{"response":{"docs":[{"id":"bcas_bcmss0837_1490","title":"\"School Laws of Arkansas, Acts of 2001\"\" Arkansas Association of Educational Administrators, Little Rock, Ark., Volume II","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Arkansas Association of Educational Administrators"],"dc_date":["2001"],"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--21st Century","Education--Arkansas","Education--Finance","Education--Economic aspects","Education--Standards","Education and state","Educational innovations","Educational law and legislation","School administrators","School boards","School buildings","School discipline","School districts","School employees","School enrollment","School facilities","School improvement programs","School management and organization","School superintendents","Teachers","Parents","Students","Student activities","Student assistance programs","Employee rights"],"dcterms_title":["\"School Laws of Arkansas, Acts of 2001\"\" Arkansas Association of Educational Administrators, Little Rock, Ark., Volume II"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1490"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["84 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_774","title":"Tax Finance","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["2001/2003"],"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","School improvement programs","Civic leaders"],"dcterms_title":["Tax Finance"],"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/774"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["52 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District OFFICE OF THE SUPERINTENDENT August 17, 2001 Letters addressed individually to members of the City of Little Rock Board of Directors The purpose of my letter is to express our concerns about the possible formation of Tax Finance Districts within the City of Little Rock. As you know, I assumed the position of Superintendent of the Little Rock School ii- r'zj I A I* I ' '  ' \"'* iumI District h background information, there was nothing in existing files to indicate J' I , - -J -------------- \u0026gt;s.zhitiii^ III VAIQUI ly that any dialogue had taken place between the City and the LRSD with formation of Tax Finance Districts. respect to the This potential area of concern was first brought to my attention by one of my board members, Mr. Baker Kurrus. Mr. Kurrus, in turn, contacted Mr. Cy Carney during the rnonth of July and requested a meeting to gather additional information about the City's plans. This was the initial and only conversation that representatives from the LRSD were engaged in with respect to the possible formation of Tax Finance Districts Our purpose in requesting the meeting was to inform City officials that we wanted to be . . . '' ------ wr.vj WII LI lOL VVC vvailicu lu UC dialogue surrounding this issue. To our dismay, our next information Or^/^IIT Tri/^ rx XO .J X^..________ _  i .  ... ___ ' about the proposed tax-zones indicated that the City was scheduled to discuss the five proposed Districts at an agenda meeting on August 14*^. At this juncture, we became quite alarmed, as no one from the LRSD had seen or been a part of any discussion with rooncinT +\u0026lt;- .j r^:_x x_ respect to the proposed Districts. On Tuesday, August 15,1 formally advised Mayor Dailey and City Manager Carney that we have some serious concerns surrounding the formation of the proposed Tax Finance Districts. It is quite evident that the LRSD stands to lose a great deal of revenue if the proposed Tax Finance Districts remain in their present form. 810 West Markham Street  Little Rock, Arkansas 72201  (SOI) 324-2012August 17, 2001 Page 2 For your information and perusal, I have listed areas of concern surrounding this issue.  The LRSD will lose all potential grotvth revenue as a result of the establishment of these zones for up to a maximum of 25 years.  The loss of corresponding revenue will have an impact upon our ability to maintain and meet future costs associated with our desegregation plan and court mandates.  The LRSD will also lose state funding as a result of the establishment of these zones. To further explain this phenomenon within our state funding formula, the new property would be a part of our assessed valuation\nthus, the state would assume that we are receiving the property tax on the property, which would result in a reduction in our state aid allocation. This results in a double whammy for the school district. For each $1,000,000.00 in increased Incremental Actual Value (growth in actual value of property captured in a Redevelopment District), the LRSD would lose the following: Loss of Property Taxes: $1,000,000.00 .20 200,000.00 X .034 6,800.00 Actual Value of Property Captured Assessment Rate Assessed Value Operation and Dedicated Mills Tax Loss to the LRSD Loss in State Aid: $200,000.00 X .025 5,000.00 Assessed Value Charge Rate .98 4,800.00 Charge Percentage Loss in State Aid to the LRSD Total Loss to the LRSD on $1,000,000.00 6,800.00 4,800.00 11,600.00 Tax Loss Loss in State Aid Total Loss of Annual Revenue on $1,000,000.00 X $ $ $ $ $ XAugust 17, 2001 Page 3 This example grows exponentially when large projects  X x. 'J\u0026gt; are considered. For example a project with $100,000,000.00 in actual captured value would result in a loss of totS revenue to the School District of $1,160,000.00 annually. ^'J\"as statute talks generally about redevelopment and improvement of blighted areas. Tax Finance Districts used for such redevelopment can be very positive for all concerned. By the same token, I think it is quite evident that the transfer of tax collections from five large Tax Finance Districts would be I rum rive large tax Finance Districts would be more than the LRSD could financially withstand and support, even if the Districts were all proper and all had compelling needs. In summary, we do have serious concerns about the formation of Tax Finance Districts 3n/l thciir ____| r ...... * and their corresponding affect upon the financial well being of the LRSD. I have verbally informed the Mayor and the City Manager that I will not hesitate to recommend to my Board of Directors that interests of the School District. we exercise any and all options to protect the financial Despite the fact that we are on the verge of opening school, __. soon as possible. If you have any questions or need clarification on any\"oHhe information contained herein, please do not hesitate to we are available to meet as contact my office. Sincerely, Sincerely, T. Kenneth James, Ed. D. Superintendent of Schools Katherine P. Mitchell, President and on behalf of the Board of Directors Larry Berkley R. Micheal Daugherty H. Baker Kurrus Judy Magness Tony Rose Sue Strickland TKJ/bjg cc: Mayor Jim Dailey Mr. Cy Carney Senator Jim Argue Senator John Riggs Senator Bill Walker Ann Marshall, ODM Mr. Don Stewart Mr. Buddy Sutton Mr. Chris Heller Mr. Clay Pendley Mr. Ray Simon Attorney General Mark Pryor Mr. John Walker, Joshua IntervenorsSchool district brings up concerns as LR discusses new tax-incentive program \"s j BY ELISA CROUCH AND KIMBERLY DISHONGH ARKANSAS DEMOCRAT-GAZETTE Little Rock city and school district officials met privately at City Hall on Friday to talk about a voter- approved economic development tax incentive and its potential to stunt school revenues. The 45-minute discussion in the mayors office was prompted by Little Rock School District Superintendent Ken James, who expressed concern earlier this week that the city Board of Directors appeared to be a week away from discussing redevelopment districts without consulting the school district. We need to be actively involved because we are the ones who stand the chance of being the big losers here, James said after the meeting. Mayor Jim Dailey assured James and other school officials that they would be involved. Discussion on proposed boundaries for the redevelopment districts has been dropped from the city boards agenda for Tuesday. Instead, Dailey and city directors will spend time talking in greater depth about how to implement tax increment financing  a program that would create five redevelopment districts in the city and provide tax incentives to corporations and businesses that wish to locate there. Summit Mall, the $150 million shopping center planned for west Little Rock, was not part of the discussion, those involved said. The land that mall developer Simon Property Group acquired to build the mall will likely be included in one of the redevelopment zones, said City Director Michael Keck, who didn't attend the meeting. This cotild mean that Summit Mil will qualify for tax increment financing. None of that is on the table at this moment. Dailey said after the meeting. Dailey added that discussions on how the city will use the tax-incentive tool and who will benefit are preliminary and involve broad policy concepts. Numerous cities across the country use tax increment financing to compete for corporations, businesses and improvement projects. The method puts a cap on a developers or businesss property taxes, as improvements the entity makes to the area increases property values. Any extra property tax revenue that would have been paid because of higher property values See INCENTIVES, Page 11A Bl (1 Il 207 g \"jfT lrr^7\u0026gt;gr^'3KT4\u0026gt;iK?rvig^^ r- \"I?* Arkansas Oemocrat-Gazette/BENJAMIN KRAIN Standing on a Big on Little Rock\" rug, Little Rock City Attorney Tom Carpenter (left) talks with Little Rock School District Chief Financial Officer Don Stewart (center) and School Board member Baker Kurrus after city and school officials met Friday to discuss the city's efforts to attract private investment using tax increment financing. K J . /. \u0026lt;li_i T r * f \\ I  SATURDAY, AUGUST 11.2001  11A I Incentives  Continued from Page 1A would be used to pay any bonds or loans taken out to fund the project. As an example, a redevelopment district would allow a developer to repay bonds used to construct an office tower from the increase in the property taxes as the redevelopment raises land values. Voters approved the method in November, when they supported Amendment 1. While city officials see tax increment financing as a valuable instrument in redeveloping deteriorating areas, like midtowns University Avenue corridor, their counterparts at the School District are concerned about repercussions on their end. \"I think the redevelopment law has the ability to help school districts in the long term, but it also has the potential to cost districts significant amounts of potential tax revenue, said Chris Heller, attorney for the Little Rock School District. i But Heller stopped short of crit- ' icizing the economic development method. If there is a truly blighted area with a declining tax base and that area is converted into a growing, more commercially viable area, I think the redevelopment law has the ability to help school districts in the long term, but it also has the potential to cost districts significant amounts of potential tax revenue.  Chris Heller, attorney for the Little Rock School District that would work to the benefit of all tax entities. For the next several weeks, City Hall officials will be clarifying how to implement tax increment financing, setting boundaries for the redevelopment districts, which will have up to a 25-year life. The city board will hold a public hearing on the district boundaries before approving them. Downtown is one area expected to have its own district, while another is expected to encompass the John Barrow neighborhood in south-central Little Rock. Attorney Jane Dickey, president of the Downtown Partnership, supports the redevelopment district concept, especially for downtown. While we have some redevelopment, we want that to go down Main Street and down Capitol Avenue, said Dickey, who attended Fridays meeting. The School District accounts for 46.4 mills of the citys overall 68.9- mill property tax rate. School officials said they would feel better about the arrangement if they had assurances that theyd be able to increase their revenues within five years or so of when a development's property value increases. If you could develop one of these [tax increment districts] and the revenue from the increased assessment would pay off the infrastructure needs in five years, and then all that money would start coming back to the School District, said Don Stewart, chief financial officer for the district, that might create revenue we never would have gotten had it not been for a tax increment. The longer the tax incentive, the worse it will be for schools, he added. We might be saying uh uh, its not worth it to us. Heller said that without knowing . the specifics of a proposal, its hard to say whether school officials would support it. If theres just a small incremen- , tai benefit, you just have to look at  all the factors. What will the rede-  velopment accomplish and what potential tax growth and how soon would we see that growth, Heller  said. School District officials will watch closely as the city develops tax increment financing but will have no veto power if they dont like the outcome. James said he had met once with Stewart, City Manager Cy Carney and School Board member Baker Kurrus to discuss the citys intent. The tax increment issue is being discussed in the wake of a May 25 order by Pulaski County Chancellor Collins Kilgore directing the state to fix its public education system, which he found to be inadequate, inequitable and in violation of the Ark^sas Constitution. A court has ordered education reform and a lot of politicians have expressed a concern about whether we can afford it, and given that situation you have to look closely at anything you do that can take money from school districts, Heller said. Citys plan likely to cost LR schools i New tax revenues from improvement area containing mall at issue I --------------------- ing more investment in the district, t Rork ritv Micha which includes the economically BY C.S. MURPHY ARKANSAS DEMOCRAT-GAZETTE The Little Rock School District Little Rock City Director Michael will likely miss out on $1.5 million in new property taxes annually if city leaders approve a proposed re- development district that includes land for Summit Mall. Instead, new tax revenues generated from the $150 million west Little Rock megamall could be spent on improving roads and encourag- depressed John Barrow Road. Redevelopment districts, approved by voters last year as Amendment 1, are designed to encourage progress in blitted or otherwise struggling areas by allowing cities to devote new property taxes to improvements in the same area. Theres no surprise that we intend to go forward with this, said Keck. We want to build a strong community so we can grow our city. Thats what tax increment fmanc- ing is all about. Redevelopment money collected can be used for road improvements, community centers and af- fordaljtle housing, said Keck, who represents the area where Summit Mall is to be built. See REDEVELOPMENT, Page 5A Redevelopment  Continued from Page 1A But mall opponents, now fighting Summit in court and by petition, are skeptical. They worry that Little Rock will use the money to help mail builder Simon Property Group pay off bonds or pay for the $11 million in road improvements that the company has promised to finance. If the .Summit Mall is to be included in that, I can't think of a strong enough word to describe how inappropriate that would be, said David Couch, an attorney representing competing midtown ra^ I^k Plaza. Couch gathered 20,000 signatures on petitions hoping to put the mall on the ballot. Keck recalled that when city directors approved the project, they said Simon would be responsible for the cost of improving interstate and secondary roads adjacent to the mall. Chy officios have vowed they wont issue building permits until Simon officials have provided assurances that money has been secured to make all the road improvements. Simon officials couldnt be reached for comment Friday or Monday. Little Rock leaders wont do anything without public hearings and full disclosure. Keck promised. But the city board will look at all options for spending redevelopment dollars, he said. Its going to be painfully obvious going forward that Im not going to rule anything out, and Im not going to rule anything in, Keck said. Little Rock City Manager Cy Carney said its unfair to call tax increment financing tax incentives because private developers such as Simon wont get a tax break. There is no difference to the private developer, he said. The only difference is that it goes into a fund that pays for improvements. That money can be on the table for purposes of redeveloping the plan for needs in the area. Anything can happen as far as the needs of the area. Keck joked that he thinks some have gotten the word increment confused with incentive. Little Rock School District officials met with city officials late last week to express their concerns about the redevelopment districts. School officials arent spoiling for a fight, said school Finance Director Don Stewart, but there is some concern that diverting too much money away from the school district could violate a desegregation settlement plan. Under the 1989 settlement to a de- segregation lawsuit mvohdng the state and the three Pulaski County school districts, state law cannot be used to hinder the districts ability to comply with federal desegregation policies, he said. We would need to look closely at that part of the agreement, he said. Including the Summit Mall site in a tax increment district is selfish on the citys part, Carney said. If that development can be included, that would be added to the tax book. All of that additional value would be captured by the fund to do improvements. Its likely that money going into a tax fund for a district that includes Summit Mall would go into the $70 million in infrastructure needs that have been identified in west Little Rock, Carney said. Fdr instance, if Kanis [Road] could just be redeveloped, there would be a big amount of growth out there, he said. But nothing will happen until the road is improved. Little Rock leaders deflected criticism that the city is considering diverting taxes away from the schools to aid a thriving part of the city where developers have already committed to build the $150 million Summit Mall. When pushing for the adoption of redevelopment districts, proponents highlighted their ability to revitalize blighted areas. But Little Rock can create redevelopment districts in areas that arent considered blighted, Carney said. The Community Redevelopment Financing Act allows cities and counties to create the districts to eliminate traffic congestion, reduce traffic hazards, eliminate obsolete or other uses detrimental to the public welfare, or otherwise remove or prevent the spread of blight or deterioration. Carney gave the example that if the Little Rock Zoo was included in the same tax district as University Mall, as is proposed, any new property taxes created by the redevelopment of the mall could go to pay off bonds for improvements at the zoo. Each district must have a plan showing how the money would be spent and what project would be first, Carney said. We would get input from citizens on how to spend money in the districts fund. Discussions on proposed boundaries for the redevelopment districts have been dropped from the city boards agenda for today. Carney said Monday, however, that hell brief the Board of Directors on tax increment financing and broadly discuss the five proposed districts. They include the T ittip Rock port area, a portion of southwest Little Rock, midtown, downtown, and an area near the intersection of Shackleford Road and interstate 430, which is where the mall would go. For the next several weeks. City Hall officials will clarify how to implement tax increment financing, setting boundaries for the redevelopment districts, which can be in place for up to 25 years. The city board will hold a public hearing on the district boundaries before approving them and will hold separate hearings for each districts spending plans, Carney said. Don Zimmerman, executive director of Arkansas Municipal League, said cities can also use tax increment financing to help developers pay off bonds for projects. But unless a districts plan calls for it, Carney said, new tax revenues wont go to schools as they do normally. All of the existing money and the existing base is all there, he said. There is no taking away money from the school district. Carney said the five proposed districts cover 5 percent to 7 percent of the city, so Little Rock schools will still collected new property taxes on the majority of property. The Arkansas Education Association endorsed Amendment 1, and 1 there was no notable opposition to redevelopment districts when it was before the Legislature in 1999. T suspect that people in the school district werent looking closely at the amendment to know what would happen, Slewart said. Stewarts attention was triggered during the most recent Gener^ Assembly session when legislators approved Act 1197 of 2001 to enact the voter-approved Amendment 1. Even before they could establish tax increment districts, Little Rock leaders helped companies such as Acxiom temporarily avoid paying property taxes, Stewart said. That company doesnt have to pay property taxes on a $35 million project now under way downtown because the city, which is tax-exempt, owns the land under the building, Carney explained. He said that type of tax incentive is rarely used in Little Rock. Because of that, the schools woni soon benefit from Acxioms new building, Stewart said. \"It slipped up on the schools anc it was too late to do anything abou it, Stewart said. Theres been a lopj history of conflict between the dis trict and taxing agencies. I dont think anybody at the schoo district is saying there shouldnt bi tax-exempt financing, he said. \"Wen just saying we need to be involved and we need to know whats going oi since we stand to lose the greatest.\" \u0026gt; c w c w o oWednesday, August 15, 2001  LR mayor opposes diverting mall taxes Cant abide hurting schools, Dailey says BY ELISA CROUCH ARKANSAS DEMOCRAT-GAZETTE Little Rock Mayor Jim Dailey said Tuesday that he would oppose a plan to include land for the proposed Summit Mall in a west Little Rock redevelopment district being considered by city management. Dailey stated his position Tuesday night as the Little Rock Board of Directors discussed implementing tax increment financing  an economic development tool that some fear wiU stunt revenue growth for the Little Rock School District. I cant support the Summit Mall being part of this, Dailey said, later adding\nIts just hard for me to take away money from the [School] District. Dailey armounced his decision after a reminder from City Direc-tor Larry Jim Dailey west Rock Lichty, who recalled that a I major selling point for the mega-mall  planned for Little - was that it would fill School District coffers with hundreds of thousands of dollars in property taxes. ! Inciuding Summit Mali in a redevelopment district would mean the new property taxes generated by the project would be directed to area improvements, such as community centers, affordable , housing or infrastructure  but not the School District. I just have a real problem with that, Dailey said. And I have to lay that out on the table for the board and the public. Dailey has supported building the $150 million mall in the past, but not with his vote. He recuses himself from Summit Mall deci-  sions and most discussions because his brother-in-law, property manager Hank Kelley, has ties to the project. Last week, Dailey and School I District officials met privately about tax increment financing, which Arkansas voters approved last November as Amendment 1. The mechanism encourages redevelopment in blighted or otherwise struggling areas by setting up redevelopment districts. Developers and corporations who build within them can devote new tax revenue, or the increment, to improving the area. In coming weeks, the city board will determine the boundaries of the redevelopment districts, and whether Summit Mall is included in one. A preliminary map shows a redevelopment district encompassing the Summit Mall land and the John Barrow neighborhood. City Director Michael Keck said See MALL, Page 3B Mall  Continued from Page 1B he likes the plan to include Summit Mall in the redevelopment district planned for west Little Rock. Projects of Summit Malls scope must be included in redevelopment districts, Keck said, if city officials hope to make major improvements to the areas. Were going to have to have a big enough increment of tax revenue to do that, said Keck, who represents west Little Rock and is a staunch supporter of building the mall. Keck added that Daileys statement against including Summit Mall surprised him. I was a little taken aback. It caught me off guard, he said. After the meeting, Don Stewart, chief financial officer for the Little Rock School District, said he was pleased with Daileys statement. We are obviously in a position to agree with him, Stewart said. While theres no solid estimate on how much the schools stand to lose if the city extends tax increment financing to Summit Mall, Stewart said he believes the number would be excessive. But, he said, until [the project is] assessed, theres really no way to determine that number. EDITORIALS MHa will build ArKansas If hrov^ I One step forward... And two back I HERES AN old photograph dirt road in these parts. For a lot of our made famous in these parts by the kids, libraries are the only place outside Arkansas Gazette's Larry Obsitnik of school where they can get their hands (aka The Chief). It shows the 101st Air- on a mouse. Our cash-strapped schools home rolling into Little Rock at the are struggling to provide even the rudi- height of the Central High crisis. It is ments of computerized learning. And night, and the dark hulks of the trucks computer illiteracy can be almost as form ominous silhouettes a^nst the crippling as tlie old kind these days, glare of headlights. Above the incoming Were proud of the voters in Little convoy, a chamber-of-commerce t^e Rock, North Little Rock and Fayetteville, billboard stands in stark, white relief, who came through for their libraries asking: Who will build Arkansas if her and the next generation. They could tell own people do not? the difference between a branch of local o o o n tn s. TJ a o s That question is as valid today as it government that has been straight with was in57. Who will build Arkansas if we themthe Librariesand the kind of wont? Especially if some of us have nev- shell games that Little Rocks city gov- er made the connection between educa- emment likes to play. We thank those tion and economic development. Which voters for their judgment and vision. Just is like missing the connection between as the next generation will one day flipping a switch and having the lights thank them for good jobs, come on. Yes, we all talk giddily of tapping into the new high-tech economy r^t cheer s PEAKING OF cash-strapped schools, some of Little Rocks in Arkansas. We advertise Quality of life! Lakes and rivers ^d moimtainsl Good even more money from Little Rock bunting and Gsbing! Friendly people! schools for, they say, economic develop- But the voices always trail off before get- menL They want to use a good ideareting to what this new economy needs development districtsto develop a mostan educated work force. part of town thats doing just fine on its Maybe thats because sometimes own: West Little Rock Millions in tax theres not a whole lot of that last bit revenue would be siphoned away from wed care to talk about. Not too long ago, public schools that need the money to leaders have found a way to take voters out in Pulaski County turned help Summit Mall, which doesnt. down a tax increase to improve their Is this anybodj^s idea of developing schools. This week, others in the county the local economy? What kind of busi- voted down a tax to improve their libraries. And now? Now Little Rocks board of nesses would relocate to a city without educated workers? directors is talking about siphoning money from the schools to redevelop- ment districtsincluding districts that p( are already developing just fine, thank bi you. Like West Little Rock You know, home of multiplying banks, Chenal Val- Were getting that familiar, sickening sensation that City Halls playing another shell game. Wasn't one of the selling noints for the Summit Mail that it would )ring in more money for schools? Mayor Jim Dailey thinks so. Hes taken a Vai- stand against diverting this money from ley and the future Summit Mall. This is the schools. Good for him, a bitted area?................... The logic at play here says a lot about some of our local visionaries. Namely that their vision aint so good. Its about as loi^-range as Mister Magoos. We can lAKE.THE opposition to the pub- understand how city directors might be lie libraries in Pulaski County distracted by goodies immediately before (please). The aginners voted them. Build a road now. and you can feel down a millage increase to provide the hard pavement Build a burger joint, more books and better Internet services and you can smell the grease. And hear to their part of the county. They said the the tires crunching on the new roads. state should pay for their librarys needs. And the cba-ching of cash registers. Which means the state would have to But build a new school, and the onlv Yes, who will build Arkansas if her own people do not? T raise taxes, and the state would get to spend the money. But not as efficiently as your local librarian. But build a new school, and the only sound you may hear is grumbling over new taxes. Because the immediate return isnt visible. It might take a few A question: Why send your taxes to the state Capitol or Washington when ______ me its your neighborhood you want to help? jobs that pay salaries families can live Folks in Fayetteville understand this. .................. years, inaybe even a generation, but the return is bigger and better the kind of Arcliitects just unveiled a glorious new design for a sun-filled library. And, yes, folks there voted to tax themselves for it. on. The kind of educated work force that attracts investors. Which in the long run means more money for roads and schools and, yes, still more good jobs. Maybe they know a little something Our politicians keep talking about Ar- about economic development. It miglit kansas being a poor stale as if thats an i_ . ,----r.--------- Mvuig a siaic \u0026lt;ia u UldlS ail help explain their bustlmg economy excuse to stay poor. It doesnt have to be an^ts connection to education. that way, and it shouldnt be that way. It This is about more than entertaining doesnt help when our leaders picture kids on hot summer days. Its about edu- Arkansas as some kind of Banana Re- cating mem while theyre young, recep- public to be mined for its cheap labor live and open to the new. They may not and natural resources. realize that computers arent just nifty  ' _______ gizmos to play games with in this Inter- are in our schools^ The best kind oYcam netted age but job training. Babysmack ital to develop is human capitab The inwords like Yahoo and Google arc ---------1, die way longer just computer geekspeak: theyre business is done, and Arkansas can eve^day tools m most offices. change with itif our leaders will just get out of the way. The most valuable resources we have are no formation economy is changing the way Yet the information hi^way is still aco August 2 2. 2 0 0 1 o 5'fS':^ g  K ' I Ig . q 2S-3ftogsE=q Hg o w ft S  w s 5S LJ? T0O f3t 'S- Oc'L\u0026lt;: PG-  a \u0026lt; S B  g g S is a:: ft ft o w O h-  OS Si -r ? \" Sb . aS g  G.g'o I O s' o 3. 3 E eg S w ft o B fs n P \u0026lt; 3* 3 2 o S bi u C O S f6 K  ft ft r* Q-\u0026gt;a ?2 w S' 3- 3 ft \u0026lt; ft w ft\" CL g ft,ft ^^11 g-g O. S f g S- 3- CT M --i-oq n. o FSdi B bwi s2t 5n4 tzi w'p p B R52 Q 3' w- jx fetx f ? 3 5 rs  J? ft , O  3 O' o 2 E 3o .'o3 ogS- 2  2 ft 2.'^ B B gSi S5 fwt\u0026gt; o2  5 c-q o \" , 2-TO 5'0\" 2_S g 5- I Q P h n n IC 5?