Business Case to the Board of Directors for aooroval 6/14/94 Williams 3. Discuss this modification with all parties 6/16/94 Williams 4. Present Business Case to attorneys to submit plan modification 6/17/94 Mayo 5. Submit olan modification to the Court for aooroval 6/20/94 Attorneys 5\n Court aooroval .  . -  .. -- ~ - - 6/29/94 Williams 7. Advertise the oosition 7/1/94 Hurley 8. Interview 7/16/94 Mayo 9. Reoort for work 8/15/94 Appointee Timely consideration of this modification is respectfully requested. Russ Mayo Associate Superintendent for Desegregation June, 1994 6113194 DIRSAO.OOC 36 Director of Student Assignment and Desegregation Business Case 3 ! Background I The position of Associate Superintendent for Desegregation was established to monitor the district's desegregation process. Historically, this has been done through careful oversight of the Student Assignment Office (SAO), generation of numerous statistical reports, and staying abreast of the latest desegregation obligations. Also included with these responsibilities has been oversight of Volunteers In Public Schools (VIPS) and responsibility for recruitment of students as described in the desegregation plan. Recently, the responsibilities of Communications and Transportation were added to this position. Transportation has over 340 employees. The kinds of problems produced daily in this department could fill the large part of a day. Also added this school year are additional reports and documents generated monthly and quarterly to monitor the progress of the district toward the desegregation plan. I Problem Deflnltion The Student Assignment Office is not receiving the day-to-day supervision necessary to address the sensitivity of student assignments, their impact on the desegregation plan, and the needs of parents while not increasing personnel costs. The responsibilities of student assignment require moment by moment attention. Decisions of when to release certain waiting lists affect racial balance and recruitment of parents to the district Careful monitoring of racial balance and the student assignment process improves public confidence and maintains racial balance. Projecting demographic data and enrollments aids in planning for future marketing, recruitment, and school closings or construction. Executing  plans for closing schools requires attention to patrons who are affected and the assurance of acceptable options. The supervision of SAO personnel requires meetings, planning, and periodic training. Meeting with unhappy parents who do not understand the student assignment process requires diplomacy, patience, and time. Meeting with the appeals committee requires time and diplomacy. This sample of student assignment related responsibilities requires day-to-day, on-site attention. Currently the Associate Superintendent for Desegregation fulfills the responsibility of the student assignment supervisor and other responsibilities including supervision of Transportation, Communications, VIPS, desegregation. Though housed at the SAO, more often than not he is in meetings elsewhere. Approximately 60% of his time is spent in meetings relating to matters other than student assignment. The day-to-day attention to student assignment is not possible. 37 611 J/9.4 DIRSAO.DOC I Director of Student Assignment and Desegregation Business Case 4 I Analysis of Alternatives The following alternatives have been considered: 1. Add a new position to cover the responsibilities of student assignment and to assist the Associate Superintendent for Desegregation. This creates an additional position and personnel costs. 2. Allow things to remain as they are. SAO and parents will continue to receive less than adequate attention. 3. Change the position of Desegregation Facilitator to Director of Student Assignment and Desegregation. Realign responsibilities to maintain most of the current duties and include student assignment responsibilities. This neither increases the costs of personnel nor ignores the responsibilities of the Desegregation Facilitator. Further, it gives the attention necessary to student assignment. This position will continue to report to the Associate Superintendent for Desegregation. See Figure I below. Many of the responsibilities of the Desegregation Facilitator are covered already by current personnel and procedures. The Deputy Superintendent, Associate to Associate Superintendent Organizational Chart Associate Superintendent Director of Director of student Assignment Transportation and Desegregation Student SAO Assignment Information Coordinator Coordinator (5) Student Assignment Assistants Figure I 38 Director of (2) Recruiters Programmer Community Development Coordinator (VIPS) I Director of Student Assignment and Desegregation Business Case s the Deputy Superintendent, Associate Superintendent for Desegregation, Director of Planning, Research, and Evaluation, and staff development personnel do most of the functions of the Desegregation Facilitator. Additional safeguards such as the Program Budget Document and the PERT chart (Tool) were implemented to prevent omissions. Examples of responsibilities of the position are as follows: a) Supervises and coordinates the day-to-day operation of the Student Assignment Office\nb) Keeps the Associate Superintendent informed and updated on progress made in perf onning responsibilities relating to student assignment and on any relevant information discovered in the performance of these duties\nc) Assists with developmental planning in the areas of long-range student assignment policies, magnet school development, program placement, and equal educational opportunity planning, and proposal development by providing demographic information and other pertinent information\nd) Assists with monitoring and evaluating the district's desegregation plan\ne) Assists in ensuring that desegregation assessments, studies, surveys, and evaluation results are used to improve the operations of the schools\n0 Identifies problems or practices that impede the implementation of quality desegregation in the student assignment process\ng) Provides immediate feedback on the day-to-day operations relating to student assignment\nh) Observes the progress of desegregation implementation by reading and writing performance reports relating to implementation\ni) Stays informed of current issues before the Board of Directors by attending Board Meetings\nj) Provides for the development, implementation, and evaluation of staff training for Student Assignment Office personnel\nk) Coordinates monitoring groups such as the Parent Council, Bi-Racial Committee, and others as assigned\nl) Focuses on all aspects of desegregation implementation inducting, but not limited to, achievement disparity, extracurricular activities, class assignments, guidance and counseling, staffing and staff interaction, student interaction, and parent involvement\nand, m) Performs other duties as assigned. 6/l:JJ9 DIRSAO DOC 39 Director of Student Assignment and Desegregation Business Case 6 j Recommendation I Alternative 3 is recommended. 3. Change the position of Desegregation Facilitator to Director of Student Assignment and Desegregation. Realign responsibilities to maintain most of the current duties and include student assignment responsibilities. Th.is neither increases the costs of personnel nor ignores the responsibilities of the Desegregation Facilitator. Further, it gives the attention necessary to student assignment. This position will continue to report to the Associate Superintendent for Desegregation. j Objective Upon implementation of alternative 3, the Student Assignment Office will receive the day-to-day supervision necessary to address the sensitivity of student assignments, their impact on the desegregation plan, and the needs of parents while not increasing personnel costs. Achieving this objective will permit: 1. More efficient monitoring of progress of desegregation by the Associate Superintendent for Desegregation\n2. Greater focus and attention given to daily decisions relating to student assignment\n3. Thorough long-range planning for student assignment policies, magnet school development, program placement, equal educational opportunity planning, and proposal development by providing demographic information and other pertinent information\n4. Quicker response to parent inquires\nand, 5. Identification of problems or practices that impede the implementation of quality desegregation in the student assignment process. ! Impact Analysis Negatives 1. Student Assignment Personnel will have to adjust to a third supervisor within three years. 2. Parties in the case may be concerned that monitoring of the district's desegregation obligations will be compromised. 40 oil 3194 DIRS.t.O.OOC I I Director of Student Assignment and Desegregation Business Case Positives 7 I. eliminate delays in decision-making and responses to parents in the area of student assignments. 2. permit efficient monitoring of progress of desegregation by the Associate Superintendent for Desegregation\n3. bring more focus and attention to daily decisions relating to student assignment\n4. provide more thorough long-range planning for student assignment policies, magnet school development, program placement, equal educational opportunity planning, and proposal development by providing demographic information and other pertinent information\n5. allow quicker response to parent inquires\nand, 6. permit the identification of problems or practices that impede the implementation of quality desegregation in the student assignment process. Risks The risks of not implementing this solution are continued disorganization for the Associate Superintendent for Desegregation, complaints, continuous non-compliance with our obligations, and continuation of a generally poor image in the area of student assignments. Tuning The sooner we can do this the better. Currently, the position of Desegregation Facilitator is vacant through a retirement. By modifying the position now, no adjustments are necessary for the person in the position. The position will be advertised as described herein. Though registration and assignment are strongly encouraged during the month of February, the process continues through August when it becomes overwhelming. Time for announcing the position and interviewing will be necessary. This should take no more than one month to complete once approval is given. ! Resources Analysis Personnel This is a position modification requiring no increase or decrease in the number of positions existing. 41 6113194 DIRS\u0026gt;.O.OOC I Director of Student Assignment and Desegregation Business Case 8 Financial No change will occur in the current level of funding for this position. Only the title will change and the responsibilities will increase. Revenue Source Funding for this position will come from the currently used line item of the budget. ! Force Field Analysis Primary supporters of this modification are council members, SAO staff, Director of Communications, the Coordinator of VIPS, and the Director of Transportation. Ultimately, this modification will help them meet their obligations under our plan. I General Information Plan The following are milestones for implementing this position modification. Milestone Date Person I. Present Business Case to the Suoerintendent for aooroval 6/14/94 Mayo 2. Present Business Case to the Board of Directors for aooroval 6/14/94 Williams 3. Discuss this modification with all oarties 6/16/94 Williams 4. Present Business Case to attorneys to submit plan modification 6/17/94 Mayo 5. Submit plan modification to the Court for aooroval 6/20/94 Attorneys 6. Court approval -..\n~ _. -- . :~~~-\n-::: -~~~- \n... -~- ----~  6/29/94 Williams\n... , ..... 7. Advertise the oosition 7/1/94 Hurley 8. Interview 7/ 16/94 Mayo 9. Report for work 8/15/94 Aooointee 42 I I\n.,, i3i'94 DIRSAO.OOC Little Rock School District Budgeting Management Timeline Update ID Name %Complete Scheduled Start 1 Prepare initial financial forecasts for coming year. 100% Dec 1 '93 2 Issue instructions for budget preparation at all levels. 100% Nov 30 '93 3 Develop budget preparation training material. 100% Nov 18 '93 4 Conduct budget preparation training sessions. 100% Dec 6 '93 5 Budget managers submit 94-95 budget requests. 100% Jan 14 '94 6 Begin budget development. 100% Jan 18 '94 7 Revise financial forecast for coming year 100% Mar 1 '94 8 Submit proposed budget to Board. 100% Mar 24 '94 Page 1 FY95 Scheduled Finish Feb 11 '94 Dec 3 '93 Nov 30 '93 Dec 17 '93 Feb 28 '94 Jan 18 '94 Apr 15 '94 Mar 24 '94 Resource Names Milhollen Milhollen Milhollen Milhollen Milhollen Milhollen Milhollen Milhollen 6/20/94 ,.,, \u0026gt;\u0026lt; :::r O~.' co Little Rock School District Budgeting Management Timeline Update ID Name %Comolete Scheduled Start Scheduled Finish Resource Names g Conduct Board work sessions on budget. 100% Mar28 '94 Apr 15 '94 Milhollen 10 Revise budgets, as needed. 75% Mar24 '94 Jul28'94 Milhollen 11 Secure seniority list. 100% Apr 1 '94 Apr 14 '94 Gadberry.Hurley 12 Identify elementary enrollment (tentative) for 1994-95 and 100% Apr 1 '94 Apr 19 '94 Gadberry.Hurley determine teachers needed. 13 Review master schedules. Note possible cuts based on 100% Apr 1 '94 Apr14 '94 Gadberry ,Hurley low classes. 14 Make detenninalion by subject area (secondary) of 100% Apr 1 '94 Apr19'94 Gadberry.Hurley possible reductions and elementary enrollment. 15 Verification of need, based on manpower report and by 100% Apr 1 '94 Apr 19 '94 Gadberry ,Hurley program (program managers and principals). 16 Check results of ID#'s 12-15 against known retirement, 100% Apr20 '94 Apr26 '94 Gadberry.Hurley resignations, and intern positions. Page 2 FY95 6/20/94 Little Rock School District Budgeting Management Timeline Update ID Name %Complete Scheduled Start Scheduled Finish Resource Names 17 Identify teachers for Reduction in Force (RIF), if needed. 100% Apr 20 '94 Apr 29 '94 Gadberry.Hurley 18 Board approval of RIF, if needed. 100% Apr 28 '94 Apr 28 '94 Gadberry,Hurley 19 Notify certified personnel of possible staff reduction. 100% Apr29'94 Apr 29 '94 Gadberry.Hurley 20 Prepare modified tentative budget. 100% Apr 25 '94 May 18 '94 Milhollen 21 Board of Directors work session on budget. 100% May 12 '94 May 12 '94 Milhollen,Board 22 Board approval of modified tentative budget. 100% May 2 '94 May 26 '94 Milhollen,Board,Willlams 23 Evaluate early retirement incentive numbers. 100% May 20 '94 May 22 '94 Gadberry.Hurley 24 Recall from RIF, if needed. 50% May 23 '94 Jul 1 '94 Gadberry.Hurley Page 3 FY95 6/20/94 Little Rock School District Budgeting Management Timeline Update ID Name o/oComolete Scheduled Start Scheduled Finish Resource Names 25 Review of Outsourcing 90% Feb 17 '94 Jun 23 '94 Williams,Milhollen ,Mayo 26 Notify classified personnel of staff reduction. 0% May 3 '94 Jun 24 '94 Gadberry.Hurley 27 Account reconciliation and Purchase Order (PO) cleanup. 10% Jun 15 '94 Jul 15'94 Milhollen 28 Receipt of state-generated revenure numbers (payroll 10% Jun 15'94 Jul 15'94 Milhollen liabilities, adjusted supplemental payroll, last payroll, Carl Perkins, M to M, JTPA, Voe Ed, Sp Ed, Chapters 1 and 2, Compensatory Education, MFPA, Transportation, ABC). 29 Prepare proposal to temporarily relocate Stephen's 100% Mar29 '94 Apr 28 '94 Wiiliams,Council students. 30 Evaluate final proposal to temporarily relocate Stephen's 100% Apr29 '94 May 18 '94 Willlams,Board students. 31 Submit to court (if approved by Board) proposal to 100% May6'94 May 20 '94 Willlams,Board temporarily relocate Stephen's students. 32 Court hearing on proposal to temporarily relocate Stephens 100% Jun 7 '94 Jun 7 '94 Williams Page4 FY95 6/20/94 .p. --..J ID 33 34 @ 36 37 36 39 40 Page 5 Little Rock School District Budgeting Management Timeline Update Name % Comolete Scheduled Start Prepare proposal for second school closing. 100% Apr 25 '94 Evaluate final proposal for second school closing. 99% Jun 1 '94 Submit to Court (if approved by Board) proposal for second 0% Jun 24 '94 school closing. Review philosophy and/or objectives for incentive schools' 100% Apr 25 '94 programs. Schedule and hold meetings for organizing the project. 100% Apr 26 '94 Establish framework for: instructional day\ncurriculum 100% Apr 26 '94 offerings\nservices and support programs\nmaterials/supplies/equipment\nstaffing needs and staff develoment needs. Relate program recommendations to program offerings in 100% May 17 '94 designated area and magnet schools. Develop business case for incentive schools' program 40% Apr 26 '94 modifications for submitting to Superintendent and Council. FY95 Scheduled Finish Resource Names Jun 1 '94 Williams,Council Jun 23 '94 Williams.Board Jun 24 '94 Williams,Board Apr 26 '94 Matthis,Curriculum Supervisors Apr 26 '94 Matthis.Curriculum Supervisors May 17'94 Matthls,Curriculum Supervisors May 31 '94 Matthis,Currlculum Supervisors Jan 31 '95 Matthis,Currlculum Supervisors 6/20/94 Little Roel\u0026lt; School District Budgeting Management Timeline Update ID Name %Complete Scheduled Start Scheduled Finish Resource Names 41 Observation of Great Expectations Schools 100% May31 '94 May 31 '94 Williams,lngram,Board Members.Principals/Teachers 42 Reviewed instructional delivery of Incentive Schools 100% Jun 1 '94 Jun 1 '94 Williams,Matthis,lngram Program 43 Submit to Board a proposal to pilot Great Expectations 100% Jun 14 '94 Jun 14 '94 Williams Schools (Mitchell and Rightsell) 44 Submit to Court (if approved by Board) incentive schools' 50% Jun 14 '94 Jul 5 '94 Williams.Board program modifications (i.e., Great Expectations pilot study, modification of foreign language and Academic Progress Incentive Grant. Technology withdrawn) 45 Request for Proposal (RFP) on outsourcing malled. 100% May 6 '94 May 6 '94 Mayo,Mont9omery 46 Pre-proposal conference on Outsourcing. 100% May 16'94 May 16 '94 Mayo.Montgomery 47 Proposals due on Outsourcing. 100% May 31 '94 May 31 '94 Mayo,Montgomery 48 Board of Directors' decision on Outsourcing. 75% Jun 9 '94 Jun 23 '94 Williams.Board Page 6 FY95 6/20/94 Little Rocle School District Budgeting Management Timeline Update ID Name % Comolete Scheduled Start Scheduled Finish Resource Names 49 Board of Directors' work session on budget 100% Jun 14 '94 Jun 14 '94 Milhollen 50 Court hearing on 1994-95 modified tentative budget. 0% Jun 28 '94 Jun 29 '94 Williams 51 Close-out of 1993-94 accounts: adjust physical inventory, 0% Jul1 '94 Jul20 '94 Milhollen (fiscal) federal grants, magnets, state grants, accruals 52 Compute ending fund balance. 0% Jul 21 '94 Jul 21 '94 Milhollen 53 Adminstrative review of budget. 0% Jul22'94 Jul28'94 Williams,Council 54 Submit to Board 1994-95 Budget. 0% Jul25'94 Jul 25 '94 Williams 55 Court hearing on 1994-95 proposed budgets of LRSD, 0% Jul27 '94 Jul29'94 Williams NLRSD, PCSSD. 56 Board review and adoption of 94-95 Budget. 0% Jul28'94 Jul28'94 Board Page 7 FY95 6/20/94 u, 0 ID 57 58 Page 8 Name Submit 94-95 Budget to Court/Parties. Submit 94-95 Budget to State. Little Rock School District Budgeting Management Timeline Update % Complete Scheduled Start Scheduled Finish Resource Names 0% Aug 1 '94 Aug 22 '94 Williams 0% Aug 22 '94 Aug 28 '94 Board,Mllhollen FY95 6/20/94 Exhibit 9 SPECIAL REPORT - JUNIOR HIGH CAPACITIES AND PROJECTIONS JUNE 1994 I. INTRODUCTION This Special Report amends the Special study of the Little Rock School District Junior High Capacities and Projections dated January 1993. The report is a compilation by a committee composed of members from the Little Rock School District, Pulaski County Special School District, and North Little Rock School District. Attached to this Special Report are annexes comprising an updated Little Rock School District Junior High Study, Pulaski County Special School District Junior High Study, and North Little Rock School District Junior High Study. The Committee consisted of members from the offices of Support Services and Desegregation Office, Pulaski County Special School District\nPlant Services, and Student Assignments, Little Rock School District\nand, Plant Services, Office of Desegregation, North Little Rock School District. The purpose of this Committee was to: 1) review the Special S~udy done by the Little Rock School District in January of 1993, and to provide input regarding the review of that Study\n2) examine the methods of calculation of capacities in their respective School Districts, along with conclusions and recommendations thereof\nand, 3) correlate the needs of the three (3) Districts with regard to capacity and student projections. The Committee discussed philosophy with regard to desegregation efforts, programmatic needs and M-to-M transfers, the intent and meaning of the May '92 Court Order, with respect to analysis of the Little Rock School District. Special reports were created by both Pulaski County and North Little Rock to outline the method used in calculating capacity and correlating capacity with projections, and their subsequent conclusions and recommendations as they pertain to their independent School Districts. Once these two ( 2) studies were completed, the Committee was able to tie together all of the projections and submit this Report. II. CAPACITY CALCULATION ANALYSIS An analysis was made of the capacity calculation methodology of all three ( 3) Districts. It was determined that the considerations in capacity and the general methodologies used were identical. There is, however, a slight difference in the calculation steps between Little Rock School District and Pulaski County, North Little Rock School District. The Little 1 51 Rock School District uses eighty percent (80%) of its adjusted capacity as its desired capacity, whereas Pulaski County and North Little Rock School Districts use eight-five percent (85%) of the adjusted capacity as desired capacity. There is no specific reason why different percentages are used. It is simply a matter of the School District's method in calculating its capacity. In comparing these two (2) methods, Little Rock School District's school capacity would approach one hundred percent ( 100%) faster than either Pulaski County or North Little Rock because they correlate to a lower capacity figure, i.e., eighty percent (80%). Whereas Pulaski County and North Little Rock, targeting eighty-five percent (85%), indicate that as they approach one hundred percent (100%) capacity, they are, in fact, much more crowded than Little Rock School District Schools. The eighty percent ( 80%) figure used by Little Rock leaves more room for incoming students under the M-to-M Transfer Program, or private school transfers. There is, of course, capacity in Pulaski County and North Little Rock for the same programs, however, the numbers of seats may differ because of the eighty-five percent (85%) desired capacity and the size of the schools. This difference in desired capacity must be taken into consideration when one views the projection trends of the three (3) Districts against their existing capacities. III. SPECIAL STUDY ANALYSIS The Committee analyzed many areas of the Little Rock School District Capacity Study, Pulaski County and North Little Rock Capacity Studies, and their subsequent impacts on each other, and relationship to M-to-M transfers and the desegregation plan. The following analysis of various subject areas is provided. A) Immediate and Long-Term Effects of Intra-District Transfers Upon Enrollment: Intra-district transfers within the Districts appear to be relatively stable. Students are assigned by attendance zone ( except Magnet Schools). Students desiring transfers to junior highs out of their attendance zone are handled on a case-by-case basis through the various offices of Student Assignments. In the past, junior highs have had sufficient capacity to meet the needs of the respective attendance zones\nhowever, this need must be taken into consideration with projected Mto- M transfer needs of all Districts in calculating new construction efforts. Since the projections of the junior highs include all LRSD, PCSSD, and NLRSD students, capacity exists overall. However, local problems persist as will be explained later. The 2 52 delineation of attendance zones to support the junior high schools appears to be in li~e with the capacity of the junior high schools, and except for minor localized problems caused by small shifts in population and the addition of academic requirements necessitating additional classrooms, the alignment of zones appears to compliment the location of the schools and subsequent capacities. There is no reason to believe that this general trend will change in the foreseeable future unless there are policy changes dealing with the assignment of students or a realignment of attendance zones. B) Immediate and Long-Term Effects of M-to-M Transfers, Both Out of and Into the District: The Majority-to-Minority Transfer Program is voluntary for all participating students. Because of this, it is extremely difficult to project how many students will participate in this program. The Districts agree that junior high projections will include students rolled over from the elementary schools . This has been calculated into the projection figures through the year 2000. The attractor for the M-to-M Program is the educational curriculum at any of the elementary, junior or senior high schools. Essentially, academic programs at the junior high schools throughout the three (3) Districts are basically identical and in conformance with State Academic Standards. There are no specific programs called for in the Desegregation Plan aimed specifically at attracting students at the junior high level. A chart indicating M-to-M transfers is attached as an enclosure. A survey of this chart indicates that the M-to-M Program is increasing at all levels of the School District. At the junior high level, between 1991 and 1994, we have seen an increase of 190 students transferring from the Little Rock School District to Pulaski County, North Little Rock, and an increase of 36 students transferring from Pulaski County, North Little Rock, to the Little Rock School District. Although these numbers appear small, it is felt by all three (3) districts that the success of the M-to-M Program at the junior high level rests largely, in part, with the District's ability to retain M-to-M elementary children who are recruited under the interdistrict, or magnet school, concept. If the trend continues, with the success of King Interdistrict and Crystal Hill Interdistrict and with the new 3 53 Clinton Elementary School, we could expect a rise in the M-to-M Program at the junior high level. C) . The Immediate and Long-Term Effects of Programmatic Changes on Capacity: D) The state-derived academic curriculum offered the children of Pulaski County at the 7th, 8th, and 9th grades, in all three (3) Districts, is quite similar. There may be new programmatic needs on the horizon, as we move toward equipping students to be successful in the 21st century. Such initiatives should not have a monumental effect on any district's capacity. Major instructional emphasis will be on improving the quality and delivery of instruction. The addition of the 7th period at Mabelvale Junior High School in School Year '93-'94 was compensated by the addition of portables to meet their academic needs. The reduction in class sizes for resource or specialpurpose classes will, of course, have an effect on the capacities in all the Districts. These are not significantly important to justify major construction efforts, but rather the addition, or additions, of permanent structures and/or portables in localized situations to meet these needs. Districts' Obligation to Recruit White Private School Students: With regard to the Little Rock School District, a continued effort is being made to recruit Little Rock area private school students to the public school system. The methodology of utilizing eighty percent (80%) of adjusted capacity as your desired capacity allows for any increase in the Little Rock School District junior highs and for a similar increase, although in smaller numbers in both Pulaski County and North Little Rock. The concept that private schools provide an educational need to the community which will remain constant in the future indicates that success in recruiting private school students is not a predictable matter. Small successes have been achieved, and these students have been adequately incorporated into the public school system. There are no projected quotas, nor goals established for recruiting junior high students. The ongoing effort will continue and the students will be incorporated into the public school system in space that is currently available. 4 54 E) Lack of Non-Magnet Junior High in East Little Rock: Between the 1980 and 1990 census in Pulaski County, there was a slight increase in population of approximately 2.6%. This population increase was predominantly in west Little Rock, western North Little Rock and the adjacent Pulaski County area. Little Rock appeared to have lost population primarily in the east, central, and southwest sections of the city. At present, within Little Rock, there is sufficient capacity in the eight (8) junior high schools to house all of their students at least through the year 2001. The area east of I-30 is the attendance zones of Dunbar Junior High School, Pulaski Heights Junior High School, and Cloverdale Junior High School. Also in this area is Mann Magnet Junior High School. For at least the last two ( 2) school years, all junior high students desiring to attend Dunbar have been permitted to do so. With the general trend of a decrease in population in eastern Little Rock, the construction or addition to junior highs in this area does not seem justified. Schools follow populations. They rarely lead populations into an area. As the population shifts in the three ( 3) School Districts accommodating these -'shifts in population may be accomplished by a number of different methods: One, of course, is the construction of new junior highs\nsecondly, the addition to existing junior highs on a localized basis\nor three, the realignment of attendance zones to keep junior highs close to existing capacity without construction\nand, four, realigning grades between school levels. The Little Rock School District has made major additions to both Forest Heights Junior High and Cloverdale Junior High, and is desirous of additions to Southwest and Mabelvale Junior High. These are needed because -of: ( 1) the shifting population\n(2) the age of the buildings\nand, (3) changes in the academic program over the years which have necessitated more specialized classrooms. Preliminary figures indicate that in the area of eastern Little Rock (east of I-30) there are only between 350 and 400 junior high students in this area. This, in and of itself, is not a sufficient number to warrant the construction of a junior high school. In addition, rezoning in this area for a new junior high school would most assuredly impact the racial balances of Dunbar, Pulaski Heights and Cloverdale Junior High Schools. Given that students from this area not assigned to 5 55 F) the Dunbar attendance zone are assigned for racial balances purposes, and given that the present situation, district-wide, is that we are only at 95% of capacity, and will remain at or below that figure for at least the next seven ( 7) years. Consideration for a new junior high school in eastern Little Rock is not warranted at this time. Equitable Distribution of Bussing: The question of bussing was examined in light of the percentages of children being bused by race against the overall racial composition at the junior high level. In School Year '93-' 94, the Little Rock School District was essentially thirty percent (30%) white and sixty-nine percent (69%) black at the junior high level. When one examines a random sample of a hundred students being bused within the Little Rock School District, it is found that the racial balance very closely approximates the general racial balance of the junior high schools. For instance, in School Year '93-'94, of the junior high students bused within their attendance zones, seventy-fpur percent (74%) were black and twenty-six percent (26%) were white. Of the numbers of junior high students bus'ed outside of their attendance zones, seventy-seven percent (77%) of the students were black and twenty-three percent (23%) of the students were white. This marks a noted increase over School Year '92-' 93. The figures indicate that the burden of bussing appears to approximate the racial balance of the schools for children being bussed within their attendance zones. For children being bussed outside their attendance zones, the percentage of children has increased over School Year '92-' 93 figures. This disparity is most likely attributed to the decrease in the number of white students from School Year '92-'93 to '93-'94. The definition of disparity in bussing is not clearly defined. However, one should be able to approximate that the number of children being bussed, both within and outside their attendance zones, should approximate the overall percentage of children of that race in the School District. This is based on the premises that the designation of attendance zones was primarily to racially balance the schools. In the case of children being bussed out of the attendance zones, we have an eight percent ( 8%) difference of the number of black children attending by race, as compared to the number of black children being bussed out of their 6 56 G) zone. This is due ( 1) to shifting populations within the School District\nand, . (2) a disproportionate decrease in the number of junior high school students. In 1992-1993, approximately fifty percent (50%) of the Little Rock junior high school students attending junior highs within Little Rock were bused. In 1993 - 1994, the percentage was fifty-five percent ( 55%). This indicates that transportation to the schools, other than bussing, is within the reach of the students and could lead you to believe that the location of the junior highs is adequate to meet the current population and expected growth trends. However, this is only a snapshot in time. Periodically, growth trends must be examined, and population cluster transfers must be looked at to see if the population is moving toward or away from existing junior high schools. Within Pulaski County, this problem is far greater. Seven ( 7) junior high schools servicing over 740 square miles mean a far greater transportation problem and a closer scrutiny of new construction to meet the needs of the moving population. The Need for Community Input: The Committee generally felt that at this planning stage, community input was not necessarily required. However, input from the Joshua Intervenors was requested. As the Districts identify problems and formulate solutions which could result in changes in transportation methodology or the addition to, or construction of, new junior high schools, community input will be aggressively sought. The philosophy of securing the community support for a school is evident in the thinking of all three (3) Districts. IV. SUMMARY AND CONCLUSIONS A) Studv of the Capacities / Analyzation: The study of the capacities and the analyzation of projections must be done independently in each of the three (3) school districts. The desegregation plan is a voluntary plan. The M-to-M Program, which is a principal component of this plan, allows the inter-district transfer of students at all grade levels and is the only method by which children from one district could go to another district and take advantage of any excess in capacity. When one studie$ the capacities of the school districts by incorporating existing M-to-M 7 57 students by projecting a roll-over from the elementary ~o the junior high schools, you can be relatively accurate that you have incorporated the general trend of transfer students between districts and have, subsequently, included that trend in your capacities and projections. There is no method by which excess capacity in the school district can be advantageous to surrounding school districts unless a forced trans fer situation was allowed to prevail. Subsequently, the recommendations made in the attached annexes are made on a district-by-district basis to solve their localized problems. B) Little Rock School District: The analysis and conclusions as identified in Annex \"A\" Pages Five (5) and Six (6) remain constant for the Little Rock School District. It is expected that the junior high capacity will peak in School Year '94-'95, and then begin a steady decline over the next six (6) school years. The localized problems at Mabelvale Junior High School and Southwest Junior High School, however, will persist. Adding classrooms to Mabelvale Junior High and to Southwest to replace portable classrooms, and support academic programs, will provide adequate space in Southwest Little Rock. The addition of the 7th period at Mabelvale Junior High School in School Year '93- '94, and the changes in academic programs for both these two (2) schools necessitates the additions of classrooms in the near future. C) Pulaski County Special School District: The analysis on Page Four (4) of Annex \"B\" supports the need in Pulaski County for construction in the northwest quadrant of the county to support population growth and anticipated attendance due to the success of the Crystal Hill Elementary School. The long-range forecast of Pulaski County Special School District indicates a projected rise in student attendance from School Year '93-'94 to a high in School Year '98-'99. This, of course, will be tempered by the success of the new Clinton Elementary School. As is the case with Little Rock, Pulaski County has a localized problem in the northwest quadrant. To offset excessive  transportation and to facilitate expanding growth in this section of Pulaski County, additions to, or a new junior high, will need to be constructed. 8 58 D) North Little Rock School District: The analysis and . conclusions on Page Four ( 4) of .Annex \"C\" indicate a relatively stable situation in North Little Rock. From an anticipated peak enrollment in School Year '93-'94, it is projected that enrollment will decrease slightly and then level off in a total difference between '93-'94 and the year 2000 of only 1. 2%. As such, North Little Rock's position is that its capacity is adequate for the foreseeable future. The District's philosophies in reviewing the Little Rock School District Junior High Capacity were essentially identical. The support of the Desegregation Plan, the M-to-M Program, the recruiting efforts for private schools and interdistrict schools are all fully understood and supported by the Districts. The general methodology of capacity calculations closely parallel each other and the need to look at isolated problems within Pulaski County and the Little Rock School District with regard to capacity as a subset of an analysis of the overall capacity must be made. In addition, it was felt that capacity is a moving target. As academic programs change, as the M-to-M Program becomes $uccessful, and as populations move within the county, we must continuously analyze our capacities at all grade levels. This continuing analysis will focus not only on the question of whether there exists sufficient capacity for the education of our students, but also whether new construction is warranted for some other good reason, such as support of our desegregation efforts. DCE/rlh/specrep 9 59 M TOM TRANSFERS (W/O MAGNET) (ALL SCHOOLS) TO FROM TO FROM YEAR PCSSD PCSSD NLR NLR 87/88 76 98 7 5 88/89 145 31 69 6 89/90 264 68 131 81 90/91 406 85 222 37 91/92 406 255 256 118 92/93 804 296 314 120 93/94 992 488 328 101 M TOM TRANSFERS (W/O MAGNET) (JUNIOR HIGH) TO PCSSD FROM PCSSD SY NLR NLR 91/92 192 53 92/93 231 69 93/94 299 86 DCE/rlh/range 60 L_I TTL f\n,: .. : I\u0026lt; :3\\: H_Q_,:OL__[Vi TRE S:H ,:\"X Yf\n:AR ~1L9Z u.L9..l ~ ilL.li .9Ufil CAPACITY 6145 6 3 13 6391 6391 6391 ENROLLMENT 6062 6166 6109 ~ 6135 5962 F'EF\nCENTAGE 98.6 9 7. 7 95.6 95.9 93.3 NORTH LIIILI: ROC~ S~HC-QL QiaR SCHQOL YEAF. 91/92 UL.ti. ~ illll _film CAPACITY 2419 2419 2419 2419 2419 ENF:OL LM ENT 2262 2225 2245 2155 2154 PERCEUTAGE 93. 5 91.9 92.8 89.0 89.0 PULA~I\u0026lt;:! CCLINTY SP~CIAL ~-CHOi:1. c\nIi' ,C_J.) ~CHOoJL YEAf\n 9 l /92 lliil ~ ~ ~ CAPAC ITV 5044 5044 S0H S044 5044 ENROLLMENT. 5075 4942 5002 S220 5281 PEF:CEtHAGE 100.6 97.9 99.2 103. 5 104.7 I. SPECIAL STUDY JUNIOR HIGH CAPACITIES \u0026amp; PROJECTIONS INTRODUCTION: JANUARY, 1993 (UPDATED MARCH, 1994) This study was conducted in reply to Court Orders issued on 1 May 1992 and 30 December 1992. It explains how capacities for junior high schools are calculated within the Little Rock School District and how those capacities support immediate and long-term needs. This study serves to outline the following areas: A) The study serves to define capacity and explain considerations in determining capacity. It assessed seating capacity as of school year '92 - '93 given criteria established today does not change, and further establishes that criteria and defines it. the the the it B) It records projected enrollments to the ye':~ 2000 and their impact on the District. II. CAPACITY: A) Definition: Capacity is a multi-defined term. When one considers capacity of elementary schools, where students are basically sedentary and do not move between classrooms to meet course requirements, capacity may be calculated by taking the State standard per grade, per room, and extending it by the number of rooms. This may be done for ordinary classes, i.e., kindergarten through sixth grade, and special classes such as self-contained or special education programs. Once this capacity has been defined, in reality only the addition of new classrooms, the conversion of other than classroom space into classrooms within the facility or changing class size requirements would impact or change capacity. In the case of the junior and senior high schools, the calculation of capacity is not as clear cut. Capacity can mean the maximum number of students that can be placed in every classroom space in the building. While this definition is more appropriate for elementary schools where students infrequently change classes, it does not work well in the secondary schools. An entirely different definition must be used. Therefore, capacity in the junior high is defined as a \"snapshot\", at a given 1 62 B) in the junior high is defined as -a \"snapshot\", at a given point in time, of the number of students that can be housed at a given facility based on an ~stablished criteria. The criteria is explained below. Capacity Considerations: The following nine (9) areas must be considered when calculating capacity of a secondary facility. (1) Size of School: The size of the school refers to the overall make-up of all aspects of the facility. One must consider administrative, special use and classroom space as education is not conducted solely in the classroom. Administrative space such as Media Centers and counselors' areas can be used for instructional purposes. (2 ) Number of Rooms: The number of rooms refers to the number of general purpose and special purpose classrooms constructed or renovated in the facility for the intended purpose of teaching an academic subject. (3) Type of Classroom: The type of classroom impacts the capacity due to size or uniqueness of subject. State standards allow academic classrooms to seat up to 30 individuals. However, a special purpose classroom, such as Home Economics or Band, may only seat 25 or up to 150 depending on the function. (4) Special Class Requirements: Special class requirements are consideration given the subject, which may mandate that the class be taught to a group smaller than 30\neven though that is the room capacity. Examples of this type subject may be courses requiring much vocal student input such as debate or journalism or highly technical classes such as AP courses. (5) Class Size Limits: Class size limits are not only established by the State of Arkansas, but by the Federal Government. Examples are remedial reading classes with maximum capacity of 15, resource courses with maximum capacity of 10, and selfcontained classrooms with maximum capacity of 8. (6) Number of Teachers: The number of teachers directly affects classroom utilization. Sufficient teachers must be on hand to fully utilize classes to the number of periods allowable in the day in order to achieve maximum overall capacity. 2 63 C. ( 7) Number of Periods: The number of periods corresponds to the accreditation requirements and is a factor in determining the number of courses offered and the number of times those courses are offered. This affects scheduling that subsequently affects capacity as all students do not take all courses in the secondary level. ( 8) Scheduling Efficiency: Scheduling Efficiency is the ability of the school to accommodate the students' needs in taking the classes he or she desires. A target of 85% scheduling efficiency is desirable. (9) Room Usage: Each secondary school has a variety of classroom spaces -- one school may use a regular classroqm for in-school suspension, where another may use a renovated workroom or where one school may have 25 computers in a classroom, another may have only 18. Room usage assists in determining capacity especially if a room is used for a purpose which disallows a maximum of 30 persons to be /assigned. Calculation Methodology: The following is the methodology used to calculate capacity: Step One: Identify each room in the facility, by purpose, and its related capacity by either size or law. Step Two: Add the capacities of each room. The sum total is referred to as \"Total Physical Capacity\". Step Three: Adjust for special classes, programs, pullout students, other rooms used for highly-individualized programs. Subtract this total from your Total Physical Capacity. Step Four: Multiply the difference by 17%, if Period day, or by 14%, if a seven-period day. this number as \"Prep Time\". a sixIdentify Step Five: Sum your total adjustments, and subtract that number from the Total Physical Capacity. This is referred to as the \"Adjusted Physical Capacity\". Step Six: Calculate for scheduling efficiency. Multiply your Adjusted Physical Capacity by 85%. This constitutes your Scheduling Efficiency Capacity, or desired level of efficiency. 3 64 D. E. Step Seven: Multiply your Adjusted Physical Capacity by 80%. This 5% differential accounts for unanticipated errors in enrollment projections, area students desiring to enroll in local high schools, and M-to-M transfers. This figure becomes your Target Enrollment and Capacity. The rationale for arriving at 80% of your adjusted physical capacity allows for scheduling leeways by the school staff and the over-assignment of children against the capacity figure with the relative certainty of knowing that the school can physically handle this number of students. Analysis: The calculation of capacity is only as good as the figures you are using in determining the nine (9) criteria. Each time any criteria changes, by all rights, the capacity should be re-calculated. Since the figures are so large, and the adjustments so small, capacity calculations need only be done if there are significant changes to criteria. Additions of one or two classrooms at maximum capacity of 60 after adjustments are made may only change the overall capacity of the school by 15. I should point out that capacity is calculated assuming all students are in place at all times. No credit nor consideration is given the absentee rate which can in effect change your capacity upward. Conclusion: At the present time, the capacity of our junior high schools is relatively stable. An increase between school year '91-'92, and school year '92-'93, is attributed to the completion of the expansion of Cloverdale Junior High School and the addition of trailers to Southwest, Pulaski Heights, and Mabelvale Junior Highs. The change in capacity between school year '92-'93 and '93-'94 is based upon the completion of the major expansion at Forest Heights Junior High. At the present time, expansions have been planned for Mabelvale Junior High School and Southwest Junior High School. This was done in concert with the millages passed two (2) years ago. These projects have not yet begun, and when completed, may not have a serious impact on capacity if temporary buildings at these locations are in fact replaced with permanent structures. III. PROJECTED ENROLLMENTS: A. Projections: Enrollment projections are calculated estimates of future attendance based on either historical data, demographic analysis or a combination of both. It takes into consideration known or planned losses or gains to the student enrollment figures. The projections portrayed in the accompanying chart are based on current 4 65 B. C. enrollments of the Little Rock School District elementary and junior high schools for the '93-'94 school year. I consider projections based on these enrollment figures to be accurate. An analysis of projected enrollments versus actual enrollments over a three (3) school year period indicated that by using actual enrollments as a basis for projections, the School District has maintained an error rate of . 45% differential. This should be considered extremely accurate. Based on this low error rate and the general demographic trends within the Little Rock School District area, that do not indicate either large increases or decreases in enrollments, I consider this to be as accurate a projection as can be possibly achieved. To compensate for the unknown factors of M-to-M transfers at the elementary and secondary school levels and private school transfers from within the Little Rock School District, I have added an additional .5% and have used that adjusted figure as my projections from '93-' 94 through '99-2000. Calculations Methodology: In calculating projections, I have taken each subsequent three ( 3) -year period of students presently enrolled in the elementary school level which would be junior high students in a given school year, and added .5%. This figure constituted the projection. Students considered incorporate all students presently enrolled in grades K through 8 in School Year '92-'93 and ungraded children in both the elementary and secondary level. Analysis: In 1991, the Little Rock School District forecasted a peak of junior high enrollment in '90-'91 that was followed by a decrease for a couple of years, and then an increase slightly in '93-'94. The projections I have made beginning with actual figures of '91-'92 through the year '99-2000 indicate that we were accurate in our summation in 1991. There is a projected slight increase in enrollments from 95.6% to 95.9% in '94-'95, and then a gradual decline over the next six (6) school years to an increase in the year '99-2000. The increase in the year '99-2000 is because that year will incorporate into the junior high level students who have been recruited for the King and Stephens Interdistrict Elementary Schools. It is extremely difficult to predict what children will enroll in those schools during the period of '94-'95 to '99-2000. So, the assumption was made that a compensation would take place prior to the school year '99-2000 to accommodate these children at the secondary level. Secondary capacity between '94-'95 and '99-' 00 appear sufficient to accommodate any children transferring to the new interdistrict schools that will reach the junior high level during that period. 5 66 D. Conclusions: Although the overall capacity of the Little Rock School District will range from a low of 89% in '96- '97 to 92% in '99-2000, certain junior high schools will be riding above their desired capacity at all times. Of utmost concern is Mabelvale Junior High School. Adding classrooms to Mabelvale Junior High, and possibly replacing some of the portable classrooms, will provide adequate space for Mabelvale in Southwest Little Rock. Projected plans to increase Southwest Junior High by four (4) classrooms, and the subsequent replacement of portable buildings, will add to capacity\nhowever, Southwest calculations of capacity range from 93% to 104% over this seven (7)- school year period. Junior high schools through the year 2000 will be operating below capacity. Unless there are significant changes to core curriculums, added subjects, or increased enrollment through M-to-M transfers or private school student recruitment, capacities should be sufficient in those junior highs for the immediate future. However, I should point out that all of the junior high schools are in the high 90's in as far as capacity is concerned. Even the slightest increase in the number of students, for whatever reason, and the inability of the school to accommodate the scheduling changes could cause the school to exceed the 100% capacity level very quickly. This would be compensated by the addition o~ portable buildings as a temporary measure. Preliminary review of 1990 census data indicates in some respect that trends which were evident in 1980 continued into the 90's. In particular, the population in central and eastern Little Rock continued decreasing whereas northwest Little Rock continued to increase. Southwest Little Rock also decreased, but at a much lower rate. The School District's program of the completion of the expansion of Cloverdale Junior High School and Forest Heights Junior High School, and the anticipated additions to Mabelvale and Southwest Junior High School are in line with the general demographic trends of the City of Little Rock. It appears at this time that, the long-range capacity needs of the District are met. DCE/rlh/capprol 6 67 LRSD JUNIOR HIGH SCHOOL STUDENT PROJECTIONS SCHOOL YEAR ENROLLMENT GRADE LEVELS ADJUSTED CALCULATED ENROLLMENT 91/92 6082 ( 1) 6062 92/93 6201 (1) 6166 93/94 6079 ( 1) 6109 94/95 6105 6,7,8 6135 95/96 5932 5,6,7 5962 96/97 5686 4,5,6 5714 97/98 5705 3,4,5 5733 98/99 5739 2,3,4 5768 99/00 5865 1,2,3 5894 00/01 5852 K,1,2 5881 NOTES: ( 1) Grade Level Calculated: This column signifies the elementary grade levels used in the enrollment calculation. ( 2) Adiusted Enrollment: This is the final projected enrollment. It is . 05% above the: Enrollment coiurnn. ( Up da\n:ed 16 Mar 1994) 68 SPECIAL STUD! JUNIOR HIGH CAPACITIES \u0026amp; PROJECTIONS JULY. 1993 I  INTRODUCTION: This study was conducted in reply to court Orders issued on May l, 1992 and December 30, 1992. It explains how capacities for junior high schools are calculated within the Pulaski County Special School District and how those capacities support immediate and long-term needs. rr  CAPacrn: A) Definition: Capacity is a multi-defined term. When one considers capacity of elementary schoois, where students are basically sedentary and do not move between classrooms to meet course requirements, capacity may be calculated by taking the State standard pet grade, per room, and extending it by the number of rooms. This may be done for ordinary classes, i.e., kindergarten through sixth grade, and special classes such as self-contained __ or special education programs. Once this capacity has been defined, in reality only the addition of new classrooms, the conversion of other than classroom space into classrooms within the facility or changing class size requirements would impact or change the capacity. In the case of the junior and senior high schools, the calculation of capacity is not as clearly defined. Capacity can mean the maximum number of students that can be placed in every classroom space in the building. While this definition is more appropriate for elementary schools where students infrequently change classes, it does not work well in the secondary schools, therefore an entirely different definition must be used. Capacity B) in a the junior high is defined as a \"snapshot,\" at a given point in time, of the number of students that can be housed at a specific facility based on established criteria. The criteria are explained below. Capacity Considerations: must be considered when secondary facility. The following nine (9) calculating capacity areas of a (1) Size 'of School: The size of the school refers to the overall make-up of all aspects of the facility. Since instruction is not conducted sol~ly in the classroom, one must consider administrative, special 69 -2- use, and classroom space when determining capacity. Administrative space such as Media Centers and counselors' areas can be used for instructional purposes. (2) Number of Rooms: The number of rooms refers to the number bf general purpose and special purpose classrooms constructed or renovated in the facility for the intended purpose of teaching an academic subject. (3) Type of Classroom: The type of classroom impacts the capacity due to size or uniqueness of subject. State standards allow academic classrooms to seat up to 30 individuals. However, a special purpose classroom, such as Horne Economics or Band, may only seat 25 or, up to 150 depending on the function. 1 ( 4) Special Class Requirements: With special class requirements, consideration is given the subject, which may mandate that the class be taught to a group smaller than JO\neven though that -ds the room capacity. Examples of this type subject may be courses requiring much vocal student input .6uch as debate or journalism or highly technical classes such as AP courses. ( 5) Class Size Limits: Class size limits are established not only by the state of Arkansas, but also by the Federal Government. Examples are remedial reading classes with maximum capacity of 15, resource courses with maximum capacity of 10, and self-contained classrooms with maximum capacity of B. ( 6) Number of Teachers: The number of teachers directly affects classroom utilization. Sufficient teachers must be on hand to fully utilize classes to the number of periods allowable in the day in order to achieve maximum overall capacity. ( 7) Number of Periods: The number of periods ( 7) corresponds to the accreditation requirements and is a factor in determining the number of courses offered and the number of times those courses are offered. This affects scheduling that subsequently affects capacity as all students do not take all courses in the secondary level. 70 -3- (a) Scheduling Efficiency: Scheduling Efficiency is the ability of the school to accommodate the students' needs in taking the classes he or she desires. A target of 85% scheduling efficiency is desirable. (9) Room Usage: Each secondary school has a variety of classroom spaces -- one school may use a regular classroom for in-school suspension, another may use a renovated workroom or one school may have 25 computers in a classroom, another may have only 18. Room usage assists in determining capacity especially if a room is used for a purpose which disallows a maximum of 30 persons to be assigned. C. Calculation Methodology: The following is the methodology used,to calculate capacity: D. Step One: Identify each room in the facility, by purpose, and its related capacity by either size or law. (Refer to PCSSD Capacity Worksheet.) Step Two: Add the capacities of each room~ The sum total is referred to as \"Total Physical Capacity.\" Step Three: Adjust for pullout students, other individualized programs. special rooms classes, programs, used for highly- Step Four: Subtract this total from the Total Physical Capacity. Step Five: Calculate for Multi ply the Total Physical constitutes your Scheduling desired level of efficiency. Desired Capacity.) scheduling efficiency. Capacity by 85%. This Efficiency Capacity, or (Referred to by PCSSD as Analysis: The calculation of capacity is only as good as the figures used in determining the nine ( 9 ) criteria.. Each time any criterion changes, by all rights, the capacity should be re-calculated. Since the figures are so large, and the adjustments so small, capacity calculations need only be done if there are significant changes to criteria. Additions of one or two classrooms at maximum capacity of 60 after adjustments are made may only change the overall capacity of the school by 15. It should be noted that capacity is calculated assuming all students are in place at all tirn7s. 71 -4- III. PROJECTED ENROLLMENTS: A. Projections: Enrollment projections are calculated estimates of future attendance based on either historical data, demographic analysis or a combination of both. It takes into consideration known or planned losses or gains to the student enrollment figures. The projections portrayed in the accompanying chart are based on current enrollments of the Pulaski County Special School District elementary and junior high schools for the '92 - '93 school year. B. Calculations Methodology: Each subsequent three ( 3 )-year period of students presently enrolled in the elementary school level who will be junior high students in a given school year, constitute a projection. Students considered incorporate all students presently enrolled in grades K through 8 in School Year '92 - '93 and ungraded children in both the elementary and secondary level. c. Analysis: In '90 - '91 through '92 - 1 93 school years, the Pulaski County Special School Distri~t (PCSSD) experienced a decline at the junior high level. This decline parallels the number of students participating in the magnet and M to M programs in the Little Rock School District (LRSD). However, in 192 - '93, the Junior High -population began to increase because of a steady growth which is projected to continue through the '98 - '99 school year. Since all schools are operating near or at Desired Capacity, PCS SD will have to consider Junior High capacity in the near future. As an example, calculations from the North West quadrant of PCSSD (which is the Oak Grove High School attendance area covering more geographic area than either Little Rock or North Little Rock school districts) will reflect that the enrollment of Oak Grove Junior-Senior High School in the '92 - '93 school year was close to desired Capacity possible for the complex (9\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_220","title":"Little Rock School District (LRSD) Third Quarter Status Report, Program Planning and Budget Document for Non-Desegregation Programs","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":["1994-05-13"],"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 statistics"],"dcterms_title":["Little Rock School District (LRSD) Third Quarter Status Report, Program Planning and Budget Document for Non-Desegregation Programs"],"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/220"],"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":["reports"],"dcterms_extent":["162 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 THIRD QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT FOR NON-DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT May 13, 1994 EXHIBIT 4 SEQUENCE tt Preface Mission Statement Goals District Financial Summary Definitions Organization of the Report Cluster Budget Documents CURRICULUM CLUSTER (PINK) 201 202 203 204 205 206 207 208 4 Year Old Program/City Wide Early Childhood Education Program Kindergarten Special Education Vocational Educational Adult Education Compensatory Education Gifted and Talented Curriculum Services TABLE OF CONTENTS PAGE # 1 2 3 4 5 7 8 10 15 17 23 27 30 35 37 SEQUENCE # SCHOOL OPERATIONS CLUSTER (BUFF) 209 210 211 212 Elementary Junior High School High School Athletics SCHOOL SUPPORT CLUSTER (BLUE) 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 Guidance Services Drug Abuse Prevention Health Services Curriculum Services/VIPS Educational Media Services Board of Education Services Executive Administrative Services Support Service Management Fiscal Services Plant Services Pupil Transport Services Purchasing Services Safety \u0026amp; Security Services Planning \u0026amp; Evaluation Services Communication Services Human Resource Services Labor Relations Data Processing Services Family Life/New Futures Indebtedness Contingencies PAGE # 57 60 62 64 73 78 85 90 100 103 107 112 115 117 119 124 129 132 148 154 158 162 166 170 173PREFACE The mission statement and goals of the Little Rock School District serve as guides for all decision-making. The information gained from the Third 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 districts ability to monitor and report achievements and expenditures relative to programs which are not a part of the districts Court-Approved Desegregation Plan obligations. The fourth quater report of non-desegregation programs will contain further refinements since this report constitutes the districts first formal report on its non-desegregation programs. Among other things, specific quarterly expenditure information will be provided in addition to the YTD (Year-to-Date) Expenditure information. The Third Quarter Status Report Program Planning and Budget Document for Non-Desegregation Programs contains the following: (1) The Mission Statement of the Little Rock School District\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) Organization of the Report\n(6) Non-Desegregation Program Budget Documents, Grouped by Clusters\nand, (7) The LRSD Organizational Chart. 1LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the Districts curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens to fairness, racial equity and adequate support for education.1. 2. 3. 4. 5. 6. LITTLE ROCK SCHOOL DISTRICT GOALS The LRSD 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. The LRSD will develop and maintain a staff that is well-trained and motivated. 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. The LRSD will solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. The LRSD will provide a safe and orderly climate that is conducive to learning for all students. The LRSD will ensure that equity occurs in all phases of school activities and operations. 35/6/94 Little Rcx\nk School District Year-To-Date Non-Desegregation Expenses Program Seq. No. 201 202 209 210 211 212 203 204 205 206 207 213 215 208 217 218 219 220 221 222 223 224 225 226 227 228 229 230 232 233 231 Program Name FOUR YEAR OLD/HIPPY KINDERGARTEN_________________ ELEMENTARY JUNIOR HIGH____________________ HIGH SCHOOL ATHLETICS______________________ SPECIAL EDUCATION VOCATIONAL EDUCATION ADULT EDUCATION______________ COMPENSATORY EDUCATION GIFTED AND TALENTED GUIDANCE SERVICES____________ HEALTH SERVICES_______________ CURRICULUM SERVICES__________ EDUCATIONAL MEDIA SERVICES BOARD OF EDUCATION SERVICES EXECUTIVE ADMIN SERVICES SUPPORT SERVICE MGMT________ FISCAL SERVICES________________ PLANT SERVICES PUPIL TRANSPORT SERVICES PURCHASING SERVICES__________ SAFETY \u0026amp; SECURITY SERVICES PLANNING \u0026amp; EVAL SERVICES COMMUNICATIONS SERVICES HUMAN RESOURCES SERVICES LABOR RELATIONS_______________ DATA PROCESSING SERVICES INDEBTEDNESS_________________ CONTINGENCIES FAMILY UFE/NEW FUTURES_______ TOTAL Btidgrt 93-94 197,600.57 3,261,957.72 20,801,455.73 10,037,956.63 10,081,463.38 255,021.92 6,442,364.21 5,217,443.54 753,499.46 1,119,707.27 1,106,358.49 2,821,387.51 759,421.38 1,959,459.27 2,157,025.96 705,851.08 200,221.49 285,048.02 375,521.82 9,884,857.01 5,704,598.46 1,221,697.63 536,247.72 371,527.05 182,767.29 1,719,479.12 98,865.00 886,895.99 8,870,123.40 700,000.00 530,400.00 99,246,224.12 FTE's 1.00 92.00 732.00 284.00 272.00 0.00 181.00 120.00 25.00 37.00 42.00 78.00 40.00 45.00 61.00 0.00 3.00 3.00 12.00 251.00 347.00 16.00 0.00 7.00 4.00 8.00 2.00 9.00 0.00 0.00 5.00 2,677.00 YTD Expense _______106,842.82 1,858,568.00 12,350,100.83 6,014,468.69 5,823,632.27 233,241.52 3,942,217.51 3,436,904.84 ______477,378.46 644,149.95 ______663,084.05 1,786,775.75 ______476,731.82 1,395,236.75 1,491,905.22 701,315.92 148,090.39 ______227,453.55 318,422.24 7,005,188.54 4,000,743.37 819,364.25 478,106.37 160,540.24 _______87,684.45 1,285,029.56 _______73,638.77 660,353.67 6,207,712.68 ____________0.00 276,582.49 65,151,464.97 % Budget Spent 54.07% 56.98% 59.37% 59.92% 57.77% 91.46% 61.19% 65.87% 63.35% 57.53% 59.93% 63.33% 62.78% 71.21% 69.16% 99.36% 73.96% 79.79% 84.79% 70.87% 70.13% 67.07% 89.16% 43.21% 47.98% 74.73% 74.48% 74.46% 92.53% 0.00% 52.15% 65.65% 4DEFINITIONS AND DATA ELEMENTS The following are definitions of terms and data elements used in the Third 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 canied 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 evaluation criteria establish measurable and observable levels of performance of the product. Page: Each Program Budget Document uses one or two formatted pages. Program Sequence # (Seq.#): The purpose of this sequence number is to establish a reference for placing programs in order within the planning document. Revision Date: This date is the actual date the program document was first documented or last changed. Program Name: To eliminate confusion, an established name for each program has been assigned by the district planner. 3DEFINITIONS 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 date 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 (50%) should be entered in the Completion Date column. Responsibility: This is the name of the individual tasked with ensuring an activity has been accomplished. 6ORGANIZATION OF THE REPORT This section provides guiding information about the text of the Third 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 Operations, 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 #) 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. 7CLUSTER BUDGET DOCUMENTS 8Curriculum 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 9Program Sag 201 Program Name: Four-Year-Old Program/HIPPY Program Code: Primary Leader: Program Description: District Goal Support: Program Goal: I Plan References: FY Program Budget: YTD Expenditures: Related Function Codes: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Estelle Matthis Secondary Leader: Pat Price Pag\n1 Revision Date: May 10. 1994 The purpose of the program is Io meet the growing needs of disadvantaged students and to improve the racial balance at schools that are difficult to desegregate by incorporating Early Childhood Education programs into the Elementety schools. The program provides experiences for young children which meet their needs and stimulate learning In all developmental areas - physical social emotional, and intellectual. Priority for identification of program sites will be given to areas that have a very high ooncentralion of low income students and in schools that are difficult to desegregate \u0026amp;al #1 - Implement Integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing riisnaritieft in anhiAUAmant Hnal anH atatt is u.sii __ a_i___. .................... . .. ....  1  W --------------f-----------1----........................................ sniiis aiiM AVOUOIIIIV viiiivilllieTIl Willie (, disparities achievement. Goal #2 - Develop and maintain a staff that well-trained and motivated. Goal #3  The Little Rock School Board, administration, staff, and students will demonstrate ......... -------- ---------- ~ V.. oiaii, catlu 9iuuaiii will UOfIlUIISlIaid lO their day to day behavior that they accept each diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 2l8t Panflirw f^zsal JtA . CaI!/U* ane4 SA/viea Cnaeeeeial aeve4 eUw.a w.. __________a- .11________________________________ -. r r . -. * --------------------------------'. .........W,..., O..W loi.uii van uiaw as wo pi opal e lUI Hie  I SI Century. Goal #4 - Solicit and secure finanaal and other resources that are necessary to fully support our schools, including our desegregation plan. Goal #5 - Provide a safe and orderly climate that is mnriuciuA tn laarninn tnr all etiiHante rV\\al JtR . Cnanra ..ii __________________..___ conducive to learning for students. Goal #6  Ensure that equity occurs in all phases of school activities and operations. To establish and maintain developmentally appropriate Early Childhood programs for pre-school children. $197,600.57 $106,842.82 1st Qtr Expend: 2nd Qtr Expend: 10 3rd Qtr Expend: 4th Qtr Expend: 1Program Seq #: 201 Program Name: Four-Year-Old Program Program Code: Program Goal: Plan Reference Page Number LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis To establish and maintain developmentally appropriate Early Childhood programs for pre-school children. Objectives Strategies Page: 2 Revision Date: May 5, 1994 Secondary Leader: Beginning Date Completion Date Pat Price Responsibility Evaluation Criteria 1. Implement early childhood education programs that provide experiences for young children which meet their needs and stimulate learning in all developmental levels. July 1. 1993 June 30, 1994 Dep. Supt., Asst. Supt., Supervisor, Principals, Teachers, Instructional Aides 1. (Annual review of assessment data beginning at the end of the kindergarten year of each child participating in the program. EPSF Post Assessments) (Comparisons of the progress of children who did and did not participate in the program.)  (Standardize achievement tests will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the Early Childhood Program as an intervention strategy.) 1.1 Identify sites for program implementations. July 1, 1993 June 30, 1994 Dep. Supt., Asst. Supt., Supervisor, Plant Services, Principals 1.1 Sites established for program implementations. A. Recommendations turned in to Associate Superintendent. 12/13/93 50% 1.2 Assisted in recruiting teachers and aides as needed. July 1, 1993 June 30, 1994 Human Resource Dept., Principals, Asst. Supt., Supervisor 1.2 Employment of teachers and aides for new and open positions. A. Teachers and aides hired for every classroom. 07/09/93 08/16/93 11Page: 3 Program Seq #: 201 Revision Date: May 5, 1994 Program Name: Four-Year-Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To establish and maintain developmentally appropriate Early Childhood programs for pre-school children. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.3 Obtain materials, supplies and equipment for all new programs. A. Orders sent to vendors for materials, supplies, and equipment. 1.4 Provide inservice and technical assistance for principals, teachers, and instructional assistants. A. Inservice provided\nJuly 28 and 29, 1993 August 17, 1993 September 30, 1993 October 15 and 16, 1993  November 4 and 5, 1993 December 6, 1993 July 1. 1993 07/01/93 July 1. 1993 07/28/93 June 30, 1994 07/01/93 June 30, 1994 85% Supervisor, Purchasing Dept. Supervisor, Staff Development At the end of each year in HIPPY, 80% of the children served will exhibit readiness skills for kindergarten. 1. To provote the HIPPY program |To compose and mail public service announcements to local radio and television stations channel 14 \u0026amp; 16 and flyers) 2. To select HIPPY aides (Interview and select aides\ninitial training of aides and staff\nto enroll families into the program) 12 July 1993 August 1993 July 1993 Sept. 1993 Supervisor Staff 1.3 Materials, supplies, and equipment will be in place to meet LRSD curriculum and licensing requirements. 1.4 Agendas and documentation of inservice evaluations. The Early Prevention of School Failure screening instrument will be used for pre \u0026amp; post assessment for the children upon entering kindergarten to provide data that shows readiness. If students are not proficient in two or more areas, they are identified as \"not ready\". Teacher surveys will be conducted annually to provide information relating to readiness skills.Page: 4 Program Seq #: 201 Revision Date: May 5, 1994 Program Name: Four-Year-Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To establish and maintain developmentally appropriate Early Childhood programs for pre-school children. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3. Arrange logistics with state for the initial training Comment: This is done through HIPPY State Regional Office (Initial training of aides and staff) 4. Conduct home interview and enroll families into program (To enroll families into the program) 5. To recruit families (Compose and mail correspondence to recruit families \u0026amp; intructional aide trainees) 6. Identify families to be served by each coordinator (To determine service of coordinators) 7. Identify families to be served by each aide (To assign families to be serviced by aides) 8. To organize instructional material 9. Conduct three (3) day workshop (To familiarize aides of the HIPPY implementation of LRSD) 10. Obtain material for program {Order material) 11. To orientate enrolled families to the HIPPY program (Conduct orientation meeting) 12. Identify meeting sites of group meetings (Secure meeting sites for group meetings\nmail out notification of meeting sites) 13. To schedule implementation of HIPPY curriculum (Schedule aides weekly home visits: schedule area group meetings, print flyers, schedule weekly service for aides\nschedule aides first teaching with own child. 13 August 1993 Sept. 1993 Aug. 1993 Sept. 1993 Sept. 1993 Sept. 1993 Sept. 1993 Sept. 1993 Sept. 1993 Oct. 1993 Oct. 1993 Sept. 1993 Sept. 1993 Oct. 1993 Oct. 1993 Oct. 1993 Sept. 1993 Sept. 1993 Sept. 1993 Sept. 1993 Nov. 1993 Nov. 1993 Supervisor Supervisor/Coordi nator Staff Supervisor Coordinator Secretary Supervisor Supervisor Supervisor/Coordi nator Coordinator Supervisor/Coordi nator A standarized achievement test will be given to each child at the end of the thrid grade as a comparison between the HIPPY students and a control group.Page: 5 Program Seq #: 201 Revision Date: May 5. 1994 Program Name: Four-Year-Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To establish and maintain developmentally appropriate Early Childhood programs for pre-school children. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 14. To provide parents with information that will assist them with their own children (Schedule workshop for parents \u0026amp; aides, mail out \u0026amp; print materials) 15. To evaluate aide traineese mid-point 15th week. (To evaluate each aide trainee) 16. Conduct survey of parents-print materials (To determine program success) 17. Implement second part of HIPPY curriculum. A. print material B. print flyers (Begin second part of program implementation) 18. Evaluation of aides 19. Obtain a site and speaker and schedule a lecture for parents (provide parents with information to be successful with their children) 20. Build the aides and children's self esteem (Activities) 21. Graduation of HIPPY children and aides reception (Staff will organize) 22. Evaluate aides (Schedule final evaluation of traineees in program) 23. To begin implementation of HIPPY program (Staff in place) 24. Maintain regular staff (Secretary) 25. Aides made home visit (To assist in traveling expense) 14 Nov. 1993 Dec. 1993 Jan. 1994 Feb. 1994 March 1994 March 1994 April 1994 June 1994 June 1994 June 1994 July 1994 July 1994 Nov. 1993 Dec. 1993 Jan. 1994 May 1994 March 1994 March 1994 April 1994 June 1994 June 1994 June 1994 June 1995 June 1995 SupervisorZCoordi nator Coordinator Supervisor SupervisorZCoordi nator Coordinator Supervisor Staff Staff Coordinator Supervisor Supervisor StaffLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 202 Page: 1 Revision Date: May 11, 1994 Program Name: Kindergarten Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Description: In accordance with state standards the Little Rock School District maintains a full day kindergarten program that renders an environment which provides a variety of experiences appropriate to the child's developmental stage. Services are provided to these students by certified teachers. District Goal Support: Goal #1 - Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal #2  Develop and maintain a staff that is well-trained and motivated. Goal #3  The Little Rock School Board, administration, staff, and students will  ----- -------- ----------1--------I..Ml i.u.xwM uiiu Miwiivaicu. uuai  Ilie t-iiiie nuLR oi,iiuui Dudiu, duiiiiiiisiraiiori, siarr, ana siuoenis win 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. Goa! #4 - Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal #5 - Provide a safe and orderly climate that is conducive to learning for all students. Goal #6  Ensure that equity occurs in all phases of school activities and operations. Program Goal: To provide appropriate instructional services to all kindergarten students. I Plan References: 1 FY Program Budget: $3,261,957.72 1st Qtr Expend: 3rd Qtr Expend\nFTE 92 YTD Expenditures: $1,858,568.00 2nd Qtr Expend: 4th Qtr Expend\n[ Related Function Codes: 1 15Program Seq #: 202 Program Name: Kindergarten Program Program Code: Program Goal: Plan Reference Page Number LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader\nPage: 2 Revision Date\nMay 5, 1994 Pat Price To provide appropriate instructional services to all kindergarten students. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Implement kindergarten programs in accordance with state standards and district guidelines. 07/01/93 06/30/94 Asst. Supt., Supervisors, Principals, Teachers 1. Programs will be in place to meet state standards and district guidelines. 1.1 Assist in recruiting certified teachers as needed. 07/01/93 06/30/94 Human Resource Dept., Principals, Asst. Supt., Supervisor 1.1 Employment of teachers for new and open positions. A. All teachers hired. 07/01/93 08/23/93 1.2 Obtain materials, supplies, and equipment for all new programs. 07/01/93 06/30/94 Supervisor, Purchasing Dept. 1.2 Materials, supplies, and equipment will be in place to meet L.R.S.D. curriculum and state standards. A. Equipment and supplies ordered and disseminated. 07/01/93 09/10/93 1.3 Provide inservice and technical assistance for teachers. 07/01/93 06/30/94 Supervisors, Staff Development, Principals 1.3 Agendasand documentation of inservice evaluations. A. Inservice provided for all Kindergarten teachers. 08/16/93 85% 1.4 Ensure proper documentation and evaluation of student progress. 07/01/93 06/30/94 Asst. Supt., Supervisor, Principals Annual reviews of data pre and post EPSF assessments. A. Pre-EPSF testing completed. 08/23/93 09/10/93 1.5 Provide inservice and technical assistance for principals, teachers, and instructional assistants. 07/01/93 06/30/94 Supervisor, Staff Development' 1.5 Agendasand documentation of inservice evaluations A. Inservice provided for all kindergarten staff and principals. 08/16/93 85% 16Progran Seq *: 203 Progm Neae: Special Education Progran Code: Prinary Leader: Progran Description: District Goal Support: Progran Goal: [ Plan References: FY Program Budget: YTD Expenditures: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Estelle Matthis Secondary Leader: Patty Kohler Psge: 1 Revision Date: May 10, 1994 Purpose Special education is specially designed instruction, at no cost to parents, to meet the unique needs of students with disabilities, conchjcted in the classroom, in the home, in hospitals and institutions, and in other settings\nand instruction in physical education. services ore provided in accordance with each child's Individual Education Program (lEP). A student is determined eligible for special education services'uhen disability is present as defined in the Individuals with Disabilities Education Act (IDEA) that results in an adverse effect on educational performance and the corresponding need for special education services. A full continuun of services is provided which includes multiple options for placement. Students served through special education services have been identified as having disabilities defined by the IDEA.  ' ------------- district's population or 2,D26 students received special education services (Dec. 1, 1992 count). This includes instruction Scope and Content Special education a Participants/beneficiaries During the 1992-93 school year, 8.13X of the Goal #1 - Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal #3 - The Little Rock school Board, adainistration, 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 con draw as we prepare for the 21st Century. Goal #4 - Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. ' '  and orderly climate that is conducive to learning for all students. '  .... ...................................... Goal #6 - Ensure that equity occurs in all phases of school activities and operations. Goal #5 * Provide a safe The goal of the special education program is to provide all eligible students with disabilities appropriate special education and related services in each child's least restrictive environment. 1 $6,442,364.21 $3,942,217.51 1st Qtr Expend: 3rd Qtr Expend: FTE 181 2nd Qtr Expend: 4th Qtr Expend: Related Function Codes: 1210, 1220, 1230, 1240, 1290, 1292, 2142 17Program Seq *: 203 Program Name: Special Education Program Code: Program Goal: Plan Reference Page Nimber NA LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: Page: 2 Revision Date: April 21, 1994 Patty Kohler The goal of the special education program is to provide all eligible students with disabilities appropriate special education and related services in each child's least restrictive environment. Objectives Strategies Beginning Date Coi^letion Date Responsibility Evaluation Criteria 1. Provide itinerant instruction to eligible students in accordance with each child's lEP, to be reviewed on an annual basis through federally mandated review process. 1.1 Identify and employ certified, qualified teachers to deliver services to students 07/01/93 08/16/93 Director, Human Resources, Supervisors 1.1 A list of certified teachers will be provided A. All teachers hired 07/01/93 08/16/93 1.2 Identify equipment, material and supplies needed in order to deliver services to students A. Materials ordered, disseminated 1.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates A. Test materials ordered, received B. New forms ordered, delivered C. All folders monitored 1.4 Provide inservice training for teachers as needed to ensure that students are served appropriately A. Preschool inservice B. Functional vision inservice C. AAMR inservice attended by 2 examiners/4 supervisors D. Memo to Romine re: inservice needs E. Hearing Impairment Inservice F. Paraprofessionals Inservice G. Elementary Resource Inservice 18 07/01/93 07/01/93 07/01/93 07/01/93 10/01/93 10/06/93 07/01/93 08/17/93 09/13/93 08/11/93 09/22/93 10/20/93 10/22/93 11/09/93 12/17/93 12/17/93 06/30/94 12/17/93 01/05/94 12/02/93 06/30/94 08/17/93 09/13/93 08/11/93 09/22/93 10/20/93 10/22/93 11/09/93 Director, Teachers, Supervisors Supervisors, Examiners, Principals, Teachers Director, Supervisors 1.2 Equipment, materials and supplies will be listed. Pi lot projects where new materials are used will be identified 1.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandates 1.4 Inservice participants, dates, and topics will be providedProgram Seq f: 203 Program Name: Special Education Program Code: Program Goal: Plan Reference Page Nuiber Objectives 2.  Primary Leader: Estelle Matthis Secondary Leader: Page: 3 Revision Date: Patty Kohler Provide Resource instruction to April 21, 1994 ' appropriate special education and related services in each child's least Strategies Beginning Date Completion Date Responsibility Evaluation Criteria H. I. J. K. Speech Therapists Inservice Secondary Resource Inservice Elementary Self-Contained Inservice Secondary Self-Contained Inservice 11/09/93 11/09/93 11/16/93 11/16/93 11/09/93 11/09/93 11/16/93 11/16/93 eligible students in accordance with each child's lEP, to be reviewed on an annual basis through federally mandated review process 2.1 Identify and employ certified, qualified teachers to deliver services to students 07/01/93 08/16/93 Director, Human Resources, Supervisors 2.1 A list of certified teachers will be provided A. All teachers hired 07/01/93 08/16/93 2.2 Identify equipment, material and supplies needed in order to deliver services to students A. Materials ordered, disseminated 2.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates A. Test materials ordered, received B. New forms ordered, delivered C. All folders monitored 2.4 Provide inservice training for teachers as needed to ensure that students are served appropriately A. Preschool inservice B. Functional visual inservice C. AAMR inservice attended by 2 examiners/4 supervisors D. Hemo to Romine re: inservice needs 19 07/01/93 07/01/93 07/01/93 07/01/93 10/01/93 10/06/93 07/01/93 08/17/93 09/13/93 08/11/93 09/22/93 12/17/93 12/17/93 06/30/94 12/17/93 01/05/94 12/02/93 06/30/94 08/17/93 09/13/93 08/11/93 09/22/93 Director, Teachers, Supervisors Supervisors, Examiners, Principals, Teachers Director, Supervisors 2.2 Equipment, materials and supplies will be listed. Pilot projects where new materials are used will be identified 2.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandates 2.4 Inservice participants, dates, and topics will be providedPage: 4 Program Seq *: 203 Revision Date: April 21, 1994 Program Name: Special Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Patty Kohler Program Goal: The goal of the special education program is to provide all eligible students with disabilities appropriate special education and related services in each child's least restrictive environment. Plan Reference Page Nuntier Objectives Strategies Beginning Date Con^letion Date Responsibility Evaluation Criteria E. Hearing Impairment Inservice 10/20/93 10/20/93 G. H. I. J. K. 3. Provide special class instruction to eligible students in accordance with each child's lEP, to be reviewed on an annual basis through federally mandated review process 3.1 Paraprofessionals Inservice Elementary Resource Inservice Speech Therapists Inservice Secondary Resource Inservice Elementary Self-Contained Inservice Secondary Self-Contained Inservice Identify and employ certified, qualified teachers to deliver services to students A. All teachers hired 3.2 Identify equipment, material and supplies needed in order to deliver services to students A. Materials ordered, disseminated 3.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates A. Test materials ordered, received B. New forms ordered, delivered C. All folders monitored 3.4 Provide inservice training for teachers as needed to ensure that students are served appropriately 20 10/22/93 11/09/93 11/09/93 11/09/93 11/16/93 11/16/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 10/01/93 10/06/93 07/01/93 10/22/93 11/09/93 11/09/93 11/09/93 11/16/93 11/16/93 08/16/93 08/16/93 12/17/93 12/17/93 06/30/94 12/17/93 01/05/94 12/02/93 06/30/94 Director, Human Resources, Supervisors Director, Teachers, Supervisors Supervisors, Examiners, Principals, Teachers Director, Supervisors 3.1 A list of certified teachers will be provided 3.2 Equipment, materials and supplies will be Iisted. Pilot projects where new materials are used will be identified 3.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandates 3.4 Inservice participants, dates, and topics will be providedPage: 5 Program Seq *: 203 Revision Date: April 21, 1994 Program Name: Special Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Patty Kohler Program Goal: The goal of the special education program is to provide all eligible students with disabilities appropriate special education and related services in each child's least restrictive environment. Plan Reference Page Nudoer Objectives Strategies Beginning Date Con^letion Date Responsibility Evaluation Criteria A. Preschool inservice 08/17/93 08/17/93 B. Functional vision inservice 09/13/93 09/13/93 C. AAMR inservice attended by 2 examiners/4 supervisors D. Hemo to Romine re: inservice needs E. Hearing Impairment Inservice Paraprofessionals Inservice G. Elementary Resource Inservice H. Speech Therapists Inservice Secondary Resource Inservice J. Elementary Self-Contained Inservice K, Secondary Self-Contained Inservice 08/11/93 09/22/93 10/20/93 10/22/93 11/09/93 11/09/93 11/09/93 11/16/93 11/16/93 08/11/93 09/22/93 10/20/93 10/22/93 11/09/93 11/09/93 11/09/93 11/16/93 11/16/93 4. Provide homebound and hospital instruction to eligible students in accordance with each child's lEP, to be reviewed on an annual basis through federally mandated review process 4.1 Identify and employ certified, qualified teachers to deliver services to students 07/01/93 08/16/93 Director, Human Resources, Supervisors 4.1 A list of certified teachers will be provided A. All teachers hired 07/01/93 08/16/93 4.2 Identify equipment, material and supplies needed in order to deliver services to students A. Materials ordered, disseminated 4.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates A. Test materials ordered, reviewed B. New forms ordered, delivered 21 07/01/93 07/01/93 07/01/93 07/01/93 10/01/93 12/17/93 12/17/93 06/30/94 12/17/93 01/05/94 Director, Teachers, Supervisors Supervisors, Examiners, Principals, Teachers 4.2 Equipment, materials and supplies will be listed. Pi lot projects where new materials are used will be identified 4.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandatesPage: 6 Program Seq *: 203 Revision Date: April 21, 1994 Program Name: Special Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Patty Kohler Program Goal: restrictive enviro^nt program is to provide all eligible students with disabilities appropriate special education and related services in each child's least Plan Reference Page Nuiber Objectives Strategies Beginning Date Conpletion Date Responsibility Evaluation Criteria C. All folders monitored 4.4 Provide inservice training for teachers as needed to ensure that students are served appropriately A. Preschool inservice B. Functional vision inservice C. AAMR inservice attended by 2 exaininers/4 supervisors D. Memo to Romine re: inservice E. Hearing Impairment Inservice F. Paraprofessionals Inservice G. Elemenatry Resource Inservice H. Speech Therapists Inservice I. Secondary Resource Inservice J. Elementary Self-Contained Inservice K. Secondary Self-Contained Inservice 5. Provide extended year services to eligible students in accordance with State and Federal Mandates 5.1 Identify and employ certified, qualified teachers to deliver services to students 5.2 Identify equipment, material and supplies needed in order to deliver services to students 5.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates 5.4 Provide inservice training for teachers as needed to ensure that students are served appropriately 22 10/06/93 07/01/93 08/17/93 09/13/93 08/11/93 09/22/93 10/20/93 10/22/93 11/09/93 11/09/93 11/09/93 11/16/93 11/16/93 07/01/93 12/02/93 06/30/94 08/17/93 09/13/93 08/11/93 09/22/93 10/20/93 10/22/93 11/09/93 11/09/93 11/09/93 11/16/93 11/16/93 06/30/94 Director, Supervisors Director, Human Resources, Supervisors Director, Teachers, Supervisors Supervisors, Examiners, Principals, Teachers Directors, Supervisors 4.4 Inservice participants, dates, and topics will be provided 5.1 A list of certified teachers will be provided 5.2 Equipment, materials and supplies will be listed. Pi lot projects where new materials are used will be identified 5.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandates 5.4 Inservice participants, dates, and topics will be provided nLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prograa Seq *: 204 Page\n1 Prograa Maae : Vocational Education Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Carol Green Revision Date: May 10, 1994 Prograa Description: Vocational education is designed to provide a program of learning experiences to develop skilled and adaptable workers who are prepared to pursue additional learning opportunities that will result in more productivity. enhancing family, civic, and personal responsibilities. Vocational education also develops abilities, attitudes, and appreciations that contribute to a satisfying life Education is vocational when it provides instruction in the why and \"how\" to students, rather than instruction ''about\" things. It is concerned with the development of the individual student in five areas: (1) personal skills and attitudes, (2) conmunication, (3) employability skills, (4) broad and specific occupational skills and knowledge, and (5) a foundation for career planning and lifelong learning. The content of the vocational curriculun includes any and every source which will add specifically to the students proficiency in a chosen occupation. Such a course of study may include related physics, English (applied communications), applied math, applied biology and chemistry, or other subject matter or information needed to make the learner a more efficient worker. Course offerings in vocational education are available in all secondary schools and include the following programs: (1) Business and Marketing, (2) Nome Economics, and (3) Trade and Industrial Technology. On the junior high level, vocational courses include: Technology Education I and II. Specialized courses are offered at Metropolitan Area Vocational Center. Career Orientation, Keyboarding, Computer Technology and Exploring Industrial Vocational education instruction is offered to all students who need, desire and can profit from it. background, or handicapping conditions are included within the scope of vocational education. All youth, regardless of race, gender, economic or social District Goal Si^iport: (1) Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. (2) Develop and maintain a staff that is well trained and motivated. (3) The Little Rock School Board adninistration staff and students will demonstrate in their day to day behavior that they accept each individual as a valued contribution 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) Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan (5) Ensure that equity occurs in all phases of school activities and operation. Program Goal: To provide the opportunity for all students to develop workplace skills, problem solving abilities and interpersonal skills necessary for success in an everchanging society and technological workplace. Plan References: FY Program Budget: $5,217,443.54 1st Otr Expend: 3rd Otr Expend: FTE 120 YTD Expenditures: $3,436,904.84 2nd Otr Expend: 4th Otr Expend: I Related Fmction Codes: 1321, 1331, 1332, 1333, 1341, 1351, 1352, 1353, 1354, 1362, 1371, 1392, 1360, 1362, 2410 ] 23LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq *: 204 Revision Date: April 21, 1994 Program Name: Vocational Education Program Code: Primary Leader: Associate Superintendent for Curriculum Secondary Leader: Director of Vocational Education Program Goal: To provide the opportunity for all students to develop workplace skills, problem solving abilities and interpersonal skills necessary for success in an everchanoino societv and technological workplace. Plan Reference Page Nimber Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 1. Provide quality instruction to all students enrolled in vocational courses. 1.1 Identify and employed certified teachers to deliver quality learning experiences and skilled training to students. 07/01/93 08/10/93 Director, Assistant Director, Principals, Human Resources Director and Teacher Recruiter 1.1 A list of certified teachers or applicants will be provided. A. Teachers have been identified through an audit and information disseminated regarding planned inservice. 07/01/93 54X have completed this training 1.2 Identify equipment, materials and supplies needed. 07/01/93 04/15/94 Director, Assistant Director, Teachers 1.2 Equipment, materials and supplies will be listed and prioritized A. Teacher requested purchase orders approved upon submission if proper forms. B. Task Force reconmendation submitted to the Review Board for approval. 1.3 Provide inservice training for teachers as needed to deliver quality instruction to students. 07/01/93 06/01/94 Director, Assistant Director, Staff Development Director 1.3 A listing of inservice dates, topics, and participants wi11 be provided. A. Pre-school inservices held August 4 and August 11. B. Race Relations Inservice October 18, 1993 1.4 Provide an opportunity for teachers to keep abreast of changing technological needs and training in the workplace. 24 07/01/93 07/01/93 07/01/93 08/11/93 10/18/93 06/30/94 Director, Assistant Director 1.4 A list of professional meetings and conferences teachers have attended will be provided.Page: 3 Program Seq *: 204 Revision Date: April 21, 1994 Program Name: Vocational Education Program Code: Primary Leader: Associate Superintendent for Curriculum Secondary Leader: Director of Vocational Education Program Goal: To provide the opportunity for all students to develop workplace skills, problem solving abilities and interpersonal skills necessary for success in an everchanging society and technological workplace. Plan Reference Page Nuriser Objectives Strategies Beginning Date Coaf)letion Date Responsibility Evaluation Criteria 2. Review, update, or revise course offerings to reflect the needs and trends of the 21st century. 3. Maintain all equipment used in skilled training labs. 4. Awareness activities to promote vocational education will be made available to all students. 2.1 A vocational task force will be organized to address issues of the course offerings. A. Task Force meetings held December 9, January 5, and January 20. 3.1 Identify equipment in need of repair or replacement in the vocational skilled training labs. A. Requests for equipment repair submitted as needed to the Vocational Office. 4.1 Recruitment activities through advertisement, flyers, videos, and student presentation will be made available to all students. A. recruitment flyers and course offerings flyers developed for teacher recruitment. B. Vocational teachers begin student recruitment for 94-95. 4.2 Tech Prep conmittee awareness campaign to inform parents about Tech Prep and it's benefits. A. Vocational Director addressed PTA Council on Tech Prep 25 07/01/93 07/01/93 07/01/93 01/05/94 03/01/94 07/01/93 12/14/93 06/30/94 06/30/94 06/30/94 03/01/94 35X complete 04/15/94 100X complete Director, Assistant Director Director, Assistant Director, Principals, vocational teachers. Vocational teachers. Director, Task Force, and Advisory Conmittees. Director, Assistant Director, Tech Prep Coordinator 2.1 Recommendations made by the task force will be identified and completed. 3.1 All ski I led lab equipment will be identified for needed repair and maintenance. 4.1 a) Surveys will be conducted to determine how students became aware of vocational education (b) Monitoring of student enrollment will determine the success of the awareness sessions. 4.2 List of all awareness sessions and Public Relations Activities will be compiled.Page: 4 Program Seq f: 204 Revision Date: April 21, 1994 Program Name: Vocational Education Program Code: Primary Leader: Associate Superintendent for Curriculum Secondary Leader: Director of Vocational Education Program Goal: To provide the opportunity for all students to develop uorkplace skills, problem solving abilities and interpersonal skills necessary for success in an everchanqinq society and technological workplace. Plan Reference Page Nuiijer Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Vocational Director briefly explained Tech Prep to televised LRSD Board Meeting audience C. Vocational Director spoke to parents at Cloverdale Junior High's College Night about Tech Prep. D. Tech Prep brochures developed, printed and distributed at junior high levels. E. Vocational counselor and Tech Prep Coordinator visited Pulaski Heights Junior High to talk with ninth grades about Tech Prep. 26 01/20/94 01/25/94 02/01/94 03/07/94 100% complete 100% complete 03/18/94 25% completeProgram Seq 205 Program Name: Adult Education Program Code\nPrimary Leader: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Estelle Matthis Secondary Leader: Page: Revision Date: May 10, 1994 Paulette H. Martin 1 Program Description: Adult Education is specially designed instruction at no cost to students to upgrade their educational level and or to help them obtain a high school equivalency (GED) diploma. This includes instruction at the Adult Education Center and its satellite programs in businesses, industries, various community and state agencies and chores. Scope and content Adult Education services are provided in accordance with each student's needs and goals. A student Is eligible for Adult Education services if he/she is at least sixteen years of age or older and has been released from regular public school by the superintendent or his/her designee or is eighteen years of age and has withdrawn or dropped out of public school. Partlclpants/beneficiarles Students served in Adult Education are identified as having withdrawn or dropped out of public school. During the 1992-93 school year, 3076 students received Adult Education serves. District Goal Support: Goal #1 - Implement integrated educational programs that willl ensure that all students grow academically, socially, and emotionally with emphasis on basic skills and academic enrichment whille closing disparties in achievement. Goal #3 - The Little Rock School Board, administration, staff and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society 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. Goal #4 - Solicit and secure financial and other resources that are necessary to full support our schools. Goal # 5 - Provide a safe and orderly climate that is conducive to learning for all students. Goal # 6 - Ensure that equity occurs in all phases of school activities and operations. Program Goal: The goat of the Adult Education Program is to upgrade the basic literacy skills of adults and to assist adults in obtaining their high school equivalency (GED) diploma. I Plan References: FY Program Budget: $753,499.46 1st Qtr Expend: 3rd Qtr Expend\nFTE 26 YTO Expenditures: $477,378.46 2nd Qtr Expend: 4th Qtr Expend\nI Related Function Codes: 1410, 1420, 1445, 1490 27Program Seq 205 Program Name\nAdult Education Program Code: Program Goal: Plan Reference Page Number NA LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader\nPage: 2 Revision Date\nApril 21, 1994 Paulette H. Martin The goal of the Adult Education program is to upgrade the basic literacy skills of adult and/or to assist adults in obtaining their high school equivalency (GED) diploma. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Provide instruction to eligible students in Basic Literacy. General Adult Education, and Computer Literacy using the annual Effective arxl Efficient Criteria as mandated by the State Department of Education for review of programs. 