*^ Tuesday that his Association on Monday. Associ- WVIIUUIO letter to city officials was in- ation members voiced concerns , tended to make it clear that he about the effect of the develop-  Continued from Page 1A has to pursue the best interests ment districts on school fund- Manager Cy Carney, recently of the school system, but he ing but had broader questions, proposed the formation of tax has not directed the school dis- as well. inc^ment financing districts, trict attorneys to prepare any let- Janelle Romandia questioned Authorized by a new constitu- ters or lawsuits against the city why low-income parts of the city tional amendment, the funding c\"'*-*'------------ -* -------- *  mechanism is meant to encourage redevel-opment of biighted or otherwise struggling areas by setting up development districts. Developers who build within the dis- Carney tricts can devote increases in oyer the proposed development south of 12th Street or south of districts. Roosevelt Road have yet to be I'm all about compromise included in any proposed rede-and working with people, James velopment districts, said. Were hopefill that w--e-- c--a-n- George Blevins, a l. ead- er in sit down and look at this and see the majority black association, how it can become a win-win for agreed that the Wright Avenue everybody involved: neighbor- area should be part of a rede-hoods, schools and the city. We velopment district and that res-all have needs. We have to make idents should identify improve-sure we arent hurting each oth-er. property tax revenues  or the James and increment  to improving other school sys-streets, housing, utilities and oth- tern employees er infrastructure needs within have said the dis-ments needed in the community. But Blevins also worried that the redevelopment districts as proposed would hurt the school system, which serves a majority black student enrollment. Audience member Lee Hill urged school officials to work for a compromise to share in the income generated by any redevelopment of an area. the district. trict may be able One of the five proposed dis- to support some tricts would include a section of redevelopment burgeoning west Little Rock and districts, partic-the land targeted for the pro- ularly those in blighted areas NoelWashington,anotherau-posed $150 milhon Summit Mall, where property values are de- dience member, warned Mon-which would be the largest mall clining and would not otherwise day that the formation of im-in the state. Some have ques- attract new development, provement districts could result tioned whether the west Little Through redevelopment and im- in the displacement of poor res- Rock zone between Markham provements in the infrastructure, idents to other parts of the city and 36th streets and John Bar- property values could increase in the interest of corporate derow and Bowman roads is a and the school system ultimate- velopment. blighted area as intended in state ly could benefit financially. Association members pre- . Mayor Jim Dailey has said he pared a petition to circulate in City board member Michael would oppose a plan to include the community expressing con- Keck, an advocate for the rede- the land for the Summit Mall cerns about the city's rushed velopment districts, said Tues- in a redevelopment district al- time frame for developing the day that the tone though he supports proposals for development districts and ob-of the letter was districts in downtown Little jecting to the boundaries of the surprisingly Rock, the Little Rock Port and proposed districts. harsh in light of the University Avenue areas. We believe the proposed what was a com- Weve got a lot more dis- boundary lines will not pro-mitment by city cussion to do before any of these vide equitable or equal oppor-leaders to work are adopted, said Dailey, who tunities for development or re-with school dis- also said City Hall staff members development of the known trict officials so and the University of Arkansas blighted areas of the city of Lit-that the redevel- at Little Rock are doing some re- tie Rock, especially Wards 1 and opment efforts search on the operation of the 2, the petition says. The peti-will benefit both the city and development districts in other tion fiirfiter asks that the process school district. states. for forming the zones be slowed 'Many of the things we are James and school board mem- so as to give residents the op-t^ mg about doing are going to ber Baker Kurrus have worked portunity to participate in de-be a tremendous benefit to the to get the word out about the ciding what the boundaries school district, whether its in- possible effect of the develop- should be. i frastructure improvements or ment districts on the school sys- I whether its improved housing tern. opportunities in the city or his- The superintendents letter to tone preservation  all of which city board members was copied will make it possible for people and sent to state Attorney Cento live in Little Rock and go to eral Mark Pryor, state Depart- Little Rock schools, Keck said, ment of Education Director Ray Keck said he would like to es- Simon, and the executive di-tablish the boundaries for the rector of a state organization of improvement districts by the school district superintendents, first of October and then begin Other copies were sent to attor-planning with all the con- neys representing the school sys-stituents, including the school tern and black students in an on-district and business commu- going school desegregation law-nity, on what the improvements suit, and to the president of the might be. Some of the money Coalition of Little Rock Neigh-generated by the redevelopment borhoods. could even be spent in the ex- James areas g B'S g e-sr S K T I 8 B^\u0026lt;i5 I I* Si \u0026amp; ? 3-  w,s f5 S 0 3^ o3 Qj m\" a .2\u0026lt;S q g p \" BS S. P g O. ss tS gS-\u0026amp;3| S s a d-e ft p S-. O era 3 TO f\u0026lt;t 3f 9\niOs - o o \u0026gt; oO\" OO . TBO w3 2 ^e0 9f2. a 9-5 2 2- 3 -  a k . W Ct t3  o  ft S 5'5.a oO ToOq oW TOOQ n\u0026gt; H-as g g w o (sj CcPTr jcJzri. fM2t o1 . \"TsO3 K Z'3 CL 3 O-ft 3-3 u b-\") fgtw.2ft BB S..' S'b g.q-a 2 |g.8 g:o g'BI^'8-Ks \u0026amp;ft o ft fl ft \u0026lt;5 g^S. \" S-S S-a E 5\" \u0026amp; 3 G ft (A W (X-O 2 B ft X- Si' cxsa Ecr S-2 o o' o w CO ft '\u0026lt;? S' *1 2 B go f3^ ^  O fj  \u0026amp; X g.S-B a2 oS g s q g s ft G 3 o ^0-2  Or^rtO P^S.-.  nG . QB. : FP.Ki.'g\u0026lt; o S' 2 SS 52 PE toa s E B a? s-S-B  o 2. \u0026lt;*0g 5 w s, sr 3' s-o \"E\u0026amp;S 5 I E-^S ^^e-o9s\n p- G 3 3 Jr I SI oo a2 o S' o Keck q q3  g Q I ft o  T ft   o ft s A  g\" fot 5) w O ft Q. H-\u0026lt; ft James raised the issue of the isting schools, he said. tax increment financing districts He said he disagreed with last week at a convocation of James concerns that the school about 3,000 Little Rock School system cant afford to have five District employees, asking em-redevelopment districts or that ployees to make concerns about the west Little Rock district the development districts known doesnt meet the spirit of the law to any city leaders they might intended to help impoverished encounter. areas. Additionally, James and Kur- All five of the districts, as now rus presented iheir views as inproposed, meet the requirements vited guests at a meeting of the of the law, Keck said. Wright Avenue Neighborhood 0.. SdioolSjLR set new talks about dispute Development areas on meeting agenda BY KIMBERLY DISHONGH ARKANSAS DEMOCRAT-GAZETTE Little Rock School District representatives will meet again today with city officials to discuss the potential creation of five redevelopment districts that could take money away from schools. Mayor Jim Dailey said that at this  die third such meeting about the citys approach toward tax increment financing  he hopes the two sides can talk specifics. Weve been in fact-finding mode and [this] is kind of our first step to say to them, OK, we need to sit down and here are some points we need to walk through,  Dailey said. Thursday night, Little Rock School Board member Baker Kumis explained the financing concept to the rest of the board members and asked for their guidance in preparing for future discussions about it with city officials. Tax increment financing, authorized by a new constitutional amendment, was or^- inaUy meant to encourage redevelopment of blighted or otherwise struggling areas by setting up development districts, but Arkansas* statute is very broad, Kurrus said. Use of the tool is not limited to blighted areas under that law. The base value of property in a development district is frozen when the district is created, he explained. The property increases in value throughout the life of the district, and the amount the property value grows is used to pay for improvements, like roads ' and sewers, within the district. Its a sophisticated technique, Kumis said. It doesnt generate any new tax, but what it does is take property taxes as they grow and uses that for purposes established in their plan. The method could benefit districts that have little development, but could adversely affect districts where development is ongoing. Some states have taken the approach that tax increment financing should not be used except in areas where redevelopment would otherwise not occur, he said. If you form a [redevelopment district] in a large area that was already growing, and you set up the growth in revenue that we depend upon to Sae SCHOOLS, Page 10B Schools  Continued from Page 1B form a base for a financial future, that revenue would go for infrastructure or whatever the [tax ass''': increment financing] was formed for,\" he said. That would be devastating. Dailey, who did not attend Thursdays meeting, said school district and city officials should look at how variables within the proposal could affect school funding, including the circumstances under which a redevelopment district should be formed, how long money would accrue within it and under what circumstances the schools might receive a part of the increment from a district. There are just a whole host of options and considerations that, until this point, we have not had that kind of dialogue, and thats what Im interested in starting [today], Dailey said. Kumis referred to a double whammy that the school district could face because of redevelopment districts. In addition to money that would normally have gone to schools instead of going toward improvements within a redevelopment zone, formation of a redevelopment district could affect how schools are funded by the state. The states formula for fimd- ing schools would assume that the district was getting all the property tax money from the redeveloped areas, making the district eligible for less state money. That formula may soon be reconfigured in light of a May 25 order by Pulaski County Circuit Judge Collins Kilgore directing the state to fix its public education system, which he found to be inadequate, inequitable and in violation of the Arkansas Constitution. We dont know what the new state funding formula is going to look like, Kumis said. [Tax increment financing] at the time of changing the formula is kind of dangerous, Kumis said. Superintendent Ken James surmised that legislators couldnt have known what the total intact of this\nfunding mechanism would be on the states education system. James said that ahhou^ ri^ now the issue is localized to Little Rock, other school districts across the state will likely be  forced to address it soon. Dailey said he hopes that the city and the school district can work together to create redevelopment districts to the benefit of both. I personally just dont see us really coming to a conclusion that has us at odds with the school district, Dailey said. I just think we're going to work our way through these things. And its too important that were able to use this tool for the whole communi- ty and, for the long term, for the benefit of creating a bi^er tax pie for everybody, as opposed to letting ourselves get caught up in a battle right now that might stop us from using tax increment financing because either the Legislature steps in another year and a half and tightens the rules or we get tied up in court.... Thats just not to anybodys advantage. \u0026gt; c w c w K) roSdioolSjLR set new talks about dt^Mite Development areas on meeting agenda BY KIMBERLY DISHONGH ARKANSAS DEMOCRAT-GAZETTE Little Rock School District representatives will meet again today with city officials to discuss the potential creation of five redevelopment districts that could take money away from schools. Mayor Jim Dailey said that at this  the third such meeting about the citys approach toward tax increment financ- ing  he hopes the two sides can talk specifics. Weve been in fact-finding mode and [this] is kind of our first step to say to them, OK, we need to sit down and here are some points we need to walk through,  Dailey said. Thursday night, Little Rock School Board member Baker Kurrus explained the financing concept to the rest of the board members and asked for their guidance in preparing for future discussions about it vrith city officials. Tax increment financing, authorized by a new constitutional amendment, was originally meant to encourage redevelopment of blighted or otherwise struggling areas by setting up development districts, but Arkansas* statute is very broad, Kurrus said. Use of the tool is not limited to blighted areas under that law. The base value of property in a development district is frozen when the district is created, he explained. The property increases in value throughout the life of the district, and the amount the property value grows is used to pay for improvements, like roads and sewers, within the district. Its a sophisticated technique, Kurrus said. It doesnt generate any new tax, but what it does is take property taxes as they grow and uses that for purposes established in their plan. The method could benefit districts that have little development, but could adversely affect districts where development is ongoing. Some states have taken the approach that tax increment financing should not be used except in areas where redevelopment would otherwise not occur, he said. If you form a [redevelopment district] in a large area that was already growing, and you set up the growth in revenue that we depend upon to See SCHOOLS, Page 10B Schools  Continued from Page 1B form a base for a financial future, that revenue would go for infrastructure or whatever the [tax increment financing] was formed for, he said. That would be devastating. Dailey, who did not attend Thursdays meeting, said school district and city officials should look at how variables within the proposal could affect school funding, including the circumstances under which a redevelopment district should be formed, how long money would accrue within it and under what circumstances the schools might receive a part of the increment from a district. There are just a whole host of options and considerations that, until this point, we have not had that kind of dialogue, and thats what Im interested in starting [today], Dailey said. Kurrus referred to a double whammy that the school district could face because of redevelopment districts. In addition to money that would normally have gone to schools instead of going toward improvements within a redevelopment zone, formation of a redevelopment district could affect how schools are funded by the state. The states formula for funding schools would assume that the district was getting all the property tax money from the redeveloped areas, making the district eligible for less state money. That formula may soon be reconfigured in light of a May 25 order by Pulaski County Circuit Judge Collins Kilgore directing the state to fix its public education system, which he found to be inadequate, inequitable and in vi- oiation of the Arkansas Constitu- j tion. We dont know what the new state funding formula is going to look like, Kurrus said. [Tax increment financing] at the time of changing the formula is kind of dangerous, Kurrus said. Superintendent Ken James surmised that legislators couldnt have known what the total impact of this funding mechanism would be on the states education system. James said that although right now the issue is localized to Little Rock, other school districts across the state will likely be ! forced to address it soon. Dailey said he hopes that the city and the school district can work together to create redevelopment districts to the benefit of both. I personally just dont see us really coming to a conclusion that has us at odds with the school district, Dailey said. I just think were going to work our way through these things. And its too important that were able to use this tool for the whole community and, for the long term, for the benefit of creating a bigger tax pie for everybody, as opposed to let- ting ourselves get caught up in a battle right now that might stop us from using tax increment financing because either the Legislature steps in another year and a half and tightens the rules or we get tied up in court.... Thats just not to anybodys advantage. \u0026gt; c OQ C w hO hO o oA new tax danger Schools under gun R egular readers of this column remember full well that they were .warned last year about the con- sequences of amending the Arkansas Constitution to accommodate redevelopment districts. I suspected when I read it that the measure would be a licensewell, if Meredith Oakley not to steal and abscond outright, at this funding mechanism could have least to rob Peter to pay Paul. .. .. Offered as Amendment 1 and on the states education system. Since hes ------------------ap- new in these parts, he may be forgiv- proved by voters m last years general en his naivete. The same generosity election, the measure allows cities and should not apply to school board memcounties to (1) enter into short-term bers, all of whom have been kicking (no longer than five years) financing around the capital city long enough agreements whereby they could lease to know better. or purchase equipment and property, ^d (2) issue bonds dedicated to re- ter. Hes already noted that the lanmage developmg areas that the issuing gov- of the new amendment could be used emments governmg board, i.e. the city to devastating effect by city govern- or town council or board of directors ment. Thank goodness Kurrus knows bet- and the quorum court, deems to be de- But Kurrus foresees what he calls tenoratmg or in danger of deteriorat- a double whammy for the school dis- ing without a substantial infusion of trict, the second part being the effect ^ds, formation of such a redevelopment dis- Now comes the city of Little Rock, trict could have on general school fund- the undisputed expert among local gov-  emments at robbing Peter to pay Paul, with a proposal to create five rede- ing. As a news story in Fridays  - , ------------------------- Democrat-Gazette explained it, in ad- velopment districts that could take dition to losing money that normally money away from the areas public would have gone to schools instead schools. of going into non-school improvements It s called tax mcrement financing, within a redevelopment district, schools and capital city fathuhs and muthuhs could lose out under the states fund- Me champing at the bit to get involved ing formula should the state assume, ... , , incorrectly, that the school district was Ostensibly mtended to encourage getting all the property tax money from the redevelopment of blighted or eco- the redevelopment district, making the noimcally depressed areas, its language school district eligible for less state is broad, open to extremely subjective interpretation, so that it may be money. tive The states funding formula is about applied to any area a governing board to be reconfigured yet again because fancies. of yet another court finding that the current one is unconstitutional. Its a sophisticated technique, said BjAer ^ms who explained the gam- bit to his fellow Little Rock School funding formula is going to be  Kur- Board members last Thursday night. -------- '    ' It doesnt generate any new tax, but .......... muuey-gruuoing what It does is take property taxes as gimmick-my characterization, not they grow and [it] uses that [revenue] Kurrusat this time, he added, is kind for purposes established in their [Lit- of dangerous. tie Rock officials] plan. I submit that given the bent of the what s the plan? current occupants of City Hall, it would There are a whole host of options be dangerous at any time. ri \u0026lt;7 JiT. DiJcJ After ycaTS of costly litigation, the crows, allowing as to how he and his Little Rock School District finally has sne^dthnA rnhnrtc OP the cif/s Beard a glimmer of hope for getting out from ot Directors haven t begun to plumb under federal court supervision. It can- tho^ depths yet. W-i-i-ight. not afford to so much as flirt with any .. * I read it, it looks as though scheme that might jeopardize its abil- and considerations, Mayor Jim Dailey spendthrift cohorts on citys Board We dont know what the new state ms said last week, thus embarking upon the citys latest money-grubbing a -  1 u J .----------------------0 iiugiii. jcupdiuixc Its aoii- city otticials have designs on diverting ity to extend equitable educational oo- orooertv tav A-rtm cr-krirtlo _________ii 'u.. . . property tax revenue from schools to portunities to all its patrons municipal ^astructure projects. Since Nothing that diverts so much as a the big push is toward turning the river- penny in tax revenue from this districts front and environs into one gigantic schools, or those of any other school nionument to a former president, I can- district in this state, ought to be given not help but think thats where Daileys a seconds consideration designs lead. Nothing that diverts so much district in this state, ought to be given \u0026gt; c TO tn LRSD Superintendent Ken James has suggested that state lawmakers could not have anticipated the impact ------------- Associate Editor Meredith Oakley is editor of the Voices page. to Letters SATURDAY. SEPTEMBER 8, 2001  Dailey offers 2nd option on redevelopment areas LR mayors plan leaves out Summit Mall BY JAKE SANDLIN AND KIMBERLY DISHONGH ARKANSAS DEMOCRAT-GAZETTE Calling an earlier plan for redevelopment districts something too big, too fost, Mayor Jim Dailey offered a scaled- down proposal Friday that does not include west Little Rock's planned Summit Mall. Dailey's recommendation for economic redevelopment using tax increment financing proposes three districts instead of six, limits those districts to a 10- year life instead of the maximum 25 years and asks for a moratorium on more districts until Jan. L 2003. This is something I feel is a reasonable proposri, Dailey said late Friday. I predict and welcome discussion on it, and if there are suggestions to improve this, I certainly am open to those. Cip' and Little Rock School District officials have clashed over the issue in recent weeks, as schools do not immediately benefit from the new tax base that redevelopment districts create. While Little Rock School District Superintendent Ken James said he took courage from Dailey^s scaled-back proposaL See DISTRICTS, Page 7A uisincis  Continued from Page 1A he indicated that legal questions about tax increment financing and schools remain unanswered and must be resolved before the city establishes such districts. The mayor and I have had some good conversations about this, James said. We have interests and concerns, and we have to protect the interests of the kids were here to serve, and when were looking at losing large sums of money, that raises our level of concern. City Director Michael Keck said he expects to offer an amendment or alternative to Dailey's proposal by IVesday, when the Little Rock Board of Directors meets for an agenda session. Keck has favored including the planned Summit MaU in a tax increment financing district, as proposed by City Manager Cy Carney. Carney could not be reached to comment on the mayor's proposaL We have the city manager's initial proposal, and now we have one from the mayor, Keck said. There may be as many as 10 other proposals out there to work throu^. This is another step in the process as we move forward. City oftlcials drew criticism for stretching one districts boundaries to include the $150 million megamall in Carneys eariier proposaL School officials, in partir-iiiar, con^Jaincd thar die city's public schools would miss out on SL5 million in new property taxes, even though the cip' approved plans for the mall, in part, because the development would provide new tax money for schoob. Ideally, tax increment financing. Imown as TIF. induces de- vuopers to build in run-down areas with declining property values. Opponents l^e argued that the wo^ed area considered for Summit Malt qualify. A N Tax incremenl financing districts IS CUfiton Dbrary Wwdl/ SOURCE: atyolUMRa o NewTIF proposal OWTIF proposal AHUKH Da(nocrs.Gaznt Rules for TIFs vary from state to state, but the concept nationwide is the same. When a TIF district is established. property tax values are frozen for collections that ordinarily would go to taxing bodies like schools or libraries. As property appraisals rise beyond at frozen level, the taxes on the added value are collected and distributed to projects within the TIF district. In Little Rock 24 percent of those taxes would be required to retire debt.___ Developers within a TIF district pay property taxes unless the city has awarded them some sort of tax break. After the TIF has expired  in Arkansas TIFs may last for up to 25 years  all property taxes go back to the usual taxing bodies. State voters approved the use of such districts by passing Amendment 78 last November. On Friday, Dailey reiterated earlier statements that he wouldn't support any proposal likely to harm schools. He also said legal questions that arose only in the past two days concemii^ the effect of tax increment financing on schools and on the state's funding schedule must be addressed before proceeding. We must make sure we have a legal system of instituting tax increment districts,'' Dailey said. James, who received a draft of Dailey's proposal Thursday, said the law establishing TIFs may conflict with Amendment 74, which guarantees schools a certain amount of money to pay for day-to-day operations. The law clearly states that school districts are supposed to receive their 25 mills, and nothing's supposed to get in the w^ of that,\" the superintendent sai\u0026lt;l Talks with James and School Board member Baker Kurrus. DaUey said, convinced him that the only way we could move forward with something is to have it in a scaled-down fashion. They said we started out with something too big, too fast, Dailey said. \"We have terms that were too long and we were, in their opinion, taldog mon^ from the school district that didn't fit, in their opinion, the criteria that tax increment financing would typically surest. It would be hard for me to support anything if we don't have the School Board saying, 'Yes, we're OK with this,'  Dailey said. Dailey's proposal would limit the three redevelopment districts to midtown in the Markham Street and Universi- ty Avenue area\nthe University Avenue and Asher Avenue area, including the University of Arkansas at Little Rock\nand downtown, including the River Market. south Main Street and the Hanger Hill neighborhood. Carney's proposal, originally for five districts, recently added the University and Asher avenue district, which includes UALR and the Curran-Conway neighborhood, as does Dailey's scaied-back version. The other districts in Carney's proposal are the Little Rock Port, a portion of southwest Little Rock, midtown, downtown and the Summit Mall area near Shackleford Road and Interstate 430. Tm surprised to see the number and the location of the three districts that were presented by the mayor, Keck said, adding that he hadnt seen the mayor's full proposal or its exact geographic boundaries. \"The mayors plan. Keck added, doesn't jeopardize Summit Malt I think it just limits the scope of what we could do, he said. If the school district is banking on that money, as School Board members have been quoted as saying, maybe we ought to leave it be. But we certainly can identify certain projects worthy of funding in TIF districts out there and not even get close to the Summit MalL John Walker, who represents bla^ students in the school district in a federal desegregation case, said earlier that he would oppose with vigor using tax increment financing to ben^t bur- geoning areas of the city. We will use this Tdesegre-- gation] case as the vehicle for seeking relief from [Chief U.S.' District Judge Susan Webber Wright] by seeking to bring the. dry of Little Rock into this case. Walker said. James said he has not talked about that issue with Walker, but he has had conversations on the - matter with city offtdais. The mayor and I have discussed that we have to be very carefill in terms of any ftnancial impact on the school district because of our obligations in this court case.\" James said. Anything that talws away resources that are going co inhibit us from meeting our obligations under the covenant, thats a problem. iSeptember 18. 2 0 0 1 Forum crowds skeptical ofTIFs Residents cautious of LR growth plan BY C.S. MURPHY ARKANSAS DEMOCRAT-GAZETTE Little Rocks designated redevelopment district expert listed public trust Monday night as a key component for success, but crowds gathered at two separate sessions on the financing technique exhibited little. Ray Gosack, deputy city administrator of Fort Smith, had difficulty getting through his presentation on tax increment financing, known as TIF, because audience members kept barking out hypothetical questions and critical comments. Who wrote this? one person asked of the legislation enabling the districts. Another posed the question, Can this be used to segregate a community?