1.1 Identify and employ qualified teachers to deliver services to students 07/01/93 06/30/94 Director, Human Resources\nDirector, Adult Education 1.1 A list of certified teachers will be provided A. All teachers hired 08/02/93 08/16/93 1.2 Identify equipment, materials, and supplies needed in order to deliver services to students 07/01/93 06/30/94 Director, Ass't Director, Teacher, examiners 1.2 Equipment, materials and supplies will be listed A. Materials Ordered 08/02/93 08/17/93 B. Materials disseminated 08/02/93 09/20/93 1.3 Provide Inservice training for teachers as needed to ensure that students are served appropriately 07/01/93 06/30/94 Director 1.3 Inservice participants, dates and topics will be provided A. Preschool Inservice 08/17/93 08/18/93 B. Safety \u0026amp; Security 09.23/93 09/23/93 1.4 Promote the Adult Education Program A. Recruiter distributes posters/brochures to grocery stores, barber/beauty shops, medical clinics, public health units, churches B. Tapes made and running on local TV and radio stations C. Assistant Director speaks to Incentive School parents about services offered 26 07/01/93 08/02/93 11/15/93 10/18/93 06/30/94 50% 50% 10/18/93 Director, Ass't Director, Recruiter, teacher 1.4 Copies of tapes, brochures, and posters will be provided as well as a schedule of places visited by the recruiter.Page: 3 Program Seq #: 205 Revision Date: April 21, 1994 Program Name: Adult Education 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 literacy skills of adult and/or to assist adults in obtaining their high school equivalency (GED) diploma. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.5 Submit Proposals and secure financial resources that are necessary to support the Adult Education Program A. Direct arxl Equitable proposal B. Correctional/Institutionalized C. Adult Basic Education, General Adult Education 1.6 Set up additional satellite Adult Education classes when requested A. McClellan Community School 6. Tomberlin Church of God In Christ C. Word of Outreach Christian Church D. Crystal Hill Baptist Church E. University of Arkansas Medical Services F. Old Martin Luther King G. Sysco Foods, Inc. H. Salvation Army 29 07/01/93 01/06/94 03/04/94 07/01/93 11/08/93 10/04/93 01/10/94 01/03/94 02/08/94 09/08/93 02/07/94 03/07/94 06/30/94 01/11/94 03/08/94 06/30/94 05/12/94 05/26/94 05/26/94 05/26/94 03/15/94 06/07/94 04/20/94 06/05/94 Director Director 1.5 Copies of proposal will be provided 1.6 List of satellite classes will be providedLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Saq *: 206 Page\n1 Revision Dale: May 10, 1994 Program Name: Compensatory Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Adams/Stovall/Trowell/Parker Program Description: Compensatory Education funded programs are designed to improve the quality of LRSD's academic programs. Activities include supplemental instruction for students, resource materials, inservice education for teachers, and support for parental involvement. District Goal Support: (1) Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic and academic enrichment while closing disparities in achievement. (2) Develop and maintain a staff that is well-trained and motivated. Program Goal: Disparity reduction \u0026gt; to assist low-achieving students to make accelerated progress and catch up. I Plan References: I FY Program Budget: $1,119,707.27 1st Qtr Expend: 3rd Qtr Expend: FTE 37 YTD Expenditures: $644,149.95 2nd Qtr Expend: 4th Qtr Expend\nI Related Function Codes\n1560, 1570, 1595 30Program Seq 206 Program Name: Compensatory Education Program Code: Program Goal: Plan Reference Page Number LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: Page\n2 Revision Date\nMay 5, 1994 Adams/Stovall/Trowell/Parker To assist low achieving students to make accelerated progress and catch up. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. To use an integrated shared reading/writing approach of instruction to promote student independence as readers, writers, and learners, (fourteen schools, K-3) 03/01/94 06/03/94 Principals and Teachers 1. The teacher assessment component provides: 1) quantitative data on thinking skills, listening, talking, reading, and writing and 2} cumulative literacy profile on student progress in the classroom and at home. 1.1 Purchase and distribute materials and supplies to schools. A. Materials distributed with coding instructions to participating schools. 1.2 Provide additional time for instruction using the Shared Reading/Writing Approach through thematic units utilizing these materials. A. Fourteen on-site visits by reading specialists reflect additional time provided for instruction utilizing these materials. 1.3 Provide whole group instruction for all K-1 students and additional small group and individual instruction as needed. 1.4 Provide second and third grade students with instruction using the Shared Reading/Writing Approach. A. Reading teachers schedules reflect the additional instructional time for identified students. 31 02/16/94 02/25/94 03/01/94 03/07/94 03/01/94 03/01/94 03/07/94 02/25/94 02/25/94 06/03/94 04/21/94 06/03/94 06/03/94 04/21/94 Director of Reading and IRC Reading Specialists Principals, First Grade Teachers, and Reading Specialists Principals and Classroom Teachers Principals, Classroom Teachers, and Reading Specialists 1.1 Documentation of purchase orders. 1.2 The number of developed thematic units will comprise the evaluation. 1.3 Record of classroom observation and schedules. 1.4 Schedules and list of students.Page: 3 Program Seq #: 206 Revision Date: May 5, 1994 Program Name: Compensatory Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Adams/Stovall/Trowell/Parker Program Goal: To assist low achieving students to make accelerated progress and catch up. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.5 Provide participating teachers and administrators with a minimum of nine hours staff development. A. Shared Reading/Writing Workshop {6 hours) B. Shared Reading/Writing Workshop {6 hours) C. Shared Reading/Writing Workshop (3 hours) 1.6 Provide summer scholarships to train the trainers. A. Eight teachers are scheduled to attend training in July, 1994. 11/02/93 11 /02/93 11/03/93 04/06/94 06/30/94 04/20/94 06/03/94 11/02/93 11/03/93 04/06/94 08/01/94 08/01/94 Director of Reading and Rigby Consultants Director of Reading and Rigby Consultants 1.5 List of participants with evaluations. 1.6 List of trainers. 2. To improve students' abilities to analyze, explain, and summarize materials from books and tapes utilizing the reading styles approach, (two schools) 03/01/94 06/03/94 2. The evaluation criteria includes the recognition of the sound of letters in isolation and in words, and in how to blend sounds together. 2.1 Diagnose students' reading styles in four areas\ntactic, visual, kinesthetic, auditory. A. Thirty-three reading style inventories were completed at Chicot. 2.2 Structure students' work around identified reading styles. A. Reading styles inventories have been completed by 173 students. 2.3 Actively involve students in learning activities. A. Thirty-three individual learning plans have been completed, placing the learning styles inventory into group instruction and individuals. 32 03/01/94 01/14/94 03/01/94 01/05/94 03/01/94 01/14/94 06/03/94 06/03/94 06/03/94 03/24/94 Principals and Classroom Teachers Principals and Classroom Teachers Principals and Classroom Teachers 2.1 The number of Reading Styles Inventories completed. 2.2 Students' Individual Learning Plan. 2.3 Students' Individual Learning Plan.Page: 4 Program Seq #: 206 Revision Date\nMay 5, 1994 Program Name: Compensatory Education Program Code: Primary Leader\nEstelle Matthis Secondary Leader: Adams/Stovall/Trowell/Parker Program Goal: To assist low achieving students to make accelerated progress and catch up. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3. To improve students' vocabulary and comprehension skills through phonics related reading, (one school) 4. To promote communications between home and school. 2.4 Send home appropriate books and corresponding tape recordings for the reading styles of targeted students. A. Four purchases have been completed and 3,185 items have been received and catagorized. 3.1 Use the Direct Instruction Program in phonics to teach students. 3.2 Provide target students with presentation books, story books, homework, and materials. 4.1 Inform parents regarding instructional approaches. A. Organized instructional setting  24 hours of training. B. Three workshops have provided thirteen hours of staff training in Corbo's Reading Sy\\tyles Based Instruction. 4.2 Conduct conferences with parents on student progress. 33 03/01/94 01/14/94 03/01/94 03/01/94 03/01/94 03/01/94 03/01/94 08-12-93 01/05/94 03/01/94 06/03/94 03/24/94 06/03/94 06/03/94 06/03/94 06/03/94 06/03/94 08/23/94 03/16/94 06/03/94 Principals and Classroom Teachers Principals and Classroom Teachers Principals and Classroom Teachers Principals and Teachers Principals and Teachers 2.4 The number of purchases and record of usage. 3. The criteria consists of: a) reference data in reading\nb) amount of peer tutoring\nc) number of discipline problems\nd) parental communication\ne) number of identified reading styles. 3.1 Activities contained in the daily lesson plan will comprise the evaluation. 3.2 Record of books students read annually. 4. Record of take-home materials. 4.1 Documentation of communications. 4.2 Documentation of conferences.Page: 5 Program Seq #: 206 Revision Date: May 5, 1994 Program Name: Compensatory Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Adams/Stovall/Trowell/Parker Program Goal: To assist low achieving students to make accelerated progress and catch up. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.3 Provide take-home books and materials for parents. 03/01/94 06/03/94 Principals and Teachers 4.3 Record of send-home materials. 5. To reduce education deficit in reading of target students in grades seven through twelve by reinforcing the regular education program with Language Arts Plus. 08/23/93 06/03/94 Language Arts Supervisor 5. Criteria consists of Pre and Post Norm Referenced data in Reading/Language Arts for participating students. 5.1 Reduce language arts class size and add an enrichment class to the schedule. 5.2 Provide tutorial and remedial learning experience in the enrichment class. 5.3 Employ a variety of instructional strategies which permit teachers to clarify, enhance or remediate in the academic setting. 07/01/93 08/23/93 08/23/93 08/23/94 06/03/94 06/03/94 Principal Principal/ Classroom Teacher Principals and Language Arts Teachers 5.1 Class size at each school site and schedules will comprise the evaluation. 5.2 The number of students, tutor and schedule of session will comprise the evaluation. 5.3 Daily lesson plans will comprise the evaluation. 6. To prevent school failure and dropout with additional assistance from tutors in reading and mathematics. 08/23/93 06/03/94 6.1 The Little Rock School District will purchase the following tutoring services from the Cornerstone Project: A) Ten certified tutors who has special training in working with remedial students\nB) Tutors will work with students through one-on-one situation or in groups not to exceed four students\nC) Students will receive one hour of instruction in reading and one hour in mathematics\nD) Review individual student performance with parents\nE) Cornerstone Project's Parent Action Committee will provide a forum for communication among parents, tutors and staff\nP) Parent education seminars will be offered for parents awareness\nG) The service wilt be Monday through Thursday for nine months or 180 days. 34 Director of Federal Programs 6.1 Students' progress will be monitored by receiving school report, quarterly grade reports, contact with school counselors, and progress with tutoring materials.LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 207 Page: 1 Revieion Date: May 10, 1994 Program Name: Gifted Programs Program Code: Primary Leader: Estelle Matthis Secondary Leader: Mable Donaldson Program Description: The Little Rock School District's Gifted Program offers to its students through a design that consists of observation and enrichment for all students in grades K-2. Resource rooms and indirect services are provided for grades 3-6 and special classes for students in grades 7-12 . The program operates in compliance with the Arkansas Depart of Education's Gifted and Talented Approval Standards. The Standards provide the framework for establishing equitable criteria for the Identification of gifted and talented students. Services are provided to these students by teachers (specialists and facilitators) who have completed or who are pursuing graduate credit in gifted educabon. District Goal Support: Goal #1 - Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal # 2 - Develop and maintain a staff that is well-trained and motivated. Goal # 3 - The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society 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 21$t Century. Goal # 4 - Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal # 5 - Provide a safe and orderly climate that is conductive to learning for all students. Goal # 6 \u0026gt; Ensure that equity occurs in all phases of school activities and operations. Program Goal: To provide appropriate instructional services to all identified students. I Plan References: ] FY Program Budget: $1,106,356.49 1st Qtr Expend: 3rd Qtr Expend: FTE 42 YTD Expenditures: $663,084.05 2nd Qtr Expend: 4th Qtr Expend: I Related Function Codes: 1 35LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq 207 Revision Date: May 5, 1994 Program Name: Gifted Programs Program Code: Primary Leader: Estelle Matthis Secondary Leader: Mable Donaldson Program Goal: To provide appropriate instructional services to alt identified gifted students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Provide resource room and indirect instructional services to identified students according to district and state curriculum guidelines 07/01/93 06/30/94 G/T Supervisor, Coordinator, Teachers 1.1 Identify certified teacher(s) (specialists) to provide needed services at each school. A. Specialist positions filled at all schools. 1.2 Aid schools in providing materials, supplies, external laboratory experiences and participation in local, state and national activities. A. Invoices and requests received from schools. 1.3 Ensure proper documentation and evaluation of student records (placement) according to district and state guidelines. A. Monitoring of school records scheduled 1.4 Provide inservice training for teachers (specialists) to ensure that students are receiving appropriate instructional services 36 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 09/17/93 06/30/94 50% 06/30/94 25% 06/30/94 Supervisor, Coordinator, Human Resources Dept. Supervisor, Coordinator, Principals Supervisor, Coordinator, Principals, Specialists Supervisor, Coordinator, Staff Development, Curriculum Supervisors List of certified teachers serving each school. Invoices, copies of requests and memberships and/or participation in various activities. Copies of monitoring report and school visitation logs Agendas, participation roster, inservice evaluationsLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq 208 Pag: 1 Revision Dale\nMay 10, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Description\nThe Little Rock School District's Division of Curriculum Services seeks to improve curriculum design and delivery K-12 that is consistent with state guidelines and national recommendations. This division works to ensure alignment between the written, taught, and tested curriculum as determined by student assessment. Rnally, efforts are made to ensure that instructional delivery is based on sound teaching principles and grounded in educational research. To accomplish these ends, this division strives to identify, develop, and provide educational resources, staff development, and technical assistance to the schools. District Goal Support: Goal #1 Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal #3 - The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society 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. Goal #4 - Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal #5 - Provide a safe and orderly climate that is conducive to learning for all students. Goal #6 - Ensure that equity occurs in all phases of school activities and operations. Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. I Plan References: FY Program Budget: $1,959,459.27 1st Qtr Expsnd: 3rd Qtr Expend: FTE 45 YTD Expenditures: $1,395,236.75 2nd Qtr Expend: 4th Qtr Expend: I Related Function Codes: 1190, 1193. 2211, 2212, 2490, 3800, 4900, 2219 37LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq #: 208 Revision Date: May 3. 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Develop a coordinated and articulated curriculum that is comprehensive and demonstrates congruence between what is written, taught, and tested. 07/01/93 06/30/94 Curriculum Directors, Supervisors and Coordinators, Principals 1.0 Revised curriculum is in place that responds to the recommendations curriculum audit. of the Comprehensive review process is in place. 1.1 Development of curriculum guides through the assistance of district-wide committees 07/01/93 80% Curriculum Directors, Supervisors and Coordinators, Certified Teachers, Principals 1.1 Curriculum guides are in place and are aligned with District objectives A. Curriculum guides were revised in all areas in July, 1992 B. Business case was prepared to revise the science curriculum guide during the 94-95 school year C. Additions made to G/T K-6 Resource Guides to provide additional support in K-2 area D. Revision of Special Education Appraisal Guide 1.2 Provide inservice training for teachers to assist in effective delivery of the curriculum A. Inservices provided for G/T specialists and facilitators B. Inservice training provided in social studies and multicultural education with an emphasis on integrating the curriculum 38 09/01/91 02/01/94 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/92 03/09/94 09/15/93 90% 06/30/94 06/30/94 06/30/94 Curriculum Directors, Supervisors and Coordinators, Principals 1.2 Documentation of inservice activities are available 1.2 Test scores will demonstrate improvementPage: Program Seq #: 208 Revision Date: May 3. 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 3 Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria C. Eisenhower Staff Development Specialists in science and math provide inservice for individual teachers and groups of teachers regarding strategies and techniques for delivering the curriculum D. Approximately seventy-five (75) inservices and/or minicourses were conducted to assist in effective delivery of the core curriculum areas E. Inservice provided to all special education staff 1.3 Provide technical assistance as needed for individual school sites and/or individual teachers A. Technical assistance is provided as needed or requested in all curricular areas B. Special education supervisors are assigned to and visit all schools regularly 1.4 Assist schools in the selection of appropriate materials and resources for delivering the curriculum effectively to students A. Assistance provided to twenty-four (24) schools in the selection, purchase, and delivery of materials and resources for all K-1 B. Assistance as requested was made to schools in the area of multicultural materials C. Replacement \"hands-on\" science supplies are provided for schools to help in the impiemenucion of the curriculum 39 07/01/93 07/01/93 07/01/93 08/17/93 07/01/93 08/07/93 07/01/93 08/16/93 08/01/93 08/16/93 06/30/94 03/25/94 01/04/94 75% 06/30/94 75% 75% 10/01/93 06/30/94 06/01/94 Curriculum Directors, Supervisors and Coordinators, Staff Development Curriculum Directors, Supervisors and Coordinators. Staff Development 1.3 Weekly visitation logs reflect visits for technical assistance 1.3 Test scores will demonstrate improvement 1.4 Materials and resources are in place 1.4 Requisitions for materials are on filePage: Program Seq #: 208 Revision Date: May 3. 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 4 Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria D. Appropriate GZT materials ordered for all programs E. Assistance provided to equip new King school with appropriate G/T materials for students and curriculum development F. Special education supervisors assist in selection/provision of materials 1.5 Analyze standardized test results together with Abacus and/or other appropriate data to revise and/or modify curriculum as needed 07/01/93 07/01/93 07/01/93 07/01/93 10/01/93 08/16/93 80% 50% Curriculum Directors, Supervisors and Coordinators, Principals, Teachers 1.5 School improvement plans reflect emphasis on identified areas of need A. Results of tests and other data were used to identify target schools for assistance by Eisenhower Staff Development Specialists in science 07/01/93 09/01/93 2.0 Identify and secure resources, both material and human, to support the program of studies offered by the District 07/01/93 06/30/94 Curriculum Directors, Supervisors and Coordinators. Director of Procurement, Principals 2.0 The courses in the program of studies have resources available for full implementation 2.1 Identify and order equipment and supplies needed by schools to implement their instructional program 07/01/93 70% Curriculum Directors, Supervisors and Coordinators, Teachers, Principals, Director of Procurement 2.1 Requisitions/purchase orders reflect the equipment and supplies ordered by/for the schools to implement their instructional program A. Science equipment and supplies requested by schools to help implement their science program were ordered and provided 40 07/01/93 03/24/94Page: Program Seq #: 208 Revision Date: May 3, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 5 Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Social Studies instructional materials identified and ordered for all schools to implement the curriculum C. Materials identified and ordered for G/T program D. Equipment needs for children with disabilities have been addressed through lEPs 2.2 Provide direct services to schools through the deployment of curriculum and technical specialists to help implement the schools' instructional program A. Eisenhower Staff Development Specialists in science and math provide technical assistance to elementary schools B. Supervisory staff made over 250 on-site visits for technical assistance to schools C. Technical assistance provided to schools by G/T Supervisor and Coordinator D. Technology provided for students with disabilities through lEPs 2.3 Maintain a library of audio-visual materials, staff development materials, and other specialized materials for Ioan to schools 41 07/01/93 07/01/93 07/01/93 07/01/93 08/17/93 08/17/93 08/17/93 07/01/93 07/01/93 03/24/94 03/24/94 80% 50% 06/30/94 03/24/94 06/30/94 80% 50% Curriculum Directors, Supervisors and Coordinators. Curriculum and Technical Specialists, Principals Director of Staff Development. Coordinator of Library Services, Curriculum Directors, Supervisors and Coordinators 2.2 Weekly visitation logs document the direct services to schools provided by curriculum and technical specialists 2.3 An audio-visual catalog and staff development library catalog will document the materials available for loan to schools\ncheck-out logs will document the loan of other specialized materials to the schoolsPage: Program Seq #: 208 Revision Date: May 3, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 6 Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. G/T library established in G/T office. Materials available for checkout upon demand and sent to schools to provide curriculum support 08/17/93 06/30/94 B. Specialized reading, language arts, E.S.L. and math materials are available through checkout at the reading/English/math offices C. Instructional social studies multicultural materials loaned to schools periodically D. Library of audio-visual materials is maintained at the IRC and circulated to the schools E. Library of Scottish Rites and related materials established in Special Education office 2.4 Interview prospective candidates for teaching positions as well as other certified and noncertified positions to assure the best qualified applicants are selected for employment A. Forty-three (43) teacher candidates were interviewed in the areas of reading, language arts, E.S.L.,and math B. Prospective G/T Specialists were interviewed and hired to fill vacancies C. Curriculum staff members interview prospective teachers in their area of expertise D. Special education supervisors monitor placement of all special education staff 42 07/01/93 06/30/94 08/17/93 08/17/93 07/01/93 07/01/93 07/01/93 07/15/93 07/01/93 07/01/93 06/30/94 06/30/94 90% 85% 03/24/94 09/01/93 06/30/94 90% Curriculum Directors, Supervisors and Coordinators, Director of Human Resources, Principals 2.4 Appointment books and feedback information will record the applicants who were interviewed by the curriculum supervisorsPage: Program Seq #: 208 Revision Date: May 3. 1994 Program Name: Curricuium Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 7 Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.5 Print District documents for dissemination to teachers, principals, students, and/or parents 07/01/93 90% Curriculum Directors, Supervisors and Coordinators, Administrative Assistant to the Manager of Support Services, Printer at printshop 2.5 Teachers and principals have copies of applicable curriculum guides\nsign-off lists document the distribution of parent home study guides to parents\nstudent/parent records document that students and parents received \"Rights and Responsibilities Handbook\" A. Revised curriculum guides distributed in August, 1992 B. Curriculum guides provided for newly assigned teachers and specialists in all areas C. Regular corresponderKC regarding special education updates are mailed to all schools 2.6 Prepare instructional activities and materials for teachers and explain/demonstrate their use A. IRC staff prepares and explains materials and activities for teachers at monthly IRC open houses B. Eisenhower Staff Development Specialists in science prepare model materials and equipment and demonstrate its use during demonstration lessons and teach teaching C. Copies of reading/language arts/mathematics/E.S.L/ foreign language materials and activities are on file D. Editorial cartooning materials developed by G/T and Social Studies Departments 43 09/01/91 08/15/92 08/16/93 07/01/93 07/01/93 10/07/93 08/17/93 08/17/93 01/06/94 09/01/93 80% 50% 03/03/94 06/01/94 06/30/94 03/24/94 Curriculum Directors, Supervisors and Coordinaton, and Specialists at IRC 2.6 Monthly IRC Thursday Night Workshops are held to share instructional activities and materials with teachers\ncopies of other activities and materials prepared for teachers are on file at the IRCProgram Seq #: 208 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Page: Revision Date: May 3. 1994 Sterling Ingram 8 Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria E. Thematic units developed monthly for Early Childhood 09/01/93 06/01/94 F. Special education supervisors work with individual teachers/students through lEPs 07/01/93 80% 3.0 Provide technical assistance to principals, teachers, and other personnel to facilitate the effective implementation of District programs 07/01/93 06/30/94 Curriculum Directors, Supervisors and Coordinators 3.0 District programs in the area of curriculum operate smoothly, without undue breakdowns of equipment, lack of training of personnel, or lack of information by district personnel 3.1 Assist the schools through the services of roving computer technicians to keep computer labs and equipment up and running 07/01/93 50% Coordinators of Technology, Computer Technicians, Principals 3.1 Computer labs provide good service and have little \"down time A. Computer specialists and technicians maintain regular schedule of school visits to monitor lab operation 08/17/93 06/30/94 3.2 Assist teachers with self-identified or principal- identified needs to improve the teaching/leaming process through content specific training as well as training in using various instructional strategies 07/01/93 50% Curriculum Directors, Supervisors and Coordinators, Director of Staff Development, Principals 3.2 Weekly visitation logs and visitation reports document technical assistance provided to teachers A. Supervisory staff made over 250 on-site visits for technical assistance to schools B. Assistance provided by G/T Supervisor and Coordinator C. Provided assistance to principals/identified science teachers at high schools D. Special education supervisors work with individual teachers/students through lEPs 44 08/17/93 08/17/93 02/01/94 07/01/93 03/24/94 06/30/94 03/25/94 80%Page: Program Seq #: 208 Revision Date: May 3, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 9 Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3.3 Help schools identify staff development needs and plan inservice to address those needs 07/01/93 70% Director of Staff Development, Principals, Curriculum Directors, Supervisors and Coordinators 3.3 The Staff Development Catalog contains training that meets the needs identified in the schools School Improvement Plan A. All schools were provided assistance in identification delivery and/or resources needed for staff development B. Each school has an assigned staff development specialist to provide ongoing assistance as needed or requested C. Inservice has been conducted for all groups working with students with disabilities 3.4 Monitor program implementation through classroom visitations A. Over 350 on-site visits were made to schools by supervisory staff to monitor classrooms for program implementation B. Monitoring of G/T program ongoing by Supervisor and Coordinator C. Monitoring of Early Childhood programs ongoing by Supervisor D. Special education supervisors visit schools regularly 3.5 Provide information to appropriate school personnel concerning academic events, training opportunities, funding sources, content-related questions, and special programs to enhance the instructional program 45 07/15/93 07/15/93 07/01/93 07/01/93 08/17/93 08/17/93 08/17/93 07/01/93 07/01/93 06/30/94 06/30/94 80% 50% 03/24/94 06/10/94 06/10/94 80% 50% Curriculum Directors, Supervisor and Coordinators Curriculum Directors, Supervisors and Coordinators 3.4 Weekly visitation logs document program monitoring 3.S Memos, council agendas, and other written correspondence containing pertinent information is on file in each curriculum areaPage: 10 Program Seq #: 208 Revision Date: May 3, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Multicultural and social smdies related events/activities and opportunities to enhance the Districts instructional program has been disseminated to all schools periodically B. Twenty mailings per month are distributed district-wide through reading, language arts, and math departments C. Supervisory staff provide information to teachers and other staff through council meetings and mail-outs about special events and opportunities D. Information on academic events, opportunities, etc. provided to schools by G/T Supervisor and Coordinator E. Inclusion grant received/implemented 3.6 Assist schools with special needs students to address the identified needs to improve the learning process A. G/T Supervisor and Coordinator provide assistance for schools in providing needed services to idenafied gifted students B. Academic support programs and E.S.L. programs are in place at alt schools C. Early Childhood Coordinator worked through Division of Exceptional Children to meet the needs of identified children D. Special education supervisors work with individual teachers/students through lEPs 46 08/17/93 08/17/93 07/01/93 08/17/93 08/01/93 07/01/93 08/17/93 08/23/93 09/15/93 07/01/93 03/24/94 03/24/94 06/30/94 06/30/94 50% 50% 06/15/94 03/24/94 03/15/94 80% Curriculum Directors, Supervisors and Coordinators, Principals 3.6 Programs to address special needs students are in placePage: 11 Program Seq #: 208 Revision Date: May 3. 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4. Provide staff development experiences for the effective implementation of the curriculum 07/01/93 06/30/94 Curriculum Directors, Supervisors and Coordinators, Staff Development 4.0 Inservice programs offered are in response to identified needs district-wide as well as local school sites 4.1 Provide inservice training through district-wide minicourses, training courses as well as schoolbased workshops to maximize the delivery of the curriculum 07/01/93 70% Curriculum Directors, Supervisors and Coordinators, Staff Development 4.1 Catalogue reflects inservice opportunities 4.1 Computer generated record reflects all inservice topics, dates, participants 4.1 Evaluations are on file A. Twenty-six (26) training courses were offered district-wide to assist teachers in effective instruction and classroom management B. Fifteen (15) follow-up training sessions for Abacus were offered district-wide C. Fifty (50) minicourses designed to assist teachers with hands-on delivery of the curriculum were offered district-wide D. Forty-two (42) school-based inservice programs with emphasis on content methodology were presented E. Approximately fifteen (15) inservices were provided to teachers and/or instructional aides who work in the Early Childhood Program F. Inservice provided to all special education staff 4.2 Maintain professional materials and supplies that can be accessed by local school sites for identified needs and/or professional development 47 08/17/93 08/17/93 08/17/93 08/17/93 08/17/93 07/01/93 07/01/93 03/24/94 03/24/94 03/24/94 03/24/94 03/24/94 80% 50% Curriculum Directors, Supervisors and Coordinators, Staff Development Specialists 4.2 Record of available materials is on file as well as documentation of materials that have been checked out for local schoolsPage: 12 Program Seq #: 208 Revision Date: May 3. 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Science office maintains a library of professional science tradebooks for use by teachers who desire assistance B, Professional materials incorporated into G/T office library. Materials available for checkout C. Specialized reading, language arts, E.S.L.,and math materials are available through checkout at the reading/English/math offices 08/17/93 08/17/93 07/01/93 06/30/94 06/30/94 06/30/94 D. Materials kept in central office for checkout by special education staff 07/01/93 80% 4.3 Provide technical assistance to individual schools/teachers through demonstration lessons, team-teaching as well as individual/group planning at the local school 07/01/93 50% Curriculum Directors, Supervisors and Coordinators, Staff Development Specialists 4.3 Copies of weekly visitation logs as well as staff development plans are available A. Eisenhower Staff Development Specialists in science and math conduct demonstration lessons, team teaching, and small group inservice sessions at the local school level B. Individual/group planning of G/T curriculum provided by G/T Supervisor and Coordinator C. Supervisory staff made over 250 on-site visits for technical assistance to schools D. On-site assistance provided by special education supervisors 4.4 Provide opportunities for teachers to work at the IRC to design and create their own activities 48 08/17/93 08/17/93 08/17/93 07/01/93 10/07/93 06/15/94 06/15/94 03/24/94 80% 05/94 Curriculum Directors, Supervisors and Coordinators, Staff Development 4.4 List of available dates and participants is availablePage: 13 Program Seq #: 208 Revision Date: May 3, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. G/T inservices held to provide opportunities for teachers to develop materials B. Copies of reading/language arts/mathematics/E. S. L. /foreign materials and activities are on file language C. Monthly IRC open houses provide teachers opportunity to design and create instructional materials an 4.5 Provide specialists and technicians to assist local schools in the implementation of the Abacus Instructional Management Program A. Three (3) specialists and five (5) technicians provide bi-weekly visits to schools as well as any requests for additional assistance as needed B. Abacus training provided to all elementary special education resource teachers 08/17/93 08/17/93 10/07/93 07/12/93 08/17/93 02/01/94 03/24/94 06/30/94 03/03/94 50% 06/15/94 03/01/94 Staff Development, Computer Central 4.5 Weekly visitation logs document direct services to the schools 4.5 Increased use of the Abacus system 5.0 Develop and evaluate programs to meet needs established by the district in the curriculum area 07/01/93 06/30/94 Curriculum Directors, Supervisors and Coordinators, Director of Planning Research and Evaluation 5.0 Programs are developed to meet needs established by the District\nthe program budgeting process and Fast-track' evaluations are used to evaluate new and existing programs 49Program Seq #: 208 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Page: 14 Revision Date: May 3. 1994 Sterling Ingram Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.1 Plan programs for magnet, interdistrict, incentive, and other schools established by the District to incorporate selected themes 07/01/93 80% Curriculum Directors, Supervisors and Coordinators, Assistant Superintendents, Principals, Associate Superintendent for Desegregation 5.1 Schools with special themes have programs in place that infuse the theme throughout the curriculum A. Assistance by Department of Instructional Technology provided to three (3) Incentive Schools with theme implementation B. Supervisory staff helps plan programs for schools with identified themes or areas of emphasis C. Supervisory staff reviewed and revised the Incentive Schools brochures 5.2 Develop District-wide programs to meet the special needs of identified populations of students A. Academic Support Programs and E.S.L. programs are in place at all schools B. Programming for identified gifted students available at all schools C. Special education supervisors work with individual teachers/students through lEPs 50 01/03/94 07/01/93 02/01/94 07/01/93 08/23/93 08/17/93 07/01/93 03/24/94 06/30/94 03/25/94 70% 03/24/94 03/25/94 80% Curriculum Directors, Supervisors and Coordinators, Principals, Director of Federal Programs 5.2 Student populations with special needs identified by the District in the curriculum area have programs in place to address their needsPage: 15 Program Seq #: 208 Revision Date: May 3. 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader\nSterling Ingram Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.3 Assess the effectiveness of District programs in the curriculum area 07/01/93 50% Curriculum Directors, Supervisors and Coordinators, Director of Planning Research and Evaluation 5.3 Utilization of manpower and resources in the curriculum area will reflect the use of program assessment results A. Program evaluation of gifted program conducted each spring B. Standardized test results. Abacus results, and various types of alternative assessment results are used to assess curriculum program C. High school and junior high school science fairs were held in February and provided a measure of the science programs effectiveness 5.4 Seek funding for District programs that qualify for grants from external funding sources A. Submitted application for artd received funding from Dwight D. Eisenhower Math and Science program B. Researched and prepared grant application Title VII Compensatory Ed Act 453 C. The Early Childhood Department applied for and received $35,000.00 for an Enhancement Improvement Grant from the Arkansas Early Childhood Commission for developmentally appropriate playgrounds for four-year-old children 51 03/01/94 07/01/93 02/01/94 07/01/93 07/01/93 11/01/93 09/01/93 09/01/93 07/01/93 06/01/94 06/30/94 02/28/94 80% 01/15/94 11/19/93 12/07/93 04/15/94 08/31/93 Director of Federal Programs, Curriculum Directors, Supervisors and Coordinators 5.4 Grant applications are on file in the Office of Federal ProgramsPage: 16 Program Seq #: 208 Revision Date: May 3. 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose of curriculum services is ro plan, direcr, and coordinare improved curriculum design and delivery as well as Io ensure curricular articulation and cooniination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria D. The Early Childhood Department and the HIPPY program applied for and received $233,992.00 from the Arkansas Early Childhood Commission for a Continuance Grant for the Early Childhood Programs E. The Early Childhood Department has applied for and received $3,128.70 from the Early Childhood Commission for a Child Care Training Grant F. The Early Childhood Department, U.A.L.Rand Rockefeller school has applied for and received $7,500.00 from the Arkansas State Department of Education for a Parent Involvement Grant. G. Inclusion grant received/implemented 5.5 Plan programs of study for students that meet local, state, and national standards 07/01/93 04/13/94 12/15/93 08/01/93 07/01/93 06/30/94 04/16/94 06/30/94 50% 80% Curriculum Directors, Supervisors and Coordinators, Assistant Superintendents, Principals 5.5 Curriculum and program of studies reflect state curriculum frameworks, and program of studies meets local and state requirements and reflects national recommendations and trends A. New graduation policy and regulations approved by the Board reflect local, state, and national standards 07/01/93 03/24/94 B. Foreign language framework pilot program - mathematics/reading/language i correlations with state framework arts curriculum 09/01/93 06/30/94 C. State special education standards provided to all schools 07/01/93 12/01/93 5Page: 17 Program Seq #: 208 Revision Date: May 3, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.6 Identify or develop alterative means of assessing student achievement of curricular objectives A. Fifty (50) workshops on portfolio assessment were conducted to facilitate the use of alternative assessment B. Portfolio workshops held for GZT specialists C. Portfolio notebook developed for G/T program D. Portfolio pilot program for third grade identified smdents E. Social Studies test items in Abacus have been revised to better address the districts curriculum F. Elementary and kindergarten report cards were revised for the 93-94 school year G. Completed through lEPs 07/01/93 08/17/93 09/14/93 09/29/93 07/01/93 07/12/93 07/15/93 07/01/93 80% 03/24/94 01/25/94 01/23/94 06/30/94 09/15/93 12/15/93 80% 6.0 Develop and expand a cooperative relationship between home and school that will encourage positive home learning 07/01/93 06/30/94 6.1 Develop and print parent home study guides for distribution that can be used throughout the year to reinforce positive learning 53 07/01/93 09/15/93 Curriculum Directors. Supervisors and Coordinators, Assistant Superintendents, Principals Curriculum Directors, Supervisors and Coordinators, Principals. Teachers Curriculum Directors. Supervisors and Coordinators 5.6 Criterion referenced test items will be cleaned-up/revised in Abacus test item bank for use by pilot schools\nkindergarten and elementary report cards will be revised\nportfolio assessment workshops will be held for groups of teachers 6.0 Home and school cooperation and parental involvement will increase as reported on survey of parents and VIPs records 6.1 Guides are availableProgram Seq #: 208 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Page: 18 Revision Date: May 3. 1994 Sterling Ingram Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Parent Home Study Guides were developed, training at PTA meetings was provided, and the guides were distributed to parents of students in grades K-6 07/01.93 10/01/93 6.2 Prepare information for dissemination to public regarding curriculum and parent home smdy guides 08/15/93 09/15/93 Curriculum Directors, Supervisors and Coordinators 6.2 Results of surveys from parents reflect their use A. An informational video on the Parent Home Snidy Guides was produced for use on cable TV B. Special education parent meetings held monthly 6.3 Provide inservice training for local school personnel and identified parents in the appropriate use of the study guide 07/01/93 08/01/93 08/15/93 09/01/93 90% 09/15/93 Curriculum Directors, Supervisors and Coordinators, Staff Development, Principals, Teachers, Parents 6.3 Record of inservices and attendees is available A. Principals, teachers, and parents were provided training on the Parent Home Study Guides 07/01/93 10/15/93 6.4 Participate in recruitment activities for parents and students, particularly for newly developed programs 07/01/93 06/30/94 Curriculum Directors, Supervisors and Coordinators 6.4 Record of activities 6.4 Increase in number of smdents recruited for new programs A. Staff Development Director served on Recruitment Planning Committee B. Early Childhood Coordinator participated in recruitment activities for Fair Park and Forest Park 54 01/15/94 01/15/94 02/01/94 03/01/94Page: 19 Program Seq #: 208 Revision Date: May 3. 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.5 Share information with parents about trends in the area of curriculum and about features of LRSD instructional programs 07/01/93 70% Curriculum Directors, Supervisors and Coordinators, Principals, PTA Council 6.5 Agendas or records of information that is shared with parents A. A curriculum staff member has presented each month at the PTA council meetings about a trend or feature of a LRSD instructional program B. Parent meetings are held in the fall and spring to inform parents of G/T programs and opportunities available in the district C. Three (3) local PTA meetings have requested curriculum specialists to share aspects of instructional program with parents 55 07/01/93 09/15/93 09/15/93 06/30/94 11/15/93 03/24/94School Operations Cluster  Elementary  Junior High School  High School  Athletics 5^\nProgram Seq *: 209 Program Name: Elementary Schools Program Code: Primary Leader: Program Deecription: District Goal Support: Program Goal: I Plan References: FY Program Budget\nYTD Expenditurea\nLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Larry Robertson, Margaret Gremitlion Secondary Leader\nPage: 1 Reviaion Date\nMay 10. 1994 Elementary School Principals The elementary school program seeks to provide integrated learning experiences which meet the academic, social, and developmental needs of all LRSD students In a desegregated setting. Central Office staff and principals collaborate to ensure quality educational planning for all students with the support of local school staff, parents, and patrons. To provide a quality integrated education for elementary school students. 1 $20,801,455.73 1at Qtr Expend\n3rd Qtr Expend\nFTE 732 $12,350,100.83 2nd Qtr Expend: 4th Qtr Expend\nI Related Function Codes\n1120,2410,2590,1120 57LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq #: 209 Revision Date: May 3, 1994 Program Name: Elementary Schools Program Code: Primary Leader: Larry Robertson, Margaret Gremillion Secondary Leader: Elementary School Principals Program Goal: To provide a quality integrated education for elementary school students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.0 Provide sufficient support to achieve a quality integrated education for all students. 07/01/93 06/30/94 Principals, Assistant Superintendents 1.1 Develop annual school budgets 07/01/93 06/30/94 Principals, Assistant Superintendents 1.1 Completed and approved budget document detailing how funds will be expended. A. Assist prirKipals in the monitoring of their schools budgets. B. Review and update budget with building principals. C. Monitor budget expenditure through purchase request. 1.2 Recommend appropriate persormel to deliver the educational program. A. Assist in the assignment of appropriate personnel for the schools vacancies in the staff. B. Provide technical assistance to principals in the evaluation process of individual staff members. C. Assist in the scheduling of hours for support staff in under to achieve maximum building coverage. 1.3 Requisition materials, supplies, and equipment necessary to deliver the educational program. 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 03/31/94 03/31/94 03/31/94 06/30/94 03/31/94 03/31/94 03/31/94 06/30/94 Principals, Assistant Superintendents 1.2 Annual staff report Principals, Assistant Superintendents 1.3 Educational Equity Monitoring reports, regular site visits by the Assistant Superintendents 58Page: 3 Program Seq #: 209 Revision Date: May 3. 1994 Program Name: Elementary Schools Program Code: Primary Leader: Larry Robertson, Margaret Gremillion Secondary Leader: Elementary School Principals Program Goal: To provide a quality integrated education for elementary school students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Assist the principal in identifying needed materials and equipment for specific programs in his program. 07/01/93 03/31/94 1. (contd) B. Approve requisitions based on appropriate need within the budget. 07/01/93 03/31/94 C. Monitor the schools to ensure that materials, supplies and equipment are being used equitably. 07/01/93 03/31/94 59Program Seq #: 210 Program Name: Junior High Schools Program Coda: Primary Laadar: Program Description: District Goal Support: Program Goal: Plan References\nFY Program Budget: YTD Expenditures: Ml OM an  LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Victor Anderson Secondary Leader: Page: 1 Revision Data\nMay 10, 1994 Junior High School Principals The junior high school program seeks to provide integrated learning experiences which meet the academic, social, and developmental needs of all LRSD students in a desegregated setting. Central Office staff and principals collaborate to ensure quality educational planning for all students with the support of local school staff, parents, and patrons. To provide a quality integrated education for junior high school students. ] $10,037,956.63 $6,014,468.69 1st Qtr Expend: 2nd Qtr Expand\n3rd Qtr Expand: 4th Qtr Expend: FTE 284 Related Function Codes: 1130,1132.2410.2590 GOProgram Seq ft: 210 Program Name: Junior High Schools Program Code: Program Goal: Plan Reference Page Number LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Victor Anderson Secondary Leader: Page: 2 Revision Date: May 3, 1994 Jr. High School Principals To provide equality integrated education for junior high school students. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.0 Provide sufficient support to achieve a quality integrated education for all students. 07/01/93 06/30/94 Principals, Assistant Superintendent 1.1 Develop annual school budgets A. Budgets developed B. Conduct monthly budget review 1.2 Recommend appropriate personnel to deliver the educational program. A. Employed personnel 1.3 Requisition materials, supplies, and equipment necessary to deliver the educational program. A. Purchased materials, supplies and equipment. 61 07/01/93 08/01/93 08/01/93 07/01/93 08/01/93 07/01/93 08/01/93   06/30/94 08/31/93 45% 06/30/94 75% 06/30/94 45% Et Principals, Assistant Superintendent Principals, Assistant Superintendent Principals, Assistant Superintendent Principals, Assistant Superintendent Principals, Assistant Superintendent Principals, Assistant Superintendent Principals, Assistant Superintendent l.I 1.2 1.3 Completed and approved budget document detailing how funds will be expended. Annual staff report Educational Equity Monitoring reports, regular site visits by the Assistant SuperintendentProgram Seq #: 211 Program Name: Senior High Schools Program Code: Primary Leader: Program Deecription: Dietrict Goal Support: Program Goal: I Plan References: PY Program Budget: YTD Expendituree: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Victor Anderson Secondary Leader: Page: 1 Revieion Date: May 10. 1994 Senior High School Principals The senior high school program seeks to provide integrated learning experiences which meet the academic, social, and developmental needs of ail LRSD students In a desegregated setting. Central Office staff and principals collaborate to ensure quality educational planning for all students with the support of local school staff, parents, and patrons. To provide a quality integrated education for senior high school students. ] $10,081,463.38 $5,823,632.27 1st Qtr Expend: 2nd Qtr Expend: 3rd Qtr Expend: 4th Qtr Expend: FTE 272 [ Related Function Codes: 1140, 2410, 2590, 1140 62Program Seq 211 Program Name: Senior High Schools Program Code: Program Goal: Plan Reference Page Number LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Victor Anderson Secondary Leader: Page: 2 Revision Date: May 3, 1994 Senior High School Principals To provide a quality integrated education for senior high school students. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.0 Provide sufficient support to achieve a quality integrated education for all students. 07/01/93 06/30/94 Principals, Assistant Superintendent 1.1 Develop annual school budgets A. Budgets developed B. Conduct monthly budget review 1.2 Recommend appropriate personnel to deliver the educational program. A. Employed personnel 1.3 Requisition materials, supplies, and equipment necessary to deliver the educational program. A. Purchased materials, supplies, and equipment r3 07/01/93 08/01/93 08/01/93 07/01/93 08/01/93 07/01/93 08/01/93 06/30/94 08/31/93 45% 06/30/94 75% 06/30/94 45% Principals, Assistant Superintendent Principals, Assistant Superintendent Principals, Assistant Superintendent Principals, Assistant Superintendent Principals, Assistant Superintendent Principals, Assistant Superintendent Principals, Assistant Superintendent 1.1 1.2 1.3 Completed and approved budget document detailing how funds will be expended. Annual staff report Educational Equity Monitoring reports, regular site visits by the Assistant SuperintendentLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Saq #: 212 Page: 1 Revision Data: May 10, 1994 Program Name: Athletics Program Code: Primary Leader: Estelle Matthis Secondary Leader: Assistant Superintendent-Secondary Schools, Ouida Carter Program Description: The Athletics program provides the opportunity for students to develop skills in competitive team and individual sports activities. District Goal Support: To ensure that equity occurs in all phases of school activities and operation. Program Goal\nTo provide a quality athletics program. Plan References: ] FY Program Budget: $255,021.21 1st Qtr Expend: 3rd Qtr Expend: FTE YTD Expenditures: $233,241,.52 2nd Qtr Expend: 4th Qtr Expend: I Related Function Codes: 1151, 1152, 1154, 1155, 1156, 1157, 1158  G4Prograa Seq f: 212 Prograa Name: Athletics Prograa Code: Prograa Goal: To provide a quality athletics program. LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Estelle Matthis Secondary Leader: Page: 2 Revision Date: April 21, 1994 Assistant Superintendent-Secondary Schools, Ouida Carter Plan Reference Page Niaber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.0 To conduct junior high athletics program for boys and girls. (Football, basketball, track, soccer, golf volleyball, and tennis) 07/01/93 06/30/94 Assistant Supt., Secondary, 0. Carter 1.0 An athletics program for junior high girls and boys is implemented as designed and approved by the LRSD Board of Directors. 1.1 Conduct general office tasks. A. Order tickets for all sports for the school year. B. Provide Parent Consent and Health forms for all athletes. C. Prepare athletic game schedules. D. Distribute passes to all full time employees of the District. E. Assign and contract game officials. 65 07/01/93 07/01/93 07/01/93 04/01/93 08/01/93 07/01/93 06/30/94 07/01/93 08/03/93 08/15/93 08/31/93 08/31/93 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 Assistant Supt., Secondary, 0. Carter 1.1 Office duties are conducted within specified timeframes.Page: 3 Program Seq *: 212 Revision Date: April 21, 1994 Program Name: Athletics Program Code: Primary Leader: Estelle Matthis Secondary Leader: Assistant Superintendent-Secondary Schools, ________Ouida Carter Program Goal: To provide a quality athletics program. Plan Reference Page Nunber Objectives Strategies Beginning Date Ccnf}letion Date Responsibility Evaluation Criteria F. Payment of membership fees to AAA for all secondary schools. 08/31/93 08/31/93 Assistant Supt., Secondary, 0. Carter G. Payment of Catastrophic Insurance coverage for junior high schools. 08/31/93 08/31/93 Assistant Supt., Secondary, 0. Carter 1.2 Order uniforms and supplies A. Receive and distribute uniforms and supplies for all sports as received. B. Football uniforms (fill-in uniforms only) ordered for: Cloverdale, Pulaski Heights, Mabelvale, Mann Magnet, and Southwest C. Football supplies ordered for all schools 0. Boys Basketball uniforms (complete sets) ordered for: Cloverdale - 7th and 8th grade\nSouthwest (warm-up tops only) E. Girls Basketball uniforms (2 sets tops and 1 set shorts) ordered for Mann Basketball supplies ordered for all schools 66 07/01/93 08/01/93 03/01/93 07/01/93 03/01/93 07/01/93 07/01/93 06/30/94 10/01/93 08/31/93 08/31/93 08/31/93 08/31/93 08/31/93 Assistant Supt., Secondary, 0. Carter Assistant Supt., Second ry, 0. Carter Assistant Supt., Secondary, 0. Carter 1.2 Uniforms and supplies are available for use for each designated sports activity.Page: 4 Program Seq f: 212 Revision Date: April 21, 1994 Program Name: Athletics Program Code: Primary Leader: Estelle Matthis Secondary Leader: Assistant Superintendent-Secondary Schools, Ouida Carter Program Goal: To provide a quality athletics program. Plan Reference Page Niefcer Objectives Strategies Beginning Date Coifiletion Date Responsibility Evaluation Criteria G. Girls Volleyball uniforms (complete sets) ordered for: Cloverdale and Forest Heights 03/01/93 09/01/93 Assistant Supt., Secondary, 0. Carter H. Volleyball supplies ordered for all schools 08/01/93 09/01/93 2.0 To conduct senior high athletics program for boys and girls. (Football, basketball, track, soccer, tennis, golf, swinming, volleyball, and baseball) 1.3 Conduct game operations tasks. A. B. C. 07/01/93 06/30/94 Assistant Supt., Secondary, 0. Carter 1.3 All game operations (officials, security, ticket takers and sellers, and ambulance service) are conducted in specified time frame. Arrange for medical personnel to attend junior high school football games. Requisition and set-up game payrolls for all sports and deliver to schools. Check all game reports and make deposits after each game. 67 07/01/93 07/01/93 09/01/93 07/01/93 08/31/93 02/28/94 06/30/94 06/30/94 Assistant Supt., Secondary, 0. Carter Assistant Supt., Secondary, 0. Carter Assistant Supt., Secondary, 0. Carter Assistant Supt., Secondary, 0. Carter 2.0 An athletics program for senior high girls and boys is implemented as designed and approved by the LRSD Board of DirectorsPage: 5 Progran Seq f: 212 Revision Date: April 21, 1994 Progran Nane: Athletics Program Code: Primary Leader: Estelle Matthis Secondary Leader: Assistant Superintendent-Secondary Schools, Ouida Carter Progran Goal: To provide a quality athletics program. Plan Reference Page Nudser Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 2.1 Conduct general office duties. A. Order tickets for all sports for the school year. B. Provide Parent Consent and Health forms for all athletes. C. Prepare athletic game schedules. D. Prepare contracts for school and game officials. E. Distribute passes to full time employees of the district. F. Distribute passes to visiting schools for football and basketball. G. Payment of membership fees to AAA for all secondary schools. G8 07/01/93 07/01/93 07/01/93 04/01/93 08/01/93 08/01/93 08/01/93 08/31/93 06/30/94 07/01/93 08/03/93 08/15/93 08/31/93 08/31/93 10/30/93 08/31/93 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 Assistant Supt., Secondary 0. Carter Assistant Supt., Secondary 0. Carter Assistant Supt., Secondary 0. Carter 2.1 Office duties are conducted within specified time frames.Page: 6 PrograM Seq f: 212 Revision Date: April 21, 1994 Progran Name: Athletics Program Code: Primary Leader: Estelle Matthis Secondary Leader: Assistant Superintendent-Secondary Schools, Ouida Carter Program Goal: To provide a quality athletics program. Plan Reference Page Nuttier Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.2 Order uniforms and supplies. A. Receive and distribute uniforms and supplies for all sports as received. B. Football uniforms (fill- ins uniforms only) ordered for\nCentral, Fair, Hall, McClellan, and Parkview C. Football supplies ordered for all schools D. Boys Basketball uniforms (two complete sets) ordered for Hall. I uniforms ordered for Central and Fair. Reversable practice jerseys ordered for HcClelIan. Fill-in E. Girls Basketball uniforms (one new set and warm-up tops) ordered for McClellan. Fill-in uniforms ordered for Central. One new set and sweat suits ordered for Fair. Basketball supplies ordered for all schools. 69 07/01/93 08/01/93 03/01/93 08/01/93 03/01/93 03/01/93 08/01/93 06/30/94 10/01/93 10/01/93 10/01/93 10/01/93 10/01/93 10/01/93 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 Assistant Supt., Secondary, 0. Carter Assistant Supt., Secondary, 0. Carter 2.2 Uniforms and supplies are available for use for each designated sports activity.Page: 7 Program Seq #: 212 Revision Date: April 21, 1994 Program Name: Athletics Program Code: Primary Leader: Estelle Matthis Secondary Leader: Assistant Superintendent-Secondary Schools, ________Ouida Carter_________ Program Goal: To provide a quality athletics program. Plan Reference Page Nuiber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria G. Girls Volleyball uniforms (two sets-tops only) ordered for Parkview. Fill-in uniforms only ordered for Hall and McClellan. 03/01/93 10/01/93 Assistant Supt., Secondary, 0. Carter H. Volleyball supplies ordered for all schools. 08/01/93 10/01/93 Assistant Supt., Secondary, 0. Carter I. One set Baseball uniforms ordered for Hall. uniforms ordered for McClellan. Fill-in 03/01/93 10/01/93 Assistant Supt., Secondary, 0. Carter J. Baseball supplies ordered for all schools. Central and Parkview not district funded. 08/01/93 10/01/93 Assistant Supt., Secondary, 0. Carter 2.3 Conduct game operations tasks. A. Requisition and set up game payrolls for all sports and deliver to schools. B. Arrange for stand-by ambulance service at football games. 70 07/01/93 07/01/93 07/01/93 06/30/94 02/15/94 08/15/93 Assistant Supt., Secondary 0. Carter Assistant Supt., Secondary 0. Carter Assistant Supt., Secondary 0. Carter 2.3 All game operations (officials, security, ticket takers and sellers, and ambulance service) are conducted in specified time frame.Page: 8 Program Seq f: 212 Revision Date: April 21, 1994 Program Name: Athletics Program Code: Primary Leader: Estelle Matthis Secondary Leader: Assistant Superintendent-Secondary Schools, Ouida Carter Program Goal: To provide a quality athletics program. Plan Reference Page Nuiber Objectives Strategies Beginning Date Caiif\u0026gt;letion Date Responsibility Evaluation Criteria C. Check all game reports and make deposits after each game. 08/01/93 06/30/94 Assistant Supt., Secondary 0. Carter 2.4 Arrange for transportation with outside vendors for all sports. 07/01/93 02/15/94 Assistant Supt., Secondary 0. Carter 2.4 Transportation for events occurring outside the 50 mile radius of Little Rock is completed as scheduled. 71School Support Cluster  Gui\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\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_215","title":"Little Rock School District (LRSD) Third Quarter Status Report, Volume II, part 1","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":["1994-05-13"],"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 statistics"],"dcterms_title":["Little Rock School District (LRSD) Third Quarter Status Report, Volume II, part 1"],"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/215"],"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":["reports"],"dcterms_extent":["161 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\nVOLUME II LITTLE ROCK SCHOOL DISTRICT THIRD QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT May 13, 1994 SEQUENCE tt Preface Mission Statement Goals District Financial Summary Definitions Organization of the Report Cluster Budget Documents SCHOOL SUPPORT CLUSTER (BLUE) 19 20 21 22 23 24 25 26 27 28 29 Unassigned Office of Desegregation/Student Assignment Staff Development Library/Media Computerized Transportation Data Processing Safety and Security Teacher Recruitment Educational Equity Monitoring Commitment to Desegregation/Leadership Summer School (Interdistrict) TABLE OF CONTENTS PAGE # 1 2 3 4 6 8 10 12 33 57 68 71 80 88 99 108 115 SEQUENCE # 30 31 32 33 34 35 36 Summer Learning Program - JTPA Contingency Unassigned Facilities Guidance/Counseling Program Leadership Employment Practices Bidding Practices (Procurement) RECRUITMENT CLUSTER (PURPLE) 37 38 39 40 Parent Involvement - Recruitment VIPS-Recruitment Public Relations Unassigned INCENTIVE SCHOOLS CLUSTER (YELLOW) 41 42 43 44 45 46 47 48 49 50 51 52 Office of Incentive Schools Writing to Read Science Labs Computer Labs Foreign Language Program Computer Loan Program Extended Day/Week Field Trips Unassigned Transportation Unassigned Unassigned PAGE tt 124 135 137 144 155 157 164 182 207 (CONTD) 232 242 245 249 253 257 260 274 287 1SEQUENCE tt PAGE # SEQUENCE # PAGE # 53 54 55 56 57 58 59 60 61 62 63 64 Instructional Aides Extended Year Incentive/Recognition Resident Counseling Service Camp Pfeifer Monitoring Unassigned Unassigned Unassigned Staffing Required Staff Development Teacher Stipends for Inservice and Extra 5 Days Qther Incentive Schools Academic Programs  Peer Tutors/Retired Teacher mentors  Themes  Kindergarten  Reading Across the Curriculum  Qral Expression Across Curriculum  Learning Styles Inventory  Semi-Departmental  Instructional Tech  Study/Test-Taking  Parent Home Smdy  Computer Managed Instruction  Student Education Plans  Specialized Programs  Incentive Programs  Homework  Criterion-Referenced Test  Heterogeneous Grouping  Effective Schools  African/American History 290 293 298 307 310 324 337 360 363 ii 65 66 67 68 69 70 Social Skills  Family Folklore  Positive Imaging  Interpersonal Skills  Rites of Passage  Mentoring Program Special Activities  Peer Tutoring Program  Academic Reinforcement Clubs  Special Interest Clubs Latin Enrichment Program Unassigned Career Skills Development 382 391 397 405 Incentive Schools Qperations  Support Services 414  Community Access/Field Trip  Community Involvement  Special Skills Program  Special Training  Parental Involvement  Learning Time Schedule  Home/School Community  Extracurricular Program  Attendance and Behavior  Subject Related ExtracurriculumSEQUENCE tt PAGE # 71 Counseling/Social Work  Community Services Access  College/Post Graduate Awareness  Study Skills  Home/Neighborhood Meet  Wellness Program 421 72 73 School Policies and Procedures - Other Unassigned 452 74 Unassigned STUDENT CHOICES/OPTIONS CLUSTER (GREEN) 75 76 77 78 79 80 81 82 Student Choices/Options King Interdistrict School Stephens Interdistrict School Romine Interdistrict School Rockefeller Early Childhood Original Magnets Unassigned M-to-M Magnet Schools (Central, Dunbar, Washington, Henderson, McClellan) 463 468 476 482 486 491 503 ORGANIZATIONAL CHART (WHITE) 505 iiiPREFACE The mission statement and goals for Little Rock School District are the guides for all decision-making. The information gained from the Third Quarter Status Report Program Planning and Budget Document for Desegregation Programs provides additional direction for quality, interim decision-making for the district. Specifically, programs with poor performance or expenditure problems are addressed with corrective action during the year rather than after the year is completed. The report enhances the districts ability to monitor and report achievements and expenditures relative to the programs identified in the Desegregation Plan for the most efficient and functional program planning on a quarterly basis. Several modifications are inherent in the reporting for the third quarter. First, the third quarters report requires an additional volume for desegregation program reporting so that the growth and accumulation of the many achievements reported by schools and programs during the fiscal year of 1993-94 (FY 93-94) are accommodated. Consequently, the third quarters report for desegregation programs consists of Volume I (Seq #s 1-18) and Volume II (Seq #s 19-82). An additional modification in the desegregation report includes a change in the reporting of the School Operations Program. Principals and Central Office Administrators will report achievements. 09A is the designated sequence number for reporting by Principals, and 09B is the sequence number relative to Central Office Administrators reporting. The desegregation audit has been completed. Additional desegregation obligations are reflected in the program budget documents of the third quarter report. A continued refinement and adjustment period throughout the fiscal year 1994-95 (FY 94-95) will be necessary for language clarification of the additional desegregation obligations. The Little Rock School District hopes to make the language more consistent and uniformed with the spirit and intent of the various obligations. The Third Quarter Status Report Program Planning and Budget Document for Desegregation Programs contains the following: (1) The Mission Statement of Little Rock School District\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. 1LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the Districts curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education. 21. 2. 3. 4. 5. 6. LITTLE ROCK SCHOOL DISTRICT GOALS The LRSD will implement integrated educational programs that will ensure all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. The LRSD will develop and maintain a staff that is well-trained and motivated. The Little Rock Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. The LRSD will solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. The LRSD will provide a safe and orderly climate that is conducive to learning for all students. The LRSD will ensure that equity occurs in all phases of school activities and operations. 35/4/94 Little Rock School District Quarterly Desegregation Expenses Page 1 Program Code 01 02 05 06 07 08 09 10 12 13 14 15 16 17 18 22 24 25 26 27 28 29 32 33 34 35 49 51 52 Program Name HIPPY 4YEAR OLD PROGRAM______________ STUDENT HEARING OFFICER _______ OFFICE OF DESEGREGATION__________ EXTRA-CURRICULAR PARTICIPATION TEACHER RECRUITER_________________ STAFF DEVELOPMENT ACADEMIC SUPPORT PROGRAMS MULTICULTURAL PROGRAMS_________ ACADEMIC INC GRANTS/FOCUSED ACT ORIGINAL MAGNETS SPECIAL EDUCATION @ WASHINGTON SECURITY D/P SYSTEM STUDENT INFORMATION M-TO-M MAGNET SCHOOLS_________ EDUCATIONAL EQUITY MONITORING COMPUTERIZED TRANSP SYSTEM ROMINE INTERDISTRICT THEME McClellan community school IN-SCHOOL SUSPENSION JOB FAIR_____________________________ TESTING ASSISTANCE________________ LIBRARY SERVICES___________________ PARENT RECRUITING_________________ VIPS RECRUITING PREJUDICE REDUCTION______________ CONTINGENCY FUND OFFICE OF INCENTIVE SCHOOLS WRITING TO READ Budget 93-94 266,763.02 1,523,742.24 94,381.61 433,102.41 5,000.51 35,188.38 465,627.29 1,815,582.10 197,446.69 352,294.55 3,914,000.00 55,695.66 756,878.66 792,523.74 2,254,912.66 387,378.66 ________8,000.00 _______69,680.82 170,112.24' 850,408.55 1,092.82 5,066.96 479,954.32 40,000.00 34,671.18 5,000.00 300,000.00 1,749.42 6,000.00 PTEs 21 67 2 10 1 7 70 1 38 4 74 4 2 25 30 2 YTD Expense 178,151.00 897,821.25 73,599.33 319,624.60 4,962.82 26,670.86 231,134.88 1,066,712.78 65,859.05 73,725.77 0.00 34,378.65 530,492.64 753,015.23 1,195,948.00 492,331.29 7,420.00 53,893.60 149,283.48 471,756.72 688.96 2,934.40 264,476.35 5,693.95 20,803.57 0.00 0.00 830.08 0.00 1st Quarter 31,286.27 138,599.40 22,646.74 100,300.49 4,962.82 9,695.18 69,080.94 158,246.87 19,443.65 26,486.11 _________0.00 8,178.16 91,086.44 593,453.22 287,665.69 149,459.45 0.00 0.00 82,090.64 70,413.69 153.38 75.16 61,580.87 10.26 5,857.49 0.00 0.00 76.77 0.00 2nd Quarter 69,819.02 387,557.20 27,973.85 111,334.76 _________0.00 10,475.07 81,164.99 499,040.09 23,307.68 3,860.21 _________0.00 12,566.50 213,556.49 122,425.14 451,600.64 167,904.22 0.00 0.00 38,451.48 195,153.72 212.33 1,643.82 110,920.97 2,012.50 8,585.07 0.00 0.00 _________0^ 0.00 3rd Quarter 77,045.71 371,664.65 22,978.74 107,989.35 _________0.00 6,500.61 80,888.95 409,425.82 23,107.72 43,379.45 _________0.00 13,633.99 225,849.71 37,136.87 456,681.67 174,967.62 7,420.00 53,893.60 28,741.36 ___206,189.31 _______323.25 1,215.42 91,974.51 3,671,19 6,361.01 _________0.00 _________0.00 _______75273 0.00 % Budget Spent 66,78% 58.92% 77.98% 73.80% 99.25% 75.79% 49.64% 58.75% 33.36% 20.93% 0.00% 61.73% 70.09% 95.01% 53.04% 127.09% 92.75% 77.34% 87.76% 55.47% 63.04% 57.91% 55.10% 14.23% 60.00% 0.00% 0.00% 47.45% 0.00% I5/4/94 Little Rock School District Quarterly Desegregation Expenses Page 2 Program Code 53 54 56 57 59 61 64 65 66 72 73 74 75 Program Name SCIENCE LABS_______________________ COMPUTER LABS COMPUTER LOAN PROGRAM EXTENDED DAY______________________ FIELD TRIPS TRANSPORTATION (ADDL) INSTRUCTIONAL AIDES EXTENDED YEAR INCENTIVE/RECOGNITION RECOMMENDED STAFFING REQUIRED STAFF DEVELOPMENT TEACHER STIPENDS/INSERVICe OTHER INCENTIVE SCHOOL ACTIVITIES TOTAL\nBudget 93-94 12,000.00 6,000.00 2,500.00 747,247.70 33,000.00 15,000.00 496,451.04 99,938.45 14,581.91 808,481.42 52,878.29 72,725.98 51,088.13 17,734,147.41 PTEs 42 31 431 YTD Expense 0.00 0.00 0.00 457,030.80 20,678.75 14,960.92 261,026.98 33,179.48 8,887.95 452,336.89 22,767.65 34,270.74 45,058.25 8,272,407^67 1st Quarter 0.00 _________0.00 0.00 25,550.48 3,210.95 0.00 38,306.87 31,884.03 1,428.45 58,107.81 1,459.85 24,542.02 20,724.59 2.136,664 74 2nd Quarter 0.00 __________0.00 0.00 192,460.04 7,404.63 14,960.92 114,714.15 1,295.45 3,093.35 190,828.11 16,290.74 5,393.24 11,775.22 3,09/i782.18 3rd Quarter 0.00 _________0.00 0.00 239,020.28 10,063.17 0.00 108,005.96 _________0.00 4,366.15 203,400.97 5,017.06 4,335.48 12,558.44 3,038,56675 % Budget Spent 0.00% 0.00% 0.00% 61.16% 62.66% 99.74% 52.58% 33.20% 60.95% 55.95% 43.06% 47.12% 88.20% 46,65%DEFINITIONS AND DATA ELEMENTS The following are definitions of terms and data elements used in the Program Budget Documents. Program: A program is an established plan of operation, composed of a group or series of related activities which are carried out to serve a specific area of identified need. Program Description: A program description includes a purpose, scope and content, and participants/beneficiaries related to the respective program. Program Goal: A program goal is a broad guiding statement and should describe the overall aim(s), purpose(s), or ambition(s) of the specific program. Objectives: Program objectives present explicitly the desired impact the program should have on a problem. They should provide detail to the goals. Strategies: Strategies are the jobs, tasks, efforts, or actions undertaken in a program which contributes to the accomplishment of the objective. Achievements: Achievements are efforts, tasks, evidence, performance, or actions undertaken in a program which contributes to the accomplishment of the strategy. Achievements are placed in alpha order underneath the relative strategy. Evaluation Criteria: Evaluation criteria are statements which specify the end product of an objective or strategy and establish measurable and observable levels of performance of the product. Page: Each Program Budget Document uses one of two formatted pages. Program Sequence # (Seq. #): The purpose of this sequence number is to establish a reference for placing programs in order within the planning document. Revision Date: This date is the actual date the program document was first documented or last changed. Program Name: To eliminate confusion, an established name for each program has been assigned by the district planner. Program Code: This is a unique accounting code assigned by Financial Services which links budget and expenditure information to the associated program. cDefinitions and Data Elements (cont.) Primary Leader: The Primary Leader is the cabinet-level associate responsible for the management and operation of the respective program. Secondary Leader: The Secondary Leader is the associate who is back-up to the Primary and will function in that capacity in the absence of the Primary (i.e. the Program Manager or the Principal). District Goal Support: Each program directly supports at least one district goal. If more than one district goal is relative, then the appropriate district goals have been listed in descending priority order. Plan Reference: Specific plan and page references will directly cite one of the following desegregation documents: L = LRSD Desegregation Plan\nI = Interdistrict Desegregation Plan\nS = Settlement Agreement\nC = Court Orders\nT = Transcripts\nP = Pleadings\nM = Monitoring Reports. The format should be L23 or 113-20, for example. This element has been left blank if the program is not directly cited in one of the desegregation documents. Plan Reference Page Number: Source references listed for each objective and strategy have been used. If the objective or strategy is desegregation document related, the specific desegregation document and page upon which this objective or strategy has been found should be listed. If the objective or strategy is not related to a desegregation document, then whatever source was used has been listed. This element is contained on page 2 and succeeding pages. Beginning Date: This is the actual date a particular strategy began. For consistency, all dates should be printed in the following manner: MM/DD/YY, (09/30/93). Completion Date. This is the actual date a particular objective or strategy was completed. For consistency, all dates should be entered in the following format: MM/DD/YY, (09/30/93). If an activity toward a strategy has been started but not completed, a percent of completion (75%) should be entered. Responsibility: This is the name of the individual tasked with ensuring an activity has been accomplished. 7ORGANIZATION OF THE REPORT This section provides guiding information about the text of the Third Quarter Status Report Program Planning and Budget Document for Desegregation Programs. Pagination. Every page in the text is numbered using Arabic numerals. Pages are consecutively numbered (e.g.,1,2,3, ..) throughout the report at the bottom of the page beginning with the \"Preface.\" The \"Table of Contents\" is on page i, page ii, and page iii. Print. The report employs two kinds of print density. Bold Print denotes original language of the desegregation document(s). Lighter print enclosed in parentheses (parenthetical statements) identifies language that is not literal in the desegregation document(s). The parenthetical statements of lighter print have been integrated throughout the program budget documents for clarification of original language in the desegregation document(s) and/or for providing information generalized from the original language of the desegregation document(s). Parenthetical information should not be construed to mean new legal obligations nor expansion of the obligations under the desegregation document(s). Underlined Print. Underlined Print denotes additional desegregation obligations language which has been inserted verbatim in the third quarter report of FY 93-94. Clusters. Programs have been sorted into broad categories called clusters. Clusters include programs or schools grouped together because of similar and related operational functions. For convenience and management of the report, similar programs have been grouped into six color-coded clusters. To locate a program, determine the relative cluster of the program by using the \"Table of Contents\" and then refer to the program sequence number (Seq #) or page number for facilitating program reference in the report. School Operations Program (09A and 09B). Beginning the third reporting quarter for FY 93-94, the stams report for desegregation programs reveals several changes in the reporting of the School Operations Program. First, the School Operations program description warrants that both Principals and Central Office Administrators provide quality planning for students. Therefore, the School Operations Program is divided hereafter into two sections for reporting achievements by both Principals and Central Office Administrators. The sequence number for reporting by Principals (i.e., schools) is 09A, and the sequence number for reporting by Central Office Administrators is 09B. Secondly, for the third reporting period, the inclusionary dates cited in the \"Beginning Date\" column and \"Completion Date\" column are 01/03/94 and 03/31/94, respectively. These inclusionary dates represent the boundaries for the third quarter. The generic dates of 01/03/94 and 03/31/94 are used to uniform and conform reporting in the School Operations program budget documents. Specific date information relative to the achievements of Central Office Administrators follows each documented achievement.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\nFranklin, Garland, Rockefeller, Mitchell, Stephens and Rightsell. Non-Monetary Tracking. No entry on page one in the fiscal year program budget field and/or the quarter expenditure field of a Program Budget Document means desegregation money has not been tracked to the respective program. Organizational Chart. An organizational chart is provided. 9CLUSTER BUDGET DOCUMENTS IGSchool Support Cluster * * * * * * * * * * * * * * * Office of Desegregation/Student Assignment Staff Development Library/Media Computerized Transportation Data Processing Safety and Security Teacher Recruitment Educational Equity Monitoring Commitment to Desegregation/Leadership Summer School (Interdistrict) Summer Learning Program - JTPA Contingency Facilities Guidance/Counseling Program Leadership Employment Practices Bidding Practices (Procurement) 11LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 20 Page: 1 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo, Jr. Secondary Leader: Program Description: The Office of Desegregation is charged with monitoring the implementation of the Desegregation Plan which includes the appropriate assignment of students to schools. The capacities of the elementary area schools are determined in accordance with Arkansas accreditation standards which have the following limits: Grade: Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class Kindergarten 20 25 First-Third 23 25 Fourth-Sixth 25 28 The overall racial composition of the elementary area schools and the space available for recruitment at those schools depend upon the number of students who enroll in Incentive and Interdistrict Schools. The initial racial composition of the Incentive Schools is expected to be predominately black. It is expected that at least 600 black LRSD students will attend Interdistrict Schools. District Goal Support: Ensure that equity occurs in all phases of school activities and operations Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan [ Plan References: L 139 1 FY Program Budget: $433,102.41 1st Qtr Expend: $100,300.49 3rd Qtr Expend: $107,989.35 FTE 10 YTD Expenditures: $319,624.60 2nd Qtr Expend: $111,334.76 4th Qtr Expend: Related Function Codes: 1 12Program Seq #: 20 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Program Goal: Plan Reference Page Number L 139 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Dr. C. Russell Mayo To implement a student assignment process that is consistent with the approved Desegregation Plan Objectives Strategies Page: 2 Revision Date\nMay 11, 1994 Secondary Leader: Beginning Date Completion Date Responsibility Evaluation Criteria {1.0 To implement magnet school assigments) (2.0 To implement interdistrict school assignments) (3.0 To implement elementary area school assignments). The total capacity of the elementary area schools is 9,678. 07/01/93 06/30/94 Assoc. Supt. for Desegregation 1.0 Assignments are consistent with the Desegregation Plan as evidenced by an annual review of assignment data 1.1 Magnet Schools - The assignment process to (original) magnet schools will not change under this Plan. A. Assignment process reviewed to verify need for change. Completed 100% 9/30/93 2.1 Interdistrict Schools - LRSD and PCSSD agree to establish interdistrict schools as described in the Interdistrict Desegregation Plan. A. Five of the six interdistrict schools have been established. Completed 83% 9/30/93 13 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 2.0 Assignments are consistent with the Desegregation Plan as evidenced by an annual review of assignment data 3.0 Assignments are consistent with the Desegregation Plan as evidenced by an annual review of assignment dataPage: 3 Program Seq #: 20 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3.1 Students will be assigned to the elementary area schools by attendance zones. A. Elementary area school students assigned. Completed 98% 9/30/93 Completed 99% 3/31/94 B. Parents receive notification of assignment. Completed 98% 9/30/93 3.2 The elementary area school attendance zones are drawn to establish a racial balance at each school of 55 percent black and 45 percent white with a variance of 5 percent. The recruitment of white students to elementary area schools may increase the percentage of white students at these schools, but no school shall have a racial composition of greater that 60 percent white. A. Attendance zones reviewed prior to and after student assignments. 6. Racial balance monitored prior to and after student assignments. Completed 97% 9/30/93 Completed 98% 12/31/93 3.3 Students presently assigned to elementary area schools will be given the option to remain in these schools (grandfathered). A. Targeted students were notified of options. 3.4 After grandfathered students have been assigned, students in the attendance zone will be assigned to the elementary area schools. A. Students are assigned and notified of assignments to attendance zone school. Completed 97% 9/30/93 Completed 98% 12/31/93 14 07/01/93 08/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 3.3 Student requests to remain in area schools are granted. 3.4 Attendance zone students are assigned based on available seats.Page: 4 Program Seq #: 20 Revision Date: May 11. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number L 139 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (4.0 To implement incentive school assignments). The capacity of the incentive schools is 2,558. 3.5 if there is no space available at a student's zoned school or if assignment of the student to the school would put the school out of compliance with racial balance requirements, the student will be assigned to the closest school with capacity which meets racial balance requirements. A. Students are reassigned and notified. Completed 97% 9/30/93 Completed 98% 12/31/93 3.6 The elementary school zones will provide a feeder pattern for elementary students going to junior high school students going to high school. A. Completed 100% 3.7 Students in elementary area school zones will be given the option to select an incentive school. A. Parents were notified of options. Completed 100% 3/31/94 4.1 Each incentive school will have an attendance zone that encompasses the neighborhood around the school (primary attendance zone). A. Completed 100%. 4.2 Students presently assigned to incentive schools will be given the option to remain In these schools (grandfathered). A. Students were advised of options. Completed 100% 3/31/94 15 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 3.5 Students are reassigned in accordance with Deseg. Plan. 3.6 A feeder pattern is established for the organizational levels. 3.7 Options were granted in accordance to assignment plan. 4.0 Incentive School Assignments are made in accordance with the Desegregation Plan requirements.Page: 5 Program Seq #: 20 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.3 After grandfathered students have been identified and assigned, students in the primary attendance zone will be assigned to the incentive schools. A. Students were assigned as space was available. 4.4 Ail incentive school students will have the option to be assigned to an elementary area school to be selected by LRSD in accordance with desegregation considerations. Completed 80% 3/31/94 4.5 In order to assist in meeting the desegregation requirements, a certain number of seats for black and white students will be reserved for each pre-kindergarten and kindergarten class. The seats reserved for white children shall not remain permanently vacant if unfilled. Sufficient time should be allowed for timely, vigorous, and sustained recruitment efforts before filling these seats. A. Seats are reserved. B. Assignments are monitored to ensure acceptable racial balance. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 4.6 The incentive schools will have a maximum pupil/teacher ratio of 20 to 1. 16 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt.for Desegregation Assoc. Supt. for Desegregation 4.5 Reserved seats are available by race for prekindergarten and kindergarten students.Program Seq tt'. 20 Page: 6 Revision Date: May 11,1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.7 There may be more than 20 students per classroom, however, there will be an aide in each class and possible a second teacher in those classes. 4.8 Assign students with sensitivity to the relationship between placement stability and academic progress as well as the need to measure the impact of incentive programs or student achievement. 4.9 Student assignment process must be the result of carefully coordinated decision-making. The incentive school staffs and the LRSD departments responsible for desegregation, student recruitment and assignment, and planning and evaluation must assess the short- and long-term academic and social impact of any anticipated student reassignments. 4.10 The district must be able to demonstrate that the investment has paid the expected dividends for children, if not, changes must be made quickly before children are lost along with the settlement money. 17 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94Page: Program Seq #: 20 Revision Date: May n. 1994 7 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.11 When making student assignments, keep in mind that there is a relationship between double funding and enrollment figures that represents the greatest return on investment. The district is bound to keep its pledge to double fund each incentive school for six years or as long as the school maintains an enrollment above 80% black. District must also keep in mind that the incentive schools educate only a small portion of the class that prevailed in the desegregation lawsuit. Ensure that a portion of the incentive school funding fulfills the plan's commitment that \"the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities.\" 4,12 The District is obligated to reserve 40 to 50% of seats in the incentive schools at the kindergarten level for white students. 16 07/01/93 07/01/93 06/30/94 6/30/94Program Seq #: 20 Page: Revision Date: May 11. 1994 8 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Or. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.13 With regard to reserved seating at incentive schools, the court indicated that the parties' representations to the Eighth Circuit required that a target racial balance at incentive schools be 50% of each race, at least in the prekindergarten and kindergarten levels. It stated that this proportion is to guide the District in the number of seats which are initially reserved for prekindergarten and kindergarten students. The court \"reluctantly\" allowed seats reserved for white students to be released after a reasonable period only if timely, vigorous, and sustained recruitment efforts to fill the seats with white children were unsuccessful. The court stated that recruitment efforts must be thoroughly documented by the District to the extent that the court can determine that the parties are diligently trying to recruit white students to the incentive schools before releasing any reserved seats. The court encourages the parties to implement any additional recruitment measures that would aid desegregation of the incentive schools as a whole. With regard to pupil-teacher ratio, the court ordered the maximum individual classroom enrollment at incentive schools would be as follows: 18 students in four-year old classes, as agreed by the parties: 20 students in kindergarten, 23 students in grades 1 through 3: 25 students in grades 4 through 6, In addition, the court ordered that there be at least one full time instructional aide per incentive school classroom in those schools where any classroom contains more than 20 students. 19Page: 9 Program Seq #: 20 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number L 140 L 140 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (5.0 To implement Desegregation Transfers) 5.1 Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percentage is 25 percent below the districtwide percentage of blacks in grades 7-12. The minimum and maximum black percentages constitute the desegregation requirement (for acceptable range) for a desegregation transfer. The desegregation requirements in secondary schools is that all schools will remain within a range of 12 1/2 percent above to 25 percent below the districtwide percentage of black students at each organizational level (i.e., high school and junior high school). Completed 80% 3/31/94 5.2 Elementary students may transfer to an incentive school only if such a transfer enhances desegregation at the incentive school. Desegregation transfers will be granted to elementary area schools that are difficult to desegregate. A. Requests for transfers were reviewed/approved in accordance with criteria. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 20 07/01/93 07/01/93 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 5.1 Racial composition of student enrollments are within acceptable ranges. 5.2 Transfers reflect an improvement in racial balance.Page: 10 Program Seq #: 20 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (6.0 To implement Sibling Transfers) 5.3 A student may make two desegregation transfers at each organizational level (primary, intermediate, junior or senior high school). The purpose of the second desegregation transfer is to allow a student to return to his or her previous school assignment. A. Requests for desegregation transfers are reviewed to ensure compliance. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 5.4 Desegregation transfers will be granted during a limited period once each year (Secondary Schools only). A. Completed 80% 3/31/94 5.5 LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. A. Requests for transportation are forwarded to transportation department. (Desegregation Transfer Students assigned to existing bus routes.) Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 6.1 Sibling transfers do not apply to magnet schools. (NOTE: Siblings are brothers/sisters, or half'brothers/sisters, residing at the same address with brothers/sisters, or half- brothers/sisters, who are enrolled in the LRSD. A. Patrons/schools advised of constraints. Completed 100% 3/31/94 21 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 5.3 Desegregation transfer reports reflect appropriate utilization by students. 5.4 Desegregation transfer reports reflect appropriate use by students. 5.5 Maintain records of number of students transported using desegregation transfers. 6.1 Publish/distribute procedures regarding sibling transfers.Page: 11 Program Seq #: 20 Revision Date\nMay 11. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (7 To implement Transfer of Children of Employees Assignments) 6.2 A student entering the LRSD after the 1991- 92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 6.3 Any student who makes a sibling preference transfer before the 1991-92 school year may remain at the school to which the student transferred until graduation to the next organizational level. 6.4 Sibling preference transfers will be granted if a seat is available and the transfer will allow both the sending and receiving schools to comply with the desegregation requirements. Completed 80% 6.5 Sibling transfer applicants must have a sibling current enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students. 7.1 LRSD employees may enroll their children at the schools where they work. A. LRSD employees advised of options via printed materials. Completed 80% 2/3/94 7.2 This provision is not intended to authorize interdistrict transfers (transfers to NLRSD or PCSSD) other than those authorized by the court-approved desegregation plan. Completed 100% 22 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Human Resources Director Assoc. Supt. for Desegregation 6.2 Publish/distribute procedures regarding sibling transfers. 6.3 Student transfers reflect acceptance/ rejection of transfer options. 6.4 Documentation of sibling transfers meet desegregation requirements. 6.5 Sibling transfer requirements are in accordance with established requirements. 7.1 Employees' children are enrolled in schools requested in accordance with established requirements. 7.2 All interdistrict transfers are court approved.Page: 12 Program Seq #: 20 Revision Date: May 11. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (8 To implement the Reassignment Process) 7.3 The transfer of the children of employees is subject to desegregation requirements and the capacity of the particular school. Completed 80% 7.4 LRSD is not obligated to provide transportation. 7.5 This provision Does not apply to magnet schools. A. In compliance 100%. 7.6 The order of preference for assigning the children of employees is listed below: A. Incompliance 100% 7.6.1 First preference: attendance zone students with siblings 7.6.2 Second preference: attendance zone students without siblings 7.6.3 Third preference: children of employees 7.6.4 Fourth preference: desegregation transfers 7.6.5 Fifth preference: M-to-M transfers 7.6.6 Sixth preference: Act 609, Act 624, and legal transfers. 23 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 7.3 Student transfers are consistent with capacities and desegregation requirements. 7.4 Transportation is provide by patrons of employees. 7.6 Documentation of assignments. 8.0 The assignment process is consistent with the desegregation requirements.Program Seq 20 Program Name: Office of Desegregation/Student Assignment Page: 13 Revision Date: May 11, 1994 Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader\nProgram Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8.1 Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. Only if a building cannot be installed, the student will be reassigned to the nearest school that has a seat available in the student's feeder zone. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. The Student Assignment Office will be responsible for all reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. A. Requests for portables are reviewed. Alternate assignments made in compliance with capacity requirements and court mandates. Completed 97% 9/30/93 Completed 98% 12/31/93 8. Waiting lists compiled for area schools. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 8.2 The minimum black percentage for each elementary area school is 40 percent black. Any assignment that causes a school to fall below the minimum black percentage will not be granted. In such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has a seat available. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be assigned to a school in a contiguous feeder zone. A. Alternate assignments made in compliance with desegregation requirements. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 24 07/01/93 07/01/93 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 8.1 Portables are installed in accordance with Deseg. Plan 8.2 Rosters reflect student assignment percentages are within acceptable racial balance.Page: 14 Program Seq #: 20 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (9 To establish effective and efficient student assignment procedures) 07/01/93 06/30/94 Assoc. Supt. for Desegregation 9.0 Assignment procedures are effective and consistent with the desegregation requirements. 9.1 The Student Assignment Office will: monitor new assignments\nprocess all data entry work for elementary schools (data entry tasks decentralized 1992-93 school year)\nprocess interdistrict M-to-M transfers and magnet assignments\nreassign students because of overcrowdedness or desegregation requirements\nconsider appeals\nconduct recruitment efforts (transferred to recruitment program)\nprocess desegregation transfer\nassign all early childhood and incentive school students: and process all special transfers (Act 609, Act 624, etc.). A. Assignments are reviewed to ensure racial balance. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/93 B. Appeals committee reviews/approves/rejects assignment appeals. Completed 25% 9/30/93 Completed 50% 12/31/93 Completed 80% 3/31/93 9.2 New students to the District who enroll after May 17, 1989 will not have to come to the Student Assignment Office to obtain an assignment. Each school will be authorized to enroll students who live within the attendance zone of that school. 25 07/01/93 07/01/93 06/30/94 06/30/93 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 9.1 The student assignment process will be effective in assigning students and process special transfers to assist with racial balance. B. Roster of committee members Agendas from meetings 9.2 Each area school will have the ability to assign students with their attendance zone.Program Seq #: 20 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Page: 15 Revision Date: May 11. 1994 Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria {10 To monitor all aspects of the Desegregation Plan) 9.3 The Student Assignment Handbook includes the timeline and procedures used by the schools and the Student Assignment Office to assign students. The Student Assignment Handbook will be revised each year, as necessary, to reflect any changes in the procedures for assigning students. Changes will be made as needed to include new deadlines and to improve the implementation of the court-approved student assignment plan. The handbook will be developed by the Student Assignment Office and distributed to the schools and the parties each year. A. Edit and update Student Assignment Handbook. Completed 50% 12/31/93 Completed 100% 2/10/94 10.1 Review Program Budget Documents to identify potential problems. A. Completed 80% 3/31/94 10.2 Conduct site visits as necessary. A. 50% of necessary sites are visited. B. Completed 60% 3/31/94 26 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt.for Desegregation, Desegregation Facilitator Assoc. Supt. for Desegregation, Desegregation Facilitator Revised Student Assignment Handbook is published and distributed. 10.0 Identification of implementation and effectiveness problems as evidence by the Program Budget Document 10.1 Budget Documents are reviewed and problems are listed. 10.2 Site visits are documented.Page: 16 Program Seq #: 20 Revision Date: M May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 10.3 Develop and implement improvement plans as needed. A. Improvement plans are developed at Building Level and implemented by principals and staff. Plans are reviewed by Desegregation office. Completed 80% 3/31/94 10.4 Monitor implementation of improvement plans. A. Recruitment plans are monitored. Improvement plans are monitored by Assistant Superintendents. Completed 80% 3/31/94 10.5 LRSD will assist the ADE in identifying existing and proposed statutes and regulations that impede desegregation. 10.6 LRSD, if applying for approval of new construction or major school expansion shall provide a desegregation impact statement setting forth evidence that the proposed improvements do not have a segregative effect (Submission to ADE). 10.7 Loan proceeds from State shall be used for desegregation purposes and will not be utilized or indirectly as a vehicle for generating income for LRSD through higher interest rates. 10.8 A desegregation facilitator will be hired to work directly with building principals. The desegregation facilitator will be solely responsible for identifying problems or practices that impede the implementation of quality desegregated education in each building. The facilitator will also be responsible for providing technical assistance to building principals and their staffs, for desegregation related concerns. 27 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 07/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation, Desegregation Facilitator Assoc. Supt. for Desegregation, Desegregation Facilitator 10.3 Improvement Plans are developed and implemented. 10.4 Scheduled observations of Improvement Plans are documented.Page: 17 Program Seq #: 20 Revision Date: May 11. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 10.9 The desegregation facilitator will report directly to the Associate Superintendent for Desegregation, However, the desegregation facilitator will work very closely with the remaining associate superintendents as needed. 10.10 The desegregation facilitator will focus on all aspects of desegregation implementation. This includes, but is not limited to, achievement disparity, extracurricular activities, class assignments, guidance and counseling, staffing and staff interaction, student interaction, and parent involvement. 10.11 LRSD shall make quarterly reports to the Office of Desegregation Monitoring, 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 10.11 At the end of each year a determination of the effectiveness of the District's implementation of the desegregation plans shall be conducted by the District subject to the Court's review, LRSD's monitors will be provided reasonable access to records and facilities, provided that requests for access are not disruptive, unreasonable or intrusive.Page: 18 Program Seq #: 20 Revision Date\nMay 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 10.12 Where disparities in programs and activities exist, LRSD will identify, analyze for cause and share with the appropriate monitoring authorities, A recommended course of action in remediation will then be implemented, LRSD shall give special attention to any imbalance and placement into special education, honors, talented and gifted, advance placement classes, extra curricular activities, expulsions and suspensions, and reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. 