\" Still another asked, 1 Is there any federal input into these TlFs? About half of the participants in the session at the Central Arkansas Library left midway through the program to attend another meeting on the same topic held by the Pulaski County chapter of the Arkansas Community Organizations for Reform Now at Rockefeller Elementary School. About 100 people attended that Save Our Schools forum where Little Rock School District Superintendent Ken James, School Board member Baker Kurrus, civil rights lawyer John Walker and other community i leaders warned that the broad formation of TIF districts pos- | es a financial threat to the states largest school system. TIFs divert growth in proper- ' ty tax revenues from schools to development within the district, they argued. Jim Lynch, co-chairman of the Little Rock New Party and a speaker at the ACORN session, called the citys TIF plans a \"clandestine attack on the school budget. . We ought to say no to these large TIF districts, Lynch said. They wont work, and they are bad for our children. City Director Michael Keck said earlier Monday that he was frustrated to hear that school officials were being billed as key speakers at ACORNS meeting. \"It concerns me that at the r time that we have our meeting scheduled that some of the leaders of the school district are choosing to participate in a meeting thats geared toward stopping the city from moving See TIFs, Paae 3B I I TIES  Continued from Page 1B forward, he said. James, who attended the city forum before speaking at the ACORN event, said ACORN established its agenda and lined up speakers before the city-sponsored meeting was formalized. The citys Board of Directors and the Little Rock School Board have set a joint meeting on the issue for 6:30 p.m. Monday at Parkview High School. City officii drew criticism last month when they unveiled five redevelopment districts, later amended to six. Some residents were particularly upset that one district included the $150 million Summit Mail in west Little Rock School officials complained that the citys public schools would miss out on $1.5 million in new property taxes, even though the city approved plans for the mall, in part, because the development would provide new tax money for schools. Traditionally, tax increment financing induces developers to build in run-down areas with deRules for TIFs vary from state to state, but the concept nationwide is the same. When a TIF district is established, property tax values are frozen for collections that ordinarily would go to taxing bodies such as schools or libraries. As property appraisals rise beyond that frozen level, the taxes on the added value are collected and distributed to projects within the TIF district. In Little Rock, 24 percent of those taxes would be required to retire debt. Developers within a TIF district pay property taxes as usual but the city may award them some sort of tax break After the TIF expires, all property taxes go back to the usual taxing bodies. State voters approved the use of such districts by passing what became Amendment 78 in November I dont think the voters wholesale imderstood that school districts were going to be impacted, James said before leaving the library meeting. We didnt have any idea some of this language was folded in. Information for this article ivas con- tributed by Cynthia Howell of the Arkansas Democrat-Gazette. dining property values. Opponents say the wooded area considered for Summit Mall doesnt qualify. Two weeks ago. Mayor Jim Dailey offered a scaled-down proposal that does not include the planned Summit Mall. Dailey proposed three districts instead of six, limiting those districts to a 10-year life instead of the maximum 25 years and asked for a moratorium on more districts until Jan. 1,2003. Keck planned to offer an amendment or alternative to Daileys proposal but postponed action last week after the terrorist attacks on the East Coast. Keck has favored including the planned Summit Mall in a tax increment financing district, as proposed by City Manager Cy Carney. On Monday, Keck said city leaders should take a time out and work with school district leaders to put the citys redevelopment future in perspective. We need to establish some principals we can work from, Keck said. But TIF districts are going to be created in the city of Little Rock Does that mean theyll all be the same? No. We cant t^e a cookie-cutter approach to TIF districts in the city.o o CM LR leaders shaving plans for redevelopment districts o JQ E o a w BY C.S. MURPHY ARKANSAS DEMOCRAT-GAZETTE Little Rock leaders are backing further away from their original plan for the citys first redevelopment districts. Just a month ago city leaders stepped an eager foot forw^d to promote five, sizable tax-increment financing districts. But Little Rock directors have withdrawn considerably since the Little Rock School district complained that the districts could divert property taxes away from schools. On Tuesday, Little Rock Mayor Jim Dailey took another step back by suggesting ^e city promote only one district that would encompass a portion of downtown. Dailey had suggested less than two weeks ago that city leaders reduce the original six proposed districts to three. Im willing to retreat one See DISTRICTS, Page 5B Districts  Continued from Page 1B more step on this, he said, suggesting Little Rock initiate planning studies on other proposed redevelopment districts. Theres not the same sense of urgency with these others as there is downtown. Taxes generated within a tax- increment financing district, except portions already pledged to retire debt, do not go to schools, libraries and other taxing bodies. Instead, cities can use the money in varied ways, from improving streets and upgrading sewers to repaying a developer's construction costs. Dailey said it would be sin^ler to move forward with only a downtown district because the city already has invested much time and money into developing the area- Other members of the Board of Directors also suggested re- evaluating how the city should use tax increment financing, called TIF. Tax-increment financing usually aims at inducing developers to build in run-down areas with declining property values. Opponents argue tlmt the wooded Summit Mall site near Interstate 430 and Shackleford Road, doesnt qualify. Some city leaders, however, have said they included the m^ in a district to benefit the John Barrow Road neighborhood, where substandard streets wind through the community and residents yearn for improvements. City Director Barbara Graves, echoing Keck, said directors should work with school officials City Director Michael Keck suggested city leaders work with school officials on guidelines for quired to retire debt. ___ Developers within a TIF district pay property taxes as usual, but the city may award them some sort of tax break. After the TIF expires, all property taxes go back to the usual taxing bodies. Several directors expressed dismay that school and city officials are working against each other. Somewhere along the line, it started to become us against them, said City Director Willie Hinton. \"Were all the same com- munity. Good communities build good schools. There are a lot of us who rushed to judgment. We to decide what they want to ac- complish with the districts and determine what percenta^ of the take a step back citys land districts should include -j^g city's Board of Directors Education is absolutely a pri- the Little Rock School Board The ority of this board collectively, she said. City Director Genevieve Stewart said leaders should start over before approving the citys first redevelopment districts. \"The city needs to create a policy for TIF districts even before districts are created, she urged. This is the No. 1 thing we need to do. have set a joint meeting on the issue for 6:30 p.m. Monday at Parkview High School. When a TIF district is estab- redevelopment districts before Ibhed, property tax values are districts are drawn. Lit- frozen for coUections that ordi- specific districts are drawn. Little Rock should share money col- lected in redevelopment districts with the school district, he said. I think we should work in a collaborative manner with the [school district]. I view this as a starting point, said Keck, who has supported a west Little Rock redevelopment district criticized because it includes the planned $150 million Summit MalL larily would go to taxing bodies ike schools or libraries. As property appraisals rise beyond that frozen level, the taxes on the idded value are collected and dis- ributed to projects within the TIF district. In Little Rock 24 per- :ent of those taxes would be re-Find our online edition at www.arkt1m^.com  ARKANSAS TIMES  SEPTEMBER 21.2001 15 City Hall starts over on tax plan School opposition pushes LR Board to bargaining table. BY MAX BRANTLEY Little Rock city government brought an expert on tax increment financing to town this week and nobody asked the obvious question about the appearance by Ray Gosack, deputy city administrator at Port Smith. Why wasnt this explanatory session held BEPORE City Hall proposed 11,000 acres worth of tax increment financing districts that could skim the school tax revenue growth from roughly 20 percent or more of the Little Rock School District? If Gosack had been involved sooner, city officials perhaps would have tried some of his tips for TIP success. (In a Little Rock TIP district, growth in property tax revenues would be diverted from the customary recipients  schools, libraries, the Childrens Hospital, the county and police and fire pension fundsto the city for any purpose it designated, though the program is nominally designed to spur development.) One of Gosacks tips: Keep other taxing districts informed. As everybody knows by now, the school district was blindsided by the citys initial proposal, which threatened to take a huge chunk of the schools most valuable property and use all future tax growth in that territory for the city, including taxes from the $200 million Summit Mall. In the initial proposal, city officials also ignored another piece of Gosacks advice  following a but for rule. This means that you shouldnt extend the benefits of aTIP district unless development wouldnt occur without it Por example, the Summit Mall was on the drawing board long before tax increment financing GXDGft GffGCtiVGlV Gosack effec- was even approved by the repudiated What lively confirnied what Little Rock initially tried to do. legislature. In the face of growing school and grassroots opposition, the City Board has changed course. It has now decided it wants to study the issue further and negotiate with school officials. Mayor Jim Dailey announced Tuesday that he now favors, at the outset, only one TIP district, down from six. It would target a smaller portion of downtown than the original downtown district. City Director Michael Keck, a leading TIP advocate, also pulled back from a planned compromise TIP proposal in favor of talks with the Little Rock School District The change is a response in part to public opinion. At the outset, when TIP proponents thought they controlled a majority of the City Board, they failed to notify the School District of the scope of the initial proposal, keeping it a secret until the last minute. But a leak of the details to the School District pompted a furious outcry from school supporters. Mayor Jim Dailey then encouraged a more deliberate approach and also proposed a 75 percent reduction in the size of the initial TIP districts. At the City Board meeting Tbesday night, he took it even further, to one small downtown district thats only a tiny fraction of the original plan. The change comes, too, amid growing legal questions about whether tax increment finance districts can ever tap school tax millages under the Arkansas Constitution. City Attorney Tom Carpenter has prepared a lengthy memo raising this and other legal questions. The Board informally directed him to attempt to intervene in the pending state school finance lawsuit to gel some answers and also talked of the possibility of a test lawsuit. Lawsuits were mentioned frequently Monday evening by school supporters who turned up at a pair of meetings  the citys information session and a Save Our Schools rally organized by Acorn at Rockefeller School. At the citys meeting at the downtown library, Gosack asked a pertinent question. What can make aTIPdistrict fail? One answer: Lack of public trust Distrust was abundant Monday night At the Acorn session, grassroots activists, a school teacher and former City Attorney Maik Stodola were among those who objected to the raid on school lax money, Stodola noted that the city had planned to establish the districts without first formulating any policies for use of TIPs or revealing details about the developments they were supposed to encourage. These steps, by the way, are all things that Gosack recommends for a successful TIE Tuesday night, city directors finally decided this might be a prudent way to begin. Under questioning critics had known for weeks. The constitutional amendment and enabling legislation were drafted by the city government lobby and bond lawyers. Both hope to reap a windfall. He offered no explanation of why school districts werent invited to the legislative table, as they have been in other states. The answer seems obvious. Gosack also said something, as a framer of the TIP vision, to remember in future court tests. While the statute lists a number of individual reasons that aTIP can be established, including a general economic development provision that would seem to open the door for almost any use anywhere, Gosack said he bel ieved that multiple criteria had to be met and that blight, environmental hazards and the like were the most important Gosack didnt appease civil rights lawyer John Walker, the most critical in a crowd that frequently interrupted Gosack with questions and criticism. Walker said he saw TIPs a.s nothing but a new version of Urban Renewal, Mode! Cities and a variety of other categorical federal aid programs that had encouraged suburban growth, segregated housing and caused blight in neighborhoods left behind. He warned Gosack AW Bib ft * if SHARP QUESTIONS: Little Rock's new school superintendent, Ken James, posed critical questions this week as city government tried to explain and defend its tax increment financing plan. of the perils of approving TIPs in light of both the Little Rock desegregation ca.se and the court ruling that the state public school system is unconstitutionally deficient, likely in need of hundreds of millions in new money. Gosack also was called down by School Board member Baker Kurrus when he spoke of the benefits of TIP districts. Kurrus said the.se statements presumed that growth within TIP districts would occur because of tax increment financing. Some of that growth, he said, could simply be normal property value growth and development that would have occurred TIP or no TIP. School people also challenged Gosacks assertion that voters knew they were approving a transfer of school tax when they approved the TIP constitutional amendment in 2000. Gosack tried to debunk critics argument that TIP money could be used for almost anything. But then he listed TIF-eligible costs  everything from land purchase, to private building construction, to legal and marketing fees to job training. It was hard to imagine what  THE INSIDER Continuedfrom page 3 This is the second lime the Summit developers and the city attorney have been at odds. He earlier objected to its intervention in the case, arguing that the city was the defendant in a suit brought by mail neighbors and it could protect the Summits interests. The Summit was allowed to intervene and now it wants to make much of the evidence secret. Hog time change Syndicated television network Jefferson- Pilot Sports could change its mind  particularly with another inept Razorback showing this weekend at Alabamabut apparently the was NOT allowable, save perhaps beer and dancing girls. Gosack came to Arkansas with experience in Illinois, one of the most aggressive users of TIP financing. Questioned afterward, he acknowledged that he was familiar with a report by a Lake Forest (Ill.) College professor. The professor concluded that Illinois cities that used TIPs had exhibited no greater growth than those that didnt. Gosack offered by way of explanation that Illinois had some complicating differences in its property tax structure. But many people believe Illinois is actually better situated to use TIPs because it has a higher property tax rate and thus can generate more money for development incentives. Gosack also acknowledged that UlinoisTIP districts generally are much smaller than the average 2,000-acre districts first proposed in Little Rock. He cited one large district of several hundred acres in Illinois, but it was a suburban citys creation of a giant TIP district on a former cornfield to lure a single retail operation. A revealing moment came when Little Rock School Superintendent Ken James asked Gosack about TIP plans in Fort Smith. The answer, if you presume Gosack the expert, effectively repudiated what Little Rock initially tried to do. Where City Manager Cy Camey envisioned perhaps 11,000 acres worth of TIP territory in six huge districts, Gosack said Fort Smith was tentatively looking at one district, aonc- or two- acre site on which a couple of buildings might be rehabilitated. And it will move forward only after a development plan is devised. City Director Keck said he was disappointed that school officials were rallying opposition at the same lime the city was trying to explain and negotiate. It was a stark illustration of the political sea change. When the TIP project was first floated, he and other proponents evinced little interest in study, negotiation with the schools or delay. The City Board and School Board will meet jointly on the issue at 6 p.m. Monday at Parkview High School. broadcaster of Southeastern Conference football ha.s decided to pick up the Arkansas-South Carolina game scheduled for Oct. 13 at War Memorial Stadium. Thal means a kickoff time change from 6 p.m. to 11:30 a.m. We hear that stadium officials have already been alerted to the impending change. The move also will mean that dating back to the end of last season, Arkansass football team  for better or worse  will have been televised in seven consecutive games regionally or nationally, which has never happened in school history. No word yet on whether TV will show the Auburn game Oct. 27 in Payelteville, but J-P has it under consideration. The Hogs dont play the other weekends in October. The explanation is greed Find our online edtion at www^rktlm\u0026lt;j^.coni  ARKANSAS TIMES  SEPTEMBER 21,2001 \u0026lt;7 A federal jurist of local distinction is reputed to have first uttered the proverb, Real estate rots the soul. What he meant was that the greed to squeeze the maximum wealth from property will drive a man to steal from small children. That is the best explanation for the Little Rock Board of Directors pell-mell rush to grab millions of dollars of taxes that people voted fotthe public schools and use them to bankroll developers. The skeleton key for this legalized theft, which will allow real estate interests and city haters who could countenance such a royal heist governments to break into the school fisc anywhere in Aritansas, is called' tax increment financing. The words themselves, along with the anesthetizing phrase redevelopinent bonds, are calculated to lull die reader to sleep or at least into complacency. They have indeed gulled the voters for the better part of a year now but in the end they will prove lethal, not merely anesthetic. Though the plans are now in limbo, the city Board has wanted to include much of the Little Rock School District in six redevelopment districts, which will enable it to siphon off school taxes to pay off bonds that the city will issue to defray real estate developers costs or to otherwise enhance their developments. As proposed, the biggest beneficiaries would be the developers of the giant Summit Mall in western Little Rock. It would be hard to find anyone outside the wM ERNEST DUMAS orbits of real estate interests and public school from the citys school children, but the city board could be about to do it anyway. The Little Rdck schools and its children are only the first victims of tax-increment financing\nother cities will follow once Little Rock shows that it can be done. Little Rock got to be first, only weeks after 140 years of constitutional protections for children were subtly dismantle^ because developers had acquired die Little Rock city government in a series of lethargic board elections. Once die board enacts ordinances creating die redevelopment districts, school patrons will circulate petitions to refer them to the voters, who will kill the financing unless the city can arouse the school haters in numbers enough to ratify them. Even at that, the Arkansas Supreme Court or the federal courts may not go along with the artifice, even though it was sneaked into the state Constitution. It is a good question whether even by a deceptive constittJtiona] amendment people can abrogate a solemn contract between government and the voters. Every school tax in Arkansas history was approved under a constitutional bond that guaranteed voters that none of the taxes they approved could ever be diverted to any use but the schools. Il appeared in the 1874 Constitution and in amendments ratified by the voters in 1926 and 1948 that authorized schools to collect ad valorem taxes if voters approved them. It was necessary to promise voters that the schools would not be used as a pretext for a tax increase that would then be used for another purpose. It was never done until now. That constitutional protection was quietly removed by Amendment 78 of 2000, or at least city officials and developers hope they have removed it The Little Rock schools and its children are only the first victims ot tax-increment financing\nother cities will follow once Little Rock shows that it can be done. How that came to pass at least should offer us a lesson we should not soon forget Tax increment financing was piggybacked onto an amendment that lets city and county governments buy expensive equipment on installment which was almost universally endorsed. The complicated redevelopment financing got almost no attention. It was supposed to be a method to let cities or counties spruce up a blighted neighborhood. Infrastructure improvements in a decrepit neighborhood that led to development could be paid for by the extra taxes generated by the property improvements. The amendment says the extra taxes for all taxing units would be diverted, but it was generally assumed that the extra taxes would be those that would be collected by all the taxing units of city and county governments: their general and capital-improvement funds, libraries, police and firemens pension funds, water and sewer improvement districts and the like. Nowhere in Amendment 78 does it mention that it alters Amendment 40, the school finance law. Nowhere are the schoolseven mentioned. Had it done so, school forces would have been aroused, and the amendment would never have been ratified. You cai search the newspaper stories and editorials about die amendment during the 2000 election without finding any mention (hat schod taxes would be those diveTtedL Not until 1,385 words deep in a 35-page enabling act passed by the legislature this spring does the word school finally appear in (he law. Under the definiticn of all taxing units it includes school districts. The bill was approved with scant debate and passing mention in the media. Hijacking the Constitution takes stealth and a couple years of planning. In the future, well have to check the passenger manifest for bond lawyers, developers and city officials. \u0026lt;6. o o CM City leaders ponder propriety of owning property in UF districts m csi e BY CS. MURPHY ARKANSAS DEMOCRAT-GAZETTE Little Rock Mayor Jim Dailey and two city directors own property within proposed redevelopment districts, die hotly debated financing tool that fonn^ tax dollars away from schools and li-jraries to revitalize targeted areas. Concerned that they could bt CITY BOARD, School Board face off on issue. Page 1B. have a conflict of interest. City Directors B.J. Wyrick and Dean Kumpuris say they will bow out of discussions and wont vote on the proposed districts that include their property. Dailey, however, says he will participate fully unless he directly benefits from the deal The city attorney says its legal for the city leaders to discuss and vote on how the districts should be drawn and how the money should be spent But Wyrick and Kumpuris say its not that simple when dealing with an issue that has school officials and some residents saying the districts would undermine public education. The city directors say they are trying to balance their desire to set policy with the need to avoid any appearance of crafting a scheme that would benefit themselves. I dont want peo^e to think Im trying to feather my nest Wyrick said. Within these redevelopment districts, tax increment financing. or TIF. would be used to channel new property taxes into revitalization projects, such as improvir^ streets, upgrading sewers or repaying a developers See DISTRICTS, i-'age 6A a 9 w Districts '  Continued from Page 1A construction costs. These taxes, applied to increases in property value, would otherwise go to schools and libraries. By channeling millions of tax dollars for specific initiatives, city board members ate in the position to alter dramatically the way Little Rock manages growth and redevelopment. Don Zimmerman, executive director of the Arkansas Municipal League, said city directors could easily protect public trust while discussing TIFs if they at least disclose possible conflicts of interest That way. everyone would know ahead of time that this particular director owns property that is to be included in a district,\" he said. liie size of a city directors property as it relates to the size of a proposed district should be considered, he said. If it was a small district that would benefit only the [city] director and one other property owner, then they should recuse,\" he said. If its just a situation where you are one of hundreds or thousands of property owners and your interest isnt more significant than anyone else, I think it would be proper to fiil-ly participate. A DIFFICULT CHOICE The potential conflicts arose last month when City Manager Cy Carney six proposed redevelopment districts that would include the Little Rock port a portion of southwest Little Rock, midtown, downtown and an area in west Little Rock that would include the proposed Summit Mall Little Rock School District officials immediately objected, claiming the districts would keep the citys schools from collecting new property taxes. Reacting to the criticism, Dailey recommended that city leaders reduce the number of districts ftom six to three. Then last week, the mayor proposed reducing them again  this time from three to one. Now the mayor supports a single downtown redevelopment district  one that includes a three-story warehouse at East Third and South Rock streets that Dailey is transforming into loft apartments. The S3 J million project would When the city board began convert upper floors of the old Daileys Office Furniture Co. into 36 one- and two-bedroom loft apartments. Office and retail space will be offered on the ground level Though TIFs Dailey are designed to increase the value of an entire redevelopment district, Dailey said he doesnt believe his property will directly benefit in a way that warrants his recusal. After all. he notes, his investment in his downtown property is already ------------- enhancing its value  with or discussing the TIF issue, Wyrick without a TIF. . was put in an awkward posi- If anything, well be adding  tax dollars to the district if a district is being formed, Dailey said Wednesday. Were going to be paying the same amount of taxes, one way or the other. New Party Chairman Jim Lynch, who successfully pushed Dailey to recuse on the Summit Mall issue over a potential conflict of interest, said he doesnt have a problem with the mayor or city directors current involvement in redevelopment districts. But the potential for future conflicts exists, he said. Its really hard for me to understand why he wants to continue to be mayor and be heavily involved in real estate, Lynch said. Youre obviously going to continue to run into a clash of conflict. I just dont see how he can do both. Dailey said the key to balancing his role as mayor with his private interests is to avoid anything that would directly benefit his property. \"If there was situation wh^ I would get direct personal gain, I wouldnt be able to accept that or I would recuse, he said. don because a proposed TIF district in southwest Little Rock could save her money. Wyrick, who owns 95 acres of pastureland off Alexander Road, pays about $16,000 annu-ally to a water improvement Kumpuris, an at-large city director, said he hadnt thought about a possible conflict of interest until Wyrick asked City Attorney Tom Carpenter about her property Tuesday. But it didnt take district that would be part of a proposed Wyrick 5,000-acre redevelopment district. Little Rock officials have said they could use money collected STEPPING ASIDE Little Rock officials have been intrigued by how redevelopment districts were used by other cities to revitalize once blighted areas. Noting that most other states allow TIFs, city officials lobbied state lawmakers to pass a law that would allow them in Arkansas earlier this year. from the district to pay off the troubled water districts bonds, issued 20 years ago to pay for wa-teriine extensions. That would reduce Wyricks annual payments. Ive not participated in discussions on this,\" said Wyrick, who represents Ward 7. 1 thought it was time for me to disclose that I own property down there.\" Wyrick said this week that she may eventually recuse herself but she has mixed feelings on it I represent the people who are ray next-door neighbors, she said. Weve paid on these taxes for 20 years, and its time for this to be over. But on the other hand, you should always avoid the presence of evil.\" Kumpuris' office and two family-owned buildings are located on University Avenue, inside a proposed midtown redevelopment district. Kumpuris long to decide how to address the issue. \"If we make that a TIF, I would recuse on it,\" he said. Kiimpurisand his family own a vacant building Kumpuris on the comer of Main and Fifth streets that would also be included in the proposed downtown district. He said he will drop out of discussions on that district too if city directors resolve to draw it If we talk about it in the abstract, like we do ri^ now, that's OK,\" he explained. But I think once you start saying youre going to vote for something that will do something, you probably should get out of that deal. MAKINS THE CALL Dailey decided to disqualify himself from voting on the Summit Mall development because his brother-in-law. Hank Kelley. has ties to the project Dailey said then that he feared the move could set a precedent that would bar him from voting on any city matters involv-irg Flake \u0026amp; Kelley, a Little Rock real estate and property management firm in which Kelley is a partner. Kelley is also coordi-natii^ the redevelopment of Daileys downtown property. Arfcan^s ethics la^ dont address when city directors should recuse or abstain from voting, said State Ethics Commissinn Director Graham Sloan. The city's code of ethics, however\nrequires public officials to disclose matters that have a financial impact on themselves or their relatives and refrain from voting when they or their immediate family could benefit. Although the city's ethics code allows city directors to sit with the audience when the board is discussing matters ftom which they have recused, Dailey left Summit Mall hearings entirely. Board discussions so far have been too general to merit recusals, said Carpenter, who issues formal opinions on conflicts of interest. We're talking about the concept of TIF districts and whether the city should be involved in them, he said. \"When the discussion starts getting into specifics such as b^oundmes or specific projects, then the question comes much closer. But I dont think theres a hard and fost Hile at this point. As long as the board is participating only in public mus-ing \n on die topic, recusals won't be necessary. Carpenter said. Until there is some sort of legislative action, such as an ordinance or a resolution, the board hasnt done anything,\" he said. \"Theyre quite sensitive to it and are not going to do anything inappropriate. i\". f- l it views swapped friendly but firmly School officials tell city their doubts BY EUSA CROUCH ARKANSAS DEMOCRAT-GAZETTE The Little Rock Board of Directors and the Little Rock School Board got down to the nitty-gritty Monday night while discussing tax increment financing  a redevelopment tool that both bodies view differently. Their first joint meeting on the issue sounded adversarial at times, as talk of legal challenges milled with a few friendly remarks about fmding middle ground on the tool known as TIE About 30 watched from wooden chairs as the seven School Board members and 10 of the 11 city directors bantered behind a horseshoe of tables inside Parkview Magnet High School. How are we going to move this forward? a frustrated City Director Dean Kumpuris asked. In the audience, a man held a yellow sign that said, Dont stiff our kids. Because TIF would divert some property taxes otherwise designated for schools to redevelopment districts, school officials I question its legality. School Su- ! perintendent Ken James sent a letter last week to Attorney General Mark Pryor asking him for an opinion. Though Arkansas voters approved TIF last November, doubts over implementing it have city officials worried, too. City Attorney Tom Carpenter plans to ask the Arkansas Supreme Court to consider the question when it takes up a lower court ruling that declared the states school funding formula unconstitutional. School Board members told city directors Monday they wouldnt file a lawsuit against the city but warned that others likely would take Little Rock to court if officials use TIF funds for development purposes. This is a serious constitutional question about whether a TIF district can take money thats been voted as school millage, School Board member Baker Kurrus said. I dont know how this case will See TIFs, Page 3B TIFs  Continued from Page IB come out. But it will be tried. Most certainly. Nearly all 50 states use TIF in some form to spur development and redevelopment by forming a district and freezing its property values. As a project increases those values, the additional funds are used for such improvements as road work or refurbishing old buildings rather than for schools. Once the districts expire  in Arkansas they can last for up to 25 years  the new property taxes start trickling into regular taxing bodies, such as schools and libraries. Little Rock would be the first Arkansas city to use TIF. In August, city leaders proposed creating six redevelopment districts  one of which encompassed the $b0 million Summit planned for a wooded site near Interstate 430 and Shackleford Road. On Sept 7, Mayor Jim Dailey proposed reducing the number of redevelopment districts to three. Last week, he retreated even further and proposed reducing the number to one downtown district. With redevelopment projects already under way downtown, Dailey said he wants to create the district and move forward. I just hope that we dont just shut down the progress on TIF while we work through the legal issues, he said. Most city directors said that its best to move slowly with TIF and that downtown  where growth is occurring but needs a push south along Main Street and east and west along Capitol Avenue  would be the best starting place. We definitely want it to be a win- win, City Director Barbara Graves told the School Board members. | While several School Board [ members nodded as their city counterparts talked about their desire to redevelop downtown and create a 10-year district rather than a 25- year one as law allows, the discussion ended up again and again at a possible legal roadblock. If its earmarked to come to us, its got to come to us, School Board member Tony Rose said of property taxes. School officials point to Article 14, Sect. 1 of the Ariunsas Constitution, which prohibits school tax revenues from being appropriated for any other purpose [or] to any other district than that for which it is levied. Another provision, Amendment 74, guarantees that at least 25 mills of assessed value go toward maintenance and operations at each of Arkansas 310 school districts. Approved in 1996, the amendment aims to correct disparities in funding between rich and poor school districts. A mill is one-tenth of a cent for ' every dollar of assessed property val-' ue. The Little Rock School District collects 44 mills on property tax bills. The debate over TIF will continue in coming weeks. Kumpuris suggested that the city board approve the downtown district and set aside the TIF revenues that would come from it until legal questions are settled. Though city and school officials left smiling at one another and shaking hands, they agreed that in the end, whether Little Rock uses TIF will come down to a court decision. What I keep hearing the city board saying to the School Board is, why dont we all work together to spend your money? School Board member Rose sail I dont like it o 3 O\" (D N) aiSti September 1 8, 2 0 0 2 Pulaski County district tax PRECINCT FOR 039A/098K/099B/299D Berea Bapt. Church . .11 097H Sherman Park Com.. Ctr. .......................0 . 