10.13 Long-term goals and desegregation goals have to be incorporated into the study of junior high capacity. 10.14 The court wants a plan to address junior high capacity, relieving busing burden on blacks and recruiting white students into junior high schools. 10.15 This order concerns LRSD's motion to close Ish Incentive School on the ground that the survey process approved by the court indicated that only 82 students wish to attend Ish, The court granted the motion. The court notes that its approval of LRSD's motion to close Ish does not excuse LRSD from its obligation to recruit white students to desegregate the remaining incentive schools. The court states that it will closely watch all proposed school closings and school capacity alterations to determine whether there is a developing pattern of closing schools in areas largely inhabited by black citizens while increasing the capacity of schools in areas largely inhabited by white citizens. 29 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94Page: 19 Program Seq #: 20 Revision Date: May 11. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies  Beginning Date Completion Date Responsibility Evaluation Criteria 10.16 Court grants in part a motion of LRSD for approval of various construction projects. The court approves construction of a cafeteria at Chicot Elementary School as long as the new construction does not increase the school's capacity. The construction project at Jefferson Elementary School is not approved because of potential effect of the attendance zones of the new King Interdistrict School on the Jefferson satellite zones. The court indicates that LRSD may petition the court for approval of the Jefferson construction after the attendance zones for King are firm and court approved. In its renewed petition, the court states LRSD must include the following information: the current capacity of Jefferson, any changes in school capacity that will result from the proposed construction: and the precise number of portable buildings that will be removed and the number that will remain at the school as a result of the proposed construction. 10.17 Prior to granting approval for the Williams Elementary School construction project, LRSD must provide the court with the following information: the school's current capacity\nthe number of square feet that will be added to the school by the construction: any change in the proportional allotment of the school's magnet seats among the LRSD, NLRSD, and the PCSSD\nthe precise number of portable buildings that will be removed and the number that will remain at the school as a result of the proposed construction\nand clarify how the present administration area will be rearranged, i.e. single multi-purpose area or two separate areas, one for expanded cafeteria space and one for indoor recreation. 30 07/01/93 07/01/93 06/30/94 06/30/94 aPage: 20 Program Seq #: 20 Revision Date: May 11. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 10.18 Before the court will consider approving the construction project at J, A, Fair High School, the LRSD must account for the 1,270 square feet difference between the 3,450 sguare feel of the old space and the 2,180 of new space and specify the exact number of new classrooms that will result from the construction. 10.19 This LRSD motion seeks approval of construction projects at Chicot, Jefferson, Williams and Fair. The court approved only the construction of the cafetorium at Chicot Elementary School (see Order dated April 30, 1993 (Docket No. 18151. The combination of the LRSD motion and the court Order approving it in part reguires LRSD to construct a cafetorium at Chicot School which will increase the size of the school by approximately 3,000 sguare feet and have sufficient capacity to seat at one time more than one-half of the children enrolled at Chicot. The cafetorium should have been constructed in time for the beginning of the 1993-94 school year. 10.20 LRSD filed its \"Special Study - Jr, High Capacities and Projections\" and \"Custodial Calculation - Omaha Formula\". The Jr. High Capacity Study contains no desegregation requirements and is in the process of being revised. With respect to the calculation of the required number of custodians per building, LRSD has told the court that it utilizes the Omaha formula, that this calculation is checked at least once per year and that the number of full-time equivalent positions is adjusted where specific building requirements require an adjustment. 31 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94Page: 21 Program Seq #: 20 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 10.21 Limit enrollment in the four-year-old program to 18 students per class. 10.22 Limit enrollment in grades K-6 to class sizes that are consistent with state standards. 10.23 With respect to grandfathering, students are encouraged to return to their school zones, They were notified fay letter a month and a half ago. 32 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Saq #: 21 Page: 1 Revision Date: May 7, 1994 Program Name: Staff Development Program Coda: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Description: The Staff Development Department was established to promote the implementation of the desegregation plan through activities that will result in improved academic achievement. Inservice opportunities designed to increase the effectiveness of curriculum delivery together with training tailored to improve interactions among and across all lines will occur. Additionally, this department will provide support and resources for site-based staff development experiences. District Goal Support: Goal No. 1. Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrighment while closing disparities in achievement. Goal No. 2. Develop and maintain a staff that is well-trained and motivated. Goal No. 3. The Little Rock School Board, administration, staff, and students will demonstrate behavior and human relations skills that value people as human beings and that are consistent with an appreciation and understanding of multicultural diversity. Goal No. 5. Provide a safe and orderly climate that is conducive to learning for all students. Goal No. 6. Ensure that equity occurs in all phases of school activities and operations. Program Goal: The Staff Development Department will provide activities that will promote the implementation of the desegregation plan resulting in improved academic achievement. In support of the goal of providing ongoino staff development and information to parents relative to student success, LRSD will pursue the following objectives by the following means: Update skills of all district staff on a regular basis and to keep alt staff abreast of developments in their field of endeavor. [ Plan References: L 126-128 FY Program Budget: $465,627.29 1st Qtr Expend: $69,080.94 3rd Qtr Expend: $80,888.95 FTE 7 YTD Expenditures: $231,134.88 2nd Qtr Expend: $81,164.99 4th Qtr Expend: Related Function Codes\n33Program Seq #: 21 Program Name: Staff Development Program Code: 09 Program Qoal: Plan Reference Page Number L 126 L 126 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Denrtis Glasgow Secondary Leader: Page: 2 Revision Date: Donita Hudspeth To provide etaff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Objectives Strategies Beginning Date Completion Date Responsibility Mayr, 1994 Evaluation Criteria 1. To provide etaff developntent inservice to improve race relations and equity (07/01/93) (06/30/94) (Superintendent, Staff Development, Central Office Staff) 1.0 1.0 1.0 1.1 Continue to articulate vision/mission of LRSD to community Fall 1988 (07/01/93) Ongoing (06/30/94) Superintendent (Central Office, Director of Communications) 1.1 1.1 1.1 (Increased minority staff representation in areas needed) (Increased representation of minority students in programs currently under- represented) (Administration of Human Relations Survey will reflect improvement in race relations and equity) Public participation Dissemination of material (Increase in number of students returning to public school) (School District's required Annual Report to Community will include mission/goals for LRSD) A. Six Community Forums were held by the Superintendent to articulate vision/mission as well as to hear ideas from the public 10/11/93 12/06/93 B. Three (3) District dialogues with employee groups 01/06/94 02/03/94 C. Washington Magnet PTA 01/18/94 01/18/94 D. Two (2) dialogues with Little Rock City Board 02/01/94 02/28/94 E. Press Conference in concert with Little Rock City Hall 02/03/94 02/03/94 34Program Seq *: 21 Program Name: Staff Development Program Code\n09 Primary Leader: Dennis Glasgow Secondary Leader: Page: 3 Reviaion Date: May 7, 1994 Program Goal: Plan Reference Page Number Donita Hudspeth To provide ataff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria F. Forest Part PTA 02/07/94 02/07/94 G. Garland PTA 03/01/94 03/01/94 H. Mann Magnet PTA 03/03/94 03/03/94 I. Hail High Kindergarten parents 03/07/94 03/07/94 J. Dunbar PTA 03/08/94 03/08/94 K. Early Childhood Task Force 03/14/94 03/14/94 L. Two (2) Community Forums 03/21/94 03/24/94 M. Romine tnterdistrict PTA 03/22/94 03/22/94 1.2 Schedule and implement workshops and activities related to improving race relations for the following grouops: a. Board of Directors A. B. C. b. c. District Administrators Certified Staff d. District Support Staff Desegregation Inservice - New Principals Desegregation - Ail District Administrators Everybody Means Everybody (Inclusive for all students) Ail District Administrators D. Human Relations/Race Relations - Martin L. King, Jr. Interdistrict Staff E. Operationalizing Equity - Dunbar Junior High 35 1988'89 School Year (07/01/93) 07/27/93 07/28/93 07/28/93 08/04/93 08/19/93 Ongoing (06/30/94) 07/23/93 07/28/93 07/29/93 08/04/93 08/19/93 Deseg. Asst. Center IDACj and Central Office Staff (Staff Development Department, Principals) 1.2 1.2 1.2 1.2 Roster of participants (Increased minority staff representation in areas needed) (Increased representation of minority students in programs currently under- represented) (Administration of Human Relations Survey will reflect improvement in reace relations and equity)Page: 4 Program Sag f: 21 Reviaion Date: May 7, 1994 Program Name: Staff Development Program Coda: 09 Primary Leader\nDennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Rafarance Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria F. Human Relations/Race Relations - Stephens Incentive School G. Human Relations/Race Relations - Garland Incentive School H. Staff Development Specialists - two days training * Inclusion for 21st Century I. Race Relations inservice \u0026gt; Metropolitan J. Race Relations Inservice - Baseline 09/13/93 09/27/93 10/05/93 10/18/93 11/01/93 09/13/93 09/27/93 10/06/93 10/18/93 11/01/93 K. Staff Development Director \u0026gt; Equity Assistance Center - Healing Racism 11/05/93 11/05/93 L Operationalizing Equity - Fair Sr. High 12/06/93 12/06/93 M. Building an Effective Multicultural Climate - Department of Exceptional Children N. Cultural Diversity (Variants Across the Curriculum) Grades 3-6 O. Race Relations \u0026gt; Dodd P. Race Relations  Brady Q. Human Relations - Mitchell R. Race Relations * Baseline S. Cross Cultural Relations/Operationalizing Equity Leadership Class 1,3 Plan and implement an evening symposium for the community on \"Community Involvement in a Desegregated School Setting\" 01/14/94 01/19/94 01/31/94 02/07/94 02/07/94 03/07/94 03/15/94 Fall 1988 01/14/94 01/19/94 01/31/94 02/07/94 02/07/94 03/07/94 03/15/94 Fall 1988 DAC Consultant 1.3 Roster of participants 1.3 (Symposium was held in April and August, 1988) 1.3 (hem completed in April and August, 1988, and is not recurring) 36Program Seq #: 21 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Page: S Revision Date: May 7, 1994 Program Goal: Plan Reference Page Number L 126 L 126 Donita Hudspeth To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2. Provide inservice on cooperative learning strategies in a heterogeneous classroom 1.4 Monitor implementation of above strategies 2.1 Inservice teachers and administration on cooperative learning based on Slavin and Johnson and Johnson (or other appropriate cooperative learning models) A Cooperative Learning Inservice - Martin L. King, Jr. Interdistrict School B. Cooperative Learning Refresher (Voluntary District-wide) C. Cooperative Learning Cycle (Voluntary District- wide) D. Cooperative Learning Refresher (Voluntary District'Wide) E. Cooperative Learning in Social Studies and Science - Williams Magnet 37 Pall 1988 (07/01/93) (07/01/93) July 1991 (07/01/93) 08/05/93 10/29/93 11/10/93 11/30/93 12/06/93 Ongoing (06/30/94) (06/30/94) Ongoing (06/30/94) 08/05/93 10/29/93 11/17/93 11/30/93 12/06/93 Assoc Supt for Educational Prog (Superintendent, District Biracial Committee) (Staff Development Department, Content Area Supervisors) Staff Dev Dept Content Area Sup vs 1.4 1.4 1.4 2.0 2.0 2.1 2.1 2.1 Meetings held (Attendance at public meetings) (District-wide Biracial Monitoring Report will reflect improvement in minority representation in all areas needed) (Increased involvement in group activities in the classroom) (Improved classroom climate and social interactions among all students) Training model (Increased involvement in group activities in the classroom) (Improved classroom climate and social interactions among all students)Program Seq *: 21 Page: 6 Revision Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader\nDonita Hudspeth Program Qoal: To provide etaff development to Improve race relatione and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number L 126 L 126 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria F. Two Cooperative Team Learning Cycles (Voluntary District-wide) G. Cooperative Team Learning Overview - Geyer Springs 2.2 Monitor teachers' use of cooperative learning strategies 01/27/94 03/21/94 (07/01/93) 03/17/94 03/21/94 (06/30/94) Principal (Staff Development Department, Content Area Supervisors) 2.2 2.2 2.2 2.2 Classroom observation and documentation (Random observation of classrooms where teachers have been trained) (Random survey of cooperative learning participants regarding effects of implementation in their classrooms) (Principal will observe cooperative learning strategies during routine classroom visitations) 3.0 Provide inservice on additional strategies to improve instruction in desegregated school setting (To improve instruction through the use of effective teaching strategies in the school setting) (07/01/93) (06/30/94) (Staff Development, Content Area Supervisors) 3.0 (Increase in achievement of students of teachers in identified programs) 3.1 Provide inservice opportunities on: a. Effective Schools Model PET b. Teaching/Learning Styles c. Teacher Expectations and Student Achievement (TESA) d. Classroom Management e. (and/or other appropriate inservice opportunities) A. Inservice for Effective Schools Model - PET Teams from Mitchell, Brady, Bale, Otter Creek, and Booker 38 July 1991 (07/01/93) 07/01/93 Ongoing (06/30/94) 07/15/93 Staff Dev Dept (Content Area Supervisors) 3.1 3.1 Roster of participants Workshop evaluations (Number of participants from a cross-section of district staff involved in the identified programs)Page: 7 Program Saq f: 21 Revision Dale: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting In improved academic achievement.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Resporwibiiity Evaluation Criteria a. PET Refresher \u0026gt; Voluntary District-wide b. Effective Schools Training Leadership Class 01/24/94 02/08/94 01/24/94 02/22/94 B. Teaching/Learning Styles a. Early Intervention ADHD - District Administrators 07/29/93 b. Overcoming the Barriers - District Administrators 07/29/93 07/29/93 c. Early Intervention in ADHD - Special Education Teachers) d. Early Prevention of School Failure - All new kindergarten teachers e. Staff Development Director attended 3 day Institute - Making Education Meaningful for African-American Children (should have been included in first quarter report) f. Strategies for Working with At-Risk - Voluntary District-wide g. Strategies for Working with At-Risk - Voluntary District-wide h. Learning Styles Cycle - Voluntary District-wide 08/17/93 08/17/93 07/19/93 10/18/93 11/15/93 11/17/93 08/17/93 08/17/93 07/21/93 10/18/93 11/15/93 12/08/93 i. Early intervention of ADHD/Developmental Differences - Voluntary District-wide 11/29/93 11/29/93 j. Working with At-Risk - Brady Elementary 11/29/93 11/29/93 k. Two (2) Early Intervention of ADHD/Developmental Differences - Voluntary District-wide 39 01/10/94 03/07/94Page\nProgram Seq #: 21 Revision Date: May 7. 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader\nDonita Hudspeth 8 Program Qoal: To provide staff development to improve race relatione and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting In improved academic achievement.) Plan Reference Page Number Objectivee Strategies Beginning Date Completion Date Responsibility Evaluation Criteria i. Strategies for Working with At-Risk Children - Voluntary District-wide m. Three (3) Learning Styles Cycle Workshops - Voluntary District-wide n. Learning Styles Overview \u0026gt; Bale Elementary o. Learning Styles Overview - Fair Park p. Two (2) Thinking Skills Training courses - Voluntary District-wide q. Learning Styles Overview - Mabelvale Elementary C. TESA - Registered four (4) staff members for Trainer of Trainers TESA - October a. Three staff members trained as coordinators for TESA b. TESA (Cycle 1) Sessions 1-2 - Voluntary District-wide c. TESA (Cycle 2) Sessions 1-2 - Voluntary District-wide d. TESA (Cycle 1) Sessions 3-4-5 e. TESA (Cycle 2) Sessions 3-4*5 f. TESA (Cycle 3) Sessions 1-4 01/11/94 01/11/94 01/12/94 01/24/94 01/24/94 03/07/94 10/19/93 11/22/93 11/30/93 01/11/94 01/18/94 02/01/94 01/11/94 03/24/94 01/12/94 01/24/94 02/28/94 03/07/94 10/22/93 11/22/93 11/30/93 03/14/94 03/22/94 03/15/94 D. Classroom Management a. Classroom Management - Martin L King, Jr. Interdistrict Staff 08/05/93 08/05/93 b. Positive Discipline - Carver Magnet c. Behavior Modification - Mabelvale Jr. High 40 08/18/93 08/19/93 08/18/93 08/19/93Page: Program Saq *: 21 Raviaion Data: May 7, 1994 Program Name: Staff Development Program Coda: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 9 Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Rafaranca Page Number Objectives Strategies Beginning Data Completion Data Responsibility Evaluation Criteria d. Positive Discipline - Rightsell Incentive School e. Positive Discipline - Brady Elementary f. Discipline Management - Cloverdale Elementary 09/13/93 10/11/93 10/11/93 09/13/93 10/11/93 10/11/93 g. Classroom Management Cycle - Voluntary District-wide 10/21/93 10/28/93 h. Classroom Discipline \u0026gt; Watson Elementary i. Positive Discipline * McDermott Elementary 10/26/93 11/02/93 10/26/93 11/02/93 j. Cooperative Discipline Cycle - Stephens Incentive School 11/08/93 11/29/93 k. Positive Discipline - Garland Incentive School I. Positive Discipline - Mabelvale Elementary m. Positive Discipline  Voluntary ^strict-wide n. Positive Discipline - Mabelvale Jr. High o. Classroom Management Cycle - Voluntary District-wide p. Two (2) Positive Discipline Workshops - Voluntary District-wide q. Training Seminar - Working with Difficult Students r. Discipline Management - Wakefield Elementary s. Discipline Management Incentive Schools' Instructional Aides E. (and/or other appropriate inservice opportunities) a. Abacus Training (all teachers at non-pilot elementary schools) 41 11/08/93 11/15/93 11/16/93 01/10/94 01/11/94 01/20/94 02/03/94 02/07/94 03/09/94 08/30/93 11/08/93 11/15/93 11/16/93 01/10/94 01/11/94 02/24/94 02/04/94 02/07/94 03/10/94 09/29/93Page: 10 Program Seq *: 21 Revnion Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide etaff development to improve race relatione and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number Object! vea Strategies Beginning Date Completion Date Responsibility Evaluation Criteria b. Abacus Training/Technical Assistants 09/30/93 10/04/93 c. Self-Esteem/Elementary - Voluntary Districtwide d. Seh-Esteem/Secondary - Voluntary Districtwide e. Self-Esteem/Eiementary - Voluntary - Districtwide f. Abacus Training (extra assistance) - Voluntary District-wide - 8 sessions g. Performance Management Training - Staff Development Director h. Abacus Training Sessions - Eighteen Voluntary District-wide and all Resource Teachers i. Two (2) Self-Esteem/Elementary/Secondary - Voluntary District-wide j. Leadership for Change Training Leadership Class/Vice Principals - Voluntary District-wide k. Curriculum Frameworks Training - Director of Staff Development and Six (6) Curriculum Supervisors I. Leadership for Change SEDL Training - Staff Development Director 42 10/19/93 11/02/93 11/10/93 10/19/93 09/21/93 01/11/94 01/05/94 01/24/94 02/07/94 02/15/94 10/19/93 11/02/93 11/10/93 12/07/93 10/15/93 03/23/94 02/03/94 01/24/94 02/09/94 02/17/94Page: 11 Program Seq *: 21 Revision Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relatione and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number L 127 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria m. Positive Confrontation - Bale Elementary 3.2 Send selected staff to professional development sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development. 3.3 Provide district-wide program of staff development 02/23/94 07/01/93 07/01/93 02/23/94 06/30/94 06/30/94 4.0 Provide inservice on \"Effective Implementation of the LRSD Discipline Management System\" (07/01/93) (06/30/94) (Director of Pupil Personnel) 4.0 4.0 (Decrease in the number of students who receive disciplinary sanctions) (Decrease in the disproportionate number of minority students who receive disciplinary sanctions) 4.1 Continue to involve courtselors. principals, assistant principals, and teachers in discipline managenwnt in a desegregated school setting A. Positive Interventions in the Discipline Management System - Inservice Secondary Administrators B. Each building has a building discipline plan C. Students have received training in Rights/Responsibilities Handbook 43 July 1991 (07/01/93) 07/29/93 08/16/93 08/30/93 Ongoing (06/30/94) 07/29/93 09/03/93 09/30/93 Director of Pupil Services (Pupil Services Department, Principals, Counselors) 4.1 4.1 4.1 Roster of participants (Building Level Discipline Managment Plans established for all schools) (Counseling classes will include orientation to the building level plan and district-wide Rights and Responsibilities Handbook)u Page: 12 Program Seq *: 21 Revieion Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting In improved academic achievement.) Plan Reference Page Number L 127 L 127 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria D. Focus Group/Peer Sharing - Discipline Management System - Voluntary District- wide/Administrators 4.2 Monitor use of discipline managment system 12/08/93 Fall 1988 (07/01/93) 12/08/93 Ongoing (06/30/94) Principals Counselors School Teams 4.2 4.2 4.2 4.2 Documentation (Quarterly Behavior Managment Reports) (Building level biracial committee reports will be used to monitor and/or adjust discipline plans) (District-wide Biracial Committee) 5.0 Provide PAL (Academic Support) teachers with strategies for planning and delivering more than orw type of instructional grouping (To provide academic support teachers with strategies for planning and delivering more than one type of instructional grouping) (07/01/93) (06/30/94) (Assoc. Superintendent, Academic Support Supervisors, Content Area Supervisors, Staff Development) 5.0 5.0 5.0 (Increase in achievement for all students in Academic Support Programs) (Decrease in achievement gap in representative population) (Decrease in number of students requiring academic support services) 5.1 Continue to investigate and research sources of strategies, models and activities of successful small and large group instructional practices within heterogenous classes A. Five articles distributed to Academic Support teachers 44 Fall 1988 (07/01/93) 08/16/93 Ongoing (06/30/94) 09/30/93 Assoc Supt for Eductional Prog (Staff Development Department, Content Area Supervisors, Academic Support Supervisors) 5.1 5.1 Identification of sources (Provide staff with information from current research monthly)Page: 13 Program Seq #: 21 Revision Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Six articles distributed to Academic Support teachers C. Six articles distributed to Academic Support Teachers 5,2 Conduct workshop to address ths following: a. grouping theory and strategies b. demonstration of strategies for varied instruction A Cooperative Learning Inservice * Martin L King, Jr. Interdistrict B. Language Arts and Reading Workshop - New Teachers C. Integrated Learning \u0026gt; Garland Incentive D. Hands-On Science - Rightsell Incentive E. Making Language Learning Meaningful Session 1*2 - Southwest Jr. High F. Making Language Learning Meaningful Session 1-2 - Cloverdale Jr. High G. Applied Math 9th Grade Teachers - District- wide 45 10/01/93 12/17/93 01/03/94 03/24/94 Fall 1988 (07/01/93) Fall 1988 (06/30/94) Supervisor of Math and English (Content Area Supervisors, Staff Development Department) 5.2 5.2 5.2 5.2 5.2 Written evaluation by participants (Increase in achievement for all students in Academic Support Programs) (Decrease in achievement gap in representative population) (Decrease in number of students requiring academic support services) (Principal will observe forough classroom observations and teacher conferences) 08/05/93 10/04/93 10/04/93 10/04/93 10/08/93 10/15/93 10/12/93 08/05/93 10/14/93 10/04/93 10/04/93 11/11/93 11/12/93 10/13/93Page: 14 Program Seq #: 21 Revision Date: May 7. 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Qoal: To provide etaff development to improve race relatione and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Resporwibility Evaluation Criteria H. Developing Thematic Units \u0026gt; Voluntary Districtwide I. Cooperative Learning Refresher - Voluntary District-wide J. Literature Instruction/Shared Reading and Writing - Voluntary District-wide K. Literature-Based Instruction Grades 1-3 - Voluntary District-wide L Hands-On Equations Grades 5-8 - Voluntary District-wide M. Cooperative Learning Cycle - Voluntary District-wide N. Hands-On Science Grade 3 - Voluntary District- wide 0. Integrating Math and Science Grades 1-2 - Voluntary District-wide P. Hands-On Science Grade 6 - Voluntary Districtwide Q. Hands-On Equations Grades 5-8 - Voluntary District-wide A. Cooperative Learning Refresher - Voluntary District-wide S. Cooperative Learning in Social Studies and Science - Williams Magnet T. Integrating Math and Science \u0026gt; Gibbs Magnet 10/21/93 10/29/93 11/02/93 11/04/93 11/09/93 11/10/93 11/11/93 11/15/93 11/18/93 11/29/93 11/30/93 12/06/93 12/07/93 10/21/93 10/29/93 11/03/93 11/04/93 11/16/93 11/17/93 11/11/93 11/15/93 11/18/93 12/06/93 11/30/93 12/06/93 12/07/93 U. Hands-On Science Grade 5, Voluntary Districtwide 12/09/93 12/09/93 V. Flips, Slides, Turns Grades 4-6 Math Teachers 12/09/93 12/09/93 46Page: 15 Program Seq *: 21 Revision Date: May 7. 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the Implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria W. Hands-On Science - Bale Elementary 01/05/94 01/05/94 X. Hands-On Math - Science (New Teachers Grades K-6) Y. Three (3) Training Sessions Integrating Math and Science - Voluntary District-wide (2-6) Z Two (2) Math in Literature * Voluntary Districtwide (Grades K-6) AA. Integrating Geography Through Children's Literature (Grades 4-8) BB. Three (3) Hands-On Science - Voluntary District-wide CC. Makine Language Learning Meaningful Session 3-4 - Southwest Junior High School DD. Cooperative Team Learning (2 cycles) - Voluntary District-wide EE. Skills Through Literature - Stephens FF. Language Arts Integration - Rightsell GG. Increasing Effectiveness in Working with Groups - Incentive School Instructional Assistants HH. Fractions, Fractions, Fractions (Grades 4-8) - Voluntary District-wide II. Positive/Negative Numbers (Grades 6-8) - Voluntary District-wide 47 01/05/94 01/11/94 01/13/94 01/19/94 01/20/94 01/27/94 01/27/94 01/31/94 02/07/94 03/09/94 03/10/94 03/15/94 01/19/94 02/17/94 02/24/94 01/19/94 03/17/94 01/27/94 03/17/94 01/31/94 02/07/94 03/10/94 03/10/94 03/15/94Page: 16 Program Seq #\n21 Revision Date: May 7, 1994 Program Name: Staff Development Program Coda: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the Implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number L 127 L 127 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.0 Provide inservice to assist principal and faculties with strategies for promoting student achievement and growth (07/01/93) (06/30/94) (Asst. Superintendent, Planning, Research and Evaluation, Staff Development, Content Area Supervisors) 6.0 6.0 (Increase in achievement for alt students) (Decrease in achievement gap in representative population) 6.1 Continue to provide imervice for principals on methods for developing their school improvement plan A. \"What Works\" - directed sharing for new principals 6. Evaluating Literature Based Instruction - District Administrators C. Portfolio Assessment - District Administrators D. Monitoring the At-Risk Child - District Administrators E. Monitoring Instructional Effectiveness - District Administrators F. Next Step In Portfolio Writing - Jefferson Q. Redesign Portfolios - Garland Incentive 48 Pall 1988 (07/01/93) 07/27/93 07/28/93 07/28/93 07/29/93 07/29/93 09/07/93 09/14/93 Ongoing (06/30/94) 07/27/93 07/28/93 07/28/93 07/29/93 07/29/93 09/07/93 09/15/93 Div of Schools Eval and Testing IRC Specialists (Asst. Superintendents) 6.1 6.1 6.1 Comprshansive and accurate product (Number of workshops In Integrating the Curriculum, Literature-based Instruction, Authentic Assessment and/or other relevant methodologies) (Better school improvement plans are submitted)Page: 17 Program Saq #: 21 Revision Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Rafaranca Paga Numbar Object! vea Strategies Beginning Date Completion Date Responeibility Evaluation Criteria H. Writing/Getting Started - Pulaski Heights Elementary I. Integrating the Curriculum/Thematic Units * Washington/Woodruff J. Portfolio Assessment  Wilson Elementary 09/23/93 09/28/93 10/18/93 09/23/93 09/28/93 10/18/93 K. Grant Writing Workshop * Academic Incentive Grant 10/27/93 10/27/93 L Portfolio Assessment - Washington Magnet M. Portfolio Assessment - Watson Elementary N. Portfolio Assessment (2 Sessions) - Rockefeller Incentive School 0. Focus Group * Technical Assistance * Academic incentive Grants P. Portfolio Assessment - Bale Elementary Q. Six (6) Portfolio Assessment Training Sessions R. Effective Schools Training Leadership Class S. Achieving Equity Leadership Class 11/01/93 11/02/93 11/08/93 11/17/93 12/06/93 01/04/94 02/08/94 03/15/94 11/01/93 11/02/93 12/06/93 11/17/93 12/06/93 03/09/94 02/22/94 03/15/94 T. Seven (7) Reading Inservices to Promote Instructional Practices 02/02/94 03/15/94 6.2 Continue to assist principals in revising school improvement plans through the analysis of disaggregated data July 1991 (07/01/93) Ongoing (06/30/94) Assoc and Asst Supts 6.2 6,2 6.2 Completed plans (Provide written feedback and opportunities for sharing \"What Works\" in various building-level plans) (Plans reflect strategies that evolved from disaggregated data) 49Page: 18 Program Seq #: 21 Reviaion Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.3 Continue to provide special school-based program and content area inservice meetings scheduled on a regular basis with specific sessions on content methodology and interpersonal relations for program implementation in a desegregated setting A. Integrated Learning - Garland incentive B. Hands-On Science - Rightsell Incentive C. Making Language Learning Meaningful Session 1-2 - Southwest Junior High D. Positive Discipline - Brady Elementary E. Discipline Management - Cloverdale Elementary F. Making Language Learning Meaningful Session 1-2 - Cloverdale Jr. High G. Race Relations Inservice - Metropolitan H. Portfolio Assessment  Wilson I. Classroom Discipline - Watson J. Race Relations Inservice - Baseline K. Portfolio Assessment - Washington Magnet L Portfolio Assessment - Watson Elementary M. Positive Discipline - McDermott N. Positive Discipline - Garland Incentive 50 1991 School Year (07/01/93) 10/04/93 10/04/93 10/08/93 10/11/93 10/11/93 10/15/93 10/18/93 10/18/93 10/26/93 11/01/93 11/01/93 11/02/93 11/02/93 11/08/93 Ongoing (06/30/94) 10/04/93 10/04/93 11/11/93 10/11/93 10/11/93 11/12/93 10/18/93 10/18/93 10/26/93 11/01/93 11/01/93 11/02/93 11/02/93 11/08/93 Staff Dev Dept Content Area Supervbora Principals 6.3 6.3 6.3 Workshop agendas and evaluatiorts (A computer based compilation of individual employees/school-wide staff development activities will be available) (Student achievement will increase\ndisparity gap in representative population will decrease)Page: 19 Program Saq f: 21 Revision Date: May 7. 1994 Program Name: Staff Development Program Code\n09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relatiorrs and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Pian Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria O. Cooperative Discipline Cycle - Stephens Incentive P. Portfolio Assessment (2 Sessions) - Rockefeller Incentive Q. Positive Discipline - Mabelvale Elementary R. Working with At-Risk  Brady Elementary S. Operationalizing Equity  Fair Sr. High T. Cooperative Learning in Social Studies and Science - Williams Magnet U. Portfolio Assessment * Bale Elementary V. Integrating Math and Science - Gibbs Magnet W. Portfolio Assessment - Brady X. Hands-On Science - Bale Y. Positive Discipline \u0026gt; Mabelvale Junior High Z Compton's Encyclopedia Computers - Franklin AA. Childrens Writing - Franklin BB. More Portfolios - Rockefeller CC. Making Language Meaningful - Southwest Junior High DD. Race Relations - Dodd EE. Language Arts Strategies - Stephens FF. Race Relations - Brady GG. Language Arts Integration  Rightsell HH. Improving Human Relations - Mitchell 51 11/08/93 11/08/93 11/15/93 11/29/93 12/06/93 12/06/93 12/06/93 12/07/93 01/04/94 01/05/94 01/10/94 01/10/94 01/14/94 01/24/94 01/27/94 01/31/94 01/31/94 02/07/94 02/07/94 02/07/94 11/29/93 12/06/93 11/15/93 11/29/93 12/06/93 12/06/93 12/06/93 12/07/93 01/04/94 01/05/94 01/10/94 01/10/94 01/14/94 01/24/94 01/27/94 01/31/94 01/31/94 02/07/94 02/07/94 02/07/94Page: 20 Program Seq 21 Revieion Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader\nDonita Hudspeth Program Qoal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in Improved academic achievement.) Plan Reference Page Number L 128 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria II. Portfolio Assessment \u0026gt; Dodd 02/21/94 02/21/94 JJ. KK. LL Positive Confrontation - Bale Portfolio Assessment - Hall Learning Styles * Mabelvale Elementary MM. Cross-Cultural Relations - Baseling NN. Integrating Math/Science - Mitchell 00. Literature in Social Studies - Geyer Springs PP. Cooperative Learning Refresher - Geyer Springs 6.4 To provide special assistance for teachers as requested. 02/23/94 03/02/94 03/07/94 03/07/94 03/14/94 03/17/94 03/21/94 07/01/93 02/23/94 03/02/94 03/07/94 03/07/94 03/14/94 03/17/94 03/21/94 06/30/94 7.0 Form tri-district committee for collaborative procedures July 1. 1991 (07/01/93) Ongoing (06/30/94) (Directors of Staff Development from LRSD, PCSSD, and NLRSD) 7.0 7.0 Ongoing analysis (Tri-district workshops will be held) 7.1 Establish tri-district committee A. Tri-district Committee is formed 52 July 1. 1991 Ongoing (Directors of Staff Development from LRSD, PCSSD. and NLRSD) 7.1 7.1 Ongoing analysis (Tri-district committee was formed in August, 1991)Page: 21 Program Seq *: 21 Revision Date: May 11, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting In improved academic achievement.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 7.2 Meet four times per year, two timea each semester. The committee functions will be to identify and implement staff devsiopntent strategies that will assist the districts In fulfilling expectations of \"maintaining quality\" desegragatsd school districts. A. First meeting is scheduled for October 1, 1993 B. Tri*Di$trlct Committee Meeting 7.3 Plan any activities appropriate for collaboralion, e.g., community meetings, etc. A. Teachers from LRSD were recruited for Equity in Excellence class taught by PCSSD and will receive salary credit at its completion B. Meeting with Media Speciaists and Curriculum Specialists from North Little Rock and Pulaski County to plan Multicultural Fair C. Teachers from LRSD were granted salary credit for classes taken through Pulaski County Staff Development Department D. Meeting with Associate Superintendent for Desegregation from Pulaski County E. Teachers from LRSD were recruited for Equity in Excellence class taught by PCSSD and will receive salary credit F. Tri\u0026lt;fistrict Multicultural Fair 53 (07/01/93) 07/01/93 10/01/93 10/01/93 (07/01/93) 08/26/93 11/16/93 09/01/93 11/30/93 12/01/93 02/23/94 (06/30/94) 06/30/94 10/01/93 10/01/93 (06/30/94) 12/15/93 11/16/93 12/17/93 11/30/93 01/07/94 02/23/94 (Directors of Staff Development from LRSD, PCSSD, and NLRSD) (Directors of Staff Development from LRSD, PCSSD, and NLRSD) 7.2 (Record of meetings and collaborative nature of areas addressed) 7.3 (Documentation of number of activities among the three districts)Page: 22 Program Seq *: 21 Revision Date: May 7, 1994 Program Name\nStaff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Qoal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number L 126 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.0 Provide staff development comportent for effective staff development in desegregated school setting (07/01/93) (06/30/94) (Board of Directors, Superintendent Director of Staff Development) 8.0 (Gather and analyze data from school district participants on the effectiveness of the staff development activities designed to address their specific needs) 8.1 Establish staff development component a. Staff Development Dept Personrtei b. Staff Development Office c. Staff Development Catalogue/Calendar A. Department personnel is functioning at 86% B. Office is operational C. Catalogue was distributed on October 1 8.2 Certified staff members (administrators and teachers) shall be trained to teach and counsel black an educationally-advantaged students. 8.3 The Little Rock School District will hire a five- member staff development team for this purpose. 54 July 1991 July 1991 July 1991 (07^1/93) 07/01/91 09/01/93 07/01/93 07/01/93 Ongoing Ongoing Ongoing (06/30/94) 06/30/94 10/01/93 06/30/94 06/30/94 Board of Diractore/Supt Human Resources Dir of Staff Dev 8.1 8.1a Implementation of Staff Development Dept Employment of Director, four specialists and one secretary (implementation of Staff Development Department in July, 1991) 8.1b Office is operational 8.1b (Office was established in July, 1991 8.Ie Dbtribution of catalogue/ calendar 8.1c (Staff Development Catalogue/Calendar distributed annuallyPage: 23 Program Seq #: 21 Reviaion Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal\nTo provide ataff development to improve race relatiorw and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number Objectivea Strategies Beginning Date Completion Data Responsibility Evaluation Criteria 8.4 The Little Rock School Kstrict Staff Development Department will be responsible for implementing the staff development senzices. 8.5 The staff development goals and programs currently used by the District, such as TESA, PET and others, will be continued, but a far more creative and comprehensive staff development program suitable for the needs of all employees and volunteers will be implemented. 8.6 The districts will cooperate In designing a fresh and extended approach to staff development. Included in the planning will be community resource persons and all district personnel responsible for delivering training to staff, and to parent, volunteer, or student committees or groups. 8.7 Staff development will based upon certain basic principles of human behavior, learning process and change dynamics. 8.8 The diverse training needs of staff at all employment levels will be met. 8.9 The District will establish resource banks which identify the training skills or specialized knowledge of employees and volunteers which can be shared through staff development activities. 55 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94Page: 24 Program Seq #: 21 Revieion Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8.10 Computer data bases will be used to record each employee's staff development history. 8.11 Carefully planned training of trainers' events will be actively used to expand inhouse training expertise. 8.12 Interdistrict training activities will be frequently offered for groups of employees and volunteers. 6.13 The District will deal decisivelv with the Issue of racism and will involve all staff, students, and parents In a comprehensive prejudice reduction program. 8.14 Certain areas of training and staff development will be specialty emphasized: utilization of voulnteer resources, preparation of substitute teachers and aids, and training for parents. 56 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Saq *: 22 Page: 1 Raviaion Data: May 11, 1994 Program Nama: Ubrary/Media Program Coda: 32 Primary Laadar: Dennis Glasgow Secondary Laadar: Lucy Lyon Program Description: District Goal Support: Program Goal: Plan References: Each child In the Uttio Rock School District should be given access to his/her full measure of the Instructional resources. Ubrary/media services will be designed to provide lor extension and enrichment of basic skills and will also accommodate the varied learning styles of students In different instructional groups. Because students will have opportunities Io work and learn in the library/media center under the direction of a trained teacher-librarian, they will be able to approach learning in a variety of ways, thus accommodating their individual styles and also providing for the additional \"time on task\" or enrichment that many students need In order to internalize the material initially presented. The District s plan is to offer a library/media program to serve learners with diverse needs, background and abilities through a comprehensive program designed to better support District goals and student needs with regard to learning stylos, relevance of instruction, support of multicultural school curriculum, and the application of learning to real-life situations. Ubrary/media services will be designed to provide for extension and enrichment of basic skills and will also accommodate the varied leamlng styles of students In different instructional groups. Students will have opportunities to work and learn In the library/media center under the direction of a trained teacher-librarian. The Uttle Rock School Distrlcfs library/media program will fulfill Its potential as an essential contributor to the District s successful desegregation plan. Upon implementation of the elementary program a review of the secondary program will commence with special attention being given to meeting the interests and needs of the District's diverse population. Goal #1 - Implement Integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities In achiovement. Goal #2 - Develop and maintain a staff that Is well-trained and motivated. Goal #3 - The Uttle Rock School Board, administration, stafl, and students will demonstrate in their day to day behavior that they accept each Individual as a valued contributor to society to society and view cultural diversity among students, staff and the community as a valued resource upon which out community and nation can draw as we prepare lor the 21st Century. Goal #6 - Ensure that equity occurs in all phases of school activities and operations. The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Ran. I L 106, L 107, L 109, L 110 ] FY Program Budget: $479,954.32 1st Qtr Expend: $61,580.87 3rd Qtr Expend: $91,974.51 FTE 30 YTD Expenditures: $264,476.35 2nd Qtr Expend: 4th Qtr Expend: I Related Function Codes: 3 57Program Seq #: 22 Program Name: Library/Media Program Code: 32 Program Qoal: Plan Reference Page Number L109 L106 L109 L109 L109 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan Objectives Strategies Beginning Date Completion Date Page: 2 Revision Date: May 11, 1994 Lucy Lyon Responsibility Evaluation Criteria 1. Implement the district's proposed new elementary library/media program. 1. (To provide equitable access to library resources including multicultural and audiovisual resources for all students.) 1.1 Hire consultant, coordinator, and clerical help A Consultant, coordinator, clerical help were hired. 1.2 Review recommendation/outline new program. A. New was program outlined. 1.3 Identify equipment and material necessary for new library/media program and determine the necessary equipment to ensure each district student equity of access in standard instructional offerings. 58 (July 1, 1993) (June 30, 1994) (Coordinator of Library Services, Principals, Librarians) Dir of Human Serv, Supv of Inet Tech 09/20/88 09/01/88 10/16/88 11/01/88 1. Comparison of survey results 1988-1993 will show increased use. 1. Comparison of data collected monthly will show: eStudent visits will increase. eVolume of books checked out will increase.  Independent research by etudents will be documented to show use. Number of classes/groups scheduled by teachers will be documented to show use. 1.1 Contracts (Contracts are on file in Human Resources.) Consultant, Supv of Inst Tech, Advisory Committee Librarians Coordinator of Library Services 1.2 Agenda for meetings (Agendas are on file in the Dept, of Instructional Technology.) 1.3 Report/List (Surveys and list are on file in the Dept, of Instructional Technology.)Program Saq *: 22 Page: 3 Ravialon Data: May 11, 1994 Program Nama: Library/Media Program Coda: 32 Primary Leader: Estelle Matthls Secondary Leader: Lucy Lyon Program Goal: The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan Plan Reference Page Number L109 L109 L109 L109 L109 L109 Objectivea Stratagiae Beginning Data Completion Date Responsibility Evaluation Criteria A. Equipment/materials were identified. 1.4 Order equipment and materials rtecessary including AV software. (Determine/purchase core materials needed for each elementary school.) A Books and reference materials supporting curriculum ordered for each school. 1.5 Prepare a tentative supplemental list of new AV film/videoe, etc., and distribute. A. List of film/videos was prepared. 1.6 Develop procedures, guidslines, policy statements, and curriculum guides. A Procedures, guidelines, policy statements and curriculum guides were completed. 1.7 Conduct inservice and curriculum development for classes for librarians, principals, and teachers. Library media specialists will provide inservice training to building4evel staff In the use of materials and equipment. A. Inservice and curriculum classes were held. 1.8 Process naw material including cataloging. A. New material was processed. 1.9 Receive requests for AV materials for fall semester 1989. A AV requests for fall semester 1989 were received. 59 10/16/88 (July 1, 1993) 01/03/94 02/01/89 (12/01/89) 07/01/93 12/01/89 11/01/88 April 1. 1989 04/01/89 12/05/88 (June 30, 1994) 03/31/94 03/01/89 05/30/90 06/30/94 05/30/90 10/01/89 May 30, 1989 05/30/89 Supv of Inst Tech. Coor of Lib Services, (Librarians) Supv of Inst Tech Cortsultant, Supv of Inst Tech, Coor and Advisory Committee Consultant, Supv of Inst Tech, Coor and Advisory Committee Librarians, Media Staff Supv of Inst Tech 1.4 Purchase orders (Materials supporting the curriculum will be used in each elementary school.) 1.5 Supplemental ibt (List on file in Dept, of Instructional Technology.) 1.6 File copies (Curriculum guide, polices, and procedures on file in Dept, of Instructional Technology.) 1.7 (Agendas and memos) (Agendas and memos on file in Dept, of Instructional Technology.) 1.8 Completion memo 1.9 Checkoff list (List on file in Dept, of Instructional Technology.)Psge: 4 Program Seq #: 22 Revieion Date: May 11, 1994 Program Name: Ubrary/Media Program Code: 32 Primary Leader: Estelle Matthis Secondary Leader: Lucy Lyon Program Qoal: The district will provide each student with library/media services in accordance with the essential role outlined in the districts Desegregation Plan Plan Reterence Page Number LI 09 L110 L110 L110 Objectives Strategies Beginning Date Completion Date Resporwibility Evaluation Criteria 1.10 Schedule films\\videos as possible. (Schedule videos correlated to LRSD curriculum as requested by teachers. Use of 16mm film is outdated.) A Videos are scheduled daily and were current on 09/30/93. B. Videos are scheduled daily and were current on 12/17/93 C. Videos are scheduled daily and were current on 03/25/94. 1.11 Hire full-time librarians and full-time cbrks for each elerrwntary school as needed. A Full-time librarians were in place in all elementary libraries. Clerks were In place according to LRSD formula. 1.12 Develop a maintenance proposal which assures prompt and efficient repair of all AV equipment independent of the time of year. (Maintain procedures for prompt and efficient repair of AV equipment.) A. Third quarter repair record: 145 AV machines repaired  63 within one (1) week or receipt\n70 computer monitors repaired\n33 computer cable jobs completed 1.13 Notify teachers via librarians of the fail schedule (films/videosl. (Instructional videos correlated to LRSD curriculum are scheduled. Use of 16mm film is outdated.) GO (July 1, 1993) 08/23/93 10/01/93 01/03/94 July 1. 1993 07/01/93 July 1, 1993 01/03/94 July 1, 1993 (June 30, 1994) 35% 70% 64% June 30, 1994 09/30/93 June 30. 1994 03/31/94 June 30. 1994 Supv of Inst Tech (Coor Lib Serv) Dir of Human Serv. Supv of Inat Tech. Coor Lib Serv. Principals Supv of Imt Tech (Coor Lib Serv) Supv of Irwt Tech (Coor Lib Serv) 1.10 Schedule (Videos correlated to curriculum will be used in each school.) 1.11 Contracts (Sufficient staff will be in place to meet state and North Central Standards for librarians. Library clerks will be staffed according to LRSD formula, based on enrollment.) 1.12 Copy of proposal Ninety percent of equipment sent in will be repaired within a week. 1.13 File copy (Videos correlated to the curriculum will be used in each school.)Page: 5 Program Sag *: 22 Revision Date: May 11. 1994 Program Name: Library/Media Program Code: 32 Primary Leader: Estelle Matttiis Secondary Leader: Lucy Lyon Program Goal: The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan Plan Reference Pago Number L109 L110 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. B. C. Teachers are notified weekly of current videos. Teachers are notified weekly of current videos Teachers are notified weekly of current videos 1.14 Supply films/videos per schedule. A. B. C. Videos are supplied weekly. Videos are supplied weekly. Videos are supplied weekly. 1.15 Develop a seven to ten year AV equipment purchase plan based on accepted life spans for equipment and equity consideratiorts. The goal is to devise a plan which will provide the district with consistent lirw item cost each year to simplify budgetary planning and prevent the necessity for large one-time expenditures as is now required A. An AV equipment purchase plan was developed. 1.16 Order supplies and printing. A. Supplies and printing were ordered. 1.17 Conduct inservice for librarians and library clerks. A. Inservice for elementary librarians held 08/12/93, and for secondary on 08/10/93. 61 09/30/93 10/01/93 01/03/94 July 1, 1993 08/23/93 10/01/93 01/03/94 Sept. 5, 1989 09/05/89 Oct. 15, 1988 August each yr. (July 1) 08/10/93 35% 70% 80% June 30, 1994 35% 70% 80% Nov. 1. 1989 11/01/89 June 30, 1990 Ongoing (June 30) 08/12/93 Supv of Inst Tech (Coor Lib Serv) Supv of Inst Tech Supv of Inst Tech Coor of Lib Serv Librarians Z I 1.14 Weekly delivery (Videos correlated to curriculum will show 1.15 Copy of plan (Copy of plan on file In Department of Instructional Technology.) 1.16 Copies of purchase orders (Copies of purchase orders on file In Dept, of Instructional Technology.) Agendas (Quarterly data will reflect an Increase in library use.)Page: 6 Program Saq f: 22 Revision Date: May 11, 1994 Program Name: Ubrary/Media Program Code: 32 Primary Leader: Estelle Matthis Secondary Leader: Lucy Lyon Program Goal: The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan Plan Reference Page Number L106 L107 L107 L107 Objectives Strategies Beginning Date Completiorf Dele Responsibility Evaluation Criteria \"1 2. (To extend and enrich the basic skills in ways that meet students varied learning styles and promote life long learning.) B. Inservice for librarians offered as follows: Abacus  October 26. 27\nGreat Books - December 2, 3, 6, 7\nSecondary Inservice  December 2 C. Inservice offered third quarter as follows: TriDistrict 01/11/04\nCelebrate Literacy 03/09/94\nSecondary Chapter II 03/16/94 2.1 (Plan with classroom teachers for materials needed for classroom units.) A. Librarian/Teacher Planning for Materials\nSecondary Librarians have consulted with teachers 1,950 times\nElementary Librarians have consulted with teachers 4,828 times 6. Ubrarians/Teacher planning for Materials for Dec., Jan., Feb.: Secondary Librarians consulted with teachers 4,518 times\nElementary Librarians consulted with teachers 10,375 times 2.2 (Hold at least one reading motivation activity each year.) A. Reading Motivation Activities Held\nSecondary = 20 sessions\nElementary \u0026gt; 23 sessions 6. Reading motivation activities held in Dec., Jan., Feb.\nSecondary  36\nElementary = 67 2.3 (Plan with teachers for library instruction to be correlated to classroom instruction.) 62 July 1. 1993 10/01/93 01/03/94 July 1, 1993 10/01/93 01/03/94 July 1. 1993 10/01/93 01/03/94 July 1, 1993 June 30, 1994 12/31/93 03/31/94 June 30. 1994 12/31/93 03/31/94 June 30, 1994 12/31/93 03/31/94 June 30. 1994 Principals, Librarians Principals, Librarians Principals, Librarians Principate, Librariarvs 2. (As a result of increased planning and instruction by LM Specialist, test scores will increase on norm and criterion- referenced tests.) 2.1 (Improved planning with teachers will increase student tests scores.) 2.1 An increase in test scores for reference/studv skills will be evident utilizinQ norm- and criterion-referenced tests 2.2 (More books will be checked out in each school.) 2.3 (Improved planning with teachers will result in higher achievement for students.)Program Seq *: 22 Program Name: Ubrary/Media Program Code: 32 Primary Leader: Estella Matthls Secondary Leader: Pag*' 7 Revision Date: May 11, 1994 Lucy Lyon Program Goal: The district will provide each student with library/media services in accordance with the essential role outlined in the districts Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Complstion Date Reeponsibility Evaluation Criteria LI 07 133 1. The selection of materisls/resources to support the curriculum in desegregated school districts is a multi-district goal of the library media programs. A Ubrarian/Teacher planning for Instruction: Secondary = 345 sessions\nElementary = 774 sessions B. Ubrarian/Teacher planning for instruction: Secondary = 1,146\nElementary  3,339 2.4 (Instruct students In literary/reference skills) A Instruction of students in Library skills: Secondary = 22,674 sessions\nElementary = 29,212 sessions B. Instruction of students In library skills: Secondary = 59,401\nElementary \u0026gt; 88,254 2.5 Ubrarv media specialists will plan with ciassroom teachers for materials needed for classroom units. 2.6 Ubrarv media specialists will plan with classroom building staff for at least one school  wide reading motivation activity each year. 2.7, Library media specialists will plan with classroom teachers for library instruction to be correlated to classroom instruction. 2.8 Ubrarv media specialists will instruct students in literary skills and reference/study skills. 1.1 Continue hosting Muki-District, Multicultural Resource Sharing Fair. In the future, the fair site will rotate among the three districts. 63 10/01/93 01/03/94 July 1, 1993 10/01/93 01/03/94 07/01/93 07/01/93 07/01/93 07/01 /93 Annually 12/31/93 03/31/94 June 30, 1994 Principals, Librarians 12/31/93 03/31/94 06/30/94 06/30/94 06/30/94 06/30/94 Ongoing Library Media Director or responsible person including NRLSD) A 2.4 (Abacus assessment will show mastery of reference/study skills.) Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts.Page: 8 Program \u0026amp;aq f: 22 Raviaion Data: May 11, 1994 Program Nama: Library/Media Program Coda: 32 Primary Leader: Estelle Matthis Secondary Leader: Lucy Lyon Program Qoal: The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan 133 I34 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Two tri-district meetings held to plan Fair. Date of Fair set for 02/22/94 with NLR hosting B. Multicultural Materials Fair, with NLR hosting, held at North Little Rock High School, East Campus. 1.2 Begin hostino Mutti-Dlstrict Resource Sharing Fair with book and AV materials, vendors, rotating the site among the three districts. 11/30/93 02/22/94 07/01/93 11/30/93 02/22/94 06/30/94 2. The inservice training library media staff members to desegregated school districts is a multi-district goal of the library media programs. 3. Utilization of television technology In desegregated school districts te a multi-district goal of the library media programs. 4. Recruitment of minority Library Media Specialists in desegregated school districts is a muHi-district goal of library media programs. 2.1 Plan to host muhi-district Inservice meetings such as the orte sponsored by the Pulaski County Educational Service Cooperative in April of 1988 to explain the new national guidelines for school library madia program planning. 2.2 Plan to host inservice training for multidistrict library media specialists using district employees. A. Tri District meeting planned for 01/11/94. B. Tri-District Inservice held 01/11/94. 3.1 Implement utilization of cable channel 19 and/or videotapes produced at Metro to teach basis skills, etc. 4.1 Contact teachers training institutions/recruit teachers for training programs in library media certification. G4 Ongoing To be established 11/16/93 01/11/94 To be established Ongoing Ongoing Ongoing 11/16/93 01/11/94 To be established Ongoing Library Media Directors or responsible person including NLRSD) Library Media Directors or responsible person Library Media Directors or responsible person (including NLRSD Inservice training will develop skills for library medial specialists who work in desegregated school districts Students wilt gain practical vocational experience in running a television studio\nstudents will benefit from instructional units provided over cable system or recorded for later classroom use Hiring and placement of minority media specialists will occurPsQe: 9 Program Seq *: 22 Revision Date: May 11, 1994 Program Name: Ubrary/Media Program Code: 32 Primary Leader: Estelle Matthis Secondary Leader: Lucy Lyon Program Qoal: The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Resporwibility Evaluation Criteria 5. Muhi-district communication for library media program administrators is a goal for the programs. S. The summative evaluation will Involve a pre- and post-survey instrument for a comparsion between the classroom teacher responses from the survey done In 1988 and from a follow-up survey to be conducted In 1993, 5.1 Copy memos relating staff development opportunities to other district administrators. 5.2 Meet informally for sharing sessions. A. Met 11/20/93 for Informal sharing session. 65 Ongoing 11/30/93 07/01/93 Ongoing 11/30/93 06/30/94 Library Media Directors or responsible person (including NLRSD) Better communication will be achieved 6.1 Three  fifths instead of 1/4 of the teachers will consider themselves freouent users of the school library. 6.2 Students will have access at the point of need. 6.3 Only 1 of 10 students Instead of 4 out of 10 will indicate that they seldom or never go the library to use the library/media center materials for a class assignment. 6.4 Only 1/5 Instead of 1/2 of the teachers will report that they rarely or never planned learning activities involving library media activities or skill instruction.Program Saq f: 22 Program Name: Ubrary/Media Program Code: 32 Primary Leader: Estelle Matthis Secondary Leader: Page\n10 Revision Date: May 11, 1994 Program Goal: The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan Lucy Lyon Plan Reference Page Number Objectives Strstegles Beginning Date Completion Date Responsibility Evaluation Criteria 6.5 Major barriers or constraints noted in the spring 1988 survey will not repeat as major stumbling blocks to the program. 6.6 Increased student visits to the library medial center on a dally and weekly basis will be evidenced through documentation. 6.7 Increase will evidenced by the volume of books checked out by categories: fiction and Dewey categories. 6.8 The number of students who visit the library for independent research will be documented to indicate an increase in usage, and the qualitv of research conducted by students will be improved. 6.9 The number of desses/ groups scheduled end supervised by the classroom teacher will be documented. 7, Library madia specialist will annually evaluate the collection for adeguaev of multicultural materials and will continually evaluate naw materials to ba considered for purchase. 07/01/93 06/30/94 66Page: 11 Program Seq *: 22 Reviaion Data: May 11, 1994 Program Name: Ubrary/Media Program Code: 32 Primary Leader: Estelle Matthls Secondary Leader: Lucy Lyon Program Goal: The district will provide each student with library/media services in accordance with the essential role outlined in the districts Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8. Recommendations for multicultural materials will be shared with all principals and librarians and recommended for core purchase for all schools. 07/01/93 06/30/94 9. The 1992-92 school year will be used to eatabliah baseline data for determining prooreaa, 07/01/93 06/30/94 10. Undertake a comparative study of library resources among the incentive schools as well as other schools of comparable size to bring about parity of holdings through an equitable purchasing policy. 07/01/93 06/30/94 07/01/93 06/30/94 11. Modify building space to Increase library capacities at Mitchell and Garland. Purge the shelves of outdated and well-worn materials. At Mitchell, books most frequently used by the four- year old program, kindergarten, and first grades could be permanently placed in the individual classroo\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\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_229","title":"Little Rock School District (LRSD) Third Quarter Status Report, Volume II, part 2","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":["1994-05-13"],"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 statistics"],"dcterms_title":["Little Rock School District (LRSD) Third Quarter Status Report, Volume II, part 2"],"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/229"],"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":["reports"],"dcterms_extent":["98 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\nRecruitment Cluster * * * Parent Involvement - Recruitment VIPS - Recruitment Public Relations 163LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Progran Seq *: 17 Page: 1 Revision Date: May 9, 1994 Program Maae: Parent Involvement (Recruitment) Program Code: 33 Primary Leader: Dr. Russell Mayo Secondary Leader: Jeanette Wagner Program Description: (The purpose of the recruitment program is to devise a system in which parents throughout Pulaski County are knowledgeable about all school options and to encourage voluntary movement which aids desegregation, the Pulaski County conmunity.) For this program to be effective outreach into the community must be energetic, and include the support of every facet of District Goal Si^port: 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. Program Goal: (To recruit students to the LRSO schools and thereby assist the District in achieving an acceptable racial balance at each school as stipulated in the desegregation plan.) 1. 2. 3. To recruit private school students. To implement a recruitment program for incentive schools. To enhance parent involvement to support recruitment activities. Plan References: L13, L14. L95, L96, L132, L135, L147, L215, L216J-63, 1-64, 1-66, I 8-11, T-Exh. #114 - #115 FY Program Budget: UO,000.00 1st Qtr Expend: S10.26 3rd Qtr Expend: $3,671.19 FTE YTD Expenditures: $5,693.95 2nd Qtr Expend: $2,012.50 4th Qtr Expend: [ Related Function Codes: 164Progran Seq *: 37 Program Name: Parent Involvement (Recruitment) Program Code: 33 Program Goal: To recruit private school students. LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Dr. Russell Mayo Secondary Leader: Page: 2 Revision Date: Jeanette Wagner May 9, 1994 Plan Reference Page Nuit\u0026gt;er 1. L95 I.I L95 1.2 L95 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1. Active recruitamnt of private school students to the Little Rock School District will be handled, in large part, by the PTAs in individual schools. 1.1 Gather and utilize private school and preschool directories. a. Arkansas Baptist Systems b. Catholic High c. Christ the King d. First Christian Daycare e. Good Counsel f. Holy Souls g. Mt. St. Marys h. Pulaski Hgts Bapt. Preschool i. St. Harks Day School J. Walnut Valley Christian k. Westover Hills Presbyterian Preschool I. Asbury Methodist Daycare m. St. James Methodist Daycare n. Pulaski Academy 1.1A. (Form PTA Council recruitment team to assist.) a. Team formed 1.1B The Parent Recruiters will share and network recruitment strategies with each PTA, 1.2 Pinpoint those private school students living in each attendance zone. a. Enter names on database 165 07/01/93 07/01/93 10/04/93 100* 07/01/93 07/01/93 100* 06/30/94 06/30/94 10/08/93 06/30/94 12/31/93 Parent Recruiters, PTA's. Assoc. Supt. for Deseg. Parent Recruiters, Student Assignment Office PTA Council president. Parent recruiters PTAs, Parent Recruiters, Deseg. Information Coord. 1. (Number of private school students entering LRSD. List of recruitment activities.) 1.1 (Prepared list of private school students by zoneblocks.) I.1A (Letter from PTA Council president listing team members.) 1.2 (Pinpointed list of private school students living in each schools attendance zone.)Page: 3 Program Seq f: 37 Revision Date: May 9, 1994 Program Name: Parent Involventent (Recruitment) Program Code: 33 Primary Leader: Dr. Russell Mayo Secondary Leader: Jeanette Wagner Program Goal: To recruit private school students. Plan Reference Page Himber Objectives Strategies Beginning Date Coag\u0026gt;letion Date Responsibility Evaluation Criteria 1.3 L95 1.4 L95, 166 1.5 L95 1.2A The determination of those private school families who live within a specific school's attendance zone and the recruitment of these students. 1.3 Contact prospective kindergarten students from lists from area pre-schools and day care centers and provide information about the attendance zone school. a. Trinity Methodist Church b. Highland Valley Methodist Church c. Meet with HIPPY parents d. Mail letter/flyer to 80 ministers e. Mail flyer to 4 year old waiting list f. Distribute flyers at Daycares g. Meet with Parkview Kindergarten parents 1.4 The PTAs will be asked to contact these student's families and provide opportKiities to inform them about attendance zone school. a. List \u0026amp; labels sent to selected schools with names and addresses of students in their attendance zones presently in private schools. 1.5 Provide direct assistance to PTAs which have limited parental si^iport and manpower. 1.5A. (Identify Schools needing assistance.) a. Meet on incentive school needs b. Memo to incentive school principals 16G 07/01/93 06/30/94 07/01/93 01/27/94 01/23/94 02/01/94 02/01/94 02/01/94 01/25/94 07/01/93 07/01/93 07/01/93 01/09/94 01/28/94 01/31/94 06/30/94 06/30/94 01/31/94 PTAs, Principals, School Recruitment Teams. PTAs, Principals, School Recruitment teams. PTA Comcil, Parent Recruiters, VIPS Assoc. Supt. for Deseg., PTA Council, Parent Recruiters, VIPS 1.3 (Feedback on families contacted with response and results.) 1.4 (Sign*in sheets, invitations, report of results.) 1.5 (Minutes of meetings, 8ign*in sheets) 1.5A.(List of schools with limited parental support.)Page: 4 ProgrBM Seq *: 37 Revision Date: May 9, 1994 Program Name: Parent Involvement (Recruitment) Program Code: 33 Primary Leader: Dr. Russell Mayo Secondary Leader: Jeanette Wagner Program Goal: To recruit private school students. Plan Reference Page Nuiber 1.6 L95 1.7 L95 Objectives Strategies Beginning ___Date Coapletion Date Responsibility Evaluation Criteria 1.5B. (Conduct meetings with schools requesting assistance.) a. Fair Park Principal b. Fair Park Prospective Parents b. McClellan Team d. Fair Park Parents e. Forest Park Parents f. Gibbs Recruitment Team g. Otter Creek Recruitment Team h. Incentive School Principals 1.6 Meet bi-monthly with PTA Council and/or various PTA representatives to monitor recruitment activities. 1.6A. (Attend PTA Council meetings monthly) a. September 14, 1993, Board Room b. October 12, 1993, Brady c. November 9, 1993, Mitchell d. December 14, 1993, Terry e. January 11, 1994, Henderson f. February 22, 1994, Founders Day g. March 8, 1994, Mabelvale Elem. 1.7 Obtain and forward to each school, coaputer printouts of students on the data base who exited the LRSO during iaplementation of the controlled choice assignamnts plan and who are not presently enrolled in a district school. PTAs will contact these students families and encourage them to reconsider their pii\u0026gt;lic school options. (This was done on a one-time basis the year following the controlled choice plan.) 1.7A. (Conduct exit polls at school level.) 167 11/17/93 11/29/93 12/03/93 01/13/94 01/11/94 01/04/94 01/07/94 01/20/94 07/01/93 07/01/93 09/01/87 07/01/93 06/30/94 06/30/94 completed 06/30/93 Parent Recruiters PTA Corneil, Parent Recruiters, VIPS PTA Council, Parent Recruiters PTAs, Principals, Assoc. Supt. for Oeseg., Communications School Recruitment teams, PTA, Parent Recruiters 1.5b. (log of meetings) 1.6 (Minutes of meetings, sign-in sheets, survey from principals.) 1.6a. Agendas, Recruitment Updates. 1.7 1.7A. (Response data)Page: 5 PrograM Seq *: 37 Revision Date: May 9, 1994 Program Naaie: Parent Involvement (Recruitment) Program Code: 33 Primary Leader: Or. Russell Mayo Secondary Leader: Jeanette Wagner Program Goal: To recruit private school students. Plan Reference Page MuiRier 1.8 L95. 164 1.9 Objectives Strategies Beginning Date Coay\u0026gt;letion Date Responsibility Evaluation Criteria 1.8 Continue to foster a working relationship with area realtors in order to access those families who are relocating to Little Rock area in conjmction with school tours. a. Presentation to Collins Realty b. Presentation to Janet Jones Realty c. Provide informtion to McDaniel Realty d. Provide assistance on update on Realtors Guide e. Provide information to Caldwell Banker f. Provide information to ReMax Realty g. LR Board of Realtors 1.8a. Mail letters to area Realtors offering information sessions. 1.8b. Provide tours, meetings and mailouts to prospective parents. 1.9. Publicize pre-registration for all schools in order to give all parents the opportunity to request the best opportunity for their children in either area, incentive, interdistrict or magnet schools a. Mail pre-registration and open house information to all LRSO homes b. Pre-registration Kick-off'* press conference. c. Mail brochure to all (28,105) NLR and PCSSD students. d. Develop/Produce/distribute (2,200 monthly) Parent Involvement Calendars with registration dates. e. Flyers sent home with all primary students. IGS 07/01/93 07/17/93 08/17/93 09/08/93 09/13/93 11/18/93 12/07/94 01/20/94 7/01/93 01/15/94 02/03/94 06/30/94 07/17/93 08/17/93 09/08/93 09/15/93 06/30/94 02/18/94 Parent Recruiters Parent Recruiters Director of Connunicat ions, Parent Recruiters, Student Assignment Office. MRC 1.8 (Log of contacts with realtors and prospective families.) 1.10 Number of parents preregistering.Page: 6 Prograa Seq *: 37 Revision Date: Hay 9, 1994 Progran Maae: Parent Involvement (Recruitment) Prograai Code: 33 Priaary Leader: Dr. Russell Hayo Secondary Leader: Jeanette Wagner Progran Goal: To recruit private school students. Plan Reference Page Niaber Objectives Strategies Beginning Date (kMpletion Date Responsibility Evaluation Criteria f. Television special on ICASN-TV38 02/15/94 g. Incentive school highlight letters mailed to 7,690 elementary white parents in Little Rock, Private Schools, PCSSO h. Posters on registration and open houses at local businesses i. Pre-registration flyers to private school lists j. Pre-registration flyers mailed to 4- year-old waiting list. k. News stories on registration 01/15/94 01/25/94 02/16/94 I. Flyers and posters provided to local day care centers. m. Individual school recruitment team efforts including posters, flyers, newspaper advertisements, letters and personal phone calls. n. Letters and posters mailed to 80 churches and synagogs offering informational sessions. 02/01/94 o. Open houses offered in all schools. Incentive Elementary Hagnet Secondary Hagnet Interdistrict Elementary Hagnet Secondary Area 01/24/94 01/25/94 01/26/94 01/31/94 02/01/94 02/02/94 p. Letters mailed to all white students in incentive schools attendance zones who are atterding other schools. q. Hailed poster and letter to targeted students making them aware of Clinton school. 1GbPage: 7 Prograa Seq *: 37 Revision Date: May 9, 1994 Program Name: Parent Involvement (Recruitment) Program Code: 33 Primary Leader: Or. Russell Mayo Secondary Leader: Jeanette Uagner Program Goal: To recruit private school students. Plan Reference Page Nudier 1.10 L95 Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 1.10 The District will assess the effectiveness of recruitment strategies on an annual basis and share and discuss the assessment with the parties before seeking court approval of alternative strategies. 07/01/93 06/30/94 Assoc. Supt. for Deseg. Parent Recruiters, Parent Recruitment Team 1.9 (Annual report reviewing racial balance of schools targeted and the nunber of private school students who entered LRSD.) 170Progran Seq *: 37 Prograa Nane: Parent Involvement (Recruitment) Program Code: 33 Program Goal: Plan Reference Page Nimber 2. L215 2.1 L215 2.2 L215 2.3 L215, 163 2.4 L21S LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Or. Russell Mayo Secondary Leader: Page: 8 Revision Date: Jeanette Wagner May 9, 1994 To implement a recruitment program for incentive schools. Objectives Strategies Beginning ___Date Completion Date Responsibility Evaluation Criteria 2. To provide information to the coaasnity about the incentive school program. 2.1 Kail final report on incentive school program to special interest and commsiity gr(X4. (program brochure) 2.2 Conduct information sessions at churches located near incentive schools and churches throughout the coomssiity with large memberships. (Provide information on pre-registration activities.) a. Geyer Springs Baptist b. Lifeline Baptist c. Mabelvale United Methodist d. Mabelvale Assenbly of God e. Trinity Methodist f. Highland Valley Methodist g. Letter/flyer to 80 churches 2.3 Conduct information sessions with special audiences a. Meet with Liz Parkhurst/ Biracial Committee. b. Presenter for Parenting for the 9O's Workshop sponsored by Doctor's Hospital, c. Report to Biracial Committee d. Incentive School Principals e. Dad's Club at Terry 2.4 Establish Saturday information booths. 171 07/01/93 07/01/93 07/01/93 09/14/93 09/14/93 09/15/93 09/15/93 01/24/94 01/23/94 02/02/94 07/01/93 09/13/93 10/15/93 02/28/94 01/28/94 03/14/94 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Associate Supt. for Deseg., Parent Recruiters, Recruitment Teams, Principals. Associate Supt. for Deseg. Assoc. Supt. for Deseg., Principals, Recruitment Teams, Parent Recruiters. Assoc. Supt. for Deseg., Principals, Recruitment Teams, parent Recruiters Assoc. Supt. for Deseg., Oeseg. Facilitator, Parent Recruiters, School Teams. 2. Annual report of voluntary assignments to incentive schools. 2.1 (mailing list.) 2.2 (Report of contacts.) 2.3 (List of Dates and meetings) 2.4 (Results from Saturday booths.)Page: 9 Prograa Seq *: 37 Revision Date: May 9, 1994 Prograa Name: Parent Involvement (Recruitment) Prograa Code: 33 Priaary Leader: Dr. Russell Mayo Secondary Leader: Jeanette Wagner Prograa Goal: To implement a recruitment program for incentive schools. Plan Reference Page Nudser 2.5 L215 2.6 L21S 2.7 L215 2.8 L215 2.9 L215 3. L215,LH9 3.1 L215 3.2 L216 Objectives Strategies Beginning Date Coof\u0026gt;letion Date Responsibility Evaluation Criteria 3. To ispleaent a recruitaent prograa that will enable the incentive schools to ccaply with the desegregation requi resents. 2.5 Secure special nedia coverage froa local newspapers and radio stations. a. Rightsell b. Garland, Spanish c. Garland, chess d. Incentive Schools e. Rockefeller f. Kick-off Press Conference g. Incentive Schools h. Stephens paid advertisement 2.6 Develop highlights sheet for distribution to all eleaantary parents. a. Highlight sheets prepared and distributed 2.7 Use telephone hotline a. Hotline promoted on Incentive highlight sheet 2.8 Place highlights sheet in local businesses 2.9 Special nedia coverage froa State Press and black radio stations 3.1 Produce a brochure for each incentive school. a. production meetings 3.2 Produce generic public service arvKxoceaents for all incentive schools. a. production meetings for PSA's 17 2 07/01/93 06/30/94 10/06/93 11/13/93 12/04/93 12/10/93 12/20/93 02/03/94 02/16/94 02/16/94 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 12/15/93 03/17/94 07/01/93 01/18/94 01/19/94 01/20/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Conmunications Office Parent Recruiters Parent Recruiters Parent Recruiters Communications Associate Supt. for Deseg, Parent Recruiters, Recruitment Teams, Conmunications, VIPS Conmunications Communications 2.5 (Clippings) 2.6 (Highlights sheet) 2.7 (Report on calls to hotline) 2.8 (List of businesses) contacted 2.9 (Clippings) 3. (Report on number of students recruited to incentive schools.) 3.1 (Brochures available) 3.2 (PSAs available)Page: 10 Prograa Seq *: 37 Revision Date: May 9, 1994 Program Name: Parent Involvement (Recruitment) Program Code: 33 Primary Leader: Dr. Russell Mayo Secondary Leader: Jeanette Wagner Program Goal: To implement a recruitment program for incentive schools. Plan Reference Page matter 3.3 L216 3.4 L216 3.5 L216 3.6 L216 3.7 L216 3.8 L216 Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 3.3 Use billboards (etc) to advertise incentive schools a. Posters displayed in local businesses. 3.4 (kmduct an ongoing media blitz to heighten pittlic awareness a. \"Arkansas Honors\" will be published monthly in Arkansas Times and Arkansas Business. 3.5 Produce short videocassette recordings to be used in public presentations. (A. Video completed) 3.6 Produce generic incentive school flyers to be distributed throu^tout Pulaski County. a. Flyer produced as well as incentive school letter distributed to over 7,000 white parents throughout the county. 3.7 Provide special open house opportunities at incentive schools. a. Open House, January 24, 1994 3.8 Target geographic areas to receive informational blitz regarding a specific incentive school. a. Private School parents, 660 b. West LR white parents, 1,317 c. PCSSD white parents, 5,713 173 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Communications Communications Communications Comnun i ca t i ons/ Parent Recruiters, PCSSD Assoc. Supt., Assist. Supt., Principals Parent Recruiters, Communications, Assoc. Supt. for Deseg., PCSSD, School Teams. 3.3 (Billboards in use) 3.4 (Clips: printed and video) 3.5 (Log of video use) 3.6 (Flyers printed and mailed to white students in PCSSD and in all informational packets requested by individuals.) 3.7 (Open houses scheduled and held.) 3.8 (Nunber of mailings sent, response report.)Page: 11 Progrm Seq *: 37 Revision Date: Hay 9, 1994 Prograai Ham: Parent Involvement (Recruitment) Prograai Code: 33 Primary Leader: Dr. Russell Hayo Secondary Leader: Jeanette Wagner Progrm Goal: To itnplement a recruitment program for incentive schools. Plan Reference Page Nimijer 3.9 L216 3.10 L216 3.11 L216 3.12 L216 Objectives Strategies Beginning Date (kiqiletion Date Responsibility Evaluation Criteria A. Heet with PCSSO in determining marketing plan for H-to-M. a. September 09, 1993, PCSSD office b. September 23, 1993, PCSSO office c. October 7, 1993, Romine Interdistrict d. October 13, e. October 23, f. November 3, g. November 9, 1993, PCSSO office 1993, Franklin Incentive 1993 1993 h. November 11, 1993, Crystal Hill i. November 23, 1993, PCSSD office j. November 30, 1993 k. January 10,1994 I. Harch 2, 1994 3.9 Conduct small gr(M\u0026lt;\u0026gt; tours to acquaint parents, businessamn, realtors, etc. with the incentive schools. 3.10 Request a special designation fraa the Ark. Dept, of Education to be used in marketing incentive schools. 3.11 Seek incentive school endorseamnts from local celebrities. 3.12 Conduct meetings with HLRSO and PCSSO to encourage H-to-H transfers to incentive schools. (NLRSD no longer participates in elementary H*to-Hs) a. September 9, 1993 b. September 23, 1993 c. October 7, 1993 d. October 13, e. October 23, f. November 3, g. November 9, 1993 1993 1993 1993 h. November 11, 1993 i. November 23, 1993 j. November 30, 1993 k. January 10, 1994 I. Harch 2, 1994 174 07/01/63 07/01/93 07/01/93 07/01/93 07/01/93 25X 06/30/94 06/30/94 06/30/94 06/30/94 Parent Recruiters, School Teams Superintendent, School Board Communications, Principals Parent Recruiters, Administrative representatives .Principals 3.8A (Recap of meetings, mergii^ of PCSSO and LRSD recruitment activities.) 3.9 (List of tours held.) 3.10 (Designation) 3.11 (Endorsement generated news coverage) 3.12 (Recap of meetings, merging of PCSSd and LRSD recruitment activities.)Page: 12 Prograa Seq *: 37 Revision Date: Hay 9, 1994 Prograa Nasa: Parent Involvement (Recruitment) Prograa Code\n33 Priaary Leader\nDr. Russell Hayo Secondary Leader: Jeanette Wagner Prograa Goal: To inplement a recruitment program for incentive schools. Plan Reference Page Hiaber 3.13 L216 3.14 L216, L132 4. L217, (May 1, 1992 order, page 29) 4.1 L132, L135, 157 Objectives Strategies Begiming Date Caaf\u0026gt;letion Date Responsibility Evaluation Criteria 4. Monitor and evaluate the effectiveness of the recruitment program for the incentive schools. 3.13 Hire two parent recruiters to conduct recruitSRnt activities. a. Two parent recruiters are presently employed. 3.14 Establish a speakers bureau for each incentive school. 4.1 Designate a contact person at each school to report to an established information center (The contact person should be the chairman of the recruitment teams and will make bimonthly reports to the Parent Recruitment Office.) a. Letter sent requesting team names and contact b. Memo and Survey form sent to principals and contact person requesting bi-monthly report and school recruitment plans. c. Memo for request for second bi-monthly report 175 07/01/93 06/30/94 ongoing 07/01/93 07/01/93 07/01/93 10/13/93 12/03/93 03/28/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Deseg., Hunan Resources Dir. Desegregation Facilitator, Parent Recruiters, Principals, School Recruitment Teams Biracial Advisory Ccaaiittee, Assoc. Supt. for Deseg. Principal, PTAs, School Team, Biracial Committee, Assoc. Supt for Deseg., Parent Recruiters, Director of Communications 3.13 (Parent Recruiters in place) 3.14 (Names of participants and log of presentations.) 4. (Monthly and quarterly reports.) 4.1 (List of contact persons, copies of reports submitted.)Prograw Seq *: 37 Program Mame: Parent Involvement (Recruitment) Program Code: 33 Program Goal: Plan Reference Page Nimber 5. L132, 157 5.1 L132, 157 5.2 L 132, 157 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Or. Russell Mayo Secondary Leader: Page: 13 Revision Date: Jeanette Wagner May 9, 1994 To enhance parent involvement to support recruitment activities. Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 5. Utilize parents in marketing education programs and benefits that will result from desegregation. 5.1 Develop a resource list of parents who are willing to talk with potential patrons. 5.2 Work with Parent Involvement Committee 5.2 Establish parent recruitment teams in each school to encourage families to enroll in public schools. A. Sent memo to schools to identify recruitment teams. a. Received team members from: Kall, Fair, McClellan, Parkview, Cloverdale Jr., Henderson, Mann Magnet, Pulaski Heights Jr., Badgett, Bale, Baseline, Booker Magnet, Brady, Carver Magnet, Chicot, Cloverdale Elem., Forest Park, Fulbright, Garland, Geyer Springs, Jefferson, King, Mablevale, McDermott, Meadowcliff, Otter Creek, Pulaski Heights, Rightsell, Rockefeller, Romine, Stephens, Terry, Wakefield, Williams WiIson B. Sent memo to principals and team contacts requesting survey of activities and recruitment plans. 07/01/93 07/01/93 10/14/94 11/11/94 12/09/94 01/13/94 02/24/94 03/10/94 07/01/93 10/13/93 12/03/93 06/30/94 06/30/94 06/30/94 Principal, PTAs, VIPS, Parent Recruiters, Communications, School teams Principals, PTAs, VIPS, Parent Recruiters, Communications, school teams. Principal, PTAs, VIPS, Parent Recruiters, Assoc. Supt. for Deseg., Deseg. Facilitator. 5. (List of Parents) 5.1 (List is developed.) 5.2 (List of names of team members and reports on results and meetings.) 17 RPage: 14 PrograM Seq *: 37 Revision Date: Hay 9, 1994 Program Naaie: Parent Involvement (Recruitment) Program Code: 33 Prianry leader: Dr. Russell Hayo Secondary Leader: Jeanette Wagner Program Goal: To enhance parent involvement to support recruitment activities. Plan Reference Page NimRier 5.3 L132. 157 6. 1147, 13, 18-11 Objectives Strategies Beginning Date Caq\u0026gt;letion Date Responsibility Evaluation Criteria 5.3 Seek positive media coverage featuring parents from all ethnic backgrounds. a. Rightsell b. Garland c. McClellan d. Garland e. Central f. Central g. Romine h. Rockefeller i. Press Conference 07/01/93 10/06/93 11/13/93 11/15/93 12/04/93 12/07/93 12/13/93 12/17/93 12/20/93 02/03/94 06/30/94 PTA, Designated contact person at each school, Communications, Parent Recruiters 5.3 (Clips of media coverage) 6. Recruit black students to fill (LRSOs) share of the seats (in Interdistrict schools) in accordance with the Interdistrict plans, by seeking to obtain a ratio of between 60X and 40X of either race in the Interdistrict Schools (with the ideal goal of SOX) in an orderly and timely fashion and to allow for the desegregation of the other schools in Pulaski County. LRSD must recruit black students for Crystal Hill Interdistrict School. 07/01/93 06/30/94 Associate Supt. for Deseg., Parent Recruiters, PCSSD 6. (Ninbers of black students recruited to PCSSO interdistrict schools from LRSD.) 6.1 (Meet with PCSSO to develop recruitment plan for M-to-M transfers.) a. Sept. 9, 1993 b. Sept. 23, 1993 c. Oct. 4, 1993, Clinton School Groundbreaking d. Oct. 7, 1993 e. Oct. 13, 1993 f. Oct. 23, 1993 g. Nov. 3, 1993 h. Nov. 9, 1993 i. Nov. 11, j. Nov. 23, k. Nov. 30, I. Jan. 10, 1993 1993 1993 1994 m. Mar. 2, 1994 177 Assoc. Supt. for Deseg., Parent Recruiters 6.1 (Numbers of black students recruited to PCSSD interdistrict schools from LRSD.)Page: 15 Progran Seq *: 37 Revision Date: Progran Naan: Parent Involvement (Recruitment) May 9, 1994 Progran Code: 33 Primary Leader: Dr. Russell Hayo Secondary Leader: Jeanette Wagner Progran Goat: To enhance parent involvement to support recruitment activities. Plan Reference Psge Nurt}er (Xijectives Strategies Beginning Date C(|}letion Date Responsibility Evaluation Criteria 6.2 Advertise M to M transfers to selected students a. Mail 2325 M-M brochures to select students b. Mail 2515 Clinton brochures to select students 6.3 Use the recruitment section of the desegregation plan as a basis for a strategic plan that reflects a well thought out, interrated process rather than single activities or events that are loosely interconnected. 07/01/93 06/30/94 6.4 Establish a firm timetable as pert of the strategic recruitment plan and stick 07/01/93 06/30/94 to it continually expectino to stay on time and on track, 6.5 Increase the nuwfcer and variety of specifically targeted recruitment activities. 07/01/93 06/30/94 6.6 Establish a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups. 07/01/93 06/30/94 6.7 Development of procedures for measuring the effectiveness of individual components of the recruitment plan will enable the district to identity needed changes in its plan based on solid information. 07/01/93 06/30/94 6.6 Use the help of the Biracial committee to monitor implementation of the recruitment plan as outlined in the district's desegregation plan, Coimiittee's monitoring instrument to include recruitment assessment. Expand the 178 07/01/94 06/30/94Page: 16 Prograa Seq *: 37 Revision Date: May 9, 1994 Prograa Maae: Parent Involvement (Recruitment) Prograa Code: 33 Priaary Leader: Dr. Russell Mayo Secondary Leader: Jeanette Wagner Prograa Goel: To enhance parent involvement to support recruitment activities. 7. 8. Plan Reference Page Niaber 14 Exhibit #114, #115, April 14, 1993 Hearing Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 7. PCSSD, NLRSO, and LRSO will engage in recruitBRnt efforts designed to maximize participation in magnet schools to the levels set forth in the Court's February 27, 1987 Order. 7.2 Publicize Magnet Schools a. Mail 28,105 \"door brochures\" to MLR and PCSSD students. b. Extensive newspaper/television coverage during registration. c. Ads purchased by individual schools. d. Television Special (Channel 38) 8. Establish an Interdistrict Parent Recruitment Team representing the various groups described in the plan. 07/01/93 06/30/94 Magnet Review Committee, Parent Recruiters, PCSSD, NLRSO 7. (Seats filled by all three districts in compliance with Court Order of Feb. 21, 1987.) 7.1 (Meet with PCSSD, NLRSO and Magnet Review Comnittee.) a. Oecenber 16, 1993 b. April 7, 1994 170 ongoing 07/01/93 ongoing 06/30/94 Magnet Review Committee, Student Assignment Officers of LRSO, PCSSD and NLRSD. Associate Supt. for Deseg., Parent Recruiters 7.1 (Seats filled by all three districts.) 8. (Team established)Page: 17 Prograa Seq *: 37 Revision Date: May 9, 1994 Prograa Maae: Parent Involvement (Recruitment) Prograa Code: 33 Priaary Leader: Or. Russell Mayo Secondary Leader: Jeanette Uagner Prograa Goal: To enhance parent involvement to support recruitment activities. Plan Reference Page Niaber Objectives Strategies Beginning Date CcMpletion Date Responsibility Evaluation Criteria 9, The District must outline its obligations in the Plan ar\u0026gt;d in court directives regarding recruitment Based on that, the district should develop a strategic plan for implementation. accountability and evaluation of effectiveness. 10. The District should supplement its February 26, 1993 recruiting report. 11 Orientation and training should be an integral part of the district's efforts to establish recruitment teams. 12. The strategic recruitment report should contain cost information. 8.1 (Utilize team to write a Recruitment Activities Timeline.) a. Oct. 28, 1993 b. MOV. 1, 1993 c. Nov. 5, 1993 d. Nov. 8, 1993 e. Jan. 20, 1994 f. Jan. 28. 1994 g. Feb. 14, 1994 h. Feb. 16, 1994 i. Mar. 8, 1994 J. March 14, 1994 A. First Draft due 6. Present to Dr. Mayo C. Present to Team D. Recruitment Activities Timeline Due 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 ongoing 06/30/94 06/30/94 06/30/94 06/30/94 IGG Assoc. Supt. for Deseg., Recruitment Team, Director of Communications 8.1 (Completed Recruitment Activities Timeline)Psge: 16 Progrea Seq f: 37 Revision Date: May 9, 1994 Prograa Maae: Parent Involvement (Recruitment) Prograa Code: 33 Primary Leader: Dr. Russell Mayo Secondary Leader: Jeanette Wagner Prograa Goal: To enhance parent involvement to support recruitment activities. Plan Reference Page Niaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 13. The District has a continuing obligation to recruit not only for the incentive schools, but also for the interdistrict schools. 14. This order concerns LRSO*s budget for the 1993-94 school year, With regard to the decrease in funds allocated for recruitment activities. the court states that its expects LRSO to live up to its promise that should any major concerns be detected, the level of funding for improvement will be increased to a level that insures ongoing, successful recruitment activities.*' 181 07/01/93 06/30/93LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prograa Seq *: 38 Page: 1 Progran Naan: VIPS  Recruiting Revision Date: May 11, 1994 Progran Code: 34 Prianry Leader: Dr. Russell Mayo Secondary Leader: Debbie Milam Program Description: District Goal Sifiport: Progran Goal: VIPS' mission is to provide assistance to the teachers of the Little Rock schools by promoting, implementing and overseeing volunteer services within all of the District's schools. VIPS accomplishes this through a paid staff and a volunteer Board of Directors. VIPS provides support to the thousands of volunteers who work with Little Rock students and teachers each year. LRSD is coninitted to insuring a high degree of involvement by parents, business leaders and other patrons and volunteers. 1. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. 2. Ensure that equity occurs in all phases of school activities and operations. To strengthen existing coamssiity involvement organizations and prograam and develop new prograam designed to involve parents and citizens in the three comty districts in the planning and iaf\u0026gt;leamntation of the desegregation plan. Develop an actainistrative relationship between managenent of those prograns that work to facilitate direct parent/citizen involvement. (1. To strengthen existing comnunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) LRSO's goal is to strengthen existing conwiunity involvement organizations end programs, and develop new programs designed to involve parents and citizens in the three county districts in the planning end implementation of the desegregation plan. (77References: L 134-138, I 56-58 Program Budget: $34,671.18 1st Otr Expend: $5,857.49 3rd Qtr Expend: $6,361.01 FTE 2 Expenditures: $20,603.57 2nd Qtr Expend: $6,585.07 4th Qtr Expend: Related Fmction Codes: 18 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq *: 38 Revision Date: May 9. 1994 Program Mame: VIPS - Recruiting Progran Code: 34 Priaary Leader: Or. Russell Mayo Secondary Leader: Debbie Mi lam Progran Goal: To strengthen existing coamnity involvement organizations and programs and develop new programs designed to involve parents and citizens in the three county districts in the planning and iBf\u0026gt;lementation of the desegregation plan. Develop an adainistrative relationship between menoocnont of those prograns that work to facilitate direct perent/citizen involvement. (To strengthen existing conmunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Psge Nuiber Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria L 134, I 56 1. Develop parent involveaent support activities i4iich facilitate the teaching- learning process. (July 1, 1993) (June 30, 1994) VIPS Coor, PAC Coor, Staff Dev Coor, New Futures Dir (Liaison), Drop out Prevention Coor (Parent Involvement Advisory Team) 1. (Improved attendance at parent workshops that focus on the learning process and a comparison of the number of volunteers and volunteer hours each year) 1.1 Establish a Parents in Learning Program, a coamuiity-stfaported effort to involve parents in the learning process which would utilize such programs as APPLE, JUST SAY NO and HIPPY. (July 1, 1993) (June 30, 1994) VIPS Coor, PAC Coor, Staff Dev Door, New Futures Dir (Liaison), Drop*out Prevention Coor, (Parent Involvement Advisory Team) 1.1 Progran ia^ilenentation A. The Parent Involvement Advisory Team has discussed this program and the activities the various departments are sponsoring which fall under the strategies for parent involvement. Coordination of the parent involvement activities is beginning. 183 09/30/93 25XPage: Progran Seq f: 38 Revision Date: May 9, 1994 PrograM Maae: VIPS - Recruiting Program Code: 34 Primary Leader: Dr. Russell Mayo Secondary Leader: Debbie Mi lam 3 PrograM Goal: To strengthen existing coaamoity involvement organizations and programs and develop new prograam designed to involve parents and citizens in the three county districts in the planning and iafilementation of the desegregation plan. Develop an actainistrative relationship between management of those programs that work to facilitate direct parent/citizen involvement. (To Strengthen existing conmunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Nudser Objectives Strategies Beginning Date Oaapletion Date Responsibility Evaluation Criteria 1.2 Provide worksbopa for parents on such topics as discipline, learning aides, study skills, academic tutoring. A. VIPS tutor training workshop was held at Fulbright School 9/30/93. B. VIPS scheduled a tutoring and a home learning workshop for McClellan Conmunity School Program on 10/14/93. Cancelled because of low registration. C. VIPS made a presentation on strategies to involve parents in teaching their children at home at Franklin on 10/16/93. D. VIPS provided training to VIPS chairpersons and PTA presidents on volunteer/staff relations on 10/19/93 and on stress management on 11/16/93. E. VIPS provided training for four chairpersons in October, one in November and one in December. F. VIPS assisted with training for parent and conmunity volunteers at the Truancy Center 10/22/93. G. VIPS trained two new VIPS chairpersons individually in January and one in February. H. Provided training workshop for VIPS chairpersons. 12 attended. 184 (July 1, 1993) 09/30/93 10/14/93 10/16/93 10/19/93 10/01/93 10/22/93 01/25/94 01/12/94 (June 30, 1994) 09/30/93 10/14/93 10/16/93 11/16/93 12/09/93 10/22/93 02/07/94 01/12/94 VIPS Coor, PAC Coor, Staff Dev New Coor, Futures Dir (Liaison), Dropout Prev Coor School Vol. Coor. School Vol. Coor. 1.2 Workshop agendas and a list of participants Parent feeAack, formal and informal Record of training, resulting in an effective VIPS chairperson. Sign-in sheets and evaluations.Page: Progran Seq *: 38 Revision Date: May 9, 1994 Progra* Naae: VIPS - Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Mayo Secondary Leader: Debbie Milam Prograa Goal: To strengthen existing coanuiity involvesKnt organizations and programs and develop new prograam designed to involve parents and citizens in the three county districts in the planning and iaplementation of the desegregation plan. Develop an actainistrative relationship between aanageaant of those prograaa that work to facilitate direct parent/citizen involveaant. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page NuiRier Objectives Strategies Beginning Date Ccapletion Date Responsibility Evaluation Criteria I. Trained volunteers at the Truancy Center. J. VIPS provided orientation for new mentors. the community. Parents were invited, as well as K. Trained one new VIPS chairperson. L. Mentor orientation - 3 volunteers trained. M. VIPS chairpersons workshop on recognition - 16 attended. N. Mentor orientation for one mentor. 0. Trained Truancy Center volunteers - one attended. IS\") 01/05/94 02/15/94 03/01/94 03/15/94 03/17/94 03/23/94 03/23/94 01/05/94 02/15/94 03/01/94 03/15/94 03/17/94 03/23/94 03/23/94 VIPS Coor. VIPS Coor. Incentive Schl. Vol. Coor. Incentive Schl. Vol. Coor. Schl. Vol. Coor. Incentive Schl. Vol. Coor. VIPS Coor. Record of training. Sign-in sheets of those attending. Record of meeting. Sign-in sheet. Sign-in sheets. Record of meeting. Record of meeting.5 Page: Program Seq *: 38 Revision Date: Hay 9, 1994 Program Name: VIPS  Recruiting Program Code: 34 Primary Leader: Dr. Russelt Mayo Secondary Leader: Debbie Milam Program Goal: To strengthen existing coMmity involvement organizations and programs and develop new programs designed to involve parents and citizens in the three comty districts in the planning and iapleamntation of the desegregation plan. Develop an at^inistrative relationship between management of those prograam that work to facilitate direct parent/citizen involvement. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Psge Nuiber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.3 Parents and staff work cooperatively to develop strategies to encourage positive home learning. A. VIPS provided laminated learning activities to new teacher at Romine for parents to use at home. (July 1, 1993) 09/14/93 (June 30, 1994) 09/14/93 School VIPS Chairman PTA Board Principal and staff 1.3 Increased parental involveamnt B. VIPS provided tutoring workshop at Fulbright with handouts for use at home. 09/30/93 09/30/93 I 57 C. VIPS scheduled home learning workshop 10/14/93 but cancelled due to low registration. 0. VIPS made a presentation on strategies to involve parents in teaching their children at home at Franklin 10/16/93. E. VIPS provided home learning games for children and parents visiting the Student Assignment Office. 1.4 Each school will establish a teacher/parent coemit tee to desi^ and iipleaent school based activities. 1.5 Promote multiculturaKiam) in school parent/teacher coamittees. 186 10/14/93 10/14/93 10/16/93 10/16/93 09/07/93 (July 1, 1993) (July 1, 1993) 12/10/93 (June 30, 1994) (June 30, 1994) School VIPS Chairman VIPS Coor, PTA Board Principal and Staff Principal PTA Board 1.4 Parent involveamnt School plans 1.5 Multicultural representation on all in school coamittees6 Page: Prograa Seq *: 38 Revision Date: May 9, 1994 Prograa Maae: VIPS  Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Hayo Secondary Leader: Debbie Hi lam Prograa Goel: To Btroigtlwn exi.ting coMiiity iiwolnsent orgsiizations nj progroB nd develop mu progrrns designed to involve parents nd citizem in the three couity districts in the planning and iapleaentation of the desegregation plan. Develop an adainistrative relationship between aanageaent of those prograas that work to facilitate direct perent/citizen involveaent. (To strengthen existing conmunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Niaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluetion Criteria 1.6 Develop and expand the parent volwiteer prograas: a. Encourage all parents to becoaa an active ar^rr of a parent involveaent prograa. (July 1, 1993) (July 1, 1993) (June 30, 1994) (June 30, 1994) VIPS Coordinator Principal PTA Board/CounciI VIPS Coor, Principal, PTA \u0026amp; PAC Councils (VIPS Chairman) 1.6 Increase in volunteer hours (Conparison of volunteer documentation from year to year) 1.6a Increase in the * of acabers in each parent involveaent prograa A. VIPS asked schools to hand out recruitment materials provided for preschool registration and open house. 08/01/93 08/01/93 B. VIPS provides volunteer recruitment materials for visiting parents in the Student Assignment Office, IRC and Adninistration Building. C. Distribute 2000 parent/comnunity involvement calendars to parents in the conmunity through businesses and churches each month. 187 08/01/93 01/01/94 SOX 60X VIPS Coor. VIPS Coor. Haterials present. Calendars and locations on file.7 Page: Prograa Seq *: 38 Revision Date: May 9, 1994 Prograa Name: VIPS - Recruiting Progran Code: 34 Priaary Leader: Dr. Russell Mayo Secondary Leader: Debbie Mi lam Progran Goal: To strengthen existing coMxiity involvement organizations and programs and develop new programs designed to involve parents mid citizens in the three comty districts in the planning and implementation of the desegregation plan. Develop an acteinistrative relationahip between aanagenent of those prograns that work to facilitate direct parent/citizen involvenent. (To strengthen existing conmunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Ninber Objectives Strategies Beginning Date C\u0026lt;Mq\u0026gt;letion Date Responsibility Evaluation Criteria b. Recruit prospective coanittee neabers fron diversified caaaaaiities including retired teachers and coaaajnity leaders. A. VIPS scheduled 30 field trips and 28 resource speakers in September. B. VIPS trained 7 UALR students to implement Young Authors program at Fair Park. C. VIPS spoke to UALR class of future teachers to recruit classroom volunteers. 0. VIPS scheduled 45 field trips and 44 resource speakers in October. E. VIPS scheduled 41 field trips and 6 resource speakers in November. F. VIPS placed 5 community volunteers in regular volunteer positions in October, 3 in November and 1 in December. G. VIPS scheduled 22 field trips and 4 resource speakers in December. H. Scheduled 45 field trips and 19 resource speakers in January. I. Placed two community volunteers in regular positions in January. J. Six volunteers started Wonders of Work at Headowcliff. 188 (July 1, 1993) 09/01/93 10/25/93 11/01/93 10/01/93 11/01/93 10/01/93 12/01/93 01/03/94 01/03/94 01/03/94 (June 30, 1994) 09/30/93 10/25/93 11/01/93 10/29/93 11/30/93 12/17/93 12/17/93 01/31/94 01/31/94 20X VIPS Coordinator Incentive Sch Vol Coor School VIPS Coor (PTA, Principal) Resource Coor. \u0026amp; Sec. Schl. Vol. Coor. VIPS Coor. 1.6b Available resource list(s) (Committee rosters) Record of field trips and speakers. Record of placements. Record of their involvement.Page: 8 Prograa Seq *: 38 Revision Date: May 9, 1994 Program Naae: VIPS  Recruiting Program Code: 34 Primary Leader: Dr. Russell Mayo Secondary Leader: Debbie Mi lam Program Goal: To strengthen existing caaaaxiity involvement organizations and programs and develop new programs designed to involve parents and citizens in the three county districts in the planning and iaf\u0026gt;leaientation of the desegregation plan. Develop an adainistrstive relationship between managearnnt of those programs that work to facilitate direct parent/citizen involvement. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Nirnber Objectives Strategies Beginning Date (kxRpletion Date Responsibility Evaluation Criteria K. Spoke to Pulaski Heights Kiwannis Club. L. VIPS scheduled 29 field trips and 20 resource speakers in February. M. VIPS placed 2 community volunteers in regular positions in February. N. VIPS faxed press release on mentor orientation to all Central Arkansas media 02/07/94. 0. Delivered mentor recruitment flyers to 8 locations. P. Distributed 2000 parent/community involvement calendars to businesses, churches and school. Q. Faxed press release on mentor orientation to all Central Arkansas media. R. Mailed information to a 16 year-old re: volunteering. S. Recorded PSAs on K-Lite 94. T. Appeared on a Channel 14 talk show with a mentor to discuss the program. U. Taped a recruitment tape to be shown to retirement centers in the community. 189 01/17/94 02/01/94 02/01/93 02/07/94 02/07/94 02/01/94 03/08/94 03/24/94 03/02/94 03/24/94 03/04/94 01/17/94 02/28/94 02/28/93 02/07/94 02/07/94 02/01/94 03/08/94 03/24/94 03/02/94 03/24/94 03/04/94 VIPS Coor. Resource Coor. School Vol. Coor. Incentive Schl. Vol. Coor. Incentive Schl. Vol. Coor. VIPS Coor. Incentive Schl. Vol. Coor. Incentive Schl. Vol. Coor. Incentive Schl. Vol. Coor. Incentive Schl. Vol. Coor. VIPS Coor. Record of presentation. Record of field trips. Record of placement. Record of fax. Flyer on file. Calendar on file. Record of fax. Correspondence on file. Tape of fi le.Page: 9 Prograa Seq *: 38 Revision Date: Hay 9, 1994 Progran Naae: VIPS  Recruiting Prograai Code: 34 Prianry Leader: Dr. Russell Mayo Secondary Leader: Debbie Milam Prograai Goat: To .trengthen ezi.tfng ccMziity involv..ent organizations and prograan and develop nee progran designed to involve parents and citizens in the three coiaity districts in the plamning and in^leaentation of the desegregation plan. Develop on aetainiatrative relationship betHeen annegeiient o1 those progran that work to facilitate direct parent/citizen involvoaent. (To Strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Huiber L 135 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1.7 Exchange information training and materials with other districts as requested. A. Met for Partners in Education meetings at the Chamber of Coimierce 7/27/93, 8/4/93, 9/2/93, 10/7/93, 11/3/93, 12/2/93, 01/06/94, 01/12/94, 2/3/94, 03/03/94. B. VIPS trained volunteers at Willow House in NLR on setting up a Cut-Ups program 10/28/93. C. Hailed VIPS information to Duncanville, Texas school. D. Mailed VIPS information to Smackover school district. E. Hailed VIPS information to Bryant Middle School 02/07/94. F. Het with NLRSD and PCSSd VIPS coordinators to discuss issues, policies and procedures 02/01/94. G. Worked with NLRSD and PCSSO to sponsor orientation for business partners at the Chamber of Commerce. 190 (July 1, 1993) 07/27/93 10/28/93 01/03/94 01/03/94 02/07/94 02/01/94 03/24/94 (June 30, 1994) 03/03/94 10/28/93 01/31/94 01/31/94 02/07/94 02/01/94 03/24/94 VIPS \u0026amp; PAC Coors of 3 districts Schl. Vol. Coor. Schl. Vol. Coor. School Vol. Coor. VIPS Coor. VIPS Coor. 1.7 Inforantion requested on file Record of request. Record of request. Record of mailing. Record of meeting. Sign-in sheets.Page: 10 Prograa Seq f: 38 Revision Date: May 9, 1994 Prograa Maae: VIPS - Recruiting Prograa Code: 34 Priaery Leader: Or. Russell Hayo Secondary Leader: Debbie Hi lam Prograa Goal: To Strengthen existing cceaamity involveaent organizations and prograas and develop new prograas designed to involve parents and citizens in the three comty districts in the plaming and iaplesentation of the desegregation plan. Develop an adainistrative relationship between aanageaent of those prograas that work to facilitate direct parent/citizen involveaent. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Ihaber Objectives Strategies Begiming Date Ccapletion Date Responsibility Evaluation Criteria 1.8 Provide training for school personnel on the use of volmteers in the school. (Targeted new school staff and new principals for training) A. VIPS training for King School staff 8/4/93. B. VIPS training for Hitchell School principal 9/7/93. C. VIPS training for Cloverdale and Wakefield principals 9/22/93. D. VIPS trained a Fair Park teacher re: Young Authors program 10/27/93. E. VIPS trained social worker at Hitchell in mentoring program 12/15/93. F. Received or placed 126 phone calls to teachers and/or administrators re: field trips. G. Provided orientation on mentor program to teacher at Garland 02/21/94 and counselor and principal at Fair Park on 02/22/94 and 02/24/94. H. Visited all six incentive school counselors and shared information re: mentor program. I. Received or placed 129 phone calls to teachers and/or adninistrators re: field trips. 191 (July 1, 1993) 08/04/93 09/07/93 09/22/93 10/27/93 12/15/93 02/01/94 02/21/94 02/02/94 03/01/94 (June 30, 1994) 08/04/93 09/07/93 09/22/93 10/27/93 12/15/93 02/29/94 02/24/94 02/02/94 03/25/94 Coors of 3 districts Resource Coor. and Sec. Incentive Schl. Vol. Coor. Incentive Schl. Vol. Coor. Resource Coor. \u0026amp; Sec. 1.8 Coapleted training Increased nuriier of staff caters requesting and volmteers using Records of calls and field trips. Record of visits. Record of visits. Records of calls and field trips.Page: 11 Prograa Seq *: 38 Revision Date: May 9, 1994 Progran Nane: VIPS - Recruiting Progran Code: 34 Prianry Leader: Dr. Russell Mayo Secondary Leader: Debbie Milam Progran Goal: To strengthen existing coamsanity involvement organizations and programs and develop new programs designed to involve parents and citizens in the three comty districts in the planning and iaplementation of the desegregation plan. Develop an adainistrative relationship between wanageannt of those prograns that work to facilitate direct parent/citizen involvenent. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Umber L 136 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 2. Utilize parents in the marketing (of) educational prograam and benefits that will result from desegregation of all three districts. 3. Encourage coaaxnity-wide multicultural citizcn/perent/teacher/student committees for input into planning and decisionmaking. 2.1 Develop a resource list of parents who are willing to be contacted to talk with potential parents. 2.2 Establish parents recruitamnt teams in each school to encourage families to enroll in piAilic schools. 2.3 Seek positive media coverage featuring parents from all multicultural back grounds: a. Work through local perent/teacher organizations to encourage positive media coverage. b. Designate a contact person at each local school to report to an established information center. c. Produce video presentations of area schools for use by real estate offices, utility coapanies and day care centers including Pid\u0026gt;lic Housing Authority. 19i (July 1, 1993) (July 1, 1993) (July b 1993) (July 1, 1993) (July 1, 1993) (July 1, 1993) (July 1, 1993) (June 30, 1994) (June 30, 1994) (June 30, 1994) (June 30, 1994) (June 30, 1994) (June 30, 1994) (June 30, 1994) PTA Councils SAO Parent Recruiters PTA Counci Is SAO Parent Recruiters Conmunications Department Local PTAs Bldg level principals Local PTA Board Communications 2.1 Available resource list 2.2 Parent recruiters on file 2.3 Increased * of media coverage news items that reflect persons froai aulticultural backgrounds for districts local school ft 2.3 b Designated contact person 2.4 c Coapleted videosPage: 12 Prograa Seq *: 38 Revision Date: May 9, 1994 Prograa Naae: VIPS - Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Hayo Secondary Leader: Debbie Milam Prograa Goal: To strengthen existing coaawity involveaent organizations and prograas and develop new prograas designed to involve parents and citizens in the three comty districts in the planning and iaplesentation of the desegregation plan. Develop an adainistrative relationship between aanageaent of those prograas that work to facilitate direct parent/citizen involvement. (To strengthen existing conmunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Nuaber Objectives Strategies Beginning Date Ospletion Date Responsibility Evaluation Criteria 3.1 Establish building district and tridistrict level coasittees which are racially, geographically and socio- econosically representative to provide input and feecfa^k on the operations of the schools and the districts. 3.2 Proante the involveaent of social agencies, business and industry in the developamnt of ii^\u0026gt;leaantation of school prograas. A. Het with 6 prospective partners in October, five in November and two in Deceirber. B. Het with 4 prospective partners January. in (July 1, 1993) (July 1, 1993) 10/01/93 01/03/94 (June 30, 1994) (June 30, 1994) 12/17/93 01/31/94 Office of Desegregation Incentive School Vol Coor, VIPS and PAC Coors, New Futures Dir (Liaison), Drop*out Prevention Coor, PIE Hanager VIPS Coor, 3.1 Monitoring reports 3.2 Haafaer participation froa all coaaanity representatives (Partners in Education roster and list of meetings held to solicit new partners) Record of visits. C. Het with 5 prospective partners February. in 02/01/94 02/28/94 VIPS Coor. Record of visits. 0. Het with 5 prospective partners Harch. in 03/01/94 03/25/94 VIPS Coor. Record of meetings. 193Page: 13 Progran Seq *: 38 Revision Date: May 9, 1994 Progran Naan: VIPS - Recruiting Progran Code: 34 Prinary Leader\nDr. Russell Hayo Secondary Leader: Debbie Mi lam Progran Goel: To strengthen existing tuammity involvasent organizations and prograsB and develop new programs designed to involve parents and citizens in the three county districts in the planning and iapleamntation of the desegregation plan. Develop an adainistrative relationship between nanegenent of those prograan that work to facilitate direct parent/citizen involveannt. (To strengthen existing comnunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Ninber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 3.3 Develop sqoportive multicultural coamuiity leadership. A. New board members of the VIPS Board of Directors came on July 1, 1993. B. VIPS chairpersons have been recruited and trained. C. Partners in Education have been recruited since July 1, 1993. D. Additional mentors have been recruited since August 16, 1993. E. Mailed out VIPS chairpersons update 01/03/94, 02/02/94 and 02/28/94. 194 (July 1, 1993) 07/01/93 07/01/93 07/01/93 08/16/93 01/03/94 (June 30, 1994) 100X 90X 80% 90X 02/28/94 Incentive Sch Vol Coor, VIPS, PAC \u0026amp; Parent Coors, Manager PIE Schl. Vol. Coor. 3.3 Multicultural modjer representation on coHBittees (Rosters on file) Updates on file.Page: 14 Prograa Seq *: 38 Revision Date: May 9, 1994 Prograa Maae: VIPS - Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Mayo Secondary Leader: Debbie Mi lam Prograa Goel\nTo strengthen existing coamioity involvement organizations and prograam and develop new progrmas designed to involve parents and citizens in the three county districts in the plaming and implementation of the desegregation plan. Develop an adainistrative relationship between aanageaent of those prograas that work to facilitate direct parent/citizen involveaent. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Muatier Objectives Strategies Beginning Date Coiq\u0026gt;letion Date Responsibility Evaluation Criteria 3.4 Establish Role Nodel/Hentor Programs with cooButity meabers of multicultural backgromds. (July 1, 1993) (June 30, 1993) A. Mentor orientations were held 9/21/93, 9/27/93 and 9/28/93, B. VIPS recruited volunteers at a Central High rally for African American males 10/13/93. C. VIPS mailed mentoring information to newly formed chapter of Blacks in Government 10/14/93. D. VIPS attended Ambassadors of Life meeting 10/25/93 and recruited members to volunteer at King School. E. VIPS provided individual mentor orientation for 2 volunteers 11/1/93 and 11/19/93. 09/21/93 10/13/93 10/14/93 10/25/93 11/01/93 11/11/93 25X 10/13/93 10/14/93 10/25/93 11/19/93 11/11/93 VIPS Coordinator, Incentive School Vol Coor, PAC ft Drop out Prevent Coors, New Futures Dir(Liaison) 3.4 Established and operated prograas (Roster of mentors by school) (3.4 A Attendance rosters on file) F. Met with Otis Kirkland 11/11/93 to discuss ways of working together to encourage African American males to become role model volunteers. G. Held mentor orientation 01/11/94 and trained 6. Held mentor orientation 02/15/94. Trained 11 mentors. orientation 03/15/94 - 3 attended. Held mentor 195 01/11/94 03/15/94 VIPS Coor. ftlncentive Schl, Vol. Coor. Sign-in sheet from training.Page: 15 Prograa Seq *: 38 Revision Date: May 9, 1994 Prograa Naae: VIPS - Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Mayo Secondary Leader: Debbie Milam Prograa Goal: To strengthen existing coxiity invotveKnt organizations and peograsn and develop new prograsE designed to involve parents and citizens in the three comty districts in the planning and iapleawntation of the desegregation plan. Develop an acteinistrative relationship between annagearnt of those prograas that work to facilitate direct parent/citizen involveaent. (To Strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Nuiber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria H. Trained two new mentors 02/23/94 and five on 02/19/94, one on 03/23/94. I. Attended Martin Luther King Commission's reception and distributed 30 mentor orientation flyers. J. 32 office calls concerning mentoring. K. 54 office calls concerning mentoring. 02/19/94 02/24/94 02/01/94 03/01/94 03/23/94 02/24/94 02/28/94 03/25/94 VIPS Coor. \u0026amp; Incentive Schl. Vol. Coor. Incentive Schl. Vol. Coor. Incentive Schl. Vol. Coor. Incentive Schl. Vol. Coor. Record of trainings. Record of attendance. Record of phone calls. Record of phone calls. L. Strengthen efforts to recruit mentors for the students.(OOM recoanendation #55) M. Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors.(OOM recommendation #56 and #89) 3.5 Identify a list of all minority business, civic and social organizations in the greater Little Rock area. (July 1, 1993) (June 30, 1994) Incentive Sch Vol Coor, VIPS, PAC \u0026amp; Drop-out Prevent Coors New Futures Dir (Liaison) 3.5 Nuiber of responses and recorded volteiteer hours (Lists of file) A. Various lists, such as the Pan Hellenic Council, the Black Pages and AIDC's minority vendors, are on file in the VIPS office. B. Added Chamber of Coanerce's new minority business list in October. 190 (July 1, 1993) 10/29/93 90X 10/29/93Page: 16 PrograM Seq *\n38 Revision Date: May 9, 1994 Prograa Hase: VIPS - Recruiting Prograa Code: 34 Priaary Leader: Or. Russell Mayo Secondary Leader: Debbie Mi lam Prograa Goal: To strengthen existing coanunity involvement organizations and programs and develop new programs designed to involve parents and citizens in the three comty districts in the planning and i^\u0026gt;lcmentation of the desegregation plan. Develop an actainistrative relationship between aanageaent of those prograas that work to facilitate direct parent/citizen involveaent. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Nudier Objectives Strategies Beginning Date Ccapletion Date Responsibility Evaluation Criteria C. Contacted Don Wilson at Black Cormunity Developers to inquire about additional lists of black-owned businesses in order to recruit mentors. 3.6 Increase the mater of minority partners. A. Of the three partners recognized in September, one consists of African American membership and one consists of female membership. B. Mailed partner information to Blacks in Government 10/14/93. C. Recognized one African American-owned business partner. D. Recognized two African American-owned business partners. 3.7 Broad-based citizens committees will be formed to increase cotmiunity acceptance of the desegregation plan and to reduce white flight. 3.8 These committees will work to establish a broad-base of conmunity support of the Pulaski County school districts* desegregation plans. 197 02/08/94 (July 1, 1993) 09/23/93 10/14/93 01/27/94 03/24/94 07/01/93 07/01/93 02/08/94 (June 30 1994) 25X 10/14/93 01/27/94 03/24/94 06/30/94 06/30/94 Record of call. Incentive Sch Vol Coor PIE Coordinator (VIPS Coordinator) VIPS Coor. VIPS Coor. 3.6 Ihater of (minority) partnerships established (each year) Record of recognition. Record of recognition.Page: 17 ProgroH Seq *\n38 Revision Date: May 9, 1994 Progran Haan: VIPS  Recruiting Prograai Code: 34 Prianry Leader: Dr. Russell Mayo Secondary Leader: Debbie Mi lam Progran Goal: To strengthen existing ccaesnity involveaient organizations and prograas and develop new programs designed to involve parents and citizens in the three county districts in the planning and iaplearnntation of the desegregation plan. Develop an adainiatrative relationship between aanagenent of those prograns that work to facilitate direct parent/citizen involvenent. (To Strengthen existing comnunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Nudier Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria 3.9 The Little Rock School District Volunteers in Public Schools program (VIPS) utilizes volunteers and comnunity resource services to enhance parental involvement and support for all students of the District. 07/01/93 06/30/94 3.10 The current list of volunteers includes representatives of business 07/01/93 06/30/94 professional. organizations. civic and social , This group will serve as a catalyst to explore wavs to expand and improve the quality of involvement of parents and to increase comnunity awareness about opportunities for involvement in support of the Little Rock School District's long-range desegregation Plan, 3.11 The Little Rock School District's Volunteers in Public Schools will correlate efforts to equitably involve all segments of the comnunity in the Little Rock School District. The result wi11 be maximum resource utilization and effective service delivery in support of the desegregation of the District. 198Page: 18 Prograa Seq *: 38 Revision Date: May 9, 1994 Prograa Naac: VIPS * Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Hayo Secondary Leader: Debbie Hi lam Prograa Goal: To strengthen existing coaamity involveiaent organizations and prograas and develop new prograas designed to involve parents and citizens in the three comty districts in the planning and iapleaantation of the desegregation plan. Develop an adainistrative relationship between aonogcaent of those prograas that work to facilitate direct parent/citizen involveaent. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Mudar L 137 Objectives Strategies Begiming Date (kMpletion Date Responsibility Evaluation Criteria 4. Work with the Chaaber of Coamwrce CosNittee on Education and the stbcomittee on Partners in Education to proante coanmity involveaent in LRSO. 4.1 Continue to expend school/business partnerships. A. Recognized three new partners at the Septeirber Board meeting. B. VIPS met with 6 prospective partners in October. C. VIPS provided tutor training 10/29/93 for Unitarian church volunteers to expend their partnership with Garland. D. VIPS met with 5 prospective partners in Movember. E. Recognized 2 new partners at November board meeting. F. Het with UALR 11/24/93 to discuss expanding Partners in the Arts program. G. Recognized 2 new partners at Decenber board meeting. H. VIPS met with 2 prospective partners in December. I. Het with 4 prospective partners in January. J. Recognized 6 new partners in January. K. Recognized 3 new partners at February board meeting. 19 S (July 1, 1993) 09/23/93 10/01/93 10/29/93 11/01/93 11/18/93 11/24/93 12/16/93 12/01/93 01/03/94 01/27/94 02/24/94 (June 30, 1994) 25X 10/29/93 10/29/93 11/30/93 11/18/93 11/24/93 12/16/93 12/17/93 01/31/94 01/27/94 02/24/94 PIE Hanager VIPS Coordinator VIPS Coor. VIPS Coor. VIPS Coor. 4.1 All schools have at least one functioning partnership (Record of partnerships recognized) Record of meetings. Record of recognition. Record of event.Page: 19 Prograa Seq *: 38 Revision Date: May 9, 1994 Prograa Naae: VIPS - Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Mayo Secondary Leader: Debbie Mi lam Prograa Goal: To strengthen existing coaaunity involvement organizations and programs and develop new programs designed to involve parents and citizens in the three couity districts in the planning and implementation of the desegregation plan. Develop an adainistrative relationship between aonageaant of those prograas that work to facilitate direct parent/citizen involveaent. (To strengthen existing conmunity involvement programs end develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Niatwr Objectives Strategies Beginning Date C\u0026lt;Mpletion Date Responsibility Evaluation Criteria L. Met with 5 prospective partners in February. M. 40 phone calls pertaining to partners in February. N. Met with 5 prospective partners in March. 0. Recognized 7 new partners in March. 4.2 Have a tri-district event to honor business partners in pii\u0026gt;l{c schools. A. Tri-district Partners in Education breakfast was held August 4, 1993 and will not recur until August, 1994. 200 02/01/94 02/01/94 03/01/94 03/24/94 (July 1, 1993) 07/01/93 02/28/94 02/28/94 03/25/94 03/24/94 (June 30, 1994) 08/04/93 VIPS Coor. VIPS Coor. VIPS Coor. VIPS Coor. VIPS Coordinator, other districts. Chamber of Conmerce Records of meetings. Record of phone calls. Records of meetings. Record of event. 4.2 Record of eventPage: 20 Prograa Seq *: 36 Revision Date: May 9, 1994 Prograa Naae: VIPS - Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Hayo Secondary Leader: Debbie Mi lam Prograa Goel: To .trongthen ezisti^ cc^ziity involveaent organizations and prograas and develop new prograas designed to involve parents and citizens in the three cointy districts in the planning and iapleaantation of the desegregation plan. Dmlcp w Mkini.trative relationship between SBnegesent of those prograas that work to facilitate direct parent/citizen involveaent. (To Strengthen existing conmunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Niaber I 58 Objectives Strategies Beginning Date Co^letion Date Responsibility Evaluation Criteria 4.3 Encourage the Chaaber to continue existing programs such as the tri-district teacher appreciation rally and tri- district Excellence in Education awards for educators and students. A. (These events were sponsored by the Chamber Education Convnittee which has not met since 1992 but the Partners in Education Subconmittee has continued to sponsor the breakfast.) B. Sponsored the third annual CEO/Principal for a Day program 11/15* 11/19/93, with 17 partners participating in LRSD and 34 total. C. Encouraged Chamber in writing 12/17/93 to continue the Education convnittee and special programs it sponsored such as the Excellence in Education awards. 201 (July 1, 1993) 11/15/93 12/17/93 (June 30, 1994) 11/19/93 12/17/93 VIPS Coordinator, other districts. Chamber of Commerce, Superintendent, Convnunications 4.3 Continuation of prograas By the Soring of 1989 the Little Rock School District will have an established Public-Information Network. By the Fall of 1990 the elected, business and grassroots leadership of the community will be active participants in promoting desegregation through parental involvement initiatives. By the Fall of 1990 the Little Rock School District will establish and maintain a diversified and pluralistic parent-citizen involvement program in cooperation with the VIPS Program. By the Fall of 1992 the Little Rock School District will have an established parent/citizen involvement program to serve as model for other districts.Progran Seq *: 38 Progran Naaie: VIPS - Recruiting Progran Code: 34 Prinary Leader: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 21 Revision Date: Hay 9, 1994 Dr. Russell Mayo Secondary Leader: Debbie Mi lam Progran Goal: To strengthen existing coMmity involvement organizations and prograam and develop new prograam designed to involve parents mid citizens in the three county districts in the planning and lapleamntation of the desegregation plan. Develop an actainistrative relationship betaeen nanegenent of those prograns that work to facilitate direct parent/citizen involvenent. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Huitier Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria L 138 1. Develop an adainistrative teaai to serve as an ud)rella for any of the parent/citizen involveaent organizations. (July 1, 1993) (June 30, 1994) HIPPY Coor, PTA Coor, VIPS Coor, PAC Coor 1. (Functioning teen) 1.1 Choose representatives fron each parent/citizen organization. A. Item completed 7/1/93. 1.2 Establish guidelines for operation. Set regular neetings. A. Guidelines completed 8/26/93 and meeting dates set for six months. (July b 1993) 07/01/93 (July 1, 1993) 08/26/93 (June 30, 1994) 07/01/93 (June 30, 1994) 08/26/93 HIPPY Coor, PTA Coor, VIPS Coor, PAC Coor (Parent Involvement Team) HIPPY Coor, PTA Coor, VIPS Coor, PAC Coor (Parent Involvement Team) 1.1 Formation of team and schedule of meetings (List of team members) 1.2 Written guidelines (and meeting dates) B. Met 8/5/93, 9/9/93, 11/11/93, 12/9/93, 01/13/94, 02/24/94, 03/10/94. 08/05/93 03/10/94 1.3 Identify and coordinate all parent involvenent services in the LRSO. (July 1, 1993) (June 30, 1994) HIPPY Coor, PTA Coor, VIPS Coor, PAC Coor (Parent 1.3 Meetings held (Add all persons responsible for parent involvement services to A. Identification was completed 8/26/93. Coordination will continue. 08/26/93 08/26/93 Involvement Team) team. Evidence of coordination) o 20Page: 22 ProgrsM Seq f: 38 Revision Date: May 9, 1994 Progrm Naaie: VIPS - Recruiting Progrm Code: 34 Primry Leader: Or. Russell Hayo Secondary Leader: Debbie Milam Progrm Goal: To strengthen existing coMsiity involvement organizations and progrmas and develop new program designed to involve parents and citizens in the three cowty districts in the plaming and iaplementation of the desegregation plan. Develop an adainistrative relationship betHeen aanageaaint of those prograasi that sort to facilitate direct parent/citizen involveaent. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Nimber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.4 Provide cluster training for district staff in parent involvment activities. A. Team discussed way to provide training at 12/9/93 meeting. Will review training materials at January meeting with plans to train principals and their designees in Harch. B. Several principals were surveyed to determine the type of training they preferred. The training will first be offered to principals. Memo was sent 03/14/94 asking permission to hold information exchanges for principals on Hay 3 \u0026amp; 4. 203 (July 1, 1993) 12/09/93 02/01/94 (June 30, 1994) 10X 03/14/94 HIPPY Coor, PTA Coor, VIPS Coor, PAC Coor (Parent Involvement Team) VIPS Coor. 1.4 Completed training (List of training dates^ locations and attendees) Record of meeting, surveys and memo.Page: 23 Prograa Seq *: 38 Revision Date: Hay 9, 1994 Program Naae: VIPS  Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Hayo Secondary Leader: Debbie Mi lam Prograa Goal: To strengthen existing coamamity involveaent organizations and programs and develop new programs designed to involve parents and citizens in the three cotsity districts in the planning and iapleaentation of the desegregation plan. Develop an adainistrative relationship between aanageaent of those prograas that work to facilitate direct parent/citizen involveaent. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Number Objectives Strategies Beginning Date Coiqiletian Date Responsibility Evaluation Criteria 1.5 Establish a parent involveamnt calendar to disseminate to coaaunity agencies. A. The Parent Involvement Advisory Team discussed this item at their 09/20/93 meeting. Members are collecting events to include in a calendar. Letters have gone out to community agencies to determine interest in disseminating calendars. B. Dissemination of first monthly calendar started 12/17/93 and will continue each month. 1.6 Develop a survey instruaent to measure parent interest in a Parent Center. 1.7 Share inforaation with NLRSO and PCSSO and coordinate activities when possible. 09/20/93 09/20/93 12/09/93 (July 1, 1993) (July 1, 1993) 25X 25X SOX (June 30, 1993) (June 30, 1994) HIPPY Coor, PTA Coor, VIPS Coor, PAC Coor, Communications Dir (Parent Involvement Team) Dir of Eval \u0026amp; Testing HIPPY Coor, PTA Coor, VIPS Coor, PAC Coor (Parent 1.5 Annual calendar (Monthly calendar prepared and disseminated. Record of ntirber and location of those disseminated) 1.6 Survey coafiletion and results disseminated 1.7 Record of aeetings Involvement Team) A. Met with VIPS coordinators from NLRSO and PCSSO to discuss issues, policies, procedures and the possibility of sponsoring a tridistrict \"Super Saturday\" for parents. 02/01/94 02/01/94 VIPS Coor. Record of meeting. 204Page: 24 Progran Seq *: 38 Revision Date: Hay 9, 1994 Prograa Naae: VIPS - Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Mayo Secondary Leader: Debbie Mi lam Prograa Goal: To strengthen existing coanmity involvement organizations and programs and develop new prograas designed to involve parents and citizens in the three comty districts in the planning and iapleasntation of the desegregation plan. Develop an adainistrativa relationship between aanageaant of those program that work to facilitate direct parent/citizen involveaant. (To Strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Nudier L 138 Objectives Strategies Beginning Date (kus\u0026gt;letion Date Responsibility Evaluation Criteria 1.8 Set meetings with leaders in the city to explain our prograam and deaionstrate the quality of our schools. A. VIPS met with Anbassadors of Life 10/25/93. 8. VIPS shared information 6 prospective partners in October, 5 in November and 2 in Decenber. C. VIPS made presentations to 2 UALR classes on 10/25/93 and 11/1/93. D. VIPS met with Otis Kirkland 11/11/93. E. VIPS met with VIPS Board of Directors 10/19/93, 11/15/93 and 12/6/93. F. 34 CEOs or their designees visited schools during the CEO/Principal for a Day program. 6. Het with VIPS Board and individual board members 01/05/94, 01/11/94, 01/12/94, 01/18/94, 01/21/94, 01/24/94. H. Spoke to the Pulaski Heights Kiwannis Club. I. Met with VIPS Board and individual board members 02/08/94, 02/15/94, 02/21/94. 205 (July 1, 1993) 10/25/93 10/01/93 10/25/93 11/11/93 10/19/93 11/15/93 01/05/94 01/17/94 02/08/94 (June 30, 1994) 10/25/93 12/17/93 11/01/93 11/11/93 12/06/93 11/19/93 01/24/94 01/17/94 02/21/94 VIPS Coor, PAC Coor, New Futures Dir (Liaison), Dropout Prevention Coor (Parent Involvement Team) VIPS Coor. VIPS Coor. VIPS Coor. 1.8 Record of meetings (and presentat i ons) Record of meetings. Record of attendance. Record of meetings.Page: 25 Prograa Seq *: 38 Revision Date: May 9. 1994 Progran Name: VIPS - Recruiting Progran Code: 34 Prinary Leader: Dr. Russell Hayo Secondary Leader: Debbie Milam Progran Goal: To Strengthen existing coamasiity involvenent organizations and programs and develop new programs designed to involve parents and citizens in the three comty districts in the planning and impleaentation of the desegregation plan. Develop an adainiatrative relationship between nanageannt of those prograns that work to facilitate direct parent/citizen involvenent. (To Strengthen existing comnunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Hinter Objectives Strategies Beginning Date Coag\u0026gt;letion Date Responsibility Evaluation Criteria J. Explained programs to the five prospective partners we met with in February. K. Het with VIPS Incentive School Advisory Committee. L. Provided the Governor's Office with information about VIPS as they were preparing Ms. Tucker's speech for February luncheon. M. Provided information on VIPS as we recognized 4 retired teacher volunteers at the Pulaski Heights Lions Club annual teacher awards banquet. M. Provided information on mentoring program to those attending Hartin Luther King Commission reception. 0. Met with five prospective partners in Harch. P. Met with VIPS board members 03/16/94 and 03/21/94. 20G 02/01/94 02/24/94 02/01/94 02/14/94 02/24/94 03/01/94 03/16/94 02/28/94 02/28/94 02/01/94 02/14/94 02/24/94 03/25/94 03/21/94 VIPS Coor. Incentive Schl. Vol. Coor. VIPS Coor. VIPS Coor. Incentive Schl. Vol. Coor. VIPS Coor. VIPS Coor. Record of meetings. Record of meeting. Letter on file. Record of event. Record of attendance. Records of meetings. Records of meetings.LRSD FY 93-94 PROGRAM BUDGET DOQJHEMT Progran Seq *: 39 Page: 1 Progran Nane: Public Relations Progran Code: 33 Prianry Leader: Russell C. Mayo Secondary Leader: Revision Date: May 9, 1994 Jeanette Wagner Progran Description: District Goal Si^iport: To keep all piMslics informed of the actions of the LRSO, its programs and its implementation of the Desegregation Plan. To assist in recruitment. Progran Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. [ Plan References: Page 59-68 Interdistrict Plan FY Progran Budget: YTD Expenditures: Related Fixation Codes: 1st Qtr Expend: 2nd Qtr Expend: 207 3rd Qtr Expend: 4th Qtr Expend: FTE JLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Progran Seq *: 39 Revision Date: May 9, 1994 Progran Nane: Public Relations Progran Code: 33 Prinary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Progran Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved conmunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nudier 1. 159-62 1.1 162 1. Objectives Strategies Beginning Date Coiq\u0026gt;letion Date Responsibility Evaluation Criteria Continue to eabrace piblic relations as basic to successful desegregation. 1.0 Districts will find ways to aujacnt the ninber of professional staff. 07/01/93 06/30/94 Board of Directors, Superintendent 1. (Evaluation of to augment professional staff and nunber of professional staff.) 1.1 Staff will identify various p(i\u0026gt;lic relations fmctions or office tasks which night be perfonaed by trained volunteer (i.e.,) school volunteers, business partners, retirees, parents, college students and others 7/01/93 09/30/93 Dir. of Conmunications 1.1 A. UALR intern, Jerri Kay 07/01/93 08/31/93 (Nurber of trained volunteers being used and quality of volunteers). 8. UALR Intern, Karmen Kelly 10/15/93 02/28/94 C. Hired Conmunications Assistant, Dina Teague 203 07/01/93 03/31/94Page: 3 Prograi Seq *: 39 Revision Date: May 9, 1994 Prograa Naae: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Hayo Secondary Leader: Jeanette Uagner Prograa Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved comnunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Hiaber 2. 162 2. Objectives Strategies Beginning Date CoaB\u0026gt;letion Date Responsibility Evaluation Criteria Utilize piA\u0026gt;lic relations prograam and avenues to educate all p^lics to all aspects of the desegregation plan, stressing such special features as magnet schools, attendance options, early childiood education programs, extended day care, etc. 2.0 Promote special features and District achievements of magnet, area, incentive, early chiIdhood, community school, etc., programs. 08/01/93 07/31/94 A. Production of LRSO calendar B. Opening of King school Promotional materials-fliers, fact sheet News conference Brochure C. Production of home study guide video 0. Realtor's Guide Update E. Weekly news releases F. Development of Incentive School brochures G. Saturday morning TV program Rockefeller H. Photo shoot for grant application * Carver I. Produce and place ad, 4'year-old program J. District recruiter at Doctors Hospital Parent Conference 203 03/01/94 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 09/18/93(rev\u0026gt; 07/01/93 07/01/93 10X 08/23/93 07/20/93 02/28/94 75X 100X 02/11/94 75X 09/03/93 SOX 09/03/93 Assoc. Supt. for Desegregation, Dir. of Comnunications, Dir. of PR ft E, Principals, School Communicators, Deseg. Facilitator, Assoc. Supt. for Curriculum 2. (Specific public relations programs which educate the public on the desegregation plan, of Level understanding may be evaluated by the School Climate/Hunan Relations Survey).Page: 4 Prograa Seq f: 39 Revision Date: May 9, 1994 Prograa Naae: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Hayo Secondary Leader: Jeanette Uagner Prograa Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nmber 3. 162 3. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria K. Development of new McClellan brochures L. Continued use of Curriculum Update videos 09/20/93 07/01/93 02/28/94 75X Continue to disseminate piRilic information in uays the districts customarily employ, paying careful attention to quality, accuracy, and positive tone. M. Continued use of 4-year* old, early childhood registration, marketing school and HIPPY brochures, fliers 07/01/93 75X N. Continued use of Incentive School Hotline 0. M. L. King dedication planning P. Development of new registration brochure 3.0 (General information disseminated will include) district-wide newsletters, informational brochures, fliers, school calendars, pii)lic service announceamnts, press releases, and news conferences with special emphasis on the district's achievements and positive events and activities. A. Development of Incentive School brochures B. Development of new McClellan brochure C. Development of King brochure 0. Production of LRSO calendar E. Weekly news releases 210 07/01/93 10/25/93 12/01/93 07/01/93 07/01/93 08/18/93 10/15/93 05/01/93 07/01/93 08/13/94 12/05/93 85X 06/30/94 75X 03/28/94 SOX 07/18/93 75X Assoc. Supt. of Desegregation, Parent Recruitment Team, Dir. of Communi cat i ons. Principals, School conmunicators 3.0 (Evidence of ptibl i c information items produced).Page: 5 Progm Seq *: 39 Revision Date: May 9, 1994 PrograiB Naiae: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Prograa Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved conmunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Mudwr 3.1 162 3.2 162 Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 3.1 3.2 Each district, each school, and those program or departments which have broad contact with staff or parents will produce a newsletter to Luamnicate positive news, discuss issues, and highlight the acco^lishsKnts of students, staff and voluiteers. A. School level newsletters The districts wilt cooperate in seeking to fora a aadia coalition consisting of representatives froa local aadia. The s(\u0026lt;ierintendents will hold regular romd table discussions with this groif) to build a relationship of understanding, share inforaation, and discuss issues and concerns. The coalition will also serve as a source of advice on public relations aatters. 211 07/01/93 08/23/93 07/01/93 06/30/94 75X 06/30/94 Dir. of Conaunications, Superintendent, staff, students, volunteers Superintendents , Dir. of Contnuni cat ions, media representatives 3.1 3.2 (Evidence of newsletter publication, nunber of people contacted Event notification form to docunent schools which have provided information for publication). (Evidence of a media coalition and superintendent 8 round table discussions)Page: 6 Prograa Seq *: 39 Revision Date: May 9, 1994 Prograa Naae: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Prograa Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved conmunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Ntaber 3.3 162 Objectives Strategies Beginning Date Ccapletion Date Responsibility Evaluation Criteria 3.3 The district should seek a coaaitaant froa the aadia to provide priae-tiae placeaant of piblic service anrvxsiceBents about the schools and features of the desegregation plan. 07/01/93 06/30/94 Dir. of Communi cat i ons, local media 3.3 A. Radio PSA 02/01/93 11/30/93 Dir. of Comm. B. Television PSA 02/01/93 11/30/93 (Evidence of commitment from media to provide primetime placement of PSAs by radio/tv PSA logs and newspaper clipping file). C. Radio PSA 08/01/93 08/15/93 0. Television PSA 08/01/93 08/15/93 E. Radio PSA 02/09/94 02/18/94 Dir. of Comn. Television PSA 212 02/09/94 02/18/94Page: 7 Prograa Seq *: 39 Revision Date: Hay 9, 1994 Prograa Naae: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Mayo Secondary Leader: Jeanette Uagner Prograa Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. aea Plan Reference Page Himber 4 163 4. Objectives Strategies Beginning Date CoB^letion Date Responsibility Evaluation Criteria Devise innovative ways to coamuiicate with the piblic who are hard to reach through routine satbods: the illiterate or seai- literate, educationally or aocio- econoaiically disadvantaged, hearing, visually or physically iifiaired or those Uio rarely participate in school-related activities. Dir. of Communications, Principals, school communicators, students 4.1 Parent committees suggested doing this by various means such as audio tapes (video) or record (i.e.\"rap^) concerts, regular neuspeper articles, plays, and a \"Desegregation Awareness UMk\" kbich can coaauiicate messages about the schools, special programs, and opportunities. Students could participate. 08/01/93 07/31/94 4.1 A. Continued use of Curriculum Update video B. Continued use of Study Guide video C. Continued use of \"LRSD Today\" video D. Continued use of Incentive School video 4.2 Considered developing an audio tape or record (i.e. \"rap\") which can communicate messages about the schools, special programs, and opportunities, in developing the rap. Students could participate 4.3 A concert might be given along the lines of the successful \"Farm Aid\" Anti-apartheid\" concerts as an awareness activity. The concert could be taped end aired on television and radio. 213 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 75X 75X 75X 75X 06/30/94 06/30/94 (Production and use of recruitment tools. Documentation of dates and locations where tools were used).Page: 8 Prograa Seq *: 39 Revision Date: May 9, 1994 Prograa Naae: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Prograa Goel: To support the education mission and all of the goals and objectives of the Little Rock School District through improved comnunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Niaber 5 163 5.1 163 5.2 163 5.3 163 5. Objectives Strategies Beginning Date Ccaf)letion Date Responsibility Evaluation Criteria 4.4 Consider a regular newspaper feature such as comic strip, sinole language editorial, question-and-answer column that deals with school programs and issues. or 07/01/93 06/30/94 4.5 A play could be written end produced by students for staging in churches, coaiwunity centers, and businesses to promote awareness. 07/01/93 06/30/94 Establish a school coaaasiication network to assure an accurate and ongoing flow of infonaation. 5.1 5.2 5.3 Identify a \"coaauiications coordinator\" in each building. This individual could be a staff meaber, parent or volmteer. A. School Comnunicators chosen Designated coordinator will be chosen with input from school staff and parents. Coordinator may recruit other individuals to form a teaai to assist with the coaaaaiication network. 214 08/01/93 08/23/93 08/23/93 08/23/93 07/31/94 08/30/93 08/30/93 08/30/93 Principals, Dir. of Coflvn. Principal, staff and parents Coordinators 5.1 5.2 (List of all school communicators) (List of all school comnunicators)Page: 9 Progran Seq *: 39 Revision Date: Hay 9, 1994 Prograai Naan: Public Relations Progran Code: 33 Prinary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Progran Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved connunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page NuNber 5.4 163 5.5 163 Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 5.4 Coordinators will receive regular comaunications regarding district activities and will assist in gathering and the school. A. 5.5 08/23/93 06/30/94 disseninating news iron School Event Notification form used by schools to notify Connunications about school activities B. Clipping file maintained to verify miedia coverage C. Daily media requests for information concerning LRSD, individual schools and their programs Coordinators uilt receive training and any necessary resources to enable them to be effective in their jobs. A. Training provided in preschool principal's inservice 215 08/23/94 08/23/93 07/01/93 07/01/93 07/01/93 07/01/93 75X 75X 75X 75X 07/31/94 07/31/93 Coordinators, Dir. of Connunications Coordinators, Dir. of Connunication Communications Secretary Dir. of Connunications Dir. of connunications Dir. of Connunications, Principals 5.4 5.5 (Conplete event notification forms submitted by school communication coordinators, with fewer errors and in a timely manner. Number of weekly events covered in media). Record of Media Requests (All school coamunicators performing their duties efficiently as evidenced by the event notification event reports).Page: 10 PrograM Seq *: 39 Revision Date: Hay 9, 1994 Progran Naae: Public Relations Progran Code: 33 Prinary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Progran Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding end confidence in order to undergird the desegregation process. Plan Reference Page Huiber 6 163 6.1 163 6.2 164 6. Objectives Strategies Beginning Date Caiq\u0026gt;letion Date Responsibility Evaluation Criteria Outreach into the coamuiity Hill be broad, energetic, and consistent. 6.1 6.2 Regular dissemination of information to key coamunity leaders and opinion 07/01/93 75X nakers leaders, retired including parents, church educators, elected officials, business leaders and others (will occur. Dir. of Conmunications, Conmunity Leaders, Media 6.1 Television, will be encouraged to dissemination). radio and print media (Weekly news releases and regular dissemination of information). assist this A. Regular print, radio, TV coverage of district/school events 8. Meeting Recruitment Plan Phase II (The District will) work with realtors and the personnel deportments of local businesses to solicit their cooperation in informing new residents about the programs and services in the piijlic schools. A. Realtor's Guide Update B. Annual dissemination of brochures, videos, fact sheets and fliers to realtors and relocation department of businesses 216 07/01/93 06/30/94 School conmunications. Dir. of Conmunications 12/08/93 08/01/93 07/01/93 07/01/93 12/08/93 07/31/94 03/31/94 75X Dir. of Conmuni cati ons, Recruitment Coordinator, Local Business Human Resources Directors, Local Realtors 6.2 (Annual Focus groups, realtors survey and the School Climate/Hunan Relation survey will evaluate if conmunity is informed).Page: 11 Prograa Seq f: 39 Revision Date: May 9, 1994 Prograa Maae: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Mayo Secondary Leader: Jeanette Uagner Prograa Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Niaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 7. Search for fresh, creative, and innovative Mays to proante the iange of the p(A\u0026gt;lic schools, recognize and reward achievenent, and boost the morale, loyalty, and pride of employees, and parents. students. 6.3 7.1 Regular, (scheduled) personal interaction, both formal and informal, between the si^ierintendent and other adainistrators and the ptblic, utilizing committee meeting, forms, round-table discussion, breakfasts, I inches or coffees, the \"dose of reality\" technique and other opportunities for exchange. A. Community Forums 08/01/93 07/31/94 Superintendent, Administrators, Conmunity members 6.3 (The holding of actual meetings as described in the strategies) interpersonal B. Personal Appearances Coninunity groups suggested using excellence auard sew-on patches for exceptional achieveamnt, ipbeat early BKiming radio messages, t-shirts with school logos for staff meaberi* new babies, all-school picnics, \"I've Got a Great Idea\" contests, creatively decorated suggestions boxes in all school buildings and central office buildings, warmly worded \"Uelcoan to Our School\" signs, open invitations to police officers to eat Imch at our schools, student/staff teaam who provide services for the elderly, contest for innovative public relations ideas, and produce a video about LRSD opportunities to comply with this objective. A. Use of \"LRSO Today\" video. Cable 4 B. Use of Incentive School video. Cable 4 217 09/01/93 10/02/93 07/01/93 07/01/93 07/01/93 12/01/93 75X 06/30/94 75X 75X Assoc. Supt. for Deseg., Dir. of Comnunications, Principals, School staff Dir. of Conwunications Dir. of Conrnunications 7.1 (Creative, innovative ways are used to promote the LRSD, boost morale, loyalty, ard pride of employees students and parents).Page: 12 Program Seq f: 39 Revision Date: May 9, 1994 PrograM NaMe: Public Relations PrograM Code: 33 Prinary Leader: Russell C. Mayo Secondary Leader: Jeanette Uagner PrograM Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nuaber 164 165 8. Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria C. Use of Study Guide video. Cable 4 D. Use of Curriculum Update video. Cable 4 E. Monthly Superintendent's Citations 07/01/93 07/01/93 07/01/93 75X 75X 75X Equip eaployees and students to successfully proante positive pii\u0026gt;lic relations. The districts asMt insure that caployees have adequate infonaation and pil\u0026gt;lie relations skills to be ambassadors on behalf of the schools and desegregation plans. 8.1 8.2 Dir. of Communications Dir. of Comnunications Dir of Communications Insure the staff irtderstand the philosophy, prograas, and approaches of the des^regation plan and that they are regularly i^xiated on progress. A. Principals Pre-school Inservice B. Plan and execute district dialogues Proante staff awareness of their role in piJ\u0026gt;lic relations. A. Develop new public relations section in employee directory 218 07/01/93 07/01/93 10/01/93 07/01/93 11/01/93 06/30/94 07/30/93 03/31/94 06/30/94 SOX Dir. of Communications, Communications Staff Dir. of Communications, Associate Superintendent for Desegregation, BuiIding Adninistrators 8.1 8.2 (Establish Focus groups to access public relations tools for employees and students). (Focus groups to access employee unpretending of the desegregation plan).Page: 13 Progm Seq *: 39 Revision Date: May 9, 1994 Prograai Naoe: Public Relations Prograai Code: 33 Priaary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Prograai Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nuiber 165 165 165 Objectives Strategies Begiming Date Coo^letion Date Responsibility Evaluation Criteria 8.3 8.4 8.5 Encourage positive attitudes and cooMitoent to the desegregation plan by taking a team approach to proonting it, involving school staff, adainistrators, parents, and volunteers. 07/01/93 06/30/94 A. Develop new public relations section in employee directory Provide pii\u0026gt;l1c relations training and a resource hondxxik to staff, school board OKobers, PTA leadership, and other key caaaasiicators. The handbook and training Hill be ready for iofjlementation no later than preschool inservice of each school year. A. Develop new public relations section in employee directory Provide intensive training to all secretaries, receptionists, student OKmitors, and other office personnel to enable theoi to be effective in their highly visible public relations roles. An interdistrict curriculua Hill be developed aonng the three districts by their pii\u0026gt;lic relations and staff developoRnt professionals Hith the participation of experts frooi the cooMunity. The curriculuo Hill be ready to present in workshops that Hill begin no later than August, 1991. 219 07/01/93 07/01/93 07/01/93 08/01/90 SOX 06/30/94 SOX 08/01/91 BuiIding Administrators, Adninistration Team, Employees, Parents and Volunteers Dir. of Cownunications, Communications Staff Dir. of Communications, Staff Development Director, Hunan Resources Director 8.3 8.4 8.5 (Focus groups formed to access if employee attitudes are positive toward the desegregation plan). (Implementatio n of public relations workshops and distribution of resource handbook to all employees). (Staff development workshops held).Page: 14 Prograa Seq f: 39 Revision Date: May 9, 1994 Prograa Naae: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Hayo Secondary Leader: Jeanette Wagner Prograa Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved conmunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nuitier 165 166 166 166 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8.6 8.7 8.8 8.9 Schedule regular romd table discussions between principals and the si\u0026lt;)erintendent or appropriate adainistrative staff to provide inforaation, give one-on-one encourageaient, and deal with specific questions and concerns. A. Principal's Roundtable Schedule regular principal-teacher romdtable discussions so that teachers and other school staff are as well inforaed as principals about desegregation issues. A. Principals Pre*school inservice Devise a method of encouraging and channeling inforaation and suggestions froa school-based e^loyees directly to \u0026lt;\u0026lt;]per level acfainistrators. Establish a \"hotline\" at the district level, as needed, so principals and teachers have direct access to inforaation concerning desegregation. 220 Or/01/93 07/01/93 07/01/93 07/01/93 08/01/93 06/30/94 75X 08/20/93 06/30/94 07/31/94 Superintendent, Administrative Staff, Principals Assoc. Superintendent of Desegregation, Dir. of Conmunications, Principals, Teachers Dir. of Conmunications, Asst. Supts., Principals Assoc. Supt. for Deseg., Dir. of Information Services, VIPS Coordinator, Dir. of Conmunications 8.6 8.7 8.8 8.9 (Round table sessions held). (Regular principal round table discussions held). (Evidence of a vehicle by which information is transmitted. newsletter, suggestion box, etc). (Hotline established).Page: 15 Prograa Seq *: 39 Revision Date: May 9, 1994 Prograa Naae: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Prograa Goel: To support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nudier Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 166 9. Acknowledge that dependability, credibility, and integrity are basic to the success of desegregation. (Establish through volunteer/parent committee feed* back the importance of credibility and integrity). 9.1 The districts Mill: Keep the promises they make. 07/01/93 06/30/94 Board of Directors, Superintendent, Administrators 9.1 (Evidence that all promises made are adhered to). 9.2 The districts uill: laaediately inform and explain to the piiilic (both internal and external) any delays or 07/01/93 06/30/94 modifications in process. proposed plans or Superintendent, Assoc. Supt. for Desegregation, Dir. of Coninunications 9.2 (Evidence that all modifications or delays are communicated to all employees). A. Goal setting meeting 07/01/93 08/31/93 B. Community Forums 10/01/93 12/10/93 Administrators, Board, CTA, PTA, Public 221Page: 16 Prograai Seq *: 39 Revision Date: May 9, 1994 Prograai Maae: Public Relations Prograai Code: 33 Priaary Leader: Russell C. Mayo Secondary Leader: Jeanette Uagner Prograai Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved comnunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nuaber Objectives Strategies Beginning Date Coapletion ___Date Responsibility Evaluation Criteria 9.3 The districts will: Continue to engage in opm dialogue with the pi^lic, refraining from springing surprises. 07/01/93 07/31/93 A. Superintendent Appearances 11/02/93 11/02/93 Rotary Club of North Little Rock 11/09/94 11/09/93 PTA Council Meeting 11/10/93 11/10/93 Board of Directors, Superintendent, Dir. of Comnunications, Dir., Planning, Research and Evaluation 9.3 (Public Forums with public planned and executed). Comnunity Forum 11/11/93 11/11/93 Rightsell PTA 11/16/93 11/16/93 Downtown Kiwanis Club 11/19/93 11/19/93 McDermott Parent Group King School * Chapter 1 Meeting King School - Dedication Holiday Inn - Center City Dialogue UALR School of SociaDistrict Interview with Valerie Dawson Brady School Cloverdale Junior High Mabelvale Junior High 222 12/03/93 12/04/93 12/11/93 12/13/93 12/14/93 12/15/93 12/17/93 12/17/93 12/03/93 12/04/93 12/11/93 12/13/93 12/14/93 12/15/93 12/17/93 12/17/93Page: 17 Progran Seq *: 39 Revision Date: May 9, 1994 Progran Naae: Public Relations Progran Code: 33 Prinary Leader: Russell C. Hayo Secondary Leader: Jeanette Wagner Progran Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved conmunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nmber Objectives Strategies Begiming Date Coas)letion Date Responsibility Evaluation Criteria District Dialogue with Principals 01/06/94 01/06/94 Washington Magnet PTA 01/18/94 01/18/94 District Dialogue with Mon-Certified Board Retreat Forest Park PTA LRSD/Legislators Joint Meeting LRSD/LR City Board Joint Meeting Garland Parent Meeting Ham Magnet PTA Kindergarten Parent Meeting at Hall Dunbar PTA Early Childhood Task Force District Dialogue Community Forum Romine PTA Community Forum 02/03/94 02/04/94 02/07/94 02/24/94 02/28/94 03/01/94 03/03/94 03/07/94 03/08/94 03/14/94 03/16/94 03/21/94 03/22/94 07/01/93 03/01/94 02/03/94 02/05/94 02/07/94 02/24/94 02/28/94 03/01/94 03/03/94 03/07/94 03/08/94 03/14/94 03/16/94 03/21/94 03/22/94 06/30/94 03/31/94 Board of Directors, Superintendent, Administrators Super i ntendentPage: 18 Prograa Seq *: 39 Revision Date: May 9, 1994 Prograa Naaa: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Mayo Secondary Leader: Jeanette Uagner Prograa Goel: To support the education mission and all of the goals and objectives of the Little Rock School District through improved conmunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Ntaber Objectives Strategies Beginning Date Coi^\u0026gt;letion Date Responsibility Evaluation Criteria Conmunity Forum 03/24/94 03/24/94 Hugh O'Brien Youth Foundation 03/25/94 03/25/94 New Futures Board 03/30/94 03/30/94 223Page: 19 Prograa Seq *: 39 Revision Date: Hay 9, 1994 Prograa Naae: Public Relations Prograai Code: 33 Priaary Leader\nRussell C. Mayo Secondary Leader: Jeanette Uagner Prograa Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved conmunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Hud\u0026gt;er 166 10. Objectives Strategies Beginning ___Date Coapletion Date Responsibility Evaluation Criteria 9.4 The district will: Seek and act upon staff and connunity input into program planning and implementation 07/01/93 06/30/94 Solicit and sustain caawnity involveaent as part of the interrelationship between public relations desegregation and financial support of the schools. A. District Feedback Sess i ons/Connun i ty 03/01/94 03/31/94 Assoc. Supt. for Desegregation, Dir. of Communications B. c. 10.1 Plan Obligations Review Fast Track Evaluation preparation and review Clearly and frequently articulate the relationship of desegregation and quality public education to the econonic viability of the coaaasiity. A. Cable 4 transmission of Monthly Board Meetings B. Cable 4 programming C. Recruiter at Children's Hospital Parent Seminar C. Recruiter at Children's Hospital Parent Seminar 0. Coopers \u0026amp; Lybrand Report on outsourcing 224 01/03/94 01/01/94 07/01/93 07/01/93 07/01/93 09/25/93 09/25/93 12/14/93 01/20/94 01/31/94 06/30/94 75X 75X 09/25/93 09/25/93 01/15/94 Superintendent Dir. of Conn. Dir. of Conn. Parent Recruiter Dir. of Communications 10.1 (Public Forums, News Releases, and District Newsletter, and District Dialogues all used to better inform staff and the public).Psge: 20 Progran Seq *: 39 Revision Date: May 9, 1994 Progran Naae: Public Relations Progran Code: 33 Prinary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Progran Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved conmunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nuitier 167 Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria 10.2 10.3 10.4 Reach out to those who do not have children in the p(i\u0026gt;lic schools, especially private school parents and the growing reaber of senior citizens. A. Cable 4 progranming B. See 9.3 Involve students in service learning courses and projects that pronote learning through service to the conaunity. Intensify efforts to cosaunicate the anny achieveaents of the schools which surpass state and national noras (e.g., the large nuiber of National Merit Seaii-f inelists). A. Weekly news releases B. Monthly Superintendent Citations C. Monthly Citation Scripts 225 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 SOX 75X 06/30/94 06/30/94 75X 75X 75X Student Assignment Coordinator, Dir. of Communications, VIPS, Parent Recruiters Principals, Dir. of Connunications, VIPS, Students, PTA Dir. of Communications 10.2 10.3 10.4 (Contact with private school parents and senior citizens to increase conmunity involvement). (Evidence that students are involved in projects that promote learning through community service, i.e.. volunteerism). (Print/Video Media used to conrnunicate exceptional school programs).Page: 21 Progran Seq *: 39 Revision Date: May 9, 1994 Progran Hane: Public Relations Progran Code: 33 PriMry Leader: Russell C. Mayo Secondary Leader: Jeanette Uagner Progran Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved coninunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Minber 167 11. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Strengthen the link with the business coaaasiity. 11.1 Actively si\u0026lt;]port the Partners in Education (PIE) prograai tiiich involves local Chaaber of Comnerce and businesses and organizations uhich participate as school \"Partners\". 07/01/93 06/30/94 Partners in Educ., VIPS, Chambers of Commerce, PCSSD, NLRSD 11.1 (Evidence of Comnunity Support through \"CEO Day, School Visits from Leadership Institute, etc.) 11.2 Work to inaure that business leaders. Partners, and Classnates understand the mid des^regation plan terminology prograam. A. Realtor's Guide B. Relocation Packets C. \"Arkansas Honors\" Publications (Arkansas Business \u0026amp; Arkansas Times) 07/01/93 07/01/93 07/01/93 02/01/94 06/30/94 100X 06/30/94 02/21/94 11.3 Invite the business coamunity to help the districts form speakers bureaus to promote the schools and desegregation plans at civic and professional meetings. 07/01/93 06/30/94 11.4 Seek the input and participation of the business coaaaaiity in all areas, particularly in planning and training. A. Supt. Security Task Force B. Comnunity Forums 226 07/01/93 06/30/94 12/01/93 10/01/93 06/30/94 12/31/93 Partners in Educ., Assoc. Supt. for Desegregation, Dir. of Comnunications Assoc. Supt. for Desegregation, Dir. of Comnunications, VIPS Dir. of Comnunications, VIPS Director 11,2 11.3 11.4 (Partner and Classmate become knowledgeable of desegregation terminology and programs). (Speakers bureau formed fron the business comnunity, trained and functional). (Formation of Business Comnunity Coimittees utilizing information from the Chairber of Commerce).Page: 22 Prograa Seq *: 39 Revision Date: May 9, 1994 Progran Name: Public Relations Program Code: 33 Prinary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Progran Goat: To support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Ninber 167 167 12. Objectives Strategies Beginning Date Coaf)letion Date Responsibility Evaluation Criteria 11.5 Use the Loaned Executive Program, as needed, to au^aent the personnel and expertise available to the districts for program planning and amnageaent. 07/01/93 06/30/94 Dir. of Conmunications, VIPS Director, Chamber of Commerce 11.5 (Loaned Executives utilization in Districts). Strongly ea^asize the i^x\u0026gt;rtance of the district's coawnicating with-and responding to-both their internal and external pii\u0026gt;lics. 12.1 Let staff, students, parents, volioteers, and others know that they are valued by the district. 07/01/93 06/30/94 A. Superintendent Citations 07/01/93 75X Superintendent, Dir. of Conmunications, Principals, VIPS/PIE Director 12.1 (Superintenden ts Citations, Conmendation Letters, Brag Sheets, Promotion and Newsletters). B. Citation Scripts 07/01/93 75X C. \"Arkansas Honors\" publications (Ark. Times \u0026amp; Ark. Business) 12.2 Help to ireover problems before they become major irritants. A. Coninunity Forums B. District Dialogue C. Conmunity Forum Feedback 0. District Dialogue Feedback E. Complete Budget Projections for Office of Communications F. Needs Assessment Report 227 07/01/93 10/01/93 10/01/93 03/01/94 03/01/94 01/0194 03/01/94 06/30/94 12/31/93 12/31/93 03/31/94 03/31/94 01/31/94 03/31/94 Board of Directors, Superintendent, Department Directors/Manag ers, Principals Dir. of Conmunications Dir. of Communications 12.2 (Problems are reduced and more quickly resolved).Page: 23 Prograa Seq *: 39 Revision Date: May 9, 1994 Program Naaie: Public Relations Prograai Code: 33 Priaary Leader: Russell C. Hayo Secondary Leader: Jeanette Wagner Prograa Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved conmunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nintier 167 167 12a Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria 12.3 Keep the districts connected to the \"real world\" of the coamasiity. A. B. 07/01/93 06/30/94 LRSD Annual report 07/01/93 08/30/93 Truancy Reduction Center promotion campaign, flier brochure 08/01/93 09/30/93 Board of Directors, Superintendent, Adninistrative Team, Principals, Employees 12.3 (Provide information so the conmunity begins to support the puislic school educational concept). In order to iaplcment the \"dose of reality\" process, actainistrators, school staff, or volisiteers may ask questions of any meatwr of the school or coaauiity piiilic. 12.1 Questions may include: What programs and services are moat beneficial, level of satisfaction with the district, any probleam or concerns and suggestions for improvement. Coaments solicited from this process are to be considered valuable and taken seriously. Appropriate action will be taken to attem^ to correct the situations of concern. 228 07/01/93 06/30/94 Board of Directors, Superintendent, Administrative Team, Principals, Employees 12.1 (Conmunity and patrons that believe that their input is value and is of assistance in district planning).Page: 24 Prograa Seq *: 39 Revision Date: May 9, 1994 Prograai Naiae: Public Relations Prograai Code: 33 Priaary Leader: Russell C. Hayo Secondary Leader: Jeanette Wagner Prograa Goal\nTo support the education mission end all of the goals and objectives of the Little Rock School District through iirproved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nudxr 168 13. Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria Seek to mite the resources of the Chaaber of Coaaerce, professional public relations firas, and the in-house public relations expertise of hospitals, banks, utilities, and other businesses to design a massive, i^^beat, and fully interdistrict public relations casfaign which is to begin in August, 1991, to proante the new desegregation plan and lamch the 1991-92 school year. 1990 1991 Dir. of Connunications in all districts, Chamber of Commerce 13.1 Interdistrict public relations campaign launched for 1991-92 school year. 13.1 Design and execute \"Public with Pride\" tri'district campaign to launch 1991 school year. A. Public With Pride Campaign 229 06/91 08/91\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\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_227","title":"Little Rock School District (LRSD) Third Quarter Status Report, Volume II, part 3","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":["1994-05-13"],"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 statistics"],"dcterms_title":["Little Rock School District (LRSD) Third Quarter Status Report, Volume II, part 3"],"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/227"],"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":["reports"],"dcterms_extent":["388 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\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\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_225","title":"Little Rock School District (LRSD) Third Quarter Status Report, Volume II, part 4","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":["1994-05-13"],"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 statistics"],"dcterms_title":["Little Rock School District (LRSD) Third Quarter Status Report, Volume II, part 4"],"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/225"],"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":["reports"],"dcterms_extent":["350 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\nLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Progran Seq f: 65 Page: 1 Program Naae: Social Skills Revision Date: May 2, 1994 Program Code: Primary Leader: Estelle Matthis Secondary Leader: C. Russell Mayo, Jr. Program Description: (This program is intended to provide supportive experience that will enhance learning for students attending the incentive schools.) District Goal Si^iport: lapleaent integrated educational prograam that will insure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achieveamnt. Program Goal: (To enhance the social development of students.) r Plan References: L 157 FY Program Budget: YTD Expenditures: 1st Qtr Expend: 2nd Qtr Expend: 3rd Qtr Expend: 4th Qtr Expend: FTE [ Related Fisiction Codes: 382IRSD FY 93-94 PROGRAM BUDGET DOCUMEWT Page: 2 Progrsa Seq f: 65 Revision Date: May 2, 1994 Prograa Naae: Social Skills Prograa Code: Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arina Hart Prograa Goal: (To enhance the social development of students.) Plan Reference Page Niaiber L 156-157 L 156 Objectives Strategies Beginning Date Coayiletion Date Responsibility Evaluation Criteria 1.0 (To prepare students to become independent thinkers and problem solvers) (Principals, Teachers, Parents, Nurse) 1.0 (Students will demonstrate an understanding of classroom and school expectations and model acceptable social skills toward peers as evidenced by teacher observation and quarterly reports to parents\nfewer student disciplinary sanctions, parent conferences and improved grades.) 1.1 Social skills will be taught through Ihe core instructional program. Emphasis will be on the six specialized activities: MITCHELL A. Social skills are taught through instructional programs and through other activities such as: counseling program, extended day classes, rights of passage, giving thanks for the harvest, and career awarer\u0026gt;ess. RIGHTSELL A. Social Skills are taught through the counseling program, school theme, regular classroom, and extended day activities. B. Social Skills survey revealed that every- teacher is teaching social skills utilizing the six specialized activities. (See reference pages 156-157). 07/01/93 10/01/93 83 06/30/94 12/17/93 (Counselor, Pupil Services Director, Principal, Teachers Parents) 1.1 (Students will demonstrate acquisition of the LRSD social skills in Class/School culminating activities, teacher-made tests, Abacus assessment, report cards to parents, and standardized tests)Page: 3 Prograa Seq *: 65 Revision Date: May 2, 1994 Progran Naaie: Social Skills Prograai Code: Prinary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Program Goal: (To enhance the social development of students.) Plan Reference Page Nuitjer L 156 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria STEPHENS A. Social Skills are taught through the counseling program, school theme, regular classroom, and extended day activities. 1.2 Family Folklore - Students will learn the values and aiores of their ancestors and family as a way to focus on personal positive behaviors. MITCHELL A. Students will learn about family folklore through social studies and special activities, such as drama, harvest festival, heritage celebration, and resource speakers. RIGHTSELL A. Family Folklore is emphasized in Language Arts/Social Studies instruction. ROCKEFELLER A. Coat of Arms - Sth \u0026amp; 6th grades. Family Trees - 3rd grades, family booklets - 2nd grade. STEPHENS A. Students are taught to respect themselves and others through Language Arts/Social Studies instruction and small group and individual sessions with counselor and social worker. 08/23/93 07/01/93 10/01/93 10/18/93 08/23/93 384 75X 06/30/94 75X 10/21/93 75X (Counselor, Pupil Services Director, Principal, Teachers, Parents) 1.2 (Students will demonstrate respect for self and others\npersonal behavior will improve as evidenced by a reduction in referrals and disciplinary sanctions)Page: Progran Seq *: 65 Revision Date: May 2, 1994 Program Nane: Social Skills Prograa Code: Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goat: (To enhance the social development of students.) Plan Reference Page Niaber L 156 (X\u0026gt;jectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria 1.3 Positive Imaging - Structured lessons in self-esteem building will be taught in sanll grot^) sessions. FRANKLIN A. Counselor and Social Worker holds small group sessions on self- esteem. MITCHELL A. The counselor does small group sessions with students. RIGHTSELL A. Positive imaging taught in whole group and small group counseling sessions. Self-esteem is also emphasized in each classroom and throughout the building. ROCKEFELLER A. Counselor and social worker have scheduled sessions with children. STEPHENS A. Counselor and social worker teach weekly lessons on self-esteem buiIding. B. Counselor holds individual, whole group, and small group sessions on problem-solving, decision making and peer pressure on a daily and weekly basis. 07/01/93 10/01/93 09/01/93 10/01/93 09/13/93 08/23/93 08/23/93 385 07/01/93 12/17/93 75X 12/17/93 75X 75X 75X (Counselor, Pupil Services Director, Principal, Parents) 1.3 (Lessons taught in small group sessions will improve individual student's self-confidence and achievement on teacher- made tests and Abacus assessment)Page: 5 Progran Seq *: 65 Revision Date: Hay 2, 1994 Progran Naae: Social Skills Progran Code: Prinary Leader: C. Russell Hayo, Jr. Secondary Leader: Arma Hart Progran Goal: (To enhance the social development of students.) Plan Reference Page Ntnber L 156 L 157 Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 1.4 Interpersonal Skills - Structured gro(\u0026lt;} sessions will focus on problemsolving, decision-making, peer pressure, etc. FRANKL IM A. Conflict Management is taught to students in small groups by the counselor and social worker. MITCHELL A. Counselor works with students in small groups on conflict resolution, peer pressure and decision-making. RIGHTSELL A. Interpersonal Skills addressed by the following: Counseling Program Classroom Instruction School Theme Mentoring Partners in Education STEPHENS A. Interpersonal skills addressed by the following: Counseling Program, Classroom instruction and mentoring. 1.5 Rites of Passage - A structured program will be initiated to respond to the eantional, physical and social developamntal changes in the yomg students. Separate prograam may be established for male and female students. A. Rites of Passage guide has been developed end is being implemented in all incentive schools. 07/01/93 10/01/93 10/01/93 08/23/93 07/01/93 07/01/93 38G 06/30/94 12/17/93 12/17/93 75X 06/30/94 40X (Counselor, Pupil Services Director, Principal, Parents) (Counselor, Principal, Social Studies Supervisor, Parents) 1.4 (Students will become independent thinkers and problem solvers. Fewer disciplinary sanctions will be evident) 1.5 (Copy of Program, Improved student behavior as evidenced by LSD'S quarterly discipline management report, School Climate Survey and quarterly report cards)Psge: 6 Program Seq f: 65 Revision Date: May 2, 1994 Program Naae: Social Skills Program Code: Primary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Program Goal: (To enhance the social development of students.) Plan Reference Page Nuiber L 157 Objectives Strategies Beginning Date Coa|\u0026gt;let{on Date Responsibility Evaluation Criteria MITCHELL B. A structured Rites of Passage program is being taught. RIGHTSELL B. School Themes addresses this area, also DARE, Family Life, etc. 1.6 Role Model Program - Individuals international, national, state and local and coamsiity) will be used for presentations at the school in every area of the program to provide role models for students. Special ea^asis will be placed on African-Aamrican role models for males. FRANKLIN A. Speakers spoke to students in Pre- K through 6th grade during black history month promoting self- esteem and positive role models. MITCHELL A. African American mentors work with selected students. B. Career week highlights African Americans today. RIGHTSELL A. Role Models are used extensively. See files for list, also Career Skills Development for list of Resource speakers. Ue have two Partners-In-Education with total African American populations. 01/14/94 10/01/93 07/01/93 02/28/94 09/01/94 02/28*94 10/01/93 3 a? 50% 75X 06/30/94 02/28/94 75X 03/04/94 SOX (Counselor, Principal, VIPS Director, Parents) 1.6 (Names of program participants, list of African-American Hale role models. Improved student behavior on quarterly reports. Increased nurnber of students who receive Good Citizens Awards and are on the Honor Roll)Page: 7 Progran Seq *: 65 Revision Date: May 2, 1994 Progran Naaie: Social Skills Progran Code: Prinary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Program Goal: (To enhance the social development of students.) Plan Reference Page Nuaber L 157 Objectives Strategies Beginning Date (kmpletion Date Responsibility Evaluation Criteria RIGHTSELL (continued) B. Role Model program - \"Charm Clinics\" conducted by Alpha Kappa Alpha Sorority, Inc. Social skills are taught to girls in grades 4-6. ROCKEFELLER A. B. C. UALR School of Law, Law Students for Literacy Program, 43 tutors (1 BH, 5 BF, 13 UM, 24 UF)\nVIPS male mentors - 3 (2 BM, 1 UM) Initial meeting with black role models working with technology. Plans for establishing a partnership. Role models for third quarter: Rose Thompson, Willie Sinmons, Nicole Henderson, Ron McNair (UALR), Kevin Scribner (First Connercial Bank), James Hayman (Systematics), and Bill Wilden (Central Arkansas Black Data Processing Associates) STEPHENS A. Role model program established. See list of Career Skills Development for list of resource speakers. 1.7 Mentoring Program - Utilizing local resources in the coaaunity and the Partner's Program, a mentoring program will be established for students. 09/13/93 03/25/94 01/18/94 08/23/93 07/01/93 388 7SX 03/25/94 03/24/94 75X 06/30/94 (Counselors, Partners in Ed, Teachers, VIPS) 1.7 (Copy of mentoring program, names of mentors and students who receive Good Citizens Awards, special recognition on the honor roll, scouts or other recognition at school or in the community)Page: 8 Program Seq f: 65 Revision Date: May 2, 1994 Program Name: Social Skills Prograai Code: Primary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Program Goal: \u0026lt;To enhance the social development of students.) Plan Reference Page Nimber Objectives Strategies Beginning Date Ccmpletion Date Responsibility Evaluation Criteria FRANKLIN A. Mentors are provided by the VIPS office. Students with specific needs are targeted for preference in receiving a positive role model. MITCHELL A. Mentors are used in our school. B. Parners are McDonald's and Wildwood Park. RIGHTSELL A. Mentoring Program in place. RXKEFELLER A. Community Outreach Opportunity League, UALR School of Law. B. School partnerships: UALR School of Law, Backyard Burger, UALR College of Education, Friday Eldredge \u0026amp; Clark Law Firm. C. The Affiliated Foods - UALR Honor Roll Program providing tickets to basketball games who signed drug free pledge. D. Pancho's Mexican Buffet - Students on 'A\" Honor Roll or Perfect Attendance received coupon for free meal. E. Participation in the RF Ant Poster contest sponsored by the University of Arkansas School of Pharmacy * focus on anti*aicohol. 10/01/93 09/01/93 07/01/93 10/01/93 10/01/93 10/15/93 10/15/93 03/18/94 3 go 75% 75X 75X SOX 75X 12/17/93 12/17/93 03/18/94Page: 9 Program Seq *: 65 Revision Date: May 2, 1994 Program Naate: Social Skills Program Code: Primary Leader: C. Russell Hayo, Jr. Secondary Leader: Arma Hart Program Goal: (To enhance the social developnent of students.) Plan Reference Page Nuiber Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria ROCKEFELLER (continued) F. Meeting with the school district doctor, Dr. Smith, about possible partnership which would focus on wellness, careers, child development, physical examinations, and all health services. 03/11/94 03/11/94 G. Meeting with James Hayman, Bill Wilder, Willie Siimons, and from Central Arkansas Black Data Processing Associates about possible partnership which would focus on our computer theme. 03/25/94 03/25/94 H. The social worker participated in connunity meetings with: Early Childhood and Division of Disability Services Outreach A connunity involvement meeting at Philander Smith College to discuss partnerships on-site student mentors and African-American role models. Career Development Day at Philander Smith College exploring the possibility of developing a Crisis Response Team for Rockefeller. Central Arkansas Black Data Processing Associates to establish a partnership with Rockefeller. STEPHEMS A. Mentoring program established. List of mentees and mentors on file in counselor's office. Gas, Sidney Moncrief Automobile Dealership. Arkla 02/22/94 02/22/94 11/16/93 02/16/94 02/15/94 08/23/93 11/16/93 02/16/94 03/25/94 75XLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Progm Seq f: 66 Page: 1 Prograai NaMe: Special Activities Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Revision Date: May 9, 1994 C. Russell Mayo, Jr. Prograa Description: (The program is intended to provide supportive experience that will enhance learning for students attending the incentive schools.) Peer tutors will be selected from among a group of self-nominated end teacher nominated students, - - - -------------- The role of peer tutors will not be limited only to those students with outstanding academic averages, but will also be open to achieving students who work well with other students and who can verbalize an understanding of subject natter to Tutors will be assigned by subject area and on a rotating basis in order to allow all students who wish to serve as peer tutors the ocxrtunity to do so. be covered. District Goal Si^port: l^leaent integrated ecfcicationel prograas that will insure that all students grow acadeaicalty, socially and eaotionally with eafrfiasis on basic skills md acadeaic enrichaent while closing disparities in achieveaent. Program Goal: (To develop support programs end procedures with ell incentive schools to provide enhenced educational opportunities for all students.) Plan References: L 157-158 1 FT Prograa Budget: TTP Expenditures: 1st Qtr Expend: 2nd Qtr Expend: 3rd Qtr Expend: 4th Qtr Expend: FTE Related Function Codes: ! 391LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 PrograM Seq *: 66 Revision Date: May 9, 1994 Prograai Naaie: Special Activities Prograa Code: Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goal: (To develop support programs and procedures with all incentive schools to provide enhanced educational opportunities for all students.) Plan Reference Page Niaber L 157 L 157 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.0 To reinforce the core curriculum in Pre-K - Grade 6 (Principal, Staff, Counselor, Assoc. Supt. Curr.) 1.0 (Academic and Special Skills Programs that will reinforce or enrich students' performance in Reading, Math, Science, Social Studies and Language Arts will be established) 1.1 Develop programa that will ipprove student achievesKnt by focusing on academic reinforcements, special interest clubs, and other mits in state or notional organizations such as: MITCHELL A. Test-taking end study skills are taught to each class. B. Clubs have been formed. RIGHTSELL A. See School Improvement Plan, School Profile, Program Budget Document section on Extended Day/Ueek. STEPHENS A. Spanish-17, Young Astronauts-11, Computer Literacy-13, Drama/Creative Expression-14, Calligraphy-IO, Mixed Choir-23, Cheerleading-20, Dance-20, Boys Choir-22, Boy Scout8-22, Girl Scout8-23, Great Books, Chess- Grades Pre K-6, Just Say NO-16, Science Club-10, Latin Py\u0026lt;yam-26. 07/01/93 08/25/93 09/21/93 10/01/93 06/30/94 75X 01/24/94 75X (Principal, Asst. Supt., Assoc. Si^t., Curr. Spec.) 1.1 (The number of students enrolled in special programs and activities will increase\nstudents will improve in the LRSD core curriculum areas on teacher-made tests. Abacus assessment, report cards to parents and standardized tests)Page: 3 Program Seq *: 66 Revision Date: May 9, 1994 Program Name: Special Activities Program Code: Primary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Program Goal: (To develop support programs and procedures with all incentive schools to provide enhanced educational opportunities for all students.) Plan Reference Page Nimber L 157 Objectives Strategies Beginning Date Completion ___Date Responsibility Evaluation Criteria 1.1 Peer Tutoring Program - Peer tutors will be assistants to teachers in the Homework Program or during the regular school day. Students will be coofx^ted for after school peer tutoring (see Support Programs). 07/01/93 06/30/94 (Counselors, Principals, Teachers, Pupil Services Director) 1.1 (Peer Tutoring Program is evidenced during the school day or after school. Students are conpensated for tutoring after school. 1.1 A, Peer tutors will be compensated with coupons which can be remeemed for donated items for purchased goods such as games, books, megatine subscriptions, school supplies, and other items, well as athletic equipment hats, sweatshirts, etc. as 1.1 B, Establish training for peer tutors and an on-going peer tutoring program MITCHELL A. Peer tutors work through the Teachers of Tomorrow Club. 10/01/93 75X RIGHTSELL A. Peer tutoring implemented during regular day and extended day. Students are not compensated. ROCKEFELLER A. There are 44 peer tutors. Students are compensated by allowing them special privileges. 10/01/93 12/17/93 STEPHENS A. 12 Peer Tutors assist teachers in the classroom during recess. 10/01/93 75X 93Page: 4 ProgroNi Seq f: 66 Revision Date: May 9, 1994 Prograai Naae: Special Activities Prograai Code: Prisery Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograai Goal: (To develop support programs and procecfcjres with all incentive schools to provide enhanced educational opportunities for all students.) Plan Reference Page Hiaber L 157 Objectives Strategies Beginning Date Coifiletion ___Date Responsibility Evaluation Criteria 1.2 Academic Reinforceamnt Cliis - Chess Clil\u0026gt;, Coa^xjter Programaing CliAj, Debate Clii\u0026gt;, Thespian (Drama) Clii\u0026gt;, Nath Club (Hath Olympiads), Odyssey of the Hind, Great Books Club, Science Club, Annual Knowledge Bowl (eleaentary level. Foreign Language Clii\u0026gt; A. Jr. Great Books Training offered to all LRSO schools (Franklin, Garland, Rightsell and Stephens participated in training sessions). B. Odyssey of the Mind Coaches' Training offered to all LRSD schools. C. Quiz Bowl practice questions distributed to all elementary schools. D. Garland Incentive School participated in Regional Odyssey of the Mind Competition in Clarksville, Arkansas E. Quiz Bowl teams formed at Garland and Stephens Incentive Schools for May 4-5 competitions. ROCKEFELLER F. Computer Club, Spanish Club, Drama Club, Math Club STEPHENS D. Chess Club-Grade Pre-K - 6, Computer Progranming Club-13, Drama/Creative Expression-14, Great Books Club-Grades 4-6, Science Club, Spanish-17, O^ssey of the Mind, Latin Program-26, Young Astronauts-11. 394 07/01/93 12/02/93 12/14/93 08/17/93 03/12/94 03/17/94 10/01/93 10/01/93 06/30/94 12/07/93 12/14/93 12/17/93 03/12/94 SOX 12/17/93 75X (Principals, Curr. Supv., Teachers) 1.2 (Academic achievement of students will show inv)rovement on teacher-made tests, Abacus assessment, classroom participation, and standardized tests)Page: 5 Prograai Seq *: 66 Revision Date: May 9, 1994 Prograai Haae: Special Activities Prograai Code: Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograai Goal: (To develop support programs and procedures with all incentive schools to provide enhanced educational opportunities for all students.) Plan Reference Page MiaRier L 157 Objectives Strategies Beginning Date Coaipletion Date Responsibility Evaluation Criteria 1.3 Special Interest Clifce aoy include the following: Photography, newspaper, yearbook, choir/glee cl\u0026lt;i\u0026gt;, tennis cliA), archery clii\u0026gt;, cai^iing cliii, string instruaents, si^ language clii\u0026gt;, aerobics cliA\u0026gt;, cooking clii\u0026gt;, band, swiaMing cl(i\u0026gt;, bowling cl(i\u0026gt;, skating clii\u0026gt;, art club, horseback riding, gyanastics cli^, dance clii), Great Decisions, International Pen Pal Clii), sewing club. FRANKLIN A. The basketball team has participated in numerous tournaments within the city. B. Choir was invited and performed at nunerous schools and events. MITCHELL A. Chess, Debate, Thespian, and Triple A Clubs have been established at Mitchell. ROCKEFELLER A. Tennis Club, String Instruments Club, Cooking Club, Suinvning Club, Art Club, Crafts Club, Drill Team Club, Dance Club, Bookmaking Club STEPHENS Choir (mixed)*23, Cheerleading*20, Dance Team-20, Boys Choir-22, Calligraphy-10, Boy Scouts-18, Girl Scouts-23, Newspaper Club-24. 395 07/01/93 01/18/94 01/01/94 09/21/93 10/01/93 10/01/93 06/30/94 75X 03/31/94 75X 12/17/93 75X (Principals, Teachers)) P.E. Teacher and Students Music Teacher and Students 1.3 (Student Surveys. Students' progress will be measured by monitoring the percentage of students involved in hands-on activities, and clubs each nine weeks) Community involvement Conmunity involvementPage: 6 PrograM Seq *: 66 Revision Date: May 9, 1994 Progran Nane: Special Activities Prograai Code: Prinary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Progran Goal: (To develop support programs and procedures with all incentive schools to provide enhanced educational opportunities for all students.) Plan Reference Page Hintier L 158 Objectives Strategies Beginning ___Date Completion Date Responsibility Evaluation Criteria 1.4 Field Trips - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for student. Local field tripe (see Support Programs) nay be supplemented with a state or national trip. ROCKEFELLER A. For local field trips please refer to the Incentive School Field Trips, Program Sequence #48, Program Code 59, Plan Reference L158-1B1. 39R 07/01/93 09/23/93 06/30/94 75X (Principals, Teachers, VIPS, parents) 1.4 (List and dates of field trips, local, state and national\nstud^ts will demonstrate an awareness of ecKjcational and cultural experiences as evidenced by surveys or questionnaires, and improvement on teacher- made tests. Abacus assessments)LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prograa Seq *: 67 Page: 1 Prograa Haaa: Latin Prograa Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Revision Date: May 2, 1994 C. Russell Mayo, Jr. Prograa Description: (The Latin Enrichment Program is designed to give teachers of Sth and 6th grade students the opportunity to have a more thorough understanding of the English language as a means to assist students in improving self-esteem, reading and vocabulary skills, promote the special interests and needs of Arkansas students.) Teachers can create units of study that use their unique talents and skills that District Goal Si^iport: Ii^\u0026gt;leaant integrated educational prograas that will ensure that all students grow academically, socially and eantionally with eafjhasis on besic skills and acadeaic enrichaant while closing disparities in achieveaant. Prograa Goal: To improve student achievement. Plan References: L 162 *164 FY Prograa Budget: TTD Expenditures: Related Function Codes: 1st Otr Expend: 2nd Otr Expend: 3rd Otr Expend: 4th Otr Expend: FTE 397LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Prograa Seq f: 67 Revision Date: May 2, 1994 Prograai HaaR: Latin Prograai Prograai Code: Prinary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Progran Goal: To improve student achievement. Plan Reference Page Ninber 162 L 162 162 162 L 162 L 162 L 162 162 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.0 To provide auareness of the Latin program to incentive school principals and staffs. 1.1 Present iiplementation plan proposal to associate siperintendants and assistant siperintendents. 1.2 Schedule auareness meeting with principals of incentive schools. 1.3 Develop agenda for principals* meeting. 1.4 Conduct auareness meeting uith principals. 1.5 Schedule auareness meeting with current 5th and 6th grade teachers in incentive schools. 1.6 Conduct auareness meeting with current 5th and 6th grade teachers. 1.7 Identify 5th and 6th grade teachers who wish to reamin at incentive schools. 07/01/93 07/01/93 07/01/93 07/01/9393 07/01/93 07/01/93 07/01/93 07/01/93 3^8 06/30/94 06/30/94 06/30/94 06/30/9494 06/30/94 06/30/94 06/30/94 06/30/94 Foreign language Sipervisor, Staff Development Director Foreign I engage Sipervisor, Staff DevelopaRnt Director Associate Sigrintendent for Educational Programs Assoc. Siperintendent for Educational Progrmas Foreign language Supervisor, Staff DevelopaRnt Director Assistant Superintendent Foreign language Supervisor, Staff Developaent Director Hvnian Resources Director 1.0 (Teachers will be able to demonstrate effective teaching strategies and have knowledge of the Latin curriculim) 1.1 Plan presentation 1.2 Meeting on calendar 1.3 Printed agenda 1.4 Concems/questions expressed by principals 1.5 Meeting on calendar 1.6 Meeting agenda 1.7 List of identified Sth and 6th grade teachersPage: 3 Prograai Seq *: 67 Revision Date: May 2, 1994 Prograai Maae: Latin Prograai Prograa Code: Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To improve student achievement. Plan Reference Page Muriier L 162 163 163 163 L 163 L 163 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria ROCKEFELLER A. B. 2.0 To provide inservice to participating teachers. Fifth and sixth grades at Rockefeller are departmentalized. Judy Meier, Language Arts teacher, and Ann Larkowski, Social Studies teacher, will remain and teach Latin in those two subject areas. Staff Development Coordinator for Incentive Schools worked with the teachers on development of instructional lesson plans. 1.8 Recruit and fill vacancies. 2.1 Retfuisition instructional aaterials. FRANKLIN A. Latin instructional materials were ordered and received. 2.2 Duplicate copies of above materials. 2.3 Schedule two inservice meetings of three hours each. 2.4 Develop agenda for above two meetings. 399 10/01/93 12/17/93 07/01/93 07/01/93 08/17/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 100X 06/30/94 06/30/94 06/30/94 Huaan Resources Director Foreign Language Si^iervisor Foreign Language Supervisor Foreign Language Supervisor Foreign Language Supervisor 1.8 Identified Sth and 6th grade teachers at incentive schools for 1989-90 2.0 (Feedback on inservice evaluations will provide information that will identify the strengths, needs and areas to be addressed) 2.1 Arrival of aaterials 2.2 One copy for each teacher 2.3 Meetings on calendar 2.4 Printed agendaPsge: Prograa Seq *: 67 Revision Date: Hay 2, 1994 Progran None: Latin Progran Progran Code: Prinary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Kart Progran Goal: To improve student achievement. Plan Reference Page Ninber L L L L Objectives Strategies Beginning Date C(Mq)letion Date Responsibility Evaluation Criteria 163 163 163 163 163 FRANKLIN (continued) 2.5 Conduct above two meetings 2.6 Contact UALR about offering college course. 2.7 Schedule above college course 2.8 Implement above college course 2.9 Schedule four two-hour inservice workshops in local buiIdings/clusters districtwide. RXKEFELLER A. Meetings with Paula Grier, Staff Development specialist for the incentive schools, and the language arts and social studies teachers conducted on the following dates: October 23 - Curriculum Planning and setting goals\nNovember 12 - Correlating units with objectives\nDecember 3 - Lesson Planning session and disseminating supplementary materials. B. Classroom observation for Latin enrichment program where instruction focused on introduction of Latin cardinal numbers 1-10. C. Meeting with Ann Larkouski, 6th grade teacher, to develop thematic unit on Mardi Gras. 4 4 00 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 10/23/93 01/05/94 01/21/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 12/03/93 01/05/94 01/21/94 Latin Teachers Foreign Language Supervisor and Latin Teacher Foreign Language Supervisor Latin Teachers Principals, Foreign Language Supervisor 2.5 Agenda and materials 2.6 Course proposal 2.7 Identified dates/times/place 2.8 Completed course 2.9 Meetings on calendarPage: 5 Prograa Seq *: 67 Revision Date: May 2, 1994 Prograa Haaa: Latin Prograa Prograa Code: Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To improve student achievement. Plan Reference Page Hudxr L 163 L 163 L 163 L 163 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 2.10 Conduct above four inservice workshops. 07/01/93 06/30/94 Latin Teachers 2.10 Meeting agendas 3.0 To impleaent the elesKntary Latin Program in Sth and 6th grade classrooms. 3.1 Schedule time for classroom instruction. MITCHELL A. Latin is integrated into the language arts program at the fifth grade. RIGHTSELL A. Schedule in place. ROCKEFELLER A. Latin instruction is carried out within the language arts and social studies instructional time. STEPHENS A. Grade 5  Mon./Ued./Fri. 9:00*9:30 am Grade 6 - Mon./Ued./Fri. 10:30- 11:00 am 3.2 Purchase/diplicate/create student aterials 401 07/01/93 07/01/93 08/23/93 10/01/93 10/01/93 08/23/93 07/01/93 06/30/94 06/30/94 Principals 75X 12/17/93 75X 75X 06/30/94 Foreign language Stpervisor 3.0 (Successful program implementation will enhance student improvement in Reading, English and vocabulary skills as evidenced by: (1) nine-weeks progress on report cards (2) classroom written and oral tests An appreciation for other races and cultures will be demonstrated as students interact with others) 3.1 School's instructional schedule 3.2 Materials ready for classrooa usePage: 6 Progran Seq *: 67 Revision Date: May 2, 1994 Progran Hane: Latin Progran Progran Code: Prinary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Kart Progran Goal: To improve student achievement. Plan Reference Psge Ninber Objectives Strategies Beginning Date Coiqiletion Date Responsibility Evaluation Criteria ROCKEFELLER A. Interdisciplinary curriculum resource, Africa in Classical Antiquity, has been provided to assist teachers in making students aware of the important role of Africa and Africans in Greco*Roman times. Books that were provided for the teachers: The Mew Reeding Teacher's Book of Lists, containing Latin root words and Latin is Fun (Amsco Publication) with Latin number one*ten. Student activity sheets, lesson plans and format sheets developed by the staff development specialist were provided, dictionaries and two audio Latin cassettes, Educational Services Teaching Cassettes: been ordered. Latin, have 10/01/93 12/17/93 L 163 3.3 Incorporate Latin program into district's language arts program. 07/01/93 06/30/94 Principals 3.3 Lesson plans MITCHELL A. Latin is incorporated into the fifth grade language arts program. 08/23/93 75X RIGHTSELL A. Paula Greer provided assistance for Sth and 6th grade teachers at Rightsell. 01/03/94 75X B. Latin instruction is incorporated into language instruction approximately twice per week. 01/03/94 75X 402Page: 7 Prograa Seq *: 67 Revision Date: May 2, 1994 Prograa Maae: Latin Prograa Prograa Code: Priaary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goel: To iinprove student achievement. Plan Reference Psge Mudier Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria RXKEFELLER A. Latin instruction is incorporated as part of the language arts curriculum. Hany units are being developed to correlate with the AMPT objectives and the disciplines of English Language Arts. 10/01/93 75X STEPHENS A. Latin Program is incorporated into the Language Arts program 08/23/93 75X L 164 4.0 To evaluate the elementary Latin Program. 4.0 (Results of students pre and post test scores on yearly standardized test) (Classroom observations of student performance and teacher effectiveness in delivery of instruction) (Student performance on teacher made test will evidence student improvement in related subject areas) L 164 4.1 Monitor classrooa activities. 07/01/93 06/30/94 Principals 4.1 Identified strength and weaknesses STEPHENS A. Principal and Incentive School Staff Development Coordinator monitor classroom activities ongoing. 08/23/93 75X B. Principal monitors classroom instruction. 08/23/93 75X L 164 4.2 Identify student growth on standardized tests. 07/01/93 06/30/94 Principals 4.2 Test data 403Page: 8 Prograa Seq *: 67 Revision Date: May 2, 1994 Prograa Maae: Latin Prograa Prograa Code: Prinary Leader: C. Russell Mayo, Jr. Secondary Leader: Arma Hart Prograa Goal: To improve student achievement. Plan Reference Page Hinber L 164 L 164 L 164 L 164 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.3 Develop student, teacher, parent assessaant survey. 4.4 Disseainate above surveys. STEPHENS A. B. C. 07/01/93 07/01/93 06/30/94 06/30/94 Students surveyed. Results on file in Principal's office. Parents surveyed. Teachers surveyed 4.5 Conpile survey results. 4.6 Siiaiit final evaluation report to associate superintendents. 11/23/93 11/29/93 11/29/93 07/01/93 07/01/93 11/23/93 11/29/93 11/29/93 06/30/94 06/30/94 Foreiyi language Supervisor, Latin Teachers Principals Forei^ Language Si\u0026lt;)ervisor Foreign Language Si\u0026lt;\u0026gt;ervisor 4.3 Printed foras 4.4 Coapleted foras returned 4.5 Survey data 4.6 Stbaitted report 4 0 4LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq f: 69 Page: 1 Revision Date: Mey 2, 1994 Program Name: Career Skills Development Program Code: Primary Leader: Estelle Matthis Secondary Leader: Dennis Glasgow, Dr. Russell Mayo Program Description: District Goal Si^port: The program is intended to increase the probability the students at the incentive schools are aware of the various career options. Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with enphasis on basic skills and academic enrichment while closing disparities in achievement. Program Goal: To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. I Plan References: L 172 1 FY Program Budget: TTD Expenditures: 1st Qtr Expend: 2nd Otr Experxl: 3rd Qtr Expend\n4th Qtr Expend: FTE [ Related Function Codes: 1 405LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq *: 69 Revision Date: May 2, 1994 Program Name: Career Skills Development Program Code: Primary Leader: Estelle Matthis Secondary Leader: Dennis Glasgow, Dr. Russell Mayo Program Goal: To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Nuiber L 172 1.0 Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria To develop and implement a career skills development program which will help students develop awareness and motivate them to enhance skills leading to specific careers. 07/01/93 06/30/94 1.0 (Observation of an increase in student involvement in school activities and role models/mentors program and extracurricular activities.) 1.1 Written information, guest speakers, films will be used to make students aware of career choices. 07/01/93 06/30/94 (Desegregation Facilitator, SuTmer School Principal/Staff Asst. Supt., Parents) 1.1 (Students wilt demonstrate mastery in targeted skills areas.) 1.1 (Documentation of resource speakers and copy of Guidance Plan.) 1.1 (Number of students who express interest in and have knowledge of careers as evidenced by an interest inventory.) FRANKLIN A. Career Awareness is taught by the counselor in a classroom setting to intermediate students. 10/01/93 75X B. Mentor Program was implemented for students needing positive role models. 11/01/93 75X C. Students in the Gifted/Talented class invited speakers in careers that are of interest to them to come and speak to their Gifted class about their career. 03/07/94 03/07/94 406Page: 3 Program Seq *: 69 Revision Date: May 2, 1994 Program Name: Career Skills Development Program Code: Primary Leader: Estelle Matthis Secondary Leader: Dennis Glasgow, Dr. Russell Mayo Program Goal: To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Nu\u0026lt;\u0026gt;er Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria GARLAND A. Career Skills Development Videos, representing different career clusters will be shown on closed circuit TV, to familiarize students with different career choices. 1. Fire fighters 6. 2. 3. 4. 5. 6. 7. 8. 9. 10/01/93 11/08/93 75X 11/08/93 Veterinarian Video Producer Fighter Pilot Automobile Designer Mechanic Paramedic Restauranteur Entrepreneur-Coin Dealer 10. Structural Engineer 11. Optometrist 12. Interior Designer 13. Pediatric Radiologist 14. Iron (Steel) Worker 15. Camera Person 16. Carpenter Life skills, which are germaine to a successful worker, taught through the guidance curriculum (skills are related to the world of work). 11/15/93 11/22/93 11/29/93 12/06/93 12/13/93 01/03/94 01/10/94 01/17/94 01/24/94 01/31/94 02/07/94 02/21/94 02/28/94 03/07/94 03/14/94 07/01/93 11/15/93 11/22/93 11/29/93 12/06/93 12/13/93 01/03/94 01/10/94 01/17/94 01/24/94 01/31/94 02/07/94 02/21/94 02/28/94 03/07/94 03/14/94 75X 407Page: 4 PrograM Seq *: 69 Revision Date: May 2, 1994 PrograM Naaie: Career Skills Devetopnent PrograM Code: Prinary Leader: Estelle Matthis Secondary Leader: Dennis Glasgow, Dr. Russell Mayo PrograM Goal: To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Huiber Objectives Strategies Beginning Date Caaf\u0026gt;letion Date Responsibility Evaluation Criteria GARLAND (continued) C. Career Awareness units will be taught to students on all grade levels. 07/01/93 75X D. Career Awareness Week with guest speakers and interactive opportunities will be held in the spring of 1994. 07/01/93 75X MITCHELL A. Teachers and counselors teach career awareness as a part of the 08/23/93 75X curriculum. Also, special resource speakers are invited to come and speak to students. RIGHTSELL A. FiIms: 10/01/93 45X Cable in the Classroom * Career Hour Mind Extension University Careers for the 21st Century * Sth \u0026amp; 6th grade: Firefighter Teacher Cosmotologist Video Producer Effective Listening Skills - 3rd grade Counselor - Positive Thinking Decision Making Goal Setting Interpersonal Skills 01/07/94 75X Arkansas Humanities Resource Center African American Role Models/Career Profiles African American Musicians 4035 Page: Program Seq *: 69 Revision Date: May 2, 1994 Program Nane: Career Skills Developsent Program Code: Primary Leader: Estelle Matthis Secondary Leader: Dennis Glasgow, Dr. Russell Mayo Program Goal: To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Nud)er Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria RIGHTSELL (continued) B. Resource Speakers: Don Forrester - Fire Department Rev. H. Stewart - Watershed Project Faye Hanson  Storyteller Ronald McDonald * Ecology Levada Mason * African Americn Heritage Mrs. Merrill  Tracing Your Family History Elizabeth Dillard - Careers in Health Care Eddie Harrow - Fire Fighter Dr. Rose Berry * Storyteller Sgt. Hutchinson - L.R. Police Officer Louise Tribble * Indian Intertribal Assoc. C. Career Mentors Club Elston Strong * Insurance Agent Jesse Gatewood * Deaf Access Instructor Dorothy Rhodes * Engineer Billy Brooks * IBM Ivan Hardiman - Bank Manager Baschal James * Barber/Stylist Ron McFarlane - Process 15006 Page: Progran Seq *: 69 Revision Date: May 2, 1994 Progran Naae: Career Skills Developaent Progran Code: Prinary Leader: Estelle Matthis Secondary Leader: Dennis Glasgow, Dr. Russell Mayo Progran Goal: To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Niater Objectives Strategies Beginning Date Coaipletion Date Responsibility Evaluation Criteria RIGHTSELL (continued) Oscar Washington - CPA kelly Jenkins * Boy Scouts of America Alpha kappa Alpha Sorority * Charm Clinic 0. Field trips/Site Visits 10/01/93 75X Southwest Hospital, SC/Health Careers Baucun Nursery, US Forest Service Careers Casa VIVA Restaurant, Food Service Management Careers - Hospitality Industry Careers Sol Alman Company Recycling Center, Davis Rubber and Tire Company * Ecology/Waste Management Careers Metropolitan Vocational Center - TV Production Metropolitan Vocational Center - Career Day KTHV Channel 11 Arkansas Children's Hospital Southwest Hospital Dunbar Junior High School Heifer Project International E. School Activities Vocational/Career Education Week Celebration A: nPage: 7 PrograM Seq f: 69 Revision Date: May 2, 1994 Program Name: Career Skills Development Program Code: Primary Leader\nEstelle Matthis Secondary Leader: Program Goal: Dennis Glasgow, Dr. Russell Mayo To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Notwr Objectives Strategies Beginning Date Completion ___Date Responsibility Evaluation Criteria RIGHTSELL (continued) ABOUT FACE \"The Great Defenders - Making Your Dreams Come True\" - Career in the Armed Forces * Ruth James, Coordinator Alpha Kappa Alpha sorority Charm Clinic - The clinic will focus on workplace readiness training, interpersonal skills training and career choices. F. Teacher Displays/Career Centers - Bulletin Boards, classroom Career Centers, and Hallway Student visual displays provide interactive ongoing learning opportunities for students studying careers. The daily newspaper and occupational magazines donated by nearby colleges assist students in the collection of career profile and career guidance information. G. School-Wide Activities: Career Hat Day - Industry Partners donated hats for students and information about their companies for classroom display. Arkansas Carrier Corporation - Maumelle, adopted Rightsell as our industry partner-for-a-day. Wendy's, McDonalds of Arkansas, and Colonial Bakery donated hats for student use. ROCKEFELLER A. Guest Speakers: Renee' Fair, Warning Coordinator/Meteorologist for the National Weather Service 411 02/15/94 09/09/93 11/24/93 02/15/94 SOX complete 11/24/93Page: 8 Program Seq f: 69 Revision Date: May 2, 1994 Program Maae\nCareer Skills Development Program Code: Primary Leader: Estelle Matthis Secondary Leader: Dennis Glasgow, Dr. Russell Mayo Program Goal: To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Nuaber Objectives Strategies Beginning Date Coef\u0026gt;letion Date Responsibility Evaluation Criteria ROCKEFELLER (continued) Dr. Phillip Rayford, UAMS Dept, of Physiology and Biophysics 12/10/93 12/10/93 Charles Lovell, Student Nurse Roger Rasico and Phyllis Hendricks, Juvenile Court Little Rock Fire Department 10/21/93 09/09/93 10/06/93 10/21/93 09/09/93 10/06/93 Dean Eisenberg, UALR School of Law 10/20/93 10/20/93 STEPHENS Juvenile Detention Center Guards Phone Pioneers Presentation Gary Noble, parent - Kwanzaa Jennifer Gill, Medical Industry A. Resource Speakers: Mr. Bill Colton (Science) Geology Department Dr. Katherine Mitchell (Education) Shorter College Mr. Don Forrester (Fireman) Sgt. Hutchinson (Police Officer) Mr. Jerry Lambert (Science) Arkansas Forestry Conmission Mr. Tommy Sproles (Health) Arkansas Department of Health Mr. Ron Hoff (News photographer) KATV Channel 7 Ms. Pamela Smith (Reporter) Rev. W. W. Ualker (Religion) J i 11/17/93 11/10/93 12/16/93 11/23/93 09/15/93 09/23/93 10/19/93 10/27/93 10/27/93 10/28/93 11/12/93 11/23/93 01/13/94 11/17/93 11/10/93 12/16/93 11/23/93 09/15/93 09/23/93 10/19/93 10/27/93 10/27/93 10/28/93 11/12/93 11/23/93 01/13/94Page: 9 Program Seq f: 69 Revision Date: May 2, 1994 Program Naate: Career Skills Development Program Code: Primary Leader: Estelle Matthis Secondary Leader: Dennis Glasgow, Dr. Russell Mayo Program Goal: To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Nimber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria STEPHENS (continued) Mr. Sidney Moncrief (Business) 02/04/94 02/04/94 Mrs. Berthenia Gill (private industry) 02/17/94 02/17/94 Bippo Hippo (dental health) Rev. Geroy Osborne (Religion) 02/21/94 03/18/94 02/21/94 03/18/94 ^13IRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prograa Seq *: 70 Page\n1 Prograa Maae: Incentive School Operations - Stfiport Services Prograa Code: Priaary Leader: Sterling Ingram Secondary Leader: Arma Kart Revision Date: May 9. 1994 Prograa Description: District Goal Sifsport: l^leaent integrated ecfcicational prograas that will ensure that all students grow acadeaically, socially and eaotionally with ei^asis on basic skills and acadeaic enrichaant while closing disparities in achieveaent. Prograa Goal: To develop si\u0026lt;]port prograas and procedures which will allow incentive schools to provide enhanced educational opportisiities for all students. Plan References: L 180 - 181 1 II FY Prograa Budget: II YTD Expenditures: c Expenditures: Related Fioction Codes\n1st Qtr Expend: 2nd Qtr Expend: 3rd Qtr Expend\n4th Qtr Expend: 414 FTE ]LRSO FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Progran Seq *: 70 Revision Date: May 9, 1994 Progran Naae: Incentive School Operations - Sifsport Services Progran Code: Prinary Leader: Sterling Ingram Secondary Leader: Arma Hart Progran Goal: To develop support prograns and procedures which will allow incentive schools to provide enhanced educational opportmities for all students. Plan Reference Psge Nimber L 180-181 L 180-181 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 7.0 Coamutity access/field tripe are to be arranged for (reinforcement or enrichment) for students. 07/01/93 06/30/94 (Principals and staff, VIPS, parents) 7.0 (Review relationship of field trips to subject areas taught and students' educational, social and emotional needs and determine the effectiveness through improvement in classroom performance and student achievement on standardized tests) 7.1 Visits to historical, scientific and cultural events and exhibits within the city and aromd the state and region with appropriate chaperons to provide educational input. MITCHELL A. Local, state and regional field trips have been taken, forms are available. Field trip ROCKEFELLER A. Field trips to McArthur Park, Museun of Science and History, Arkansas Arts Center, Fire Station, Little Rock Zoo, Dino's Alive, Hidden Valley Dairy Farm, Harvest Foods, Governor's Mansion, Sylvan Hills Senior High Play, Robinson Center Theater, Arkansas Tech University (gifted/talented students). 415 07/01/93 09/01/93 06/30/94 75X VIPS, Educational PrograaB, OjrriculuB Desegregation (Parents, Teachers, Principal) 7.1 (Copy of building level culminating activities and corresponding field trips) 7.1 (Students will demonstrate mastery of stated objectives of subject areas as related to field trips on teacher-made tests and Abacus assessment)Page: 3 Progroi Seq f: 70 Revision Date: May 9, 1994 Prograa Naw: Incentive School Operations - St^jport Services Prograai Code: Priaary leader: Sterling Ingram Secondary Leader: Arma Hart Prograa Goal: To develop support prograas and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Psge Ikaber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria ROCKEFELLER (continued) 8. Third nine weeks field trips: Arkansas State Capitol, Museum of Science and History, Central Arkansas Transit Authority Bus Ride, McArthur Park, Arkansas Repertory Theater, St. Vincent Infirmary, STEPHENS Historical: Pinnacle Mtn., K Territorial Restoration Grades 1-6 Third nine weeks: State Capitol (Pre-K * K) Murray Lock \u0026amp; Dam (3-6) Museum of Natural History (Pre-K - K) State Capitol (4-6) AP \u0026amp; L White Bluff Power Plant (4- 6) Blanchard Springs Caverns (5-6) NLR Layman Library (1-6) NLR Electric Co. (Pre K-3) Delta Cultural Center - West Helena (3-6) Robinson Center (4-6) St. Vincent, Surgeon General Jocelyn Elders (6) Arkansas Territorial Restoration (K) 416 03/09/94 11/17/93 12/04/93 01/12/94 02/09/94 02/17/94 02/21/94 02/28/94 03/02/94 03/05/94 03/09/94 03/11/94 03/24/94 03/24/94 04/07/94 03/24/94 11/17/93 12/04/93 01/12/94 02/10/94 02/17/94 02/21/94 02/28/94 03/02/94 03/05/94 03/10/94 03/11/94 03/24/94 03/24/94 04/07/94Page: A Prograa Seq *: 70 Revision Date: Hay 9, 1994 Prograa Naae: Incentive School Operations - Si^jport Services Prograa Code: Priaary Leader: Sterling Ingrain Secondary Leader: Arma Hart Prograa Goal: To develop npport progm and proceduree idiidi Hill eltoH incentive echoole to provide enhanced educational opportunitiea for all atudenta. Plan Reference Page Hiaber Objectives Strategies Beginning Date Ccapletion Date Responsibility Evaluation Criteria STEPHENS (continued) B. Scientific: Baucun Tree Nursery, Gr. 2-3 Baucijn Tree Nursery, Gr. 4-6 Ark. Game ft Fish Convn., Gr. K-3 Ark. Game ft Fish Conn., Gr. 4-6 Ark. Geology Learning Center, Gr. K-2 Ron Mining, Gr. 4*6 Birnam Wood Nursery, Gr. 1-6 Bradbury Christmas Tree Farm, Pre K-K The Punpkin Patch, Pre K-K Third nine weeks: Museum of Science and History (1- 6) Children's Hospital (K) National Weather Service (5-6) Murray Lock ft Dam (5*6) Museum of Natural Science and History (Pre K-K) Museum of Natural Science and History (1*6) Mid America (3-6) LR Municipal Water Works AP ft L White Bluff Power Plant (4- 6} Blanchard Springs Caverns (5-6) NLR Electric Co. (4-6) L.R. Zoo (K) NLR Electric Co. (Pre-K - 1) Delta Cultural Center - West Helena (3-6) LR Municipal Water Works (Pre-K - 1) Wilson Water Treatment Plant (2-3) St. Vincent - Surgeon General Jocelyn Elders 417 10/22/93 10/26/93 11/02/93 11/03/93 11/02/93 11/11/93 10/16/93 12/08/93 10/21/93 01/08/94 01/25/94 02/08/94 02/10/94 02/17/94 02/19/94 02/22/94 02/24/94 02/28/94 03/02/94 03/08/94 03/09/94 03/10/94 03/11/94 03/15/94 03/17/94 03/24/94 10/22/93 10/26/93 11/02/93 11/03/93 11/02/93 11/11/93 10/16/93 12/08/93 10/21/93 01/08/94 01/25/94 02/08/94 02/10/94 02/17/94 02/19/94 02/22/94 02/24/94 02/28/94 03/02/94 03/08/94 03/09/94 03/10/94 03/11/94 03/15/94 03/17/94 03/24/94Page: 5 PrograM Seq *: 70 Revision Date: May 9, 1994 PrograM Nsmb: Incentive School Operations - Si^iport Services PrograM Code: Priaary Leader: Sterling Ingrain Secondary Leader: Arma Hart PrograM Goal: To develop sipport prograas and procedures which will allow incentive schools to provide enhanced educational opportunities for all students. Plan Reference Page Hiafcer Objectives Strategies Beginning Date Coipletion Date Responsibility Evaluation Criteria STEPHENS (continued) C. Cultural: Arkansas Arts Center, Pre K*K Arkansas State Fair (Music), Gr. 6 Red Ribbon Parade, Gr. 4-6 Fire Station, Pre K-K Robinson Center (Beauty and the Beast), Gr. 4 The Children's Museun, Gr. 1-6 Robinson Center (Nutcracker), Gr. 4-6 Third nine weeks: Omoja Studio (1*6) Duntar Magnet School (6) Museun of Natural Science and History (1*6) Post Office (Pre K) Robinson Center (4*6) Central Arkansas Library (Pre-K) Blanchard Springs Caverns (5-6) NLR Layman Library (1-6) Delta Cultural Center - West Helena (3-6) Pulaski Heights Jr. High Basketball Tournament (1*6) Robinson Center (2) Robinson Center (4-6) Ark. Territorial Restoration (K) 7.2 Exhibits and performances will also be brought to the schools. 7.3 Students will have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the intermediate grades, i.e. fifth and sixth 09/22/93 10/12/93 10/25/93 10/28/93 11/01/93 11/20/93 12/10/93 01/22/94 02/02/94 02/05/94 02/09/94 02/21/94 02/23/94 03/02/94 03/05/94 03/11/94 03/19/94 03/21/94 03/24/94 04/07/94 418 09/22/93 10/12/93 10/25/93 10/28/93 11/01/93 11/20/93 12/10/93 01/22/94 02/02/94 02/05/94 02/09/94 02/21/94 02/23/94 03/02/94 03/05/94 03/11/94 03/19/94 03/21/94 03/24/94 04/07/94Page: 6 Prograa Seq *: 70 Revision Date: May 9, 1994 Prograa Noae: Incentive School Operations - Si^iport Services Prograa Code: Priaary Leader: Sterling Ingram Secondary Leader: Arma Hart Prograa Goal: To develop aipport prograas and procedures which will allow incentive schools to provide erhanced educational opportunities for all students. Plan Reference Page Niober L 180-181 L 180-181 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8.0 To build a prograa of coaoKiity involveaent provided for students with access to coaouiity organizations and volmteer experiences. 07/01/93 06/30/93 Asst. S\u0026lt;\u0026lt;\u0026gt;t., Coord, of Incentive Schools (VIPS) 8.0 (An increase in the nunber of students who participate in camunity organizations will be evident) 8.1 Establish Girl/Boy Scout Prograas at each school. FRANKLIN A. Girl/Boy Scout Programs are established through the Extended Day activities. MITCHELL A. Boy/Girl Scout programs are in place. RIGHTSELL A. Girl/Boy Scout troops implemented in Extended Day. ROCKEFELLER A. Three Cub Scout and three Brownie Scout troops were established and meetings are held during Extended Dey. STEPHENS A. Girl/Boy Scout Programs established 419 07/01/93 10/01/93 09/21/93 10/01/93 09/21/93 09/21/93 06/30/93 75X 09/21/93 45X 09/21/93 09/21/93 Quapew Corneil, Asst. Sipt., Coordinator of Incentive Schools (Parent Coordinator of Incentive Schools) 8.1 (Copy of program and participants and comunity activities) 8.1 (An increase in the number of students who will participate in scouts in each school)Page: 7 Progrm Seq *: 70 Revision Date: May 9, 1994 Progrm Nam: Incentive School Operations - Sufjport Services Progrm Code: Prinary Leader: Sterling Ingram Secondary Leader: Arma Hart Progrm Goal: To develop si^iport program and procedures which will allow incentive schools to provide enhanced educational opportisiities for all students. Plan Reference Page Nudier L 180-181 Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 9.0 Special skills program to be offered after school on a four-day per week basis (or whatever the designated tim for extended day activities) p.173-K (A designated schedule is established for extended day by the LRSD) 07/01/93 06/30/94 Principals, School Staff (Counselor, Director of Pupil Services) 9.0 (Conduct a survey to determine the increase in the number of students participating in special skills program and students going into next grade level) 9.1 Students finishing activities early shall report either to the Homework Center, to CARE, or leave the campus at the request of a parent or guardian. These skills shall be defined as the opportunity to participate in: - choir (voice):  music (instruaental): - dance: after school, one (1) day per week. 9.2 Assistance will be syjght from area colleges and university schools of fine arts and local organizations to provide these services at no cost to the child and hopefully to the program, but certainly at minimal cost to the school. 420LRSD FY 93-94 PROGRAM BUDGET DOCUMEWT Prograa Seq *: 71 Page: 1 Prograa Maae: Counseling/SociaI Work Prograa Code: Priaary Leader: Sterling Ingram Secondary Leader: Revision Date: May 10, 1994 Prograa Description: There shall be access to community based support programs provided to students who attend the incentive schools, Jo Evelyn Elston, Building Principals _________________________________________________________________________ ___________________ Provided these support programs can be negotiated and/or _______________________________ the availability of students from area colleges and i^iversities to teach music, dance and choir in the schools\nvolunteers and preprofessionals from area colleges end universities to assist with teaching activities and extracurricular activities\nassistance from social agencies to intervene if students need assistance in health and/or personal need situations. secured by compact such as: (This program is designed to provide opportunities for the counselors and social workers to help students resolve such personal, emotional, and social problems that interfere with their adjustments in school end capacity to enjoy the fullest benefits of the editcational program.  . . . . teachers, parents and students and appropriate outside agencies as needed.) District Goal Si\u0026lt;yx\u0026gt;rt: The social workers and counselors work closely with Ii^leaent integrated educational prograas that will ensure that all students grow acadeaically, socially and eaotionally with eaphasis on basic skills id acadeaic enrichaant biiile closing disparities in achieveaent. Prograa Goal: To create a prograa of ccxnselina/social work to provide extra si^port to students to ensure thea opportunity for success. [ Plan References: L 183-185 FY Prograa Budget: TTD Expenditures: I Related Finction Codes: FTE 421 ] IRSD FY 93-94 PROGRAM BUDGET DOCUMEHT Page: 2 Prograa Seq f: 71 Revision Date: Kay 10, 1994 Progran Nane: Coutseling/Social Uork Progran Code\nPrinary Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Progran Goal: To create a progran of coioseling/social work to provide extra support to students to ensure then opportixiity for success. Plan Reference Page Nuiber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1.0 Page 183 1.0 To provide cooawity services access for all students who need additional si^iport. 07/01/93 06/30/94 VIPS. Office of Deseg, Curricului, Educational Programs (Director of Pupil Services, Nurse, Social Worker, Counselor) 1.0 (The nunber of college and/or university students who are available to teach music, dance and choir\nand the nuiber of volunteers and preprofessionals who assist with teaching and extracurricular activities, will provide opportunities for success for students) 1.0 Compacts with coaaunity agencies, diversities to assist with student opportdities. MITCHELL A. The social worker, counselor, and principal work with several conmunity agencies to provide needed services for students. (See list of contacts.) RIGHTSELL A. Social Worker and Counselor work closely with Social Services and the Juvenile Justice System to ensure student's Protective Services also assist families in obtaining social security disability benefits for eligible students. 422 1.0 (The names of universities or conmunity agencies and students who are assisted is on file) 08/23/93 10/01/03 75X 45XPsge: 3 Prograa Seq *: 71 Revision Date: May 10, 1994 Prograa Naae: Cooiseling/Social Work Prograa Code: Priaary Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Prograa Goal: To create a prograa of coisweling/social work to provide extra si^iport to students to ensure thea opportunity for success. Plan Reference Page Nuiber Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria 2.0 Page 183 2.0 A mentoring program will be established which will provide interactive time for students to work with appropriate role models to enhance an awareness of skills necessary for successful entry into the world of work. RIGHTSELL (continued) B. Work closely with Social Services and the Juvenile Justice System to ensure student's protective services - also assist families in obtaining social security disability benefits for eligible students. STEPHENS A. Social Worker contacted the Rape Crises Center for a parent. B. Social Worker/Nurse transported child to the Children's and Family Center for services. 01/03/94 03/09/94 12/06/93 07/01/93 75X 03/09/94 01/21/94 06/30/94 Pt\u0026lt;\u0026gt;il Personnel (Director) Counselors VIPS Educational Prograas (Principals) 2.0 (The nunber of students participating in the mentoring/role models program will become more knowledgeable about careers as evidenced by surveys or questionnaires) RXKE FELLER A. Zane Vermillion, counseling intern, UALR Graduate School. 10/01/93 12/31/93 2.1 Page 183 2.1 Parental Information. Parents will also receive this information so that they may be aware of the options which are open to their children. 07/01/93 06/30/94 2.1 (Copy of mentor program date sent to parents and meetings held to inform parents of the program goals and options) MITCHELL A. Letters, fliers, and calendars are sent home frequently to keep parents invol^. 08/23/93 75X 423Page: 4 Progran Seq f: 71 Revision Date: Hay 10, 1994 Progran Name: Coinseling/Social Work Progran Code: Prinary Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Progran Goal: To create a progran of comseling/social work to provide extra sifport to students to ensure then opportixiity for success. Plan Reference Page Ninber Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria RIGHTSELL A. Calendars of school events and student activities are sent home each month. Other informational flyers and notices are also sent to parents, such as, PTA notices. Adult Ed. flyers, community activities 10/01/93 75X 2.2 Page 183 B. Parent Employment Seminar, Parent Stress Reduction Seminar, Arkansas Employment Register Newspaper ROCKEFELLER A. Invitations were sent to parents to attend a picnic at McArthur Park with the UALR law students. B. Invitations were sent to parents to attend a holiday party at Rockefeller with the UALR law school faculty, law students, and Rockefeller staff. STEPHENS A. Informational bulletins sent to parents announcing school events: monthly awards assenbly, field trips, comnunity meetings, and quarterly awards assembly. 2.2 Mentoring progran FRANKLIN A. Mentoring program is currently in place. HITCHELL A. A mentoring program is in place. 424 01/03/94 10/18/93 11/29/93 08/23/93 07/01/93 10/01/93 07/01/93 75X 10/21/93 12/02/93 75X 06/30/94 12/17/93 75X 2.2 (A copy of the mentoring program is aval table)Page: 5 Prograa Seq *: 71 Revision Date: Hay 10, 1994 Prograa Naaa: Cotnseling/Social Work Prograa Code: Priaary Leader\nSterling Ingram Secondary Leoder: Jo Evelyn Elston, Building Principals Prograa Goal: To create a prograa of counsel ing/tocial work to provide extra si\u0026lt;]port to students to ensure thea opportixiity for success. Plan Reference Page Miwtoer Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria RIGHTSELL A. Mentoring - On November 2, 1993 our Counselor provided training for seven (7) volunteers to serve as mentors. Currently, there are 16 mentors serving Rightsell school. B. Mentoring Program Activities: lunch at Calabash, bowling at Professor Bowl (incentives for honor roll students), Little Rock Air Force Base * Air Show (5th grade, incentive for good citizen) C. Guest Speakers: Ron McFarland * Process 1500 Oscar Washington - CPA 11/02/93 02/05/94 02/03/94 02/04/94 11/02/93 03/26/94 02/03/94 02/04/94 Kelly Jenkins - Boy Scouts of America 02/10/94 02/10/94 Bascal James * Barber 03/17/94 03/17/94 D. New Mentor, Emily Stroud. Total n(ji6er of mentors - 17 STEPHENS A. Mentoring program established. Roster on file in the Principal's office. 08/23/93 08/23/93 2.3 Page 183 2.3 Special eaphasis on schools recruiting minority students 07/01/93 06/30/94 2.3 (The nunber of college students participating in schools with minority students) 4256 Page: Progran Seq *: 71 Revision Date: Kay 10, 1994 Progran Naan: Comseling/Social Uork Progran Code: Prinary Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Progran Goal: To create a progran of comseling/social work to provide extra sifjport to students to ensure then opportunity for success. Plan Reference Page Ninber Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria FRANKLIN A. Monthly bulletins are sent to area minority students through monthly mailouts. 03/01/94 75X Principal, Secretary, LRSD Student Assignment Office Number of minority students showing an interest in Franklin. ROCKEFELLER A. UALR law students, Law Students for Literacy Program, 43 students (1 BH, 5 BF, 13 UM, 24 UF) 10/01/93 75X B. VIPS Male Mentors * 3 (2 BM, 1 UH) 10/01/93 12/17/93 STEPHENS 3.0 Page 183 3.0 To provide student training in study skills, testing skills and listening skills. A. Parent Recruitment Committee established. B. The connittee met five times to establish needs and write the parent recruitment plan. C. The following activities were planned and implemented: Advertisement in local newspapers. Distributed fliers advertising school to the Hunan Services Department, Harvest Foods, Southwest City Mall, Kroger Store, Mega Market, Pizza Hut, State Farm Insurance, Sherwood Realtors, and Real Estate Central 426 08/23/93 10/11/93 02/24/94 07/01/93 75X 02/28/94 02/26/94 12/17/93 Pi\u0026lt;\u0026gt;il Personnel, Coineelors, VIPS, Educational Programs (Principals, Staff) 3.0 (Student performance on Abacus assessment, teacher made tests and standardized tests will increase)Page: 7 Progm Seq *: 71 Revision Date: May 10, 1994 Progran Mane: Counseling/Social Work Progran Code: Prinary Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Progran Goal: To create a progran of cometing/social work to provide extra si^sport to students to ensure then opporttnity for success. Plan Reference Page Nuiber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 3.0 Testing, listening and study skills will be provided to students as well as particular experience in testing. GARLAND A. Taught during weekly large group guidance sessions. B. Extra support will be provided through small group sessions. C. Speak to PTA concerning the parent's role in test-taking. MITCHELL A. Study and test-taking skills are taught by teachers and the counselor in whole class and smell group sessions. Extended Day time is devoted to test-taking and study skills. RIGHTSELL A. Test-taking skills instruction provided to students a minimum of once per week in their regular classroom and in Extended Day. ROCKEFELLER A. Students given practice on testtaking skills through Abacus assessment tests. STEPHENS A. Students are taught test taking skills from 7:55 to 8:15 daily. 10/01/93 10/01/93 01/10/94 09/21/93 10/01/93 10/01/93 10/01/93 12/17/93 12/17/93 01/10/94 75X 75X 75X 75X 3.0 (Student performance on Abacus assessment, teacher made tests and standardized tests will increase) 427Page: 8 Prograa Seq *: 71 Revision Date: May 10, 1994 Prograa Naae: Counseling/SociaI Work Prograa Code: Priaary Leader: Sterling Ingram Secondary Leader: Prograa Goal: To create a prograa of counseling/social work to provide extra si^iport to students to ensure thea opportunity for Jo Evelyn Elston, Building Principals success. Plan Reference Page Niaber 4.0 Page 183 4.1 Page 183 4.2 Page 183 Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria 4.0 To hold home/neighborhood meetings to increase parental/neighborhood involvement in student learning. 4.1 Meetings at neighborhood sites with small gr\u0026lt;M\u0026lt;)e of parents. Other meetings for smell groups of parents will be scheduled at cownunity locations such as churches and some homes if invited by parents. FRANKLIN A. PTA Board meetings are held on a monthly basis. RIGHTSELL A. Parent Employment Seminar Philander Smith College ROCKEFELLER A. Community meeting with Dean/ students/counselor/principal at UALR School of Law about partnership plan. STEPHENS A. Home Neighborhood meeting at First Baptist Church - Highland Park 4.2 Meetings at homes with groi^ia of parents. 07/01/93 07/01/93 07/01/93 01/03/94 03/19/94 09/29/93 02/15/94 07/01/93 06/30/94 06/30/94 75X 01/03/94 03/19/94 09/29/93 02/15/94 06/30/94 Principals, School Staff (Incentive School VIPS Volunteer Counselor) Principals School Staff (Incentive School Volunteer) Principals School Staff 4.0 (A school/neighborhood partnership is formed students' academic achievement and parental involvement will increase) 4.1 (Agendas with dates, place, purpose of meetings, names of persons attending, minutes of each meeting and follow-up activities) 4.2 (Agendas with dates, place, purpose of meetings, names of persons attending, minutes of each meeting and copy of follow*up activities) 428Page: 9 Prograa Seq f: 71 Revision Date: May 10, 1994 Prograa Naaie: CoKiseling/SociaI Work Prograa Code: Priaary Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Prograa Goal: To create a prograa of counseling/social work to provide extra si^iport to students to ensure thea opportunity for success. Plan Reference Page Niadjer 4.3 Page 183 5.0 Page 183 5.1 Page 183 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria FRANKLIN A. PTA Board Meetings are held regularly in parent homes. 4.3 Involveaent of ainisters. STEPHENS A. Local ministers participating in all school assemblies and in mentoring program. RIGHTSELL A. Ministers serve as classroom volunteers, recruit and host guest speakers, serve as chaperones for field trips and Saturday Program activities. 10/01/93 07/01/V3 08/23/93 10/01/93 75X 06/30/94 75X 75X 5.0 To increese parental involvement so that parents become true partners in the learning process. 5.1 Parent assistance at schools MITCHELL A. Parent volunteers are used on field trips, for tutoring, and helping with classes. 07/01/93 07/01/93 08/23/93 06/30/94 06/30/94 75X (Principal, School Staff, Incentive School Volunteer) Principal, School Staff (Incentive School Volunteer) Principals School Staff 4.3 (Agendas with dates, place, purpose of meetings, names of persons attending, minutes of each meeting and copy of follow-up) 5.0 (Student attitudes, behavior, attendance and achievement will improve as evidenced by teacher-made tests. Abacus assessment, discipline management reports, absentee reports and standardized tests) 5.1 (The number of parents who volunteer at school will increase) ^29Page: 10 Prograa Seq *: 71 Revision Date: Hay 10, 1994 Progran Hane: Comseling/Social Uork Progran Code: Prinary Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Progran Goal: To create a progran of comseling/social work to provide extra stfaport to students to ensure then opportunity for success. Plan Reference Page Nintter Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria RIGHTSELL A. Parents volunteer for field trips, fundraisers, tutors, PTA Board meetings, guest speakers, etc. ROCKEFELLER A. 80 parent volunteers for November and December. STEPHENS A. The ntfhber of parents who volunteered: August - 14\nSeptember - 50\nOctober - 50\nNovember - 32\nDecember * 24\nJanuary  47\nFebruary  74\nMarch  84. Parents volunteer for field trips, fundraisers, tutors, PTA Board meetings, guest speakers, etc. 10/01/93 10/01/93 08/16/93 75X 12/17/93 75X 5.2 Page 183 5.2 Parents will sign hosnuork 07/01/93 06/30/94 Principals School Staff 5.2 (Copies of signed homework with parent or guardian signatures) MITCHELL A. Homework forms are used for parent's signatures. RIGHTSELL A. Parents are asked to sign homework Monday through Thursday ROCKEFELLER A. Teachers doctjnent return of homework assignments signed by parents on an individual basis. ^30 08/23/93 10/01/93 08/23/93 75X 75X 75XPage: 11 Prograa Seq *: 71 Revision Date: Hay 10, 1994 Prograai Naae: Comseling/Social Work Prograa Code: Priaary Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Prograa Goal: To create a prograa of comseling/social work to provide extra si^iport to students to ensure thea opportmity for success. Plan Reference Page NtaRier Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria STEPHENS A. Homework is sent home daily, parent signs docunenting that they have seen homeourk. on file in each classroom. Oociinentation 08/23/93 75X 5.3 page 183 5.3 Regular coamaxiication between school and hoae will take place 07/01/93 06/30/94 Principals School Staff 5.3 (Copies of interim reports, news/informational letters, handbooks, report cards, good news notes will be on file) 1. Regular meetings, monthly, will be held at the school. 2, Parental access will be provided for identified pick up points within the school coeinunitv. 3. Parents will be encouraged to provide classroom support in the form of tutoring, storytelling, and general assistance. FRANKLIN A. Honthly calendar of events is sent home. HITCHELL A. Letters, fliers, reports and calendars are sent to parents regularly. 08/23/93 75X 43iPage: 12 Prograa Seq *: 71 Revision Date: May 10, 1994 Prograa Maae: CoKeling/Social Work Prograa Code: Priaary Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Prograa Goal: To create a prograa of coireeling/social work to provide extra airport to students to ensure thea opportuiity for success. Plan Reference Page Hiaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria RIGHTSELL A. There is a mininun of 1 contact per month on students' academic and behavioral performance. Monthly reporting in the form of interim reports, parent conferences, report cards, etc. Example: Parent conferences (10-25-93) Report Cards sent home (11-08-93) Interim Reports sent home (12-06- 93) Teachers make many periodic informal calls to parents to solicit parent assistance, involvement, and information. 10/01/93 75X B. Report cards Parent Conferences Interim Reports 01/28/94 02/14/94 02/28/94 01/28/94 02/14/94 02/28/94 ROCKEFELLER A. Monthly parent progress reports: 09-22-93, 10-25-93, 11-20-93, 12- 01-93. ROCKEFELLER (continued) B. Monthly school calendars, newsletters from teachers to parents C. Monthly parent progress reports 09/22/93 09/22/93 01/26/94 7SX 75X 03/07/94 432Page: 13 Prograa Seq *: 71 Revision Date: Hay 10, 1994 Prograa Naoe: Counseling/Social Work Prograa Code: Priaary Leader: Sterling Ingrain Secondary Leader: Jo Evelyn Elston, Building Principals Prograa Goal: To create a prograa of coiraeling/social work to provide extra si\u0026lt;]port to students to ensure thea opportunity for success. Plan Reference Page Hiaber Objectives Strategies Beginning Date Coo^letion Date Responsibility Evaluation Criteria STEPHENS A. Parent/student handbook, monthly interim reports, informational bulletins, report cards, quarterly newspapers, theme newsflyer. Extended Day flyer. Media Center, Good News Notes, and home visits. Documentation on file in principal's office/teachers classroom. 08/23/93 75X 5.4 Page 183 5.4 Day visits for parents 07/01/93 06/30/94 Principals School Staff 5.4 (Documentation of visits, purpose, names of parents are on file) FRANKLIN A. Parents are encouraged and invited to visit their child's classroom on a constant basis. MITCHELL A. Two days are set aside for parents to come to school and conference with teachers. RIGHTSELL A. Home/Day visits to parents - sixteen (16) were made by the Social Worker and thirteen (13) were made by the counselor to address poor attendance, economic need, and social problems. Two (2) were made by the principal and ten (10) visits were made by classroom teachers. 433 08/23/93 10/01/93 45XPage: 14 Progran Seq *: 71 Revision Date: May 10, 1994 Progran Naaie: Coirtseling/Social Uork Progran Code: Prinary Leader: Sterling Ingram Secondary Leader: Prograa Goal: Jo Evelyn Elston, Building Principals To create a program of cotaveUng/social work to provide extra si^iport to students to ensure then opportunity for success. Plan Reference Page Niaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 5.5 Page 183 6. Approximately 49 home visits were conducted by school staff. RXKEFELLER A. Parent Open House, Parent/Teacher conference day - Roster of attendees on file in the Principal's office. B. Home/day visits to parents: 25 were ma^ by the counselor\n25 were made by the nurse\n5 were made by the assistant principal\n15 were made by the social worker\n10 were made by the teachers. STEPHENS A. Parent Open House  Parent/Teacher Conference Day - Roster of attendees on file in the Prinicpal's office. Home visits made by the counselor to address needs (21). Home visits made by the social worker to address needs of students (22). Home visits made by teachers (139). 5.5 Schedule settings (A place will be established for designated meetings) MITCHELL A. The cafeteria is designated for PTA meetings. Teachers meet in selected classrooms. The Parent Center is designated for small parent meetings. 434 01/03/94 09/20/93 10/01/93 09/30/93 07/01/93 03/31/94 45X 75X 75X 06/30/94 Principals School Staff 5.5 (Docusentation of meetings, visits, purpose, name of parent and student is on file)Page: 15 Prograa Seq *: 71 Revision Date: May 10, 1994 Prograa Maae: Covetins/Social Work Prograa Code: Priaary Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Prograa Goal: To create a prograa of counsel!ng/social work to provide extra S4\u0026lt;]port to students to ensure thea opportunity for success. Plan Reference Page Hiaber Objectives Strategies Beginning Date Coi^letian Date Responsibility Evaluation Criteria RIGHTSELL A. Scheduled meetings are held in the cafeteria, classrooms, art class, counselor's room, library, and parent center. Example: PTA meetings are held in the cafeteria, PTA Board meetings are held in a classroom, pupil service meetings are held in counselors room, parent conferences are held in the classroom or parent center, and staff meetings are held in the art room. ROCKEFELLER A. Student Education Plans prepared in cooperation with parents. B. Parent Conference Day C. School Improvement Plan developed uith parental involvement D. Chapter I School Improvement Plan developed with parental involvement STEPHENS A. Parent meetirtgs: Sept. 20, 1993\nPTA Board Meeting: Nov. 9, 1993\nPTA General Heeting/Spaghetti Dinner\nDec. 3, 1993 B. Parent meetings. Jan. 1994 * PTA Board Meeting\nFeb, 17, 1994 PTA Founders Day\nMarch 17, 1994 PTA parent Inservice 10/10/93 08/23/93 10/25/93 08/17/93 08/30/93 09/20/93 01/15/94 75X 09/10/93 10/25/93 08/30/93 08/30/93 12/03/93 03/17/94 435Page: 16 ProgrM Seq *: 71 Revision Date: May 10, 1994 Prograa Name: CoKweling/Sociat Work Prograa Code: Priaary Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Prograa Goal: To create a prograa of coireeling/social work to provide extra si^port to students to ensure thea opportixiity for success. Plan Reference Page Niat)er 6.0 Page 184 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 6.0 To establish learning time schedules for the afternoon's extended day. 07/01/93 06/30/94 Principal, School Staff 6.0 Schedule (settings) weekly extended day prograas based on individual school needs. Principals School Staff 6.0 (An extended school day schedule will be established in each Incentive School) 6.0 (Number of students participating in extended day) MITCHELL A. Extended Day classes are scheduled for Tuesday, Wednesday, and Thursday. RIGHTSELL A. Extended Day schedules are based on assessment of student needs by teachers and parent/student interest survey. Extended Day Schedule - Tuesday \u0026amp; Wednesday 2:35 - 2:45  snacks\n2:45 * 3:15 - Homework Center\n3:15  3:50 - Remediation, Enrichment, \u0026amp; Reinforcement of Basic Skills/Test'taking skills\n3:50 - 4:30 * acitvity/project related to basic skills Thursday * 2:35 * 2:45 - snacks\n2:45 - 3:15 * Homework Center\n3:15 * 4:30 * Academic Clubs/Leisure Activities 436 09/28/93 75XPage: 17 Prograa Seq *: 71 Revision Date: Hay 10, 1994 Prograa Naaie: CoLTtseling/Social Work Prograa Code: Primary Leader: Sterling Ingram Secondary Leader: Prograa Goal: To create a prograa of counsel ing/soci a I work to provide extra st^iport to students to emure thea opportixiity for Jo Evelyn Elston, Building Principals success. Plan Reference Page Nudier Objectives Strategies Beginning Date Caq\u0026gt;letion Date Respomibility Evaluation Criteria ROCKEFELLER A. Extended Day activities are held Tuesday, Wednesday, and Thursday 09/28/93 SOX 7.0 Page 184 7.1 Page 184 of each week. Homework assistance is provided during the first session and an activity is offered durii^ the last half of the session. STEPHEMS A. Extended Day classes are held three days a week ' Tuesday, Wednesday, and Thrusday. 109 students ere enrolled. 09/21/93 75X 7.0 To iafirove hoae/school coHsiication. 07/01/93 06/30/94 Principals, School Staff (Parents) 7.0 (Students behavior and academic achievement will improve on interim reports sent to parents, Abacus assessments, report cards to parents, and on standardized tests) 7.1 Early indicator and early intervention prograas. (Children's progress is reviewed regularly to determine the need of early intervention) MITCHELL A. Interim reports are sent home monthly. B. Happy grams are sent home as earned. 437 07/01/93 06/30/94 Principals School Staff (Parents) 7.1 (Daily classroom observations, Abacus assessment and weekly grades) 08/23/93 75XPage: 18 Program Seq *: 71 Revision Date: May 10. 1994 Program Name: Counseling/Social Uork Program Code: Primary Leader: Sterling Ingrain Secondary Leader: Program Goal: To create a progrm of counsel ing/social work to provide extra sifiport to students to ensure them opportunity for Jo Evelyn Elston, Building Principals success. Plan Reference Page Nudser Objectives Strategies Beginning pate Coapletion Date Responsibility Evaluation Criteria RIGHTSELL A. EPSF, Pupil Service Team, monthly report to parents, Social Skills Instruction, Family Life Instruction, Counseling, and the DARE Program. 10/01/93 75X ROCKEFELLER A. The Rockefeller Early Choldhood Magnet Program is the earliest form of intervention that is offered in the district. 10/01/93 12/17/93 B. Programs offered for early intervention: Early Prevention of School Failure pre/post test, regular meetings of pupil service team, services offered by the social worker, counselor, and nurse, DARE program for 6th graders, family*life, and mentoring program. 08/23/93 75X C. Parent interest surveys were distributed to determine interest and encourage involvement. 02/01/94 02/11/94 STEPHENS A. Principal reviews all progress reports  interim reports, report cards, classroom monitoring grade sheets, class record books. Daily walk throughs, informal and formal observations. Docunentation on file in principal's office. 08/23/93 75X 7.2 Page 184 7.2 Alert and Success cards sent regularly to parents. 07/01/93 06/30/94 Principals Staff 7.2 (Parent feedback on hunan relations survey) 438Page: 19 Program Seq *: 71 Revision Date: May 10, 1994 Program Name: Comseling/Social Uork Program Code: Primary Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Program Goal: To create a program of c\u0026lt;x\u0026gt;eling/social work to provide extra stvport to students to ensure them opportmity for success. Plan Reference Page Nimber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria FRANKLIN A. Interim Reports are sent home to parents on a monthly basis. RIGHTSELL A. Positive calls and notes, student of the week, Happy Grams, ICU (I Caught You Being Good), interim reports indicating positive academic and behavioral performance. ROCKEFELLER A. There is a minimum of at least one parental contact per month addressing concerns/successes of student achievement. STEPHENS A. Positive calls, notes, student of the week. Happy Grams, interim reports indicating positive academic and behavioral performance are sent home. 8.0 Page 184 8.0 To establish aeaningful eleaentary extracurricular activities for students 8.0 Give students reco^ition and leadership opportunities via clii and annitoring responsibilities FRANKLIN A. Students are selected as Fire Marshals and Flag monitors. 08/23/93 10/01/93 09/01/93 08/23/93 07/01/93 10/01/93 439 75X 75X 75X 75X 06/30/94 10/01/93 Principal, School Staff 8.0 (Student portfolio will include a list of extracurricular activities that will give students opportunities for recognition and leadership experiences) 8.0 (A list of extracurricular activities and of the number of students participating will be available)Page: 20 Prograai Seq *: 71 Revision Date: May 10, 1996 Prograai Naaie: Counseling/Social Uork Prograai Code: Priaary Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Prograa Goal: To create a prograa of counseling/social work to provide extra stgiport to students to ensure thea opportmity for success. Plan Reference Page Niafcer Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria MITCHELL A. Students participate in the following clubs and activities: Scouting, Jusy Say No Club, Student Council, Triple A Club, Mitchell Ambassadors, Student of the Week RIGHTSELL A. Students are recognized for behavioral/academic performance weekly and quarterly. There are many opportunities for students to demonstrate responsibility and leadership during the regular school day and extended day. Some of the opportunities inclu^: Flag Patrol, Boy Scouts, Library Monitors, Newspaper Staff, etc. ROCKEFELLER A. Student Counsel officers were elected and regular meetings are scheduled with the staff sponsor. Officers/Representatives: BN, 1 WF, 2 UM. 7 BF, 1 09/21/93 10/01/93 11/01/93 75X 75X 75X STEPHENS A. Students serve as monitors in classroom, office, media center, and science lab. Students have opportunities to serve as leaders in the Student Council, Young Astronauts, Girl Scouts, Boy Scouts, peer helpers. Roster on file in principals office. 08/23/93 75X ^^0Page: 21 PrograM Seq *: 71 Revision Date: May 10, 1994 Program Naae: Counseling/Social Work PrograM Code: Primry Leoder: Sterling Ingram Secondary Leoder: Jo Evelyn Elston, Building Principals PrograM Goal: To create a prograai of comaeling/social uork to provide extra si^iport to students to ensure them opportisiity for success. Plan Reference Page NuiRjer 9.0 Page 1B4 9.1 Page 184 Objectives Strategies Beginning Date C\u0026lt;Mpletion Date Responsibility Evaluation Criteria 9.0 To iiif\u0026gt;leMent individual and gr\u0026lt;x\u0026lt;\u0026gt; comseling for all students. 07/01/93 06/30/94 Principal, School Staff (Director of Pupil Personnel) 9.0 (Individual and group counseling opportunities will be established and discipline and social interactions with peers and teachers will {n|)rove as indicated on interim reports and quarterly report cards to parents) 9.1 Peer facilitators 07/01/93 06/30/94 Pipil Personnel Director (Counselors) 9.1 (Students are selected and trained as peer facilitators) MITCHELL A. Peer tutors work with other students. Teachers of Tomorrow menbers serve as tutors. 10/01/93 75X RIGHTSELL A. Peer facilitator Training was provided on 10-8-93 for five students 4th  6th grades. There are currently 18 peer helpers who meet bi-monthly with the counselor. Peer tutoring is also implemented in each class. 10/08/93 10/08/93 B. Peer helpers/Peer facilitators - Students participated in an art project to make a quilt square. The quilt will be displayed in the LRSD Central Office. \"Friends Helping Friends\" Topic  ROCKEFELLER A. Training for peer facilitators is conducted by school counselor. There are presently 44 peer tutors. 01/18/94 01/20/94 10/01/93 75X ^4iPage: 22 Program Seq *: 71 Revision Date: May 10, 1994 Prograai Name: Comseling/Social Uork Prograai Code: Priaary Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Progri Goal: To create a prograa of comseling/social work to provide extra sqsport to students to ensure thea opportmity for success. Plan Reference Page Nuitier Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria STEPHENS A. Peer facilitators are selected and trained. 08/31/93 12/17/93 9.2 Page 184 9.2 Counaelort doing individual and groi^i comseling. 07/01/93 06/30/94 (Counselors) 9.2 (Counselor's schedule includes individual and group counseling that meets the students' needs) HITCHELL A. The counselor provides individual end group sessions for students. 08/23/93 75X RIGHTSELL A. Approximately 35X of the student population has been seen for individual counseling sessions. All students have been seen for whole group counseling. 10/01/93 75X B. Individual counseling * approximately 15X of the total population were seen during this reporting period. 01/03/94 03/31/94 ROCKEFELLER A. A schedule has been developed that includes individual and group counseling. 08/23/93 08/23/93 B. The addition of a social worker has been beneficial in meeting individual and groi\u0026lt;\u0026gt; needs. 11/01/93 11/01/93 STEPHENS A. Students receiving group and individual counseling. Roster on file in the principals office. 442 08/23/93 75XPage: 23 Prograa Seq *: 71 Revision Date: May 10, 1994 Prograa Naae: Comseling/Social Uork Prograa Code: Priaary Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Prograa Goal: To create a prograa of comaeling/social work to provide extra M^iport to students to ensure thea opportmity for success. Plan Reference Psge Miaber 9.3 Page 184 10.0 Page 184 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 9.3 Conflict resolution will be taught. RIGHTSELL A. Conflict resolution has been taught to 20 students who are ffienbers of the Conflict Managers. Conflict resolution is also taught to each class during the bimonthly developmental counseling sessions. B. Conflict resolution - Conflict Managers Club implemented the \"Peace Movement.\" Fifth and sixth grades are targeted with sixth graders entering an essay contest - Topic: Me.\" STEPHENS 07/01/93 06/30/94 (Counselors) 9.3 (Students will participate in conflict resolution training and there will be a reduction in the number of disciplinary sanctions) 10/01/93 01/03/94 4SX 75X \"What Peace Means to A. Counselor/social worker provide conflict resolution training on* going. 08/23/93 75X 10.0 Incentive/recotpiition prograam will be implemented by 1990-91. (The Inccntive/Reco^ition Program will be continued during 1993-94 school year) 07/01/93 06/30/94 VIPS, Partners in Education (Counselors, Parents, Students, Staff) 10.0 (An Incent i ve/Recognit i on Program is implemented by students, staff and patrons to improve students' social behavior and academic achievement) 4 43Page: 24 Prograa Seq *: 71 Revision Date: Hay 10, 1994 Prograa Naae: Comseling/Social Work Prograa Code: Priaary Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Prograa Goal: To create a prograa of comseling/social work to provide extra st^iport to students to ensure thea opportunity for success. Plan Reference Page Niaber 10.1 Page 184 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 10.1 Student recognition prograas. 07/01/93 06/30/94 (Principals, Teachers, Counselors) 10.1 (Suggestions and ideas are included as a part of the Incentive/recognition program) FRANKLIN A. Students are recognized for academics and citizenship each 9 week period. 10/23/93 75X MITCHELL A. Students are recognized in the following ways: Triple A Club, Honor Rolls, Citizenship Awards, Artist of the Day, Student of the Week, Special Achievement Awards. 08/23/93 75X RIGHTSELL A. Student of the Week\nICU Being Good\nArt Class of the Week\nCafeteria Award\nGood Citizens Tea, Honor Roll 10/01/93 75X ROCKEFELLER A. First nine weeks: BF, 14 BM, 15 WF, 13 UM All A's: 27 08/23/93 10/21/93 B. First nine weeks: A/B Honor Roll: 31 BF, 13 BM, 6 WF, 9 UM C. First nine weeks: Perfect Attendance: 37 BF, 42 BM, 11 WF, 20 WM D. Second nine weeks: All A's: 19 BF, 10 BM, 9 WF, 1 OF 10/26/93 01/15/94 E. Second nine weeks: A/B Honor Roll: 29 BF, 14 BH, 1 OF, 1 OM, 10 WF, 10 WM 444Page: 25 Prograa Seq f: 71 Revision Date: Hay 10, 1994 Prograa Naae: Conseling/Social Work Prograa Code: Priaary Leader: Sterling Ingrain Secondary Leader: Prograa Goal: Jo Evelyn Elston, Building Principals To create a prograa of couweling/social work to provide extra si\u0026lt;]port to students to ensure thea opportunity for success. Plan Reference Page Niaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 10.2 Page 184 ROCKEFELLER (continued) F. Second nine weeks: Perfect Attendance: 14 UF, IS WN 29 BF, 42 BN, 2 ON, G. Third nine weeks: 6F, 10 WF, 9 UM, 1 ON All A's: 20 01/18/94 03/24/94 H. Third nine weeks: A/B Honor Roll: 24 BF, 18 BN, 9 UF, 8 UM, 1 OF, 2 ON I. Third nine weeks: Perfect Attendance: UM STEPHENS 26 BF, 41 BN, 5 WF, 9 A. Quarterly recognition programs are held to recognize student achievement arxl improved student behavior. 10/28/93 SOX 10.2 Good Citizen prograas 07/01/93 06/30/94 (Principals, Teachers, Counselors) 10.2 (The Good Citizens Program will continue to be a part of the Incent i ve/Recogni t i on Program in every school) FRANKLIN A. Students are given the opportunity to earn privileges through good behavior, attendance, and proper uniform attire. 10/28/93 25X RIGHTSELL A. The Good Citizen Tea is held once each quarter. All students making all (S's) in citizenship are recognized. This is sponsored by the Jr. Chamber of Commerce, one of our Partners-In-Education. 10/28/93 445 SOXPage: 26 Prograa Seq f: 71 Revision Date: May 10, 1994 Prograa Maae: Cooiseling/Social Uork Prograa Code: Priaary Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Prograa Goal: To create a prograa of counseling/social work to provide extra support to students to ensure thea opportixiity for success. Plan Reference Page Niaber Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria ROCKEFELLER 10.3 Page 184 A. 143 students awarded a trip to Circus Capers for good citizenship for the first 9 weeks. BM, 25 WF, 26 UH 62 8F, 30 B. A Good Citizen of the Month is chosen from each classroom. The students' pictures are taken and prominently displayed in a showcase in the hallway. There is a special table set up for them to have lunch and parents are invited to join them. C. For the second nine weeks 151 students were awarded a trip to Show Biz for good citizenship STEPHENS A. The following programs are established: Student of the Week, Good Citizenship Award, Most Improved Classroom Citizen 10.3 Comnity involveaant in recognition. FRANKLIN A. Pizza Hut awards students for academic excellence on a 9 week basis. MITCHELL A. Parents are recognized at monthly PTA meetings. 08/23/93 10/01/93 01/20/94 08/23/93 07/01/93 10/28/93 02/21/94 10/21/93 75X 01/20/94 08/23/93 06/30/94 (Counselors, Parents, Principals) 10.3 (Establish and manage a program of comnunity contributions) 75X 33XPsge: 27 Prograa Seq f: 71 Revision Date: May 10, 1994 Prograa Maae: Cotrseling/Social Uork Prograa Code: Priaary Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Prograa Goal: To create a prograa of comseling/social work to provide extra si^iport to students to ensure thea opportunity for success. Plan Reference Page Mud)er Objectives Strategies Beginning Date Collation Date Responsibility Evaluation Criteria RIGHTSELL A. Our Partner-ln-Education provides the guest speaker for Students' Good Citizens Party. Our first quarter speaker was Mr. Freddie Nelson, Metro Junior Chamber of 10/01/93 37X Conmerce. Ue have also had four (4) guest speakers for the Career/Mentor's Club, which meets Thursdays during Extended Day. B. Second quarter speaker for the Good Citizens Party was Beatrice Stratford. The Career Mentors had a total of eight guest speakers during Extended Day. C. Awards banquet - Lions Club - Two volunteer retired teachers. Hrs. Levada Mason and Delois Sykes, were honored by the Lions Club. Both ladies have been spotlighted as \"Volunteer of the Month.\" ROCKEFELLER A. Pancho's Mexican Buffet awarded the All \"A\" Honor roll students end those that had perfect attendance a coupon for a free mean. B. Backyard Burgers (one of our Partners In Education) awarded honor roll students with a coupon for a milkshake. '^47 01/03/94 02/14/94 10/21/93 01/13/94 03/24/94 10/21/93 01/13/94 03/24/94 75X 02/14/94 10/21/93 01/13/94 03/24/94 10/21/93 01/13/94 03/24/94Page: 28 Prograa Seq *: 71 Revision Date: May 10. 1994 Prograa Maae: Comseting/Social Uork Prograa Code: Priaary Leader: Sterling Ingram Secondary Leader: Prograa Goal: Jo Evelyn Elston, Building Principals To create a prograa of coueeling/social work to provide extra si\u0026lt;]port to students to ensure thea opportioity for success. Plan Reference Page Nudier 11.0 Page 184 11.1 Page 184 11.2 Page 184 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 11.0 To structure and begin wellness program for students at each school. 11.1 Full-tiae nurse at each building. RIGHTSELL A. The nurse that was assigned to the building at the beginning of the 93-94 school year has been on medical leave all year. Ue have the full time position but have been operating with a sub, when one is available. B. Full time nurse hired ROCKEFELLER A. A full-time nurse is employed. STEPHENS A. Full-time nurse employed. 11.2 Student screening. Students will be screened for physical health and will also receive information on topics like self-esteem, nutrition, drug prevention and awareness end first aid. 07/01/93 07/01/93 10/01/93 02/07/94 07/01/93 06/30/94 06/30/94 10X 02/07/94 06/30/94 Health Services (Director) (School Nurse) (Assoc. Supt., Health Services Coordinator) (School Nurse) 11.0 (A wellness program is in place at each school that will provide information to parents and students on topics like self-esteem, nutrition, drug prevention and awareness and first aid. Students will be screened and given a physical health evaluation) 11.1 (A nurse is available all day in each school) 11.2 (A schedule of screening tests is on file for every student) 448Page: 29 Prograai Seq *: 71 Revision Date: May 10, 1994 Prograai Naae: Comsaling/Social Work Prograa Code: Priaary Leader: Sterling Ingram Secondary Leoder: Prograa Goal: To create a prograa of comaeling/social work to provide extra sqiport to students to ensure thea opportmity for success. Jo Evelyn Elston, Building Principals Plan Reference Page Niaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria MITCHELL A. The nurse screens every student (vision, hearing, records). 09/01/93 10/01/93 RIGHTSELL A. Students screenings completed on two fifth grade classes and one third grade class 10/01/93 75X ROCKEFELLER A. Vision/hearing, height/weight for kindergarten, 1st, 3rd, \u0026amp; Sth grades. Dental screening for 2nd grade. Blood pressure for 4th grade. Height/weight for 6th grade. 09/01/93 11/01/93 STEPHENS A. Students are screened in the following areas: Vision (Pre-K, 1, 3, \u0026amp; S)\nBlood Pressure (4th)\nScoliosis (5th grade girls and 6th grade boys and girls) 09/23/93 75X 11.3 Page 184 11.3 Parent presentations. Presentations will likewise be made to parents on similar topics for their information on a continuing education basis. 11.3 (Inservices/PTA meetings are scheduled and presented to parents on health information that may increase child's success in school) STEPHENS A. School Nurse held community meetings: Cope/Health Department\nAmerican Cancer Society\nJTPA\nPulaski County Coroner 11/20/93 01/21/94 02/19/94 03/19/94 11/20/93 01/21/94 02/19/94 03/19/94 449Page: 30 Progran Seq *: 71 Revision Date: May 10, 1994 Progran Naan: Counseling/Social Uork Progran Code: Prianry Leader: Sterling Ingram Secondary Leader: Jo Evelyn Elston, Building Principals Progran Goal: To create a progran of comseling/social work to provide extra stfjport to students to ensure then opportmity for success. Plan Reference Page Nudier Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 12.0 The Health Services coordinator and the incentive school nurses should develop a strong working relationship with the Departments of Health. Employment Security, end Hunan Services to increase opportmities for holistic services to students and their parents. 13.0 Page 185 13.1 Page 185 13.2 Page 185 13.0 To work with comaunity prograsm like Caap Pfeifer to sipplcment school prograam for students 13.1 Study success of Pfeifer program, (or other appropriate program) RIGHTSELL A. During the 1993*94 school year Rightsell was selected as an alternate school in the LRSO to send students to Camp Pfeifer. We have not yet had the opportmity to send a student to the camp. ROCKEFELLER A. One black female attended one session of the Pfeifer program. 13.2 Uork with Director to target incentive students. (Director of Camp Pfeifer or other appropriate community program) 07/01/93 07/01/93 07/01/93 11/15/93 07/01/93 06/30/94 06/30/94 75X 12/17/93 06/30/94 Pipil Personnel (Director) District Divisions (Asst. Supt.) (Oeseg. Facil.) Pi\u0026lt;)il Personnel (Director) District Divisions* (Director of Pupil Personnel, Principals) 13.0 (The students who participate in comnunity programs at Camp Pfeifer will improve in social behavior and academic achievement in the core curriculum areas, as measured by teacher-made tests, Abacus assessment, classroom performance and standardized tests) 13.1 (Data generated by Camp Pfeifer will show increase in students' academic achievement) 13.2 (The nunber of students in the incentive schools who are selected for the program) 1 J Page: 31 Progran Seq f: 71 Revision Date: May 10. 1994 Prograai HaaK: Comseling/Social Uork Progran Code: Prinary Leader: Sterling Ingram Secondary Leader: Progran Goal: Jo Evelyn Elston, Building Principals To create a progran of counseling/social work to provide extra st^iport to students to ensure then opportunity for success. Plan Reference Page Nuaber 13.3 Page 185 Objectives Strategies Beginning Date Coo|\u0026gt;letion Date Responsibility Evaluation Criteria 13.3 Uork with other coanunity groupie to mdertake similar projects. (Projects undertaken will provide extra support to students in the area of counseling and social work) 07/01/93 06/30/94 Director of Pupil Services, VIPS Coordinator) 13.3 (Evidence of involvement in other projects) 45iLRSD FY 93-94 PROGRAM BUDGET DOCUMENT PrograM Seq *: 72 Page: 1 Revision Date: May 10, 1994 PrograM Naaie: School Policies and Procedures PrograM Code: PriMsry Leader: Estelle Matthis Secondary Leader: C. Russell Mayo, Jr. PrograM Description: Extracurricular proarams will be established to allow students recognition, leadership experience, and a chance to be involved in school activities,----------------------- future teachers programs, intramurals, monitor \"jobs in the office (at recess or lunch time, not class time), library, with the flag, safety patrol, fire marshals, and student council memberships. ---------------------*---- time) library, with the flag, Among these will be District Goal Support: (This program is designed to allow teachers, administrators and the school patrons the opportunity to explore activities and educational options, and to become flexible in establishing programs, procedures and policies that will positively impact student achievement and promote a more attractive school enviroment.) I element integrated sectional programs that Mill ensure that all students grow academically, socially wid emotionally with eaphasis on basic skills and academic enrichment Uiile closing disparities in achievement. PrograM Goal: To reassess individual school policies and procedures as they relate to Meeting the needs of all students. [ Plan References: L 188-189 FY PrograM Budget: 1st Qtr Expend: 3rd Qtr Expend: FTE YTD Expenditures: 2nd Qtr Expend: 4th Qtr Expend: Related Fmction Codes: 1 452LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Psge: 2 Progra* Seq *: 72 Revision Date\nMay 10, 1994 Prograai Naaie: School Policies and Procedures Prograai Code: Priaary Leader: Estelle Matthis Secondary Leader: C. Russell Mayo, Jr./Arma Hart Prograai Goal: To reassess individual school policies and procedures as they relate to aeeting the needs of all students. Plan Reference Page NiMber L 188 L 188 L 188 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1.0 To establish a flexible prograaaiing approach at each incentive school Uiich coaplies with standards and also meets individual student needs. Semi-departmentalization will be the recomnended organizational structure for grades 4-6, This organization will facilitate the development of specialized skills for subject area\" teachers for the respective grade levels. 1.1 Allow for team teaching (or other effective teaching strategy) by means of scheduling. MITCHELL A. Schedules are designed to allow teacher cooperation. (Semi- departmental i zat i on) ROCKEFELLER A. B. 07/01/93 07/01/93 08/23/93 06/30/94 06/30/94 08/23/93 Principal Staff (Principal Staff) Departmentalized instruction is implemented in Sth and 6th grades in math, science, social studies, and language arts. Departmentalized instruction is implemented in 4th grade in science and social studies. 1.2 Provide for opportunities for students to rcanin in classes for extended tiaw periods as needed. RIGHTSELL A. Extension opportunities provided. 453 08/23/93 08/23/93 07/01/93 10/01/93 4SX 45X 06/30/94 75X (Principal Staff) 1.0 (Increased student achievement on teacher made tests, Abacus assessments, classroom observation and standardized tests) 1.1 (Evidence of team teaching at the building level or other effective teaching strategy) 1.2 (Increase in nunber of students participating in extended day, Saturday or Extended Year Programs)Page: 3 Progran Seq *: 72 Revision Date: May 10, 1994 Progran Naaie: School Policies and Procedures Progran Code: Prinary Leader: Estelle Matthis Secondary Leader: C. Russell Mayo, Jr./Arma Hart Progran Goal: To reassess individual school policies and procedures as they relate to neeting the needs of all students. Plan Reference Page Ninter Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria ROCKEFELLER A. 200 students remain at school for the extended day program. 60 students are registered to attend Saturday school. 10/28/93 75X STEPHENS A. Ninety percent of student body is enrolled in extended day classes. 09/21/93 09/21/93 L 188 1.3 Develop a plan for individualized instructions within the specific buiIding. 07/01/93 06/30/94 (Principal Staff) 1.3 (Classroom teachers lesson plans and student's Education Plan will include specific strategies and individualized instruction to meet the needs of all children) MITCHELL A. SEP'S are developed for each student. 09/01/93 75X B. Teacher/aides work with students one- on-one as needed. C. Special services are provided as students need them. RIGHTSELL A. Small class sizes and instructional aides assist in meeting individual student needs. 454Page: 4 Prograa Seq f: 72 Revision Date: May 10, 1994 Prograa Naaa: Sctiool Policies and Procedures Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: C. Russell Mayo, Jr./Arma Hart Prograa Goal: To reassess individual school policies and procedures as they relate to meting the needs of all students. Plan Reference Page Nudier L 188 L 188 Objectives Strategies Beginning Date Caa|\u0026gt;letion Date Responsibility Evaluation Criteria ROCKEFELLER A. Every resource student has an Individual Education Plan (IIP)\nevery student has a Student Education Plan (SEP)\ncomputer lab is set up for individualized instruction\n2 instructional aides are provided for every 3 classes for assistance to students\n2 computers in each classroom with software tailored to student needs. STEPHENS A. The auxiliary teacher, instructional aides, and volunteers tutor individual students in skill deficits. 08/23/93 08/23/93 45X 75X 2.0 Areas to be investigated for possible plan inclusion. 07/01/93 06/30/94 Assoc. Si\u0026lt;\u0026gt;ts., Asst. S^its. 2.0 (Final recommendations from the school committee are available) 2.1 Permanent assigned substitute in each incentive school to be available as needed. MITCHELL A. There is a permanently assigned substitute in place. RIGHTSELL A. Permanent substitute is assigned to Rightsell. ROCKEFELLER A. Auxiliary teacher is on staff at Rockefeller assisting with classroom instruction, developing incentives for student achievement and good citizenship. 455 07/01/93 07/01/93 08/16/93 06/30/94 06/30/94 75X (Assoc. Supts., Asst. Supts.) 2.1 (Job description written and position filled)Page: 5 Prograa Seq *: 72 Revision Date: Hay 10, 1994 Prograa Naae: School Policies and Procedures Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: C. Russell Hayo, Jr./Arma Hart Prograa Goal: To reassess individual school policies and procedures as they relate to aeeting the needs of all students. Plan Reference Page Nuiber L 188 L 188 Objectives Strategies Begiming Date Coapletion Date Responsibility Evaluation Criteria STEPHENS A. Permanent substitute (auxiliary teacher) substitutes in the classroom when a teacher is absent. Other duties include thirty minutes tutoring in each classroom. 2.2 At least a one-half time assistant principal. RIGHTSELL A. Position to assist principal not filled. ROCKEFELLER A. A full time assistant principal is a vital part of the adninistrative staff. 2.3 Uniforas for students FRANKLIN A. 08/23/93 07/01/93 08/09/93 07/01/93 75X 06/30/94 75X 06/30/94 (Principal Asst. Supt.) Assoc. Si4\u0026gt;ts., Asst., Sipts. 2.2 (Staffing is reflective of Business Case recoffmendat ions) 2.3 (Students and parents support the idea of uniforms as evidenced by survey results) 2.3 (An acceptable racial balance will occur) A student dress code was established in July 1993 and given to parents at registration. HITCHELL A. Students wear uniforms at Hitchell. 45G 08/09/93 08/23/93 08/09/93 08/23/93Page: 6 Prograa Seq *: 72 Revision Date: May 10, 1994 Prograa Naoe: School Policies and Procedures Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: C. Russell Mayo, Jr./Arma Hart Prograa Goal: To reassess individual school policies and procedures as they relate to meeting the needs of all students. Plan Reference Page Niober L 188 L 188 Objectives Strategies Beginning Date Cciq\u0026gt;letion Date Responsibility Evaluation Criteria RIGHTSELL A. Uniform Program implemented during 199394 school year. ROCKEFELLER A. Students wear uniforms using guidelines established by a conmittee of parents, staff, and students. At the beginning of school approximately 90X of the students were dressed in uniform. Assistance has been provided for those students who wish to wear uniforms and have had financial difficulty in obtaining them. 2.4 Standard dress for teachers. RIGHTSELL A. School level dress standards have been established. However, district does not support school level standards. ROCKEFELLER A. A dress code was established by the convnittee of teachers. STEPHENS A. Dress codes for teachers/staff was implemented. 2.5 Encouraged PTA attendance (at least two (2) meetings per year for parents/all meetings for staff) 457 10/01/93 08/23/93 07/01/93 08/23/93 08/16/93 07/01/93 75X 90X 06/30/94 08/23/93 08/16/93 06/30/94 (Parents, Principal, Staff) (Principal, Staff) 2.4 (Teachers will participate in establishing a dress code in each building) 2.5 (Documentation of parent participation in PTA meetings will reflect the number of parents attending)Page: 7 Progran Seq f: 72 Revision Date: May 10, 1994 Prograai Naae: School Policies and Procedures Prograai Code: Priaery Leader: Estelle Matthis Secondary Leader: C. Russell Mayo, Jr./Arma Hart Progran Goal: To reassess individual school policies and procedures as they relate to neeting the needs of all students. Plan Reference Page Nisdjer Objectives Strategies Beginning Date CoBfiletion Date Responsibility Evaluation Criteria FRANKLIN A. Teachers are required to sign-in for PTA meetings and extra-curricular activities they attend outside the normal school day. MITCHELL A. Parents are encouraged to attend all PTA meetings. B. Programs are designed to get parents to attend. RIGHTSELL A. Parent contract states that parent must attend ell PTA meetings. Staff members are encouraged to attend all meetir)gs but not required to attend. RXKEFELLER A. Parents are encouraged to attend all PTA meetings. Staff members are also encouraged to attend all PTA meetings but by terms of the contact are only required to attend two (2) per year. STEPHENS A. PTA Open House/Meeting B. PTA Heeting/Spaghetti Dinner C. January Board Meeting D. January Regular PTA meeting E. February Founders Day Program F. March PTA meeting 09/01/93 08/23/93 08/19/93 09/20/93 12/06/93 01/14/94 01/25/94 02/17/94 03/17/94 75X 75X SOX 09/20/93 12/06/93 01/14/94 01/25/94 02/17/94 03/17/94 45SPage: 8 Prograa Seq *: 72 Revision Date: Hay 10, 1994 Prograa Naae: School Policies and Procedures Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: C. Russell Mayo, Jr./Arma Hart Program Goal: To reassess individual school policies and procedures as they relate to meeting the needs of all students. Plan Reference Page Nudar Objectives Strategies Beginning Date (km^letion Date Responsibility Evaluation Criteria 3.0 Attendance and behavior guidelines will provide unique opportunities to assist students and keep them In school. 3.1 Student handbooks will be available at every school and individual in that school. 07/01/93 06/30/94 Principal, Staff 3.1 (Student Handbooks will be used to Inform parents informed about school programs, policies and procedures regarding their children) FRANKLIN A. The 1993*94 Franklin Incentive Parent/student Handbood was distributed to all parents, patrons, guardians, and staff. 08/09/93 08/09/93 MITCHELL A. Student handbooks are distributed annually. 08/23/93 10/01/93 RIGHTSELL A. Parent/student handbooks have been given to all staff and patrons. ROCKEFELLER A. A parent/student handbook has been distributed along with the Students' Rights and Responsibilities handbook. STEPHENS 08/09/93 08/09/93 A. Student handbook issued. 08/09/93 08/09/93 3.2 Time out areas staffed with trained personnel will help students with problem solving, Students wi11 participate In the process of developing school-based management rules.9 Page: Prograa Seq *: 72 Revision Date: May 10, 1994 Prograa Maae: School Policies and Procedures Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: C. Russell Mayo, Jr./Arma Hart Prograa Goal: To reassess individual school policies and procedures as they relate to aeeting the needs of all students. Plan Reference Page Niaber Objectives Strategies Beginning Date Ceapletion Date Responsibility Evaluation Criteria 3.3 Students and parents will sign a contractual agreement to be at school and on time each day. 3.4 Involve all those affected by a discipline policy (staff, students end parents) in its development. 3.S Be specific about what constitutes appropriate and inappropriate behavior as well as the consequences of both types of behavior. 3.6 Make sure policies and procedures are well publicized so that all who are involved in a school for even a brief time (such as parents, guest speakers, and monitors) understand the schools' rules. 3.7 Insist upon fair and consistent enforcement of discipline policies, 3.8 Provide teachers comprehensive training in techniques for dealing with disruptive students. 3.9 Carefully collect discipline data arxj closely monitor the discipline program to make modifications that are indicated by formative as well as smroative information. 4.0 Maintain records of volunteer participation that are sufficiently detailed to reflect an accurate picture of comnunity involvement overall as well as at each school. LRSD should compile monthly docunentetion identifying the nmber of volunteers, their race and gender, the total hours they serve, end the types of services they provide. 4 noPage: 10 Prograa Seq *: 72 Revision Date: May 10, 1994 Prograa Naaa: School Policies and Procedures Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: C. Russell Mayo, Jr./Arma Hart Prograa Goal: To reassess individual school policies and procedures as they relate to aeetir the needs of all students. Plan Reference Page Niaber Objectives Strategies Beginning Date Caaf\u0026gt;letion Date Responsibility Evaluation Criteria 4.1 Consistently document olunteer training, including the type of training, when and where the training was offered, and session participants by race, gender, and school service site. 4.2 Document the number and date of visits to each 8tudent*s home, along with who made the visit so it is possible to determine that each family is visited at least twice each year, envisioned in the plan. as 4.3 Maintain complete documentation of all parent meetings and activities including sign-in sheets that reflect parents* race, gender, and the school their child attends. 4.4 Meeting agenda and minutes should be a matter of routine record. 4.5 Establish a mechanism at each school to ensure that parents sign homework regularly as outlined in the plan. 4.6 Have contracts ready for parents to sign when they register their children in the incentive schools. Follow UP with e procedure thet reminds parents of the commitments they made in the contract. 4.7 Make parent and volunteer recognition an integral, ongoing, end highly visible part of school life, Students and staff should collaboratively find ways to continually praise end reinforce parent end community involvement in their school. 461Student Choices/Options Cluster * * * Student Choices/Options King Interdistrict School Stephens Interdistrict School * Romine Interdistrict School * * Rockefeller Early Childhood Original Magnets * M-to-M Magnet School * M-to-M Magnet Schools 462LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prograa Seq *: 75 Page: 1 Revision Date: May 11, 1994 Prograa Naae: Student Choices and Options Prograa Code: Priaary Leader: Dr. C. Russell Mayo Secondary Leader: Sue Pederson, Julie Uiedower Prograa Description: The purpose of interdistrict schools is to offer an attractive thematic program that will attract students from neighboring districts, improve the racial balance of the sending and receiving districts. All interdistrict and magnet schools shall be open to students who reside outside Pulaski County. The Interdistrict transfers will LRSD is committed to work with PCSSD and the other parties to this case to establish for the 1989-90 school year the Baker Interdistrict School, the Crystal Hill Interdistrict School in PCSSD. and an additional two hundred seats for LRSD students at a second PCSSO Interdistrict School to be established at a location agreed upon by the parties. IRSO will recruit black students to fill its share of the seats in accordance with the Interdistrict Plan, The PCSSD has agreed to increase the capacity of the Crystal Hill Elementary School from 600 to 800 seats with up to 399 seats reserved for black students transferring from Little Rock School District and, if space is available, from Morth little Rock School District. District Goal Si^iport: Prograa Goal: Interdistrict greater majority to lesser aaioritv transfers will be permitted only where they improve the desegregation of the sending and receiving school districts and do not compromise the intradistrict desegregation plan of the respective district. Ensure that equity occurs in all phases of school activities and operations. To improve the racial balance in the sending and receiving districts and to provide an excellent academic program. Plan References: 1-3\n1-4 FY Prograa Budget: 1st Qtr Expend: 3rd Qtr Expend: FTE YTD Expenditures: 2nd Qtr Expend: 4th Qtr Expend: Related Fiaictian Codes: 463Program Seq *: 75 Program Name: Student Choices and Options Program Code: Program Goal: Plan Reference Psge Himber I- 3 I- 4 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Dr. C. Russell Hayo Secondary Leader: To improve the racial balance in the sending end receiving school and to provide an excellent academic program. Objectives Strategies Beginning Date Caif\u0026gt;letion Date Page: 2 Revision Date: Hay 11, 1994 Sue Pederson, Julie Uiedower Responsibility Evaluation Criteria (1 To establish six thematic interdistrict schools.) (2 Operate the incentive schools for at least six years * Franklin, Garland, Ish, Hitchell, Rightsell, Rockefeller and Stephens 1.1 1.2 1.3 1.4 1.5 1.6 07/01/93 06/30/94 Supt. - LRSO Supt. * PCSSO 1. The interdistrict schools are operative as evidenced by the establishment of all six schools. Establish Baker as an interdistrict school A. Completed 100X 1993-94 Open Clinton A. Attended grourxi'breaking ceremony. Completed ceremony 1993 Open Stephens A. Continue efforts to establish site for school. B. Establish attendance zones for LRSO students. Open Crystal Hill A. Completed 10OX 1992*93 Open King See program sequence 76 Completed 100X 1993 Establish Romine as an interdistrict school. Up to 49 percent of the Romine seats would be allocated to PCSSO and at least 51 percent of the seats would be allocated to LRSO. Completed 100X 46'4 1989 - 90 Supt. - LRSO Supt. - PCSSO Baker i established with the theme operational. 07/01/93 07/01/93 07/01/93 1994 - 95 06/30/94 1992 - 93 1993 - 94 1989  90 Supt. - LRSD Supt.  PCSSO Supt.  LRSO Supt. - PCSSO Supt. - LRSD Supt.  PCSSO Supt. - LRSD Supt. * PCSSO Supt. - LRSO Supt. - PCSSO Clinton School is established with the theme operative for the 1994*95 school year. Stephens is established with the theme operative to open as an interdistrict school. Crystal Hill is established as an Interdistrict School. King School is open for the 1993'94 school year as an Interdistrict School. Romine School is established with the theme operative as an Interdistrict School. 2. The incentive schools will continue to exist for at least a period of six years.Page: 3 Prograa Seq f: 75 Revision Date: May 11, 1994 Prograa Naae: Student Choices and Options Prograa Code: Priaary Leader: Dr. C. Russell Mayo Secondary Leader: Sue Pederson, Julie Uiedower Prograa Goal: To improve the racial balance in the sending and receiving school and to provide an excellent academic program. Plan Reference Page Niaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 2.1 Implement the incentive school program as designedfSix Incentive Schools are operative.) 07/01/93 06/30/94 Assoc. Supt. for Desegregation, Asst. Supt., Principals A. Completed 100X 1989 8. Ish was closed at the end of the 1993 school year and will not continue as one of th\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\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_221","title":"Little Rock School District (LRSD) Third Quarter Status Report, Volume I, part 1","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":["1994-05-13"],"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 statistics"],"dcterms_title":["Little Rock School District (LRSD) Third Quarter Status Report, Volume I, part 1"],"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/221"],"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":["reports"],"dcterms_extent":["361 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\nVOLUME I FILED U.SS OOWmTfRRIICCTT CCOOUURT EASTERN DISTRICT ARKANSAS LITTLE ROCK SCHOOL DISTRICT MA* I e 1994 THIRD QUARTER STATUS REPORT JAMES W McCORMACK. CLERK By: OEP CLERK PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT May 13, 1994 EXHIBIT 1 SEQUENCE # PAGE # Preface 1 Mission 2 Goals 3 TABLE OF CONTENTS SEQUENCE # SCHOOL OPERATIONS CLUSTER (BUFF) PAGE # District Financial Summary 4 Definitions 6 Organization of the Report 8 Cluster Budget Documents 10 09A 09B 10 11 12 13 14 15 16 17 18 School Operations (Principals) School Operations (Central Off. Adm.) Extracurricular Participation Student Hearing Officer In-School Suspension New Futures Academic Incentive Grants/Focused Activities McClellan Community School Unassigned Testing Assistance - Disadvantaged Job Fair 164 348 (CONTD) 434 463 467 521 530 535 588 592 CURRICULUM CLUSTER (PINK) 01 02 03 04 05 06 07 08 HIPPY 4 Year Old Program/City Wide Early Childhood Education Program Academic Support Program (PAL) Multicultural Curriculum Special Education Gifted Education Federal Programs Vocational Education 12 23 34 47 79 131 140 145 ORGANIZATIONAL CHART (WHITE) 595 iPREFACE The mission statement and goals for Little Rock School District are the guides for all decision-making. The information gained from the Third Quarter Status Report Program Planning and Budget Document for Desegregation Programs provides additional direction for quality, interim decision-making for the district. Specifically, programs with poor performance or expenditure problems are addressed with corrective action during the year rather than after the year is completed. The report enhances the districts ability to monitor and report achievements and expenditures relative to the programs identified in the Desegregation Plan for the most efficient and functional program planning on a quarterly basis. Several modifications are inherent in the reporting for the third quarter. First, the third quarters report requires an additional volume for desegregation program reporting so that the growth and accumulation of the many achievements reported by schools and programs during the fiscal year of 1993-94 (FY 93-94) are accommodated. Consequently, the third quarters report for desegregation programs consists of Volume I (Seq #s 1-18) and Volume II (Seq #s 19-82). An additional modification in the desegregation report includes a change in the reporting of the School Operations Program. Principals and Central Office Administrators will report achievements. 09A is the designated sequence number for reporting by Principals, and 09B is the sequence number relative to Central Office Administrators reporting. The desegregation audit has been completed. Additional desegregation obligations are reflected in the program budget documents of the third quarter report. A continued refinement and adjustment period throughout the fiscal year 1994-95 (FY 94-95) will be necessary for language clarification of the additional desegregation obligations. The Little Rock School District hopes to make the language more consistent and uniformed with the spirit and intent of the various obligations. The Third Quarter Status Report Program Planning and Budget Document for Desegregation Programs contains the following: (1) The Mission Statement of Little Rock School District\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. 1LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the Districts curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education. 21. 2. 3. 4. 5. 6. LITTLE ROCK SCHOOL DISTRICT GOALS The LRSD will implement integrated educational programs that will ensure all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. The LRSD will develop and maintain a staff that is well-trained and motivated. The Little Rock Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. The LRSD will solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. The LRSD will provide a safe and orderly climate that is conducive to learning for all students. The LRSD will ensure that equity occurs in all phases of school activities and operations. 35/4/94 Little Rock School District Quarterly Desegregation Expenses Page 1 Program Code 01 02 05 06 07 08 09 10 12 13 14 15 16 17 18 22 24 25 26 27 28 29 32 33 34 35 49 51 52 Program Name HIPPY_____________________________ 4-YEAR OLD PROGRAM_____________ STUDENT HEARING OFFICER_________ OFFICE OF DESEGREGATION_________ EXTRA-CURRICULAR PARTICIPATION TEACHER RECRUITER_______________ STAFF DEVELOPMENT_______________ ACADEMIC SUPPORT PROGRAMS MULTICULTURAL PROGRAMS_________ ACADEMIC INC GRANTS/FOCUSED ACT ORIGINAL MAGNETS_________________ SPECIAL EDUCATION @ WASHINGTON SECURITY__________________________ D/P SYSTEM STUDENT INFORMATION M-TO-M MAGNET SCHOOLS________ EDUCATIONAL EQUITY MONITORING COMPUTERIZED TRANSP SYSTEM ROMINE INTERDISTRICT THEME______ McClellan community school IN-SCHOOL SUSPENSION___________ JOB FAIR___________________________ TESTING ASSISTANCE_______________ LIBRARY SERVICES__________________ PARENT RECRUITING________________ VIPS RECRUITING___________________ PREJUDICE REDUCTION_____________ CONTINGENCY FUND________________ OFFICE OF INCENTIVE SCHOOLS WRITING TO READ Budget 93-94 266,763.02 1,523,742.24 94,381.61 433,102.41 5,000.51 35,188.38 465,627.29 1,815,582.10 197,446.69 352,294.55 3,914,000.00 55,695.66 756,878.66 792,523.74 2,254,912.66 387,378.66 8,000.00 69,680.82 170,112.24 850,408.55 1,092.82 5,066.96 479,954.32 40,000.00 34,671.18 5,000.00 300,000.00 1,749.42 6,009.00 4 FTE*s 21 67 2 10 1 7 70 1 38 4 74 4 2 25 30 2 YTD Expense 178,151.00 897,821.25 73,599.33 319,624.60 4,962.82 26,670.86 231,134.88 1,066,712.78 65,859.05 73,725.77 0.00 34,378.65 530,492.64 753,015.23 1,195,948.00 492,331.29 7,420.00 53,893.60 149,283.48 471,756.72 688.96 2,934.40 264,476.35 5,693.95 20,803.57 0.00 0.00 830.08 0.00 1st Quarter 31,286.27 138,599.40 22,646.74 100,300.49 4,962.82 9,695.18 69,080.94 158,246.87 19,443.65 26,486.11 0.00 8,178.16 91,086.44 593,453.22 287,665.69 149,459.45 0.00 0.00 82,090.64 70,413.69 153.38 75.16 61,580.87 10.26 5,857.49 0.00 0.00 76.77 0.00 2nd Quarter 69,819.02 387,557.20 27,973.85 111,334.76 0.00 10,475.07 81,164.99 499,040.09 23,307.68 3,860.21 0.00 12,566.50 213,556.49 122,425.14 451,600.64 167,904.22 0.00 0.00 38,451.48 195,153.72 212.33 1,643.82 110,920.97 2,012.50 8,585.07 0.00 0.00 0.58 0.00 3rd Quarter 77,045.71 371,664.65 22,978.74 107,989.35 0.00 6,500.61 80,888.95 409,425.82 23,107.72 43,379.45 0.00 13,633.99 225,849.71 37,136.87 456,681.67 174,967.62 7,420.00 53,893.60 28,741.36 206,189.31 323.25 1,215.42 91,974.51 3,671.19 6,361.01 0.00 0.00 752.73 0.00 % Budget Spent 66.78% 58.92% 77.98% 73.80% 99.25% 75.79% 49.64% 58.75% 33.36% 20.93% 0.00% 61.73% 70.09% 95.01% 53.04% 127.09% 92.75% 77.34% 87.76% 55.47% 63.04% 57.91% 55.10% 14.23% 60.00% 0.00% 0.00% 47.45% 0.00%5/4/94 Little Rock School District Quarterly Desegregation Expenses Page 2 Program Code 53 54 56 57 59 61 64 65 66 72 73 74 75 Program Name SCIENCE LABS______________________ COMPUTER LABS___________________ COMPUTER LOAN PROGRAM_________ EXTENDED DAY_____________________ FIELD TRIPS________________________ TRANSPORTATION (ADDL)___________ INSTRUCTIONAL AIDES______________ EXTENDED YEAR____________________ INCENTIVE/RECOGNITION____________ RECOMMENDED STAFFING___________ REQUIRED STAFF DEVELOPMENT TEACHER STIPENDS/INSERVICE______ OTHER INCENTIVE SCHOOL ACTIVITIES TOTAL Budget 93-94 12,000.00 6,000.00 2,500.00 747,247.70 33,000.00 15,000.00 496,451.04 99,938.45 14,581.91 808,481.42 52,878.29 72,725.98 51,088.13 17,734,147.41 PTEs 42 31 431 YTD Expense 0.00 0.00 0.00 457,030.80 20,678.75 14,960.92 261,026.98 33,179.48 8,887.95 452,336.89 22,767.65 34,270.74 45,058.25 8,272,407.67 1st Quarter 0.00 0.00 0.00 25,550.48 3,210.95 0.00 38,306.87 31,884.03 1,428.45 58,107.81 1,459.85 24,542.02 20,724.59 2,136,064.74 2nd Quarter 0.00 0.00 0.00 192,460.04 7,404.63 14,960.92 114,714.15 1,295.45 3,093.35 190,828.11 16,290.74 5,393.24 11,775.22 3,()97i782i18 3rd Quarter _________ow 0.00 0.00 239,020.28 10,063.17 0.00 108,005.96 0.00 4,366.15 203,400.97 5,017.06 4,335.48 12,558.44 3,038,560.75 % Budget Spent 0.00% 0.00% 0.00% 61.16% 62.66% 99.74% 52.58% 33.20% 60.95% 55.95% 43.06% 47.12% 88.20% 46.65% sDEFINITIONS AND DATA ELEMENTS The following are definitions of terms and data elements used in the Program Budget Documents. Program: A program is an established plan of operation, composed of a group or series of related activities which are carried out to serve a specific area of identified need. Program Description: A program description includes a purpose, scope and content, and participants/beneficiaries related to the respective program. Program Goal: A program goal is a broad guiding statement and should describe the overall aim(s), purpose(s), or ambition(s) of the specific program. Objectives: Program objectives present explicitly the desired impact the program should have on a problem. They should provide detail to the goals. Strategies: Strategies are the jobs, tasks, efforts, or actions undertaken in a program which contributes to the accomplishment of the objective. Achievements: Achievements are efforts, tasks, evidence, performance, or actions undertaken in a program which contributes to the accomplishment of the strategy. Achievements are placed in alpha order underneath the relative strategy. Evaluation Criteria: Evaluation criteria are statements which specify the end product of an objective or strategy and establish measurable and observable levels of performance of the product. Page: Each Program Budget Document uses one of two formatted pages. Program Sequence # (Seq. #): The purpose of this sequence number is to establish a reference for placing programs in order within the planning document. Revision Date: This date is the actual date the program document was first documented or last changed. Program Name: To eliminate confusion, an established name for each program has been assigned by the district planner. Program Code: This is a unique accounting code assigned by Financial Services which links budget and expenditure information to the associated program. 6Definitions and Data Elements (cont.) Primary Leader: The Primary Leader is the cabinet-level associate responsible for the management and operation of the respective program. Secondary Leader: The Secondary Leader is the associate who is back-up to the Primary and will function in that capacity in the absence of the Primary (i.e. the Program Manager or the Principal). District Goal Support: Each program directly supports at least one district goal. If more than one district goal is relative, then the appropriate district goals have been listed in descending priority order. Plan Reference: Specific plan and page references will directly cite one of the following desegregation documents: L = LRSD Desegregation Plan\nI = Interdistrict Desegregation Plan\nS = Settlement Agreement\nC = Court Orders\nT = Transcripts\nP = Pleadings\nM = Monitoring Reports. The format should be L23 or 113-20, for example. This element has been left blank if the program is not directly cited in one of the desegregation documents. Plan Reference Page Number: Source references listed for each objective and strategy have been used. If the objective or strategy is desegregation document related, the specific desegregation document and page upon which this objective or strategy has been found should be listed. If the objective or strategy is not related to a desegregation document, then whatever source was used has been listed. This element is contained on page 2 and succeeding pages. Beginning Date: This is the actual date a particular strategy began. For consistency, all dates should be printed in the following manner: MM/DD/YY, (09/30/93). Completion Date. This is the actual date a particular objective or strategy was completed. For consistency, all dates should be entered in the following format: MM/DD/YY, (09/30/93). If an activity toward a strategy has been started but not completed, a percent of completion (75%) should be entered. Responsibility: This is the name of the individual tasked with ensuring an activity has been accomplished. 7ORGANIZATION OF THE REPORT This section provides guiding information about the text of the Third Quarter Status Report Program Planning and Budget Document for Desegregation Programs. Pagination. Every page in the text is numbered using Arabic numerals. Pages are consecutively numbered (e.g.,1,2,3,...) throughout the report at the bottom of the page beginning with the \"Preface.\" The \"Table of Contents\" is on page i, page ii, and page iii. Print. The report employs two kinds of print density. Bold Print denotes original language of the desegregation document(s). Lighter print enclosed in parentheses (parenthetical statements) identifies language that is not literal in the desegregation document(s). The parenthetical statements of lighter print have been integrated throughout the program budget documents for clarification of original language in the desegregation document(s) and/or for providing information generalized from the original language of the desegregation document(s). Parenthetical information should not be construed to mean new legal obligations nor expansion of the obligations under the desegregation document(s). Underlined Print. Underlined Print denotes additional desegregation obligations language which has been inserted verbatim in the third quarter report of FY 93-94. Clusters. Programs have been sorted into broad categories called clusters. Clusters include programs or schools grouped together because of similar and related operational functions. For convenience and management of the report, similar programs have been grouped into six color-coded clusters. To locate a program, determine the relative cluster of the program by using the \"Table of Contents\" and then refer to the program sequence number (Seq #) or page number for facilitating program reference in the report. School Operations Program (09A and 09B). Beginning the third reporting quarter for FY 93-94, the status report for desegregation programs reveals several changes in the reporting of the School Operations Program. First, the School Operations program description warrants that both Principals and Central Office Administrators provide quality planning for students. Therefore, the School Operations Program is divided hereafter into two sections for reporting achievements by both Principals and Central Office Administrators. The sequence number for reporting by Principals (i.e., schools) is 09A, and the sequence number for reporting by Central Office Administrators is 09B. Secondly, for the third reporting period, the inclusionary dates cited in the \"Beginning Date\" column and \"Completion Date\" column are 01/03/94 and 03/31/94, respectively. These inclusionary dates represent the boundaries for the third quarter. The generic dates of 01/03/94 and 03/31/94 are used to uniform and conform reporting in the School Operations program budget documents. Specific date information relative to the achievements of Central Office Administrators follows each documented achievement. 8Organization of the Report (continued) As a final note, the School Operations Program (09A) classifies the area, interdistrict, and magnet schools into three organizational levels: elementary, junior high, and senior high. Incentive Schools. The Incentive Schools cluster provides program reporting information for the following schools: Franklin, Garland, Rockefeller, Mitchell, Stephens and Rightsell. Non-Monetary Tracking. No entry on page one in the fiscal year program budget field and/or the quarter expenditure field of a Program Budget Document means desegregation money has not been tracked to the respective program. Organizational Chart. An organizational chart is provided. 9CLUSTER BUDGET DOCUMENTS 10Curriculum 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 11Program Seq #: 01 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 1 Revision Date: May 7, 1994 Program Name: HIPPY (Home Instruction Program For Preschool Youngsters) Program Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marian Shead Program Description: HIPPY is a home based developmental program which recognizes the mother as the first significant teacher of the child. HIPPY assists the mother in preparing the child to be successful in kindergarten, therefore assisting in the reduction of the disparity gap between black and white students. HIPPY'S major focus is in the shadow areas of major incentive schools and in the Southwest Little Rock area. HIPPY serves primarily economical and educational disadvantaged families. District Goal Support: 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. Program Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be successful\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan References: Page L-5, L-14, 15, 16 FY Program Budget: $266,763.02 1st Qtr Expend: $31,286.27 3rd Qtr Expend: $77,045.71 FTE 21 YTD Expenditures: $101,105.29 2nd Qtr Expend: $69,819.02 4th Qtr Expend: Related Function Codes: 12Program Seq ft: 01 Program Name: HIPPY Program Code: 01 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: Revision Date: May 7, 1994 Primary Leader: Estelle Matthis Secondary Leader: Marian Shead 2 Program Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc L14 Objectives Strategies Beginning Date Page Number Completion Date Responsibility Evaluation Criteria 1. To promote the HIPPY program 07/01/93 June 30, 1994 Staff Mailed letters Appear on show (Documentation of PSA) 1.1 To compose and mail Public Service Announcement for local radio stations and Channels 14 and 16 flyers. 07/01/93 06/30/94 Staff A. Staff member appeared on channel 16 08/22/93 08/22/93 8. Mailed PSA to channels 4, 7, 14, \u0026amp; 16 07/08/93 07/08/93 C. Forwarded PSA to LRSD Communications Department 07/08/93 07/08/93 2. To select HIPPY aides D. Printed \u0026amp; distributed flyers (342 distributed) E. Mailed announcements and flyers 13 08/23/93 08/03/93 07/01/93 09/30/93 08/03/93 06/30/94Page: Program Seq #: 01 Revision Date: May 7, 1994 Program Name: HIPPY Program Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marian Shead 3 Program Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Beginning Date Page Number Completion Date Responsibility Evaluation Criteria 2.1 Interview and select fourteen (14) aides. 07/01/93 06/30/94 Staff A. Interview \u0026amp; select aides 08/23/93 B. Printed \u0026amp; mailed forty two (42) flyers to area churches 10/11/93 09/28/93 09/28/93 C. Mailed job announcement to channels 14, 16, \u0026amp; 38 08/03/93 08/03/93 L14 3. Initial training of aides and staff 08/23/93 09/03/93 Supervisor Pay the bill (requisition paid) 3.1 Arrange logistics with State Regional Office for the initial training 07/01/93 06/30/94 Supervisor Pay the bill A. Contacted Principal at Washington Magnet school to assist \u0026amp; arrange use of facilities for Regional Training 08/24/93 08/24/93 L14 4. To enroll families into program. B. Conducted pre-initial training for aides 09/02/93 08/01/93 14 09/03/93 10/01/93 Supervisor Coordinators (Documentation of family enrollment)Page: 4 Program Seq #: 01 Revision Date: May 7, 1994 Program Name: HIPPY Program Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marian Shead Program Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Beginning Date L14 L14 L14 L14 Page Number Completion Date Responsibility Evaluation Criteria 5. To recruit families 6. To determine service of coordinators 7. To assign families to be serviced by aides. 8. To organize instructional material. 4.1 Conduct home interview and enroll families into program. A. Conducted registration for interested parents 5.1 Compose and mail correspondence to community churches to recruit families and instructional aide trainees. A. Mailed correspondence to forty two (42) area churches 6.1 Identify families to be served by each coordinator A. Assigned families to Coordinators 7.1 Identify families to be served by each aide A. Assigned families to aides 15 07/01/93 08/17/93 08/17/93 07/01/93 09/28/93 08/02/93 09/15/93 08/30/93 07/01/93 08/30/93 06/30/94 08/18/93 08/18/93 06/30/94 09/28/93 08/02/93 09/15/93 09/30/93 06/30/94 08/30/93 Supervisor Coordinators Staff Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators Coordinators Coordinators Secretary of HIPPY Certification of aides (position of aides filled) Assignment of families to Coordinators Assignment of families to aides Printing completed (received ordered curriculum) B BPage: 5 Program Seq #: 01 Revision Date: May 7, 1994 Program Name: HIPPY Program Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marian Shead Program Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Beginning Date L14 L14 Page Number 8.1 Print curriculum material. 07/01/93 Completion Date 06/30/94 Responsibility Supervisor Coordinators Evaluation Criteria 9. To familiarize aides of the HIPPY implementation in LRSD. A. Ordered printed curriculum from Dushkin Publishing 9.1 Conduct three (3) day workshop A. Invited five (5) LRSD personnel and other experts to Inservice Training 08/17/93 07/01/93 09/07/93 08/17/93 06/30/94 09/21/93 10. Obtain material for program IG Supervisor Coordinators Supervisor Coordinators Agenda/Receive material (documentation of 3 day workshop)Page: Program Seq #: 01 Revision Date: May 7, 1 994 Program Name: HIPPY Program Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marian Shead 6 Program Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Beginning Date Page Number Completion Date Responsibility Evaluation Criteria B. Invited four (4) LRSD personnel and other experts to Inservice Training C. Invited seven (7) LRSD personnel and other experts to Inservice Training 10.1 Order material A. Requisitioned materials for program implementation B. Requisitioned materials for program implementation C. Acquisitioned materials for program continuance 17 10/26/93 12/07/93 01/04/94 07/01/93 07/01/93 10/10/93 11/18/93 02/22/94 06/30/94 09/30/93 12/30/93 02/01/94Page: Program Seq #: 01 Revision Date: May 7, 1994 Program Name: HIPPY Program Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marian Shead 7 Program Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Beginning Date L14 L15 Page Number 11. To orientate enrolled families to the HIPPY program. 11.1 Conduct orientation meeting Orientation conducted 09/21/93 A. Secured space for orientation Requested use of Adult Education Auditorium from Adult Education Director, Paulette Martin B. Invited speakers to orientation. Pat Price, LRSD Early Childhood Coordinator, Maria Mitchell, LRSD Baseline Elementary Teacher C. Prepared program agenda for orientation 09/21/93 07/01/93 09/07/93 09/16/93 09/20/93 12. Identify meeting sites of group meetings. 10/13/93 Completion Date 09/21/93 06/30/94 09/07/93 09/16/93 09/20/93 10/13/93 Responsibility Supervisor Coordinators Coordinators Evaluation Criteria Families enrolled in program (documentation of parent orientation) Confirmation of site (documentation of letters) 12.1 Secure meeting sites for group meeting, (mailed letters to building principals) 12.2 Mail out notification of meeting sites. 13 10/13/93 10/13/93 10/13/93 10/13/93 Coordinators CoordinatorsPage: Program Seq #: 01 Revision Date: May 7, 1994 Program Name: HIPPY Program Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marian Shead 8 Program Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Beginning Date Page Number Completion Date Responsibility Evaluation Criteria A. Identified appropriate school site for group meetings 10/13/93 10/13/93 L15 B. Developed flyers 10/12/93 10/12/93 C. Distributed flyers to parents 10/12/93 10/12/93 B. Agendas prepared weekly for the 1st, 2nd, \u0026amp; 3rd quarter (75%) 13. To schedule implementation of HIPPY curriculum. B. Agenda's prepared weekly 10/01/93 07/01/93 75% 06/30/94 Supervisor Coordinators 13.1 To schedule aides weekly home visits and group. 