098D Hanis Elementary School .14 098G/908N/998P/998Q Meadow Park Elem. .1 098J Calvary Baptist Church. 108L First United Methodist . .0 .58 120A/408A/4O8B First Baptist (Maumelle) .. .83 125H/135H Crystal Hill Baptist Church...........15 125I/725B/735A Henderson UMC ..................8 . 128K Outlook Pointe ........................... 135AZ135B/135E Winfield UMC........... 135C/135D Lake Maumelle F.D.............. 135F C.A. Vines Ark. 4-H Ctr................. 135G Highland Valley UMC.................. 135J/145A Maumelle Assembly of God 135K/155A Chenal Valley Church .... 135Q Parkway Place Baptist Church ! 139B/149A Bayou Meto Elementary 149C St. Stephens Episcopal ......... 149D St. Jude's Cath. Church ......... 149E First Presbyterian Church ..., 149F/149H Jacksonville B \u0026amp; G Club .129 .15 . .6 .. .14 14 .1 . .0 .4 .46 .65 .47 .26 .18 229B/329J/339K First Bapt. (Gravel Ridge) . .58 229E Sylvan Hill Comm. Church .. 239A Reuther Hall/I.E.U.Local .... 239C/299E Indianhead Lake Baptist 239F Jack Evans Senior Ctr.......... 239G Sherwood Youth Center .... 239H/298A First Baptist (Sherwood) .43 .88 .73 .51 .71 .60 300B/320A/320D Immaculate Heart of Mary .10 320C/320E Oak Grove High School .... 329F/329G Northwood Middle School .. 329H Sylvan Hills UMC........................... 3291 Good Shepherd UMC .................... 335J Chenal Rehab \u0026amp; Healthcare......... 349L Zion Hill Baptist................................ 408C/408D Belwood Elementary........... 408E/418F/420A Amboy Baptist Church 408J Berean Baptist Church .................. 408K/428L St. Anne Parish Hall.............. 428M/518C/529A Indian Hills Baptist ... 518K NLR High/East Campus................ 557K/957E/957M South LR Comm. Ctr. . 566H/956F Geyer Springs UMC ........... 5661 Lewis St. Ch. of Christ .................... 567J Cooperative Extension Serv.......... 7171/917B/957G Metropolitan Career Ctr 725A/726D David 0. Dodd Elem.............. 726K/726L LR. Fire Station #18 ........... 817C Parkview Christian ......................... 817D Baseline Elementary ..................... 817EArch SLVol. FD .............................. 817F/957J Mills High School .................. 817H New Haven UMC............................ .16 . .122 .36 . .22 . .2 . . .38 .1 . .4 .0 .11 .11 .0 . .0 .0 .0 .0 .4 .0 .0 .2 .4 .17 .9 . .15 857G/917A/957L Wrightsville City Civic Ctr . .18 909M/909N Plantation Agri. Museum..............8 . 957H Pilgrim's Rest Baptist 9571 College Station Comm.Ctr. 957K L.R. Fire Station #4......... Early Vote Courthouse............. Absentee.................................... Totals......................................... .0 .10 .0 . .11 .. .40 .. .1430 AGAINST ..........12 .............0 .............9 .............0 .............0 .............9 ..........14 ...........20 ..............1 ...........19 ..............7 ..............8 .............1 .............6 .............1 .............0 .............4 ...........29 ...........35 ...........39 ...........13 ...........16 ...........46 ...........27 ...........51 ...........65 ...........45 ...........46 ...........36 ...........26 ..............2 ............95 ...........12 ...........16 .............0 ...........43 ..............0 ..............0 ..............1 ..............8 ..............7 ..............0 ..............Oi ..............0 ..............0 ..............0 ..............0 ..............2 ..............0 ..............4 ..............2 ...........34 ..............8 ..............7 ...........12 ...........10 ..............0 ...........16 ..............0 ...........20 ...........37 .........921March 1 4, 2 0 0 3 School Board backs break for Bass Pro LR district tentatively approves sharing future tax money to bring store to city BY ANDREW DeMILLO ARKANSAS DEMOCRAT-GAZETTE ed, but city leaders say it would help them make their case for The Little Rock School Board the project. LciiLdLivci This helps immensely, Lit- tiveT^msday'to attract'^$18 tie Rock Mayor Jim Dailey smi tentatively endorsed tax incen- lived lULUOUa)' tw ' . ' , . million Bass Pro Shops outdoor They are a key partner in this.  '  A public hearing on the dis-  Ro Ji\n. trict is to go before the Little With a 5-0 vote, the board Rock City Board of Directors on gave initial approval to a pro- April 1. The Otter Creek Land posed redevelopment district Co. has offered Bass Pro Shops that would use tax-increment 30 acres west of the Interstate financing. Little Rock city lead- 30-430 interchange for an Outers want to use the financing door World Store. Legislation has been filed in the Arkansas General As- megastore to southwest Little method to help the company pay its debt on the project.  Approval of the district by sembly making large retail de- the School Board is not need- See TAX BREAK, Page 3B Tax breaks pires, which could take up to builds nearby. 25 years in Arkansas. Hodges has said he hopes the Under the Bass proposal. Little Rock megastore would an- however, the school district chor a complex of restaurants, stores, banks and offices.  Continued from Page 1B velopments such as the Bass Pro would begin sharing in the rev- store eligible for state tourism enue after the first three years, incentives now reserved for tra- and that amount would increase which Arkansas voters approved Past efforts to implement TIP, ditional tourist attractions. The throughout the life of the pro j- as constitutional Amendment 78 ! site requirements in the bill ap- ect. in 2000, have failed. Little Rock For the first five years of the leaders withdrew numerous TIP patently would lock out North i IF Little Rock, which has also of- redevelopment districts life, Bass proposals in 2001 after school of- fered Bass Pro a location. Pro will collect a higher per- ficials and others complained Tommy Hodges, president of centage of taxes than the school that the districts cheated schools Otter Creek Land Co., called district. out of revenue that flows from In the sixth year Bass Pro and increased property values. Thursdays vote an important mcreased values, first step. the school district will split the The proposed revenue shar-  Without the School Board money evenly. From the seventh ing of the Bass Pro TIF appeared approval, I dont think the city year to the 15th and final year of to quell that concern among would move forward with the the redevelopment districts life, some School Board members TIF, Hodges said. Theres still the school district will draw a Thursday. a lot of work that has to be done. progressively higher percentage I think we did the right thing. If the district is approved. Lit- of the property's taxes. We just need to pay close atten- tle Rock would be the first city In the final year, it is esti- tion to this, board member Larin Arkansas to use tax-increment mated the school district will ry Berkley said. Its got some financing, known as TIF. The draw $1.1 million, with Bass Pro huge potential for the city, and method was first used in 1952 in drawing about $528,000. we dont want to stand in the California as a development tool Its a great deal for the school way of that. for run-down areas with declin- district, board member Baker Board members added that ing property values. Kurrus said. If it needs a boost they want to continue reviewing Once created, a TIF district and it helps the school district, the proposal as it moves forward captures increases in property Im all for it. to make sure it benefits the dis- values and funnels new tax rev- Otter Creek Land has given trict. enue toward improvement proj- 200 acres next to its proposed Were basically setting a ects within the district. Unless site to the Arkansas Game and precedent here today, said board otherwise negotiated, schools Fish Foundation, the nonprofit member Mike Daugherty. I want and other taxing jurisdictions get arm of the Game and Fish Com- us to be real careful with what the same amoimt of tax revenue mission. One commissioner said we do. I would feel uncomfort- they did before the redevelop- last week that a state nature cen- able giving anyone a carte ment district was formed. ter that had been headed for blanche on something like this. Usually the jurisdictions do North Little Rock likely would Information for this article was con- not benefit from the new prop- instead be built on the land do- tributed by C.S. Murphy of the Arkan- erty taxes until the district ex- nated by Otter Creek if Bass Pro sas Democrat-Gazette.March 1 9. 2 0 0 3 Reel em in For Bass Pro, TIF and Little Rock ERE S AN easy decision for Little it?would start sharing the revenue Rocks not always decisive board from its tax break with the school district of directors: after the first three years. And by the sev- . new Tax Increment Financ- enth year, the school district would be mg (TIE) district for southwest Little able to collect a lot more of the taxes on Rock so it can land an $18-milhon Bass the property. Pro Shopand all the business t-h--a-t--s AU the while, a Bass Pro Shop would businesses to southwest Little , L remember Rock, which would reaUy benefit if these the, ufr tiff over TIF districts a couple of 30 acres near 1-30 and 1-430 became a years back. Some city directors wanted to hub of economic activity. CTeate a TIE ^trict for the Proposed By the way, just what is a Bass Pro Sumnut MalL But plans for the mall got Shop? Or, in this case, an Outdoor World Store? Think of it as a giant, outdoor, toe TIE i^trict never got started, mainly super-Wal-Mart of sporting equipment because it sounded suspiciously like cor- Dozens of bass boats, hundreds of rods n porate welfare. A tax break for maU de- reels, aU under one roof. Better yet visit velopem after theyd decided on toe site? the Bass Pro Shop in Springfield, Mo., Huh-uh. And a tax break at toe expense and see what we could have raht cheer in of a local school district? Double huh-uh. Little Rock, Ark. But a TIF ^trict can be a good thing Little Rocks school board has already when It s used for the right kind of proj- approved this TIE districtunanimously, ect A store and busmess magnet like Now its in the hands of toe citys board of Bass Pro Shop IS toe right kind of project directors. You can reassure City Hall For sixers. Little Rock (Otter Creek, about toe benefits of this TIE district at a ^ecifically) is still trying to land Bass public hearing on April 1st. But this ought J ^^^onderS a Bass Pro 1JEgosh, to be a no-brainer, even for City HalL sounds like a fancy fishing boat doesnt Lets reel in that Bass Pro Shop.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1027","title":"\"Alternative Learning Environment (ALE) Program Evaluation Two Year Comparison: Lyceum Scholar's High School (LSHS), Department of Planning Research and Evaluation,\" Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["2000-09-22"],"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--21st Century","Little Rock School District","Education--Arkansas","Education--Evaluation","Student assistance programs","School improvement programs","Educational statistics","Educational innovations"],"dcterms_title":["\"Alternative Learning Environment (ALE) Program Evaluation Two Year Comparison: Lyceum Scholar's High School (LSHS), Department of Planning Research and Evaluation,\" Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1027"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["131 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nArkansas Aviation Historical Society banquet programs (1992), Legal documents, correspondence, newspaper clippings, notes\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nS /J// . mwd /Ill ~ Exhibit No. 67: Ll230-90 Program Evaluation for Lyceum Scholars Program at Philander Smith College. 12:02 PM I I Alternative Learning Environment (ALE) Program Evaluation Two year comparison: Lyceum Scholar's High School (LSHS) September 22, 2000 Dr. Ed R. Williams Little Rock School District (LRSD) Department of Planning Research and Evaluation 3001 S. Pulaski Little Rock, AR 72206 501-324-2125 Draft Summary Performance and achievement data, plus year-end survey data from students, parents, staff, and building principals for the Lyceum Scholar's High School (LSHS) Program at Philander Smith were collected and analyzed for SY 1998-1999 and 1999-2000. The LSHS program is a computer-based instructional learning environment using PLATO software. Program goals are to improve student achievement, grade level perfonnance, and attendance via an alternative learning environment (ALE). Student perfonnance data indicates a reduction in school absenteeism, but an increase in days suspended. Student achievement data is mixed. LSHS students, as measured by the PLATO software, are performing at grade level. Also, LSHS students outperform the LRSD average scores in math Achievement Level Test (ALT) scores. However, these students are below the LRSD average in reading and language usage ALT scores. SYl 999-2000 survey results indicate that student satisfaction increased over the SYI 998-1999 results. However, students, parents, and staff continue to be dissatisfied with food service. Also, both students and parents would like more classroom time and less time on PLATO. Students and parents are also dissatisfied with the morning bus arrival times. Staff would like more support in instructional delivery. Principals of feeder schools would like more data and information about the program and LSHS staff should provide LSHS information to all LRSD principals. It is recommended for SY2000-2001 that the meal situation be resolved, that a ibnasltarnucceti obne ael sstaubplpioshrte. d between classroom and PLATO time, and that teachers receive more 12:02 PM 2 Draft Introduction The Lyceum Scholar's High School (LSHS), grades 9 and 10, is one of three ALE programs in the LRSD. The other two programs are at Pennick Boys club, a middle level program, and Camp Pfeifer, an elementary program. The LSHS is designed for students with a high potential for success yet for several reasons are not progressing satisfactorily in the regular school setting. Students appropriate for the LSHS demonstrate excessive absences and need individualized teaching and instruction. The LSHS is designed to provide a success-oriented environment for students who would not nonnally obtain success. The LSHS offers a small class setting with an emphasis on core subjects. The curriculum is computer-based using PLATO software. Using this software, students can accelerate to a higher-grade level. The LSHS program is designed for completion of the entire secondary ocur rrreitcuurlnu mto. thAet rtehgeu claorm apslseigtinoend o sfc ehaocohl. academic year, a student may reapply to remain at LSHS LSHS admission requirements are 1. completing an application, 2. volunteering and remaining at LSHS a full year, 3. ahsasviignnge da srecchoomolm, endation from the Principal or Vice-Principal at the student's 4. having no long-tenn suspensions, and 5. being reviewed by a screening committee. Purpose The purpose of this evaluation is to 1. report and compare participation, perfonnance, and perception data on students in the LSHS SY1998-1999 and SY1999-2000\n2. ddaettae\nr manind e the relationship between PLATO assessment scores and other achievement 3. review results and propose recommendations. Methodology The following data will be compared: Participation data  Race  Gender Performance data 12:02 PM 3 Draft  Average number of days suspended  Average number of days absent  Currant grade and grade gains of all students and of students who had attended an ALE the previous year, as measured by the PLATO computer software in:  Language  Math  Reading  Average Achievement Level Test (ALT) scores in math, reading, and language usage  Correlation matrix using ALT scores and current level of PLATO assessment Perception data  Survey results of students, parents, teachers, and administrators Results Participation Data SY1998-1999. Thirteen (13) students participated in the program, with eight students participating the full year, and five srudents participating less than a full school year. Demographic data for the students are 77% male and 23% female, and 77% Black and 23% White. Eight students completed the survey. SY1999-2000. Twelve (12) students participated in the program. Ten of the twelve srudents had attended an ALE the previous year, 6 at Pennick and 4 at LSHS. Eight students completed the survey. Demographic data for students completing the survey are five males (62.5%) and three females (37.5%), and 57% African-American, 29% White, and 14% Other. Five of the students had been at an ALE the previous year. Performance Data Suspension and Absenteeism Data for LSHS Students SY1998-1999 Average days suspended from LSHS SY1999-2000 2.07 .58 Average days absent from LSHS 3.92 5.83 increaseWd.h ile the average number of days suspended has decreased, the average days absent has 12:02 PM 4 Draft Average Grade Level Gain for LSHS Students SY1998-1999 Program -SY1999-2000 Program Change Program Program Change entry exit entry exit Language Arts 3.51 7.7 +4.19 3.22 9.7 +6.48 Reading 4.49 8.08 +3.59 4.05 9.05 +5 Math 4.96 6.67 +1.71 5.29 9 +3.71 Students during SY1999-2000 had greater grade gains than students during SY1998-1999. Average Grade Level for Students who had attended an ALE for Two Years Average Average Change: Average Change: score: score: Spring to score: Fall to Spring Fall Fall Spring Spring 1999 1999 2000 Language Arts 6.71 2.45 -4.26 9.57 +7.12 Math 6.63 4.73 -1.9 8.92 +4.19 Reading 7.4 3.81 -3.59 8.95 +5.15 There was a sharp decline from spring of 1999 to fall of 1999 scores as measured by the PLATO software. However, gains during SY1999-2000 (Fall to Spring) resulted in average scores at least one and a half grade levels above the end of SY1998-1999 results. Average ALT Scores ALE Student ALT Average Score Middle District Average ALT Score Reading Language Middle Reading Language Level Math Level 3u, Grade Math 210 202 21 6 213 216 218 SY1999-2000 (N = 3) 9u Grade 218 208 215 213 221 223 SY1999-2000 (N = 4) Both grade levels were below the District average in reading and language, and gth grade students were below in math. Ninth grade students were above the District average in math. However, the District average was based on 30 students. 9th grade students typically take the Algebra I test 12:02 PM 5 Draft LSHS Student Scores Compared to their Assigned School: Southwest Middle School ALE Student ALT Average Score Middle Southwest Average ALT Score Reading Language Middle Reading Language Leve] (N =2) (N = 1) Level Math Math (N = 2) 8u' Grade 210 202 216 209 2 12 215 SY1999-2000 (N= 3) Students at LSHS did as well in math and language as students in their assigned school. LSHS Student Scores Compared to their Assigned School: Central, Fair, and HaJl ALE Student ALT Average Score Assigned School Average ALT Middle Score Reading Language Middle Reading Language Level (N=4) (N=4) Level Math (N = 4) Math 9\"' Grade 218 208 215 240 223 224 SYI 999-2000 (N = 4) sScthuodoeln.t s at LSHS did not do as well in math, reading, and language as students in their assigned Correlation Matrix: ALT scores to Current PLATO Level at the End of SY 1999-2000 Math ALT Reading Language PLATO PLATO PLATO ALT ALT Math Reading Language Math ALT 1.00 .919* .854 .057 -.053 .277 Reading 1.00 .949 .353 .139 .173 ALT Language ALT .207 -.231 -.050 PLATO - 1.00 .885* .847* Math PLATO Reading .721 * PLATO , ~'''}~~~! Language 1.00  ~ .01 level 12:02 PM 'I 6 Draft The number of students used in this analysis was low (N = 12), which makes interpretation difficult. Data from the other two ALE programs could improve the power of the correlation design. However, while there is a significant relationship among subject scores within ALT and sPuLbAjeTcOt s creosrueslt.s , there is no significant relationship between ALT subject scores and PLATO Perception Data Program evaluation surveys were distributed to students, parents, and teachers who participated in LSHS. Surveys were also sent to school principals from whence students last attended. Survey participants were asked to respond either very satisfied, satisfied, dissatisfied, or very dissatisfied to statements concerning: 1. application process, 2. facilities, 3. student services, 4. interactions with personnel, 5. instructional program, 6. transportation, 7. administrative support, 8. staff and student/parent interactions, and 9. food service. Additional questions were asked of the participants concerning: 1. plans after high school, 2. plans for next year, 3. would the participant recommend the program to others, 4. overall satisfaction with the program, and 5. need for program expansion. iSmpparcoev wemase naltsso. available for comments by participants concerning program changes or SY 1998-1999 student results. Students were dissatisfied with the following: 1. Student Services  Health services 2. Instructional Program  English instruction  Social studies instruction  Homework 12:02 PM 7 Draft 3. Food Service  Meals provided by LRSD  Meals in student center Students were satisfied with the remaining statements. Responding to the question concerning overall program satisfaction, 37.5% (N = 3) were very satisfied, 50% (N = 4) were satisfied, and 13% (N =I) were dissatisfied. Concerning plans after high school, 25% (N = 2) plan to enroll in a four-year college, 25% (N = 2) to enroll in a two-year college, 13% (N =1) to enroll in a technical training program, 25% (N = 2) were undecided, and 13% (N = 1) did not respond. Student comments are in Appendix A. SY1999-2000 student results. Students were dissatisfied with:  restrooms,  orientation,  meals provide by LRSD,  meals provided by the student center at Philander Smith College, and  morning bus arrival. Students were satisfied with the remaining statements. Responding to the question concerning overall program satisfaction, 37.5% (N = 3) were very satisfied, and 62.5% (N = 5) were satisfied. Concerning plans after high school, 50% (N = 4) plan to enroll in a four-year college, 13% (N = 1) to enroll in a two-year college, 25% (N = 2) were undecided, and 13% (N= 1) did Ano).t respond. Students would like less time on PLATO and more classroom time (see Appendix SYI 998-1999 parent results. Three parents responded to the survey. Parents were very satisfied with their child's persona] academic progress and were satisfied with most of the statements. Parents were dissatisfied with:  classroom environment,  field trips,  health services,  meals in the student center,  meals provided by LRSD,  staff providing nurture and support to students, and  social studies instruction. Half of the responding parents had volunteered at the school and wished for their child to return to the LSHS program next year. Most parents, 67%, were satisfied with the overall program and half of the responding parents would recommend the LSHS program to others. Parents were concerned about the quality of the food and interaction of students with teachers. Parent comments are in Appendix C. 12:02 PM 8 Draft dissatisfSieYd1 w99it9h-:2 000 parent results. Ten parents responded to the survey. Parents were  meals provided by LRSD,  meals provided by the student center at Philander Smith College, and  morning bus arrival. Parents were satisfied with the remaining statements. Less than half ( 40%) of the responding parents had volunteered at the school. 70% wished for their child to return to the LSHS program next year. All of the parents were satisfied with the overall program and 90% of parents would recommend the LSHS program to others. Parents would like to see less time using PLATO and more classroom time (see Appendix B). SYl 998-1999 staff results. Staff (N= 2) were both satisfied with:  student selection process,  qualifications of staff,  relationships with college personnel,  mentoring/counseling,  expectations for student behavior,  support for disciplinary actions,  service of Lyceum students in the student center,  bus arrival and departure times,  parent/staff interactions, and  classrooms. Both of the staff were dissatisfied with:  support in instructional tutoring,  administration of food service,  distribution of LRSD prepared meals,  delivery ofLRSD prepared meals, and  janitorial services. One of the staff recommend that the program continue next year and that the program be expanded to add another grade level. Also, half of the responding teachers/staff wished to return to the program next year. Recommendations for staff development and program change include Athpep neeneddi xf oCr . college level classes, security, and staff selection. Additional comments are in SY1999-2000 staff results. Staff (N = 3) were dissatisfied with  support in instructional delivery,  meals provided by the LRSD, and  meals provided by the student center at Philander Smith College. 12:02 PM \\ 9 Draft Staff were satisfied with the remaining statements. All of the staff  recommended that the program continue,  recommended that another grade level be added,  wish to return to the program next year, and  were satisfied with the program. Staff would like more space and teachers (see Appendix C). SY 1998-I 999 principal results. Principals (N ~ 2) did not have any recommendations for change and were satisfied with most of the statements. However, they were very satisfied with the qualifications of staff, computer-assisted instruction, and instructional methodology. SY 1999-2000 principal results. Principals (N== 3) were satisfied with all the Dst)a.t ements. Principals would like more data and infonnation about the program (see Appendix Discussion While suspensions were down from S YJ 998-1999 to SY l 999-2000, the average number of days absent was higher. PLATO gains and current levels for S YI 999-2000 are higher than the S YJ 998-I 999 results. However, these increased gains barely offset the sharp decrease in PLATO levels from spring to fall. Student's OUlperfonned the LRSD average in math ALT scores, but are below the LRSD average in reading and math. LSHS eighth grade students performed better in math and language, but 9 grade students performed below in math, reading, and language as compared to their assigned school peers on ALT scores. Due to a low sample size, it is difficult to interpret the relationship between ALT scores and PLATO levels. Students, parents, and teachern continue to register theIT dissatisfaction with the food service. Students and parents are also dissatisfied with the morning bus arrival. Staff would like more instructional LsuSpHpSo.r t and improved janitorial services. Principals would like more data and information about 12:02 PM IO Draft Recommendations 1. Resolve the dissatisfaction with the food service. 2. Improve the absenteeism rate. 3. Provide teachers with instructional support. 4. Determine and commit to a balance between PLATO and classroom time. 5. Resolve the dissatisfaction by students and parents with AM bus arrival. 6. Inform principals about the results of LSHS. 12:02PM Draft Appendix A Student Comments: S1998-1999 Better food next year. For the food to change \u0026amp; we have better lunches Student Comments: SY1999-2000 Less PLATO, more class time (This comment was made on fou,- surveys J Lunches 12:02 PM 12 Draft Appendix B Parent Comments: SY1998-1999 Have vou volunteered at school this year? II 'dw orautlhde nr onto mt. ind volunteering to end the Lyceum High School. As for any other reason Recommended changes: oTuhtasti dthe et hree mclaaisnsirnogo mstu. dents attending the Lyceum High School have a privilege to eat Recommended program changes: Just one teacher we has a problem with my daughter said she picked at her all the time. This teacher should have tried to find out why my daughter was feeling the way she was. And try to talk to her on her level (teen-ager), than just calling her a problem child. It atargkuesm tewnota ttoiv he.a ve a argument. My daughter \u0026amp; the teacher sounds like there both are wThhaetr et hhee pbreinlocnipgasl. would follow through on promises an my child to attend regular school The lunches that they are fed are terrible. Parent Comments: SY1999-2000 Less PLATO and more class time. (This comment was made on five surveys) 12:02PM 13 Draft 13 Appendix C Staff Comments: SY1998-1999 Recommendations for staff development: Let us take classes that count on the college level. Some of us just came out of college and can work a computer better than those who do staff development. Recommended program chanizes: eed security guard. Administrator on site everyday for program. Better selection, the process of selecting certifled teachers. For people over the program to visit more often and talk with the children. More visits among the Advisory Committee. Staff Comments: SY1999-2000 I would like to see more class space in the future. I haven't been teaching in the program long enough to make any recommendations. eed security officers and additional teachers. 12:02 PM ...I 14 Draft 14 12:02 PM Appendix D None Principal Conunents: SYI998-1999 Principal Comments: SYJ999-2000 You might consider providing us with more data about the program. You might consider yseeanrd. ing a representative to a faculty meeting for a short presentation early in the school 15 Draft 15 PROGRAM EVALUATION Philander Smith College/ LRSD Lyceum Scholars High School 1999 - 2000 This evaluation report is divided into two sections. Section I presents the results of four surveys that were completed by the following individuals: A. Students in the Lyceum Program B. Parents of Lyceum students C. Lyceum staff members D. LRSD administrators with students emolled in the Lyceum program Section II is a statistical analysis of student academic progress for the year and a report comparing student attendance and suspensions before entrance to the program and this year. KEY FINDINGS 1. The number of individuals completing each of the evaluation surveys were: Student Survey - 8 Parent Survey - 10 Staff Survey - 3 Administrative Survey - 3 2. 100% of the students were either satisfied or very satisfied with the Application Process. 3. Only 50% of the students were either satisfied or very satisfied with the Restroom Facilities. 4. 100% of the students were satisfied or very satisfied with the Student Services offered. 5. Students regarded their Interactions with College Personnel as very favorable. 6. The Instructional Program received high marks from the students. 7. 100% of the students were either satisfied or very satisfied with Staff/Student Interactions/Communications. 8. 100% of the students were either dissatisfied or very dissatisfied with the Meals Provided by LRSD. 9. 62.5% of the students were dissatisfied or very dissatisfied by the Meals in the Student Center. 10. 100% of the students were satisfied or very satisfied with the Overall Program. 11. With the exception of the survey item dealing with Meals Provided by LRSD, all of the parent responses were either satisfied or very satisfied. 12. The Staff Survey reflected complete satisfaction with the program. 13. LRSD school administrators were also highly complimentary of the program. 14. Lyceum students showed an 85% reduction in school absences, and a 30% reduction in the number of suspensions, when compared to their pre-Lyceum assignments. 15. Lyceum students recorded the following average grade level increases over the course of this school year: Language Arts - 6.48 Math- 3.71 Reading-5 Valid PROGRAM EVALUATION - LRSD LYCEUM STUDENT SURVEY 1999 - 2000 GRADE Cumulative Frequency Percent Valid Percent Percent Valid 9.00 6 75.0 75.0 75.0 10.00 2 25.0 25.0 100.0 Total 8 100.0 100.0 Gender Cumulative Frequency Percent Valid Percent Percent Valid Male 5 62.5 62.5 62.5 Female 3 37.5 37.5 100.0 Total 8 100.0 100.0 Race Cumulative Frequency Percent Valid Percent Percent African American 4 50.0 57.1 57.1 Caucasian 2 25.0 28.6 85.7 Other 1 12.5 14.3 100.0 Total 7 87.5 100.0 Missing System 1 12.5 Total 8 100.0 Age Cumulative Frequency Percent Valid Percent Percent Valid 14.00 1 12.5 12.5 12.5 15.00 3 37.5 37.5 50.0 16.00 2 25.0 25.0 75.0 17.00 2 25.0 25.0 100.0 Total 8 100.0 100.0 School attended prior to the Lyceum Cumulative Frequency Percent Valid Percent Percent Valid 8.00 1 12.5 16.7 16.7 725.00 5 62.5 83.3 100.0 Total 6 75.0 100.0 Missing System 2 25.0 Total 8 100.0 Written Application Fonns Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 37.5 42.9 42.9 Satisfied 3 37.5 42.9 85.7 Dissatisfied 1 12.5 14.3 100.0 Total 7 87.5 100.0 Missing System 1 12.5 Total 8 100.0 Personal Interview Cumulative Frequency Percent Valid Percent Percent Valid Vary Satisfied 3 37 .5 42.9 42.9 Satisfied 4 50.0 57.1 100.0 Total 7 87.5 100.0 Missing System 1 12.5 Total 8 100.0 Notification of Acceptance Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 37.5 42.9 42.9 Satisfied 4 50 .0 57.1 100.0 Total 7 87.5 100.0 Missing System 1 12.5 Total 8 100.0 Classrooms Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 37.5 37.5 37.5 Satisfied 5 62.5 62.5 100.0 Total 8 100.0 100.0 Restrooms Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 2 25.0 25.0 25.0 Satisfied 2 25.0 25.0 50.0 Dissatisfied 3 37.5 37.5 87.5 Very Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Student Center Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 37.5 42.9 . 