13.2 To schedule area group meeting - print flyers. 13.3 To schedule weekly service for aides. 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 13.4 Schedule aides first teaching with (own child). 07/01/93 06/30/94 LI 5 14. To provide parents with information that will assist them with their children. 07/01/93 06/30/94 Supervisor Coordinators Received materials 14.1 Schedule workshop for parents and aides, mail out and print materials 19 07/01/93 06/30/94 Supervisor CoordinatorsPage: Program Seq #: 01 Revision Date: May 7, 1994 Program Name: HIPPY Program Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marian Shead 9 Program Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Beginning Date L15 Page Number Completion Date Responsibility Evaluation Criteria 1 5. To evaluate aide trainees mid point {1 5th week). A. Book Fair B. \"How to Develop Self Esteem Wilma Kirk Lee C. Parent Appreciation/Motivational program 11/11/93 10/19/93 03/25/94 11/11/93 10/19/93 03/25/94 Coordinators Coordinators 15.1 To evaluate each aide trainee. LI 5 16. To determine program success 07/01/93 06/30/94 Supervisor Coordinators Completion of survey Evaluation using the Early Prevention of School Failure or a similar model which is comparable in validation scope and developmental grounding, will be conducted on the HIPPY participants as they enter and exit the kindergarten. A standardized achievement test will be given to each child at the end of the third grade level. L15 17. Began second-part of program's implementation. 16.1 Conduct survey of parents - print materials 17.1 Implement second part of HIPPY curriculum: 20 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 Supervisor Coordinators Supervisor Coordinators Participation of parentsPage: 10 Program Seq #: 01 Revision Date: May 7, 1994 Program Name: HIPPY Program Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marian Shead Program Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students relates to the achievement disparity between black and white students. as it Plan Reference doc Objectives Strategies Beginning Date LI 5 L16 L16 L16 L16 L16 Page Number Completion Date Responsibility Evaluation Criteria 18. Evaluation of aides 19. Provide parents with information to be successful with their children 20. Build the aides children self esteem. 21. Graduation of HIPPY children and aides reception. 22. Evaluate aides 23. Staff in place. A. Print material B. Print flyers C. Mass mail out 18.1 Evaluate aides 19.1 Obtain a site and speaker and schedule a lecture for parents 19.2 Held Parent Appreciation/Motivational Program 03/25/94 20.1 21.1 22.1 Activity Staff will organize Schedule final evaluation of trainees in the program 2i 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Coordinators Supervisor Supervisor Staff Staff Staff Staff Coordinators Coordinators Coordinator Materials completed Completed Consultant fee paid Consultant fee paid Completion of program Staff began implementation of programPage: 11 Program Seq #: 01 Revision Date: May 7, 1994 Program Name: HIPPY Program Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marian Shead Program Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Beginning Date L16 L16 Page Number 24. Maintain regular staff. 25. To assist in traveling expense. 26. The home-based program and the four-year- old school-based program will collaborate in the areas of parental involvement and teacher training. 27. The Little Rock School and Pulaski County School Districts will collaborate and coordinate the on-going implementation of the HIPPY Program. 23.1 To begin implementation of HIPPY program. 24.1 Secretary 25.1 Aides made home visit. 22 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 Completion Date 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Responsibility Supervisor Aides Evaluation Criteria To assist in the implementation of program Pay stipendProgram Seq #: 02 Program Name: Program Code: Program Description: District Goal Support: Program Goal: Plan References: FY Program Budget: YTD Expenditures: Related Function Codes: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Four-Year Old Program/City-Wide Early Childhood Program 02 Primary Leader: Estelle Matthis Secondary Leader: Pat Price Page: 1 Revision Date: May 11, 1994 The purpose of the program is to meet the growing needs of disadvantaged students and to improve the racial balance at schools that are difficult to desegregate by incorporating Early Childhood Education programs into the Elementary schools. The program provides experiences for young children which meet their needs and stimulate learning i.. .. ' emotional, and inteHectual. Priority for identification of program sites will be given to areas that have a very high concentration of low income students and in schools that are difficult to desegregate. The District s preschool curriculum model will be implemented in all incentive schools and other selected schools in the Little Rock School District. Eu'cuvb tiie j 990-3  sent year, this ntodel will be an integral part of the effort to improve the academic achievement of minority and economically disadvantaged children and to attract white students to the schools. long-range (four-year-old) plan will address demographic, instructional, and structural needs. LRSD will students and desegregate schools that are difficult to desegregate. in all developmental areas - physical, social. in schools that are difficult to Effective the 1990-91 school A continue to use the four-year-old program as a means to meet the needs of disadvantaged Goal #1 - Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis u.. ..... okiiio eur.onmeni w. closing disparities in achievement. Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal #3 - The Little Rock School Board, administration, staff and students will ' demonstrate in their day to day behavior that they accept each 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. Goal #4 - Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal #5 - Provide and orderly climate that is conducive to learning for all students. Goal #6 - Ensure that equity occurs in all phases of school activities and operations. on basic skills and academic enrichment while a safe The District will implement the Four-Year-Old Program by the 1994-95 school year according to the provisions of a long-range implementation plan developed for additional four-year-old classes and approved by the Court (738 seats), ------------------------------------------------ L7, LIO, LI 7, 18, 19 $1,523,742.24 $897,821.25 1st Qtr Expend: 2nd Qtr Expend: $138,599.40 $387,557.20 23 3rd Qtr Expend: 4th Qtr Expend: $371,664.65 FTE 67 nProgram Seq #: 02 Program Name: Four-Year Old Program LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Revision Date: May 11, 1994 Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To implement the Four-Year-Old Program in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L17 LI 7 LI 7 1. Identify and assign new four-year old program participants in the incentive schools. Beginning with the 1991-92 school year, the program is in place in the schools listed below: Badgett Franklin Garland Mitchell Rightsell Rockefeller Romine Stephens Washington Woodruff 1.1 Provide pre-registration inservices to elementary principals. A. Pre-registration inservice provided to elementary principals. 1.2 Conduct media publicity for pre-registration. A. Add run 09/04/93 through 09/06/93 recruiting children for six schools with openings. B. November 17, 1993, distributed brochures to State Interagency Coordinating Council on four- year-old programs C. December 9, 1993, brought UALR Day Care Program for dis : brocI hures to\nion. July 1, 1993 July 1, 1993 04/06/94 July 1, 1993 07/09/93 11/17/93 12/09/93 June 30, 1994 June 30, 1994 04/06/94 June 30, 1994 35% 50% 75% Student Assignment Office Student Assignment Office Communications Department Principals Student Assignment Office Communications Department 1. Applications returned to Student Assignment and assignments made 1.1 Dates of inservice agenda List of participants 1.2 (Documentation of participating and identified PSA's:  Radio and TV stations sent to  Dates aired  Pre-registration announcement)Page: 3 Program Seq #: 02 Revision Date: May 11, 1994 Program Name: Four-Year Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To implement the Four-Year-Old Program in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria LI 7 D. Article in Arkansas Democrat gazette on the district's Early Childhood Program in Sunday's paper April 3, 1 994. E. Article in Arkansas Democrat Gazette on Preregistration for the district's Early Childhood Program in Tuesday's paper April 5, 1994. F. Flyers on pre-registration information sent to all LRSD parents of children in Kindergarten through sixth grades. Also to a list of parents in Pulaski County targeted schools. G. Pre-registration information printed on Parent/Community Involvement Calendar. Distributed to Partners/Business, schools, churches, and civic organizations. Also sent flyers with more detailed information to the above agencies. 1.3 Assign four-year old students. A. Assignments were made from applications in accordance to racial balance requirements on 06/09/93, 07/09/93, and 07/23/93 04/03/94 04/05/94 04/08/94 04/08/94 July 1, 1993 07/09/93 85% 90% 95% 04/08/94 June 30, 1994 07/23/93 Student Assignment 1.3 (Assignment notifications to parents Enrollment in classes) 1.3 The Early Childhood Long- Range Plan will be changed to reflect 18 to 1 student teacher ration to Early Childhood classes. 1.4 The computer-managed instruction program for four-year-olds will be on the system as of the 1993-94 school year. 07/01/93 06/30/94 L17 2. Recruit teachers and aides as needed. July 1, 1993 June 30, 1994 Supervisors, Human Resources Director, Principals 2. (A list of qualified applicants.) 25Page: 4 Program Seq #: 02 Revision Date: May 11, 1994 Program Name: Four-Year Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To implement the Four-Year-Old Program In selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan Reference Page Number LI 7 LI 7 LI 7 LI 7 L17 L17 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.1 Interview interested teachers and aides as needed. A. Teachers and aides hired for every classroom. July 1, 1993 07/09/93 June 30, 1994 08/16/93 3. Obtain curriculum materials, supplies, and furniture as needed. 4. Train teachers and aides in the implementation of E.C.E. curriculum.) July 1, 1993 June 30, 1994 3.1 Complete and send orders to vendors. A. Materials, supplies and equipment available in all new classrooms. 4.1 Conduct orientation and inservices. A. B. C. July 1, 1993 07/01/93 July 1, 1993 July 1, 1993 June 30, 1994 07/01/93 June 30, 1994 June 30, 1994 Principals training July 28th and 29th, 1993. Teachers training August 17, 1993. Training for principals and teachers held September 30, October 15 and 16, November 4 and 5, December 6, 1993, January 31, 1994, February 18, 1994, and March 28, 1994. D. Training for instructional assistants held November 4 and 5, 1993. 4.2 Conduct monthly inservices. A. Inservice training - July 28, 1993\nJuly 29, 1993\nAugust 17, 1993\nSeptem^ i^r^O, 1993 07/28/93 08/17/93 09/30/93 11/04/93 July 1, 1993 07/28/93 70% 70% 90% 50% June 30, 1994 35% Supervisors, Human Resources Director, Principals (Purchasing Dept. Supervisors) Principals Supervisors Supv/Staff Dev Supv/Staff Dev Supv/Staff Dev 2.1 A list of qualified applicants. (Employment of teachers and aides for new and open positions.) 3. (Confirmation of purchase orders.) 3.1 Materials available 4. (Documentation of inservice evaluations.) 4.1 Agenda (Documentation of inservice evaluations) 4.2 Agenda (Documentation of inservice evaluations)Page: 5 Program Seq #: 02 Revision Date: May 11, 1994 Program Name: Four-Year Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To implement the Four-Year-Old Program in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Inservice training October 15 and 16, November 4 and 5, December 6, 1993, January 31, 1994, February 18, 1994, and March 28, 1994. 10/15/93 90% L17 L17 5. Familiarize parents with Four-Year Old Program. July 1, 1993 June 30, 1994 Classroom teachers 5. (Documentation of meetings and evaluations.) 5.1 Conduct parent orientation meeting and parent conference. July 1. 1993 June 30, 1994 Classroom teachers 5.1 Number of parents attending Parent/Teacher Conferences A. Parent Orientation - 08/20/93 Fair Park\n09/13/93 Area Schools\n09/14/93 Magnet Schools and Romine\n09/20/93 Incentive Schools 08/20/93 35% L17 B. Parent Conference Day - 10/25/93\n02/14/94 5.2 Include four-year old children in Master Schedule - students receive services of counselors, music teachers, school nurses, librarians, physical education and art teachers. 10/25/93 July 1, 1993 90% June 30, 1994 Principals 5.2 Master schedules A. Master schedules reflect services children receive. 07/01/93 09/10/93 L18 5.3 Ensure key experiences occurring in the classroom. A. Twenty-eight classroom visitations this quarter. July 1, 1993 08/23/93 June 30, 1994 35% Principals Classroom Teachers Supervisors 5.3 5.3 Curriculum checklist (Classroom observations and monitoring reports.) B. Twenty-nine classroom visitations this quarter. 10/01/93 70% C. Twenty-six classroom visitations this quarter. 01/03/94 90% D. All four new programs had licensing site visits and met requirements. 08/23/93 35% 27Page: 6 Program Seq #: 02 Revision Date: May 11, 1994 Program Name: Four-Year Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To implement the Four-Year-Old Program in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L18 6. Evaluate effectiveness of Four-Year Old Program. L18 E. All 11 new programs had licensing site visits and met requirements. F. All 15 new programs had licensing site visits and met requirements. G. License renewal has taken place for 11 of the 15 previously existing programs. 6.1 Administer appropriate evaluation to four- year-olds. 6.1 (Maintaining portfolio assessments on four- year-olds.) A. Portfolio assessments began on all children 28 10/01/93 10/23/93 08/23/93 10/01/93 July 1, 1993 July 1. 1993 July 1, 1993 07/01/93 10/21/93 90% June 30, 1994 June 30, 1994 June 30, 1994 35% (Principals Classroom Teachers Supervisors Planning, Research, and Evaluation, Assoc. Supt.) Classroom teachers (Classroom teachers) 6. (Annual review of assessment data beginning at the end of the kindergarten year of each child participating in the program. EPSF Post Assessments)  (Comparisons of the progress of children who did and did not participate in the program.)  (Standardize achievement tests will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the Early Childhood Program as an intervention strategy.) 6.1 Evaluation results 6.1 (Documentation of portfolios recording the which children do what they know.) and i. workProgram Seq #: 02 Program Name: Four-Year Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: n Page: 7 Revision Date: May 11, 1994 Pat Price Program Goal: To implement the Four-Year-Old Program in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L18 LI 8 B. Sampling of portfolio assessments reviewed in 18 classes C. Sampling of portfolio assessments reviewed in 20 classes 6.2 Analyze student assessment test data and prepare report for LRSD Board of Directors. 6.3 Utilize results for program improvement. 07/01/93 07/01/93 July 1, 1993 July 1. 1993 56% 03/21/94 June 30, 1994 June 30, 1994 Assoc Supt Supervisor Planning, Evaluation, and Testing (Assoc Supt Supervisor) 6.2 Evaluation report 6.3 (Areas targeted for improvement.) 7. Support the continued work of the LRSD Early Childhood Task Force as a valuable avenue for parent, teacher, and community input. July 1, 1993 June 30, 1994Program Seq #: 02 Program Name: Four-Year Old Program Program Code: Program Goal: Plan Reference Page Number L19 L19 L19 L19 L19 L19 L19 L19 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: Page: 8 Revision Date: May 11, 1994 Pat Price To combine the efforts of the L.R.S.D., P.C.S.S.D., N.L.R.S.D., Head Start and other entities to provide quality early childhood experiences to as many disadvantage students in the city of Little Rock. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2. To develop a plan for planning a city-wide early childhood program. 3. To initiate the planning for the implementation of a city wide early childhood program. 1.4 To receive a letter of support from each agency desiring to participate. 2.1 To establish planning procedures and identify key committees and chairpersons needed for the planning process. 2.2 To identify appropriate additional representatives from each participating agency for each committee. 2.3 To delineate the goals to be addressed and the tasks to be accomplished by each committee, including appropriate timelines to be met. 3.1 To conduct periodic meetings to review progress of each committee. 3.2 To identify resources needed by identified by each committee, including monetary. 30 July 1, 1993 July 1, 1993 July 1. 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1. 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 Key representatives from each agency Key representatives from each agency Key representatives from each agency Key representatives from each agency Key representatives from each agency Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs File record letters Structured plan for planning on file. Record of committee members Record of committee members Minutes of meetings Identification of committeePage: 9 Program Seq #: 02 Revision Date: May 11, 1994 Program Name: Four-Year Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To combine the efforts of the L.R.S.D., P.C.S.S.D., N.L.R.S.D., Head Start and other entities to provide quality early childhood experiences to as many disadvantage students in the city of Little Rock. L19 L19 Plan Reference Page Number Objectives Strategies 3.3 To review the first draft of the comprehensive plan and to make recommendations for refinement. 3.4 To submit the final draft for approval to all participant Boards of Directors (where applicable). Beginning Date July 1, 1993 July 1, 1993 Completion Date June 30, 1994 June 30, 1994 Responsibility Assoc Supt for Educational Programs Assoc Supt for Educational Programs Evaluation Criteria Submission of first draft Draft submitted to Board L7 (N\u0026gt; 1. (To collaborate with HIPPY, P.C.S.S.C., N.L.R.S.D., Head Start, and other entities in order to fulfill the district's expectations for a quality Early Childhood Education Program.) (N) LIO (N) 1.1 (To establish a schedule of regular meetings of representatives of the various entities.) (N) July 1, 1993 July 15, 1993 (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) 1.1 (Schedule and minutes of all meetings) A. Preliminary planning meetings held: July 15, 1993, and July 21, 1993. 07/01/93 07/15/93 LIO (N) 1.2 (Supervisors meet to discuss individual program needs and to determine if resources can be shared.)(N) July 1, 1993 June 30, 1994 (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) 1.2 (Roster of participants and minutes of meetings) A. Preliminary planning meetings held: July 15, 1993, and July 21, 1993. B. Meetings held: October 13 and November 12, 1993 C. Meetings held: February 21, 1994 and March 14, 1994 31 07/01/93 10/01/93 01/03/94 35% 70% 90%Page: 10 Program Seq #: 02 Revision Date: May 11, 1994 Program Name: Four-Year Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To combine the efforts of the L.R.S.D., P.C.S.S.D., N.L.R.S.D., Head Start and other entities to provide quality early childhood experiences to as many disadvantage students in the city of Little Rock. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria LIO (N) 1.3 (To plan joint inservices for administrators, teachers and instructional assistants.)(N) July 1. 1993 June 30, 1994 (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) 1.3 (Roster of participants and evaluations of inservices) LIO (N) A. Preliminary planning meetings held: July 1 5, 1993, and July 21, 1993. B. Joint inservices held: November 4, 5 and December 6, 1993 C. Joint inservices held: January 31, 1994 1.4 (To plan joint parent involvement activities.)(N) 07/01/93 10/01/93 01/31/94 July 1, 1993 35% 70% 85% June 30, 1994 (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) 1.4 (Roster of participants and evaluations of inservices) A. Plans are being developed - discussed at meeting on October 12, 1993 and November 12, 1993 10/01/93 35% LIO (N) B. Surveys sent to parents and surveys tallied 1.5 (To use a student referral system allowing parents on a waiting list to know about vacancies.)(N) A. Known vacancies are shared at each meeting 32 01/18/94 July 1, 1993 10/01/93 85% June 30, 1994 90% (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) 1.5 (List of vacancies each entity has.)Page: 11 Program Seq #: 02 Revision Date: May 11, 1994 Program Name: Four-Year Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To combine the efforts of the L.R.S.D., P.C.S.S.D., N.L.R.S.D., Head Start and other entities to provide quality early childhood experiences to as many disadvantage students in the city of Little Rock. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.6 A representative from the Little Rock School District Student Assignment Office will meet each year with parents from both programs to review the kindergarten assignment process. The annual sessions on kindergarten registration will also be used to provide information on magnet school opportunities. 07/01/93 06/30/94 1.7 Beginning in the 1990-91 school year, a list will be compiled of all graduates from the three early childhood programs. These students will be identfied in the Little Rock School District mainframe computer system according to their respective programs. 07/01/93 06/30/94 1.7 At the end of each year for grades K-3, these students will be monitored on the basis of standardized tests, criterionreference tests, EPSF screening, or any other academic measures that are available and applicable. The entities will review these results on an annual basis, prior to the beginning of the following school year, and make programmatic changes, individually and collectively, as needed. These students will be compared to a control group in order to isolate the effectiveness and/or deficiencies of the various early childhood programs. 33ll Program Seq #: 03 Program Name: Academic Support Program Program Code: 10 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: Revision Date: May 5, 1994 Primary Leader: Estelle Matthis Secondary Leader: Adams/Stovall/Parker/Trowell 1 Program Description: Name and Location of Academic Support Programs - The name of all district remediation programs will be Academic Support Programs. All school programs will be located at each school site, except Metropolitan Vocational-Technical Education Center. Purpose - The purpose of the Academic Support Program is to provide support for participating students in grades one through twelve in the areas of reading, language arts, and mathematics. The program reinforces and enhances the academic achievement of those targeted students. The support will bo provided by certified roading specialists, English and mathematics teachers in the regular classrooms, additional classes, and labs. Scope and Content - The Academic Support Program offers a variety of options to the individual schools for providing accelerated reading/language arts and mathematics learning experiences for students identified through a process using multiple criteria. The program is characterized by providing either direct or indirect services to identified students through additional classes, smaller class sizes, or in-class assistance at the secondary level and in-class assistance or limited pull-out at the elementary level. ParticipantsZBeneficiaries - Target students are initially identified from the student population scoring in the annual student assessment. Multiple criteria, including student grades, teacher recommendations, and student records are used to select students from the eligible population to participate in the Academic Support Program. District Goal Support: (1) Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic and academic enrichment while closing disparities in achievement. (2) Develop and maintain a staff that is well-trained and motivated. (3) Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. (4) Provide a safe and orderly climate that is conducive to learning for all students. (5) 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 can draw as wo prepare for the 21st Century. (6) Ensure that equity occurs in all phases of school activities and operations. Program Goal: The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstream setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Plan References: LP 1-20 FY Program Budget: $1,815,582.10 1st Qtr Expend: $158,246.87 3rd Qtr Expend: $409,425.82 FTE 70 YTD Expenditures: $1,066,712.78 2nd Qtr Expend: $499,040.09 4th Qtr Expend: Related Function Codes: 34Program Seq *: Program Name: Academic Support Program Program Code: Program Goal: Plan Reference Page Nunber March 19, 1993 Revised Academic Support Program P 1 P 4.13 P 7,10 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Secondary Leader: Page: 2 Revision Date: April 27, 1994 The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. To identify and serve students who are at-risk in language arts and mathematics. July 1. 1993 June 30, 1994 Local school teams 1. (Print-out of eligible students is provided to local school teams. Uniform District criteria are used (Stanford 8 cutoff score and multiple criteria) to identify targeted students.) 1.1 Explain the Academic Sifiport Program options to local school acbninistrators. 1.2 Provide an overview of how all the individual Academic Support Programs will be coordinated for continuity of services to children and efficient use of resources. -All schools will inplement the Board- approved uniform curriculixn. -The established critical attributes of the Academic Support Program will be evident in each school. -The revised curriculixn (K-12) has been sequentially developed and the objectives have been correlated to the skills in Arkansas Minimum Performance Test, Stanford Achievement Test-Eighth Edition, and existing computer-assisted instructional software. -To provide for continuous improvement of teachers, records will be maintained on staff development activities. -New staff members will be targeted for appropriate staff development activities as well as participation in the district's \"New Teacher Initiative.\" 35 July 1. 1993 July 1, 1993 June 30, 1994 June 30, 1994 Associate Supt. for Curriculun Associate Supt. for CurriculLiD, Directr of Federal Programs, Curriculixn Supervisors 1.1 (Schedule of meeting.) 1.2 (Observation reports and staff development activities records are on file.)Page: 3 Program Seq f: Revision Date: April 27, 1994 Program Name: Academic Support Program Program Code: Primary Leader: Secondary Leader: Program Goal: The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Plan Reference Page Nurber p 13 P 11.13 P 12,13 P 12,13 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.3 Select the local school's appropriate Academic Support Program. (Indirect/direct/extended services) 1.4 Identify students selected for participation in each program by school/grade level. A. 1.5 Students identified and selected. Select staff (identify by position) responsible for delivering Academic Support Program. A. Staff selected for 1993-94 school year. 1.6 Schedule the academic team's staff. A. Schedules on file at Office of Federal Programs. B. Schedules on file at Office of Federal Programs. C. Schedules posted in classroom\n'36 July 1, 1993 July 1, 1993 07/07/93 July 1, 1993 08/01/93 July 1, 1993 08/23/93 10/01/93 08/23/93 June 30, 1994 June 30, 1994 09/30/93 June 30, 1994 09/30/93 June 30, 1994 50% 11/23/93 50% Local school administrators Local school teams Principal Principal 1.3 (Selection on file at buiIding-level and in office of Director of FederaI Programs.) 1.4 (Print-out of eligible students is provided to local school teams. Uniform District criteria are used (Stanford 8 cutoff score and multiple criteria) to identify targeted students.) 1.5 (Staff assignments are determined at the building level and assignments filed at the Office of Federal Programs.) 1.6 (Schedules are developed listing team's contact time, number of students served, and other variables associated with the team's respons i bi Ii t i es.)Page: 4 Progran Seq f: Revision Date: April 27, 1994 Program Name: Academic Support Program Program Code: Primary Leader: Secondary Leader: Program Goal: The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Plan Reference Page Nurber P 13 P 7,8,20 P 1 p 14 p 14 2. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria D. Schedules posted in classrooms. 1.7 Implement selected school options at local level. A. Programs options implemented. 1.8 Utilize resources invested in PAL remediation approach by reallocating staff positions, computer hardware, software programs, and other equipment and materials toward the new approach to remediation. 10/01/93 July 1, 1993 07/01/93 July 1, 1993 11/23/93 June 30, 1994 09/30/93 June 30, 1994 To prescribe a personalized intervention plan for eligible students. 2. (To prescribe a personal education plan for targeted students.) 2.1 Cluster schools and develop a staff development schedule for curriculun clusters. 2.2 Begin training staff responsible for delivering each Academic Support Program. 37 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 Jirte 30, 1994 Principal and staff (Principal, Coordinator of Media Services, Director of Federal Programs, and Curriculum Supervisors) Principal and staff Directors of Staff Development and Reading\nSupervisors of Language Arts and Mathematics Directors of Staff Development and Reading\nSipervisors of Language Arts, Mathematics and IRC Specialists 1.7 (Schedules of targeted students reflect implementation of the selected school option(s).) 1.8 (Technology Department's inventory and schedules of staffing reflect reallocations of resources.) 2. (Personal education plans of targeted students reflect implementation of the selected school option(s).) 2.1 (Staff development schedule on file.) 2.2 (Staff training for participants will include program administration (student selection process, record-keeping, progress reports) instructional strategies, parental involvement, and others.)Program Seq f: Program Name: Academic Support Program Program Code: Primary Leader: Secondary Leader: Program Goal: Plan Reference Page Nunber p 7,8.10,14,16 p 7,8,10,14,17 Bl Page: 5 Revision Date: April 27, 1994 The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria -Specialized Content Area Strategies (Curriculun Cluster) A. Workshops -Elementary/Secondary Reading Portfolios -Secondary Reading Computer Training -Elementary Reading/Mathematics Instructional Practices -Secondary Mathematics Academic Support -Secondary English Council -Secondary Reading Teachers -Hall High English Teachers Portfolio Assessment -Secondary English/LAP Teachers Instructional Strategies -Team Planning A. Workshops -Elementary Reading/Mathematics Administration Organization -Secondary Reading/Mathematics Administration Organization -Elementary Reading/Mathematics Record Keeping -Secondary Reading/Mathematics Record Keeping -Secondary English Council Record Keeping -Chapter I Mid-Winter Conference -Southwest Jr. High English Teachers: Making Language Learning Meaningful 30 09/07/93 10/19/93 02/17/94 02/21/94 02/21/94 02/21/94 03/09/94 03/21/94 08/17/93 08/17/93 09/13/93 09/14/93 10/18/93 01/26/94 10/08/93 09/07/93 10/19/93 02/17/94 02/21/94 02/21/94 02/21/94 03/09/94 03/21/94 08/17/93 08/17/93 09/13/93 09/14/93 10/18/93 01/26/94 01/27/94Page\n6 Progran Seq f: Revision Date: April 27, 1994 Program Name: Academic Support Program Program Code: Primary Leader: Secondary Leader: Program Goal\nThe goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Plan Reference Page Nuntier Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria -Secondary Counselors: Placement Forms 02/15/94 02/15/94 -Elementary Reading Teachers/Media Specialists: Literacy Month Celebration 03/09/94 03/09/94 -Elementary Counselors: Placement Forms -Chicot Elementary: Special Education/Chapter I Inclusion 03/16/94 03/23/94 03/16/94 03/23/94 p 7.8.10,14,16 -Learning Styles/Cultural Diversity (Review) A. Workshops -Elementary Readi ng/K i ndergarten/Pri nc i pa Is Shared Reading and Writing -Elementary Reading/Grade 1/Principals Shared Reading and Writing -Elementary Reading Teachers/Classroom Teachers: Cinderella Variants Across the Curriculum 11/02/93 11/03/93 01/19/94 11/02/93 11/03/93 01/19/94 p 7,8,10,14,17 -Interactive Teaching/Learning (Curriculum Cluster) A. Workshops -Elementary Reading/Mathematics Instructional Practices -Secondary Reading and Social Studies Grade 8 - Integrated Videodisc Program -Elementary Reading Teachers/Classroom Teachers: Teachers As Learners -Rightsell Staff: Integrated Learning -Elementary Mathematics Teachers 10/20/93 10/21/93 02/02/94 02/07/94 02/17/94 10/20/93 10/21/93 02/02/94 02/07/94 02/17/94 p 7,8,10,14,17 -Mastery Learning 39 BlPage: Program Seq *: Revision Date: April 27, 1994 Program Name: Academic Support Program Program Code: Primary Leader: Secondary Leader: 7 Program Goal: The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Plan Reference Page Nurber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria p 7.8.10,14,18 p 14 -Secondary English Teachers: Management Strategies for LAP -Cooperative Team Learning (Review Curriculum Cluster) A. Workshops -Elementary Reading/Principals/Kindergarten - Shared Reading and Writing -Elementary Reading/Grade 1/Principals - Shared Reading and Writing 2.3 Monitor the implementation of above. 2.3 (Monitor the implementation of the Academic Support Program options. These programs may vary from year-to-year.) A. Monitoring schedule document was developed assigning the reading and mathematics staffs to schools. B. There have been 111 on-site visits made to elementary schools and 33 on-site visits to secondary schools. C. There have been 72 on-site visits made to elementary schools and 37 on-site visits to secondary schools. 40 03/21/94 11/02/93 11/03/93 July 1, 1993 08/01/93 08/23/93 10/01/93 03/21/94 11/02/93 11/03/93 June 30, 1994 08/17/93 35% 70% Principals, district-wide staff development team, and computer specialists (Principals, district-wide staff development team, curriculum supervisors, IRC specialists) 2.3 (School visits/observations are made to provide feedback (oral/written) to trained staff.)ij Page\n8 Progran Seq f: Revision Date: April 27, 1994 Program Name: Academic Support Program Program Code: Primary Leader: Secondary Leader: Program Goal: The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting bv SUnnortino thpm uifh fh/a mcf n i/'t-4 I firu*! fzirkni I S 1_____:_____________ supporting them with the instructional and technical assistance needed to reduce the learning disparity. Plan Reference Page Ninber p 7,9,10,19 p 7,15 Objectives Strategies Beginning Date Conpletion Date Responsibility Evaluation Criteria D. There have been 58 on-site visits made to elementary schools and 55 on-site visits to secondary schools. 2.4 Monitor instruction and learning in Academic Support Program settings on a regular basis and observe to determine: -Teachers involving students in a variety of classroom activities that address learning styles and cultural diversity. -Teachers selecting methods and strategies that capitalize on students' interests and experiences. -Teachers demonstrating creativity and resourcefulness in delivering instruction. -Teachers utilizing effective classroom strategies, such as tutors, small-group instruction, and extended day/week programs, to maintain the gains students have made. -Teachers interacting with students in a caring manner. -Teachers recording of students' data that shows increased student achievement and social skills (letter and citizenship grades, standardized test scores, attendance). 2.5 Provide technical assistance and maintenarKe workshops as needed in the above staff development areas. 4i 12/31/93 07/01/93 July 1, 1993 90% 06/30/94 June 30, 1994 Principals Principals, district-wide staff development team, and computer specialists Teacher observations and evaluations on record. 2.4 (Requests for technical assistance are documented and evaluated. Feedback related to improvement or change is recorded.)Program Seq f: Program Name: Academic Support Program Program Code: Program Goal: Plan Reference Page Nuiiier P 7,10,15 P 1 B Page: 9 Revision Date: April 27, 1994 Primary Leader: Secondary Leader: The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed settinq bv Cl innnrt i nn uifh fha i nofn i I I ___ i i _i-  ' supporting them with the instructional and technical assistance needed to reduce the learning disparity. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Technical assistance has been provided 50 times in elementary schools and 27 times in secondary schools. B. Technical assistance has been provided 54 times in elementary schools and 33 times in secondary schools. C. Technical assistance has been provided 58 times in elementary schools and 17 times in secondary schools. 2.6 Schedule school based meetings to assess program effectiveness. A. School-based meetings were held in 5 secondary schools. 3. To reduce or eliminate pull-out academic support programs. 42 08/23/93 10/01/93 12/31/93 July 1, 1993 12/31/93 July 1, 1993 35% 70% 90% June 30, 1994 35% June 30, 1994 (Principals, district-wide staff development team, curriculum supervisors, IRC specialists) Principal Principal and staff\nDir. of Federal Programs 2.5 (Records of dates of meetings and participants, minutes of meetings, and issues related to program effectiveness are maintained.) 3. (Individual student folders that include a systematic collection of student work, pre and post standardized test scores, grades, and recommendations to provide individual/group/school progress are maintained for continuous student and program progress.)Page: 10 Program Seq *: Revision Date: April 27, 1994 Program Name: Academic Support Program Program Code: Primary Leader: Secondary Leader: Program Goal: The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed settina bv Clliwirfinn thorn uifh tho i no t r\u0026gt;i iz* t s I anzl ____i -.l _ i :  9 ^7 supporting them with the instructional and technical assistance needed to reduce the learning disparity. Plan Reference Page Nixiiier p 10.15 El Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3.1 Collect appropriate data for end of school program evaluation, including pre and post standardized test scores, student grades and attendance, samples of student work, and parent/teacher/student reconmendat i ons. A. Personal education plans of targeted students filed in individual student folders in Academic Support Classrooms. B. Personal education plans of targeted students filed in individual student folders in Academic Support Classrooms. 43 July 1. 1993 10/01/93 12/31/93 June 30, 1994 70% 03/25/94 Principal and staff\nDir. of Federal Programs 3.1 (Individual student folders that include a systematic collection of student work, pre and post standardized test scores, grades, and recommendations to provide i nd i V i duaI/g roup/schoo I progress are maintained for continuous student and program progress.)Page: 11 Program Seq *: Revision Date: April 27, 1994 Program Name: Academic Support Program Program Code: Primary Leader: Secondary Leader: Program Goal: The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Plan Reference Page Nurber p 10,15,19,20 P 15 P 5 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3.2 Analyze the above data to evaluate program effectivness in meeting its particular progranmatic goals and objectives of remediating student achievement and contributing to the overall reduction of disparity between black and white students. 3.3 Identify modification for the Academic Support Program for 1993-94. 3.4 Support and extend learning opportunities for students by making available to targeted students beforeschool, at lunch, after-school, and periodic extended weeks computer lab instruction. July 1, 1993 July 1, 1993 August 23, 1993 June 30, 1994 Jioe 30, 1994 June 30, 1994 Associate Supt. for Curriculun, Assistant Sopts., Curriculun Supervisors, and Principals Associate Supt. for Curriculun, Assistant Sipts., Curriculun Si^iervisors and Principals Director of Federal Programs, Principals 3.2 Academic Support Programs will be successfully operating in all district schools as evidenced by: -Increased student ach i evement. -Improvement on standardized test scores. Increased nuibers of students moving from bottom quartile to the next quartile. Increased nurber of students moving above the 50th percentile. -Grade distribution reports (by semester) reflecting an irx:rease in letter grades of \"C\" or better in the core areas for each student. -Grade distribution reports (by semester) by class and grade level reflecting an irKrease in attainment of letter grades of \"C\" or better in the core areas. -Improved attendance for targeted students. 3.3 (The 1993-94 school year will reflect modifications.) 3.4 (Schedules will reflect additional instructional services.)Page: 12 Program Seq *: Revision Date: April 27, 1994 Program Name: Academic Support Program Program Code: Primary Leader: Secondary Leader: Program Goal: The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Plan Reference Page Nmber p 1,20 P 9 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4. To provide parents the knowledge and skills needed to promote the education of their children at home and at school. July 1, 1993 June 30, 1994 (Principal and staff. Director of Federal Programs, Curriculum Supervisors) 4. Parental involvement will show an increase in the nuiAiers of parents attending parent conferences and parent training sessions and visiting schools. 4.1 Assist F\u0026gt;arents in obtaining the knowledge and skills needed to promote the education of their children at home and at school through: -providing timely information regarding students' achievement and behavior, -involving them in informative and effective conferences concerning their child's education. -involving parents as partners in their child's educational process. A. Provided inservice on LRSD Home Study Guides for administrators. B. Provided inservice on LRSD Home Study Guides for parents. C. (12). Telephone conferences with parents D. (8). Telephone conferences with parents E. Academic Support - district-wide parent workshop (150 participants) F. Parent Involvement Meeting G. State Parent Meeting (23 participants) H. Parent Involvement Meeting (29 participants) I. Parent Executive Committee Meeting (7 participants) July 1, 1993 08/17/93 09/08/93 08/23/93 10/01/93 12/05/93 01/05/94 01/26/94 02/12/94 02/16/94 June 30, 1994 08/17/93 09/08/93 35% 70% 40% 01/05/94 01/28/94 02/12/94 02/16/94 (Principal and staff. Director of Federal Programs, Curriculum Supervisors) 4.1 (Records of parental involvement activities on file.)Page: 13 Program Seq f: Revision Date: April 27, 1994 Program Name: Academic Support Program Program Code: Primary Leader: Secondary Leader: Program Goal: The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstreamed setting bv supporting them with the instructional and technical assistance needed to reduce the learning disparity. Plan Reference Page Nuniier Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria J. School Parent Advisory Council Meeting\nKing 02/21/94 02/21/94 K. Parent Involvement Day Planning (32 participants) L. Parent Involvement Day (85 Participants) M. Chapter I Advisory Regional Conference 46 03/12/94 03/20/94 03/26/94 03/12/94 03/20/94 03/28/94LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 04 Page\n1 Revision Date: May 7, 1 994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Description: 1. The Multicultural Curriculum Program is designed to provide equity and excellence in all curricular and program areas in the Little Rock School District. (6) The program is further designed to reduce the disparity that exists between black and white students in academic performances and the low representation of black students in advanced placement courses as well as in special activities and programs. (1,6) 2. In order to achieve the components identified in the Multicultural Curriculum Program, multicultural curriculum guides will be used in all schools. Teachers will receive extensive and ongoing staff development in the use of the guides as well as training in the implementation of strategies, techniques, and activities to use to ensure that instruction meets the cultural, academic and social needs of all children. (1,3,6) To suplement existing instructional materials focusing on cultural diversity from a multicultural perspective will be purchased for use in all schools and programs. 3. The participants in the Multicultural Program consists of all teachers, K-12, in core area subjects in addition to music and art teachers. Students of all social, cultural, and ethnic backgrounds will be affected the greatest by activities outlined in the Multicultural Curriculum Program. 4. Students will be provided opportunities to develop better self-esteem. Students will have opportunities to examine the artistic, musical, scientific, literary, social and political accomplishments of many ethnic groups. District Goal Support: Goal No. 1. Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal No. 6. Ensure that equity occurs in all phases of school activities and operations. Goal No. 2. Develop and maintain a staff that is well-trained and motivated. Goal No. 4. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal No. 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. Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) Plan References: L66 - 80 FY Program Budget: $197,446.69 1st Qtr Expend: $19,443.65 3rd Qtr Expend: $23,107.72 FTE YTD Expenditures: $65,859.05 2nd Qtr Expend: $23,307.68 4th Qtr Expend: Related Function Codes: 47u HI- Program Seq #: 04 Program Name: Multicultural Curriculum Program Code: 12 Program Goal: Plan Reference Page Number L 66 L 66 L 66 L 76 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: Page: 2 Revision Date: Marie McNeal To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) Objectives Strategies Beginning Date Completion Date Responsibility May 7, 1994 Evaluation Criteria 1. To provide teacher learning opportunities through formal course training 1.1 Contact local colleges and universities to obtain information on proposed course offerings related to ethnic studies for the summer and fall, 1991 1.1 (LRSD will receive announcements from local colleges/universities on proposed multicultural courses) A. Completion of initial contact 07/91 1.2 Receive and advertise course offerings to all certified staff, including opportunities for tuition reimbursement and/or salary credit A. Course offerings received/advertised for fall, 1993 B. Course offerings received/advertised for spring 1994 48 (07/01/93) (07/01/93) 01/91 (07/01/93) 07/19/93 07/01/93 (06/30/94) (06/30/94) 07/91 (06/30/94) 08/16/93 12/17/93 (Director of Staff Development, Subject Area Supervisors, Principals) Assoc Supt.- Educ. Programs Dean of Grad. Sch. Academic Deans (Director of Staff Development) (Supervisor of Social Studies) Assoc Supt - Educ Programs Office of Human Resources 1. (Multicultural strategies will be implemented in schools as assessed by administration during classroom observations and teacher conferences) 1.1 List of college offerings 1.1 (The number of teachers who have received multicultural training will increase.) 1.2 Copy of information providedPage\n3 Program Seq #: 04 Revision Date: May 7, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) L 66 L 66 L 66 L 66 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria C. Course offerings for summer 1994 receoved amd advertised 1.3 Identify participants in summer and fall courses A. Participants identified in initial course 07/01/93 \u0026lt;07/01/93) 08/91 90% (06/30/94) 02/92 Employees (Director of Human Resources) 1.3 Copy of academic course completion on file in Personnel office (Office of Human Resources) 2. To develop a district-wide multicultural audio/visual resource catalogue 2. (To maintain district-wide multicultural audio/visual resource catalogue) 2.1 Review and catalogue present audio/visual materials related to multicultural curriculum A. Completion for initial development on 05/90 B. Audio/visual materials reviewed and catalogued for current term 2.2 Purchase additional audio/visual materials from the 1988-89 budget A. Initial purchase completed 05/90 B. Additional materials purchased 43 (07/01/93) (07/01/93) 07/89 07/01/93 (07/01/93) 07/89 07/01/93 (06/30/94) (06/30/94) 05/90 08/06/93 (06/30/94) 05/90 70% (Subject area supervisors) Supv of Media Services (Subject area supervisors) Supv of Media Services (Subject area supervisors, principals) 2. (Multicultural resources will be used for classroom instruction) 2.1 Current catalogue listing 2.1 (Copies of updated multicultural audio/visual catalogue will be distributed) 2.1 (Multicultural materials will be checked out and used by instructional staff in the schools) 2.2 Requisition material 2.2 (Materials ordered, received, and catalogued for distribution/use)Page: 4 Program Seq #: 04 Revision Date: May 7, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) L 66 L 66 L 66 L 67 L 67 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.3 Identify and catalogue other resources for multicultural audio/visual materials, i.e., AR Dept of Education, LR Public Library, AR Library Commission A. Initial identifying and cataloging completed on 12/89 B. Resources from organizations identified and catalogued for current term 2.4 Revise, print and distribute multicultural audio/visual resource catalogue for the LRSD A. Initial revision, printing, and distribution completed in 08/89 B. Audio-visual catalogue updated and copies distributed to schools 08/06/93 2.5 Place initial supplemental order for multicultural audio/visual materials from the 1989-90 budget A. Initial supplemental order placed in 06/90 (07/01/93) 07/01/89 07/01/93 (07/01/93) 06/89 07/01/93 (07/01/93) 07/89 (06/30/94) 12/01/89 08/06/93 (06/30/94) 08/89 08/06/93 (06/30/94) 06/90 Supv of Media Services Superv of Media Services Media Specialists 2.3 2.4 2.4 Completed catalogue Distribution of catalogue (Multicultural materials will be checked out by schools) 2.5 Requisitions submitted 2.5 (Materials are available for check-out/use) 3. To plan and implement the Instructional Materials Fair (Multicultural) 3. (To supply information about multicultural materials for purchase to teachers, parents and the community) (07/01/93) (06/30/94) (Assoc Supt for Educational Programs) (Supv of Media Services) 3. (Multicultural materials will be used by instructional staff in all schools) 3. (Evaluate the effectiveness of the Multicultural Fair) 3.1 Involve a team of parents, community resources, and teachers in detailed planning for the Fair-specific dates, time, place and format-to be held as a component of 1988-89 pre-school conference 3.1 (To plan and implement the Instructional Multicultural Materials Fair for current term) (07/01/93) (06/30/94) Assoc Supt for Educational Programs (Supv of Media Services) 3.1 Implementation Plan 3.1 (Involved input from parents, community, and teachers) (08/93) 02/22/94 50Program Seq #: 04 Program Name: Multicultural Curriculum Program Code: 12  Page: 5 Revision Date: May 7, 1 994 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) L 67 Plan Reference Page Number Objectives Strategies A. Initial development completed on 06/30/88 B. Phone contact has been made with NLR and PCSSD on 08/04/93 and 09/14/93 regarding Fair for 1993-94 term C. Two tri-district meetings held to discuss Fair. Date set for February 22,1994, sponsored by NLRSD 3.2 Identify national and local vendors of multicultural instructional materials Beginning Date 06/01/88 08/04/93 11/16/93 (07/01/93) Completion Date 06/30/88 09/14/93 11/30/93 (06/30/94) Responsibility Evaluation Criteria Assoc Supt for Educational Programs 3.2 Completion of mailing list 3.2 (Major suppliers of multicultural materials will be invited to exhibit at the Fair) A. Initial identification of vendors completed on 04/30/88 03/88 04/30/88 L 67 3.3 Establish pre-school conference dates and extend invitation to vendors 3.3 (Establish date for Fair) (07/01/93) (06/30/94) Executive Staff Assoc Supt for Educational Programs 3.3 Conference scheduled 3.3 (Fair date placed on District master calendar) A. Initial dates and invitations extended on 05/88 03/88 05/88 L 67 3.4 Confirm Fair participants (07/01/93) 12/13/94 Supv of Media Services 3.4 Confirmation 3.4 (List of participating vendors) A. Initial confirmation of participants completed on 07/30/88 07/01/88 07/30/88 L 67 3.5 Acquaint principals and central office staff with plans and Fair relationship to desegregation efforts A. Initial item completed on 07/30/88 51 (07/01/93) 07/01/88 (06/30/94) 07/30/88 Assoc Supt for Deseg and Schools 3.5 Staff agenda 3.5 (Staff can relate Fair to the District's desegregation efforts) BPage: 6 Program Seq #: 04 Revision Date: May 7, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3. 4.) L 67 L 67 L 68 L 68 L 68 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3.6 Conduct media campaign for Fair to staff and parents A. Initial media campaign completed on 08/88 B. Fair advertised to LRSD patrons and staff 3.7 Host tri-district \"Instructional Materials Fair\" 3.7 (Host the Multicultural Fair rotating the site among the three districts) A. Initial hosting of Fair completed on 08/88 among the three districts) B. Phone contact has been made with NLR and PCSSD on 08/04/93 and 09/14/93 regarding Fair for 93-94 term C. NLRSD scheduled to host Fair on February 22, 1994, at North Little Rock High School, East Campus D. Multicultural Fair held on February 22, 1994, at North Little Rock High School, East Campus (07/01/93) 07/88 01/21/94 (07/01/93) 08/88 08/04/93 07/01/93 02/22/94 (06/30/94) 08/88 01/21/94 (06/30/94) 08/88 09/14/93 02/22/94 02/22/94 4. To develop criteria for textbook review and adoption 4.1 Revise Board policy for textbook adoption A. Board policy revised on 08/22/91 4.2 Identify an ad hoc committee to review criteria presently being used in LRSD and other districts for textbook adoptions (10 members) 52 (07/01/93) (07/01/93) 12/10/90 (07/01/93) (06/30/94) (06/30/94) 08/22/91 (06/30/94) Supv of Media Services, Dir of Communications Assoc Supt of Educational Programs working with committee (Assoc Supt for Curriculum, Subject Area Supervisors) Assoc Supt for Educational Programs Assoc Supt for Educational Programs 3.6 Publicity 3.6 (Fair is advertised to the public) 3.7 Validate Fair participation 3.7 (Materials ordered/purchased) 4. (Criteria checklist implemented by textbook committees) 4.1 Approved criteria 4.2 Roster of committee membersPage: 7 Program Seq #: 04 Revision Date: May 7, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) L 68 L 68 Plan Reference Page Number Objectives Strategies A. Initial identification completed on 12/11/90 4.3 Conduct staff development training on avoiding sex and race bias and stereotyping in textbooks 4.3 (Textbooks on the approved Arkansas State Department of Education's textbook list are free of sex/race bias) A. Initial training completed in 12/91 B. Partial training conducted 09/15/93 by the reading department C. Additional training conducted during reading textbook adoption meetings 4.4 Submit revised policy and criteria to the Board of Directors for first reading Beginning Date 12/01/90 (07/01/93) 07/91 09/15/93 11/01/93 (07/01/93) Completion Date 12/11/90 (06/30/94) 12/91 10/27/93 12/02/93 (06/30/94) Responsibility Assoc Supt for Educational Programs (Arkansas State Dept, of Education) Superintendent Assoc Supt for Ed Progs Evaluation Criteria 4.3 Schedule of meeting and agenda 4.3 (Textbooks selected will be free of sex/race bias) 4.4 Board agenda A. Revised policy/criteria submitted to Board of Directors on 06/20/91 06/20/91 06/20/91 L 68 4.5 Adopt policy on textbooks (07/01/93) (06/30/94) LRSD Board of Directors 4.5 Board agenda L 68 A. Policy adopted 08/22/91 08/22/91 08/22/91 4.6 Utilize a local consultant to train staff on \"Avoiding Sex and Race Stereotyping in Textbooks\" (07/01/93) (06/30/94) Assoc Supt for Educational Programs (Curriculum Supervisors) 4.6 4.6 Monitoring (Textbooks are free of sex/race stereotypes) A. Initial utilization of consultant completed in 12/89 B. Partial inservice training to teachers on \"Avoiding Sex and Race Stereotyping in Textbooks\" conducted during adoption cycle 53 07/89 12/89 09/15/93 10/27/93Program Seq #: 04 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Program Goal: Plan Reference Page Number L 68 L 69 L 69 L 69 L 69 a Page: 8 Revision Date: May 7, 1994 Secondary Leader: Marie McNeal To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.7 Select and recommend to Board for adoption of textbooks (elementary and secondary) based on criteria for adoption A. Based on criteria for adoption, the reading textbook was selected and recommended to the Board for approval (07/01/93) 07/01/93 (06/30/94) 12/17/93 5. To develop and implement a multicultural curriculum for pre-kindergarten through grade 6 5. (To implement the LRSD curriculum, K-6, which is multicultural) 5.1 Plan and host at least three (3) public meetings to receive suggestions from patrons on areas to be included in a multicultural curriculum A. Completed in 12/89 during initial development 5.2 Identify and retain the services of a national expert in multicultural curriculum development (lead consultant for two (2) year contract). A. Completed in 09/88 during initial development 5.3 In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the year, including a checklist for task completion A. Completed in 10/88 during initial development 54 (07/01/93) (07/01/93) 09/88 (07/01/93) 09/88 (07/01/93) (10/88) (06/30/94) (06/30/94) 12/89 (06/30/94) 09/88 (06/30/94) (10/88) Assoc Supt for Educational Programs (Curriculum Specialists) (Principals, Teachers, Asst. Supts., Curriculum Supervisors) Assoc Supt for Educ Prog Assoc Supt for Desegregation Assoc Supt for Educational Programs Lead Consultant Assoc Supt for Educational Programs 4.7 Board approval 4.7 (Criteria checklist was used for textbook selection) 5. (Observation of curriculum implementation during classroom visits/teacher conferences) 5. (Improvement in student performance and assessment of attitude regarding learning) 5.1 Transcript of suggestions 5.2 Contractual commitment for the 1988-89 school year (Dr. James A. Banks was used) 5.3 Timeline/checklist (Timeline included in this document 5.5 - 5.17)Page: 9 Program Seq #: 04 Revision Date: May 7, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) L 69 L 69 L 69 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.4 Develop expectations for members participating on multicultural curriculum committee A. Completed in 11/88 during initial development B. Expectations developed also during the curriculum revision process 5.5 Identify curriculum committee members and contract for services: 8 - Health/Science 5 - Music 14 - Reading/Language Arts 3 - Art 4 - Social Studies 4 - Libraries 38 5.5 (All core curriculum areas were involved in the development of guides) 5.5 (Curriculum areas revised were: Reading, Language Arts, Social Studies, Math, and Science) A. Completion in 10/88 with initial development B. Identification completed with revised curriculum 5.6 Obtain multicultural curriculum units from models used in other cities A. Completion in 10/88 with initial development B. Multicultural curriculum units obtained also during revision process 55 (07/01/93) 10/88 10/91 (07/01/93) 08/88 09/91 (07/01/93) 07/88 07/91 (06/30/94) 11/88 11/91 (06/30/94) 10/88 10/91 (06/30/94) 10/88 10/91 Lead Consultant Assoc Supt for Educ Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs 5.4 Expectations 5.4 (Contractual agreements with curriculum writers) 5.5 Identification of committee members 5.6 Copies of multicultural materials distributed to committee members/ Page: 10 Program Seq #: 04 Revision Date: May 7, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) L 70 L 70 L 70 L 70 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.7 Develop expectations for use of local resource consultant in multicultural curriculum development A. Completion in 10/88 with initial development B. Expectations developed also with revised curriculum 5.8 Secure the services of six (6) local resource consultants to serve on the districtwide curriculum development committee A. Completion in 10/88 with initial development B. Consultants utilized also with revised curriculum 5.9 Conduct inservice session on \"Methods for Developing Multicultural Teaching Strategies\" to include (a) understanding the rationale, trends, and goals multicultural curriculum, (b) developing a conceptual framework for multicultural curriculum, and (c) establishing procedures for developing a multicultural curriculum A. Completion on 03/11/89 with initial development B. Staff development conducted in conjunction with the revised curriculum procedures 5.10 Conduct task completion monitoring as identified in timeline A. Completion in 11/91 with initial development (07/01/93) 08/88 09/91 (07/01/93) 08/88 11/91 (07/01/93) 12/14/88 10/91 (07/01/93) 10/91 (06/30/94) 10/88 10/91 (06/30/94) 10/88 05/30/92 (06/30/94) 03/11/89 11/91 (06/30/94) 11/91 Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs (Curriculum Supervisors) Div of Educational Programs (Assoc Supt for Educational Programs) 5.7 List of expectations 5.8 Contract services of consultants 5.9 Participants' written evaluation 5.9 (Original inservice completed\nongoing inservice will be documented and evaluated by participants) 5.10 Implementation of monitoring instrumentPage: 11 Program Seq #: 04 Revision Date: May 7, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Task completion monitoring conducted also during the curriculum revision process 10/91 12/91 L 70 5.11 Operationalize the curriculum development timeline (monthly meetings with specific dates developed in cooperation with committee members) A. Completion in 05/91 with initial development (07/01/93) 10/88 (06/30/94) 05/91 Assoc Supt for Educational Programs 5.11 Agenda of each meeting B. Curriculum development timeline operationalized also during the curriculum revision process 10/91 05/30/92 L 70 5.12 Review and edit the comprehensive guides in each content area at each grade level A. Completion in 07/89 with initial development (07/01/93) 05/89 (06/30/94) 07/89 Assoc Supt for Educational Programs 5.12 Implementation of guides B. Guides reviewed and edited also during the curriculum revision process 05/92 06/30/92 L 70 5.13 Type and print all guides A. Completion in 07/89 with initial development (07/01/93) 06/89 (06/30/94) 07/89 Assoc Supt for Educational Programs 5.13 5.13 Guides completed (Guides delivered to schools) B. Guides typed and printed also during the curriculum revision process 06/92 07/30/92 L 70 5.14 Conduct inservice for all elementary principals and teachers A. Completion in 09/89 with initial development 57 (07/01/93) 08/89 (06/30/94) 09/89 Assoc Supt for Educational Programs (Curriculum Supervisors) 5.14 Agenda 5.14 (Curriculum implementation) 5.14 (Inservice on revised curriculum is ongoing)Page: 12 Program Seq #: 04 Revision Date: May 7, 1 994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) L 70 L 70 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Inservice for elementary principals and teachers conducted also during the curriculum revision process 5.15 Involve principals and teachers in ordering multicultural materials from local building budgets: a. Make available materials catalogues to building level principals b. Order and acquire materials based on curriculum to be taught A. B. C. 08/01/92 (07/01/93) 08/31/92 (06/30/94) Assoc Supt for Educational Prog Elem Teachers Principals Principals 5.15 Acquisition of materials 5.15 (Instructional materials representing diverse groups will be present in all schools) Initial catalogue provided during 89 term Materials ordered and acquired Additional catalogues/brochures were provided to principals for current term during preschool conference, department meetings and on request D. Materials ordered based on existing curriculum for current term 5.16 Extend inservice through scheduled district level regular elementary cluster meetings (reading, language arts, social studies, art, and music) A. Initial inservice conducted B. Inservice extended during 93-94 term in all curriculum areas and programs 58 07/01/89 07/01/89 08/17/93 08/17/93 (07/01/93) 07/89 07/93 08/30/89 09/30/89 90% 90% (06/30/94) 08/90 75% Assoc Supt for Educational Programs 5.16 (Inservice on revised curriculum is being offered through minicourses and building meetings during the 1993-94 school year) 53Page: 13 Program Seq #: 04 Revision Date: May 7, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) L 70 L 72 L 72 L 72 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.17 Host three (3) education meetings for parents of elementary children to provide an overview of the comprehensive multicultural curriculum A. Completion in 09/89 during initial development B. PTA meetings/audio/visual broadcasts were conducted to give board members and parents an overview of the revised multicultural curriculum guides C. Discussion of the revised multicultural curriculum is being addressed at PTA meetings/parent conferences (07/01/93) 08/89 06/15/92 09/09/93 (06/30/94) 09/89 12/18/92 90% Division of Educational Programs 5.17 Program and roster of participants 5.17 (Assessment of multicultural education during parent conferences) 6. To develop and implement a multicultural curriculum for grades 7-12 (To implement the revised curriculum 7-12, which is multicultural) 6.1 Verify second year contract of national expert in multicultural curriculum A. Completion in 06/89 during initial development 6.2 In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the 1989-90 school year, including a checklist for last completion 59 (07/01/93) (07/01/93) 04/89 (07/01/93) (06/30/94) (06/30/94) 06/89 (06/30/94) (Principals, Teachers, Asst. Supts., Subject Area Supervisors) Div of Educational Programs Assoc Supt for Educational Programs 6. (Observation of curriculum implementation during classroom visits/teacher conferences) 6. (Improvement in student academic performance and assessment of attitude regarding learning) 6.1 Contractual commitment entered into for second year (Dr. James A. Banks was used) 6.2 Timeline completed (Timeline included in this document 6.5 - 6.19)Page: 14 Program Seq #: 04 Revision Date: May 7, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Completion in 06/89 during initial development 04/89 06/89 L 72 6.3 Plan and hold at least three (3) public meetings to receive suggestions from patrons in areas of multi-curriculum and programming (07/01/93) (06/30/94) Assoc Supt for Educational Programs 6.3 Suggestions received, reviewed, and considered A. Completion in 12/89 during initial development 09/89 12/89 L 72 6.4 Develop expectations for member participation on multicultural curriculum committee (07/01/93) (06/30/94) Assoc Supt for Educ Programs Assoc Supt for Desegregation 6.4 List of expectations 6.4 (Contractual agreements with curriculum writers) L 72 A. Completion in 05/89 during initial development B. Expectations developed also during the curriculum revision process 6.5 Identify secondary curriculum committee members and contract for services: 4 4 4 4 Reading Librarians Math Science 12 English 12 Social Studies 4 Music 4 Art A. Completion in 06/89 during initial development B. Committee identified also during the curriculum revision process 60 04/89 05/89 07/91 09/91 (07/01/93) (06/30/94) Assoc Supt for Educ Programs Assoc Supt for Desegregation 6.5 Contractual implementation for each committee member 06/89 09/91 06/89 10/91Page: 15 Program Seq #: 04 Revision Date: May 7, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4 ) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3* 4*) L 73 L 73 L 73 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.6 Obtain multicultural curriculum units from models used in other districts A. Completion in 09/89 during initial development B. Multicultural units obtained also during curriculum revision process 6.7 Develop expectations for use of local resource consultants in multicultural curriculum development A. Completion in 06/89 during initial development B. Expectations developed also during multicultural curriculum development 6.8 Identify secondary social studies, music, and art committee: 1991: 1992: 1993: 19 teachers: 7 social studies 6 music 6 art 11 teachers: 3 social studies 4 music 4 art 11 teachers: 3 social studies 4 music 4 art 61 (07/01/93) 06/89 06/91 (07/01/93) 06/89 06/91 (07/01/93) (06/30/94) 09/89 10/91 (06/30/94) 06/89 06/91 (06/30/94) Assoc Supt for Educ Programs Assoc Supt for Educ Programs Assoc Supt for Educ Programs Supervisor of Social Studies (Supervisor of Social Studies, Teachers in identified areas, Assoc. Supt) 6.6 Secure multicultural curriculum units for committee members 6.7 Develop expectations 6.8 Roster of committee (Guides for social studies, music and art with a multicultural focus will be implemented in LRSD classrooms)Page: 16 Program Seq #: 04 Revision Date: May 7, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Committee members identified with phase in developed for social studies, music, and art 04/91 07/25/93 L 73 6.9 Secure the services of eight (8) local resource consultants to serve on the districtwide curriculum development committee (07/01/93) (06/30/94) Assoc Supt for Educational Programs 6.9 Contract for services agreement entered into L 73 Phase in Multicultural and learning (social studies, music, and art) (Needs to be deleted from this column) (Implemented after the identification of committee members, 6.8) A. Completion in 07/89 during initial development B. Local resosurce consultants utilized during the revised curriculum process 6.10 Conduct inservice session or \"Methods for Developing Multicultural Learning Strategies to include (a) understanding the rationale, trends, and goals of multicultural curriculum and (b) establishing procedures for developing a multicultural curriculum 07/89 07/89 12/91 05/30/92 (07/01/93) (06/30/94) Assoc Supt for Educational Programs Supervisor of Social Studies 6.10 Roster of participants A. Completion in 10/89 during initial development 07/89 10/89 B. Staff development conducted in conjunction with the revised curriculum procedures 07/92 04/93 6.10 (Original inservice completed. Ongoing inservice will be documented and evaluated by participants) C. Extended staff development conducted at preschool, department, cluster, and school meetings 08/16/93 75% D. Role-playing and group projects 07/01/93 06/30/94 E. Discussions of race relations and ethnicity as they relate to the classroom, the school and the society 07/01/93 06/30/94 L 74 6.11 Conduct last task completion monitoring as identified in timeline (07/01/93) (06/30/94) Assoc Supt for Educ Programs 6.11 Tasks completed in accordance with timeline 62 BPage: 17 Program Seq #: 04 Revision Date: May 7, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) L 74 L 74 L 74 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Completion in 12/89 during initial development B. Task completion monitoring conducted also during the curriculum revision process 6.12 Operationalize the curriculum development timeline (monthly) meetings with specific dates developed in cooperation with committee members A. Completion in 05/90 during initial development B. Curriculum development timeline operationalized during revision process 6.13 Review and edit the comprehensive guide for each content area at each grade level (social studies, music, and art) A. Completion in 05/90 during initial development B. Guides for social studies, music, and art reviewed and edited 6.14 Type and print all guides for social studies, music, and art A. Social Studies guides typed and printed SHB 09/89 12/89 10/91 06/04/93 (07/01/93) (06/30/94) Supervisor of Social Studies (Teachers in identified areas, Assoc. Supt. for Curriculum) 6.12 Meetings held according to timeline 6.12 (Guides for social studies, art and music with a multicultural focus will be implemented in LRSD classrooms) 09/89 05/90 10/91 06/04/93 (07/01/93) (06/30/94) Assoc Supt for Educational Programs 6.13 6.13 Review and edit guides (Guides for social studies, art and music with a multicultural focus will be implemented in LRSD classrooms) 04/90 05/90 06/91 06/11/93 (07/01/93) 63 06/91 (06/30/94) 07/15/93 Assoc Supt for Educ Programs Supv-Soc Studies 6.14 Guides typed and printed 6.14 (Guides for social studies, art and music with a multicultural focus will be implemented in LRSD classrooms) 3? S^^BI Page: 18 Program Seq #: 04 Revision Date: May 7, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educahonal equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Draft forms of music and art guides in schools 06/91 08/16/93 L 74 6.15 Conduct inservice for all secondary administrators and teachers (07/01/93) (06/30/94) Assoc Supt for Educ Programs 6.15 Monitoring of inservice 6.15 (Guides for social studies, art and music with a multicultural focus will be implemented in LRSD classrooms) L 74 A. Completion in 09/90 during initial development B. Inservice for secondary administrators and teachers conducted also for revised curriculum and phase-in 6.16 Involve principals and teachers in ordering multicultural materials from local building budgets: (a) Make available materials catalogues to building level principals (b) Order and acquire materials based on curriculum to be taught A. Initial catalogues/brochures distributed to building principals by curriculum coordinators 8. Materials based on curriculum ordered and acquired C. Additional materials based on revised curriculum ordered and acquired 64 07/90 09/90 07/91 08/20/93 (07/01/90) (06/30/94) Assoc Supt for Educational Programs 6.16 Materials purchased 6.16 (Instructional materials representing diverse groups will be present in all secondary schools) 07/90 07/90 08/17/93 09/90 12/90 03/25/94Page: 19 Program Seq #: 04 Revision Date: May 7, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educahonal equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) L 74 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.17 Monitor the use of curriculum guides (07/01/93) (06/30/94) Principals Area Supervisors 6.17 Schedule/Documentation 6.17 (Observation of curriculum implementation during classroom visits and teacher conferences) 6.17 (Improvement in student achievement and attitude toward self and learning) A. Periodic curriculum monitoring being implemented 09/01/93 75% L 75 L 75 6.18 Extend inservice through scheduled district level regular council meetings (reading, English, social studies, science, art, and music for the secondary level) A. Inservice extended with revised curriculum 6.19 Host three (3) education meetings for parents of secondary children to provide an overview of the comprehensive multicultural curriculum A. Completed on 09/30/90 with initial development B. PTA Open House meetings were conducted to give parents an overview of the revised multicultural curriculum guides C. Curriculum overview/explanation is conducted at PTA meetings and parent conferences 65 (07/01/93) 07/93 (07/01/93) (07/01/93) 09/01/90 09/92 09/09/93 (06/30/94) 75% (06/30/94) (06/30/94) 09/30/90 12/92 90% Assoc Supt and Staff for Educational Programs Assoc Supt for Educational Programs (Content Area Supervisor, Principals) 6.18 Agenda of meetings, roster of participants 6.18 Additional inservice will occur through minicourses and council meetings during 1993- 94) 6.19 Program and roster of participantsPage: 20 Program Seq #: 04 Revision Date: May 7, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) L 76 L 76 L 76 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. To provide staff development in the area of multicultural education 2. To provide access to and information about multicultural materials to teachers, parents, community (07/01/93) (06/30/94) (Director of Staff Development, Subject Area Supervisors, Principals) 1. (Multicultural strategies will be implemented in schools as assessed by administration during classroom observations and teacher conferences) 1. (Academic achievement of students will improve as evidenced by report cards and standarized tests) 1.1 Jointly negotiate for consultants to provide inservice for the districts 1.1 (Conduct staff development in the area of multicultural education) A. A joint colloberation using Dr. James Banks as a consultant on 12/14-15/88 and 03/10- 11/89 B. Multicultural educational staff development in the area of social studies provided by PCSSD Multicultural Curriculum Coordinator 66 (07/01/93) 10/88 07/01/93 (07/01/93) (06/30/94) 11/89 02/01/94 (06/30/94) LRSD Assoc. Supt for Educ Programs (Director of Staff Development) (PCSSD - Coor for Multicultural Curr Dev Dir of Library Serv LRSD - Assoc Supt for Educ Programs, Supv of Media Serv NLRSD - Coor of Instructional Materials) 1.1 Contractual agreement 1.1 (Roster of participants) 1.1 (Multicultural strategies will be implemented in LRSD classrooms as determined by classroom observations and teacher conferences) 2. (Teachers, parents, community will have the opportunity to attend Multicultural Materials Fair)Page: 21 Program Seq #: 04 Revision Date: May 7, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3', 4.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L 76 L 76 L 76 2.1 Share responsibility for Multicultural Materials Fair to be held annually A. Plan and implement Multicultural Materials Fair. Phone contact has been made with NLR and PCSSD on 08/93 and 09/93 regarding Fair for 93-94 term B. Two tri-district meetings were held and date for Fair set for February 22, 1994 C. Multicultural Fiar held on February 22, 1994, at North Little Rock High School, East Campus (07/01/93) 08/93 11/16/93 02/22/94 (06/30/94) 02/22/94 11 /30/93 02/22/94 3. To provide information to staff members on the availability of graduate coursework in multicultural education (07/01/93) (06/30/94) 3.1 Write letters to institutions of higher education in the area concerning the need for such courses G7 (07/01/93) (06/30/94) PCSSD - Coor for Multicultural Curr Dev Dir of Library Serv LRSD - Assoc Supt for Educ Programs Supv of Media Serv NLRSD - Coor of Instructional Materials (Director of Staff Development, Subject Area Supervisors, Principals) PCSSD - Coor of Instructional Materials LRSD - Assoc Supt for Educational Programs NLRSD - Coor of Instructional Materials 2.1 Schedule of vendors 2.1 (The Multicultural Fair will be jointly planned by LRSD, NLRSD and PCSSD) 3. (Multicultural strategies will be implemented in schools as assessed by administration during classroom observations and teacher conferences) 3.1 Letters on file 3.1 (The number of teachers enrolled in multicultural courses will increase)Page: 22 Program Seq #: 04 Revision Date: May 7, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader:\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\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_218","title":"Little Rock School District (LRSD) Third Quarter Status Report, Volume I, part 2","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":["1994-05-13"],"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 statistics"],"dcterms_title":["Little Rock School District (LRSD) Third Quarter Status Report, Volume I, part 2"],"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/218"],"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":["reports"],"dcterms_extent":["275 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\nSchool Operations Cluster * * * * * * * * * * School Operations (Principals) School Operations (Central Office Administration) Extracurricular Participation Student Hearing Officer In-School Suspension New Futures Academic Incentive Grants/Focused Activities McClellan Community School Testing Assistance - Disadvantaged Job FairLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 09A Pagp: 1 Revisioa Date: May 12, 1994 Program Name: School Operations Program Code: Primary Leaden Estelle Matthis Secondary Leaden Robertson, Gremillion, and Anderson Program Description: District Goal Support: Program Goat School Operations includes the total integrated learning experiences which meet the academic, social, and developmental needs of all LRSD students in a desegregated educational setting. Central Office staff principals of the schools collaborate to ensure quality educational program planning for all students with the support of staff, parents, and the larger community. General cooperation among the Pulaski County districts is necessary. A collaborative effort is crucial to the success of this countywide desegregation plan. We commit ourselves to the following. 1. Underlying Principles will include: all students will be accorded equal opportunity to participate in all academic and extracurricular programs and services in the districts: All district staff and parents will develop and model high expectations for the success of all students without regard to gender or race\nAll students, all staff and all parents will have equitable access to and input into programs, school and district activities, planning and implementation of school plans and goals\nSpecial efforts will be concentrated on increasing parental involvement in the schools: Staffing and staff recruitment will reflect student needs for contact with minority teachers and a diversity in the racial makeup of support staffs consistent with applicable law: Staff assignments will be made on an equitable basis: Policies directed toward students will reflect an awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment. Create a collaboration whereby all students in all schools in the three districts (LK NLR. and PCSSDl will benefit from a mutual set of beliefs and expectations for success for all students and equity for all students and staff. Follow Interdistrict Desegregation Plan. Ensure that equity occurs in all phases of school activities and operations. The intent of the school operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan References: L 30-32, L 35, L 37-47 FY Program Budget: 1st Otr Expend: 3rd Otr Expend: FTE VlU Expenditures: 2nd Qtr Expend: 4th Qtr Expend: Related F^inction Codes: 1G 4LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Pagp: 2 Program Scq #: 09A Revision Date: May 12, 1994 Program Name: School Operatkms Program Code: Primary Leader Estelle Matthis Secondary Leader Robertson, Gremillion and Anderson Program Goal: The intent of the school operatioos goal is to provide equitable educational opportunities for all students in die LRSD. DI Plan Reference Page Number Objectives Strat^ies B^inning Date Conqiletion Date Re^xmsibility Valuation Criteria LLJO L To ensure an otganizatiooal structure which provides equal opportunity and access for parents, students and staff. L To review organizational structure m achoob and central ofiBce to ensure sufiBcient siqiport for students and staff success and for the implcnicntatioo of the desegregation plan. Senior High Schools A. Three of the six high schools conducted a review of the organizational structure to ensure success and implementation of desegregation plan. B. Two of the six high schools continued the review of organizational structures in the schools to ensure success and implementation of the desegregation plan during the second quarter. C All schools conducted review and monitoring activities of the organizational structure. Area Junior High Schools A. Two of the six area junior high schools indicated different methods of reviewing oiganizational structure. Example: Structure review during the completion of the Arkansas Department of Education Annual School Report. B. Four of the six area junior high schools reported the use of organizational structures for the implementation of the desegregation plan. (07/01/93) (/2A/9i 10/01/93 01/03/94 08/24/93 10/01/93 (06/30/94) 12/31/93 03/30/94 09/30/93 12/31/93 (Principals,, Assistant Supts., Assoc. Supt.) 1. (Sufficient program personnel are in place to meet the needs of all students in the program as measured by the monitoring instrument) 1G\niPage: 3 Program Scq #: 09A Revision Date: May 12, 1994 Program Name: School Operations Program Code: Primary Leader Estelle Matthis Secondary Leader Robertson, Gremillion and Anderson Program Goat The intent of the school operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsflrility Evaluation Criteria 1. (contd) C. Five of the six area junior high school reportedly reviewed organizational structures in schools to support implementation of the desegregation plan for the third quarter. Example: Review of stafting and changes of teaching assignments. Junior High Magnet Schools B. Both magnet junior high schools reported organizational structures which are in place for the implementation of the desegregation plan. C Both magnet junior high schools conducted reviewed, and one school made adjustments based upon the reviews. Elementary Area Magnet Schools A. The organizational structure was reviewed at three schools. B. Two magnet schools report having reviewed organizational structures in school and central office to ensure sufficient support to students and staff success. 01/03/94 10/01/93 01/03/94 08/24/93 10/01/93 03/30/94 12/31/93 03/30/94 09/30/93 12/31/93 C Five schools reported reviewing organizational structure and submitting to assistant superintendent for approval. 01/03/94 03/31/94 1G t.Pagp: 4 Program Scq #: 09A Rcvisioo Date: May 12, 1994 Program Name: Sdiool Operatioos Program Code: Piimaiy Leaden Estelle Matthis Secoodaiy Leaden Robertson, Gremillion and Anderson Program Goal: The intent of the achoot operatioos goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Rcqxmsibility Evaluation Criteria 1. (contd) Elementary Interdistrict Magnet Schools B. A. Both schools make staff recommend ations relevant to building needs. Both schools reported reviewing their organizational structure and providing staff information relevant to the Desegregation Plan. C Both schools report a continuation of staff development and abacus training. Incentive Schools A. A review of the organizational structure reveals that all six of the incentive schools (certified staffs) were completed according to district mandates. Elementary Area Schools A. Eighteen schools reviewed their organizational structures to ensure support for students and implementation of the Desegregation Plan. B. Twelve area schools reported reviewing their organizational structure to ensure sufHcient support for students and staff success. C Sixteen schools reported reviewing organizational structure and submitting to assistant superintendent for approval. 1 i 08/24/93 10/01/93 01/03/94 08/24/93 08/24/93 10/01/93 01/03/94 09/30/93 12/31/93 03/31/94 09/30/93 09/30/93 12/31/93 03/31/94 1. (Satisfactory compliance with the Education Equity Monitoring Document) LI Survey of staff - patronsI p^- 5 Program Scq #: 09A Revisioo Date: May 12, 1994 Program Name: School Operations Program Code: Primaiy Leaden Estelle Matthis Sccondaiy Leader Robertson, Gremillion and Anderson Program Goal: The intent of the school operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number LIL 30 1. (contd) Objectives Strategies Beginning Date Completion Date ReqionsAnlity Bvahiation Criteria LI Appoint achool-bascd biracial committees to monitor implementation and data. (Report to faculty) Senior High Schools A. B. C. 07/01/93 06/30/94 Ptincqials, Assistant Supts. LI School-level documentation of quarterly meetings (minutes, rosters) Four of the six high schools have appointed a biracial committee Three of the six high schools appointed school-based biracial committees during the second quarter. Five high schools reported meetings and monitoring of biracial committees. Area Junior High Schools A. B. C 08/24/93 10/01/93 01/03/94 09/30/93 12/31/93 03/30/94 Two of the six area junior high schools reported efforts toward appointing school-based biracial committees. Three of the six area junior hi^ schools reported achievements relative to the appointment of school-based biracial committees. Four of the six area junior high schools reported active committees which are monitoring implementation and data relative to the desegregation plan. Example: Feedback to Steering Committee on monitoring visit. Junior High Magnet Schools A. One of the two magnet junior high schools reported activity related to the appointment of school-based biracial committees. IGS 08/24/93 10/01/93 01/03/94 10/01/93 09/30/93 12/31/93 03/30/94 12/31/93Page: 6 Program Seq #: 09A Revisioo Date: May 12, 1994 Program Name: School Operatkms Program Code: Primaiy Leader Estelle Matthis Seooodaiy Leader Robertson, Gremillion and Anderson Program Goak The intent of the school operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number Objectiws Strategies Beginning Date Cooqiletion Date Rcqionsibility Evaluation Criteria 1. (contd) B B. One magnet junior high reported the committees meet regularly to assist in the implementation of the plan. Elementary Area Magnet Schools A. B. C 01/03/94 03/30/94 Biracial committee established at four schools. Four magnet schools report that biracial committees have been established and is functioning. Four schools have appointed school based biracial committees. Elementary Interdistrict Magnet Schools A. B. C. 08/24/93 10/01/93 01/03/94 09/30/93 12/31/93 03/31/94 Both schools have established a schoolbased biracial committee. One school reported having established their school-based biracial committee this quarter. One school reports biracial committee monitoring and meetings held regularly. Incentive Schools A. All six incentive schools biracial committees which provide equal opportunity and access for patents, students, and staff are evident. Elementary Area Schools A. Twenty schools have established schoolbased biracial committees. B. Twelve area schools reported activities of their school-based biracial committees. 169 08/24/93 10/01/93 01/03/94 08/24/93 08/24/93 10/01/93 IS 09/30/93 12/31/93 03/31/94 09/30/93 09/30/93 12/31/93 nPagp: 7 Prognun Seq #: 09A Revision Date: May 12, 1994 Program Name: Sdiool Opcratioos Program Code: Primary Leader Estelle Matthis Secondary Leader Robertson, Gremillion and Anderson Program Goat The intent of the sdnol opcratioos goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number L2L30 L3LaO 1L30 1. (contd) Objectives Strategies Begnming Date Completion Date Responsibility Evaluation Criteria C. Fifteen schools have appointed school based biracial committees. 01/03/94 03/31/94 12 L3 2. A (hstrict-widc biracial conuruttee will monitor district-wide desegregation efforts and data and (r^rort to Board) Establish a reporting system. To provide inservice to raise staff awareness/eiqrcctatioos of equity concerns for students. Senior High Schools A. B. C 07/01/93 07/01/93 06/30/94 06/30/94 Three of six high schools indicated that equity inservice has occurred. One inservice is scheduled for December 6, 1993 Four of the six high schools conducted inservice sessions relating to equity concerns. Four of the six high schools documented equity inservice occurred the third quarter. Area Junior High Schools A Three of the six area junior high schools reported that equity inservice has occurred. Ex: At-risk Student Workshop, Cultural Awareness Workshop. 170 08/24/93 10/01/93 01/03/94 08/24/93 09/30/93 12/31/93 03/30/94 09/30/93 Assoc. Supt. of Educational Programs, Assoc. Supt. for Dcsegregatioo Associate Supts., Assistant Supts. (Local schools. Staff Development, Communications Dept., Staff Development, Academic Support) 12 Report of the biracial committee 1.2 (Report from the monitoring of the biracial committee to the Board) L3 Monitoring reports districtwide biracial committees 2. Results of school climate survey 2. (Random survey results from Staff Development) aPrognun Seq #: 09A Program Name: School Operations Program Code: Primary Leader: Estelle Matthis Program Goak Plan Reference Page Number 9 The intent of the school operations goal is to provide equitable educational opportunities for all students in the LRSD. Objectives Strategies B. Four of the six area junior high schools provided inservices to raise staff awareness/expectations of equity concerns for students. Example: \"Steering Committee Training for School-Based Decision-Making\" C Four of the six area junior high schools provided inservice to raise staff awareness/expectations of equity concerns for students. Junior High Magnet Schools A. One of the two magnet schools indicated equity inservice has occurred. B. One of the two magnet schools provided inservice to raise staff awareness/expectations of equity concerns for students. Secondary Leader Beginning Date 10/01/93 01/03/94 08/24/93 10/01/93 Page: 8 Rcvisioo Date: May 12, 1994 Robertson, Gremillion and Anderson 1. (contd) C Both magnet junior highs reported equity inservices have occurred. Elementary Area Magnet Schools A B. C D. E. 01/03/94 Completioa Date 12/31/93 03/30/94 09/30/93 12/31/93 03/30/94 Reqxmsibility Evaluation Criteria Green Circle training conducted\nTESA\nInservice plans are being finalized at one school. One magnet school reports holding one workshop on cooperative learning. All magnet schools report providing inservice to raise staff awareness/expectations of equity concerns. Elementary Interdistrict Magnet Schools 171 08/24/93 10/01/93 01/03/94 09/30/93 12/31/93 03/31/94Page: 9 Program Seq #: 09A Revisioa Date: . May 12, 1994 Program Name: School Opeiatkms Program Code: Primaiy Leader Estelle Matthis Secondary Leader Robertson, Gremillion and Anderson Program \u0026lt;joal: The intent of the school operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Refierenoe Page Number Objectives Strategies Beginning Date Cooqrfetioa Date ReqxMisibility Evahiatioo Criteria A. Both schools provided inservices on equity and expectations. 9/30/93 B. One school reported the regular monitoring of staff for commitment to equity. One school reported that staff inservices were provided for the purpose of achieving equity. One school reports the continuation of monitoring staff commitment to equity. Incentive Schools A Three of the six schools have conducted inservice activities. Examples of activities: nine inservices on improving human relation were held at two schools, development of the years suff development at another school. Elementary Area Schools Thirteen schools provided inservice to raise awareness/expectations of equity for students. B. Twelve area schools reported providing inservice to raise staff awareness/expectations of equity concerns for students. Ex: Cooperative learning, portfolio assessment and positive behavior inservice. 10/01/93 01/03/94 08/24/93 08/24/93 10/01/93 03/31/94 09/30/93 09/30/93 12/31/93 c A Q Seventeen schools report providing inservice to raise staff awareness/expectations of equity concerns. 01/03/94 03/31/94 172Pagp\n10 Program Seq #: 09A Revision Date: May 12, 1994 Program Name: School Operatioos Program Code: Primary Leader Estelle Matthis Sccoodaiy Leader Robertson, Gremillion and Anderson Program Goal: The intent of the school operatioos gogbid to provide equitable educational opportunities for all students in die LRSD. Plan Reference Page Number 2.1 L30 1. (contd) 1. (contd) Objectives Strategies Beginning Date Completioo Date Responsibility Evaluation Criteria 2.1 Inservice cydes for existing and new staff including\na. teacher expectations b. working with patents c. at-risk youth d. learning styles Senior Hi^ Schools A. One of six high schools reported conducting inservice for existing and new staff. B. Two of the six high schools reportedly conducted inservice for existing and new staff. Examples: Career Guidance Workshop and Security Staff Inservice. Area Junior High Schools A. Three of the six area junior high schools reported the provision of inservice cycles for existing and new staff. Junior High Magnet Schools A. One of the two junior high magnet schools indicated the provision of inservice cycles for existing and new staff. B. Both magnet junior high schools reported conducting inservice for existing and new staff. Elementary Aiea Schools A. Eleven schools provided inservice cycles for existing and new staff. Ex: TESA, Cooperative Learning, and ABACUS. 173 07/01/93 01/03/94 01/03/94 10/01/93 01/03/94 10/01/93 03/30/94 03/30/94 12/31/93 03/30/94 12/31/93 Apfnopriate Associate Supts., and Staff Devdopment 2.1 Roster of teacfaets/participating staff Data4MBed improvement in targeted student schools 2.1 (Evaluation of inservice segments by participants)Page: 11 Program Seq #: 09A RevisioD Date: May 12, 1994 Program Name: School Operatioas Program Code: Primaiy Leader Estelle Matthis Seeoodaiy Leader Robertson, Gremillion and Anderson Program Goal: The intent of the achool operations goal is to provide equitable cducatiooal opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Twenty-three schools report providing inservice to existing and new staff members. Elementary Magnet Schools A. Two magnet schools reported having inservice cycles for existing and new staff members. B. Four schools report providing inservice to existing and new staff members. 01/03/94 10/01/93 01/03/94 03/31/94 12/31/93 03/31/94 Elementary Interdistrict A. Both schools report having inservices for existing and new staff. 01/03/94 03/31/94 X XL30 To provide programs which raise parental awarenes of district structure, policy, and programs and ways to access them. 07/01/93 06/30/94 X Raster of attendance 3. (Programs which demonstrate high quality of parent involvement) (07/01/93) (06/30/94) (Communications Dept., Staff Development, and Academic Support) Senior Hi^ Schools A. Two of six high schools have provided parental awareness sessions in addition to Open House sessions. 08/24/93 09/30/93 B. Four of the six high schools provided programs to raise parental awareness of district structure, policy, and programs. 10/01/93 12/31/93 174 Prognun Seq #: 09A Prognun Name: School OperatiooK Page\n12 Rcvisioo Date: May 12, 1994 Prognun Code: Piimaiy Leader Estelle Matthis Seoondaiy Leader Robertson, Gremillion and Anderson Prognun Goak The intent of the school operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Refeicnoe Page Number Objectives Strategies Beginning Date Completioo Date Reqxmsibility Bvahiatioa Criteria 1. (contd) C Five of the six high schools reported the provision of parental awareness sessions. Examples: Financial aide workshops and neighborhood meeting. 01/03/94 03/30/94 Area Junior High Schools A. Two of the six area junior high schools documented the provision of programs which raise parental awareness of district structure, policy, programs, and ways to access them. 10/01/93 12/31/93 B. Four of the six area junior high schools indicated programs which raise parental awareness of district structure, policy, and programs and ways to access them had been provided. 01/03/94 03/30/94 Junior High Magnet Schools A. One of the two schools reported evidence of providing programs which raised parental awareness of district structure, policy, and program and ways to access them. C Both schools have provided parental awareness. Examples: Superintendent presented program to parents in March and Spring FTA Workshop. Elementary Area Schools A. Six schools reported providing programs which raised parental awareness such as\nPTA Volunteer Programs, Parent Teas, Parent/Student Awards and PTA Suppers. 08/24/93 01/03/94 10/01/93 09/30/93 03/30/94 12/31/93Page: 13 Program Seq #: 09A Revisioa Date: May 12, 1994 Program Name: Sdiool Opeiatioas Program Code: Primary Leader Estelle Matthis Seeoodary Leader Robertson, Gremillion and Anderson Program Goal: The intent of the school operatkrns goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number 1.1 L30 1. (contd) Objectives Strategies Beginning Date Completioa Date Responsibility Evaluation Criteria B. Twenty-one area schools reported providing programs which use parent awareness. Elementary Magnet Schools A. One school held a joint parent meeting with Dunbar Magnet AGATE parents. One school conducted a needs assessment. B. All elementary magnet schools reported providing programs which use parent awareness. Elementary Interdistrict Schools A Both schools providing newsletters, inservice sessions, and brochures to raise and maintain parental awareness. 11 Mini orminars at PTA meetings  the community. 3.1 (Evidence of quality programs presented to parents.) Senior High Schools 176 01/03/94 10/01/93 01/03/94 01/03/94 07/01/93 03/31/94 12/31/93 03/31/94 03/31/94 06/10/94 District staff PTA Council (local and area) 11 Calendar showing programs held 3.1 (Calendar showing roster of participants and evaluation form) 3.1 (Evidence of parent participation\nincrease in number of parents involved in school activities including VIPS, PTA, Parent Forums\nand increase in student achievement data\nand increase in number of students above the NCE on Stanford 8 and Abacus)Page: 14 Program Seq #: 09A Revisioo Date: May 12, 1994 Program Name: Sdnol Operations Program Gode: Primaiy Leader Estelle Matthis Seooodaiy Leader Robertson, Gremillion and Anderson Program Goak The intent of the school operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Refeienoe Page Number Objectives Strategies Beginning Date Completioa Date ReqKmsibility Evaluation Criteria A. Two of six high schools conducted miniseminars at PTA meetings. 08/24/93 09/30/93 B. Two of the six high schools conducted mini-seminars at PTA meetings. 10/01/93 12/31/93 C Five of the six high schools conducted mini-seminars. 01/03/94 03/30/94 Area Junior High Schools 1. (contd) A. One school reported seminars have been offered at PTA meetings. 08/24/93 09/30/93 B. Two of the six area junior high schools reported mini-seminars at PTA meetings had been provided. 10/01/93 12/31/93 Four of the six area junior hi^ schools offered mini-seminars at PTA meetings and in the community. Example: Parent meeting at local restaurant. Junior High Magnet Schools A. One of the two junior high magnet schools provided mini-seminars at PTA meetings. B. One the two junior high magnet schools conducted nine mini-seminars at a spaghetti supper. 01/03/94 10/01/93 01/03/94 03/30/94 12/31/93 03/30/94 C Elementary Area Magnet Schools A. Parenting classes initiated, TESA, Parent/Teacher Conferences, and Home Study Guides presented at Open House 08/24/93 09/30/93 177Page: 15 Prognun Seq #: 09A Revisioa Date: May 12, 1994 Program Name: Sdiool Opcratioos Program Code: Primaiy Leader Estelle Matthis Seooodaiy Leader Robertson, Gremillion and Anderson Program Goab The intent of the school opcratioos goal is to provide equitable educatiooal opportunities for all students in the LRSD. Plan Rcfercooc Page Number Objectives Strategies Beginning Date Completioa Date Rcqxmsibility Evahtatioo Criteria B. One school hosted an educational meeting and tour for counselors and three Pulaski County schools. In addition, this school also hosted the \"Senate Oversight Subcommittee.\" 10/01/93 12/31/93 C Five schools held mini-sessions at P.Tj\\. meetings and in the community. 01/03/94 03/31/94 Elementary Interdistrict Magnet Schools A. Both schools provided programs for parents. 08/24/93 09/30/93 1. (contd) B. Both schools reported having provided information to all parents. One school provided specific programs to the community. Ex: Understanding the Curriculum, Counseling Program and Parents of At-RisL 10/01/93 12/31/93 C. Both schools report having meetings and activities to help parents actively engage in the school. 01/03/94 03/31/94 Incentive Schools A. Six of the incentive schools had open house to inform the community. Two schools sent parent newsletters and held neighborhood meetings. Elementary Area Schools A. Three schools held mini-seminars on topics such as: parent-home study guides, volunteers, open house, and workshops. 173 08/24/93 08/24/93 09/30/93 09/30/93Page: 16 Prognun Seq #: 09A Rcvisioo Date: May 12, 1994 Program Name: School Operatioos Program Code: Prinuuy Leader Estelle Matthis Secoodaiy Leader Robertson, Gremillion and Anderson Program Goak The intent of the school operatioos goal is to provide equitable educational opportunities for all students in die LRSD. Plan Refeicnoe Page Number Objectives Strategies Beginning Date Completioa Date Reqxiosibility Evaluatioa Criteria B. Eleven schools reported having miniseminars at PTA meetings and in the community. Ex: Arkansas Sheriffs Association, Partners in Education, Tutors Workshop, Street Gangs and Home Study Guides. 10/01/93 12/31/93 C Twenty-one area schools held minisessions at P.TA. meetings and in the community. 01/03/94 03/31/94 4.L30 4. To monitor school standards to ensure high quality education for all students. 07/01/93 06/30/94 Elementary Area Magnet Schools A. Four schools have reviewed data. Reports will be maintained and shared with faculty. Elementary Interdistrict Magnet Schools A. Both schools gathered disaggregated data indicating areas of concern for staff with respect to achievement, discipline, racial disparity population, etc. Incentive Schools A. All six incentive schools have reviewed the data as it relates to achievement, discipline, promotion and retention. Elementary Area Schools A. Seven schools reported reviewing data such as: COE, achievement, discipline, enrollment, etc. 173 08/24/93 08/24/93 08/24/93 09/30/93 09/30/93 09/30/93Page: 17 Program Seq #: 09A Revisioo Date: May 12, 1994 Program Name: School Operatkrns Program Code: Primaiy Leaden Estelle Matthis Seeoodaiy Leader Robertson, Gremillion and Anderson Program GooL The intent of the school operatkrns goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number 4.1 L 30 1. (contd) 1. (contd) Objectives Strategies Beginning Date Conqiletioa Date Reqxmsibility Bvahiation Criteria 4.1 Review data 4.1 (List data, achievement, discipline, promotion, retention, increase or decrease of white students, number above and below state reference point to assess strengths, needs, and strategies.) Senior High Schools A. Three of the six high schools conducted data review activities. B. Four of the six high schools reported the review and evaluation of data. Area Junior High Schools A. Two of the six junior high schools reported the review and analysis of data. B. Four of the six junior high schools reported different data had been reviewed. Example: Review of grade distribution data. Junior High Magnet Schools A. One of the two magnet junior high schools reported the review and analysis of data from the following: grade distributions, school profile, honor roll, and \"D/F\" roll. B. Both magnet junior high schools reportedly reviewed data. 100 07/01/93 10/01/93 01/03/94 10/01/93 01/03/94 10/01/93 01/03/94 06/30/94 12/31/93 03/30/94 12/31/93 03/30/94 12/31/93 03/30/94 Associate SupL, Principals, Assistant Supts. 4.1 Calendars of visits 4.1 (Staff, facilities, climate, administration, organization, and achievement levels) aPage: 18 Program Seq #: 09A Revisiofi Date: May 12, 1994 Program Name: School Operations Program Code: Primary Leader Estelle Matthis Secondary Leader Robertson, Gremillion and Anderson Program Goak The intent of the school operatioos goal is to provide equitable educational opportunities for all students in the LR9). Plan Reference Page Number Objectives Strategics Beginiiing Date Completioa Date Reqxmsibility Bvaluation Criteria 4JL30 Elementary Area Schools A. Fourteen schools have provided an organizational structure and access for parents, students and staff through the following: 1) Developing student educational plans\n2) Reviewing the schools profile reports\n3) Addressing quarterly discipline reports\n4) Documenting discipline sanctions. B. Twenty-one schools have provided an organizational structure and access for parents, students and staff. Elementary Magnet Schools A. Two magnet schools reported reviewing data to ensure an organizational structure which provides equal opportunity and access for parents, students and sta^. B. Five elementary magnet schools have provided an organizational structure and access for parents, students and staff. Elementary Interdistrict Schools A. Both schools reported prescribing educational plans based upon available student data. B. Both school report providing information to all concerned on a quarterly basis. 4 J. School mooitofing visits 10/01/93 01/03/94 10/01/93 01/03/94 10/01/93 01/03/94 07/01/93 12/31/93 03/31/94 12/31/93 03/31/94 12/31/93 03/31/94 06/30/94 Planning Research, and Bvaluatioii 4.2 Monitofing reports 4.2 (Staff Qimate Survey) m182LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 20 Program Seq 09A Rcviaon Date: May 12, 1994 Program Name: School Operations Program Cjode: Primary Leader Estelle Matthis Secoodaiy Leader Robertson, Gremillion and Anderson Program Goak The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number 2. Page 31 2. Objectives Strategies Beginning Date Completion Date Reqxmsibitity Evaluation Criteria To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to support that belief. Provide education to staff and patrons regarding school cuhore and positive school dimate. 07/01/93 06/30/94 (Principals, Teachers, Assistant Supts.) 1. Utilization of the acbool dimate survey 1. (Results of school climate survey report) L Senior High Schools A. Three of six schools conducted activities related to positive school climate. 08/24/93 09/30/93 B. Five of the six hi^ schools conducted activities related to school climate. Three of the six high schools reported the provision of activities related to positive school climate. Area Junior High Schools A. Three of six schools reported activities had been conducted relative to positive school climate. B. Three of the six schools documented activities to educate sta^ and patrons relative to school culture and positive school climate. Examples: Newsletters and Hush Day. 01/03/94 08/24/93 10/01/93 03/30/94 09/30/94 12/31/93 n/21/9i C C Four of the six area junior high school provided education to staff and patrons regarding school culture and positive school climate. Example: Student Council developed a news program format video to be presented through Channel One system. Junior High Magnet Schools 133Page: 21 Program Seq #: 09A Revision Date: May 12, 1994 Program Name: Sdiool Operations Program Code: Primary Leader Estelle Matthis Secondary Leader Robertson, Gremillion and Anderson Program Goat The intent of the School Operations goal is to provide equitable educatiooal opportunities for all students in the LRSD. Plan Riefierence Page Number Objectives Strategies Beginiiiiig Date Completion Date Reqxmsibility Evaluation Criteria 2. (contd) A. One of two schools conducted activities related to positive school climate. 08/24/93 09/30/93 B. One of the two junior hig)i magnet schools provided education to staff and patrons relative to school culture and positive school climate during faculty meetings. 10/01/93 10/31/93 C Both magnet junior high schools conducted activities related to positive school climate. Elementary Area Magnet Schools A. Results of school climate survey shared with staff and preschool inservices held. B. All magnet schools provided education to staff and patrons regarding school cultures and positive school climate. Elementary Interdistrict Magnet Schools A. Both schools disseminated parent/student handbooks. B. Both schools utilized available reports and survey results to prescribe positive student opportunities and experiences. C Both schools reported the sharing of ongoing information/programs with staff and patrons regarding school culture and positive school climate. D. Both schools provided education to staff and patrons regarding school culture and positive school climate. 01/03/94 08/24/93 01/03/94 08/24/93 10/01/93 01/03/94 03/30/94 09/30/93 03/31/94 12/31/93 03/31/94 Incentive Schools 184Pagp: 22 Program Seq #: 09A Revisioa Date: May 12, 1994 Program Name: Sdiool Opcratioos Program Code: Primaiy Leader Estelle Matthis Seooodaiy Leader Robertson, Gremillion and Anderson Program Goat The intent of the School Opeiatioas goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginning Date Cooiplctioa Date Responsibility Evahiatioo Criteria 1.1 L 31 2. (contd) 2. (To work with teachers and principals to develop a positive school climate) A. One of the six incentives schools has reviewed the school climate surveys with staff. All six schools held staff meetings to share expectations with parents and staff. Elementary Area Schools LI A. B. C 08/24/93 09/30/93 Twelve schools provided education to sta^ and patrons regarding school culture and climate. Example: new parent orientation, inservice for parents and teachers, utilizing results of the School Climate Survey, etc. Nine schools provided education to staff and patrons regarding school cultures and positive school climate by sharing ongoing information with staff and patrons. Twenty-two area schools provided education to staff and patrons regarding school cultures and positive school climate. PTA Board and general meetings to educational cooipoocnta regsiding dimate and eapectationa. 1.1 (LRSD expectations, teacher-designed instrument, clarify what kind of expectations achievement, behavior, attendance) Senior Hi^ Schools 185 08/24/93 10/01/93 01/03/94 07/01/93 09/30/93 12/31/93 03/31/94 06/30/94 District peisonnel as designated by the Associate SiqiL LI Agendas of meetings Measurable improvements in individual achool climates (1.1 Agendas of meetings and evidence of results of school climate survey report)Page: 23 Prognm Seq #: 09A Revision Date: May 12, 1994 Program Name: School Operations Program Gode: Primary Leader Estelle Matthis Secondary Leader Robertson, Gremillion and Anderson 9 Program Goak The intent of die School Operatioos goal is to provide equitable educational opportunities for all students in die LRSD. Plan Reference Page Number Objectives Strategies Beginnmg Date CompletioQ Date Reqarnsibitity Bvaluation Criteria A. Two of six high schools included climate and expectation sessions for PTA. 08/24/93 09/30/93 2. (contd) B. One of the six high schools included a climate component in a PTA activity. 10/01/93 12/31/93 Area Junior High Schools A. Two of six schools reported meetings have been conducted with education components regarding climate and expectations. Ex: Reinforce Adult Control 08/24/93 09/30/93 B. Three of the six area junior high schools provided for educational components regarding climate and expectations during PTA Board and general PTA meetings. 10/01/93 12/31/93 Five of the six area junior high schools PTA Board and general meetings implemented activities regarding climate and expectations. Example: Magnet Science Program Junior High Magnet Schools A. Both magnet junior high schools dealt with educational components regarding climate and expectations during monthly PTA Board meetings. B. One of the two magnet junior high schools reported meetings have been conducted with education components regarding climate and expectations. Example: Open House held for prospective parents and staff. 01/03/94 10/01/93 01/03/94 03/30/94 12/31/93 03/30/94 C Elementary Area Magnet Schools 18GPage: 24 Program Seq #: 09A Revisioii Date: May 12, 1994 Program Name: School Operatioos Program (jode: Primary Leader Estelle Matthis Seoondaiy Leader Robertson, Gremillion and Anderson Program Goat The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginning Date Completioo Date Reqainsibility Evaluation Criteria A. Four schools held PTA meetings in reference to climate and expectations. 08/24/93 09/30/93 B. One school reports using PTA meetings to re-state the mission and philosophy of the school. 10/01/93 12/31/93 2. (contd) C. Five schools held P.TA Board and general meetings to have educational components regarding climate and expectations. Elementary Interdistrict Magnet Schools A Both schools report no action this quarter. B. One school report keeping parents informed throu^ newsletters, open house, and P.TA. meetings. Incentive Schools A One of the six schools reports having a PTA board meeting. All six schools had open house to share expectations with the parents. Elementary Area Schools A. Six area schools report having had meetings with educational components. B. Four schools held PTA Board and general meetings to have educational components regarding climate and expectations. C Fifteen schools held P.TA. Board and general meetings to have educational components regarding climate and expectations. 187 01/03/94 08/24/93 01/03/94 08/24/93 08/24/93 10/01/93 01/03/94 03/31/94 09/30/93 03/31/94 09/30/93 09/30/93 12/31/93 03/31/94Page: 25 Program Seq #: 09A RevisioD Date: May 12, 1994 Program Name: School Operatioas Program Code: Primary Leader Estelle Matthis Secondary Leader Robertson, Gremillion and Anderson Program Goab The intent of the School Operations goal is to provide equitable educational opportunities for all students in die LRSD. Plan Reference Page Number 1.2 L 31 2. (contd) Objectiues Strategies Beginning Date Cooipletioa Date Reqxmsibility Evaluation Criteria L2 Dae of cable Chaimel 4 to catty brief messages to staff regarding cxpectatioris, woridng with at-risk and disadvantaged students, and creating positive dimate. 1.2 (Clarify performance expectations, such as behavior emphasis on students falling below) Senior High Schools A. None of the high schools used Channel 4 to carry messages. One school used Channel 1 to broadcast messages to students. B. One of six hi^ schools developed plans to use cable Channel 4 to carry messages to staff. C One of the six high schools reportedly played Channel 4 daily. Area Junior High Schools A. Two of the six area junior high schools documented the use of cable Channel 4 for creating a positive climate. B. Five of the six area junior high schools used Cable Channel 4 to carry messages. Example: One principal notified LRSD Communications Department to broadcast in Cable Channel 4 to the citys 6th graders inviting them to \"Fun Day on Saturday, March 12,1994. Junior High Magnet Schools ISS (r7/01/ 08/24/93 10/01/93 01/03/94 10/01/93 01/03/94 QI 06/30/94 09/30/93 n/3\\/9i 03/30/94 12/31/93 03/30/94 (Principals, Teachers, Staff Development, Communications Office) 1.2 (Assessing performance of the school principal)Page: 26 Prognun Seq #: 09A Revision Date: May 12, 1994 Prognun Name: Scboot Opeiatioas Program Code: Primaiy Leader Estelle Matthis Seeoodaiy Leader Robertson, Gremillion and Anderson Program Goat The intent of the School Opeiatioas goal is to provide equitable educatiooal opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginnmg Date Cooipletioa Date Responsibility Bvahiatioa Criteria 2. (contd) A. One of the two junior high magnet schools sent news items to the Communications Department regarding climate. B. Both magnet junior high schools reportedly utilized Channel 4 to cany brief messages. Elementary Area Magnet Schools A. AETN pre-school inservice held B. Three schools report organizing and realizing positive school messages to LRSD Communications OfTice. 10/01/93 01/03/94 08/24/93 01/03/94 12/31/93 03/30/94 09/30/93 03/31/94 Elementary Interdistrict Magnet Schools A. According to the LRSD Communication Department, both schools report that positive school messages are relayed when appropriate. 08/24/93 09/30/93 B. Both schools reported combined procedures to relay/organize positive school messages. 10/01/93 12/31/93 C Both schools report sending appropriate communique to the LRSD Communication OfTice. Elementary Area Schools A. Six schools report that positive school messages are related to the LRSD Communications Department when appropriate. B. Four schools reported organizing and relaying positive school messages to LRSD Communications Dept. IQg 01/03/94 08/24/93 10/01/93 03/31/94 09/30/93 12/31/93 BBPage: Program Seq 09A Revision Date: Program Name: School Operatioas Program Code: Primaiy Leader Estelle Matthis Secondaiy Leader BHiQB 27 May 12, 1994 Robertson, Gremillion and Anderson Program Goak The intent of the School Operatioas goal is to provide equitable educatioaal opportunities for all students in the LRSD. Plan Refeienoe Page Number Objectives Strategies Beginning Date Completion Date Reqxxisibility Evaluation Criteria C Eleven area schools report organizing and realizing positive school messages to LRSD Communications Office. 01/03/94 03/31/94 2.L31 2. Monitor school dimate and lesouice allocation. 07/01/93 06/30/94 2. (Review of annual school plan) Senior Hi^ Schools A. Two of six schools reported activities related to monitoring school climate and resources allocation. 08/24/93 09/30/93 2. (contd) B. c One of the six schools reported activities to monitor climate and resource allocations. Three of the six schools reported activities related to monitoring of school climate and resources allocation. Example: Review of evaluation reports Aiea Junior Hi^ Schools A. Two of the six area junior high schools reported monitoring school climate and resource allocation exercises. B. Four of the six area junior high schools reported that monitoring school climate and resource allocation activities had occurred for the third quarter. Example: BCC meetings Junior High Magnet Schools 190 10/01/93 01/03/94 10/01/93 01/03/94 03/30/94 12/31/93 ^130/94 B SHPage: 28 Program Seq 09A Rcvisioo Date: May 12, 1994 Program Name: School Operations Program Code: Primaiy Leader Estelle Matthis Seoondaiy Leader Robertson, Gremillion and Anderson Program Goak The intent of the School Operatioos goal is to provide equitable educational opportunities for all students tn the LRSD. Plan Reference Page Number Objectives Strategies Beginnmg Date Completioa Date Responsibility Evaluation Criteiia A. One of the two schools reported activities related to monitoring school climate and resource allocations. 08/24/93 09/30/93 B. Both junior hi^ magnet schools reported monitoring school climate and resource allocation via B.CC meetings, administration meetings, and educational equity monitoring reports. 10/01/93 12/31/93 Both magnet junior high schools reported activities related to monitoring school climate and resource allocation. Elementary Area Schools A. Six schools reported monitoring school climate and resource allocations. B. Seventeen Elementaiy areas schools report monitoring school climate and resource allocations. Elementary Magnet Schools A. Two schools reported monitoring school climate and resource allocations. B. Five schools report monitoring school climate and resource allocations. 01/03/94 10/01/93 01/03/94 10/01/93 01/03/94 03/30/94 12/31/93 03/31/94 12/31/93 03/31/94 C Elementaiy Interdistrict Schools A. Both schools reported having no additional accomplishments this period. 10/01/93 12/31/93 B. One school regularly review achievement strategies of annual school plan. 01/03/94 03/31/94 191 B nPagp: 29 Prognun Seq #: 09A Revision Date: May 12, 1994 Program Name: Sdiool Operations Program Code: Primaiy Leader Estelle Matthis Setxmdaiy Leader Robertson, Gremillion and Anderson Program Goat The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number X1L31 X (contd) Objectives 2.1 Strategies Beginnmg Date Completion Date ReqKMisibility Evaluation Criteria Monitor facility, staff morale, student achievement, status of media center books, ami materials. 07/01/93 06/30/94 Assistant Supts., PrincipalB, Media SrqierviBor XI R/qxxts of SiqicrviBoa, Assistant Supts. 2.1 (Assess staff morale, student achievement, etc.) Senior High Schools A. Three of six schools reported improvement activities related to facilities and school planning. 08/24/93 09/30/93 B. Three of the six high schools reported activities to monitor facilities, staff morale, student achievement, status of media centers, and materials. 10/01/93 12/31/93 C Five of the six hi^ schools reported improvement activities relative to facilities and school planning had occurred the third quarter. 01/03/94 03/30/94 Area Junior High Schools X (contd) A. Two of the six schools reported improvement activities regarding facilities and school planning. 08/24/93 09/30/93 B. Two of the six schools documented activities for monitoring the facilities, staff morale, student achievement, status of media center books, and materials. 10/01/93 n/3\\l9ii C Four of the six schools reported activities for monitoring the facilities, staff morale, student achievement, status of media center books, and materials. Junior High Magnet Schools 1'3 01/03/94 03/30/94Page: 30 Program Seq #: 09A Revisioa Date: May 12, 1994 Program Name: School Operatkrns Program Gode: Primary Leader Estelle Matthis Seeoodaiy Leader Robertson, Gremillion and Anderson Program Goat The intent of the School Opcratioos goal is to provide equitable educatioaal opportunities for all students in die LRSD. Plan Reference Page Number Objectives Strategies Beginning Date Completkxi Date Reqxmsibility Evahiatioo Critefia B. C 2. (contd) Both schools reported improvement activities related to facilities and school planning. Both junior high magnet schools reported activities for monitoring the facilities, staff morale, student achievement, status of media center books, and materials. Example: Faculty warmers Both magnet junior highs reported improvement activities related to facilities and school planning. Elementary Area Magnet Schools A. B. C. 08/24/93 10/01/93 01/03/94 09/30/93 12/31/93 03/30/94 Five schools have conducted monitoring activities. Ex: media center survey, interim reports. Two schools report using surveys, report cards, checklist and other tools to monitor facilities, staff morale, student achievement and status of media center books, and materials. Rve schools report using surveys, report cards, checklist and other tools to monitor facilities, staff moral, student achievement and status of media center books and materials. Elementary Interdistrict Magnet Schools A. Both schools report using checklists, surveys and other techniques to monitor the facility, staff, students and materials. 193 08/24/93 10/01/93 01/03/94 08/24/93 09/30/93 12/31/93 03/31/94 09/30/93Page: 31 Program Seq #: 09A Revisioo Date: May 12, 1994 Program Name: Sdiool Operatioos Program Code: Primaiy Leader Estelle Matthis Secxmdaiy Leader Robertson, Gremillion and Anderson Program Goal: The intent of die School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginning Date Completioo Date Responsibility Bvahiatioo Criteria 2. (contd) B. Both schools reported having used checklist, reports, surveys, and other monitoring techniques to monitor their facilities. C Both school report the utilization of checklist, and other monitoring tools to monitor in all areas. Incentive Schools A. Five of the six incentive schools reported having checked their facilities, inserviced their faculties, discussed student achievement and shared with their staff the expectations for student achievement. Elementary Area Schools A. B. 10/01/93 01/03/94 08/24/93 12/31/93 03/31/94 09/30/93 Fifteen schools have established monitoring procedures such as: checklists, walk-through, review human relations components, individual staff conferences, review Annual School Plan, principal monitoring of supplies and equipment. Eleven schools report using surveys, report cards, checklist and other tools to monitor facilities, staff morale, student achievement and status of media center books, and materials. 08/24/93 10/01/93 09/30/93 12/31/93 C Twenty-three schools report using surveys, report cards, checklist and other tools to monitor facilities, staff moral, student achievement and status of media center books and materials. 01/03/94 03/31/94 194Page: 32 Prognun Seq #: 09A Rcvisioo Date: May 12, 1994 Program Name: School Opeiatkms Program Qide: Primary Leader Estelle Matthis Secondary Leader Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRS). Plan Referenoe Page Number Objectives Strategies Beginning Date Completioa Date Rcqxmsibility Evaluation Criteria 22L31 22 Enhance equipment, supplies, and materials in buildings 06/30/94 2. (contd) 2.2 (Provide resources) Senior Hi^ Schools A. B. C Five of six high schools conducted activities to enhance the physical facilities. Four of the six high schools reported activities to enhance equipment, equipment use, supplies, and materials in the buildings. Two of the six high schools conducted activities to enhance the physical facilities. Area Junior High Schools A. Two of the six area junior high schools reported efforts to enhance supplies and equipment in the schools. Ex: Computer Software B. Two of the six area junior high schools documented achievements for the enhancement of equipment, supplies, and materials. Examples: Purchase of Core Subjects Software, Purchase of 19 TV units C Five of the six area junior high schools reportedly enhanced equipment, supplies, and materials in buildings. Example: Acquisition of equipment through mathematics grant-shared with Fair High School. 190 08/24/93 10/01/93 01/03/94 08/24/93 10/01/93 01/03/94 09/30/93 12/31/93 03/30/94 09/30/93 12/31/93 Assistant Supts., Principals, Media StqiefviBor (Curriculum Supervisors) 2.2 (Improvement in the climate and environment and kinds of materials that are available)Prognun Seq #: 09A Program Name: School Operatioas Program Code: Primary Leader H Page: 33 Revisioa Date: May 12,1994 Estelle Matthis Seeoodaiy Leader Robertson, Gremillion and Anderson Program Goal: The intent of the School Operatioos goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number Olqectivcs Strategies Beginning Date Gompletioa Date Responsibility Bvahiatioo Criteria Junior High Magnet Schools One of two schools conducted activities to enhance the schools equipment and facilities. 08/24/93 09/30/93 B. Both junior high magnet schools indicated the enhancement of equipment, supplies, and materials. Examples: Kits for science and hardware for Whittle Satellite Communications. 10/01/93 12/31/93 Both magnet junior hi^ schools reported efforts to enhance supplies and equipment in the schools. Example: Microscopes repaired Elementary Area Magnet Schools Four of the elementary magnet schools have addressed this strategy. B. Two schools reported purchases designed to enhance equipment, supplies and materials in their buildings. 01/03/94 08/24/93 10/01/93 03/30/94 09/30/93 12/31/93 C C Five schools report seeking additional funding outside the regular budget resources in order to enhance equipment, supplies and materials in their buildings. 01/03/94 03/31/94 Elementary Interdistrict Magnet Schools 2. (contd) A. Both schools report organized activities and programs to increase school equipment, supplies and materials. 08/24/93 09/30/93 196Page: 34 Program Seq #: 09A Revisioo Date: May 12, 1994 Program Name: School Opeiatioas Program Code: Primaiy Leaden Estelle Matthis Seeoodaiy Leaden Robertson, Gremillion and Anderson Program Gook The ioteot of the School Operatkrns goal is to provide equitable educatioaal opportunities for all students in the LRSD. Plan Refeicnoe Page Number Objectives Strategies Beginning Date Completioa Date Reqxmsibility Evahiatioo Criteria B. One school reported seeking additional funding outside regular budget resources. One school reported adding an automated library system in addition to Comptons Computer Encyclopedia. C. Both schools report using grant funds, donations, P.T. A., operating budget, school personnel and partners in education to enhance school resources. Incentive Schools A. Four of the six incentive schools have already added additional equipment, supplies and materials to their inventories this first quarter. Examples of current major purchases are: tv/ver for each classroom at one school, cable installed throughout the building, closed circuit in the Media Center, seventeen Pony computers and printers, software for IBM compatible computers, and parachute for Physical Education. Elementary Area Schools A. Fifteen schools report having addressed this strategy. Examples: PTA contributions, school budgets. Chapter I Funds. B. Eleven schools reported seeking additional funding outside the regular budget resources in order to enhance equipment, supplies and materials in their building. 137 10/01/93 01/03/94 08/24/93 08/24/93 10/01/93 12/31/93 03/31/94 09/30/93 09/30/93 12/31/93 BPage: 35 Program Seq #: 09A Revision Date: May 12, 1994 Program Name: School Operatioos Program Gode: Primaiy Leader Estelle Matthis Secoodaiy Leader Robertson, Gremillion and Anderson Program Goat The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number 23L31 Olqectives Strategies Begmning Date Completioo Date Responsibility Bvaluation Criteria 2. (contd) 23 C Twenty-three schools report seeking additional funding outside the regular budget resources in order to enhance equipment, supplies and materials in their buildings. Provide staff development arxl interveotioo plans as needed. 2.3 (To provide staff development to meet the instructional needs of principals, teachers, and all levels of staff) Senior Hi^ Schools A. B. C 01/03/94 07/01/93 03/31/94 06/30/94 Assistant Supts., Principals, Media Supervisor, Identified District Staff (Staff Development) 23 Staff Development rosters 23 (Kinds of staff development progranu developed for needs) 23 Quality of educatkm survey results Two high schools conducted intervention activities. Five of the six high schools reported staff develt^ment and intervention plans. Five of the six high schools conducted intervention activities. Area Junior Hi^ Schools A. B. C 08/24/93 10/01/93 01/03/94 09/30/93 12/31/93 03/30/94 Five of the six schools indicated intervention activities. Ex: New Futures Workshop and Team Leader Training Three of the six junior high schools provided staff development and intervention plans. Example: Team Leader Training All area junior high schools indicated staff development and intervention plans had been provided. Example: Inservice - \"Living Safely in a Violent Society\" 193 08/24/93 10/01/93 01/03/94 09/30/93 12/31/93 03/30/94Page: 36 Program Seq #: 09A Revision Date: May 12, 1994 Program Name: School Operatioos Program Code: Primaiy Leader Estelle Matthis Seoondaiy Leader Robertson, Gremillion and Anderson Program Goat The intent of the Sdiool Operatioos goal is to provide equitable educational opportunities for all students in the LR9E\u0026gt;. Plan Referenoe Page Number Objectives Strategies Begmnmg Date Completioa Date Rcqxmsibility Evaluation Criteiia 2. (contd) Junior High Magnet Schools A. One school conducted intervention activities. 08/24/93 09/30/93 B. Both magnet junior high schools provided staff development and intervention plans. Example: SAP Training 10/01/93 12/31/93 C Both junior high magnet schools conducted intervention activities. Example: Intervention plans were developed for ADD students Elementary Area Magnet Schools A. Inservices conducted in four of the schools. B. Two magnet schools report providing staff development and intervention plans as needed to meet the needs of students. C. Five schools report providing staff development and intervention plans as needed to meet the needs of students. Elementary Interdistrict Magnet Schools A. Both schools report having provided staff development and intervention strategies this quarter. One school reports eleven inservices. B. Both schools reported scheduling staff development activities as deemed necessary. C Both schools report providing staff development and intervention plans as needed to meet the needs of students. 133 01/03/94 08/24/93 10/01/93 01/03/94 08/24/93 10/01/93 01/03/94 03/30/94 09/30/93 12/31/93 03/31/94 09/30/93 12/31/93 03/31/94ri Page: 37 Program Seq #: 09A Revisioa Date: May 12, 1994 Program Name: School Operatioas Program Gode: Primary Leader Estelle Matthis Seooodary Leader Robertson, Gremillion and Anderson Program Goat The intent of the School Operatioas goal is to provide equitable educatiooal opportunities for all students in die LRSD. Plan Reference Page Number Objectives Strategies Beginning Date Completioa Date ResponsBriBty Bvahiatioo Criteria XL31 Incentive Schools 2. (contd) A. All incentive schools have provided some staff' development or have established upcoming data for staff development. Examples of staff development provided are: a. Career Awareness b. Theme Plan Design c. Team Building d. Sensitivity e. Learning Styles f. Positive Discipline Elementary Area Schools A. B. C. 3. 08/24/93 09/30/93 Thirteen schools report providing staff development and intervention plans as needed. Eleven area schools report providing staff development and intervention plans as needed to meet the needs of students. Nineteen schools report providing staff development and intervention plans as needed to meet the needs of students. To work with achook to help them design programs which meet the ^ledfic needs of their students. (Assist teachers and principals in the development of individual programs which address learning needs of students) Senior High Schools A. One high school conducted a questionnaire to gather information to identify specific needs of student?. 08/24/93 10/01/93 01/03/94 (07/01/93) 08/24/93 09/30/93 12/31/93 03/31/94 (06/30/94) 09/30/93 (Associate Supt., Assistant Supts., Curriculum Supvs., Staff Development) 3. (Evidence of implementation of Desegregation Plan and School Improvement Plan)Page: 38 Program Seq #: 09A Revisioa Date: May 12, 1994 Program Name: School Opeiatioas Program Code: Primaiy Leader Estelle Matthis Sixoodaiy Leader Robertson, Gremillion and Anderson Program Gook The intent of the School Opeiatioos goal is to provide equitable educatioaal opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginning Date Completioa Date Rcqxiasibility Bvahiation Criteria B. Inservice was conducted at one of the six high schools on Disability Awareness. Elementary Aiea Magnet Schools 3.1 L 31 01/03/94 03/30/94 2. (contd) 2. (contd) A. Staff Development inservices were conducted in all schools. Elementaiy Area Schools A. Twelve schools provided human and/or financial resource assistance to school staffs. 3.1 Provide leaouioc assistance to school staffis. 3.1 (Provide resources, both human and financial, to teachers and principals in the development of educational programs) Senior High Schools A. B. C 08/24/93 08/24/93 07/01/93 09/30/93 09/30/93 06/30/94 Educatiooal Programs (Associate Supt., Principals) 3.1 Completioa of program design One high school reported involving teachers in the allocation of resources. Three of the six high schools report resource assistance to school staffs. Two of the six high school reported providing resource assistance to school staff during the third quarter. Examples: Purchase of computers, software and the provision of grants from various sources. Aiea Junior High Schools A. Two of six schools indicated activities for providing resource assistance to school staffs. 201 08/24/93 10/01/93 01/03/94 08/24/93 09/30/93 12/31/93 03/30/94 09/30/93Page: 39 Program Seq #: 09A Revision Date: May 12, 1994 Program Name: SdKX}| Operatioos Program Code: Primary Leader Estelle Matthis Secoodaiy Leader Robertson, Gremillion and Anderson Program Goak The intent of the School Operations goal is to provide equitable educational opportunities foe all students in the LRSD. Plan Refeienoe Page Number Objectives Strategies Begmning Date Completioo Date Reqxmsibility Bvaluation Criteiia B. Four of the six area junior high schools provided resource assistance to school staffs. Example: \"Process Communication* 10/01/93 12/31/93 2. (contd) C. Five of the six principals of area junior hi^ schools reported recourse assistance to school staffs had been provided. Example: Math Assistant took new course work. Junior High Magnet Schools A. B. 01/03/94 03/30/94 One school reported involving teachers in the allocation of resources. Both junior high magnet schools provided resource assistance to school staffs. Examples: AASSP meeting and VIPS volunteers Both magnet junior hi^ schools reported activities for providing resource assistance to school staffs. Elementary Interdistrict Magnet Schools A. B. 08/24/93 10/01/93 12/31/93 01/03/94 03/30/94 Both schools report providing district and outside resource assistance for their staffs. Two schools report providing resource assistance to school staffs. Both schools report providing resource assistance to school staff. 08/24/93 10/01/93 01/03/94 03/31/94 W/JO/SH C C W/30/93 Incentive Schools 202Page: 40 Prognun Seq #: 09A Revisioa Date: May 12, 1994 Program Name: SdKxil Operations Program Code: Primaiy Leaden Estelle Matthis Seoondaiy Leaden Robertson, Gremillion and Anderson Program Goat The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginnmg Date Completion Date Responsflnlity Bvahiation Criteria 3JL31 2. (contd) 2. (contd) A. Two of the incentive schools have provided planning within grade levels with theme specialists. Supplies are provided to support the instructional program in all areas. One district specialist is assisting the incentive school staffs with labs and Spanish inservices. Three of the incentive schools report that financial resources are available to the staff. Elementary Area Schools A. Twelve area schools provided resource assistance to school staffs such as\n1) IRC Specialist\n2) Academic Incentive Grants\n3) Grant Writing inservice B. Twenty-three schools report providing resource assistance to school staff. Elementary Magnet Schools A. Two schools report providing resource assistance to school staffs as following: 1) attending professional conferences\n2) Science Fair\n3) Staff Development catalog distribution\n4) Inservices B. Five schools report providing resource assistance to school staff. Provide pfamning time and formats to school staffs) Senior Hi^ Schools A. All high schools provide planning time via the Professional Negotiation Contract. 203 08/24/93 10/01/93 01/03/94 10/01/93 01/03/94 07/W/93 08/24/93 09/30/93 12/31/93 03/31/94 12/31/93 03/31/94 06/30/94 09/30/93 Associate SupL for Educational Programs, Prinripak, 32 Sdiool profiles and monitoied building plansPage: 41 Program Seq #: 09A Revisioa Date: May 12, 1994 Program Name: School Opcratioos Program Code: Primary Leader Estelle Matthis Seooodary Leader Robertson, Gremillion and Anderson Program Goat The intent of the School Operatioas goal is to provide equitable educatioaal opportunities for all students in the UtS). Plan Reference Page Number Objectives Strategies Beginning Date Coanpletioa Date Responsibility Bvahiatioa Criteria B. One of the six high schools reported providing planning time and formats to school staff. 10/01/93 12/31/93 1 C Three of the six high schools documented the provision of planning time and formats for the third quarter. 01/03/94 03/30/94 Area Junior Hi^ Schools A. Three of the six schools reported activities relative to the provision of planning time and formats to schocri staffs. 08/24/93 09/30/93 B. Three of the six area junior high schools reported provided planning time and formats to school staffs. Example: Inservice on Workdays 10/01/93 12/31/93 C. All of the area junior high schools reported provided planning time and formats to school staffs. Example: Teacher Workday provided 01/03/94 03/30/94 Junior High Magnet Schools A. Both magnet junior high schools provided planning time and formats to school staffs. B. Both magnet junior high schools reported activities relative to the provision of planning time and formats to school staffs. Elementary Area Magnet Schools A. Schedules listing planning time were provided to all staff at four of the schools. 10/01/93 12/31/93 01/03/94 08/24/93 03/30/94 09/30/93 204Page\n42 Program Seq #: 09A Revisioa Date: May 12, 1994 Program Name: School Opeiatioas Program Code: Primaiy Leaden Estelle Matthis Seeoodaiy Leader Robertson, Gremillion and Anderson Program Gook The inteat of the School Operatkrns goal is to provide equitable educatioaal opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginning Date Completioa Date Responsibility Bvahiatioa Criteria 2. (contd) B. One school reported making specific changes in its student handbook. 10/01/93 12/31/93 C Five schools reported providing planning time and formats to school staffs. 01/03/94 03/31/94 Elementaiy Interdistrict Magnet Schools A. Both schools provided class schedules reflecting planning time for school staff according to state and local guidelines. 08/24/93 09/30/93 B. Both schools report providing planning time and making specific changes in handbook when necessary. 10/01/93 12/31/93 Both schools report specific times staff is provided for planning, inservice and grade level meetings. Incentive Schools A. All incentive school staffs have been provided building schedules and at least a minimum of 270 minutes of planning time weekly. Elementary Area Schools Sixteen schools provided adequate planning time to staffs according to state and federal guidelines. B. Seven area schools reported providing planning time and formats to school staffs. Schools reported making specifle changes as deemed necessaiy. 01/03/94 08/24/93 08/24/93 10/01/93 03/31/94 09/30/93 09/30/93 12/31/93 C C Eighteen schools reported providing planning time and formats to school staffs. 01/03/94 03/31/94 203Pagp: 43 Program Seq #: 09A Revision Date: May 12, 19SM Program Name: Schoo) Operatioas Program Gode: Primaiy Leaden Estelle Matthis Seooodaiy Leader Robertson, Gremillion and Anderson Program Goat The intent of the School Operations goal k to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Begmning Date Completion Date Re^ionsibility Bvaluation Criteria 33L31 3l3 Develop school profiles which show complete data pictures. Set goak for improvement 07/01/93 06/30/94 School Prindpak and Staffs 3.3 (Completed document) 2. (contd) (Planning, Research, and Evaluation\nData Processing) Senior High Schools A. Four of six schools reported that the School Profile has been developed. 08/24/93 09/30/93 B. Four of the six schools reported completing the school profile the second quarter. C Four of the six high schools reported the review and updating of the school profiles. 01/03/94 03/30/94 Area Junior High Schools Three of the six schools reported the development and use of the schools profile data. 08/24/93 B. Three of the six area junior high schools have developed school profiles. 10/01/93 n/3\\/93 c. Five of the six area junior high schools participated in activities relative to the development of school profiles which show complete data pictures. Example: Update school profile report for desegregation monitoring visit. 01/03/94 Junior High Magnet Schools A. One school reported that the school profile has been developed. 08/24/93 W/yQf93 206P*gc: 44 Program Seq #: 09A Revisioa Date: May 12, 1994 Program Name: School Operatioas Program Code: Primaiy Leader: Estelle Matthis Secoodaiy Leader Robertson, Gremillion and Anderson Program Goak The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Referenoe Page Number Objectives Strategies Beginning Date Completioa Date ReqxmsSrility Evaluation Criteria B. Both magnet junior high schools have developed school profiles. 10/01/93 12/31/93 2. (contd) C. Both magnet junior high schools reported school profiles have been developed which show complete data pictures. 01/03/94 03/30/94 Elementary Area Magnet Schools B. C Profiles developed at four schools Fve schools report that school proflies are being developed for monitoring school effectiveness for school improvement. Five schools report that school profiles are being developed for monitoring school effectiveness for school improvement. Elementaiy Interdistrict Magnet Schools Both schools report compiling school profiles based upon available data. B. One school reports monitoring for effectiveness. 08/24/93 09/30/93 10/01/93 12/31/93 01/03/94 08/24/93 10/01/93 03/31/94 09/30/93 12/31/93 C Both schools report reviewing class progress reports related to teaching and learning. Incentive Schools A. Five incentive schools reported having developed proflies. One incentive school developed a Bankers file. Elementaiy Area Schools 207 01/03/94 08/24/93 03/31/94 09/30/93Pagp: 45 Program Seq #: 09A Revisioa Date: May 12, 1994 Program Name: School Operatioos Program Qxle: Primary Leader Estelle Matthis Seooodaty Leader Robertson, Gremillion and Anderson Program Goal: The intent of the Sdiool Operatioas goal is to provide equitable educatioaal opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibiiity Bvahiatioa Criteria A. Profiles have been developed in ten schools. One other school is in the data gathering process. 08/24/93 09/30/93 2. (contd) B. Sixteen schools report that school profiles are being developed for monitoring school effectiveness for school improvement. 10/01/93 12/31/93 C Twenty-four schools report that school profiles are being developed for monitoring schools effectiveness for school improvement. 01/03/94 03/31/94 4.L32 4. Establish a program to buniliarize parents with achool cjqiectatioas and to build a partnership with them. 07/01/93 06/30/94 (Asst. Supts., Principals, Media Supv.) Senior High Schools A. None of the high schools identified a program to familiarize parents with school expectations and building partnerships. 08/24/93 09/30/93 B. One of the six high schools developed a program to familiarize parents with school expectations during the second quarter. 10/01/93 12/31/93 C One of the six high schools identified a program to familiarize parents with school expectations and building partnerships. Area Junior High Schools A. Two of the six schools reported the use of programs to familiarize parents with school expectations. Ex: Expectations provided during Open House. 205 01/03/94 08/24/93 03/30/94 09/30/93Pagp: 46 Program Seq #: 09A Revision Date: May 12, 1994 Program Name: Sdiool Operatioos Program Code: Primaiy Leader Estelle Matthis Seoondaiy Leader Robertson, Gremillion and Anderson Program Goat The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Refeicnoe Page Number Objectives Strategies Beginning Date Completioii Date Reqxmsibility Valuation Criteria B. One of the six area junior high schools has established a program to familiarize parents with school expectations and to build a partnership with them. Examples: Open House and Students Rights and Responsibilities Handbook 10/01/93 12/31/93 2. (contd) C. Four of the six area junior high schools reportedly established a program to familiarize parents with school expectations and to build a partnership with them. Example: Band Chili Supper Junior High Magnet Schools A. One school identifled a program to familiarize parents with school expectations and building partnerships. B. One of the two junior high magnet schools has reportedly established a program to familiarize parents with school expectations and to build a partnership with them. Example: Spaghetti suppers and parent newsletters C One of the magnet junior high schools identified a program to familiarize parents, namely PTA newsletter. Elementary Area Magnet Schools A. Policies signed by parents B. Parent attendance reviewed C Four schools report establishing programs to familiarize parents with school expectations and to actively recruit parents in order to build partnerships with them. 01/03/94 08/24/93 10/01/93 01/03/94 08/24/93 01/03/94 03/30/94 09/30/93 12/31/93 03/30/94 09/30/93 03/31/94 OPagp\n47 Program Seq #: 09A Revision Date: May 12, 1994 Program Name: Sdiool Operatioas Program Code: Prioiaiy Leader Estelle Matthis Seeoodary Leader Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginning Date Completiaa Date Rcqxmsibility Evaluation Criteria Elementary Interdistrict Magnet Schools A. Both schools report that information is disseminated to parents that is responsive to a partnership between school and community. 08/24/93 09/30/93 2. (contd) B. One school reports providing information to parents that is responsive to a partnership between school and community. One school reports spedfle activities such as Honors Assemblies, Parent Workshops, Dedication Assemblies, Dads Day and newsletters as avenues in keeping parents informed. 10/01/93 12/31/93 Both schools report sending principals letters, grade level newsletter, etc. to better communicate between home and school. Incentive Schools A. Four of the six incentive schools report that parent handbooks and general information was disseminated at the September Open House-FTA meetings or individual parent conferences. Elementary Area Schools A. Fourteen schools have established programs to familiarize parents with school expectations and partnerships. Ex: Newsletters, organized parent involvement, PTA, Open House 210 01/03/94 08/24/93 08/24/93 03/31/94 09/30/93 09/30/93 CPage: 48 Program Seq #: 09A Rcvisioo Date: May 12, 1994 Program Name: School Operatioas Program Code: Primaiy Leader EsteUe Matthis Secoodaiy Leader Robertson, Gremillion and Anderson Program Goat The intent of the School OpcratioM goal it to provide equitable educational opportunities for all students in the LRSD. Plan Refefence Page Number Objectives Strategies Beginning Date Completion Date Rc^xmsibility Bvahiation Criteria 4.1 L 32 2. (contd) 4.1 B. Seven schools report establishing programs to familiarize parents with school expectations and to actively recruit parents in order to build partnerships with them. C Eighteen schools report establishing programs to familiarize parents with school expectations and to actively recruit parents in order to build partnerships with them. Share schools objectives, discqilme policy, standards for testing, placing, and promoting students. 10/01/93 01/03/94 07/01/93 12/31/93 03/31/94 06/30/94 Principals, Stafb 4.1 Development of and sharing of school-based objectives, discipiine policies, etc. 4.1 (At the beginning of school, do an annual school letter that shares policies and objectives) Senior Hi^ Schools A. Four of six high schools conducted activities to sluire school policies and procedures. The common method was via the student handbook. 08/24/93 09/30/93 B. Two of the six high schools reported activities to share school objectives, discipline policies, standards for testing, placing, and promoting students during the second quarter. 10/01/93 12/31/93 C Two of the six high schools conducted activities to share school policies and procedures. Area Junior High Schools A. 100% of the schools conducted activities to share school policies and procedures. 01/03/94 08/24/93 03/30/94 W/T/Q/Ti QPage\n49 Program Seq #: 09A Revisioa Date: May 12, 1994 Program Name: Sdiool Operatioas Program Code: Primaiy Leaden Estelle Matthis Seooodaiy Leader Robertson, Gremillion and Anderson Program Goal: The intent of the School Operatioas goal is to provide equitable educatioaal opportunities for all students in the LRSD. Plan Reference Page Number Objectives Stnt^ies Beginning Date Cooipletioa Date Reqxmsibility Evaluation Criteria B. Two of the six area junior high schools indicated handbooks, COE, and the districts goals and objectives were vehicles used to share the schools objectives, discipline policies, standards for testing, placing, and promoting students. 10/01/93 12/31/93 2. (contd) IBB C. Three of the six schools indicated activities for sharing schools objectives, discipline, policy, standards for testing, place, and promoting students. Example: \"Phone Master system to provide special instructions and helpful hints in readying their children for MPT testing Junior High Magnet Schools A. Both schools conducted activities to share school policies and procedures. The methods were via student handbooks and newsletters. B. One of the two junior high magnet schools indicated FTA Council meetings and parent newsletters are methods used to share schools objectives, discipline policy, standards for testing placing and promoting students. C One of the two junior high magnet schools conducted activities to share school policies and procedures. Elementary Area Magnet Schools A. Information shared with parents of four schools. 211 01/03/94 08/24/93 10/01/93 01/03/94 08/24/93 03/30/94 09/30/93 12/31/93 03/30/94 09/30/93Page\n50 Prognun Seq #: 09A Revisioa Date: May 12, 19\u0026lt;M Prognun Name: School Opeiatioas Program Code: Primaiy Leader Estelle Matthis Seeoodaiy Leader Robertson, Gremillion and Anderson Program Goak The intent of the Sdiool Opeiatioas goal is to provide equitable educatiooal opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginiiing Date Completioa Date Rcqxmsibility Bvahiatioa Criteiia B. One school reported sharing the schools objective, discipline policy, testing standards, etc. 10/01/93 12/31/93 C Five schools report sharing objectives and policies. 01/03/94 03/31/94 Elementaiy Inteidistrict Magnet Schools A. Both schools report having disseminated parent/student handbooks and explaining the contents of the Annual School Plan this fust quarter. 08/24/93 09/30/93 2. (contd) B. One school reports reviewing and revising building standards and expectations as deemed necessaiy. One school reports sharing information with involved groups. 10/01/93 Both schools report sharing specific standard procedures with parents through communiques and meetings. Incentive Schools A. Four of the six incentive schools shared the school objectives with parents at the September PTA meeting. Examples of agenda items were: a. annual school letters b. parent/student handbook Elementary Area Schools A. Thirteen schools have shared schools objective discipline policy, testing, placement and student promotion. 212 01/03/94 03/31/94 08/24/93 08/24/93 W/30/73 09/30/93 CI Page\n51 Program Seq #: 09A Revisioo Date: May 12, 1994 Program Name: School Operatioas Program Code: Primaiy Leader Estelle Matthis Seooodaiy Leader Robertson, Gremillion and Anderson Program Goat The intent of the School Operatioas goal is to provide equitable educatioaal opportunities for all students in the LRSD. Plan Refeienoe Page Number Objectives Strategies Beginning Date Completioa Date Rc^ioasibility Bvahiatioa Criteria 4JIL32 B. Seven area schools report sharing objectives and policies through the use of the following: 1) Student Handbooks\n2) School Newspaper\n3) PTA Meeting\n4) Letters to parents. C Nineteen schools report sharing objectives and policies. Involve parents as foil partners in planning at schook for students growth and success. 10/01/93 01/03/94 07/01/93 12/31/93 03/31/94 06/30/94 Principala, Staff, PTA Board, Patrooa 42 Statistical improvement in student behavior and achierement 42 Senior High Schools A. Two of six schools identified activities that included parents in planning for students growth and success. 08/24/93 09/30/93 2. (contd) B. Three of the six schools reported activities involving parents as partners in planning for students success during the second quarter. 10/01/93 12/31/93 Four of the six high schools identified activities that included parents in planning for students growth and success. Area Junior High Schools A Three of the six schools reported activities which included parents in the planning process. B. Four of the six schools reported the involvement of parents as full partners in planning via resource speakers. Parent Conference Day, and school newspaper. 01/03/94 08/24/93 10/01/93 03/30/94 09/30/93 12/31/93 C 213I ( Page: 52 Prognun Seq #: 09A Rcvisioo Date: May 12, 1994 Program Name: School Operatioas Program Code: Primaiy Leader Estelle Matthis Seoondaiy Leader Robertson, Gremillion and Anderson Program Goak The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Begmning Date Cooipletion Date Responsibility Bvahiation Criteria C Four of the six junior high schools related strategies for involving parents as full partners in planning at schools for students growth and success. Example: Establishment of Parent Advisory Board 01/03/94 03/30/94 Junior High Magnet Schools A. Both schools identified activities that included parents in planning for students growth and success. 08/24/93 09/30/93 B. One of the two magnet schools reportedly involved parents as full partners in planning via Parent Conference Day and career orientation resource speakers. 10/01/93 12/31/93 2. (contd) One of the two magnet schools identified activities that included parents in planning for students growth and success. Example: Career Orientation Speeches Elementary Area Magnet Schools A. Interim reports, parents conferences, ASDP conferences, and planning committee meetings were conducted at all schools. B. One school reports involving parents as full partners in planning for students success. C. Five schools report involving parents as full partners in planning for students success. 01/03/94 03/30/94 08/24/93 10/01/93 01/03/94 09/30/93 12/31/93 03/31/94 C Elementaiy Interdistrict Magnet Schools 214Q Page: 53 Prognun Seq #: 09A Revision Date: May 12, 1994 Program Name: School Operations Program (jode: Primaiy Leader Estelle Matthis Seeoodaiy Leader Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRS\u0026gt;. Plan Reference Page Number Objectives Strategies Begnming Date Completion Date Responsibility Evaluation Criteria A. Both schools report full parent involvement in planning for their childrens growth and success. Examples are: 08/24/93 09/30/93 a. b. c. d. Parent/teacher conferences on a regular basis Staff development for parents Mentor recruitment Parent involvement in the writing of the childs individual plans B. One school reports parent involvement in students learning process and are included in teacher conferences as needed. 10/01/93 12/31/93 C. Both schools report providing opportunities for parents to contribute to students growth. 01/03/94 03/31/94 Incentive Schools A. Four of the six incentive schools reported that SEPs have been written for each student and that parents were involved in the students learning process. 08/24/93 09/30/93 2. (contd) Elementary Area Schools A. Thirteen schools included parents as full partners such as: volunteers, tutors, providing input for annual school plan, conferences and PTA. B. Seven schools report involving parents as full partners in planning for students success. Ex: grant planning, parent tutors, parent workshop, teacher/parent conferences, and Chapter I PACs. 15 08/24/93 10/01/93 09/30/93 12/31/93Page\n54 Program Seq #: 09A Revisioo Date\nMay 12, 1994 Program Name\nSchool Operations Program Code\nPrimary Leader Estelle Matthis Secondary Leader Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginnmg Date Completion Date Reqionsibility Evaluation Criteria C. Twenty-three schools report involving parents as full partners in planning for students success. 01/03/94 03/31/94 o 16LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 55 Program Seq #: 09A Revisioo Date: May 12, 1994 Program Name: School Operatioas Program Code: Primaiy Leader Estelle Matthis Secoodaiy Leader Robertson, Gremillion and Anderson Program Goak The intent of the SdKxii Operatioos goal is to provide equitable educatiooal of^ioitunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Reqxmsibility Bvahiatioa Criteria 3.L33 3. To develop and implement policies which influence school dimate and improve discipline and student attendance while also meeting individual student needs and learning styles. 1. Provide inservice training to district peisoonel on discipline in a desegregated setting (07/01/93) (06/30/94) 3. (Design and put into place programs which improve school climate and improve discipline and student attendance while also meeting individual student needs and learning styles) 1. . (Focus on how to use techniques that foster positive student behavior in a desegregated setting) Senior High Schools A. Pour high schools conducted discipline inservice relative to a desegregated setting One of the four focused on conflict resolution. 08/24/93 09/30/93 B. One of the six schools reported on activity during the second quarter relating to discipline in a desegregated setting. 10/01/93 12/31/93 C Four of the six schools conducted discipline inservice relative to a desegregated setting Example: Conflict Mediation Graining and Conflict Management Area Junior High Schools A. One of the six schools reported inservice training on discipline in a desegregation setting. B. Two of the six schools have provided inservice training to district personnel on discipline in a desegregated setting. Example: Positive Discipline Inservice O 17 01/03/94 08/24/93 10/01/93 03/30/94 09/30/93 12/31/93 (Principals, Parents, Staff Development, Student Hearing Officer) 1. (Comparative data annual school report for student attendance and student management quarterly reports) 1. (Quarteriy discipline management reports that will reflect a decrease in behavior referrals and suspensions)PagK 56 Prognun Seq #: 09A Revision Date: May 12, 1994 Program Name: School Operatioos Program Cbde: Primaiy Leader Estelle Matthis Seoondaiy Leader Robertson, Gremillion and Anderson Program Goal: The intent of the School Operatioos goal is to provide equitable educational opportunities for all students in the LR9\u0026gt;. Plan Reference Page Number Objectives Strategics Beginning Date Completioa Date Re^KJOsibility Evaluation Criteria 3. (contd) C Six area junior high schools have provided inservice training to district personnel on discipline in a desegregated setting. Example: Individual teacher inservice regarding classroom management. Junior High Magnet Schools A. Both schools conducted discipline inservice relative to a desegregated setting. B. Both magnet Junior high schools have provided inservice training to district personnel on discipline in a desegregated setting. Example: Classroom Management Inservice C Both magnet junior high schools conducted discipline inservice relative to a desegregated setting. Elementary Area Magnet Schools A. Inservice training conducted at three schools B. One school reported having inservice training for personnel on discipline. C Five schools reported having inservice training for personnel on discipline. Elementary Interdistrict Magnet Schools A. Both schools report that ground rules for positive student behavior have been established in a disaggregated setting. B. Both schools report implementing practices and procedures that encourage positive student behavior. O 18 01/03/94 08/24/93 10/01/93 01/03/94 08/24/93 10/01/93 01/03/94 08/24/93 10/01/93 03/30/94 09/30/93 12/31/93 03/30/94 09/30/93 12/31/93 03/31/94 09/30/93 12/31/93Page: 57 Program Seq #: 09A ReviskM Date: May 12, 1994 Program Name: School Opciatioiis Program Code: Primary Leader Estelle Matthis Seeoodaiy Leader Robertson, Gremillion and Anderson Program Goat The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Referenoe Page Number LIL 33 Objectives Strategies Beginning Date Completion Date Responsibility Bvahiatioo Criteria 3. (contd) C Both schools report inservicing on effective discipline procedures with staff. Incentive Schools A. Three of the incentive schools have had inservices in positive discipline and sensitivity training to influence school climate and to improve discipline. Elementary Area Schools LI A. B. C. 01/03/94 08/24/93 03/31/94 09/30/93 Ten schools have provided inservice training on discipline in a desegregated setting to personnel. Fifteen schools reported having inservice training for personnel on discipline. Ex: Learning Styles, Classroom Management and Positive Student Behavior. Eighteen schools reported having inservice training for personnel on discipline. Conduct inservice training on discipliiic management in all local acfaoolB. 1.1 (Conduct inservice on an ongoing basis on positive discipline management in all local schools) Senior High Schools A. Three high schools conducted discipline management training during the August faculty meeting. B. Two of the six schools reported inservice activities during the second quarter relating to discipline management. 4) 08/24/93 10/01/93 01/03/94 As needed (07/01/93) 08/24/93 10/01/93 19 09/30/93 12/31/93 03/31/94 (06/30/94) 09/30/93 12/31/93 Director of Pupil Services, Buildtiig Principals, Assistant Supts. (Student Hearing Officer) 1.1 (Rosters of meetings) 1.1 (Quarterly discipline management reports that will reflect a decrease in behavior referrals and suspensions) aPiiigc: 58 Prognun Scq #: 09A Revisioa Date: May 12, 1994 Program Name: School Operatkrns Program Code: Primary Leader: Estelle Matthis Seeoodary Leader Robertson, Gremillion and Anderson Program Goak The intent of the School Operatkrns goal is to provide equitable educational opportunities for all students in the LRSD. Plan Refetenoe Page Number Objectives Strategies Beginning Date CompletkMi Date Reqxmsibility Bvahiatioa Criteria 3. (contd) C. Four of the six high schools reportedly conducted inservice training on discipline management in all local schools. 01/03/94 03/30/94 Area Junior High Schools A. 100% of the area junior high schools indicated inservice on discipline management had been provided. Ex: Cooperative Discipline 08/24/93 09/30/93 B. Three of the six schools documented that inservice training on discipline management had occurred. Example: Discipline Management 10/01/93 12/31/93 C Four of the six schools documented methods for conducting inservice training on discipline management in all local schools. Example: Existing staff mentored new staff in completion of semester grades. Junior High Magnet Schools A. Both schools have conducted inservice training on discipline management. B. Both magnet junior high schools participated in inservice relative to discipline management. Elementary Area Magnet Schools A. Inservice training conducted at all schools. B. Five schools conducted inservice training on discipline management. 3. (contd) Elementary Interdistrict Magnet Schools 22 0 01/03/94 10/01/93 01/03/94 08/24/93 01/03/94 03/30/94 12/31/93 03/30/94 09/30/93 03/31/94Pagp: 59 Program Scq #: 09A Revisioa Date: May 12, 1994 Program Name: School Operations Program Code: Primaiy Leader Estelle Matthis Seooodaiy Leader Robertson, Gremillion and Anderson Program Goak The intent of the School Operatioos goal is to provide equitable educatiooal opportunities for ah students in the LRSD. Plan Reference Page Number 12L33 Objectives Strategies Beginning Date Completion Date Reqxmsibility Evaluation Criteria A. Both schools report that discipline procedures were reviewed to insure high standards of behavior. B. Both schools report conducting inservices and follow up to assess needs. Incentive Schools A. Four incentive schools report training in discipline management. Two incentive schools had a discipline committee organized. One incentive school has had inservices for instructional and supervision aides. Elementary Area Schools 12 1.2 A. B. C 08/24/93 01/03/94 08/24/93 09/30/93 03/31/94 09/30/93 Eight schools reported conducting discipline inservice training on discipline management. Two other schools are in the process of reviewing their discipline procedures. Eleven schools conducted inservices training on discipline management. Twenty-one schools conducted inservice training on discipline management. Provide foIloMq\u0026gt; training for new staff on a regular basis. (Provide ongoing training for all staff) Senior High Schools A. Three of the six high schools reported follow-up training for new staff during the second quarter. 08/24/93 10/01/93 01/03/94 07/01/93 10/01/93 221 09/30/93 12/31/93 03/31/94 12/31/93 Building Princqials, Director of Pupil Services (Student Hearing Officer) 1.2 (Quarterly discipline management reports that will reflect a decrease in behavior referrals and suspensions)Pagp: 60 Program Seq #: 09A Revisioa Date: May 12, 1994 Program Name: Sdiool Operatioas Program Code: Primary Leader Estelle Matthis Secondary Leader Robertson, Gremillion and Anderson Program Goal: The intent of the Sdiool Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Begmning Date Completioa Date Reqxmsibility Bvahiatioa Criteria 3. (contd) B. Two of the six high schools indicated follow-up training for new staff members. Area Junior High Schools A. Four of six schools indicated follow-up training for new sta^ members is provided. B. One of the six schools documented that follow-up training for new staff occurred regularly. C. Three of the six schools reportedly employed follow-up training activities for new staff on a regular basis. Junior High Magnet Schools A. One school reported the provision of follow-up training for new staff members. B. Both junior high magnet schools have provided follow-up training for new staff via training and conferencing by administrators. C. Both magnet junior high schools reported training for new staff members is provided. Elementary Area Magnet Schools A. New staff training conducted at two schools. B. One school provided follow-up training for new staff as needed. 01/03/94 08/24/93 10/01/93 01/03/94 08/24/93 10/01/93 01/03/94 08/24/93 10/01/93 03/30/94 09/30/93 12/31/93 03/30/94 09/30/93 12/31/93 03/30/94 09/30/93 12/31/93 C Four schools provided follow-up training for new staff as needed. 01/03/94 03/31/94 222Page: 61 Program Seq #: 09A Revisioa Date: May 12, 1994 Program Name: School Operatioas Program Code: Primary Leader: Estelle Matthis Seooodary Leaden Robertson, Gremillion and Anderson Program Goat The intent of the School Operatioas goal is to provide equitable educatioaal opportunities for all students in the LRSD. Plan Reference Page Number 2. L33 Objectives Strategies Beginning Date Completioo Date Responsibility Bvaluatkrn Criteria 3. (contd) Elementary Interdistrict Magnet Sch(x\u0026gt;ls A. B. C Both schools report follow-up for all sta^ in abiding by high standards and decreasing behavior referrals. Both schools report inservice training as follow-up. Both schools report involving new sta^ members in on-going training. Incentive Schools A. Three incentive schools have had the districts staff development specialists working with beginning teachers. Elementary Area Schools A. B. C. 2. Z 08/24/93 10/01/93 01/03/94 08/24/93 09/30/93 12/31/93 03/31/94 09/30/93 Seven schools report follow-up inservice for all staff for the first quarter. Ten area sch(x\u0026gt;ls provided follow-up training for new staff as needed. Dventy area achook provided foOowKqr training for new staff as needed. Provide inaetvioe to district personnel on behavioral styles and learning styles of students with divergent backgrounds. (Conduct inservice on an ongoing basis on positive discipline management in all local schools) Senior High Schools 08/24/93 10/01/93 01/03/94 (07/01/93) 223 09/30/93 12/31/93 03/31/94 (06/30/94) (Director of Pupil Services, Building Principals, Asst. Supts., Student Hearing Officer) 1.1 (Quarterly discipline management reports that will reflect a decrease in behavior referrals and suspensions)Page: 62 Program Seq #: 09A Revisioo Date: May 12, 1994 Program Name: School Operatkrns Program Code: Primaiy Leader Estelle Matthis Seexmdary Leader Robertson, Gremillion and Anderson Program Gook The intent of the School Operatkrns goal is to provide equitable educatiooal opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginning Date Completioa Date ReqMmsSnlity Evaluation Criteria A. One school staff viewed and discussed \"Teachers Who Make A Difference\" during the August Faculty Meeting. 08/24/93 W/JIQ/Sfi 3. (contd) B. Three of the six schools reported holding inservices on behavioral and learning styles during the second quarter. 10/01/93 12/31/93 C Two of the six high schools reported providing inservices related to behavioral styles. Examples: Inservices on learning styles, multiculturalism, and indirect services. 01/03/94 03/30/94 Area Junior Hi^ Schools A. Three of the six schools reported providing inservices related to behavioral styles. 08/24/93 09/30/93 B. Three of the six schools documented inservice to their personnel on behavioral styles and learning styles had been conducted. 10/01/93 12/31/93 Five of the six schools reportedly provided inservice to district personnel on behavioral styles and learning styles of students with divergent backgrounds. Example: Behavior and Discipline Management Workshop. Junior High Magnet Schools A. One school reported providing inservice relative to behavioral styles and learning styles of students with divergent backgrounds. B. One of the two schools reported providing inservice to its personnel on behavioral styles and learning styles. 01/03/94 08/24/93 10/01/93 03/30/94 09/30/93 12/31/93 224 CPage\n63 Program Scq #: 09A Revisioo Date: May 12, 1994 Program Name: School Operatioas Program Code: Primaiy Leader Estelle Matthis Secoodaiy Leader Robertson, Gremillion and Anderson Program Goal: The intent of the School Operatioas goal is to provide equitable educatiooal opportunities for all students in the LRSD. Plan Refeienoe Page Number Objectives Strategies Beginning Date Cooiplctioa Date Reqxmsibility Bvahiatioa Criteria C One of the six magnet junior high schools reported providing inservice related to behavioral styles.r 01/03/94 03/30/94 Elementaiy Area Magnet Schools A. Positive discipline inservice was conducted at three schools. 08/24/93 09/30/93 3. (contd) B. One school reports providing inservice to personnel on behavior and learning styles of students with divergent backgrounds. 10/01/93 12/31/93 C Five schools report providing inservice to personnel on behavior and learning styles of students with divergent backgrounds. 01/03/94 03/31/94 Elementaiy Interdistrict Magnet Schools A. Both schools report on inservices to staff on reviewing the current research on behavior and learning styles of students with divergent backgrounds. 08/24/93 09/30/93 B. Two schools report having inservices on diff'erent learning styles. 10/01/93 12/31/93 C Both schools report providing inservice to personnel on behavior and learning styles of students with divergent backgrounds. Incentive Schools A. Two incentive schools have given each student a learning style inventoiy and inseiviced the staff in learning styles and teaching strategies. Elementaiy Area Schools A. Eight principals of the area schools attended a workshop on developing strategies for at-risk students. 01/03/94 03/31/94 08/24/93 08/24/93 09/30/93 09/30/93Page: 64 Program Scq 09A Revisioa Date: May 12, 1994 Program Name: School Operatioas Program Code: Primaiy Leader Estelle Matthis Seomdary Leader Robertson, Gremillion and Anderson Program Goak The intent of the School Operatioas goal is to provide equitable educatiooal opportunities for all students in the LRSD. Plan Reference Page Number 2.1 L 33 3. (contd) Objectives Strategies Beginning Date Completioa Date Reqxmsibility Bvahiatioa Criteria B. Six area schools report providing inservice to personnel on behavior and learning styles of students with divergent backgrounds. C. Nineteen schools report providing inservice to personnel on behavior and learning styles of students with divergent backgrounds. 2.1 Provide tniniiig for school-based improvement teams (to involve staff and parents who will train staff at the school site with annual maintenance). 2.1 (Provide ongoing training for staff to foster positive student behavior) Senior High Schools A. Three of the six high schools provided training on school improvement issues during the second quarter. B. Three of the six high schools reported training for school-based improvement teams. Example: At one school, a team of teachers attended conflict resolution training. 10/01/93 01/03/94 07/01/93 10/01/93 01/03/94 12/31/93 03/31/94 06/30/94 12/31/93 03/30/94 Associate Supts., Staff Development, Identified Staff (Principals, Teachers, Hearing Officer, Data Processing)) 2.1 (Quarterly reports should include positive as well as negative reports which show an increase in the citizenship honor roll in elementary schools. Should show an increase in the number of students that acquire rs\" and ''2s\" in citizenship at the secondary level) GPage: 65 Prognun Seq #: 09A Revision Date: May 12, 1994 Progrnni Name: School Operatioas Program Code: Primaiy Leaden Estelle Matthis Seeoodaiy Leaden Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable cducatiooal opportunities for all students in die LRSD. Plan Reference Page Number Objectives Strategies Beginning Date Cooipletioa Date ResponsSiility Evaluation Criteria 3. (contd) Area Junior High Schools A. B. C. Three of the six schools reported training for school-based improvement teams had been provided. Two of the six area junior high schools cited provisions for school-based improvement training. Example: Individual meetings with teams and teachers Three of the six junior high schools document training activities for schoolbased improvement teams. Example: Conflict Resolution Inservice Junior High Magnet Schools A. One school indicated training for schoolbased improvement teams had been provided. B. One of the two schools cited provisions for school-based improvement training. 08/24/93 10/01/93 01/03/94 08/24/93 10/01/93 09/30/93 12/31/93 03/30/94 09/30/93 12/31/93 C Both magnet junior high schools reported training for school-based improvement teams. Elementary Area Magnet Schools A. Training was provided at two schools. B. One school reported having a STOP program inservice. One school reported providing a training session for parent members of the biracial committee. 01/03/94 08/24/93 10/01/93 9 0 03/30/94 09/30/93 12/31/93 iPage: 66 Program Seq ih 09A Revisioa Date: May 12, 1994 Program Name: School Opeiatioos Program Code: Primaiy Leaden Estelle Matthis Seeoodaiy Leader Robertson, Gremillion and Anderson Program Goat The ioteot of the School Opeiatioas goal is to provide equitable educatioaal opportunities for all students in the LRSD. Plan Refeicnoe Page Number Objectives Strategies Beginning Date Completioa Date Responsibility Bvahiatioa Criteria C Five schools reported using counselors to implement appropriate programs. 01/03/94 03/31/94 Elementary Interdistrict Magnet Schools A. Both schools report counseling programs to reinforce academic excellence, positive student attitudes, pride, respect, and good citizenship. 08/24/93 09/30/93 B. One school reports the implementation of appropriate counseling programs. 10/01/93 12/31/93 3. (contd) C. Both schools report providing staff and parents with helpful information about positive student behavior. 01/03/94 03/31/94 Incentive Schools A. Two incentive schools reported providing training for school-based improvement teams. Elementary Area Schools One school has provided training to team members who have trained staff. B. Six schools reported using counselors to implement appropriate programs. One schools effective school team met in Hot Springs. One school held a learning styles inservice. Two schools utilized their quarterly reports to address school climate. 08/24/93 08/24/93 10/01/93 09/30/93 09/30/93 12/31/93 C Twenty schools reported using counselors to implement appropriate programs. 01/03/94 03/31/94 223Page: 67 Program Seq #: 09A Revision Date: May 12, 1994 Program Name: Sdiool Operatioas Program Gode: Primaiy Leader Estelle Matthis Seooodaiy Leader Robertson, Gremillion and Anderson Program Goal: The intent of the School Operatioas goal is to provide equitable educatiooal opportunities for all students in the LRSD. Plan Refeienoe Page Number Objectives Strategies Beginning Date Completioa Date Responsibility Evaluation Criteria 3.L33 3. Provide a committee to review attendance and discipline policies and data on an ongoing basis to ensure equity of policy and policy administratioa. (07/01/93) (06/30/94) (Principals, Teachers, Student Hearing Officer) 3. (Final report of the quarterly reviews) 3. (Each school is to establish a committee to conduct quarterly reviews of attendance and discipline data to assess compliance with the goal of equitable policy and policy administration. Conduct and report results of quarterly reviews.) 3. (contd) Senior High Schools A. B. C. One school identified the biracial committee as the entity to review attendance and discipline policies. Three of the six schools provided a committee to review attendance and disciplinary policies and data during the second quarter. Biracial Committee, Attendance Committee, and Discipline Committee were identified by two of the six high schools as the entities utilized for reviewing attendance and discipline policies. Area Junior High Schools A. 100% of the schools indicated a committee reviews attendance and discipline policies. 08/24/93 10/01/93 01/03/94 08/24/93 223 09/30/93 12/31/93 03/30/94 09/30/93Pagp: 68 Program Seq #: 09A Revisioii Date: May 12, 1994 Program Name: Sdiool Operatioas Program Code: Primary Leaden Estelle Matthis Secoodaiy Leaden Robertson, Gremillion and Anderson Program Goak The intent of the School Operatioos goal is to provide equitable educatiooal opportunities for all students in the LRSD. Plan Referenoe Page Number Objectives Strategics Beginning Date Completioa Date Rcqxmsibility Bvaluatioo Criteria B. Three of the six schools documented the establishment of a committee to review attendance and discipline policies and data on an ongoing basis was operational in their schools. Example: COE Target Committee C Five of the six are junior high schools documented provisions for a committee to review attendance and discipline policies and data on an ongoing basis to ensure equity of policy and policy administration. Junior High Magnet Schools A. One of the two junior high magnet schools reported providing for a committee to review attendance and discipline policies and data on an ongoing basis. Example: Biracial Teams B. Both magnet schools utilized committees to review attendance and discipline policies. 10/01/93 01/03/94 10/01/93 01/03/94 12/31/93 03/30/94 12/31/93 03/30/94 Elementaiy Area Magnet Schools 3. (contd) A. Committee in place at all schools. 08/24/93 09/30/93 B. One school reports having a committee to review attendance and discipline policies. 10/01/93 12/31/93 C. Five schools reports having a committee to review attendance and discipline policies. 01/03/94 03/31/94 Elementary Interdistrict Magnet Schools 230I 69 Program Seq #: 09A Revision Date: May 12, 1994 Program Name: Sdiool Operatioas Program Code: Primaiy Leader: Estelle Matthis Seooodaiy Leader Robertson, Gremillion and Anderson Program Goat The intent of die School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Begnming Date Cooipletioa Date Responsibility Bvahiation Criteria A. Both schools established committees to review attendance and discipline policies quarterly. 08/24/93 09/30/93 B. Two schools report establishing a committee to review attendance and discipline policies quarterly. 10/01/93 12/31/93 C. Both schools reports having a committee to review attendance and discipline policies. Incentive Schools A. Five incentive schools reported discipline committees in place and will meet quarterly. The principal and counselor reviewed attendance data. Elementary Area Schools A. Thirteen schools have established committees to review attendance and disdpline. B. Eleven area schools reports having a committee to review attendance and discipline policies 01/03/94 08/24/93 08/24/93 10/01/93 03/31/94 09/30/93 09/30/93 12/31/93 C Twenty schools report having a committee to review attendance and discipline policies. 01/03/94 23i 03/31/94Program Seq #: 09A Program Name: School Opcratioos Program Code: Primary Leader Estelle Matthis Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. ( PagK 70 Revisioa Date: May 12, 1994 Secondary Leader Robertson, Gremillion and Anderson Plan Reference Page Number XI L33 X (contd) Objectives Strategies Beginning Date Completion Date Reqxmsibility Evaluation Criteria XI Committee atKl subcommittee to include principals, staff, patrons, students (on the secondary level) and at least one (1) Board member to review data and recommeiMl modifications to meet students needs and district needs. 3.1 (Establish a district-wide committee to review the local school committee reports which should include attendance, discipline data interventions by race and gender. The districtwide committee will report the results of the review to the Associate Supt. of Desegregation.) Senior High Schools A. Two of the six high schools reported activity toward this strategy during the second quarter. One established a Biracial Committee. The other had a patron shadow at the school. Area Junior High Schools A. One of the six schools reported reviewing a district report. B. One of the six schools documented the establishment of the relative district-wide committee. 07/01/W 10/01/93 08/24/93 10/01/93 06/30/94 12/31/93 09/30/93 12/31/93 C Two of the six area junior high schools reported the establishment and use of the relative committee. Incentive Schools 01/03/94 03/30/94 Associate Supts., Principals, Teachers, Director of Pupil Services (Hearing Officer, Desegregation Facilitator) 3.1 (Formal report identifying results of analysis of data received from local school committees about level of compliance with district attendance and discipline policies) O Program Seq #: 09A Page: 71 Revisioa Date: May 12, 1994 Program Name: School Operatioas Program Code: Prinuuy Leader Estelle Matthis Seooodaiy Leader Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educatiooal opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginiiing Date Cooipletioa Date Reqxmsibility Bvahiatioa Criteria A. One incentive school reports having established a district-wide committee. 08/24/93 09/30/93 Elementary Area Schools 3. (contd) A. Four area schools report examining local school reports which included attendance and discipline data. 10/01/93 12/31/93 B. Twenty area schools report examining local school report which include attendance and discipline data. 01/03/94 03/31/94 Elementary Interdistrict Schools A. Both schools reports examining and submitting local school reports quarterly. 10/01/93 12/31/93 B. Both schools report examining local school report regularly. 01/03/94 03/31/94 Elementary Magnet Schools A. Five schools report examining local school reports which include attendance and discipline data. 01/03/94/ 03/31/94 32L33 32 Revise student handbooks as needed 32 (Update student handbooks annually to ensure continued compliance with district attendance and discipline policies) 07/01/93 06/30/94 (Principals, Teachers) 3.2 (Student handbooks reflect compliance with current district attendance and discipline policies) Senior High Schools A. Four of six high schools reported the need to revise handbooks. 08/24/93 09/30/93 O QPagp\n72 Prognun Seq #: 09A Rcvisioo Date: May 12, 1994 Prognun Name: School Operatioas Prognun Code: Primaiy Leader: Estelle Matthis Seoondaiy Leader Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRJTO. Plan Reference Page Number Objectives Strategies Beginning Date Comfrfetioa Date Reqxmsibility Evaluatioa Criteria B. Three of the six high schools reported active processes for revising student handbooks. Example: Formed a committee to review SRR handbook. Area Junior High Schools A. Four of the six schools reported revision of student handbooks. 3. (contd) B. Two of the six schools reported activity toward the revision of student handbooks for the third quarter. Example: Establishment of Student Handbook Committee Junior High Magnet Schools A. One school reported the revision of student handbooks. Elementary Area Magnet Schools A. Student handbooks revised and distributed at four schools. B. Five schools reported revising student handbooks as needed. Elementary Interdistrict Magnet Schools A. Both schools distributed parent/student handbooks and will revise annually. B. One school report applying district attendance and discipline policies as needed. C. Both schools report receiving parent and/or staff input on student handbook revision. Incentive Schools 01/03/94 01/03/94 08/24/93 08/24/93 01/03/94 08/24/93 10/01/93 01/03/94 03/30/94 03/30/94 09/30/93 09/30/93 03/31/94 09/30/93 12/31/93 03/31/94 234Page: 73 Program Seq #: 09A Revisioa Date: May 12, 1994 Program Name: School Operatioas Program Code: Priouuy Leader Estelle Matthis Seeoodaiy Leader Robertson, Gremillion and Anderson Program Goal: The intent of the School Operatioos goal is to provide equitable educatiooal opportunities for all students in die LRSD. Plan Reference Page Number Objectives Strategies Beginning Date Ckanplction Date Responsibility Bvaluatioo Criteria a3L33 3. (contd) A. Five incentive schools report the distribution of updated handbooks. Elementary Area Schools 33 A. B. C 08/24/93 09/30/93 Twelve schools reported revising their handbooks. Five schools reported revising student handbooks as needed. Fifteen schools reported revising student handbooks as needed. The student hearing officer will be reqxmsible for developing and monitoring plans to reduce the daqiority of disciplinaiy actioas. 3.3 (Use evidence of district-wide reports to provide guidance to local schools in formatting plans to reduce disparity of disciplinary actions) Senior High Schools A. One of the six high schools reported activities in a program designed to reduce suspensions as an alternative to suspension. Area Junior High Schools A. Two of the six schools reported using district-wide reports for guidance. B. Two of the six schools reported plans to reduce the disparity of disciplinary actions. Example: Incentive Programs 08/24/93 10/01/93 01/03/94 07/01/93 10/01/93 08/24/93 10/01/93 09/30/93 12/31/93 03/31/94 06/30/94 12/31/93 09/30/93 12/31/93 (Asst. Supts., Teachers, Parents, Principals, Student Hearing Officer) 3.3 (Analysis of quarterly reports in chart form to determine decrease in reported discipline sanctions)Page: 74 Prognun Seq #: 09A Revisioa Date: May 12, 1994 Prognun Name: School Operatkrns Program Code: Primaiy Leaden Estelle Matthis Seeoodaiy Leader Robertson, Gremillion and Anderson Program Gook The intent of the School Operatioos goal is to provide equitable educatiooal opportunities for all students in the LRSD. Plan Reference Page Number Objectives Strategies Beginiiing Date Cooqilctioa Date Reqxmsibitity Evahiatioo Criteria 4. L33 4.1 L 33 3. (coatd) Junior High Magnet Schools A. One of the two schools reported plans to reduce the disparity of disciplinary actions. Elementary Aiea Magnet Schools A Hearing Officers Report Elementary Interdistrict Magnet Schools A Both schools will submit quarterly discipline management reports. Incentive Schools A. One incentive school reports annual evidence of this objective. Example: Self-esteem of black males addressed by providing choir and boy scouts opportunity. 4. 4. 4.1 10/01/93 08/24/93 08/24/93 08/24/93 12/31/93 09/30/93 09/30/93 09/30/93 Appoint joint committee with PCSSD and NLRSD. (.. .to establish a uniform attendance and discipline policy.) Review attendance and disdirfinaiy policies and coosequences. 07/01/93 07/01/93 06/30/94 06/30/94 (Associate Supt. for Desegregation) Associate Supts., appointed staff three school districts (use Tri- District Cooipoocat) 4. (Evidence of a uniform discipline policy) 4.1 Review and revisioo of Tri- District attendance and discqilinaiy policiesPrognun Scq #: 09A Program Name: School Operatioos Program Code: Primaiy Leader Estelle Matthis Seooodaiy Leader Program Goat The intent of the School Operations goal is to provide equitable educatiooal opportunities for all students in the LRSD. Page: 75 Revisioa Date: May 12, 1994 Robertson, Gremillion and Anderson Plan Refeienoe Page Number S. L34 3. (contd) Objectives Strategies Beginning Date Completion Date Responsibility Bvahiatioa Criteria 5. Put in place alternatives to suspensioa across the district with at least one such interventioa to be placed at each schooL (For achievements related to 5.0 - 7.2 - sec Inschool Suspension Program Number 12) S.l Develop school-based discipline plans to be reviewed at district levd and to include suqiension alternatives. 52 BOectivenesB of these alteraatives to be icgulariy assessrd. Bi 07/01/93 07/01/93 07/01/93 O O 7 06/30/94 06/30/94 06/30/94 (Principals, staff. Asst. Supts.) Assistant Supts., Principals, Schoolbased stafb (Principals, Staffs, School-based Committees, Assistant Supts., Hearing Officer) 5. (Review of suspensions report to determine decrease in out-ofschool suspensions at individual schools) 5.1 (Submission to Asst. Supts. of school plans that identify alternatives to out-of-school suspensions) 52 Existence of alternative plan in each building 5.2. (Submission to Asst. Supts. of school plans that identify alternatives to out-of-school suspensions\nevidence of decrease in out-of-school suspensions)Page: 76 Prognun Seq #: 09A Revisioa Date: May 12, 1994 Prognun Name: School Operatioos Prognun Code: Primaiy Leaden Estelle Matthis Secoodaiy Leader Robertson, Gremillion and Anderson Prognun Goal: The intent of the School Operatioas goal is to provide equitable educatiooal opportunities for all students in the LRSD. Plan Reference Page Number 6.L34 7.2 L 34 3. (contd) Objectives Strategies Beginning Date Completion Date Reqxiosibility Evahiatioo Criteria 6. Establish a school-based studant discipline and attendance incentive system at each achooL 6. (.. JIS part of the annual school plan which should result in improved attendance and a decrease in disciplinary sanctions.) 7.1 Activate disdpline/attcodanoe interventioa teams at schooL Mandate the pupil services team to do monitoring and involve the counselor with students who have disdplinc/attcndancc problems. 7J2 Involve parents in the team proces regarding their children through meeting^/coafcrcaoes. 7.2 (.. .about identified attendance and/or disciplinary problems) Senior High Schools A. One high school conducted grade level meetings with parents to discuss attendance and discipline. B. Three of the six schools reported involved parents in team processes during the second quarter. C Four of the six high schools noted strategies for involving parents in the team process. Area Junior High Schools A. Three of the six schools utilize parent team meetings. B. Four of the six schools reportedly involve parents in the team process. 07/01/93 07/01/93 07/01/93 08/24/93 10/01/93 01/03/94 08/24/93 10/01/93 06/30/94 06/30/94 06/30/94 09/30/93 12/31/93 03/30/94 09/30/93 12/31/93 (Principals, Staffs, School-based Committees Principals, Guidance Departments, Building StafEs, School Health Services Coordinator Principals, Parents, FTA Officers, FTA Council, Counselofs, Pupil Services Teams, School Health Services 6. (Submission of annual school reports to the Asst. Supts. will give evidence of improvement and a decrease in the attendance and disciplinary sanctions) 7.1 Records of counseling inteivcntion 7.1 (Review of discipline and attendance records will show a decrease in the chronic discipline and/or attendance problems) 7.2 Records of parents/team involvement 7.2 (... will show an increase in the number of parents participating in the team process) O OPage: 77 Prognun Seq #: 09A Revisioo Date: May 12, 1994 Program Name: School Opeiatiooa Program Gode: Primary Leader Estelle Matthis Seooodary Leader Robertson, Gremillion and Anderson Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LR^). Plan Referenoe Page Number Objec\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\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_230","title":"Little Rock School District (LRSD) Third Quarter Status Report, Volume I, part 3","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":["1994-05-13"],"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 statistics"],"dcterms_title":["Little Rock School District (LRSD) Third Quarter Status Report, Volume I, part 3"],"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/230"],"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":["reports"],"dcterms_extent":["112 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\"J M  VOLUME I (CONTD) LITTLE ROCK SCHOOL DISTRICT THIRD QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT May 13, 1994 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq f\n099 Page: 1 Program Name: School Operations Revision Date: May 10, 1994 Program Code: Primary Leader: Dr. Henry Williams Secondary Leader: Central Office Administrators Program Description: School Operations includes the total integrated learning experiences which meet the academic, social, and developmental needs of all LRSD students in a desegregated educational setting. staff, parents, and the larger conmunity. Central Office staff and principals of the schools collaborate to ensure quality educational program planning for all students with the support of General coooeration among the Pulaski County districts is necessary. ourselves to the following, A collaborative effort is crucial to the success of this countvwide desegregation plan, We commit Underlying principles will include: All students will be accorded equal opportunity to participate in all academic and extracurricular programs and services in the districts\nall district staff and parents will develop and model high expectations for the success of ell students without regard to gender or race\nall students, all staff and all parents will have equitable access to and input into programs, school and district activities, planning and implementation of school Plans and goals\nspecial efforts will be concentrated on increasing parental involvement in the schools\nstaffing and staff recruitment will reflect student needs for contact with minority teachers and a diversity in the racial makeup of support staffs consistent with applicable law\nstaff assignments will be mode on an equitable basis\npolicies directed toward students will reflect an awareness of diversity in the student population, its background end learning styles, while also providing for an orderly, supportive learning environment. Create a colloboration whereby all students in all schools in the three districts (LR, NIR, and PCSSO) will benefit from a mutual set of beliefs and expectations for success for all students and equity for all students and staff, Follow Interdistrict Desegregation Plan, District Goal St\u0026lt;]port: Ensure that equity occurs in all phases of school activities and operations. Program Goal: The intent of the school operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan References: L 30--L 47 FY Program Budget: 1st Qtr Expend: TTD Expenditures: 2nd Qtr Experxi: 3rd Qtr Expend: 4th Qtr Expend: FTE I Related Function Codes: 3 348LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Progran Seq *: 096 Revision Date: May 10, 1994 Progran NasK: School Operations Prograa Code: Priaary Leader: Dr. Henry Williams Secondary Leader: Central Office Achinistrators Prograa Goal: The intent of the school operations goal is to provide equitable educational opportwiities for all students in the LRSD. Plan Reference Page Nudwr 1. Page 30 Objectives Strategies Beginning Date Coapletion ___Date Responsibility Evaluation Criteria 1. To ensure an organizational structure which provides equal opportisiity and access for parents, students and staff. Principals,, Assistant Supts., Assoc. Si^Jt.) 1. (Sufficient program personnel are in place to meet the needs of all students in the program as measured by the monitoring instrument) 1. To review organizational structure in schools and central office to ensure sufficient support for students and staff success and for the implementation of the desegregation plan. Assistant Superintendent (Robertson) A. Review all building and classroom schedules. (This activity was initiated 07/01/94 and a completion date of 03/31/94 is documented for the third reporting period.) 01/03/94 03/31/94 B. Review all personnel changes. (This activity was initiated 07/01/93 and 75X completion was reported the end of the third quarter.) C. Review ADE reports. (This activity was introduced 07/01/93 and a 75X completion was reported 03/31/94.) documented.) Assistant Staerintendant (Greaillion) A. Correspondence was sent to all nineteen schools outlying expectations for the schools in submitting their annual school plans in August, 1993. B. Review annual school plan of all nine* teen elementary schools in October, 1993. 01/03/94 01/03/94 01/03/94 01/03/94 03/31/94 03/31/94 03/31/94 03/31/94 349Page: 3 Prograa Seq *\n09B Revision Date: Hay 10, 1994 Prograa NesK: School Operations Prograa Code: Priaary Leader: Dr. Henry Williams Secondary Leader: Central Office Administrators Prograa Goal: The intent of the school operations goal is to provide equitable educational opportinities for all students in the LRSD. Plan Reference Page Nud\u0026gt;er 1.1 Psge 30 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria C. Critiqued each plan and recorded on a form the evidence of goals addressed, test scores safety plans, and reconmendations for change needed if any. (Achievement occurred in October, 1993.) D. Pre*school on-site visits were made on an on-going basis to ensure readiness and preparation in August, 1993. Assistant Superintendent (Anderson) A. Review master schedules of all secondary schools.(Item initiated and completed 07/93-09/30/93.) B. Review all personnel changes. (Activity was initiated 07/93 with 75X completion reported at the end of the third quarter.) C. Review AOE certification reports. (Item completed 10/93-03/31/94.) 1.1 Appoint school-based biracial coHsittees to annitor implementation and data. (Report to faculty) Assistant Sioerintendent (Robertson) A. School Biracial Convnittees established. (Activity started 07/01/93 and completed 12/31/93.) B. Review reports of committee formation and connittee activities. (Activity commenced 07/01/93 and 75X completion was reported at the end of the third quarter.) 35u 01/03/94 01/03/94 01/03/94 01/03/94 07/01/93 01/03/94 01/03/94 03/31/94 03/31/94 03/31/94 03/31/94 06/30/94 03/31/94 03/31/94 1. (Satisfactory compliance with the Education Equity Monitoring Document) 1.1 Survey of staff  patrons Principals, Assistant S(\u0026lt;\u0026gt;ts. 1.1 School-level docuaentation of quarterly meetings (minutes, rosters)Page: 4 Progran Seq *: 096 Revision Date: Hay 10, 1994 Prograa Naae: School Operations Prograa Code: Priaary Leader: Or. Henry Williams Secondary Leader: Central Office Administrators Progran Goal: The intent of the school operations goal is to provide equitable educational opportwiities for all students in the LRSO. Plan Reference Page Nimber 1.2 Page 30 1.3 Page 30 Objectives Strategies Beginning Date Cospletion Date Responsibility Evaluation Criteria 1. (can't.) Assistant Superintendent (Gremillion) A. Review of school profiles to monitor the establishment of the Biracial Connittee. (The achievement was introduced 10/93 and 75X was reported the end of the third quarter.) Assistant Superintendent (Anderson) A. School Biracial Comnittees established. B. (Item executed 7/9310/93.) Review reports of committee formation and committee activities. (Item initiated 10/93 with 75X completion at the end of the third quarter.) 1.2 A district-wide biracial comaittee will monitor district-wide desegregation efforts and data and (report to Board) Associate Supt, of Desegregation A. District-wide Biracial Committee meets on a monthly basis and monitors schools, recruitment activities and related desegregation issues. (Activity was initiated 07/01/93 and an SOX completion was reported at the end of the third quarter, 03/31/94.) 1.3 Establish a reporting system. Assistant Superintendent (Robertson) A. Review reports submitted through Program Budget Document quarterly submission. (This activity started 01/14/94 and 75X completion reported 03/31/94.) 351 01/03/94 01/03/94 01/03/94 01/01/93 01/03/94 July 1, 1993 01/03/94 03/31/94 03/31/94 03/31/94 06/30/94 03/31/94 June 30, 1994 03/31/94 Assoc. St\u0026lt;\u0026gt;t. of Educational Programs, Assoc. Si^. for Desegregation Associate S(\u0026lt;\u0026gt;ts., Assistant Si\u0026lt;\u0026gt;ts. 1.2 Report of the biracial ccomittee 1.2 (Report from the monitoring of the biracial committee to the Board) 1.3 Monitoring reports district-wide biracial cosBiitteesPage: 5 ProgrM Seq *: 09B Revision Date: May 10, 1994 Prograai Mane: School Operations Program Code: Prianry Leader: Or. Henry Williams Secondary Leader: Central Office Administrators Program Goal: The intent of the school operations goal is to provide equitable educational opportmities for all students in the LRSO. Plan Reference Page Nimber Objectives Strategies Beginning Date Coaf}letion Date Responsibility Evaluation Criteria Assistant Superintendent (Gremillion) A. Review reports submitted through the Program Budget Oocunent each quarter. (The activity conmenced 10/93 and 75X completion was reported 03/31/94.) 01/03/94 03/31/94 8. Provide inservice to Cluster A principals on the expectations of content needed for the Program Budget Document. (This achievement occurred 03/09/94.) 01/03/94 03/31/94 Assistant Superintendent (Anderson) A. Review reports submitted through POB quarterly submissions. (Item initiated 10/93 with 75X completion reported at the end of the third quarter.) 01/03/94 03/31/94 2. Page 30 2. To provide inservice to raise staff SMareness/expectations of equity concerns for students. 07/01/93 06/30/94 2. (Random survey results from Staff Development) Staff Development A. Seven (7) inservices were provided to raise awareness regarding equity concerns that impact students/staff. (This activity was introduced 01/05/94 and was completed 03/25/94.) Cownunications Department A. Attend Principal's Meetings when requested. (Activity for this item was introduced 07/01/93 and was completed 03/08/94.) O f'. 9 0 0 01/03/94 01/03/94 03/31/94 03/31/94Page: 6 Prograa Seq *: 09B Revision Date: Hay 10, 1994 Prograa Naaa: School Operations Prograa Code: Priaary Leader: Or. Henry Williams Secondary Leader: Central Office Adninistrators Prograa Goal: The intent of the school operations goal is to provide equitable educational opportmities for all students in the LRSD. Plan Reference Page Niaber 2.1 Page 30 3. Page 30 3.1 Page 30 1. (cont'd) 1. (cont'd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 2.1 Inservice cycles for existing and new staff including: a. teacher expectations b. working with parents c. at'risk youth d. learning styles Staff Development A. Sixteen (16) inservice sessions were held that addressed teacher expectations, at*risk youth, and learning styles. (Activity for this item was initiated 01/05/94 and coapleted 03/25/94.) 3. To provide programs Uiich raise parental awareness of district structure, policy, and prograam and ways to access them. 3. (Programs which demonstrate high quality of parent involvement) Coiwnuni cat ions Department A. Conmunity Forums. (This activity was introduced 07/01/93 and completed 12/06/93.) 3.1 Mini'seaiinars at PTA ametings and in the coaaaxiity. 353 July 1. 1993 01/03/94 07/01/93 (07/01/93) 01/03/94 07/01/93 Jisw 30, 1994 03/31/94 06/30/94 (06/30/94) 03/31/94 06/30/94 Appropriate Associate Sipts., and Staff Developaent (Comnuni cat i ons Dept., Staff Development, and Academic Si^^port) District staff PTA Corneil (local and area) 2.1 Roster of teechers/participating staff Data'besed iaproveaant in targeted studait schools 2.1 (Evaluation of inservice segments by participants) 3. Roster of attendance 3.1 Calendar showing prograam heldPage: 7 Prograa Seq *: 098 Revision Date: May 10, 1994 Progras Naae: School Operations Prograa Code: Priaary Leader: Dr. Henry Williams Secondary Leader: Central Office Actainistrators Prograa Goal: The intent of the school operations goal is to provide equitable educational opportuiities for all students in the LRSD. Plan Reference Page Hudier Objectives Strategies Beginning Date Caaf\u0026gt;letion Date Responsibility Evaluation Criteria 4. Page 30 4.1 Page 30 1. (cant'd) 3.1 (Evidence of quality programs presented to parents.) 3.1 (Calendar showing roster of participants and evaluation form) 3.1 (Evidence of parent participation\nincrease in number of parents involved in school activities including VIPS, PTA, Parent Forums\nand increase in student achievement data\nand increase in number of students above the NCE on Stanford 8 and Abacus) 4. To monitor school standards to ensure hi^ quality education for all students. 4.1 Review data 4.1 (List data, achievement, discipline, promotion, retention, increase or decrease of white students, nisnber above and below state reference point to assess strengths, needs, and strategies.) Assistant Superintendent (Robertson) A. Review Desegregation Monitoring Report. (Activity was initiated 07/01/93 and 7SX completion was reported 03/31/94.) B. Review achievement data. (This achievement was initiated 07/01/93 and 75X completion was reported at the end of the third quarter.) 