42.9 Satisfied 3 37.5 42.9 85.7 Very Dissatisfied 1 12.5 14.3 100.0 Total 7 87.5 100.0 Missing System 1 12.5 Total 8 100.0 Media Center Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 2 25.0 28.6 28.6 Satisfied 4 50.0 57.1 85.7 Dissatisfied 1 12.5 14.3 100.0 Total 7 87.5 100.0 Missing System 1 12.5 Total 8 100.0 Computer Lab Access Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 12.5 12.5 12.5 Satisfied 7 87.5 87.5 100.0 Total 8 100.0 100.0 Orientation Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 12.5 12.5 12.5 Satisfied 4 50.0 50.0 62.5 Dissatisfied 3 37.5 37.5 100.0 Total 8 100.0 100.0 Health Services Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 12.5 12.5 12.5 Satisfied 5 62.5 62.5 75.0 Dissatisfied 2 25.0 25.0 100.0 Total 8 100.0 100.0 Career Center Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 2 25.0 25.0 25.0 Satisfied 4 50 .0 50.0 75.0 Dissatisfied 2 25.0 25.0 100.0 Total 8 100.0 100.0 Mentoring/Counseling Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 2 25.0 25.0 25 .0 Satisfied 5 62.5 62.5 87.5 Very Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Case Management Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 37.5 37.5 37.5 Satisfied 4 50.0 50.0 87.5 Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Faculty Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 5 62.5 62.5 62.5 Satisfied 3 37.5 37.5 100.0 Total 8 100.0 100.0 Support Personnel Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 50.0 50.0 50 .0 Satisfied 4 50.0 50.0 100.0 Total 8 100.0 100.0 Security Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 37.5 37.5 37.5 Satisfied 5 62.5 62.5 100.0 Total 8 ~00.0 100.0 Administration Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 37.5 37.5 37.5 Satisfied 5 62.5 62.5 100.0 Total 8 100.0 100.0 Classroom Management Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 37.5 37.5 37.5 Satisfied 5 62.5 62.5 100.0 Total 8 100.0 100.0 Instructional Materials Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 37.5 37.5 37.5 Satisfied 5 62.5 62.5 100.0 Total 8 100.0 100.0 Textbooks Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 5 62.5 62.5 62.5 Satisfied 2 25.0 25.0 87.5 Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Computer-aided Instruction Cumulative Frequency Percent Valid Percent Percent Valid Vary Satisfied 3 37.5 37.5 37.5 Satisfied 4 50.0 50.0 87.5 Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 English Instruction Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 50.0 57.1 57.1 Satisfied 3 37.5 42.9 100.0 Total 7 87.5 100.0 Missing System 1 12.5 Total 8 100.0 Math Instruction Cumulative FreQuencv Percent Valid Percent Percent Valid Very Satisfied 6 75.0 75.0 75.0 Satisfied 2 25.0 25.0 100.0 Total 8 100.0 100.0 Science Instruction Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 50.0 50.0 50.0 Satisfied 2 25.0 25.0 75.0 Dissatisfied 2 25.0 25.0 100.0 Total 8 100.0 100.0 Social Studies Instruction Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 6 75.0 75.0 75.0 Satisfied 2 25.0 25.0 100.0 Total 8 100.0 100.0 Communications Instruction Cumulative Frequency Percent Valid Percent Percent Valid Very Satisf:ed 5 62.5 62.5 62.5 Satisfied 2 25.0 25.0 87.5 Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Personal Academic Success Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 50.0 50.0 50.0 Satisfied 3 37.5 37.5 87.5 Dissatisfied 1 12.5 12..5 100.0 Total 8 100.0 100.0 Individual Attention to Needs Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 50.0 50.0 50.0 Satisfied 3 37.5 37.5 87.5 Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Number of Courses Available Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 50.0 50.0 50.0 Satisfied 3 37.5 37.5 87.5 Very Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Group Work Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 37.5 37.5 37.5 Satisfied 4 50.0 50.0 87.5 Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Projects Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 37.5 37.5 37.5 Satisfied 3 37.5 37.5 75.0 Dissatisfied 1 12.5 12.5 87.5 Very Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Grading Procedures Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 50.0 50.0 50.0 Satisfied 3 37.5 37.5 87.5 Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Field Trips Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 5 62.5 62.5 62.5 Satisfied 2 25.0 25.0 87.5 Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Homework Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 7 87.5 87.5 87.5 Satisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Staff Responds in a Caring and Helpful Manner Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 37.5 37.5 37.5 Satisfied 4 50.0 50.0 87.5 Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Staff Provides Nurturance and Support to Students Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 37.5 37.5 37.5 Satisfied 4 50.0 50.0 87.5 Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Staff Has High Expectations for My Academic Success Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 50.0 50.0 50.0 Satisfied 3 37.5 37.5 87.5 Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Staff Has High Expectations for My Behavior Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 6 15.0 75.0 75.0 Satisfied 1 12.5 12.5 87.5 Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 My Teacher Respect Me as an Individual Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 so.a 50.0 50.0 Satisfied 3 37.5 37.5 87.5 Dissatsified 1 12.5 12.5 100.0 Total 8 100.0 100.0 Support Staff Respect Me as an Individual Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 50.0 50.0 50.0 Satisfied 3 37.5 37.5 87.5 Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Meals Provided by LRSD Cumulative Frequency Percent Valid Percent Percent Valid Dissatisfied 1 12.5 12.5 12.5 Very Dissatisfied 7 87.5 87.5 100.0 Total 8 100.0 100.0 Meals in Student Center Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 12.5 12.5 12.5 Satisfied 2 25.0 25.0 37.5 Dissatisfied 1 12.5 12.5 50.0 Very Dissatisfied 4 50.0 50.0 100.0 Total 8 100.0 100.0 Bus Arrivals A.M. Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 2 25.0 25.0 25.0 Satisfied 4 50.0 50.0 75.0 Dissatisfied 1 12.5 12.5 87.5 Very Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Bus Arrivals P.M. Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 37.5 37.5 37.5 Satisfied 4 50.0 50.0 87.5 Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Bus Safety Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 37.5 37.5 37.5 Satisfied 4 50.0 50.0 87.5 Very Dissatisfied 1 12.5 12.5 100.0 Total 8 100.0 100.0 Would you recommend the Lyceum Program to a friend? Cumulative Frequency Percent Valid Percent Percent Valid Yes 7 87.5 100.0 100.0 Missing System 1 12.5 Total 8 100.0 Overall Program Satisfaction Cumulative  Frequency Percent Valid Percent Percent Valid Very Satisfied 3 37.5 37.5 37.5 Satisfied 5 62.5 62.5 100.0 Total 8 100.0 100.0 If the Lyceum Program is available to you for the 2000-01 school year, what are your plans? Cumulative Frequency Percent Valid Percent Percent Valid Continued Enrollment 6 75.0 85.7 85. 7 Undecided 1 12.5 14.3 100.0 Total 7 87.5 100.0 Missing System 1 12.5 Total 8 100.0 What are your plans after graduation from high school? Cumulative Frequency Percent Valid Percent Percent Valid Enroll in Four 4 50.0 57.1 57.1 Year College Enroll in Two 1 12.5 14.3 71.4 Year College. Undecided 2 25.0 28.6 100.0 Total 7 87.5 100.0 Missing System 1 12.5 Total 8 100.0 PROGRAM EVALUATION - LRSD LYCEUM PARENT SURVEY 1999 - 2000 Gender Cumulative Frequency Percent Valid Percent Percent Valid Male 1 10.0 10.0 1-0.0 Female 9 90.0 90.0 100.0 Total 10 100.0 100.0 Race Cumulative Frequency Percent Valid Percent Percent Valid African-America 6 60.0 60.0 60.0 Caucasian 4 40.0 40.0 100.0 Total 10 100.0 100.0 School Last Attended Cumulative Frequency Percent Valid Percent Percent Valid 1.00 1 10.0 12.5 12.5 8.00 2 20.0 25.0 37.5 725.00 5 so.a 62.5 100.0 Total 8 80.0 100.0 Missing System 2 20.0 Total 10 100.0 Relationship to Student Cumulative Frequency Percent Valid Percent Percent Valid Parent 10 100.0 100.0 100.0 My Child's Grade Cumulative Frequency Percent Valid Percent Percent Valid 9.00 6 60.0 60.0 60.0 10.00 4 - 40.0 40.0 100.0 Total 10 100.0 100.0 Student Referral Procedures Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 40.0 40.0 40.0 satisfied 4 40.0 40.0 80.0 Dissatisfied 1 10.0 10.0 90.0 22.00 1 10.0 10.0 100.0 Total 10 100.0 100.0 Written Application Forms Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 40.0 40.0 40.0 Satisfied 6 60.0 60.0 100.0 Total 10 100.0 100.0 Personal Interview Cumulative Freauency Percent Valid Percent Percent Valid Very Satisfied 4 40.0 40.0 40.0 Satisfied 6 60.0 60.0 100.0 Total 10 100.0 100.0 Notification of Acceptance Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 40.0 40.0 40.0 Satisfied 6 60.0 60.0 100.0 Total 10 100.0 100.0 - Orientation Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 30.0 30.0 30.0 Satisfied 7 70.0 70.0 100.0 Total 10 100.0 100.0 Health Services Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 30.0 33.3 33.3 Satisfied 6 60.0 66.7 100.0 Total 9 90.0 100.0 Missing System 1 10.0 Total 10 100.0 Case Management Cumulative Freauency Percent Valid Percent Percent Valid Very Satisfied 4 40.0 44.4 44.4 Satisfied 5 50.0 55.6 100.0 Total 9 90.0 100.0 Missing System 1 10.0 Total 10 100.0 Career Center Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 2 20.0 22.2 22.2 Satisfied 7 70.0 77.8 100.0 Total 9 90.0 100.0 Missing System 1 10.0 Total 10 100.0 Mentoring/Counseling Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 5 50.0 55.6 55.6 Satisfied 4 40.0 44.4 100.0 Total 9 90.0 100.0 Missing System 1 10.0 Total 10 100.0 Faculty Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 40.0 40.0 40.0 Satisfied 6 60.0 60.0 100.0 Total 10 100.0 100.0 Support Personnel Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 5 50.0 55.6 55.6 Satisfied 4 40.0 44.4 100.0 Total 9 90.0 100.0 Missing System 1 10.0 Total 10 100.0 Security Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 30.0 33.3 33.3 Satisfied 6 60.0 66.7 100.0 Total 9 90.0 100.0 Missing System 1 10.0 Total 10 100.0 Administration Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 2 20.0 22.2 22.2 Satisfied 7 70.0 77.8 100.0 Total 9 90.0 100.0 Missing System 1 10.0 Total 10 100.0 Classroom Management Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 40.0 40.0 40.0 Satisfied 6 60.0 60.0 100.0 Total 10 100.0 100.0 Instructional Materials Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 30.0 37.5 37.5 Satisfied 5 50.0 62.5 100.0 Total 8 80.0 100.0 Missing System 2 20.0 Total 10 100.0 Textbooks Cumulative FreQuency Percent Valid Percent Percent Valid Very Satisfied 3 30.0 30.0 30.0 Satisfied 6 60.0 60.0 90.0 Dissatisfied 1 10.0 10.0 100.0 Total 10 100.0 100.0 Computer-aided Instruction Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 40.0 40.0 40.0 Satisfied 6 60.0 60.0 100.0 Total 10 100.0 100.0 English Instruction Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 40.0 40.0 40.0 Satisfied 6 60.0 60.0 100.0 Total 10 100.0 100.0 Math Instruction Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 40.0 40.0 40.0 Satisfied 6 60.0 60.0 100.0 Total 10 100.0 100.0 Science Instruction Cumulative Freouencv Percent Valid Percent Percent Valid Very Satisfied 4 40.0 40.0 40.0 Satisfied 6 60.0 60.0 100.0 Total 10 100.0 100.0 Social Studies Instruction Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 40.0 40.0 40.0 Satisfied 6 60.0 60.0 100.0 Total 10 100.0 100.0 Communications Instruction Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 2 20.0 20.0 20.0 Satisfied 8 80.0 80.0 100.0 Total 10 100.0 100.0 Your Child's Personal Academic Progress Cumulative Freauencv Percent Valid Percent Percent Valid Very Satisfied 4 40.0 40.0 40.0 Satisfied 5 50.0 50.0 90.0 Dissatisfied 1 10.0 10.0 100.0 Total 10 100.0 100.0 Individual Attention to Needs Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 30.0 30.0 30.0 Satisfied 7 70.0 70.0 100.0 Total 10 100.0 100.0 Number of Courses Available Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 40.0 40.0 40.0 Satisfied 6 60.0 60.0 100.0 Total 10 100.0 100.0 Group Work Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 2 20.0 20.0 20.0 Satisfied 8 80.0 80.0 100.0 Total 10 100.0 100.0 Classroom Environment Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 6 60.0 60.0 60.0 Satisfied 4 40.0 40.0 100.0 Total 10 100.0 100.0 Grading Procedures Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 5 50.0 50.0 50.0 Satisfied 5 50.0 50.0 100.0 Total 10 100.0 100.0 Field Trips Cumulative .Frequency Percent Valid Percent Percent Valid Very Satisfied 4 40.0 40.0 40.0 Satisfied 6 60.0 60.0 100.0 Total 10 100.0 100.0 Homework Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 30.0 30.0 30.0 Satisfied 6 60.0 60.0 90.0 Dissatisfied 1 10.0 10.0 100.0 Total 10 100.0 100.0 Parent/Teacher Conferences Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 30.0 30.0 30.0 Satisfied 7 70.0 70.0 100.0 Total 10 100.0 100.0 Responsiveness of Teachers to Student Needs Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 2 20.0 20.0 20.0 Satisfied 8 80.0 80.0 100.0 Total 10 100.0 100.0 Nurturance and Support Provided students Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied . 3 30.0 30.0 30.0 Satisfied 6 60.0 60.0 90.0 Dissatisfied 1 10.0 10.0 100.0 Total 10 100.0 100.0 Staff Respects Me as an Individual Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 40.0 40.0 40.0 Satisfied 6 60.0 60.0 100.0 Total 10 100.0 100.0 Staff Responds in a Caring and Helpful Manner Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 30.0 30.0 30.0 Satisfied 7 70.0 70.0 100.0 Total 10 100.0 100.0 Meals Provided by LRSD Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 10.0 10.0 10.0 Satisfied 2 20.0 20.0 30.0 Dissatisfied 5 50.0 50.0 80.0 Very Dissatisfied 2 20.0 20.0 100.0 Total 10 100.0 100.0 Meals in Student Center Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 30.0 30.0 30.0 Satisfied 5 50.0 50.0 80.0 Dissatisfied 1 10.0 10.0 90.0 Very Dissatisfied 1 10.0 10.0 100.0 Total 10 100.0 100.0 Bus Arrival A.M. Cumulative Freauencv Percent Valid Percent Percent Valid Vary Satisfied 3 30.0 30.0 30.0 Satisfied 5 50.0 50.0 80.0 Dissatisfied 2 20.0 20.0 100.0 Total 10 100.0 100.0 Bus Arrival P.M. Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 4 40.0 40.0 40.0 Satisfied 5 50.0 50.0 90.0 Dissatisfied 1 10.0 10.0 100.0 Total 10 100.0 100.0 ( Bus Safety Cumulative Freauencv Percent Valid Percent Percent Valid Very Satisfied 4 40.0 40.0 40.0 Satisfied 6 60.0 60.0 100.0 Total 10 100.0 100.0 Have you volunteered at school this year? Cumulative Frequency Percent Valid Percent Percent Valid Yes 4 40.0 40.0 40.0 No 6 60.0 60.0 100.0 Total 10 100.0 100.0 Do you wish for your son/daughter to return to the Lyceum ALE Program for the 2000-01 school year? Cumulative Frequency Percent Valid Percent Percent Valid Yes 7 70.0 70.0 70.0 No 3 30.0 30.0 100.0 Total 10 100.0 100.0 Would you recommend the Lyceum ALE Program to others? Cumulative Frequency Percent Valid Percent Percent Valid Yes 9 90.0 90.0 90.0 No 1 10.0 10.0 100.0 Total 10 100.0 100.0 Overall Program Satisfaction Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied - 6 60.0 60.0 60.0 Satisfied 4 40.0 40.0 100.0 Total 10 100.0 100.0 Valid Valid Valid Missing Total Valid Valid Valid , PROGRAM EVALUATION - LRSD ~ YCEUM STAFF SURVEY 1999 - 2000 Student Selection Process Cumulative Frequency Percent Valid Percent  Percent Satisfied 1 33.3 33.3 33.3 Dissatisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Curriculum Offered Cumulative Frequency Percent Valid Percent Percent Satisfied 3 100.0 100.0 100.0 Expected Outcomes Cumulative Frequency Percent Valid Percent Percent Very Satisfied 1 33.3 100.0 100.0 System 2 66.7 3 100.0 Selection of Staff Cumulative Frequency Percent Valid Percent Percent Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Qualifications of Staff Cumulative Frequency Percent Valid Percent Percent Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Teaching Perfonnance Cumulative Frequency Percent Valid Percent Percent Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Relationships with College Personnel Cumulative FFequency Percent Valid Percent Percent Valid Satisfied 3 100.0 100.0  100.0 Orientation Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Health Services Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Career Center Cumulative Frequency Percent Valid Percent Percent Valid Satisfied 3 100.0 100.0 100.0 Mentoring/Counseling Cumulative Frequency Percent Valid Percent Percent Valid Satisfied 2 66.7 100.0 100.0 Missing System 1 33.3 Total 3 100.0 Case Management Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Preparation/Planning Cumulative Frequency Percent Valid Percent Percent Valid Satisfied 3 100.0 100.0 100.0 l ' Support in Instructional Delivery Cumulative Freouency Percent Valid Percent Percent Valid Satisfied 1 33.3 33.3 33.3 Dissatisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 lntructional Materials Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Program Evaluation Design Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Professional Evaluation Process Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33 .3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Expectations for Student Behavior Cumulative Freouencv Percent Valid Percent Percent Valid Satisfied 3 100.0 100.0 100.0 Management of Student Behavior Cumulative Frequency Percent Valid Percent Percent Valid Satisfied 3 100.0 100.0 100.0 Support for Disciplinary Actions Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 2 66.7 100.0 100.0 Missing System 1 33.3 Total 3 100.0 Administration of Food Service Program Cumulative Frequency Percent Valid Percent Percent Valid Satisfied 1 33.3 33.3 33.3 Dissatsified 2 66.7 66.7 100.0 Total 3 100.0 100.0 Delivery of LRSD Prepared Meals Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33.3 Very Dissatisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Distribution of LRSD Prepared Meals Cumulative Frequency Percent Valid Percent Percent Valid Satisfied 1 33.3 33.3 33.3 Dissatisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Service of Lyceum Students in the Student Center Cumulative Frequency Percent Valid Percent Percent Valid Satisfied 3 100.0 100.0 100.0 Bus Arrival Times A.M. Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Bus Arrival Times P.M. Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 From Ale Administrator Cumulative (_ Frequency Percent Valid Percent Percent Valid Very Satisfied 3 100.0 100.0 100.0 From LRSD Administrator Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 100.0 100.0 100.0 Lyceum Advisory Committee Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Parent/Staff Interactions Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 100.0 100.0 100.0 Parent Involvement Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Parental Support Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 100.0 100.0 100.0 Summer Teacher Training Cumulative Frequencv Percent Valid Percent Percent Valid Satisfied 2 66.7 100.0 100.0 Missing System 1 33.3 Total 3 100.0 Behavior Management Training Cumulative Freauencv Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Ongoing Staff Development Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33.3 Dissatisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Plato Training Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Classrooms Cumulative Frequency Percent Valid Percent Percent Valid Satisfied 2 66.7 66.7 66.7 Dissatisfied 1 33.3 33.3 100.0 Total 3 100.0 100.0 Library Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Computer Lab Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Janitorial Services Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Comfortability Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Do you recommend that the Lyceum Program continue for the 2000-01 school year? Cwnulative Frequency Percent Valid Percent Percent Valid Yes 3 100.0 100.0 100.0 Do you recommend that the Lyceum Program expand to another grade level for the 2000-01 school year? Cumulative Freauencv Percent Valid Percent Percent Valid Yes 3 100.0 100.0 100.0 Do you wish to return to the Lyceum Program for the 2000-01 school year? Cumulative Frequency Percent Valid Percent Percent Valid Yes 3 100.0 100.0 100.0 Overall Program Satisfaction Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 . ,, . Valid Valid Valid Valid Valid Valid PROGRAM EVALUATION - LRSD LYCEUM ADMINISTRATIVE SURVEY 1999 - 2000 Student Referral Process Cumulative Frequency Percent Valid Percent Percent Very Satisfied 3 100.0 100.0 100.0 Opportunities for Acceleration Cumulative Frequency Percent Valid Percent Percent Very Satisfied 2 66 .7 66.7 66.7 Satisfied 1 33.3 33.3 100.0 Total 3 100.0 100.0 Student Parent Contact Cumulative Frequency Percent Valid Percent Percent Very Satisfied 3 100.0 100.0 100.0 Selection of Students Cumulative Frequency Percent Valid Percent Percent Very Satisfied 2 66.7 66.7 66.7 Satisfied 1 33.3 33.3 100.0 Total 3 100.0 100.0 Cuniculum Offered Cumulative Frequency Percent Valid Percent Percent Verv Satisfied 3 100.0 100.0 100.0 Expected Outcomes Cumulative Frequency Percent Valid Percent Percent Verv Satisfied 3 100.0 100.0 100.0 Selection of Staff Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 2 66 .7 66.7 66.7 Satisfied 1 33.3 33.3 100.0 Total 3 100.0 100.0 Qualifications of Staff Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 2 66.7 66.7 66.7 Satisfied 1 33.3 33.3 100.0 Total 3 100.0 100.0 Relationships with Program Personnel Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 2 66 .7 66.7 66.7  Satisfied 1 33.3 33.3 100.0 Total 3 100.0 100.0 Expectations for Student Behavior Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 100.0 100.0 100.0 Management of Student Behavior Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 100.0 100.0 100.0 From ALE Administrator Cumulative Frequency Percent Valid Percent . Percent Valid Very Satisfied 3 100.0 100.0 100.0 From LRSD Administrator Cumulative Freouency Percent Valid Percent Percent Valid Very Satisfied 3 100.0 100.0 100.0 Student/Parent Orientation Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 2 66.7 66.7 66.7 Satisfied 1 33.3 33.3 100.0 Total 3 100.0 100.0 Health Services Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 2 66.7 66.7 66.7 Satisfied 1 33.3 33.3 100.0 Total 3 100.0 100.0 Case Management Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 100.0 100.0 100.0 Computer Assisted Instruction Cumulative Frequency Percent Valid Percent Percent ( Valid Very Satisfied 1 33.3 33.3 33.3 Satisfied 2 66.7 66.7 100.0 Total 3 100.0 100.0 Instructional Methodology Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 2 66.7 66.7 66.7 Satisfied 1 33.3 33.3 100.0 Total 3 100.0 100.0 Overall Program Satisfaction Cumulative Frequency Percent Valid Percent Percent Valid Very Satisfied 3 100.0 100.0 100.0 Would you recommend the Lyceum Program to other students? Cumulative Frequency Percent Valid Percent Percent Valid Yes 3 100.0 100.0 100.0 Davi1, John 3110/00 9  .33 9 56 Davis, Lrt,ona 11/11W9 10 2.2 10.57 Lacy, Aneuah 6/24199 9 2.2 9 56 LanOI, aulanll 6/24199 9 3 8.11 Lockhart, Ray 812  1911 8 2 .  7.57 Mayfield, Branlaha 2122/00 10 7.1 11 McCoy, Nicole 8124199 9 28 7.85 Parl\u0026lt;\u0026amp;1, April 6/2.WS 10 2.8 11 Simpson, Palrlcl\u0026lt; 6/2  1911 9 2.2 g  Simpson, Shelly 812m 10 2.2 9 .  4 Slanlay, JamH 6/2,wg 9 H 911 Vian,, Rataal 6/2.WS 9 2 6 79 Program Evaluation Philander Smith College/LRSD Lyceum Academic Report 5.22 B.37 7.36 6.11 5.17 39 5.35 64 7 . 2  7 . 2  6.71 8.79 1999 - 2000 Plato Fastrack Assessment Pre/Post 6.5 7.87 5.6 9.5 2.56 8,75 52 6 83 2 56 3.83 6 57 825 5.6 8.21 57 10.22 9.25 5.7 917 5 2 76 Bl  Compiled - 4128/00 1.37 3.8 7.18 3.73 1.28 2.86 2.71  . 52 4 25 3.47 5 37  . 85 9.2  . 35 2.73 10 7.27 2.73 9.2 6.47 2 38 8.93 6.56 2.09 2 08 0 45 10 55 3.7 7.8 4.1 7.4 10.77 3.37 7.67 10.  1 2 . 7  3.6 10.82 7.22 3.7 10.23 6.53 2.09 6.07 5 86 Davis, John 9 3/10/00 Davis, L one 10 11/10/99 Lac , Aneesah 9 8/24/99 9 8/24/99 9 8/24/99 Ma , Brenisha 10 2/22/00 Mc Nicole 9 8/24/99 Par ii 10 8/24/99 Sim atrick 9 8/24/99 Sim hell 10 9/2/99 9 8/24/99 9 8/24/99 '-- Program Evaluation Philander Smith College/LRSD Lyceum Attendance \u0026amp; Sanctions 14 3 -11 9 1 -8 35 3 -32 29 13 -16 6 0 -6 45 5 -40 14 3 -11 51 24 -27 68 2 -66 43 7 -36 33 4 -29 97 5 -92\n,,} ..... Compiled- 4/28/00 0 0 0 0 0 0 0 0 0 0 0 0 1 2 +1 1 I 0 0 1 +1 0 0 0 I 0 -1 1 0 -1 I l 0 5 2 -3 \" .~, '\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_358","title":"Critical performance priorities for 2000-2001","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["2000-07-30"],"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--21st Century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs"],"dcterms_title":["Critical performance priorities for 2000-2001"],"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/358"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["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\nreceiveD From the desk of. . ,  Leslie V. Carnine AUG 1 4 OFFICE Or DESEGREGATION MONITORING Date: July 13. 2000 To: Re: Members of the School Board Critical Performance Priorities 2000-2001 The following information is the first draft of the recommendations for the Critical Performance Priorities for 2000-2001. We have shared this with principals and other staff. The cabinet has discussed this several times over the last six weeks, and we will in all probability have edits over the next couple of weeks. You may also want to refine as you review the draft document. Please review the attachment for specific outline. We mentioned the fact that the cabinet had spent considerable time discussing the work plan for the next school year. We all have a concern that, based on past experience, considerable hours will need to be expended on the compliance document and federal court hearing preparation. As best as we could estimate, it would mean a minimum of 10% to 20 % of the Associates time after the first of the year. The estimate is extra time, not necessarily replacement time, for the normal operationally activities. We definitely think we can be more efficient, but a couple of wild cards cannot be totally predicted. The first is the replacement of Vic Anderson and the effect that will have on the effectiveness of operations. We are now receiving inquiries. What we cannot estimate is how quickly we can be up to speed once a recommendation is made to the Board. The second issue is the state accountability system. We have mentioned to you in the past that several of the district schools will have accountability issues. We have been told that among the 100 lowest performing schools in the state, there are 34 in Pulaski County. Based on previous analysis, we suspect that 26-28 will achieve that infamous distinction here in Little /Critical Performance Priorities 2000-2001 July 2000 Page 2 Rock School District. We have made a concerted effort to improve instruction this past year, and we are doing so. But, it will be my contention that we must double our efforts in that arena. The amount of time diverted to this issue is just now being considered. And finally, I know when things appear to be fairly normal it is a temptation to start new things or add substantial initiatives. I think we must be very guarded on how much we can ask of the staff next year. We are finishing one of the most successful years in the history of this school district and I hope that next year can be equally as brilliant. However, I am convinced that to have a repeat of such a year we must hold back our enthusiasm for adding new things. I say this regardless of how good things may sound...and the inducements they may offer. We need to finish what we started. Revised Desegregation and Education Plan The Revised Desegregation and Education Plan calls for the District to submit an evaluation of the Plan and the Districts compliance in March 2001. Based on past experience, this will consume a number of hours from a host of people. We do have a great start and without an Associate being plagued by sickness or accident we should be in great shape. We will need to pick up the loose ends. II. Technology The preliminary plan is for the consultant to work with the work group to update the master plan. We hope the master plan can be completed fairly quickly and then to assist the schools in rewriting and updating their campus technology plans. We see the District starting slowly and then moving very quickly by mid year to have an outstanding plan and program being implemented. III. Campus Leadership We see academic achievement becoming an increasing issue with the publication of the Campus Report Card. Based on what we previously mentioned about the low performing campuses, we see the plan as in place. Now we must execute! We have made very impressive progress AFTCritical Performance Priorities 2000-2001 July 2000 Page 3 and we should be able to enjoy positive support within the community based on the plan and noted improvements. The strategy for moving the campuses to continuous improvement and maintaining the focus will be a primary mission for the school year. Participatory decision making is the way we must learn to work, but what we cant fall prey to is failure to achieve the academic focus needed to be successful. IV. Instruction We are achieving academic focus that has and will continue to achieve results. We must continue to fine-tune the organization through staff development. We already have on the drawing board enough basic implementation issues to keep the staff busy for several years. Instruction has some loose ends that must dealt with, but everything appears to be in good order for the district to achieve a continuous improvement mind set. We also must become serious about program evaluation...and Im not sure where we will find the time or people power, but we must pull together that aspect of building the program. V. Operations The approximately $150 million bond issue is a big job, regardless of the many other areas which must be considered. We mention the $150 million because when you consider the dedicated millage and the interest, you will be responsible for the expenditure of that amount in capital funds over a five-year period. There are two or three other very important issues for which we must develop plans. First, is to have the state accounting conversion accomplished without too many difficulties. The second is the need to have the district on a three to five year budgeting cycle along with easy to understand reports for your review. And finally, we need to maximize the federal dollars wherever possible. We presently estimate we are significantly short on numbers, which is costing us dollars. Respectfully submitted, Leslie V. Carnine Superintendent of Schools T LII. III. Critical Performance Priorities 2000-2001 Revised Desegregation and Education Plan: A. B. C. D. Prepare and submit compliance documentation to the Federal Court Prepare final revisions of School Board Policies and Administrative Regulations Review school zones in preparation for new western elementary school Review ALC / alternative programs Technology: Update District Technology Plan A. B. C. D. E. Review process and software for data collection (Data Warehouse) Develop District Help Desk and plan for additional network support Refine training component Plan for AS400 \u0026amp; District Software Internet Connectivity Campus Leadership \u0026amp; Accountability A. Coordinate Arkansas and LRSD Accountability B. Develop customer survey instruments C. Refine Quality program and training for acquiring third level status D. Assist in the development of the Carnegie Grant Plan E. Assist in the development of the DeWitt Wallace Leadership training GrantCritical Performance Priorities 2000-2001 Page 2 IV. Instruction A. Continue the development of Core Academic Standards B. Continue the development of targeted grants and review of continuing grants c. Implementation of new parent / community component D. Continuation of ESL development E. Program Evaluation  F. Continuation of Staff Development Initiatives G. Implementation of Assessment program V. Operations A. Dedicated Millage Plan B. Review process for Work Orders C. Develop master plan for Grounds maintenance D. Review Building Security Plansalarms and surveillance E. Develop master plan for energy utilization F. Develop a plan for capital projects review VI. Finance A. 2000 Bond Issue 1. Sales 2. Project Coordination 3. Project Reporting B. ADE Accounting Conversion C. MGT RecommendationsCritical Performance Priorities 2000-2001 Page 3 D. Budgeting and Reporting Procedures E. Revenue enhancement 1. Free and reduced lunch numbers 2. Medicaid reimbursement F. Staff Travel Procedures\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1392","title":"\"1999-00 Enrollment and Racial Balance in the Little Rock School District and Pulaski County Special School District,\" Office of Desegregation and Monitoring","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":["Office of Desegregation Monitoring (Little Rock, Ark.)"],"dc_date":["2000-03-29"],"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--21st Century","Little Rock School District","Pulaski County Special School District","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School enrollment","School improvement programs","School integration","School management and organization","Office of Desegregation Monitoring (Little Rock, Ark.)"],"dcterms_title":["\"1999-00 Enrollment and Racial Balance in the Little Rock School District and Pulaski County Special School District,\" Office of Desegregation and Monitoring"],"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/1392"],"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":["176 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1049","title":"\"Interim Compliance Report,\" Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["2000-03-15"],"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--21st Century","Education--Arkansas","Education--Evaluation","Educational law and legislation","School integration","School improvement programs","Student assistance programs"],"dcterms_title":["\"Interim Compliance Report,\" Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1049"],"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":["487 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\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nInterim Compliance Report Little Rock School District March 15, 2000 Interim Compliance Report Little Rock School District Dr. Leslie Carnine Superintendent of Schools Board of Directors Sue Strickland, President Dr. Katherine Mitchell, Vice President H. Baker Kurrus, Secretary Larry Berkley Mike Daugherty Mike Kumpuris Judy Magness THE REVISED DESEGREGATION AND EDUCATION PLAN Compliance Status Report March 15, 2000 The Little Rock School District (District or LRSD) is committed to compliance with the provisions and philosophy of the Revised Desegregation and Education Plan (Revised Plan). The Revised Plan is built on the philosophy of providing equitable opportunities for the students and employees of the District. The District.recognizes that equitable and equal are not completely synonymous. Equity is based on unbiased attitude, fairness, and reasonableness. Equity takes into account the vestiges of past illegal and discriminatory acts\ntherefore, this Revised Plan does not guarantee equal treatment. It provides for some incentives and possible enhancements to ensure equity in the operation of the District. On March 15, 2001, the District is required to issue a report indicating the state of the LRSD's compliance with the Revised Plan. This status report is being issued on March 15, 2000, one full year in advance of the required report. It is intended to help the District assess its progress toward full compliance and to reassure the court, the parties, and the community of the District's good faith efforts to be in total compliance with the Revised Plan. The District hopes to receive comments and suggestions from interested persons as to the District's compliance with the Revised Plan and the format and content of this status report. This status report covers Sections 2, 5, and 6 of the Revised Plan. These are the sections that could be interpreted as obligation or compliance related. Sections 1, 7, 8, 9, 10, and 11 are more associated with issues other than compliance obligations such as the plan's modification process or continuing jurisdiction. Sections 3 and 4 cover school assignments and interdistrict schools. While not explained in detail in this report, the LRSD believes it has complied with all of their delineated aspects. In this report a brief summary of activities associated with Sections 3 and 4 are covered in the sequentially appropriate sections. This status report should reassure its readers that the LRSD is moving swiftly and in good faith to be in total compliance. The District has every reason to be proud of its efforts and accomplishments since transition to the Revised Plan began. The philosophy of the Revised Plan permeates the activities of the District. Since there are not hundreds of minute and specific obligations like the previous desegregation plan, there is no longer a \"scorekeeping\" mentality. Decisions are made considering the spirit and the intent of the Revised Plan as well as the express obligations of the respective sections. Compliance and Quality Assurance The Associate Superintendents of Administrative Services, Instruction, Operations, and School Services and the Special Assistant to the Superintendent comprise the \"Compliance and Quality Assurance Committee.