07/01/93 07/01/93 01/03/94 01/03/94 06/30/94 06/30/94 03/31/94 03/31/94 Associate SK\u0026lt;\u0026gt;t., Principals, Assistant St\u0026lt;\u0026gt;ts. 4.1 Calendars of visits 4.1 (Staff, facilities, climate, a^inistration, organization, and achievement levels) o 4 O J MPage: 8 Prograa Seq *: 096 Revision Date: Hay 10, 1994 Prograa Naan: School Operations Prograa Code: Priaery Leader: Dr. Henry UilUams Secondary Leader: Central Office Administrators Prograa Goal: The intent of the school operations goal is to provide equitable educational opportKiities for all students in the LRSO. Plan Reference Page MiaRjer 4.1 Page 30 1. (cont'd) Objectives Strategies Beginning Date Completion Date Resporaibility Evaluation Criteria C. Review disciplinary data. (This activity started 07/01/94 and continues throughout FY 93-94.) Assistant Superintendent (Greaillion) A. Schedule formal visits--on-going to all Cluster A schools to ensure the implementation of high quality education. (The activity commenced 10/18/93 and 90X completion was reported the end of the third quarter.) B. Follow-up correspondence to report on findings and make recommendations where needed. (This activity began 10/18/93 and 90X completion was reported at the end of the third quarter.) Assistant Superintendent (Anderson) A. Review Desegregation Monitoring Report (This achievement was initiated 10/93 with 75X completion reported at the end of the third quarter.) B. Review Achievement (Activity for this achievement was initiated 10/93 with 75X completion reported at the end of the third quarter.) C, Review Disciplinary Data (Item initiated 1/94 with SOX completion reported at the end of the third quarter.) 01/03/94 01/03/94 01/03/94 01/03/94 01/03/94 01/03/94 03/31/94 03/31/94 03/31/94 03/31/94 03/31/94 03/31/94 O 0 oPage: 9 Program Seq f: 09B Revision Date: May 10, 1994 Prograai Neae: School Operations Program Code: Priamry Leader\nOr. Henry Uilliams Secondary Leader: Central Office Adninistrators Program Goal: The intent of the school operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Nuit\u0026gt;er 4.2 Page 30 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 4.2 School monitoring visits Planning. Research, and Evaluation A. Conducted 29 site visits for first semester. (This activity occurred from 11/30/93 through 12/16/93.) B. Conducted final 22 site visits for first semester. (This activity occurred from 01/04/94 throughout 01/11/94.) C. Conducted 18 site visits for second semester. (Activity occurred 02/15/94 to 03/24/94.) OJO July 1, 1993 01/03/94 01/03/94 01/03/94 June 30, 1994 03/31/94 03/31/94 03/31/94 Planning, Research, and Evaluation 4.2 Monitoring reports 4.2 (Staff Climate Survey)LRSD FY 93-94 PROGRAM BUDGET DOCUMEMT Psge: 10 Prograa Seq *: 09B Revision Date: May 10, 1994 Prograa Naae: School Operations Program Code: Priaary Leader: Dr. Henry Williams Secondary Leader: Central Office Administrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Huriier Objectives Strategies Beginning Date Ccaf\u0026gt;letian Date Responsibility Evaluation Criteria 2. Page 31 2. To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to s(\u0026lt;]port that belief. 1. Provide education to staff and patrons regarding school culture and positive school climate. July 1, 1993 Juw 30, 1994 Assistant Superintendent (Robertson) A. Review school climate survey with principals. (The activity for this achievement occurred 07/01/93-03/31/94.) B. Review inservices and staff development workshops provided. (The achievement started 07/01/93 and 7SX completion was reported at the end of the third quarter, 03/31/94.) Assistant Superintendent (Gremillion) A. Presentations to New Board Members Orientation meeting. (The achievement occurred 11/02/94.) B. Presentation to Cluster A Principals on Board Policy and School Operations in the Desegregation Plan. (This activity occurred 03/09/94.) C. Presentation to Lions* Club Teachers Award Night in February, 1994. Assistant Superintendent (Anderson) A. Presentation to Kiwanis Luncheon Meeting. (Activity occurred 11/93.) B. Presentation to Chamber of Comnerce Leadership Class. 12/93.) (Activity occurred o r: 7 Jo / 01/03/94 01/03/94 01/03/94 01/03/94 01/03/94 01/03/94 01/03/94 03/31/94 03/31/94 03/31/94 03/31/94 03/31/94 03/31/94 03/31/94 (Principals, Teachers, Assistant Supts.) 1. Utilization of the school climate survey 1. (Results of school climate survey report)Page: 11 Progm Seq *: 09B Revision Date: May 10, 1994 Prograa Naae: School Operations Prograa Code: Primary Leader: Dr. Henry Williams Secondary Leader: Central Office Administrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Hiaber 1.1 Page 31 Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria 2. (To work with teachers and principals to develop a positive school climate) 1.1 PTA Board and general meetings to have educational coaixxtents regarding climate and expectations. 1.1 (LRSD expectations, teacher-designed instrument, clarify what kind of expectation$--achievefflent, behavior, attendance) Assistant Superintendent (Grewillion) A. Schedule meetings for monitoring staff, building, grounds, tests, interim reports, and special programs. (The achievement commenced 10/93 and 90X completion was reported at the end of the third quarter.) B. Follow-up correspondence to document visit. (This activity started 10/93 and 90% completion was reported 03/31/94.) 58 July 1, 1993 01/03/94 01/03/94 Jine 30. 1994 03/31/94 03/31/94 District personnel as designated by the Associate Si\u0026lt;\u0026gt;t. 1.1 Agendas of aeetings Measurable iaproveaants in individual school cliaates (1.1 Agendas of meetings and evidence of results of school climate survey report)Page: 12 Prograa Seq *: 09B Revision Date: May 10, 1994 Prograa Haaa: School Operations Prograa Code: Priaary Leader: Dr. Henry Ui I Hants Secondary Leader: Central Office Actninistrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportiaiities for all students in the LRSO. Plan Reference Page Nurt)er 1.2 Page 31 2.1 Page 31 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 2. (cont'd) 2. (cont'd) 1.2 Use of cable Channel 4 to carry brief messages to staff regarding expectations, working with at-risk and disadvantaged students, and creating positive climate. 1.2 (Clarify performance expectations, such as behavior emphasis on students falling below) Staff Development A. Information was disseminated to schools regarding available progranming on Channel 4. (This activity was started 01/05/94 and was completed 03/25/94.) Conaunications Department A. Weekly Calendar. (Activity was initiated 07/01/93 and 75X completion was reported 03/31/94.) 2. (Review of annual school plan) 2.1 Monitor facility, staff morale, student achievement, status of media center books, and materials. 2.1 (Assess staff morale, student achievement, etc.) O 53 July 1. 1993 01/03/93 01/03/94 July 1, 1993 July 1. 1993 June 30, 1994 03/31/94 03/31/94 Jtaie 30. 1994 June 30. 1994 Assistant Supts.. Principals, Media Sigiervisor 2.1 Reports of Si^iervisors, Assistant S(4\u0026gt;ts.Page: 13 ProgrM Seq f: 09B Revision Date: May 10, 1994 Prograai Naise: School Operations Prograai Code: Prianry Leader: Dr. Henry Williams Secondary Leader: Central Office Adninistrators Prograai Goal: The intent of the School Operations goal is to provide equitable educational opportoiities for all students in the LRSO. Plan Reference Page Hudier Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria Assistant Superintendent (Robertson) A. School Monitoring visit, quarterly. (The achievement was introduce 07/01/93 and continues throughout the FY 93-94.) Assistant Superintendent (Gremillion) A. Approve purchase requisitions. (This activity conmenced 10/93 and 90X completion was documented the end of the third quarter.) B. Review budgets. (The achievement was initiated 09/93 and 90X completion was reported the end of the third quarter.) 01/03/94 01/03/94 01/03/94 03/31/94 03/31/94 03/31/94 Assistant Superintendent (Anderson) A. School Monitoring Visits. started 8/93 and 75X completion was reported 03/31/94.) (Activity 01/03/94 03/31/94 2. (cont'd) Media Supervisor A. Amount and quality of books and equipment monitored. (This achievement was introduced 07/01/93 with 75X completion reported at the end of the third quarter.) O GO 01/03/94 03/31/94 Assistant St^s., Principals, Media StfiervisorPsge: 14 Program Seq f: 09B Revision Date: Hay 10, 1994 Program Nasm: School Operations Program Code: Prismry Leader: Or. Henry Williams Secondary Leader: Central Office Adninistrators Program Goal: The intent of the School Operations goal is to provide equitable educational opportinities for all students in the LRSD. Plan Reference Page Himber 2.3 Page 31 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2. (cant'd) 2. (cont'd) 2.2 (Provide resources) Assistant Superintendent (Robertson) A. Review and provide direction to principals on purchases. (This exercise was introduced 07/01/93 and continues throughout the FY 93-94. 75X completion was reported at the end of the third quarter.) Assistant Superintendent (Anderson) A. Provide direction to principals on purchases. (Activity initiated 08/93 with 75X completion reported at the end of the third quarter.) B. Review Budgets. (Activity initiated 10/93 with 75X completion reported at the end of the third quarter.) Media Supervisor A. Library books and reference materials ordered for each school from Department of Instructional Technology and from building level. (This activity was initiated 07/01/93 and 95X completion reported 03/31/94.) 2.3 Provide staff development and intervention plana as neisded. 2.3 (To provide staff development to meet the instructional needs of principals, teachers, and all levels of staff) 3Gi July 1. 1993 June 30, 1994 01/03/94 01/03/94 01/03/94 01/03/94 July 1, 1993 03/31/94 03/31/94 03/31/94 03/31/94 June 30, 1994 (Curriculum Supervisors) Assistant Si^s., Principals, Media Supervisor, Identified District Staff (Staff Development) 2.2 (Improvement in the climate and environment and kinds of materials that are avai table) 2.3 Staff Develaparnnt rosters 2.3 (Kinds of staff development programs developed for needs) 2.3 Quality of education survey resultsPage: 15 Prograa Seq *: 09B Revision Date: May 10, 1994 Prograa Naae: School Operations Prograa Code: Priaary Leader: Dr. Henry Uilliams Secondary Leader: Central Office Administrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportKiities for all students in the LRSD. Plan Reference Page Mudjer Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria Assistant Superintendent (Robertson) A. Provide technical assistance to principals on the following: Program Budget Document, School Climate Survey, Discipline, Student Assessment, School Profile, Annual School Reports, etc. (This achievement started 07/01/93 and 75X completion was reported 03/31/94.) Assistant Superintendent (Gremillion) A. Monitor individual schools's staff development offerings to ensure staff participation. (Activity was initiated 1/94 and 90X completion was docunented 03/31/94.) B. Monitor staff participation in the offerings of staff development provided by the LRSD. \u0026lt; 1/94-3/94.) (This achievement occurred C. Correspond with all principals to inform them of the hours achieved by each staff member. (This achievement occurred 1/94-3/94.) Assistant Superintendent (Anderson) A. Provide staff development to principals on PSD reporting. (Activity initiated 11/93 with 75X completion reported at the end of the third quarter.) 01/03/94 01/03/94 01/03/94 01/03/94 01/03/94 03/31/94 03/31/94 03/31/94 03/31/94 03/31/94Page: 16 Prograa Seq *: 096 Revision Date: May 10. 1994 Prograai Maae: School Operations Prograai Code: Priaery Leader: Dr. Henry Uilliams Secondary Leader: Central Office Adninistrators Prograe Goal: The intent of the School Operations goal is to provide equitable educational opportuiities for all students in the LRSO. Plan Reference Page Musber 3. Page 31 2. (cont'd) Objectives Strategies Beginning Date Completion ___Date Responsibility Evaluation Criteria Media Supervisor A. Inservice offered to Librarians on 08/10/93, 09/28/93, 10/26-27/93, 12/02- 03/93, 12/06-07/93, 12/07/93, 01/11/94, 03/09/94, and 03/17/94. (Inservice activity was initiated 07/01/93 and 75X completion was reported at the end of the third quarter.) 3. To work with schools to help them design programs which meet the specific needs of their students. 3. (Assist teachers and principals in the development of individual programs which address learning needs of students) Assistant Superintendent (Robertson) A. Review all assessment data with principals and assist in designing programs to meet specific building needs. (This activity commenced 07/01/93 and 75X completion was reported the end of the third quarter.) B. Assist principals in the development of Academic Progress Incentive Grants. (This activity was initiated 07/01/93 and completed 03/31/94.) 3G3 01/03/94 01/03/94 01/03/94 03/31/94 03/31/94 03/31/94Page: 17 Progran Seq f: 09B Revision Date: May 10, 1994 Prograa Hase: School Operations Program Code: PrisBry Leader: Dr. Henry Williarns Secondary Leader: Central Office Administrators Program Goal\nThe intent of the School Operations goal is to provide equitable educational opportuiities for all students in the LRSD. Plan Reference Page Huitter Objectives Strategies Beginning Date Coiqiletion Pate Responsibility Evaluation Criteria Assistant Superintendent CGremi11 ion) A. Advise on procedures of placing students with needs. (Activity commenced 09/93 and 7SX completion was documented 03/31/94.) 01/03/94 03/31/94 B. Assist in developing lEPs in parent 01/03/94 03/31/94 conferences. (Activity commenced 09/93 and 75X completion was docunented 03/31/94.) 01/03/94 03/31/94 C. Monitor and assist in developing intervention plans for behavior problems. (Activity for this achievement was initiated 09/93 and 75X completion was reported at the end of the third quarter.) Assistant Superintendent (Anderson) 01/03/94 03/31/94 A. Assist with development and approval of seven period day at Mabelvale. (Activity initiated 8/93 and completed 9/93.) 01/03/94 03/31/94 B. Review math assistance designs in secondary schools. (Activity initiated 9/93 and completed 12/93.) English Curriculun Supervisor A. The Curriculun English Supervisor has assisted two elementary schools in developing their school themes. (Activity initiated 11/08/93 and completed 11/11/93. Mathematics Curriculun Supervisor 01/03/94 01/03/94 03/31/94 03/31/94 A. The Mathematics Department staff assisted two elementary schools in developing their School Improvement Plans. (Activity was initiated 11/01/93 and completed 12/01/93.) 3G4Page: 18 Program Seq f: 09B Revision Date: Hay 10, 1994 Program Name: School Operations Program Code: Primary Leader: Dr. Henry Uilliams Secondary Leader: Central Office Adniniatrators Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Nuitier Objectives Strategies Beginning Date COB^letion Date Responsibility Evaluation Criteria 2. (cont'd) Reading Curriculun Supervisor A. The Reading Department staff assisted four elementary schools and two high schools in developing their School Improvement Plans. (Activity initiated 11/08/93 and completed 12/01/93.) Gifted/Talented Curriculun Supervisor A. Assistance provided to principals, G/T facilitators, G/T specialists and teachers through staff development, materials and supplies and one on one technical help in the area of gifted progranning. (Activity initiated 07/93.) Science Curriculun Supervisor A. The Science Curriculun Supervisor worked with Gibbs to help design an assessment tool to help evaluate the program. (Activity was initiated 12/01/93 and 75X completion was reported the end of the third quarter.) B. Science supervisor provided technical support to the science thematic program at Stevens. (Activity was initiated 07/01/93 and 75X completion was reported the end of the third quarter.) G5 01/03/94 01/03/94 01/03/94 01/03/94 03/31/94 03/31/94 03/31/94 03/31/94Page: 19 Prograa Seq f: 09B Revision Date: May 10, 1994 Program Hase: School Operations Prograa Code: Primary Leader: Dr. Henry Williams Secondary Leader: Central Office Administrators Program Goal: The intent of the School Operations goal is to provide equitable educational opportieiities for all students in the LRSD. Plan Reference Page Htmber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria Social Studies Curriculmi Supervisor A. Assistance provided to principals/teachers through staff development, materials supplied, one-on- one technical help in area of social studies/multicultural curriculun 01/03/94 03/31/94 education. (This activity was initiated 07/01/93 and 75X completion was reported the end of the third quarter.) Special Education Department A. Inservice training for Hall High faculty in \"Inclusive Schools\" at Faculty Meeting.  01/27/94.) (This activity occurred B. Staff Development on \" Teaming and Inclusion\" for the Chicot Staff on 01/19/94. C. Provided inservice training to Tri- District teachers on \"Transition.\" activity occurred on 02/17/94). (This D. Provided information on \"Collaborative Teaming\" to Chicot staff on 02/16/94. E. \"Schools Are For All Kids\" report to Chicot Core Team . (This activity occurred 03/09/94.) F. Terry Elementary\nPlaced computer in classroom for student with motoric disabilities. Provided technical assistance and training for aide and student in computer use. ongoing. Consultation is (This activity was initiated 9/93 and will continue throughout the school year.) 360 01/03/94 03/31/94 01/03/94 01/03/94 01/03/94 01/03/94 01/03/94 03/31/94 03/31/94 03/31/94 03/31/94 03/31/94Prograa Seq f: 09B Prograa Maae: School Operations Prograa Code: Priaary Leader: Prograa Goel: Plan Reference Page Hudser IH OH Dr. Henry Williams Secondary Leader: The intent of the School Operations goal is to provide equitable educational opportwities for all students in the LRSO. Objectives Strategies Beginning Date Coapletion Date G. Gibbs: For student with hearing impairment, provided technical assistance in teacher training\nbrought in consultant from Educational Services for hearing Impaired to assist and help parent get auditory trainer for student. (This activity was introduced 09/93 and was completed 03/94.) H. Jefferson\nHelped to facilitate consultation and training of staff to work with student on augmentative corrmunication device. ongoing basis. Technical assistance is on an (This activity was started 10/93 and continues throughout the school year.) I. Rockefeller\nThrough observation in the classroom, determined modifications and needs for regular education teacher to implement\nassisted with initiation of Scottish Rites program for the student. (This activity was initiated 10/93 and continues throughout the school year.) J. Central\nSecured appropriate interpreting service for deaf student\nsecured technical assistance from Educational Service for hearing Impaired regarding sign language training. Assisted in getting training tapes for interpreter. (This activity occurred from 11/93 throughout the school year.) K. Hall\nInitiated, facilitated comnunication training with speech therapist and student. (This activity started 01/94 and will continue throughout the school year.) L. Chicot! Initiated facilitated communication training with speech therapist, teacher, and student, i (This activity was initiated 01/94 and will continue throughout school year.) Page: 20 01/03/94 01/03/94 01/03/94 01/03/94 01/03/94 01/03/94 3 G 7 03/31/94 03/31/94 03/31/94 03/31/94 03/31/94 03/31/94 Revision Date: Hay 10, 1994 Central Office Administrators Responsibility Evaluation CriteriaPage: 21 Prograa Seq f: 09B Revision Date: May 10, 1994 Prograa Hase: School Operations Program Code: Prianry Leader: Dr. Henry Uilliams Secondary Leader: Central Office Administrators Prograai Goat: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Nurtier 3.1 Page 31 2, (cont*d) Objectives Strategies Beginning Date (kMpletion Date Responsibility Evaluation Criteria M. Forest Heights: Began team planning for student with severe disabilities entering regular education with resource next year, for N. 01/03/94 03/31/94 Initiated training schedule Mitchell\nInitiated facilitated communication training with speech therapist and student. (This activity occurred 02/94.) 0. Henderson\nInitiated facilitated communication training with Speech Therapist and student. (This activity started 03/94 and will continue throughout the school year.) P. Stephens\nInitiated facilitated communication training with Speech Therapist and student. (This activity started 03/94 and will continue throughout the school year.) 3.1 Provide resource assistance to school staffs. 3.1 (Provide resources, both hunan and financial, to teachers and principals in the development of educational programs) Staff Development A. Technical assistance was provided to sixteen (16) schools in staff development planning. (This activity was introduced 01/05/94 and was carried out until 03/25/94.) O U G8 01/03/94 01/03/94 01/03/94 July b 1993 01/03/94 03/31/94 03/31/94 03/31/94 Jine 30, 1994 03/31/94 Educational PrograsK (Associate Supt., Principals) 3.1 Coapletion of program designPage: 22 Progri Seq : 09B Revision Date: May 10, 1994 Prograa Naae: School Operations Prograa Code: Priaary Leader: Dr. Henry Uilliams Secondary Leader: Central Office Adninistrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Ninber 3.2 Page 31 3.3 Page 31 4. Page 32 2. (cont'd) Objectives Strategies Beginning Date DMpletion Date Responsibility Evaluation Criteria 3.2 Provide planning time and formats to school staffs) 3.3 Develop school profiles which show complete data pictures. Set goals for iaprovearnnt. Planning. Research, and Evaluation A. Sent school profiles to schools for the first semester. (This activity occurred 10/28/93.) B. Sent school profiles to schools for second semester. (This activity occurred 01/10/94.) C. Revised profiles for second semester. (This activity occurred 01/18/94 through 03/11/94.) D. Revised certified and non-certified school profile staff data sent to principals for second semester. (This activity occurred on 03/23/94.) 4. Establish a program to familiarize parents with school ejq\u0026gt;ectations and to build a partnership with them. Assistant Superintendent (Robertson) A. Review partnership list with principals during monitoring visit and provide assistance. (Activity occurred 07/01/93-03/31/94.) 363 July 1, 1993 July 1, 1993 01/03/94 01/03/94 01/03/94 01/03/94 July 1, 1993 01/03/94 Jine 30, 1994 Jine 30, 1994 03/31/94 03/31/94 03/31/94 03/31/94 Jine 30, 1994 03/31/94 Associate S^it. for Educational PrograsB, Principals, School Principals and Staffs (Planning, Research, and Evaluation\nData Processing) (Asst. Supts., Principals, Media Supv.) 3.2 School profiles and aonitored building plans 3.3 (Completed document)Page: 23 Prograa Seq f: 09B Revision Date: Hay 10, 1994 Prograa Naae: School Operations Prograa Code: Priaary Leader: Dr. Henry Williams Secondary Leader: Central Office Administrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Huriier 4.1 Page 32 4.2 Page 32 Objectives Strategies Beginning Date Coaf)letion Date Responsibility Evaluation Criteria Assistant Superintendent (Gremillion) A. Attend school PTA meetings to monitor programs. (This activity was initiated 11/93 and 75X completion was reported 03/31/94.) B. Review schools* coainunique to parents and keep on file. (Activity started 10/93 and 75X completion was reported at the end of the third quarter.) B. Review parent conferences, discipline plans, parent handbooks and other materials and information provided to parents to familiarize them with the school's expectations. (The initiation of this activity was 07/01/93 and 75X completion occurred at the end of the third quarter.) 4.1 Share schools* objectives, discipline policy, standards for testing, placing, and promoting students. 4.1 (At the beginning of school, do an annual school letter that shares policies and objectives) 4.2 Involve parents as full partners in planning at schools for students* growth and success. 01/03/94 03/31/94 01/03/94 01/03/94 July 1, 1993 July 1, 1993 37 0 03/31/94 03/31/94 June 30, 1994 June 30, 1994 Principals, Staffs Principals, Staff, PTA Board, Patrons 4.1 Developamnt of and sharing of school-based objectives, discipline policies, etc. 4.2 Statistical iaftrovearnnt in student behavior and achieveamntPrograa Seq *: 098 Prograai Maae: School Operations Prograa Code: Prograa Goal: Plan Reference Page Hudser 3. Page 33 1.1 Page 33 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Dr. Henry Uilliams Secondary Leader: The intent of the School Operations goal is to provide equitable educational opportuiities for all students in the LRSD. Objectives Strategies Beginning Date Completion Date Psge: 24 Revision Date: May 10, 1994 Central Office Adninistrators Responsibility Evaluation Criteria 3. To develop and iapleawit policies which influence sctMot climate and iaprove discipline and student attendance while also meeting individual student needs and learning styles. 3. (Design and put into place programs which improve school climate and improve discipline and student attendance while also meeting individual student needs and learning styles) 1. Provide inservice training to district personnel on discipline in a desegregated setting. 1. (Focus on how to use techniques that foster positive student behavior in a desegregated setting) Staff Development A. Eleven (11) schools were provided inservice designed to foster positive student behavior in a desegregated setting. (The activity was initiated 01/05/94 and was completed 03/25/94.) 1.1 Conduct inservice training on discipline management in all local schools. 1.1 (Conduct inservice on an ongoing basis on positive discipline management in all local schools) (July 1, 1993) 01/03/94 July b 1993 (July 1, 1993) 371 (June 30, 1994) 03/31/94 Jwe 30, 1994 (June 30, 1994) (Principals, Parents, Staff Development, Student Hearing Officer) Director of Pi^il Services, BuiIding Principals, Assistant Starts. (Student Hearing Officer) 1. (Comparative data annual school report for student attendance and student management quarterly reports) 1. (Quarterly discipline management reports that will reflect a decrease In behavior referrals and suspensions) 1.1 (Rosters of meetings) 1.1 (Quarterly discipline management reports that will reflect a decrease in behavior referrals and suspensions)Page: 25 Prograa Seq #: 09B Revision Date: May 10, 1994 Prograa Haaa: School Operations Prograa Code: Priaary Leader: Or. Henry Williams Secondary Leader: Central Office Adninistrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Nudier 1.1 Page 33 (cont'd) 1.2 Page 33 2. Page 33 Objectives Strategies Beginning Date Coofjletion Date Responsibility Evaluation Criteria Assistant Superintendent (Robertson) A. Review discipline management inservice schedule in each assigned school, activity occurred 07/01/93 through 03/31/94.) (This Assistant Superintendent (Gremillion) A. Review quarterly discipline reports of all nineteen schools and conference with principals where needed. (Activity of this achievement was initiated 03/31/94 and 75X completion was reported at the end of the third quarter.) B. Sponsored six principals to Marie Carbo Learning Style Seminar. (The achievement occurred 11/93.) 1.2 Provide followi^ training for new staff on a regular basis. 1.2 (Provide ongoing training for all staff) 2. Provide inservice to district personnel on behavioral styles and learning styles of students with divergent backgromds. 01/03/94 01/03/94 01/03/94 July 1, 1993 37 7 03/31/94 03/31/94 03/31/94 Jme 30, 1994 BuiIding Principals, Director of Pi\u0026lt;\u0026gt;il Services (Student Hearing Officer) 1.2 (Quarterly discipline management reports that will reflect a decrease in behavior referrals and suspensions)Page: 26 Program Seq *: 09B Revision Date: Hay 10, 1994 Program Naae: School Operations Program Code: Primary Leader: Dr. Henry Uilliams Secondary Leader: Central Office Adninistrators Program Goal: The intent of the School Operations goal is to provide equitable educational opportiaiities for all students in the LRSD. Plan Reference Page Nuiber 2. Page 33 (cont'd) 2.1 Page 33 3. (cont'd) Objectives Strategies Begiming Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 2. (Conduct inservice on an ongoing basis on positive discipline management in all local schools) Assistant Superintendent (Robertson) A. Review building and district staff development activities relative to behavior and learning styles of students with divergent background. (Activity connenced 07/01/93 and concluded at the end of the third quarter.) Assistant Superintendent (Gremillion) Monitor quarterly discipline reports and conference with principals. (The achievement was initiated 10/93 and 75X completion was docunented 03/31/94.) 2.1 Provide training for school-based iiqjrovement teams (to involve staff and parents tdio will train staff at the school site with annual maintenance). 2.1 (Provide ongoing training for staff to foster positive student behavior) 37 3 (July 1, 1993) 01/03/94 01/03/94 July 1, 1993 (June 30, 1994) 03/31/94 03/31/94 Jme 30, 1994 (Director of Pupil Services, BuiIding Principals, Asst. Supts., Student Hearing Officer) Associate Sifits., Staff Developaent, Identified Staff (Principals, Teachers, Hearing Officer, Data Processing)) 1.1 (Quarterly discipline management reports that will reflect a decrease in behavior referrals and suspensions) 2.1 (Quarterly reports should include positive as well as negative reports which show an increase in the citizenship honor roll in elementary schools. Should show an increase in the nuiber of students that acquire \"Vs and \"2'8\" in citizenship at the secondary level)Page: Z7 Prograa Seq *: 09B Revision Date: May 10, 1994 Prograai Naae: School Operations Prograa Code: Priaary Leader: Dr. Henry Williams Secondary Leader: Central Office Administrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportuiities for all students in the LRSD. Plan Reference Page Hud\u0026gt;er 3. Page 33 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 3. Provide a coanittee to review attendance and discipline policies and data on an ongoing bMis to ensure equity of policy and policy adainistration. 3. (Each school is to establish a committee to conduct quarterly reviews of attendance and discipline data to assess compliance with the goal of equitable policy and policy administration. Conduct and report results of quarterly reviews.) Deputy Superintendent A. Superintendent's Council has reviewed quarterly data regarding issues of equity. (This activity was initiated 09/93 and continues throughout the school year.) 6. Principal's workshop was conducted for the purpose of reviewing designated data. The district has begun a review/alignment of policies and the Desegregation Plans. (This activity was initiated 03/94 and will continue throughout the school year.) 374 (July 1, 1993) 01/03/94 01/03/94 (June 30, 1994) 03/31/94 03/31/94 (Principals, Teachers, Student Hearing Officer) 3. (Final report of the quarterly reviews)Page\n2B Prograa Seq *: 09B Revision Date: May 10, 1994 Prograa Naae: School Operations Prograa Code: Priaary Leader: Dr. Henry Uilliams Secondary Leader: Central Office Administrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportuiities for all students in the LRSO. Plan Reference Page Nuiber 3.1 Page 33 3. (cont'd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 3.1 Coanittee and sUicoanittee to include principals, staff, patrons, students (on the secondary level) and at least one (1) Board meaber to review data and recooaend modifications to meet students' needs and district needs. 3.1 (Establish a district-wide committee to review the local school connittee reports which should include attendance, discipline data interventions by race and gender. The district-wide committee will report the results of the review to the Associate Supt. of Desegregation.) Associate Supt, of Desegregation A. The District-wide Biracial connittee serves in this function. (Activity initiated 07/01/93 and continues). Pupil Services/Counseling Director A. School-based committees formed 3/11/94 which includes representation from teachers, parents, students and administrators to review Student rights and Responsibilities Handbook to recommend revisions. B. District-level committee, formed 3/94 and includes student, parent, teacher, administrator, CTA, Joshua-Intervenors, community, and Bi-racial committee. 75 July b 1993 01/03/94 01/03/94 01/03/94 June 30, 1994 03/31/94 03/31/94 03/31/94 Associate S\u0026lt;\u0026lt;\u0026gt;ts., Principals, Teachers, Director of Pupil Services (Hearing Officer, Desegregation Facilitator) 3.1 (Formal report identifying results of analysis of data received from local school connittees about level of compliance with district attendance and discipline policies)Page: 29 Prograai Seq *: 09B Revision Date: May 10, 1994 Prograai Naaie: School Operations Prograai Code: Primary Leader: Dr. Henry Williams Secondary Leader: Central Office Adninistrators Prograai Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Nudner 3.2 Page 33 3.3 Page 33 Objectives Strategies Beginning Date Cospletion Date Responsibility Evaluation Criteria 3.2 Revise student handbooks as needed 3.2 (Update student handbooks annually to ensure continued compliance with district attendance and discipline policies) Deputy Superintendent A. The Handbook is in the process of being revised by a special coanittee. (This activity was introduced 01/94 and will be completed by the end of this school year.) 3.3 The student hearing officer Mill be responsible for developing and annftoring plans to reduce the disparity of disciplinary actions. 3.3 (Use evidence of district*uide reports to provide guidance to local schools in formatting plans to reduce disparity of disciplinary actions) Assistant Superintendent (Anderson) A. Developed profile of use of sent home notices in secondary schools. (Activity occurred on 2/94.) B. Requested report on use of alternatives to suspension and effectiveness of alternatives. (Activity occurred on 2/94.) 37 G July 1, 1993 01/03/94 July 1. 1993 01/03/94 01/03/94 June 30, 1994 03/31/94 June 30, 1994 03/31/94 03/31/94 (Principals, Teachers) (Asst. Supts., Teachers, Parents, Principals, Student Hearing Officer) 3.2 (Student handbooks reflect compliance with current district attendance and discipline policies) 3.3 (Analysis of quarterly reports in chart form to determine decrease in reported discipline sanctions)Page: 30 Prograa Seq *: 09B Revision Date: May 10, 1994 Prograa Maaa: School Operations Prograa Code: Priaary Leader: Dr. Henry Uilliams Secondary Leader: Central Office Administrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Niaber 4. Page 33 4.1 Page 33 5. Page 34 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 3. (cont'd) 4. Appoint joint conaittee with PCSSO and NLRSD. 4. (. . .to establish a uniform attendance and discipline policy.) 4.1 Review attendance and disciplinary policies and consequences. Deputy Superintendent A. District's representatives participated in a tri-district effort headed by Mark Stodola, Prosecuting Attorney. A proposal has been submitted to each district for review, activity occurred 2/94.) (This 5. Put in place alternatives to suspension across the district with at least one such intervention to be placed at each school. Assistant Superintendent (Robertson) A. Review alternatives to suspensions with building principals during quarterly monitoring visits. (This exercise continues throughout FY 93-94. The activity started 07/01/93 and 75X completion was reported 03/31/94.)) Assistant Superintendent (Gremillion) A. Memo sent to principals to devise intervention strategies to suspension. (The activity occurred 2/94.) B. Individual conferences with principals having excessive sent-homes and suspensions to review practices being implemented. (This activity occurred 3/94.) 377 July 1, 1993 July 1, 1993 01/03/94 July 1, 1993 01/03/94 01/03/94 01/03/94 Jine 30, 1994 Jine 30, 1994 03/31/94 Jine 30, 1994 03/31/94 03/31/94 03/31/94 (Associate Supt. for Desegregation) Associate M\u0026gt;ts., appointed staff three school districts (use Tri-District Component) (Principals, staff, Asst. Supts.) 4. (Evidence of a uniform discipline policy) 4.1 Review and revision of Tri-District attendance and disciplinary policies 3. (Review of suspensions report to determine decrease in out-of-school suspensions at individual schools)Page: 31 Progran Seq *: 09B Revision Date: May 10, 1994 Prograa Mane: School Operations Prograa Code: Primary Leader: Dr. Henry Williams Secondary Leader: Central Office Administrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportwiities for all students in the LRSD. Plan Reference Page Hudier 5.1 Page 34 5.2 Page 34 5.2 Page (cont'd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 5.1 Develop school-based discipline plans to be reviewed at district level and to include suspension alternatives. Assistant Superintendent (Robertson) A. All assigned schools have developed a plan which include alternatives to suspension. (Activity conaenced 07/01/93 and 7SX completion was reported at the end of the third quarter. Assistant Superintendent (Gremillion) A. Review school plan alternatives to out-of-school suspensions. (The achievement occurred 2/94-3/94.) Assistant Superintendent (Anderson) A. Requested plans for review. (Activity was initiated on 2/94 and concluded on 3/31/94.) 5.2 Effectiveness of these alternatives to be regularly assessed. Assistant Swerintendent (Anderson) A. Evaluated responses from schools on effectiveness of alternatives. (Activity was initiated on 3/94 and SOX completion was reported 3/94.) Assistant Superintendent (Gremillion) A. Alternative plans to suspension were reviewed with principals and revisions made where necessary. (Activity was initiated 3/94 and 75X conclusion was reported the end of the third quarter.) 373 July 1, 1993 01/03/94 01/03/94 01/03/94 July 1, 1993 01/03/94 01/03/94 June 30, 1994 03/31/94 03/31/94 03/31/94 Jvne 30, 1994 03/31/93 03/31/94 Assistant Sipts., Principals, School-bas^ staffs (Principals, Staffs, Schoolbased Committees, Assistant Supts., Hearing Officer) 5.1 (Submission to Asst. Supts. of school plans that identify alternatives to out-of-school suspensions) 5.2 Existence of alternative plan in each buiIding 5.2. (Submission to Asst. Supts. of school plans that identify alternatives to out-of-school suspensions\nevidence of decrease in out-of-school suspensions)Page: 32 Prograa Seq *: 098 Revision Date: May 10, 1994 Prograa Naaa: School Operations Prograa Code: Priaary Leader: Or. Henry Uilliams Secondary Leader: Central Office Adninistrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportuiities for all students in the LRSO. Plan Reference Page Nuitier 6. Page 34 6.1 Page 34 6.1 Page 34 3. (cont'd) Objectives Strategies Beginning Date (kiapletian Date Responsibility Evaluation Criteria 6. Establish a school-based student discipline and attendance incentive system at each school. 6. (. . .as part of the annual school plan which should result in improved attendance and a decrease in disciplinary sanctions.) 6.1 Review research and develop rewards program so that recognition and incentives will be individual to the school. 6.1 (The research will be reviewed annually to determine revision needs of school incentive systems) Assistant Superintendent (Robertson) A. All assigned schools have developed reward programs for academic/behavior excellence and/or improvements. (This activity commenced at the beginning of the school year and 100X completion was reported the end of the third quarter.) Assistant Superintendent (Gremillion) A. Each school submitted intervention plans to alleviate excessive suspensions and sent-homes in addition to the identification of appropriate reward systems. (The achievement occurred 10/93.) July 1, 1993 July 1, 1993 01/03/94 01/03/94 Juie 30, 1994 Juw 30, 1994 03/31/94 03/31/94 (Principals, Staffs, School* based Committees Principals/ Staff, Assistant Sl^ts., VIPS, Patrons 6. (Submission of annual school reports to the Asst. Supts. will give evidence of improvement and a decrease in the attendance and disciplinary sanctions) 6.1 Statistical data to sigiport validity of plan and ia^irovement in discipline and behavior 6.1 (Submission of annual school reports to the Asst. Supts. will show an improvement in discipline and behavior)Page: 33 Prograa Seq *: 09B Revision Date: May 10, 1994 Prograa Naae: School Operations Prograa Code: Priaary Leader: Dr. Henry Williams Secondary Leader: Central Office Adninistrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportiaiitiea for all students in the LRSO. Plan Reference Page Nuiber 7. Page 34 7.1 Page 34 7.2 Page 34 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 7. Provide counseling intervention for students with chronic disciplinary and/or attendance problesB. 7.1 Activate discipline/attendance intervention team at school. Mandate the pL^iI services tern to do annitoring and involve the couiselor with students who have discipline/attendance problem. Pupil Services/Counseling Director A. Student Assistance Program Core Team is available in each secondary school to provide student support groups for students with a range of social, academic, personal and drug/alcohol related issues and concerns. Referrals made by school staff, parents, connunity agencies, students, courts and self referrals. (This achievement convnenced at the beginning of the fiscal year and continues.) B. Student Support groups provided in each elementary school by guidance counselors for student referred for behavioral, personal, social and alcohol/drug related problems. (Activity was initiated at the beginning of the school year and continues.) 7.2 Involve parents in the tern process regarding their children through met i ngs/conf erences. 7.2 (. . .about identified attendance and/or disciplinary problems) July 1, 1993 July 1, 1993 01/03/94 01/03/94 July 1, 1993 Jine 30, 1994 June 30, 1994 03/31/94 03/31/94 Jisa 30, 1994 (Pupil Services Team, Counselors, Parents) Principals, Guidance Departments, Building Staffs, School Health Services Coordinator Principals, Parents, PTA Officers. PTA Corneil, Comselors, Pv^i L Services Team, School Health Services 7. (Review of discipline and attendance records will show a decrease in chronic disciplinary and/or attendance problems) 7.1 Records of counseling intervention 7.1 (Review of discipline and attendance records will show a decrease in the chronic discipline and/or attendance problems) 7.2 Records of perents/teaa involvement 7.2 (. . . will show an increase in the number of parents participating in the team process)LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Psge: 34 Prograa Seq *: 09B Revision Date: May 10, 1994 Prograa Nane: School Operations Prograa Code: Primary Leader: Or. Henry Williams Secondary Leader: Central Office Administrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportwities for all students in the LRSD. Plan Reference Page Nimber 4. Page 35 1.1 Page 35 1.2 Page 35 Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 4. To provide guidance and counseling service which address students* needs, are stpportive of strategies and interventions to enhance student success and expectations, and provide comnjnicatians to families of students. 1. Inform students of all opportunities available to them and encourage them to take advantage of these opportinities. 1. (Identify academic, emotional, social, and physical needs of students.) 1. (Identify needs of students (elementary) 1. (Secure the needed services utilizing district and comnunity-based resources) 1.1 Publish a docuaent annually which lists financial aid. vocational and hitler education opportunities for alt students. 1.1 (Make available) docuBent(s). . .) Vocational Education Director A. Tech Prep Brochure developed, printed, and made available to all schools. This brochure explains training opportunities in Vocational Education. initiated 03/04/94 and completed 03/18/94.) (Activity was B. Course description flyer for Vocational Education offerings made avallable. (Activity was initiated 03/04/94 and completed 03/18/94.) 1.2 Encourage students to take advantage of opportinities open to them. July 1. 1993 July 1. 1993 01/03/94 01/03/94 July 1. 1993 June 30. Jine 30. 3/31/94 3/31/94 Jine 30. 1994 1994 1994 Coinselors, Principals (Pupil Services Teachers, Parents, Teachers) Principals, CoKwelors. Vocational Director (Teachers, Parents) (Principals, Teachers, Parents, Students) 1. Guidance services. Annual Report, and Report (kmparison 1. (Reports will show all students needing services will receive them) 1.1 Pid\u0026gt;l{cationB of docuaent 1.1 (Disseminate document to students and parents) 1.2 Statistical increase in ninber of students, particularly minority students, receiving financial aid and proceeding into post secondary education G O I /Page: 35 Progran Seq *: 09S Revision Date: Hay 10, 1994 PrograM Naae: School Operations Prograai Code: Priaary Leader: Dr. Henry Williams Secondary Leader: Central Office Adninistrators Prograai Goal: The intent of the School Operations goal is to provide equitable educational opportwiities for all students in the LRSD. Plan Reference Page Nudser (1.4 Page 35\u0026gt; 2. Page 35 2.1 Page 35 4. (cont'd) Objectives Strategies Beginning Date (kmpletion Date Responsibility Evaluation Criteria 1.3 (Follow up to ensure that referral was appropriate intervention to enhance student success and expectations) 2. Make parents partners in education of their children making information accessible to them and keeping thoa inforaod. 2.1 Hold a coaauiity educational meeting each yeer during the spring to inform parents of curriculum and student opportunities (to include co-curricular activities) 2.1 (Identify courses and activities available which will help prepare students for post secondary education and career preparation) Assistant Superintendent (Robertson) A. Review meetings held with sixth grade students entering seventh grade relative to course offerings. (This activity cotnnenced 07/01/93 and 100X completion was reported at the end of the third quarter.) July 1, 1993 July 1, 1993 July 1. 1993 01/03/94 Jine 30, 1994 Jine 30, 1994 Jine 30, 1994 03/31/94 (Principals, Teachers, Parents (Principals, Teachers, Parents) Principals, Counselors, Director of Guidance, Associate and Assistant Si\u0026lt;\u0026gt;ts. (1.3 Oocimentation will show referrals were appropriate) 2. (Reports will reflect an increase in the number of parents involved as partners in the education of their children) 2.1 Roster of aeetings (2.1 Nuvber of students who graduate and elect advanced training/education by race and gender) (2.1 Report will show the targeted nunber of students who will enroll in upperlevel classes and elect to attend post secondary education)Page: 36 Prograa Seq *: 09B Revision Date: May 10, 1994 Prograai Maae: School Operations Program Code: Priaary Leader: Or. Henry Uilliams Secondary Leader: Central Office Adninistrators Program Goal: The intent of the School Operations goal is to provide equitable educational opportiaiities for all students in the LRSO. Plan Reference Page Nimber 2.2 Page 35 3. Page 35 Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria 2.2 Provide written information to parents regarding curriculia and student skills. Communications Department A. Mail requested information including curriculum update brochure, curriculun course guide and test information, etc. (This activity was initiated 07/01/93 and coflpletion uas reported the end of the third quarter.) B. Production of Home Study Guide Video. (This activity was initiated 08/01/93 and uas completed 08/31/93). 3. To make students aware of educational and post educational opportwiities Vocational Education Director A. Tech Prep brochure developed and printed explaining vocational course offerings March, 1994. B. Open House/Career Day held at Metropolitan February 16, 1994. C. 1994. Tri-District Career Fair, March 17. D. TriOistrict Job Fair for seniors March 15, 1994. 381 July b 1993 Jine 30. 1994 01/03/94 03/31/94 Educational PrograoB, Bui Iding Principals, Coamaaiicat i one Dept. (2.2 Brochures and Parent Home Study Guide will be given to targeted parents. Videos will be available for check'out) 01/03/94 01/03/94 01/03/94 01/03/94 01/03/94 03/31/94 03/31/94 03/31/94 03/31/94 03/31/94Psge: 37 Prograai Seq *: 09B Revision Date: May 10, 1994 Prograa Naae: School Operations Progran Code: Priaary Leader: Dr. Henry Williams Secondary Leader: Central Office Ackninistrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSO. Plan Reference Page Niaber 3.1 Page 35 Objectives Strategies Beginning Date Coaipletlon Date Responsibility Evaluation Criteria E. Vocational course offerings brochure distributed during recruitment visits. (Activity was initiated 02/01/94 and 75X completion was reported at the end of the third quarter.) F. Apprenticeship video and Metropolitan video provided to counselors at home schools. (Activity was initiated 02/01/94 and 75X completion was reported at the end of the third quarter.) 3.1 Skills and employiKnt fair to be held annually in conjmction with business r Quality. 3.1 (. . .and College Night) Pupil Services/Counseling Director A. Career Day held at secondary and elementary schools as follows: SCHOOL Central J.A. Fair RESOURCE PERSONS PARTICIPATING 82 56 382 01/03/94 01/03/94 July 1. 1993 01/03/94 12/01/93 03/09/94 03/31/94 03/31/94 Jifw 30, 1994 03/31/94 12/01/93 03/09/94 (Counselors, Principals, Teachers, Vocational Director, Parents) Vocational Teachers, Coiaiaelors, Volunteers in Schools. PTA (Director of Pupil Services) (3. Disseminate documents to students and parents) 3.1 Enployaant Fair Student Attendance 3.1 (Participation rates of parents and students in the LRSO attending the employment fair and College Night will be compiled and compared with previous attendance rates)Psge: 38 Progrm Seq *: 09B Revision Date: May 10. 1994 Prograa Naae: School Operations Prograa Code: Priaary Leader: Dr. Henry UilLiams Secondary Leader: Central Office Administrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportisiities for all students in the LRSD. Plan Reference Page Nudser 4. Page 35 4.1 Page 35 4. (cont'd) 4. (cont'd) Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Kall McClellan Parkview Cloverdale Jr. Dunbar Henderson Pulaski Heights Jr. Southwest 50 29 46 6 B. Tri-District Job F8ir-12th Graders March 15, 1994, Fisher Armory, NLR Students attendance 367. 11th Graders, Pulaski Vo-Tech College NLR Students attendance 367 (03/17/94). 4. Create coaasnity linkages to assist students in need of special services. 4.1 Through Ford Collaborative, Neu Futures Initiation, city, courts, rHA\u0026gt;lfc, and private service providers, provide school linkages with guidance staff for student special needs interventions. Assistant Superintendent (Robertson) A. Monitor activities of P.S.T. during quarterly visits. (This activity was initiated 07/01/93 and 75X completion was reported 03/31/94.) Pupil Services/Counseling Director A. Truancy Pick-up Center connenced operation 11/1/93 to reduce truancy rate in District. 112 students processed through Center November 1, 1993-January 13, 1994. 383 03/03/94 05/94 03/01/94 04/26/94 04/05/94 09/18/94 03/18/94 05/05/94 01/03/94 July 1, 1993 July 1, 1993 01/03/94 01/03/94 03/03/94 03/01/94 09/18/94 03/18/94 03/31/94 Juw 30. 1994 Jkw 30, 1994 03/31/94 03/31/94 (Counselors, Principals, Pupil Services Team (Elem), Parents) Comselors, LRSD New Futures Liaison, Associate and Assist. Sipts., Deputy Si\u0026lt;\u0026gt;t. 4.1 Established comuiity linkages 4.1 (Report will reflect the number of community linkages and their ability to meet the needs of targeted students)Page: 39 Prograa Seq *: 09B Revision Date: May 10, 1994 Prograa Maae: School Operations Prograa Code: Priaary Leader: Dr. Henry Williams Secondary Leader: Central Office Administrators Program Goal: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSD. Plan Reference Page Huaber Objectives Strategies Beginning Date Coaf)letion Date Responsibility Evaluation Criteria 4. (cont'd) Assistant Superintendent (Gremillion) A. Principal conferences indicate a strong linkage between school and Partnerin-Education to assist with needs of targeted students. (The achievement was initiated 10/94 and 75X completion was reported 03/31/94.) 01/03/94 03/31/94 B. School counselors are involved in providing school linkages with the connunity. (The achievement began 10/94 and 75X completion was reported 03/31/94.) 5. Create academic intervention strategies on a school basis. 5. (Include academic. . .in the annual school plan) Assistant Superintendent (Robertson) A. Assist principals in researching and inplementation of academic intervention strategies. (This activity connenced 07/01/93 and 75X completion was reported 03/31/94.) Assistant Superintendent (Gremillion) A. A review of annual school plan shows evidence of intervention strategies to help increase student achievement. (The activity was initiated 10/93 and 75X completion was reported the end of the third quarter.) 01/03/94 July 1, 1993 July 1, 1993 01/03/94 01/03/94 381 03/31/94 Jme 30. 1994 Jine 30, 1994 03/31/94 03/31/94 (Principals, Staff, Asst. Supts.) 5. (Annual School Report to include level of successful academic intervention as identified in the annual school improvement plan)Page: 40 Prograa Seq *: 09B Revision Date: May 10, 1994 Prograa Naaa: School Operations Prograa Code: Priaary Leader: Dr. Henry Williams Secondary Leader: Central Office Adninistrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportuiities for all students in the LRSD. Plan Reference Page Nudier 5. Page 35 4. (cont'd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 5.1 Each school to put into its annual plan a designed set of interventions to help increase student academic success\ni.e, Peer Tutoring, Volunteer Tutors. Assistant Superintendent (Robertson) Review annual plan to insure that interventions are in place to help increase student academic success. activity occurred 07/01/93-03/31/94.) (This 01/03/94 01/03/94 03/31/94 03/31/94 Principals, Staffs of Buildings, Assistance froai Educational Prograae, Associate and Asst. Supts. 5.1 Annual plan and amual evaluation report coafMrison 5.1 (Annual School Report to include level of successful academic intervention as identified in the annual school improvement plan) O O rr J d JPrograa Seq *: 09B Prograa Naaa: School Operations Prograa Code: Prograa Goal: Plan Reference Page Nmber 5. Page 37 1.1 Page 37 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Dr. Henry Williams Secondary Leader: The intent of the School Operations goal is to provide equitable educational opportisiities for all students in the LRSO. Objectives Strategies Beginning Date Coopletion Date Page: 41 Revision Date: Hay 10, 1994 Central Office Administrators Responsibility Evaluation Criteria 5. To provide guidance and comseling which makes students aware of their options and to assist students in acquiring habits and attitudes necessary for success in school and in later life. 1. Provide minicourses for students in study halls, testing skills, and pre- career skills in a sequenced program beginning in grade four and through high school. 1. (Offer test-taking, study skills, and pre-career skills through the elementary and secondary instructional and guidance programs) 1.1 Ninicourses to be developed in sequence beginning with grade four. Pupil Services/Counseling Director A. Modules on test taking skills, and pre-career skills delivered systematically through career development and educational development components of building level guidance plans. K through 12th grade. (July 1, 1993) July 1, 1993 01/03/94 86 (June 30, 1994) Jo* 30, 1994 03/31/94 (Principals, Counselors, Teachers, Staff Development) Principals. Classroom Teachers. VIPS. Guidance Comselors. Staff Developamnt 1. Data gathered from pig\u0026gt;il services team 1. (Data gathered by the Pupil Services Team will reflect an Increase In the number of students passing courses, number of students who elect post high school career/educatIonaI opportunities, and a decrease In the drop-out rate) 1.1 Development of minicourses 1.1 (Data gathered from grade distribution sheet will reflect an Increase In niinber of students who passed the courses and elect post high school career/educatIonaI opportunities and a decrease In the drop-out rate) 1.1 (Scope and sequence chart grades 4-12 that includes skills targeted for each level)Page: 42 Prograa Seq f: 09B Revision Date: May 10, 1994 Progreai Naae: School Operations Prograai Code: Primary Leader: Dr. Henry Williams Secondary Leoder: Central Office Adninistrators Program Goal: The intent of the School Operations goal is to provide equitable educational opportuiities for all students in the LRSD. Plan Reference Page Rudder 1.2 Page 37 5. (cont'd) Objectives Strategies Beginning Date Coag\u0026gt;letian Date Responsibility Evaluation Criteria 1.2 Provide teacher staff development in the use of curriculun of these areas. 1.2 (Offer appropriate staff development to teachers to support teaching of the curriculum) Staff Development A. Thirty (30) workshops were offered to support effective delivery of the curriculum. (This activity conmenced 01/05/94 and was completed 03/25/94.) Mathematics Curriculum Supervisor A. The Mathematics Department has provided forty elementary inservices/mini- courses end twenty-eight secondary inservices/mini-courses to support teaching of the curriculun. initiated on 11/01/93 and con^leted 12/01/93.) (Activity was English Curriculun Supervisor A. The English Supervisor has provided twenty-four elementary inservices and twenty-five secondary inservices to support teaching of the curriculun. (Activity was initiated 11/08/93 and completed on 11/11/93.) Reeding Curriculun Supervisor A. The Reading Department has provided thirty*two elementary inservices and thirteen secondary inservices to support teaching of the curriculum. (Activity was initiated on 08/17/93 and 75X completion was reported at the end of the third quarter.) 387 July 1, 1993 01/03/94 01/03/94 01/03/94 01/03/94 Jine 30, 1994 03/31/94 03/31/94 03/31/94 03/31/94 QjrriculuB staff. Staff Development Director 1.2 Staff participation in these (coagiarative nudsers) 1.2 (Staff use of acquired skills will be reflected in daily instruction and in the students' academic achievement)Psge: 43 Progran Seq f: 09B Revision Date: May 10, 1994 Prograai Naae: School Operations Prograa Code: Priaary Leader: Dr. Henry Williams Secondary Leader: Central Office Administrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportiaiities for all students in the LRSD. Plan Reference Page Nuid^er Objectives Strategies Beginning Date Coiq\u0026gt;letion Date Responsibility Evaluation Criteria 1.2 Page 37 5. (cont'd) Gifted/Talented Curriculun Supervisor A. Staff development provided to G/T specialists, G/T facilitators and teachers in the area of gifted progranming. (Activity was initiated on 07/01/93 and a completion of 75X was reported the end of the third quarter.) Science Curriculum Supervisor A. Eisenhower Staff Development Specialists in science have provided onsite staff development at the elementary schools by conducting demonstration teaching, and grade-level workshops. (Activity was introduced 07/01/94 and 75X completion was reported 03/31/94.) Social Studies Curriculun Supervisor A. Staff development provided to regular teachers, GT teachers. Social Studies Department Coordinators, and Social Studies Specialists in area of Social Studies curriculum. (This activity was introduced 07/01/93 and 75X completion was reported 03/31/94.) 2. Raise auareneas of student of (about) future career options. 2. (Increase student knowledge of future career options.) Science Curriculum Supervisor A. Careers are included in the curriculum guides for science and are an ongoing part of science instruction. (Activity was introduced 07/01/94 and 75X completion was reported at the end of the third quarter.) 383 01/03/94 03/31/94 01/03/94 01/03/94 July 1. 1993 01/03/94 03/31/94 03/31/94 Juw 30, 1994 03/31/94 (Curriculum staff, Staff Development Director, Pupil Services) 2. (Decreased drop-out rate, number of students who elect post high school career/educational opportunities will increase) 2. (Annual district survey will reflect a percentage increase in the nurber of students who pass courses, who elect post high school career/education opportunities, and a decrease in the drop-out rate)Psge: 44 Prograa Seq *: 09B Revision Date: Hay 10, 1994 Prograa Naaa: School Operations Prograa Code: Priaary Leader: Dr. Henry Uilliams Secondary Leader: Central Office Ackninistrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opport ini ties for all students in the LRSD. Plan Reference Page Nuaber 2.1 Page 37 Objectives Strategies Beginning Date Coopletion Date Responsibility Evaluation Criteria 2.1 Use of resource volunteers in classes and asseablies beginning in eleoKntary schools to address career options. Pupil Services/Counseling Director A. 265 volunteers and resource speakers involved in career awareness and planning activities in grades K*12. (Item was begun 09/18/93 and completed 03/18/94.) 339 July 1, 1993 June 30, 1994 Teachers-- grades 4-12 2.1 Roster of volisiteers, dates 01/03/94 03/31/94 (VIPS, Partners in Education, Pupil Services, Counselors) 2.1 (Decreased drop-out rate, nuiPer of students who elect post high school career and educational opportunities will increase)Prograai Seq *: 09B Progran Naae: School Operations Progran Code: Progran Goal: Plan Reference Page Nudier 6. Page 38 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Dr. Henry Williams Secondary Leader: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Objectives Strategies Beginning Date Coapletion Date Page: 45 Revision Date: May 10, 1994 Central Office Administrators Responsibility Evaluation Criteria 6. To annitor student class ratios and instructional practices to ensure equal opportunities for all students. July 1, 1993 Jine 30. 1994 1. Achieve equity in class structure by grade and by siAiject area. July 1. 1993 June 30. 1994 Assistant Superintendent (Robertson) A. Review desegregation monitoring report. (The activity started 07/01/93 and 75X completion was reported 03/31/94.) B. Review building and classroom schedules, class size, race, gender, and levels. (The achievement occurred 07/01/93-03/31/94.) Assistant Superintendent (Gremillion) A. Review all desegregation and district monitoring reports to support personal observations and visitations of the schools. (The activity occurred from 09/93 through 03/31/94.) B. Review class lists in all special area subjects. (The activity occurred from 09/93 through 03/31/94.) Assistant Superintendent (Anderson) A. Review desegregation monitoring response. (Activity was initiated 2/94 and 50% was reported at the end of the third quarter.) B. Review master schedules. (Activity was initiated 9/93 and completed 3/31/94.) 01/03/94 01/03/94 01/03/94 01/03/94 01/03/94 01/03/94 )30 03/31/94 03/31/94 03/31/94 03/31/94 03/31/94 03/31/94 Principals, Assistant Starts., Associate Stpts. 6. Sufficient prograa personnel are in place to aeet the needs of all students in the prograa as aeasured by the aonitoring instruaent. 1. (Principals will be responsible for assigning students to grades and to subject areas in an equitable ratio as defined by the LRSO desegregation plan) (Principals are responsible for making sure that their school's profile reflects equitable educational practices)Page: 46 PrograM Seq f: 096 Revision Date: Hay 10, 1994 Prograa Naaa: School Operations Prograa Code: Priaary Leader: Dr. Henry Uilliams Secondary Leader: Central Office Adninistrators Prograa Goel: The intent of the School Operations goal is to provide equitable educational opportwiities for all students in the LRSD. Plan Reference Page Nwdier 1.1 Page 38 Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria C. Provide directions to principals to assist with eliaination of segregated classes. (Activity started 8/93 and 75X completion was reported at the end of the third quarter.) 1.1 Review class ratios by stiiject, by class, (and) by teacher on a seawster basis. Assistant Superintendent (Robertson) A. Review quarterly reports, school profiles and ABACUS reports with building principal. (Activity for this achievement commenced 07/01/93 and 75X completion was reported 03/31/94.) Assistant Superintendent (Gremillion) A. Conference with principal on monitoring visits ab^t class ratios by classes and special subjects. (Activity was initiated 10/93 and 73X completion reported 03/31/94.) 91 01/03/94 July 1, 1993 01/03/94 01/03/94 03/31/94 June 30, 1994 03/31/94 03/31/94 Principals, Assistant Sipts., Associate Si4\u0026gt;ts. 1.1 Monitoring of ratios* and student outcomen 1.1 (The school profile should reflect equity by grade structure and by subject area) *Ratios are not to be construed as quotas. The intent is for all barriers preventing full participation in classes and prograaB to be reanved.Page: 47 Prograa Seq f: 096 Revision Date: Hay 10, 1994 Prograa Naae: School Operations Prograa Code: Priaary Leader: Dr. Henry Uilliams Secondary Leader: Central Office Adninistrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportoiities for all students in the LRSD. Plan Reference Page Nober 1.2 Page 38 1.3 Page 38 2. Page 38 Objectives Strategies Begiming Date Coafiletion Date Responsibility Evaluation Criteria 6. (cont'd) 1.2 Address disparities with intervention activities. Assistant Superintendent (Greaillion) A. Conference with principal regarding intervention activities for the at-risk in academic areas. (Activity began 10/93 and 75X completion was documented the end of the third quarter.) 1.3 Remove (address) barriers to equitable participation of students. Assistant Superintendent (Robertson) A. Review school profiles to insure equitable participation. (This activity occurred 07/01/93-03/31/94.) Assistant Superintendent (Gremillion) A. Conference with principals to ensure the availability of all activities for all students regardless of cost i.e. choir, trips, etc. (Activity connenced 10/93 and 75X completion was reported at the end of the third quarter.) 2. Achieve equity in student instructional practices. 32 July 1, 1993 Jifw 30, 1994 01/03/94 03/31/94 (Teachers, Counselors, Principals, Asst. Supts., Associate Supts.) (Teachers, Counselors, Principals, Asst. Supts., Associate Supts July 1, 1993 01/03/94 01/03/94 July 1. 1993 Joie 30, 1994 03/31/94 03/31/94 June 30, 1994 (Principals, Teachers, Staff Development) 1.2 (Disparities will decrease in educational programs) (Each school's annual plan will include intervention activities to address disparities) 1.3 (Disparities will decrease in educational programs) (Principals and staff will meet to identify and address barriers existing to equitable participation and will document in school profile) 2. (Each school's annual plan will identify an effective staff development program which will assist teachers in appropriate instructional practices that will ensure equity)Page: 48 Prograa Seq f: 098 Revision Date: May 10, 1994 Prograa Naae: School Operations Prograa Code: Priaary Leader: Or. Henry Williams Secondary Leader: Central Office Adninistrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Hutner 2.1 Page 38 2.2 Page 38 3. Page 38 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 6. (cont'd) 2.1 Review grade distribution by subject, by class, by teacher on a seaester basis. 2.1 (Principals will review each nine weeks in order to address inmediate problems) Assistant Superintendent (Robertson) A. Review report cards, interim reports, classroom monitoring reports, grade distribution reports and ABAOJS on a semester basis to ensure equal opportunity. (This activity was initiated 07/01/93 and 75X completion was documented 03/31/94.) Assistant Superintendent (Greaillion) A. Conference with principals regarding their monitoring of grade distribution. (This activity commenced 10/93 and 75X completion was reported at the end of the third quarter.) 2.2 Address disparities (in educational practices) with intervention activities. 3. Achieve equity in teaching aethods. )93 July 1, 1993 01/03/94 01/03/94 July 1, 1993 June 30, 1994 03/31/94 03/31/94 June 30, 1994 Principals, Assist. Signts., Assoc. Slants. (Principals, Teachers, Staff Development) (Principals, Teachers, Staff Development) 2.1 Monitoring of Bester schedules 2.1 (Each building principal will require a grade distribution sheet by subject, by class, and by teacher each nine weeks in order to monitor equity. A copy to is be forwarded to the Assistant Super i ntendent) 2.2 (Each principal will develop a schedule for classroom visits and conferences and correct any identified disparities in instructional practices) 3. (Principals and teachers will develop intervention activities to achieve equity in teaching methods and plans for reducing disparity)Psge: 49 Progran Seq *: 09B Revision Date: May 10, 1994 Progran Mnae: School Operations Progran Code: Prianry Leader: Dr. Henry Williams Secondary Leader: Central Office Administrators Progran Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Nuiber 3.1 Page 38 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3.1 Provide inservice assistance to principals and teachers in reference to variant learning styles and effective aethods. Staff Development A. Eight (6) workshops were delivered to address learning styles. (This activity was initiated 01/05/94 and completed 03/25/94.) Assistant Superintendent (Gremillion) A. Provide financial support for six Principals* training in Marie Carbo Learning Styles. (Activity occurred 08/93.) B. Monitor the LRSO inservice offerings taken by teachers on a semester basis. (Activity was initiated 1/94 and 50X completion was reported 03/31/94.) C. Approve and assist Principal in selecting specific programs. (Activity was introduced 09/93 and completed 03/31/94.) D. Recommend classrooms to principals for teachers to visit in the district for professional growth. (Activity began 10/93 and 75X completion was reported 03/31/94.) 334 July 1, 1993 01/03/94 01/03/94 01/03/94 01/03/94 01/03/94 June 30, 1994 03/31/94 03/31/94 03/31/94 03/31/94 03/31/94 Staff Developaunt, Human Resource, Principals, Asst. Svpts., Assoc, sigits. 3.1 Attendance at inservice 3.1 Classroon visitations 3.1 (Principals will monitor each classroom to observe the instructional activities, tone of communication, interaction patterns, and the involvement of learners with the teacher to observe effective teaching methods. Evidence of immediate feedback to the teachers will be recorded)Prograa Seq *: 09B Prograa Naaa: School Operations Prograa Code: Prograa Goal: Plan Reference Page Nwber 7. Page 39 1. Page 39 1.1 Page 39 1.4 Page 39 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Dr. Henry Williams Secondary Leader: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSO. Objectives Strategies Beginning Date Coapletion Date Psge: 50 Revision Date: Hay 10, 1994 Central Office Administrators Responsibility Evaluation Criteria 7. To provide and ensure opportunities and encourageamnt to all students to participate in extracurricular and co* curricular activities and to assess the results of school practices, paying special attention to their iapact on minority and disadvantaged students. 1. Inform all students and patrons of co- curricular/extrscurricular activities available for students and of participation requireamnts. Cownunications Department A. Weekly news releases. (Activity was initiated 07/01/93 and 75X completion was reported 03/31/94.) 1.1 Use of media and press Conmunications Department A. Weekly news releases. (Activity was initiated 07/01/93 and 75X completion was reported 03/31/94.) 1.3 Hake clear piiilic address system amomceaents to students. 1.4 Use caaasoity agencies such as churches to assist with recruitaant. 1.4 (Develop school recruitment plan) July 1. 1993 July 1, 1993 01/03/94 01/03/94 July 1. 1993 July 1. 1993 335 Jine 30, 1994 Jiaa 30. 1994 03/31/94 03/31/94 June 30. 1994 Jim 30. 1994 School team (Principal, Comselor, Specialist, and Teachers) School Team (Principal, Counselor, Specialist and Teachers) (Conmunications Dept.) Principals and Individual Staff Heaters Principals and Individual Staff Nestiers 7. (Each school's profile will reflect equitable representation of all students in extracurricular and co-curricular activities) 1. Heet the guidelines related to the extracurricular and co* curricular activities 1. (Evidence of information supplied to students and school patrons) 1.3 (A log containing data and messages pertaining to curricular and extracurricular announcements will be maintained by the principaI/designee)Page: 51 Prograai Seq *: 09B Revision Date: Hay 10, 1994 Prograai Naaie: School Operations Prograa Code: Primary Leader: Dr. Henry Uilliams Secondary Leader: Central Office Administrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportuiities for all students in the LRSD. Plan Reference Page Niaber 2. Page 39 2.1 Page 39 2.2 Page 39 3. Page 39 3.1 Page 39 Objectives Strategies Begiming Date Coapletion Date Responsibility Evaluation Criteria 7. (cont'd) 2. Staff recruitment of students to participate. 2.1 Individual staff contacts with students to encourage involveaent. 2.2 Staff shall specifically recruit from maong students who do not typically participate in particular activities. Coimwi cat ions Department A. Weekly news releases. (This activity was introduced 07/01/93 and 75X completion was reported the end of the third quarter.) B. Use of Cable 4 to inform staff of school news and activities. (This activity was begun 07/01/93 and 75X completion was reported 03/31/94.) 3. Increase student participation, particularly minority student participation in cocurricular activities. 3.1 Profile student involvement in each club and activity. July 1, 1993 July 1. 1993 01/03/94 01/03/94 July 1, 1993 July 1, 1993 33G Jine 30, 1994 June 30, 1994 03/31/94 03/31/94 June 30, 1994 Jme 30, 1994 Principal and individual staff metiers (Principal, Staff) Principal, Staff 2. (Develop and implement the school recruitment plan) 2.1 (Teachers will dociment the name, race, and sex of students contacted to encourage involvement) 2.1 (Comparative review of data regarding numbers of applicants and participants by race) (Teachers will docunent names of parents they contact for assistance in urging their children to participate in particular activities) 3. (An increase of minority participation in cocurricular activities) 3.1. Yearly (annual) analysis of participation data and coaparative profilesPage: 52 Prograa Seq *: 09B Revision Date: Mey 10, 1994 Program Naae: School Operations Prograa Code: Priaary Leader: Dr. Henry Williams Secondary Leader: Central Office Administrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opporttnities for all students in the LRSD. Plan Reference Page Niaber 4. Page 39 4.1 Page 39 4.2 Page 39 7. (cont'd) Objectives Strategies Begiming Date Completion Date Responsibility Evaluation Criteria 4. Remove (identify and address) all barriers to equitable participation of students i4\u0026gt;o wish to participate in extracurricular activities. 4. (Collect data that will identify barriers to students who wish to participate in extracurricular activities) 4.1 Provide a district transportation program for student transportation iben necessary to assure equitable participation for students participating in district-sanctioned extracurricular activities. Assistant Superintendent (Gremillion) A. Monitor and approve requisitions for all field trips. (Activity started 09/93 and 75X completion was reported 03/31/94.) 4.2 Provide a program for students' access to equipamnt/taiiforsB, etc., needed for participation at minimal cost. 4.2 (LRSD will develop guidelines explaining the procedures in acquiring equipment/uniform needs at minimal cost will be available to students) July b 1993 July 1, 1993 01/03/94 July 1. 1993 ]97 Jme 30. 1994 June 30. 1994 03/31/94 jKte 30. 1994 (Principal, Staff) Manager of Si^iport Services. Assoc. Sigrt. for Desegregation. Assistant S(g\u0026gt;ts. (Director of Transportation) Principals 4. (The school profile will reflect equitable representation of the school population) 4.1 Yearly (annual) analysis of participation data and coagmrative profiles 4.1 (Survey the schools to see how many students will need transportation in order to assure equitable participation) 4.2 (Track the utilization of the program in order to determine the nunber and cost)Page: 53 Prograa Seq *: 099 Revision Date: May 10, 1994 Prograa Naae: School Operations Prograa Code: Priaary Leader: Dr. Henry Williams Secondary Leader: Central Office Adninistrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Wudaer 5. Page 40 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5. Develop (and use) school profiles (to) provide overview of school success or its impact on students so that changes and/or interventions can take place as needed. Planning. Research, and Evaluation A. Review consensus reports following site vi8it8--29 site visits for first semester conducted by PRE. occurred from 11/30/93 throughout 12/16/93.) (This activity S. Review consensus reports following site vi8it8--22 site visits for first semester conducted by PRE. (Activity occurred from 01/04/94 throughout 01/11/94.) C. Review consensus reports following site vi8its--18 site visits for second semester conducted by PRE. (This activity was initiated 02/15/94 and was completed 03/24/94.) D. Consensus reports for first semester sent to Principals, Assoc. Supt. for Desegregation, and Asst. Supts. (This achievement occurred from 02/13/94 through 02/15/94.) July 1. 1993 01/03/94 01/03/94 01/03/94 01/03/94 J 38 Jis* 30, 1994 03/31/94 03/31/94 03/31/94 03/31/94 (Principals and Staff, Monitoring Teams) 5. (An assessment of the data collected for the school profile will be reviewed by the principals and staff at each school to determine degree of student success and if any new procedures or changes need to take place)Page: 54 Prograa Seq *: 09S Revision Date: May 10, 1994 Prograa Haaa: School Operations Prograa Code: Priaary Leader: Dr. Henry Williams Secondary Leader: Central Office Adninistrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSD. Plan Reference Page Niaber 5.1 Page 40 5.2 Page 40 7. (cont'd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 5.1 Profile school by: a. grade distribution b. attendance c. disciplinary outcoaes d. test scores e. student involveamnt in school- related activities f. course enrollments/special prograai enrol lamnts Assistant Superintendent (Gremillion) A. Assist Principals in the monitoring of the schools' grade distribution, attendance, and disciplinary sanctions. (This activity began 09/93 and 75X completion was reported 03/31/94.) 5.2 Data to be disaggregated by race. July 1, 1993 01/03/94 July 1, 1993 339 Jine 30, 1994 03/31/94 Jiaie 30, 1994 Principals, Staffs, Assistant Sipts. (Principals, Pupil Services Team, Teachers) 5.1 Use of data-based school profiles 5.1 Yearly co^arative students 5.1 Production of iifX'oveaKnt plans to address disparities 5.1 (The data based school profiles by grade distribution, attendance, and disciplinary outcomes will be analyzed each nine week period to make reconmendstions for change where indicated. The data based school profiles by course enrollment/special program enrollment will be analyzed each semester. The data based school profile by test scores will be analyzed and compered annually) 5.2 Outcoaaa evaluation 5.2 (Data in annual school report) (All data submitted in the school's annual report is to be disaggregated by race)Page: 55 Prograa Seq *: 096 Revision Date: May 10, 1994 Prograa Naae: School Operations Prograa Code: Priaary Leader: Dr. Henry Williams Secondary Leader: Central Office Adninistrators Prograa Goel: The intent of the School Operations goal is to provide equitable educational opportoiities for all students in the LRSD. Plan Reference Page Hiaber 5.3 Page 40 9. Page 41 7. (cont'd) Objectives Strategies Beginning Date Coo|\u0026gt;letion Date Responsibility Evaluation Criteria 5.3 Provide for developaent of and ispleanntation of intervention strategies to address disparate situations with specific steps for isfxxyveaKnt. 9. To review and assess testing practices, formats, and results in order to better address the needs of all students while providing special intervention for disadvantaged students. 400 July 1, 1993 July 1, 1993 Jme 30, 1994 Jme 30, 1994 (Principals, Pupil Services, Team, Teachers) 5.3 (Based on the data provided by the schools in the school profile (5.1) each school team will address and document the disparate situations with specific steps for improvement on the identified timeline in 5.1) 9. Random monitoring by Planning, Research, and EvaluationProgran Seq f: 09B Progran Naae: School Operations Progran Code: Progran Goal: Plan Reference Page Nudier 1. Page 41 1.1 Page 41 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prinary Leader: Dr. Henry UiUiams Secondary Leader: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Objectives Strategies Beginning Date Coapletion Date Page: 56 Revision Date: Hay 10, 1994 Central Office Adninistrators Responsibility Evaluation Criterii 1. Visits to schools by testing/evaluation annitoring team to assess validity and reliability of testing procedures and strategies eaf)loyed to prepare students for test taking. Planning, Research, and Evaluation A. Develop schedule for monitoring of AMPT administration in designated schools. (The achievement occurred 02/15/94.) B. Assigned PRE Specialists attend ADE pre-assessment workshop for the AMPT and Stanford 8. (This activity occurred 02/18/94.) 1.1 Meetings with principals, teachers Planning. Research, end Evaluation A. Schedule AMPT inservice for principals/test coordinators. (The activity occurred 02/18/94.) B. Conduct AHPT inservice for principals/test coordinators. ' achievement occurred 03/03/94.) (This C. Conduct AMPT monitoring visits, activity was initiated 03/14/94 and conclud^ 03/17/94.) (This 0. Provide feedback to the principal or principals's designated test coordinator following AMPT monitoring visit. (The activity was initiated 03/14/94 and concluded 03/17/94.) E. Schedule Stanford 8 inservice for principals/test coordinators, activity occurred 02/18/94.) (This July 1. 1995 Jme 30, 1994 (Planning, Research, and Evaluation) 1. (The Planning, Research, and Evaluation Team will provide performance reports of teacher interviews to principals following each monitoring visit) 01/03/94 01/03/94 July 1, 1993 01/03/94 01/03/94 01/03/94 01/03/94 01/03/94 Oi 03/31/94 03/31/94 Jine 30, 1994 03/31/94 03/31/94 03/31/94 03/31/94 03/31/94 Planning, Research, and Evaluation 1.1 Monitoring visits and reports 1.1 (The monitoring team will report back to the principal the assessment of their classroom visits)Page: 57 Progran Seq *: 09B Revision Date: Hay 10, 1994 Progran Nana: School Operations Progran Code: Priaary Leader: Dr. Henry Williams Secondary Leader: Central Office Administrators Progran Goal: The intent of the School Operations goal is to provide equitable educational opportisiities for all students in the LRSO. Plan Reference Page Niaber 1.2 Page 41 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1.2 Inforaal classroon visits by aonitors Assistant Superintendent (Robertson) A. Review monitoring team report with principal for reconnendation for changes/improvement. (The achievement was initiated 07/01/93 and 75X completion indicated the end of the third quarter.) Planning. Research, and Evaluation A. Monitors conduct AMPT monitoring visits in 26 classrooms. (This activity was initiated 03/14/94 and was completed 03/17/94.) B. Sent copies of AMPT checklists to selected Principals, Asst. Supts., Assoc. Supt. for Deseg., and Deputy Supt. for review. 03/22/94.) (The achievement occurred Assistant Superintendent (Greaillion) A. Formal and informal school visits are scheduled and completed on an on-going basis to assess progress. (This activity was initiated 08/93 and 90X completion was docunented the end of the third quarter.) B. Monitoring visits are followed up with written communication to the Principals. (This activity was initiated 06/93 and 90X completion was reported the end of the third quarter.) July 1, 1993 Jine 30, 1994 01/03/94 01/03/94 01/03/94 01/03/94 01/03/94 402 03/31/94 03/31/94 03/31/94 03/31/94 03/31/94 Assistant Si^its., Principal, Staffs, Educational PrograsB 1.2 (Schedule of meetings and documentation of participants) 1.2 (The monitoring team will report back to the principal the assessment of their classroom visits)Page: 58 Prograa Seq *: 096 Revision Date: Hay 10, 1994 Prograa Naae: School Operations Prograa Code: Priaary Leader: Or. Henry Williams Secondary Leader: Central Office Adninistrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportinities for all students in the LRSD. Plan Reference Page Miaber 1.3 Page 41 1.4 Page 41 2. Page 41 2.1 Page 41 Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria 9. (cont'd) 1.3 CoRiilation of coaiperative data by school. 1.4 Evaluation of data with rtctendotions for changes/iaproveaKnts 2. Disaggregation of test results by grade, by race (and by gender) for review and asaessarnnt for intervention purposes. 2.1 School analysis of test results by grade, teachers, race, and stbject area. Assistant Superintendent (Anderson) A. Review Stanford 8 results. (Activity was started and completed 9/93). Assistant Superintendent (Robertson) A. Review Stanford*8 results. (At the end of the third quarter SOX completion was reported.) 8. Review H.P.T. results. (At the end of the third quarter SOX conpletion was reported.) July 1, 1993 July 1. 1993 July 1, 1993 July 1, 1993 403 Jine 30,1994 Jine 30, Jine 30, Jine 30, 1994 1994 1994 Educational Prograaa Principals and Staff (Principals, Staffs) Principals, staffs. Assistant SM\u0026gt;ts., Plaming/Resesr ch /Evaluation 1.3 (Graphs or tables illustrating yearly changes in scores on state and standardized tests will be prepared and distributed to all schools) 1.4 (Each school's staff will analyze and evaluate all data with reconvnendations for changes and/or improvements) 2. (Intervention strategies to reduce disparity by race and gender wilt be written at each grade level where disparities exist) 2.1 Data assessaent and docuaented interventions as 2.1 (Intervention strategies will be written to address any disparities in race occurring in subject areas)Page: 59 Prograa Seq *: 09B Revision Date: Hay 10, 1994 Prograai Naae: School Operations Prograe Code: Priaery Leader: Or. Henry Uilliams Secondary Leader: Central Office Administrators Prograe Goal: The intent of the School Operations goal is to provide equitable educational opportuiities for all students in the LRSO. Plan Reference Page NuNber 2.2 Page 41 2.3 Page 41 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Assistant Superintendent (Gremillion) A. Stanford 8 Test and Arkansas Nininun Performance Test results are all reviewed and recorded for conferencing. (Activity was initiated 09/93 and 75X completion was reported at the end of the third quarter.) 2.2 Developsient of coa^rative data to assess disparity areas, if any* 2.3 Preparation of intervention plans to address specific student needs. Assistant Superintendent (Robertson) A. Review educational plans and ASOP's quarterly with the Building Principal. (At the end of the third quarter 75X completion was documented.) Assistant Superintendent (Gremillion) A. Reviewed school plans of written interventions for the at*risk students each quaPt^Ply period. (This activity was introduced 10/93 and 75X completion was reported at the end of the third quarter.) 01/03/94 July 1, 1993 July 1, 1993 01/03/94 01/03/94 03/03/94 Juw 30, 1994 Jwe 30, 1994 03/31/94 03/31/94 (Planning, Evaluation and Testing, Principals, and Staff Principals, Staff, Asst. SiB\u0026gt;ts., Assoc. SiB\u0026gt;ts. 2.2 Report of outcoaes 2.2 (Correlation of grades between races will be analyzed for additional remediation) 2.3 Existence of plans 2.3 (Intervention plans addressing specific student needs will be prepared and distributed by the teachers within and between the grades) 404Program Seq *: 098 Progran Naae: School Operations Progran Code: Progran Goal: Plan Reference Page Hiadaer 10. Psge 42 1. Page 42 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prinary Leader: Dr. Henry Williams Secondary Leader: The intent of the School Operations goal is to provide equitable educational opportioities for all students in the LRSD. Objectives Strategies Beginning Date Coapletion Date Page: 60 Revision Date: Hay 10, 1994 Central Office Administrators Responsibility Evaluation Criteria 10. To give school principals sufficient authority to improve schools and to advocate for students, and to hold theai accointable for results and opportunities for all students. July 1. 1993 Jine 30, 1994 (Board of Directors, Superintendent, Cabinet) 10. (The annual school report should reflect an increase in achievement and a reduction in disparity) 1. Develop/enhance site-based nanageaKnt at designated schools. 1. (Form a committee to define site-based management and to survey school principals for interest in piloting) 1.1 Staff development for principals. 1.1 (Make available to all principals ongoing staff development programs that will enhance their skills) Assistant Superintendent (Robertson) A. Hold Elementary Principal Cluster Meetings. (Activity for this achievement was introduced 07/01/93 and 75X completion was reported 03/31/94.) Assistant Superintendent (Gremillion) A. Directed Elementary Principals' Meetings for specific topics of inservice. (Activity for this achievement was introduced 09/93 and 75X completion was reported 03/31/94.) July 1, 1993 July 1, 1993 01/03/94 01/03/94 Jian 30, 1994 June 30, 1994 03/31/94 03/31/94 (Representatives from Principals' Roundtable, Staff Development, Asst. Supts.) 1. Principal Evaluation Process 1. (Implement site-based management plan for the pilot schools) 4 n r  I u JPage: 61 Progran Seq *: 096 Revision Date: May 10, 1994 Progran Nane: School Operations Progran Code: Prianry Leader: Dr. Henry Uilliams Secondary Leader: Central Office Administrators Progran Goal: The intent of the School Operations goal is to provide equitable educational opportuiities for all students in the LRSD. Plan Reference Page Mudser 1.1 Page 42 1.2 Page 42 1.3 Page 42 1 ) (cont'd) Objectives Strategies Beginning Date Conpletion Date Responsibility Evaluation Criteria Assistant Superintendent (Anderson) A. Hold Secondary Principals Meetings. (Activity was initiated 9/93 and 75X completion was reported at the end of the third quarter.) Staff Development A. Four leadership classes were held that addressed Effective Schools and Equity. (These activities occurred from 01/25/94 through 03/15/94.) 1.2 Revision of district procedures to provide technical si^iport from central office rather than strict control. 1.3 Enhance principal accowtability for program at the building. Planning, Research, and Evaluation A. Advise Principals on Desegregation Plans via Program Budget Docunent Inservices. (This activity was initiated 09/23/94 and continues throughout FY 93- 94.) 01/03/94 01/03/94 July 1, 1993 07/01/93 01/03/94 03/31/94 03/31/94 Jine 30, 1994 06/30/94 03/31/94 Assoc, and Assistant Si\u0026lt;\u0026gt;ts. (Staff Development) (Planning, Research, and Development\nPrincipals\nPrincipals* Roundtable) (Asst. Supts.) 1.1 Conduct of staff development 1.1 (A quarterly report will identify each principal and the workshop in which he/she participated) 1.2 Principal FeatncR 1.2 (A survey will be implemented by the principals to identify the district procedures that they consider to be barriers) 1.3 Asst. Slot, evaluations of school cliamte and programs and principal aneaeagnt of these 1.3 (Assistant Supts. will provide feedback to principals regarding his/her performance throughout the year preceding the written evaluation) / n i U OPage: 62 Prograa Seq *: 09B Revision Date: May 10, 1994 Prograai Naaie: School Operations Prograa Code: Priaary Leader: Dr. Henry Uilliams Secondary Leader: Central Office Administrators Prograa Goel: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Niaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria Assistant Superintendent (Robertson) A. Quarterly monitoring visits. 4 a continuous function having begun 07/01/93.) (This is 01/03/94 03/31/94 6. Review of the school climate survey information with the principal. (This activity occurred 07/01/93-03/31/94.) Assistant Superintendent (Anderson) A. Informal School Visits. (Activity was started 9/93 and a 75X completion was reported at the end of the third quarter.) B. Participation with principals on connittees on building issues. (Activity was started 9/93 and a 75X completion was reported at the end of the third quarter.) C. Provide resources to principals. (Activity was initiated 9/93 and a 75X completion was reported 3/31/94.) Assistant Superintendent (Gremillion) A. Formal, informal, and telephone visits with principals to maintain an on-going evaluation regarding school programs and their successes. (Activity began 08/93 and 90X completion was reported 03/31/94.) B. Written feedback was provided to a Principal regarding formal visits regarding performance. (Activity began 10/93 and 90X completion was reported the end of the third quarter.) 01/03/94 01/03/94 01/03/94 01/03/94 01/03/94 407 03/31/94 03/31/94 03/31/94 03/31/94 03/31/94Page: Program Seq #: 09B Revision Date: May 12, 1994 Program Name: School Operations Program Code: Primary Leader: Dr. Henry Williams Secondary Leader: Central Office Administrators Program Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Number 2. Page 42 10. (cont'd) Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2. Provide support to revitalize school environments to make it conducive to student learning and to order. July 1, 1993 June 30, 1994 Director of Support Services, Asst. Supts., Dept. Heads) 2. (Number of requests completed will be compared to the number of requests made by the school principals in order to evaluate support given by the district in a timely manner) Assistant Superintendent (Anderson) A. Informal visits to schools. (Activity was initiated 9/93 and a 75% completion was reported at the end of the third quarter.) B. Provide assistance to principals when requested or is warranted. (Activity was initiated 9/93 and a 75% completion was reported at the end of the third quarter.) Assistant Superintendent (Gremillion) A. Grounds and buildings were surveyed to identify maintenance needs. (Activity was initiated 10/93 and 75% completion was reported 03/31/94.) B. School Climate surveys were reviewed and analyzed to plan for appropriate interventions by the principals. (The achievement was introduced 09/93 and 100% completion was reported the end of the third quarter.) 403 01/03/94 01/03/94 01/03/94 03/31/94 03/31/94 03/31/94Psge: filo Prograa Seq *: 096 Revision Date: Hay 10, 1994 Prograa Naae: School Operations Prograa Code: Priaary Leader: Dr. Henry UiUiams Secondary Leader: Central Office Administrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportwiities for all students in the LRSD. Plan Reference Page Niaber 2.1 Page 42 3. Page 42 3.1 Page 42 Objectives Strategies Beginning Date Coafjletion Date Responsibility Evaluation Criteria 2.1 Plan of district school renovation to meet prograanntic and student population needs. Assistant Superintendent (Robertson) A. Provide information to appropriate personnel to insure renovations meet programmatic and student needs. (This is a continuous activity which was initiated 07/01/93.) Assistant Superintendent (Gremillion) A. Assisted Principals and Support Services in organizing and updating a priority list of needs for each school in Cluster A. (Activity occurred 01/94.) 3. Respond to principal requests for assistance in a timely manner. 3.1 Set i^ format for technical assistance with assigned personnel to uorfc with individual schools. 3.1 (Provide to the principals an organizational chart with names and job responsibilities as a format for technical assistance) 410 07/01/93 01/03/94 01/03/94 July 1, 1993 July 1, 1993 06/30/94 03/31/94 03/31/94 Jow 30, 1994 Jine 30, 1994 Si\u0026lt;port Services (Asst. Supts.) (Director of Support Services) Assoc, and Assistant Sipts., Educational Programs Curriculia Directors, $i\u0026lt;}ervisors, and Coordinators (Communications Dept.) 2.1 (Identify the number of renovations completed which enhance programmatic and student population needs) 3. (List number of requests received and identify number of actions taken) 3.1 Coaf\u0026gt;letian of task and principal evaluation of plan 3.1 (Quality feedback from the principals on the timeline completion for assistance requested)Page: 65 Prograa Seq f: 09B Revision Date: Hay 10, 1994 Progran Naae: School Operations Prograa Code: Priaary Leader: Dr. Henry Uilliams Secondary Leader: Central Office Administrators Prograa Goel: The intent of the School Operations goal is to provide equitable educational opportoiities for all students in the LRSO. Plan Reference Page Nud\u0026gt;er Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria Assistant Superintendent (Robertson) A. Secure services of curriculum specialist to provide technical assistance to principals when necessary. (The activity commenced 07/01/93 and 75X completion was reported 03/31/94.) Assistant Superintendent (Gremillion) A. Directed the ABACUS technicians to provide assistance to schools showing little or no progress on the use of the ABACUS. (This activity was introduced 10/93 and 90X completion was reported at the end of the third quarter.) 6. Documented each school's progress on the ABACUS and conferenced with all principals. (Activity was initiated 01/94 and 90X completion was reported 03/31/94.) C. Provides written feedback on personnel not using the ABACUS. (Activity started 01/94 and 90X completion was reported 03/31/94. Assistant Superintendent (Anderson) A. Directed Curriculixn Specialists to provide assistance to principals where necessary. (Activity was initiated 9/93 and 75X completion was reported at the end of the third quarter.) Cowniuni cat ions Department A. 1993/94 LRSD Organizational Chart completed. (This activity was initiated 07/01/93 and was completed 12/31/93.) 411 01/03/94 01/03/94 01/03/94 01/03/94 01/03/94 01/03/94 03/31/94 03/31/94 03/31/94 03/31/94 03/31/94 03/31/94Page: 66 Prograa Seq *: 09B Revision Date: Hay 10, 1994 Progran Maae: School Operations Progran Code: Priaary Leader: Or. Henry Uilliams Secondary Leader: Central Office Adninistrators Progran Goal: The intent of the School Operations goal is to provide equitable educational opportmities for all students in the LRSO. Plan Reference Page Nudier Objectives Strategies Begiming Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria B. Be available for technical assistance when requested. (This activity was initiated 07/01/93 and continues throughout the fiscal year.) 01/03/94 03/31/94 412Prograa Seq *: 09B Prograa Naaa: School Operations Program Code: Prograa Goal: Plan Reference Page NuiRjer 11. Page 43 1. Page 43 1.1 Psge 43 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Dr. Henry Uilliams Secondary Leader: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Objectives Strategies Beginning Date Coapletion Date Page: 67 Revision Date: Hay 10, 1994 Central Office Aobninistrators Responsibility Evaluation Criteria 11. To review staffing patterns and staff assignaents in all schools and district offices for equity. 1. Update review of recruiting needs by age, race, sex, and seniority in positions in the district to ascertain projected needs. Assistant Stperintendent (Anderson) A. Review Master schedules and staff changes. (Activity initiated 8/93 and a 75X completion was reported at the end of the third quarter.) 1.1 Review of all current staffing with identification of staff by sex, race, and subject area Uw will be retiring to project needs Assistant Superintendent (GremiUion) A. Assist principals in staff placement, transfers, and new hires to maintain equitable and gender representation. Minority Recruiter A. Request for forecast based on 1.1 is being prepared by Information Services. However, the nmber of retirees for the preceding three (3) years is taken into consideration when reserving a number of slots for minorities, initiated 07/01/93.( (Activity was 413 July 1, 1993 July 1. 1993 01/03/94 July 1, 1993 01/03/94 01/03/94 Jue 30, 1994 June 30, 1994 03/31/94 June 30, 1994 03/31/94 03/31/94 (Principal, Staff, Asst. Supts., Monitoring Team) (Director of Human Resources, Principals, Department Heads and Recruitment Officer) Director of Huaan Resources, Principals (Department Heads) 11. (Equitable racial and gender representation in all positions will be achieved) 1. District-wide monitoring process (all departments) 1. (A structured process will be implemented in the Human Resources Office to make lists of applicants by race available to the principals in a timely manner) 1.1 Completion of tasks 1.1 (Provide and maintain an updated list of those staff members who will be retiring) 1.1 (Review available staffing)Page: 68 PrograM Seq f: 09B Revision Date: May 10, 1994 PrograM NaMe: School Operations PrograM Code: Priaary Leader: Or. Henry Williams Secondary Leader: Central Office Administrators PrograM Goal: The intent of the School Operations goal is to provide equitable educational opportuiities for all students in the LRSD. Plan Reference Page NiMber 1.2 Page 43 2. Page 43 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria B. Early retirement incentive programs has been defined, approved and circulates to employees. 01/03/94.) (Activity was introduced 1.2 Projection of student population on two-year basis to validate expected needs. 2. Review of position assignaMnts related to racial equity (so) so that all races are represented in every position and job description in the district. Minority Teacher Recruiter A. District profile report developed, reflecting racial equity by district-wide positions. (Activity occurred 07/01/93- 10/01/93.) 414 01/03/94 July 1, 1993 July 1, 1993 01/03/94 03/31/94 Jine 30, 1994 Jine 30, 1994 03/31/94 Assoc. for Desegregation (Director of Human Resources, Principals, and Department Heads) 1.2 (A student population projection will be published) 2. (Annual study of report provided by Hunan Resources showing all positions in the district by race and sex)Page: 69 Prograa Seq *: 09e Revision Date: May 10, 1994 Prograa Kasa: School Operations Prograa Code: Priaary Leader: Or. Henry Uilliams Secondary Leader: Central Office Administrators Prograa Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Plan Reference Page Hiaber 2.1 Page 43 2.2 Page 43 11. (cont'd) Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 2.1 Developsient and assessamnt of school and divisional staffing patterns. Minority Teacher Recruiter A. 51 school sites were assessed. Twelve (12) sites were less than 25X minority faculty\nsix (6) schools had a minority teaching staff that exceeded SOX of the total teaching force\nthirty-three (33) sites were in the acceptable range of LRSD's staff guidelines. (This activity occurred from 07/01/93-10/01/93.) B. Of the minority new hires, (certified staff) from July 1, through October 1, 1993, 61X or 39 were primary results of LRSD's Affirmative Action recruiting efforts. Documentation is on file in Human Resources. 2.2 Recruitiaent of support and nonteaching staff to reflect equitable racial representation in all positions. Minority Teacher Recruiter A. Visited and presented to four (4) sites: (1) Memphis State University\n(2) Pines Technical College\n(3) Great Rivers Vocational School\n(4) Four LRSO High School. 415 July 1, 1993 01/03/94 01/03/04 July 1, 1993 01/03/94 Jme 30, 1994 03/31/94 03/31/94 Jua 30, 1994 03/31/94 Director of Husan Resources, Principals, Depertaent Heads (Assistant Supts.) Principals, Director of Huaan Resources (Recruiting Officer) 2.1 Coapletion of tasks 2.1 (Assess annual school study to ensure the staffing patterns are meeting the district's staffing guidelines) 2.2 Enhance racial balance in all positions 2.2 (The number of support and non-teaching staff recruited will reflect an equitable racial representation as measured by LRSD guidelines) 2.2 (Equitable racial and gender representation in all positions will improve)Prograa Seq *: 090 Prograa Naaa: School Operations Prograa Code: Prograa Goal: Plan Reference Page Nudber 12. Page U 1. Page 44 1.1 Page 44 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Or. Henry Williams Secondary Leader: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSO. Objectives Strategies Beginning Date Collation Date Page: 71 Revision Date: May 10, 1994 Central Office Administrators Responsibility Evaluation Criteria 12. To establish recruitment prograae for representation of minorities in all positions. 1. Create pool of currently-certified teacher applicants and of students pursuing certification. 1.1 Share applicant pools with PCSSD/NLRSO (see collaborative) 1.1 (''Collaborative\" refers to the Desegregation Plan) Minority Teacher Recruiter A. LRSD shares its minority applicant pools with PCSSD/NLRSO on a regular basis to meet mutual staffing goals. Referrals are made through telephone calls and recruitment registry when requested. (Activity conmenced 07/01/93 and 75X completion was reported 03/31/94.) 416 July 1993 June 30, 1994 12. Increase in representation of ainority persons as coqiared to baseline data. July 1, July 1, 1993 1993 01/03/94 June 30, 1994 June 30, 1994 03/31/94 (Director of Hunan Resources, Minority Recruiter, Asst. Supts.) Hunan Resources Directors-- three districts (LRSD Minority Recruiter) 1. (The number of applicants in the pool (by race and gender) will be recorded in the Hunan Resources Office and updated each semester) 1.1 Coapletion of task 1.1 (The number and names of applicants by race and gender will be shared with the other school districts)Page: 72 Prograa Seq *: 098 Revision Date: May 10, 1994 Prograa Maae: School Operations Prograai Code: Priaary Leader: Dr. Henry Uilliams Secondary Leader: Central Office Adninistrators Prograai Goal: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD. Plan Reference Page Muaber 1.2 Page U Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1.2 Share with NLRSO/PCSSD recruitment processes at loca\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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