\" The committee has responsibility for the development, implementation, oversight, review, and revision of the compliance program. The compliance program includes any programs, policies, and/or procedures necessary to ensure that the District fulfills all of its obligations under the Revised Plan. The committee meets weekly to discuss compliance issues and to discuss plan implementation in their respective areas. The compliance philosophy is based on internalizing the Revised Plan through the performance responsibilities of the respective organizational divisions. For example, the instruction division is responsible for integrating the Revised Plan's requirements into the development of the curriculum, staff development, and other similar functions of that division. The associate superintendent who heads the division is the responsible person for the components of the Revised Plan that are appropriate for his/her division. Through the internalization of the philosophy and the integration of the Revised Plan into the District's structure, the respective divisions proactively monitor compliance. The associate superintendents are responsible for talcing appropriate action with respect to incidents of noncompliance and taking steps to prevent future similar incidences of non-compliance. Compliance Plan The Compliance and Quality Assurance Committee systematized the components of the Revised Plan to ensure that the District complied with all of the commitments that it made in the Revised Plan. The systematized approach was compiled into a document titled \"Compliance Plan for the Revised Desegregation and Education Plan, Programs, Policies, and Procedures\", commonly called \"The Compliance Plan.\" The document provides the identification of the administrator responsible for assuring compliance with each individual section of the Revised Plan. It also delineates specific programs, policies, and/or procedures which support compliance efforts of the District for each component of the Revised Plan. Employees are fully expected to comply with the Revised Plan. To ensure compliance it is the responsibility of all employees to report instances of non-compliance when they are aware of it. Failure to report non-compliance also may result in disciplinary action being taken. Appropriate disciplinary action may range from warning to non-renewal or the termination of employment. It is also the responsibility of employees to monitor the effectiveness of the implementation of the Revised Plan in their assigned areas. Employees are expected to cooperate in the collection of any information needed to monitor and/or assess compliance and effectiveness. Employees are encouraged to provide suggestions for improvement in the implementation of the Revised Plan to their principals, supervisors or the Associate Superintendent for Administrative Services. Quality Schools The Revised Desegregation and Education Plan is the foundation on which the District is assuring equity. However, equity alone will not restore confidence in the LRSD. Quality is also a key component. Equity and quality fit hand in hand in the approach that the District is talcing. Quality principles are reflected in the programs used as supporting documentation throughout this status report. With a rich past and a promising future, the Little Rock School District is embarking on a new era in educational leadership. The District is creating ownership for those responsible for carrying out decisions by involving them directly in the decision making process and by trusting their abilities and judgements. These ideas are embedded in the many terms being used to portray the shift of authority, autonomy, \u0026amp;nd accountability to the school site and personnel within. Included are such terms as decentralization, restructuring, site-based 2 - decision making, school-based management, participatory management, and school-based autonomy, to name a few. The Little Rock School District has chosen the Campus Leadership Program as the model for the District. The School Board and Administration believe this process fosters the best opportunity for the school children of Little Rock. The Board adopted the Campus Leadership Policy in July 1998. The Campus Leadership Program is a District commitment to allow each school campus the autonomy to develop programs and strategies that b~st meet the needs of children served at that unique school. The Little Rock School District also pledges to maintain and further develop a quality education program. The Campus Leadership Program is the participatory vehicle that will ensure that a quality education program is available at all District campuses. The primary focus of the Little Rock School District is student achievement. Each campus accepts the responsibility and challenge to provide equitable educational opportunities that ensure every student is successful. Based on the Campus Leadership Program, each Little Rock School District campus is committed to establishing a Campus Leadership Team that will work collaboratively with the principal in the decision-making process to enhance student achievement. The purpose of the Campus Leadership Team is to establish instructional goals and strategies to further promote the education of all children. Involvement and total commitment are paramount to reaching the ultimate in performance, and involvement is the key component of the .Campus Leadership Program. Principals, teachers, auxiliary staff, parents, students, business leaders and community members are included in the Campus Leadership Program. Each school is assigned a central office staff member to serve as a \"broker\" for the school. The primary role of the broker is to serve as a liaison between central office and the school and to provide other means of support as needed. Each school year the principal of each school campus, with the assistance of the Campus Leadership Team, develops, reviews, and revises the campus improvement plan for the purpose of improving student performance for all students. This plan takes into account Quality Indicators and any other appropriate performance measures for special needs populations. All school plans have been submitted and approved for the 1999-2000 school year. As part of the Campus Leadership Program, a Cluster Coordinating Committee consisting of campus representatives, principals and school brokers meet quarterly with the superintendent and central office staff. The purpose of this committee is to provide feedback to the superintendent on policy and implementation of the Campus Leadership decision-making model. Since its inception, the Cluster Coordinating Committee has addressed empowerment strategies such as implementing a reward and recognition plan for schools, conducting parent surveys, recommending capital improvements, developing master schedules, and advising on staffing issues. 3 The Little Rock School District has also embraced the Total Quality philosophy. This focus will enable the District to capture wisdom and new information and to expand human thinking to improve people, services, and products. The Quality Schools Program in the Little Rock School District is based on four principles:  Continuous Improvement  Continuous Education  Customer Satisfaction  Data-Driven Decisions The District believes that in order to have Total Quality schools everyone must be committed to meeting or exceeding customer expectations. Therefore, continuous training is being provided to brokers, principals, and central office administration. Through the Campus Leadership Teams, this quality training will in turn be communicated to the school staffs. Terrence Roberts, a Little Rock School District Desegregation Educational Consultant, has provided consultation to District administrators on the Quality Schools Training Program. In addition, building principals participate monthly in study groups reviewing aspects of quality schools. Note the following: Quality Timeline July 1997 -- Superintendent received Arkansas Leadership Academy Training September 1997 through March 1998 -- Site-Based Decision Making Model designed March 1998 -- Campus Leadership Teams started Team Training through Arkansas Leadership Academy July 1998 -- Customer Service training for all central office staff -- \"Making Your School a School of Choice\" (Institute 1998) September 1998 -- Broker ( central office support personnel) assigned to each school as a facilitator/coach March 1999 -- First school district in Arkansas to apply for the Arkansas Quality Award March 1999 -- Nine staff members (principals, supervisors, assistant superintendents) trained to be Arkansas Quality Examiners July 1999 -- Week-long Campus Leadership Institute designed for 600 Campus Leadership Team participants August 1999 -- Customer Service Training presented by 4 Blue Cross/Blue Shield to district secretaries September 1999 through May 2000 -- Principals, brokers and supervisors receiving Total Quality Schools training December 1998 \u0026amp; January 1999 -- All principals and brokers received three-day training on Total Quality Management through Arkansas Blue Cross/Blue Shield September 1999 -- Three staff members trained to be Arkansas Leadership Academy facilitators October 1999 -- Little Rock School District recognized at Governors Quality Awards program as first school district in Arkansas to receive the Arkansas Quality Award on the Interest Level July 2000/Ongoing -- All principals scheduled to receive Arkansas Leadership Academy Training Ongoing -- Superintendent's Cabinet receiving Arkansas Leadership Academy Training. To enhance the Total Quality philosophy, the Little Rock School District submitted an application to the Arkansas Quality Award and became the first school district in the state to be recognized by the Governor in the Arkansas Quality Award annual recognition ceremony. The initial application in 1998 was submitted on the first of four levels, which is the starting point for any organization expressing interest in adopting and applying quality principles. Currently, an application at a higher level is being written. The very essence of this Compliance Status Report will show evidence of sincere effort, skillful execution, and careful planning on the part of all stakeholders of the Little Rock School District. These are signs of a district orchestrating quality service and investing energies into new ways of doing things while building on past successes to make our work even more effective. 5 Interim Compliance Report Section 2.1.1 LRSD shall retain a desegregation and/or education expert approved by the Joshua Intervenors to work with LRSD in the development of the programs, policies and procedures to be implemented in accordance with this Revised Plan and to assist LRSD in devising remedies to problems concerning desegregation or racial discrimination which adversely affect African-American students. The LRSD retained two desegregation/education experts approved by the Joshua Intervenors. They are Dr. Terrance Roberts and Dr. Steven Ross. Vitae for both Dr. Roberts and Dr. Ross are included in the attachments. Dr. Roberts is a noted psychologist with a strong link to the Little Rock School District. He earned his Ph.D. in Psychology from Southern Illinois University in 1976. He attended school in the LRSD and was one of the \"Little Rock Nine.\" Dr. Roberts has received several awards in the areas of civil and human rights. He has worked extensively with the District on policy review and staff development in cultural differences and sensitivity. Dr. Roberts is currently developing a staff development program, \"Learning to Cope with Differences\", for all District employees and is providing training as well as training trainers to fully implement the program. During a 19-month period that initiated in July '98, Dr. Roberts has focused on the following areas: l. Hiring, assignment and promotion of African-American teachers 2. Placement in and referral of students to schools and school programs 3. Student discipline 4. Instruction for students 5. Counseling services for students 6. Parent and community involvement in school programs 7. Learning to honor and embrace difference Dr. Roberts has been involved in the review and suggested changes to policies in personnel practices, student discipline, public safety, student counseling, instructional delivery systems, curriculum development, student assignment, parent and community involvement, use of volunteers in the District, student transportation, and other related areas. He has prepared presentations for designated groups (i.e. LRSD Cabinet (August 30, 1999), Extended Cabinet, Building Principals (December 1, 1999, January 26, 2000), Campus Leadership Teams, Bus Drivers (October 11, 1999), Campus Security Officers (January 25, 2000), Student Registration Personnel (October 11, 1999), etc.) and visited numerous school sites (April 12, 1999, April 13, 1999, August 30, 1999, October 14, 1999, November 30, 1999, January 26, 2000) to witness policies in action. Dr. Roberts has met individually with LRSD Board members and provided ongoing desegregation updates at school board / agenda meetings (October 14, 1999, December 2, 1999, February 24, 2000). 6 In addition, Dr. Roberts has assisted the division oflnstruction in planning and implementing several initiatives:  Revision of \"I\" section of Board policies and administrative regulations (see section 2.7)  Restructuring of parent education and involvement programs and review of the work of the Collaborative Action Team in partnership with Southwest Educational Development Laboratory (see section 2.8)  Planning relating to the Talent Development Plan (see sections 2.6, 2.6.1 and 2.6.2)  Review of PreK-3 Literacy Plan (see section 5.2.1)  Review of programs funded by the National Science Foundation (see sections 2.7 and 5.3)  Review of plan to develop behavior standards and implement character-centered teaching program (see section 2.7)  Review of implementation of middle school transition plan ( see section 3 .4)  Planning and implementation of training in prejudice reduction and cultural sensitivity (see section 2.12.1)  Review of High School Curriculum Catalog  Review of K-8 grade-level and course benchmarks and the \"refrigerator curriculum\" publication for parents (see sections 2.7 and 2.8)  Review of the new assessment and accountability plans (see section 2.7.1) Dr. Steven Ross earned his Ph.D. in Educational Psychology from Pennsylvania State University in 1974. He is Senior Researcher, Center for Research in Education Policy, at the University of Memphis. During the past ten years he has worked extensively with school districts to develop and evaluate programs for improving student achievement. His primary focus has been assisting schools predominately serving disadvantaged inner-city minority children. Dr. Ross has assisted the Division oflnstruction in its planning and implementation of the following initiatives:  Development of new assessment plan, particularly the addition of the achievement level lists so that growth can be measured (see section 2.7.1)  Development of the new Collective Responsibility Plan and the Quality Indicators by which school performance will be measured (see section 2.7.1)  Development of and training for the middle school scholarship process (see section 2.7.1)  Presentation to principals and brokers on the components of successful school restructuring  Presentation to Board of Education on assessment and accountability plans (see section 2.7.1) 7  Completion of development of curriculum content standards and benchmarks (see sections 2.7.1, 5.2, and 5.3)  Design of program evaluations (see section 2.7.1)  Evaluation of\"Success for All\" programs (see sections 2.7.1, 5.2.1, and 5.2.2)  Review of\"I\" section of Board Policies and administrative regulations (see section 2.7) Section 2.2 LRSD shall implement programs, policies and/or procedures designed to ensure that LRSD hires, assigns, utilizes and promotes qualified African-Americans in a fair and equitable manner. Policies I Regulations GA - Personnel Goals GBA - Open Hiring/Equal Employment Opportunity and Affirmative Action GCE - Professional Staff Recruiting GCE-R- Professional Staff Recruiting Policies GA, GBA, GCE, and GCE-R, adopted by the Board on November 18, 1999, provide tracking of hiring, assignment, utilization and promotion to assure that each activity is done in a fashion to promote the desegregation obligation. Section 2.2.1 LRSD shall maintain in place its current policies and practices related to the recruitment of African-American teachers which have allowed LRSD to maintain a teaching staff which is approximately one-third African-American. Policies / Regulations GA - Personnel Goals GBA - Open Hiring/Equal Employment Opportunity and Affirmative Action GCE - Professional Staff Recruiting GCE-R - Professional Staff Recruiting (regulation) GCF - Professional Staff Hiring GCF-R - Professional Staff Hiring (regulation) Policies and regulations GA, GBA, GCE, GCE-R, GCF, and GCF-R, also adopted by the Board on November 18, 1999, implement this obligation. The District continues to recruit within the state and at historically black colleges and universities in the region. These efforts have resulted in pre-employment contracts for African-American teachers as follows: 1998-99- 25 1999-00 - 22 2000-01 - 10 (verbal) 8 Revisions of the Teachers of Tomorrow (TOT) program, a long-range recruiting effort in collaboration with the PCSSD and NLR school districts to increase the availability of minorities in the staffing \"pipeline\", are being enacted. In the same vein, we have initiated discussions with the Arkansas Department of Education to implement a career development program in which non-certified employees with college degrees may become certified. We also continue to support classified staff with release time so they may continue their schooling and, ultimately, become certified staff. Section 2.2.2 LRSD shall implement programs, policies or procedures designed to increase the number of African-American media specialists, guidance counselors, early childhood teachers, primary grade teachers and secondary core subject teachers, including offering incentives for African-American teachers to obtain certification in these areas, and to assign those teachers to the LRSD schools where the greatest disparity exists. Policies/Regulations GCE - Professional Staff Recruiting GCE-R - Professional Staff Recruiting (regulation) Policy and regulation GCE and GCE-R, adopted by the Board November 18, 1999, were implemented to monitor areas of certification and direct minorities into the designated areas. Priority consideration for tuition reimbursement for course work that will allow minority candidates to become fully certified in the designated areas has been initiated ('99-00). A program is in place to monitor staffing levels at each school site for the above criteria. Staffing will be re-directed accordingly. Section 2.2.3 LRSD shall implement a uniform salary schedule for all positions within the District, including a salary range for director and assistant and associate superintendent positions, designed to provide compensation in accordance with qualifications and to minimize complaints of favoritism. A comprehensive uniform salary schedule adopted by the Board October 28, 1999 was researched and recommended by a nationally recognized consultant. Initially, it has been implemented for administrators and clerical employees. The conversion to a single master salary schedule is continuing for other employee units\nhowever, teachers, custodians, security officers, paraprofessionals (aides), and LRSD employed bus drivers negotiate salaries through collective bargaining agreements. The specified job classifications, Director, Assistant and Associate Superintendent, were included and placed on the approved uniform salary schedule. As part of the implementation process, a Compensation Committee has been formed for the purpose of hearing concerns about salary placement and errors in salary determination. The committee will also be charged with establishing the appropriate salary placement for new/revised positions. 9 Section 2.2.4 LRSD shall implement a policy for the centralized hiring and assignment of teachers by the LRSD Human Resources department designed to provide an equitable distribution of teaching resources and to prevent nepotism and pre-selection of a school principal. Policy GCF, Professional Staff Hiring, and its accompanying regulation, GCF-R, were adopted November 18, 1999 to assure recommendations for new employees by principals or department managers promote equity and fairness in placements made by the Human Resources Department. Section 2.2.5 LRSD shall implement a policy of promotion from within which shall include procedures for notifying district employees of open positions. All vacant jobs are posted throughout the District when school is in session. Additionally, all vacant jobs are posted in the Human Resources Department. Certified staff has in place a procedure whereby they are allowed to pre-select three positions to which they wish to be transferred. Our Applications Coordinator accepts \"blanket\" applications that are submitted in advance of any specific opening (i.e.: future principalship). Section 2.2.6 LRSD shall implement programs, policies and/or procedures designed to ensure that the teaching staffs at all LRSD schools are substantially similar with regard to average years of experience and percentage of teachers with advanced degrees. Policies/Regulations GCE - Professional Staff Recruiting GCE-R - Professional Staff Recruiting (regulation) A program is in place to monitor staff's length of service and level of advanced degrees. This data is provided to all principals to consider when hiring. New hire requests submitted through the assistant superintendent and/or human resource office that are outside of the prescribed staff composition may not be approved. Upon instances whereby an individual is being recommended outside of LRSD staff composition sought, approval must be provided through the Associate Superintendent of Administrative Services. Human resource officials will continue to monitor these elements for equity allocation purposes. Section 2.2.7 LRSD shall negotiate with the Knight Intervenors to establish a procedure for the mandatory reassignment of teachers as necessary to enable LRSD to meet its obligations under Section 2.2 of this Revised Plan. The Little Rock Classroom Teachers Association representing the Knight Intervenors and the LRSD added language to their collective bargaining agreement addressing this plan provision. Article 18, Involuntary Transfers, covers the process for involuntarily moving teachers from one school to another. The parties agreed that this would be the covering IO provision and process with the addition of the following language as a parenthetical addition after the introductory paragraph of the article: The parties agree that some mandatory reassignments may be necessary to meet the District's obligations under the Desegregation and Education Plan in order to assure that schools are substantially similar with regard to average years of experience, percentage of teachers with advanced degrees, and racial composition. Section 2.3 LRSD shall implement student assignment programs, policies and/or procedures designed to ensure the desegregation of LRSD schools to the extent practicable, including but not limited to Sections 3 and 4 of this Revised Plan. Policies JCJCA-School Attendance Student Assignment Draft polices JC and JCA are scheduled to be presented to the Board at the April 2000 meeting for approval. The attendance zones have been redrawn and student assignments for 1999-2000 were made in accordance with the new zones. Little Rock School District continues to operate 6 stipulation magnet schools and 7 interdistrict magnet programs which provide school options to LRSD families in addition to their attendance zone schools. School organizational levels have been modified to accommodate the transition to middle schools, with 6th graders exiting elementary buildings and 9th graders moving to high school campuses. One of the two new schools permitted by the Revised Plan, Stephens Elementary, is under construction and scheduled to open in January 2001. Interdistrict schools - King, Washington, Romine, Clinton, Crystal Hill and Baker - continue to attract some students across district lines with varying degrees of success. During the 1999-2000 school year approximately 585 LRSD students attend a PCSSD interdistrict school and 175 PCSSD students attend a LRSD interdistrict school. Section 2.4 LRSD shall implement programs, policies, and/or procedures designed to ensure that there is no racial discrimination in the referral and placement of students in special education or in other programs designed to meet special student needs. Policies The Little Rock School District Division of Exceptional Children follows the federal regulations of the Individual with Disabilities Education Act (IDEA) and Section 504 to assure that placement of students is based on the documented existence of an eligible disability. No singular evaluation is used to determine the need for specialized services. Any evaluation used must be conducted by qualified personnel, used for the purpose intended, and not be culturally biased. The Educational Management Team must discuss pre-referral strategies attempted and eliminate the cause of any educational deficiencies as being the result of cultural or socioeconomic causes. Any decision to provide specialized 11 I I I I services must consider the least restrictive environment to provide for a free and appropriate public education. Policy IHBA, Special Education for Students with Disabilities, adopted by the Board of Education on July 22, 1999, makes a commitment to the provision of educational programs through individualized instruction and related services for children with special needs. Policy IKFC, Graduation Requirements for Special Needs Students, adopted by the Board of Education on July 22, 1999, sets forth the expectation that students with disabilities earn high school diplomas. Procedures The Little Rock School District Division of Exceptional Children developed a Strategic Plan to guide its work. The plan is monitored in monthly staff meetings and was updated in 1998- 99. Procedures for the administration of special education programs are outlined in the Special Education Administrative Procedures Manual. This document is distributed not only to special education staff, but also to principals and other school-level staff. The Little Rock School District Division of Exceptional Children has employed two additional school psychology specialists for the 1999-2000 school year to assure availability to all elementary schools for the participation on pupil service teams. The participation of the school psychology specialist is to provide school staff with pre-referral interventions, including positive behavioral supports, to reduce the over-identification of minority students for special education. Assignments of school psychology specialists result in one specialist for each three elementary schools. School Psychology Specialists are conducting additional tests beyond the minimum requirements for students suspected of having mental retardation to eliminate any cultural or socioeconomic factors. In August 1999 special education teachers were included in curriculum staff development available to all regular education staff members to assure linkage of curriculum with specialized programs. Additional training is scheduled in March for all resource teachers, school psychology specialists, and speech pathologists in Early Literacy Learning in Arkansas (ELLA) and Effective Literacy. An additional \"indirect\" teacher has been employed to provide additional indirect services for students with disabilities in the general education classrooms. Supervisors and coordinators are monitoring all evaluation procedures and placement decisions at schools as they occur. Special education programs are routinely audited.by both state and federal teams to ensure compliance and quality. These audit reports are sources of data for program improvement. 12 Materials and supplies are equivalent and, in most cases, duplicate those materials found in the general education curriculum. Secondary resource teachers have been surveyed regarding the general education texts needed for instruction. A committee has been formed to review supplemental materials needed for the 2000-2001 school year. Programs Co-teaching (special education teacher and general education teacher co-presenting curriculum/instruction) is occurring in the following.schools to assure reduction of \"pull-out\" services that segregate students with disabilities from the general curriculum: Fulbright Elementary King Elementary Cloverdale Middle School Dunbar Middle School Mablevale Middle School Pulaski Heights Middle School Section 2.5 LRSD shall implement programs, policies, and/or procedures designed to ensure that there is no racial discrimination with regard to student discipline. Policies ACB - Non Discrimination on the Basis of Ethnicity and Race JRAA - Student Discipline Records JRAA - R - Student Discipline Records (regulation) Policies ACB, JRAA and regulation JRAA-R adopted by the Board will help assure that the District aggressively improves the learning climate for ALL students. Student handbooks were revised and an online student discipline reporting system for each school building was established. Appropriate staff development/training was conducted. A comprehensive approach was developed which considered a variety of instructional and behavior issues. This became a priority for all those concerned with the learning climate of the Little Rock Public Schools. Suspensions have decreased from the 1997-98 school year. Eighty percent of the reductions are at the middle school level. The remaining 20% of the reduction came at the elementary level. Interestingly, the addition of the 9th grade class to the high schools showed little affect on the number of suspensions. There was a 15% reduction from the total number of sanctions issued during the 1998-99 school year to the 1997-98 school year. A total of 5312 sanctions were issued during the 1998-99 year compared to 6247 issued in the 1997-98 school year. 13 During the first semester of 1999-2000, suspensions dropped with only 1839 students receiving sanctions - a 22% reduction from the corresponding first semester of 1998-99. SANCTIONS m1997.95  1998-99 2500~=:,,:\n-:\nn=.::~7-'\nI 2000 1000 !  1st Semester! 1998-99 1999-2000 1997-98 vs. 1998-99 Sanctions 1998-98 vs. 1999-00 1st Semester Sanctions We have sampled parental and teacher perceptions of changes implemented. While working to implement varied program strategies for improvement, the District is sensitive to parent and teacher perception of safety and general decorum that affect the school learning atmosphere. Parental, student, community and teacher satisfaction has been excellent based on the first quarter operations at the middle school level. A sample of teachers and parents indicates a much safer and orderly school environment. A management study (MOT) in 1998 noted that only 42% of the teachers thought the schools were relatively safe and free from crime. That differed very little from the Plain Talk analysis. In the most recent survey in the fall of 1999, 93.7% of teachers reported that they felt safe at school. And 88% of the parents indicated that they thought their children were safe in school. Interestingly, 8% of the parents indicated they did not know or were unsure, with only 4% indicating that they had grave concerns. Ideally we would want these numbers to be 100%, but perceptions arising out of recent national events probably will not support that ideal. The District has expanded the number of alternative learning sites, but most importantly, attempted to develop a consistent standard of behavior. The alternative learning sites are: 1. Metropolitan- Career Technical Center - 9th - 12th 2. Philander Smith College - 9th 3. Penick Boy's Club- 7th and 8th 4. Pfeifer Camp Residential Elementary Program 5. Accelerated Learning Program - 9th - 12th 6. Alternative Learning Program - 6th - 12th 7. ALC Elementary Sites (3 rd - 5th ) 8. LRSD Elementary Residential Charter School (Badgett) - Scheduled to open August 2000 14 In 1997-98 through 1998-99, expulsions dropped from 119 to 1. Alternative education played a major role in the reduction, but stepped up activities for young people with a variety of intervention processes could all be credited with being part of the solution. Section 2.5.1 LRSD shall strictly adhere to the policies set forth in the Student Rights and Responsibilities Handbook to ensure that all students are disciplined in a fair and equitable manner. In addition to due process and appeal procedures clearly outlined in the LRSD Student Handbooks, new policies and regulations have been drafted to bolster those already in place. Draft polices, IBA, Racial Disparities in Programs and Activities and its accompanying regulations, and JI, Student Rights and Responsibilities, are scheduled for presentation at the April 2000 Board meeting. They have been written to ensure LRSD's commitment to providing fair and equitable treatment to students involved in disciplinary matters. Principals were directed to closely adhere to the Student Handbooks in their staff development training on the Revised Plan, and it has been restated at principals' meetings. The students' and their parents' awareness of the disciplinary standards, sanctions, and appeals process is part of the communications from the schools annually. The employment of the Ombudsman has reinforced the equity efforts of the District in this arena. Section 2.5.2 LRSD shall purge students' discipline records after the fifth grade and eighth grade of all offenses, except weapon offenses, arson and robbery, unless LRSD finds that to do so would not be in the best interest of the student. Policies JRAA - Student Discipline Records JRAA - R - Student Discipline Records (regulation) The Board adopted policy JRAA and regulation JRAA-R June 24, 1999. Inservice was provided to building administrators (September 1999). At the end of each school year the Assistant Superintendent for School Discipline reviews student discipline records for serious offenses prior to student promotion and determines which records need to be maintained. The purged records are then sent to the new schools. Section 2.5.3 LRSD shall establish the position of \"ombudsman\" the job description for which shall include the following responsibilities: ensuring that students are aware of their rights pursuant to the Student Rights and Responsibilities Handbook, acting as an advocate on behalf of students involved in the discipline process, investigating parent and student complaints of race-based mistreatment and attempting to achieve equitable solutions. The ombudsman position was filled in February '99 15 The mission of the ombudsman is to provide services for parents and students by answering questions, providing information, direction and assistance regarding LRSD policies or procedures, particularly as they relate to student rights and equitable treatment. The ombudsman also assists in resolving disputes between the home and school while working to achieve equitable solutions. Goals were developed through input from ODM, Joshua lntervenors, community members, and administrators. Goals l. Ensure that parents and students are aware their rights pursuant to the Student's Rights and Responsibilities handbook. 2. Act as an advocate on behalf of parents and students involved in the discipline process. 3. Investigate parent and student complaints of alleged race-base mistreatment and to work to achieve equitable solutions. 4. Promote collaboration between the school and community. 5. Promote District and community awareness about the role of the ombudsman. 6. Establish mediation procedures for resolving disputes and conflicts. 7. Increase community awareness about the Revised Desegregation and Education Plan. 8. Increase community awareness about course offerings, student assignments, academic competitions, transportation, and guidance services. 9. Establish intervention activities for students. Efforts continue to increase community awareness of the ombudsman. Monthly reports are compiled relating to the ombudsman's activities. Section 2.5.4 LRSD shall work with students and their parents to develop behavior modification plans for students who exhibit frequent misbehavior. Students who exhibit frequent misbehavior have their cases referred to the schools' Pupil Services Team. The team is comprised of the building administration, the students' teachers, the counselor, the parents and any specialists deemed necessary. The team develops a behavior modification plan as warranted. An exit conference committee has been established at the Alternative Learning Center. Each student who has violated conduct codes in the student handbook and is assigned to the ALC is required to go before the committee before he/she is returned to his/her home school. The committee includes the ALC director, the administrative assistant, the counselor, the student's grade-level facilitators, the student's parent, and the student. The therapist, social worker, or/and probation officer participate in this process on a case-by-case basis. The ALC exit process requires students to complete the following steps before a final decision is made about the students' return to their home schools: 1. Complete a written self-evaluation that is read to the committee, 2. State verbally in concrete reasons why they should return to their schools, 16 3. Explain/discuss how various group sessions assisted in their academic or/and behavioral improvement, 4. Answer committee member questions to provide an in-depth perspective of the students' readiness to return to their schools, 5. State achievable goals that help them be successful in their schools. Section 2.6 LRSD shall implement programs, policies, and/or procedures designed to promote participation and to ensure that there are no barr.iers to participation by qualified African-Americans in extracurricular activities, advanced placement courses, honors and enriched courses, and the gifted and talented program. The school service division was primarily responsible for the extracurricular activities in Section 2.6 of the Revised Desegregation and Education Plan. The following procedures have been implemented. Extracurricular activities are District sponsored and directed activities designed to provide opportunities for students to explore areas of interest that compliment and enrich the curriculum. These activities include clubs and organizations such as Student Council, YTeens, or Beta Club. A policy addressing extracurricular has been approved by the Little Rock School District Board of Directors in 1988. A committee during the 1999-2000 school year reviewed this policy. It was determined that it should be revised to be in compliance with the Revised Desegregation and Education Plan. A draft copy of the policy was submitted for feedback to the Associate Superintendents, the Special Assistant to the Superintendent and Dr. Terrence Roberts. The committee reconvened, made modifications and submitted the policy to the Board of Directors. The policy and regulation (JJ and JJ-R) were adopted by the Board in November 1999 (JJ) and October 1999 (JJ-R). The Superintendent and his cabinet determined in January 2000 that an Activities Advisory Board would be organized to promote, support and enhance extracurricular activities. A steering committee with representation from the middle and secondary schools has been selected to determine how the Activities Advisory board will be organized. The first meeting took place in February 2000. Policies The Little Rock School District Board of Education has approved five new policies to ensure that there are no barriers to the participation of African-American students in advanced placement courses and the gifted and talented program.  Policy IHCC, Pre-Advanced Placement and Advanced Placement Courses, Grades 6-12, was approved by the Board of Education on July 22, 1999. Equity language in this policy follows: 17 \"The District shall develop appropriate programs and procedures to ensure that there are no barriers to participation in Pre-Advanced Placement and Advanced Placement courses due to ethnicity, race, gender, national origin, creed, socioeconomic level, or handicapping condition. To that end, the District shall include in its professional development program for teachers and counselors training in identifying and encouraging increasing percentages of students to participate in Pre-Advanced Placement and Advanced Placement courses.\" With this policy and the Board's adoption of new middle schools and high school curricula in fall 1998 for 1999-2000 implementation, the previous layer of \"honors and enriched courses\" was eliminated. Instead, each school offers Pre-Advanced Placement courses.  Policy IHBB, Gifted and Talented Education, was approved by the Board on July 22, 1999. This policy statement includes the following equity statement: \"The Little Rock School District is committed to each child having an opportunity to participate in its gifted programs, regardless of race, color, creed, socioeconomic level, national origin, or handicapping condition. This commitment is guaranteed through equitable procedures for assessing gifted potential, through program designs that are flexible and varied enough to be adaptable to individual student need, and through curricula designed to nurture gifted potential.\"  Policy IKC, approved by the Board of Education on September 23, 1999, outlines the specific procedures that will be used in calculating students' grade-point averages and rank-in-class, including the grading scales to be used for regular and Advanced Placement courses. This policy promotes equity in that it ensures that the same procedures will be used for all students in a given high school and among the several high schools in the Little Rock School District. The first paragraph of the policy follows: \"It is the policy of the Board of Education that students' rank-in-class and grade-point averages be determined by District regulations that govern the calculation procedures, ensure consistency among the high schools, and ensure that these regulations are widely communicated and understood by students, their parents/guardians, and the staff.\"  Policy IKF, approved by the Board of Education initially in December 1998 and then revised on July 22, 1999, effective for the graduating class of 2002, establishes new, enhanced course requirements with a total of 24 required units. The Board also established a \"Recommended Curriculum\" of 27 units that provides encouragement and incentives to students to take the most rigorous curriculum possible. One incentive is that in order to earn the 18 Honors Seal on the Diploma, a student must complete the Recommended Curriculum of 27 units, successfully complete at least six Pre-Advanced (PreAP) and two Advanced Placement (AP) courses, and earn a grade-point average of at least 3.5.  Policy IHBEA, English as a Second Language, also includes an equity statement. This policy is included under this section not only to illustrate the District's commitment to equity for all, but also because there are several students with African backgrounds in-the English as a Second Language program. The following statement provides for access to special opportunity programs: \"The District will ensure the provision of appropriate ESL curriculum standards and benchmarks, professional development, technical assistance, parent involvement, staffing, materials, access to special education and other special opportunity programs, qualified staff, and other resources to ensure compliance and effectiveness.\" These strong policy statements are intended not just to establish rules, but also to create a culture of high expectations for all students. Procedures (Regulations, Administrative Directives, Handbooks, etc.) Many procedures and processes have been created to enforce and facilitate the implementation of the new policies: Administrative Regulations IHCC-R: Pre-Advanced Placement and Advanced Placement Courses The following sections of Administrative Regulations IHCC-R are new (adopted October 21, 1999). These statements were written specifically to promote the increase of percentages of African-American students who enroll in Pre-AP and AP courses: \"Placement in Pre-Advanced Placement or Advanced Placement mathematics courses is determined by interest and the path that began in grade 6. However, a student may not be excluded from a Pre-Advanced Placement course simply because he/she was not enrolled at that level the previous year. \"Students who earn at least a \"C\" in a Pre-Advanced Placement course may, upon request, be automatically enrolled in the next level course. No teacher recommendation is required. \"Counselors must routinely check each year to make sure that students with grades of \"A\" or \"B\" in regular-level courses and/or who are scoring at the highest levels on the state's criterion-referenced test or the norm-referenced tests are placed appropriately in Pre-Advanced Placement or Advanced 19 Placement courses. It is the responsibility of both teachers and connselors actively to recruit students into these courses. \"Schools are held accountable for ensuring that increasing percentages of students are enrolled in these rigorous courses.\" High School Curriculum Catalog (Grades 9-12), 1999-2000 and 2000-2001 The placement criteria from the Administrative Regulations were printed in the High School Curriculum Catalog for 1999-2000 and for 2000-2001, along with the following language: \"The Little Rock School District offers Pre-AP and AP courses in several content areas: English language arts, mathematics, science, social studies, foreign language, computer science, art, and music. Students are placed in these courses based on established criteria. Pre-AP and AP courses are designed to give students experiences in college-preparatory and college-level courses. \"Each secondary school must identify as many students as possible for these courses if the school and the District are to meet the challenging goals established in three critical planning documents: the LRSD Strategic Plan, the Revised Desegregation and Education Plan, and the National Science Foundation project in mathematics and science.\" National Science Fonndation Project The goal of increased participation of African-American students in Pre-AP and AP courses is powerfully reinforced in the proposal that the Little Rock School District wrote to the National Science Foundation to fund its project in the amount of $3.4 million. The District's accountability plan for this project includes annual reports on the enrollment of students, by race, in advanced mathematics and science courses, including Pre-AP and AP courses. The following language is included in the District's proposal for funding to NSF: \"A need exists for students to begin preparation to enter high school Advanced Placement mathematics and science courses and other upper level mathematics and science courses while they are still in elementary and junior high school. Many students, even if they meet the course prerequisites for upper level courses, have not acquired the type of skills and content knowledge that is required to be confident about their ability to succeed in these courses. The prerequisite skills and the confidence they engender are both critical elements in increasing the number of students in AP and other upper level mathematics and science courses. This is particularly true for some minorities who may not be well represented among upper classmen who are currently enrolled in these courses.\" 20 The Program Evaluation Plan for the NSF project includes the following: \"Data has been and will continue to be disaggregated by gate-keeping mathematics and science courses-algebra, geometry, calculus, biology, chemistry, and physics. \"Data will be disaggregated by the number of students enrolled and the number completing gate-keeping courses. The total number of students enrolled in each course in October of the first semester has been identified for the baseline year, year one, and year two and will continue to be identified across each succeeding year of the project. Similarly identified will be the total number of students completing each course identified as those receiving a grade of A, B, C, or Din the fourth quarter. Students who drop out, receive an For no grade at the end of the course will be tallied and included in a separate cohort. \"Data will be disaggregated by gender and race/ethnicity, specifically American Indian/Alaskan Native\nAsian/Pacific Islander\nBlack (not Hispanic)\nHispanic\nWhite (not Hispanic)\nand other (i.e., multi-racial). \"For each gender and racial/ethnic cohort, district-wide total numbers and percentages have been and will continue to be computed. \"This information will be displayed in table and figure form (graph with accompanying table) for the baseline year and each succeeding year of the project. In addition, figures will identify gate-keeping course enrollment and completion rate trends by displaying the percent of change from the baseline year to year five (2003) of the project for the following: 1. All students vs. minority students in science gate-keeping courses\n2. All students vs. minority students in mathematics gate-keeping courses\n3. All students vs. minority students in mathematics and science gatekeeping courses.\" Course Selection Sheets Another change in procedures that was made was to add to the Course Selection form that each high school student completes for the next year's registration a statement that students who made at least a \"C\" in a previous Pre-AP course do not have to have teacher approval to take the next-level course. Both the 1999-2000 and 2000- 2001 forms included this statement. (See also Administrative Regulations IHCC-R, Pre-Advanced Placement and Advanced Placement Courses, Grades 6-12.) Student/Parent Guide to LRSD Middle School Curriculum, 2000-2001 This new publication was mailed to the parents of all grade 5-7 students (who will be in grades 6-8 in fall 2000) in anticipation of the registration process in spring 2000. It included copies of the Middle School Mission, the Middle School Program Standards, references to the \"refrigerator curriculum\" (list of specific standards/benchmarks for 21 each core middle school course), a list of available courses, and other guidance information for middle school students and parents. High School Course Selection, 1999-2000 This publication included the policy on graduation requirements for students graduating in 2000 and 2001 and also the new policy, effective for students graduating in 2002 and beyond. In addition, the publication listed the course number, course title, grade levels at which taught, and prerequisites for all the courses, including Pre-AP, AP, and University Studies courses, available in the District's high schools. This publication has been discontinued and replaced with a more comprehensive one: Student/Parent Guide to Course Selection and Graduation Reguirements, 2000-2001. Student/Parent Guide to Course Selection and Graduation Reguirements, 2000-2001 The Little Rock School District produced a new publication in spring 2000 (to replace the former one that only listed graduation requirements and course lists) for high school students and their parents. The purpose of the new guide is to assist them in choosing from the more than 450 courses available in the District's high schools and to provide tools for the selection of appropriate courses and Career Focus pathways that are included in the graduation requirements. This guide includes a list of the 30 AP courses that are available, encouragement to students to take Pre-AP and AP courses, and information about the Advanced Placement examinations, as well as information about the University Studies program at Hall High School. A major reason for investing in the time and funds required to produce this 20-page publication and mail it to parents/guardians is to improve the access of all students, especially African-American students, to the \"valued\" curriculum\nthat is, to Pre-AP and AP courses and to the recommended curriculum. Enough copies have been printed to make it available to all students, grades 7-11, and to new students to the District. Every high school teacher will receive a copy, and enough additional copies were printed for use by grade 7 students in their required Career Orientation course. Each high school will be expected to conduct a parent meeting during the registration process to review the content of the Guide. The District will also sponsor several opportunities to teach the content of the Guide to parents and other patrons. Little Rock School District's Quality Index Another vehicle that the Little Rock School District is using to promote the enrollment of African-American students in the Pre-AP and AP courses is the Quality Index. The District's collective responsibility (or accountability) plan includes a number of indicators by which school performance will be evaluated annually in the Quality Index. Academic indicators are routinely disaggregated by race/ethnicity and gender so that progress for each group can be determined. 22 Elementary schools do not have Pre-AP and AP courses, but they will be held accountable for moving more and more students into the upper levels of academic achievement. Their indicators include the following:  Percentage of students who perform at the advanced level on the state grade 4 benchmark examinations in literacy and mathematics.  Percentage of students who perform in the top quartile on the SA T9 in reading, language, and mathematics.  Percentage of students who perform at the advanced level on the District's Achievement Level Tests ( criterion-referenced test) in reading, language, mathematics, and science, grades K-5. Among the indicators for middle schools are the following:  Percentage of grades 6-8 students enrolled in at least one Pre-AP course.  Percentage of grade 8 students who successfully complete Algebra I.  Percentage of students who perform at the advanced level on the state benchmark examinations in literacy and mathematics.  Percentage of students who perform in the top quartile on the SA T9 in reading, language, and mathematics.  Percentage of students who perform at the advanced level on the District's Achievement Level Tests (criterion-referenced tests) in reading, language, mathematics, and science, grades 6-8. High school indicators are as follows:  Percentage of students who earn the honors seal on their diplomas.  Percentage of students in grades 9-12 enrolled in at least one Pre-AP or AP course.  Percentage of students who perform at the advanced level on the state's endof- course examinations in Literacy, Algebra I, and Geometry.  Percentage of students who perform in the top quartile on the SA T9 in reading, language, and mathematics.  Percentage of students who perform at the advanced level on the District's Achievement Level Tests (criterion-referenced tests) in reading, language, mathematics, and science, grades 9-12.  Percentage of students taking the ACT.  Percentage of students earning at least a score of 19 on the ACT.  Percentage of students taking AP examinations.  Percentage of students earning a score of at least \"3\" on AP examinations. Administrative Regulation IHBB-R: Gifted and Talented Education The administrative regulations for the gifted and talented program, adopted on October 21, 1999, were derived from a handbook that had in the past been distributed to principals and others directly involved in the administration of gifted and talented programs. The new regulations are not only accessible to a larger audience, but they also are more formal since they are now included in the Board's policy book. 23 Principals' Edition: Gifted Program Handbook This handbook is an expanded version of the administrative regulation IHBB-R and includes step-by-step procedures for identifying gifted students at all grade levels. One important aspect of the District's procedures for screening and identifying gifted and talented students is the use of a non-verbal IQ test, the Raven Matrices, so that a student's poverty or language background will not be tested instead of his or her ability to think and solve problems. Administrative Regulation IKC-R: Class Rankings and Grade-Point Average Specific procedures were established in this regulation, adopted on October 21, 1999, for the calculation of grade-point averages and rank in class. Also included are the procedures for weighting grades in AP courses. Copies have been published in the official policy notebook and in Learning Links (a weekly publication for principals from the Division of Instruction). They have also been distributed to all counselors and registrars. In addition, the new Student/Parent Guide to Course Selections and Graduation Requirements, 2000-2001 includes a section that reprints the regulations so that all students and parents will be well informed of the new procedures. Administrative Regulation IKF-R2: General Graduation Requirements This regulation, adopted initially in December 1998 and then revised on October 21, 1999, and on February 24, 2000, lists the specific courses that are required in the minimum program, all the options for selecting a career focus, and the specific courses that must be taken in the recommended curriculum. Also included are the requirements for earning the honors seal on the diploma. In an effort to build understanding of the new graduation requirements, the District published the new requirements in the 1999-2000 Course Selection Guide for students and parents\nheld at least three meetings with counselors to ensure their understanding\naired a television show on the District's cable channel as a part of the Superintendent's Roundtable series to inform parents and patrons\nand published the new requirements with explanations in the new Student/Parent Guide to Course Selection and Graduation Requirements. 2000-2001. The individual schools have taken additional steps to build understanding. Administrative Regulation IHBEA-R: English as a Second Language This comprehensive regulation for the ESL program, adopted on October 21, 1999, includes a section of student access to \"special opportunity programs, as follows: \"The District will ensure that LEP students have equal access to the Gifted and Talented program and Pre-AP and AP courses at the secondary level throughout the District and to the University Studies program at Hall High School. \"The District will provide parents of LEP students information about any opportunities, requirements, selection criteria, or general information 24 regarding the G/T program, Pre-AP and AP courses, and the University Studies program that is provided to the parents of non-LEP students. \"Screening tests should be ih the language of the students, if at all practicable. If nonverbal tests are administered, the instructions should be in the language of the students. Staff who administer GT screening tests to LEP students must have received training on addressing the needs of LEP students.\" The procedures to increase minority enrollment in advanced courses were carefully communicated to principals, counselors, and registrars in the curriculum orientations that precede student registration in both 1999 and 2000. Also, frequent written and oral reminders are provided at every opportunity. Master schedules for each school are monitored to ensure that everyone is in compliance. The February 2000 curriculum orientation meetings emphasized, especially, that students with \"A\" and \"B\" grades and students scoring at high levels on state and District tests must be identified and placed in Pre-AP courses. Programs Curriculum Access and Consistency One of the most significant steps taken to \"ensure that there are no barriers to participation\" was in December 1998 when the Board of Education approved new curriculum for middle and high schools. The new middle school curriculum provides Pre-AP courses in English, mathematics, science, and social studies for grades 6-8 in all eight middle schools. These courses all have established standards/benchmarks so that there is more consistency and higher quality among the middle schools. At the high school level, the Board made available to all high schools all the available AP courses. That is, all high schools are to offer the entire AP curriculum ( except that Music Theory AP is available only at Parkview). If the courses are not taught, it will be due to insufficient enrollment, but not due to some courses not being available to a given school. Another step that was taken in December 1998 was to eliminate a layer of courses usually entitled \"honors\" or \"enriched\" between the regular and Pre-AP/ AP levels. This step enabled many more students to step up to the Pre-AP/AP courses and to engage in a more rigorous and challenging curriculum. Curriculum Standards and Benchmarks The District established in 1998-99 curriculum content standards for all K-6 English language arts, mathematics, science, and social studies programs. In 1998-99 the standards for grades 7-12 were established and in 1999-2000 new K-12 grade-level and course benchmarks were implemented, which delineate specifically for each level the content knowledge and skills that students should know at the conclusion of that course. These standards and benchmarks, when fully implemented in every classroom, have the effect of creating higher expectations for all students. The District staff determined that one of the most powerful things that could be done would be to raise the bar for everyone and to align instruction with the standards over which students are tested. 25 National Science Foundation Project This K-12 initiative in mathematics and science has taken on the challenge of restructuring curriculum, instruction, and assessment with the goal of producing many more students prepared to take advanced, Pre-AP, and AP courses in the high schools and then to major in these areas in college. As noted above, both mathematics and science standards and benchmarks were implemented in fall 1999. The following teaching materials were adopted to support mathematics instruction: Investigations in Number, Data, and Space, grades K-5 Connected Mathematics Project, grades 6-8 Heath McDougal-Littell, grades 11-12 Pacesetter Pre-Calculus Through Modeling (College Board), high school The new adopted materials for science are as follows: Science and Technology for Children, grades K-6 Science and Life Issues, grade 7 Science Education for Public Understanding Project, grade 8 Active Physics, grade 9 These new curricula are aligned with the state's mathematics and science curriculum frameworks, the Little Rock School District's standards and benchmarks, and the state's benchmark examinations in mathematics. Programs were selected based on what is needed to radically improve student achievement in these curriculum areas so that students will be well-prepared to take advanced, Pre-AP, and AP courses. The NSF project organizes a variety of strategies around what NSF calls major issues ( or drivers) of systemic reform. NSF has defined the drivers as follows:  Implementation of comprehensive, standards-based curricula as represented in instructional practice, including student assessment, in every classroom, laboratory, and other learning experience prqvided through the system and its partners.  Development of a coherent, consistent set of policies that supports: provision of high quality mathematics and science education for each student\nexcellent preparation, continuing education, and support for each mathematics and science teacher (including all elementary teachers)\nand administrative support for all persons who work to dramatically improve achievement among all students served by the system.  Convergence of the usage of all resources that are designed for or that reasonably could be used to support science and mathematics educationfiscal, intellectual, material, curricular, and extra-curricular-into a focused and unitary program to constantly upgrade, renew, and improve the educational program in mathematics and science for all students.  Broad-based support from parents, policymakers, institutions of higher education, business and industry, foundations, and other segments of the 26 community for the goals and collective value of the program, based on rich presentations of the ideas behind the program, the evidence gathered about its successes and its failures, and critical discussions of its efforts.  Accumulation of a broad and deep array of evidence that the program is enhancing student achievement, through a set of indices ( e.g., achievement test scores, higher level courses passed, advanced placement tests taken, college admission rates, college majors, portfolio assessment, research experiences, ratings from summer employers). In the specific instance of student test scores, awardees shall report, on an annual basis, the results of student mathematics and science achievements in a multi-grade level context for the SI (Systemic Initiative) impacted schools/districts/states relative to appropriate cohort entities (non-SI districts, the state, all of which are defined by the performance baseline.  Improvement in the achievement of all students, including those historically underserved, as evidenced by progressive increments in student performance characterized by the requisite specificity of the SI as a catalytic resource and the appropriateness of attendant attributions. The District has implemented a number of new initiatives in each of these areas, is continually collecting data on their impact on academic achievement, and will modify the programming as necessary. University Studies, Hall High School At Hall High School, in partnership with the University of Arkansas at Little Rock, grade 11- 12 students may take a variety of courses for which they receive both high school and college credit. This program does not necessarily target the students who are already taking Pre-AP or AP courses, but, rather, strong students who have the capacity of doing college work. To be eligible to enroll, students must have a minimum grade-point average of 2.5 on at least 50 percent of the college preparatory courses\nor a minimum overall grade-point average of 3.0\nor a minimum score of at least 21 on the ACT. Because the courses are conducted at Hall High School and are co-taught by Hall High teachers, the students receive a reduced tuition rate. 1999-2000 courses are as follows: English III (1 high school credit) and UALR 1311 and 1312: Composition I-II (6 hours) Sociology (1/2 credit) and UALR 2300: Introduction to Sociology (3 hours) Biology IIA (1/2 credit) and UALR 1401: Science of Biology (3 hours) Psychology (1/2 credit) and UALR 2300: Psychology and the Human Experience (3 hours) Communications IA (1/2 credit) and UALR Speech 1300: Speech Communications (3 hours) In 2000-2001 the following courses will be available: English IV (1 high school credit) and UALR 1311 and 1312: Composition 1-11 (6 hours) 27 Pre-Calculus B (1/2 credit) and UALR MA1302: College Algebra (3 hours) Physics I Pre-AP (1 credit) and UALR 1321 and 1322: Elementary Physics 1-11 (6 hours) United States History (1 credit) and UALR 2311 and 2312: United States History (6 hours) Psychology (1/2 credit) and UALR 2300: Psychology and the Human Experience (3 hours) Sociology (1/2 credit) and UALR 2300: Introduction to Sociology (3 hours) Communications IA (1/2 credit) and UALR Speech 1300: Speech Communications (3 hours) Biology IIA (1/2 credit) and UALR 1401: Science of Biology (3 hours). During fall 1999, 49 of 51 students successfully earned both high school and college credit. A total of 41 students enrolled in spring 2000 semester courses. District-level and Hall High School educators work closely with UALR staff to ensure the continued success of this wonderful opportunity for LRSD students. Talent Development Plan Early conversations in the District about the obligations in Section 2.6 centered at first on the analysis of student achievement data by race and number of African-American students performing in the highest quartile of the SAT9. These analyses convinved the staff that the District not only needed to ensure the enrollment of more high-performing students in advanced classes, but strategies had to put into place to \"grow talent,\" especially among African American males. Extensive research was done and the opinons of African American men in the community were sought to advise the committee. Among those consulted were Dr. Frank James of Philander Smith College, Leon Modeste, and Dr. Terrence Roberts. The committee read research as well. Among the literature consulted were the following books and articles:  Freeman A. Hrabowski III, Kenneth I. Maton, and Geoggrey L. Grief. Beating the Odds: Raising Academically Successful African American Males. New York: Oxford University Press, 1998.  Ronnie Hopkins. Educating Black Males: Critical Lessons in School, Community, and Power. Albany: State University ofNew York Press. 1997.  Vernon C. Polite and James Earl Davis (eds.). African-American Males in School and Society: Practices and Policies for Effective Education. New York: Teachers College Press. 1999.  Christopher Jencks and Meredith Phillips (eds.). The Black-White Test Score Gap. Washington, DC: Brookings Institution Press. 1998.  Mano Singham. \"The Canary in the Mine: The Achievement Gap Between Black and White Students.\" Phi Delta Kappan. September 1998. Pp. 9-15.  Steven C. Ender, Byron A. Wiley, and Charles Pagano. \"The Philadelphia Partnership: Improving College Access and Retention among Minority and Low-Income Students.\" The College Board Review. Summer 1998. 28  Stephen B. Plank and Douglass J. Maciver. \"Talent Development: A Philosophy and Blueprint for Middle School Reform.\" Principal Magazine. January 1998.  Stephanie Bell-Rose. \"What It Takes: A Look at Black Achievers.\" College Board Review. Winter 1998-99.  Harold Stevenson and James Stigler. The Learning Gap. New York: Summit Books. 1992.  Williams, Belinda (ed.). Closing the Achievement Gap: A Vision for Changing Beliefs and Practices. Alexandria, VA: Association for Supervision and Curriculum Development. 1996. A committee was formed in September 1998 to develop a Talent Development Plan. Research assignments were made, and the committee moved very quickly to put some infrastructure in place:  Eliminated the honors/enriched layer of courses between the regular level and Pre-AP/AP level at grades 6-12 for the 1999-2000 school year (approved by the Board of Education on November 19, 1998)\n Made all AP courses (except Music Theory AP) available to all high schools for 1999-2000\n Changed admission so that students with a grade of at least \"C\" in a prior PreAP or AP course can enroll in the next level without teacher approval\n Surveyed all honors, enriched, Pre-AP, and AP teachers to determine what training they had had so that a professional development plan could be designed\n Conducted study of current percentages by school of those students who are performing in the top quartile\npercentages of students who are taking the ACT\npercentages of students enrolled in AP courses\npercentages of students passing AP courses by school\netc.  Paid fee for Mable Donaldson to participate in the first year of training for Project AVID directors\n Investigated two potential grants to fund the Project A YID initiative: GearUp and Javits federal grants\n Conducted one-half day of training on Project A YID for representatives of the curriculum staff, high school principals, high school counselors, parent representatives, and community advocates\n Conducted one evening of training for members of the Board of Education on Project A YID\n Distributed information on the Talent Development Middle School (Baltimore model) to all middle school principals for restructuring ideas\n Continued research on effective strategies to close achievement gaps\n Met with representative teachers and counselors at three of the five high schools to hear what they believe they need to support the goal of increasing AP enrollment\n Discussed with Dr. Angela Sewall, Dean of Education at UALR, the possibility of a university partnership relating to Project A YID\n29  Met with ODM staff to discuss Project AVID and its potential benefits to LRSD students. The committee members understood that building the academic capacity for success in higher-level courses requires students to start early in developing their knowledge and skills. The District needs procedures in both identifying students who perform at high levels and making sure that they are placed in challenging classes. We must provide the necessary supports for more students to move into higher levels of performance-to develop the talent that is there. The assistance of Dr. Terrence Roberts, one of the District's desegregation consultants, was sought early in the development of this plan, and he has provided assistance on several occasions. Project AVID An early recommendation of the Talent Development Committee was that the District implement in its middle and high schools a national program called Project AVID. This recommendation was first presented to the Board of Education in December 1998. Due to the extraordinarily high costs of funding the training in San Diego, California, for teams of eight from each school, the only piece that was funded at that time was training for the Gifted/Talented Supervisor in the program's implementation. The Talent Development Committee is still interested in this program for the District's high schools-if the national organization can provide training at a site closer to Little Rock or if grant funding for the initial implementation can be secured. Gear-Up Grant Proposal In spring 1999 the Little Rock School District collaborated with the University of Arkansas at Little Rock (UALR) and other community organizations to submit a grant proposal to the federal government to fund Project AVID and other initiatives at the middle school level. These programs would have assisted the District in its goal of increasing minority participation in higher-level courses, including the Pre-AP courses available at the middle school level. The proposal was not, however, funded. Accelerated Student Academic Program (ASAP) Since the costs of implementing Project AVID are prohibitive at this time, the Talent Development Committee has devoted itself in 1999-2000 to the development of an alternative, locally designed plan based on the critical components of the AVID model:  Data-driven decisions  Identification, monitoring, and placement of students  Development of high-level reading skills and vocabulary  Development of high-level writing, note-taking, and test-taking skills  Mentoring, tutoring, and service learning  Parent involvement  Test (PSAT, SAT, ACT, AP) preparation  College preparation  Leadership development 30  Professional development for teachers, counselors, tutors, and mentors  Vertical teams  Summer programs  Program evaluation Staffs have briefly defined strategies for elementary, middle, and high schools for each of these strands. (See the following pages.) Accelerated Student Academic Program (ASAP) Program Objectives: 1. To improve student access to Pre-AP and AP courses (% enrolled by grade level). 2. To improve student success in Pre-AP and AP courses(% earning a \"C\" or above). 3. To improve ACT scores. 4. To improve percentage of students earning the Honors Seal on their diplomas. 5. To improve the percentage of students performing at the Advanced Level on the State Benchmark and End-of-Level Tests. 6. To improve the percentage of students performing at the Top Quartile on the SAT9 in reading and mathematics. 7. To radically narrow the achievement gap between African-American and white students. Strand Elementary ~chool Middle School High School Data-Driven Analyze performance Analyze performance data, Analyze performance data, set Decisions data, set goals, and set goals, and establish goals, and establish interventions. establish interventions. interventions. Identification, Identify and monitor all Place all elementary- Place all gifted/talented, Monitoring, and \"Advanced\" and \"Top identified gifted/talented, \"Advanced,\" and \"Top Quartile\" Placement of Quartile\" students in \"Advanced,\" and \"Top students in Pre-AP or AP courses. Students reading and Quartile\" students in Pre-AP mathematics. courses. Development of Implement independent Implement independent Implement independent reading High-Level reading program with reading program with program with specific lists to Reading Skills specific lists to develop specific lists to develop develop skills, vocabulary, and and Vocabulary . skills, vocabulary, and skills, vocabulary, and content knowledge. Require at least content knowledge. content knowledge. Require 30 books each year, Require at least 30 books at least 30 books each year. ,. each year. 31 Strand Elementary School Middle School High School Development of Implement writing Implement ASAP class for Implement ASAP class for students High-Level across the curriculum. students in third quartile, to in third quartile, to emphasize Writing, Note- Emphasize writing for emphasize systematic note- systematic note-taking skills, taking, and Test- learning, learning logs, taking skills, writing of writing of informative and Taking Skills. reader response journals, informative and persuasive persuasive essays, test-taking skills, etc. essays, test-taking skills, vocabulary, AP test preparation, etc. vocabulary, etc. Mentoring/ Establish a Establish a peer Establish a peer tutoring/service Tutoring/ mentoring/role model tutoring/service learning and learning/mentoring program. Use Service Learning program for advanced mentoring program. Use college students, community students. Use high school students, volunteers. middle/high students, college students, community college students, volunteers. community volunteers. Parent Individualize School- Individualize School-Parent Individualize School-Parent Involvement Parent Compacts to Compacts to accelerate Compacts to accelerate advanced accelerate advanced advanced students Focus on students. Focus on dads/male role students. Focus on dads/male role models. models. dads/male role models. College Provide information on Provide information on Provide information on college Preparation college preparation, college preparation, preparation, advanced courses, advanced courses, advanced courses, gifted/talented education, the Hall gifted/talented education, gifted/talented education, University Studies Program, etc., in the Hall University the Hall University Studies the Student Handbook. Studies Program, etc., in Program, etc., in the Student the Student Handbook. Handbook. Leadership Include curriculum Expand opportunities for Incorporate a Leadership Development modules on leaders, student participation in Development course into the including many who are co/extra-curricula curriculum with a service learning ethnic minorities, across opportunities at the middle component. Form partnership with the curriculum. schools. Encourage reading Leadership Little Rock. Encourage of biographies and reading of biographies and autobiographies. autobiographies, Professional Provide quality Provide quality professional Provide quality professional Development- professional development for teachers on development for teachers on the Teachers development for teachers the development of higher- development of higher-level on the development of level thinking. thinking. higher-level thinking. Professional Provide quality Provide quality Provide quality professional Development- professional professional development development for counselors. Counselors development for for counselors. counselors. Professional Provide quality training Provide quality training for Provide quality training for tutors. Development- for tutors. tutors. Tutors Professional Provide quality training Provide quality training for Provide quality training for mentors. Development- for mentors. mentors. Mentors Vertical Teams Implement vertical teams Implement 6- I 2 vertical Implement 6-12 vertical teams of at all elementary schools. teams of teachers in teachers in English, mathematics, English, mathematics, science, social studies, and foreign science, social studies, and languages. foreign languages. 32 Strand Elementary School Middle School High School Summer Implement top quality Implement summer Implement summer programs to Programs summer reading program programs to prepare prepare students for advanced study. for elementary students. students for advanced study: Grade 9-Mathematics Grade 6-Etymology Grade I 0-PSA T Preparation Grade 7-Mathematics Grade I I-ACT Preparation Grade 8-Writing and Reading Evaluation Gather and analyze Gather and analyze relevant Gather and analyze relevant D_esign relevant quantitative and quantitative and qualitative quantitative and qualitative data. qualitative data. data. Evaluate program. Evaluate program. Make necessary Evaluate program. Make Make necessary modifications for improved necessary modifications modifications for improved effectiveness. for improved effectiveness. effectiveness. Dr. Terrence Roberts' suggestions (Note: all program components are incorporated in this draft.) 1. Establish high expectations for all students to get top quality work. 2. Introduce a leadership component-skills training. 3. Use existing structures in the district and community whenever possible-to lessen the work, to minimize cost. For instance, he recommended that we consult with community organizations such as Boy Scouts, PARK, and church groups to impact black male student achievement. 4. Be sure to use community volunteers as mentors-not just other public school students or college students. 5. Each school must use a process to involve teachers in planning the school's implementation. Teacher buy-in is critical. 6. Focus on African-American males. Adult males need to form alliances with the black boys. Relationships are important. Consideration of problems. Connections to the school and to the community. Must change the mind-set. Restore/build the boys' ability to survive in a society that does not give the message: you are valued and needed. 7. Consider a scholarship program. Dr. Terrence Roberts, desegregation consultant, has been instrumental in the development of this tentative plan, which will require further revision and refinement. Implementation will be phased in at the high school level, beginning with the addition of double-period English I Pre-AP courses in fall 2000 at three high schools (see below). These courses will include the curriculum components of the plan. Other components will be implemented as possible when the plan is fully developed and approved. Gear-Up Grant Proposal Two meetings were held during the week of February 14, 2000, to begin the planning necessary to submit a second proposal for funding from the federal Gear-Up program. LRSD will form a partnership with UALR, Philander Smith College, the Chamber of Commerce Education Committee, the 33 Arkansas Commitment, the League of United Latin American Citizens, and others to implement, according to the tentative plan, five major components (strands) from the preliminary Accelerated Students Academic Program (ASAP) plan discussed in this section:  Professional development for teachers and counselors  Student supports (mentoring, tutoring, extended day, summer programs, etc.)  Communication (use of cable channel, publications, etc.)  Parent education and involvement  College and career awareness. The grant funds programs at middle and high schools where 50 percent or more of the students are eligible for free and reduced lunches. The qualifying middle schools in LRSD are Henderson, Southwest, Mabelvale, and Cloverdale. The LRSD/UALR proposal will carefully coordinate and align the activities designed for this initiative with the work that is already in progress with the Collaborative Partnerships for Mathematics and Science Achievement (CPMSA) funded by the National Science Foundation. The proposal will also set the planned initiatives into the context of reforms that have already been initiated or will be implemented in fall 2000. The District will also investigate other possible sources of funds for the other four middle schools. English I-II Pre-AP Workshop (2 periods) The Board of Education approved in December 1999 a proposal to allow high schools the option of offering a double-period English I (for 2000-2001) and English II (for 2001-2002) at both the regular and Pre-AP levels. Students in the regular-level course will work on the knowledge and skills necessary for them to perform at the \"proficient\" level on the state's benchmark examinations. Students in the Pre-AP level course will concentrate on notetaking, writing, vocabulary, critical reading skills, self-discipline, and other knowledge and skills that are necessary to prepare for success in the Advanced Placement English and social studies courses. These curricula components are similar to those included in Project AVID courses. English I teachers will receive during summer 2000 intensive training in the implementation of this new program. English II teachers will be trained in summer 2001. As of February 2000, the English I Workshop and English I Pre-AP Workshop will be implemented at Fair, Hall, and McClellan High Schools in fall 2000. 34 Section 2.6.1 LRSD shall implement a training program during each of the next three years designed to assist teachers and counselors in identifying and encouraging African-American students to participate in honors and enriched courses and advanced placement courses. Procedures Staff at the District level are using six basic procedures to provide for identification of increasing numbers of African-American students to participate in advanced, Pre-AP, and AP courses.  The District is providing teachers and counselors with the rationale (ethical, philosophical, pedagogical, legal, and compliance-whatever works) to open more sections of Pre-AP and AP courses and to encourage increasing numbers of students, especially African-American students, to enroll in these courses.  The District is allowing students to take the Pre-AP or AP courses without having to secure \"teacher approval\" if they made a grade of \"C\" or higher in the previous course.  The District is monitoring enrollment in Pre-AP and AP courses on a nineweek basis to determine not only the numbers of students enrolled, but also to see if enrollment is holding\nthat is, if counselors are encouraging students to stay in the courses.  The District has set as an indicator in the Quality Index that schools should have approximately 65 percent of their students enrolled in Pre-AP/AP courses. As a result, some schools took the initiative at the end of the fall semester 1999 to move stronger students into the Pre-AP level from the regular level. Middle school principals discussed at their February 9, 2000, meeting that they are all building in more Pre-AP sections to their master schedule for 2000-2001 so that they will have space to increase their enrollment in these higher-level courses.  The District has constantly provided information to principals, counselors, and teachers-either in writing ( copies of articles about successful programs/schools which enroll high percentages of students in Pre-AP and AP courses), in discussions at meetings, and in training activities so that staff have the tools they need to teach a wider diversity of students.  The District is looking for every opportunity to inform parents of the benefits of their children being enrolled in this more rigorous curriculumpublications, television shows, newsletters, conversations, and parent meetings. As more and more parents understand this program, we know that they will insist that their children be involved. The Middle School Curriculum Catalog for 2000-2001, published for school staff, provides encouragement and guidelines for increasing minority participation in Pre-AP and AP courses. Counselors will receive more detailed information at the Curriculum Orientation sessions in February 2000. 35 The High School Curriculum Catalog for both 1999-2000 and 2000-2001 provide encouragement and guidelines for increasing minority participation in Pre-AP and AP courses. Several meetings occurred during 1998-99 and again in 1999-2000 to ensure that counselors and teachers understand these new expectations. The 2000-2001 Student/Parent Guide to Middle School Curriculum includes information on the Pre-AP courses that are available at all middle schools. The 2000-2001 Student/Parent Guide to Course Selection and Graduation Requirements includes sections on Pre-AP, AP, and University Studies courses. Advanced Payment of Pre-AP and AP Workshop Fees The Supervisor of the Gifted/Talented Program provided leadership in establishing a special account through which the State funds for AP workshops and institutes are processed. This fund allows all teachers equal access to the opportunities for training because attendance is no longer dependent on whether the teacher can pay the fees and wait for reimbursement or whether the schools have the available funds to pay for the fees and wait for reimbursement. The procedures that have been established enable all students in the District to have equal access to the same types of Pre-AP and AP course work and strategies. Programs Training for Counselors Curriculum Orientation workshops were conducted for elementary, middle, and high school counselors in January 1999 and February 2000 to prepare for student registration. A significant emphasis in these workshops was on increasing enrollment in Pre-AP and AP courses, especially of African-American students. The sections in the High School Curriculum Catalog relating to this issue were highlighted. On October 14, 1999, the Supervisor of the Gifted/Talented Program conducted a training session for counselors on \"Recruiting and Preparing Students for a Rigorous Academic Program.\" She discussed the recruitment of minority and disadvantaged students to the PreAP and AP programs and the importance of involving parents so that they will be supportive of students enrolling in these courses. They viewed a video entitled, \"Advanced Placement Inventive Program: Improving Education and Changing Lives.\" Training for Teachers All teachers of Pre-AP and AP courses are offered special training sponsored by the College Board and funded by the State. The Little Rock School District encourages participation and, in addition, provides supplemental training to include issues relating to minority participation. 36 In summer 1999 27 LRSD teachers attended the Summer Pre-AP and AP Institute: Central High 3 Fair High 3 Hall High 6 McClellan High 2 Parkview High 5 Cloverdale Middle 1 Dunbar Middle 5 Mann Middle 2 The AP courses that these 27 teachers represented were as follows: English (11), Social Studies (2), Mathematics (4), Science (3), Art (3), French (1), Spanish (2), and Psychology (1). On December 5-6, 1999, 94 LRSD teachers attended the AP Workshops: Central High 12 Fair High 4 Hall High 4 McClellan High 3 Parkview High 4 Cloverdale Middle 4 Dunbar Middle 7 Forest Heights Middle 13 Henderson Middle 10 Mabelvale Middle 3 Mann Middle 17 Pulaski Heights Middle 7 Southwest Middle 6 The courses represented by these 94 teachers were as follows: Pre-AP English (47), Pre-AP Social Studies (33), AP U.S. History (1), Pre-AP Spanish (5), AP Spanish (4), AP French (2), Pre-AP French(l). A third AP Conference was conducted on February 25-26, 2000. LRSD has registered 111 teachers who plan to participate: Central High 15 Fair High 4 Hall High 9 McClellan High 8 Parkview High 9 Cloverdale Middle 5 Dunbar Middle 4 Forest Heights Middle 11 Henderson Middle 7 Mabel vale Middle 10 37 I I 111. lJ. Pulaski Heights Middle 9 Southwest Middle 6 IRC 1 The courses represented are as follows: Pre-AP Science (37), AP Chemistry (2), AP Environmental Science (2), AP Biology (l), Pre-AP Biology (4), Pre-AP Chemistry (4), AP Physics (1), Pre-AP Physics (2), Pre-AP Mathematics (51), AP Statistics (3), AP Calculus (4). Vertical Teams in Mathematics and Science Mathematics and science vertical teams were formed to align local mathematics and science standards and benchmarks with the national standards. These standards and benchmarks were used to help select the curriculum for the high school mathematics courses. State funds provided under the Advanced Placement Incentive Program, Act 929 of 1997, were allocated for Pre-Advanced Placement and Advanced Placement teachers to attend oneday and/or two-day conferences. During 1998-99, 31 mathematics teachers, grades 6-12, attended College Board's two-day Mathematics Vertical Teams Conference in Little Rock. In addition, 26 science teachers, grades 6-12, attended UALR's Vertical Teams Conference for science teachers. The mathematics teachers have a new newsletter, The Mathematics Vertical Teams Newsletter with a first issue in December 1999. The following \"purpose\" for vertical teams is included on the first page: \"Our primary goal as educators in the Little Rock School District should be to help our students master the material in our discipline. Vertical teams should be viewed as a vehicle to improve student scores and grades. Vertical teams should also improve communication between teachers in the same building, in the same grade level, in the same courses, and in the same district. A Vertical Team never comes to a complete end because decisions must be reviewed, revised, and implemented over and over.\" Training for Principals During July 1998 one day of training on the new mathematics and science curriculum and the NSF accountability plan was presented to all principals. Follow-up meetings have been conducted during the school year in 1998-99 and 1999-2000. Training for Campus Leadership Teams During July 1999 the District provided two and one-half days of training for a core group of each school's Campus Leadership Team. A major emphasis in this training was on the District's new Collective Responsibility Plan and the Quality Index-including those indicators relating to increasing minority student participation in advanced and Pre-AP/AP courses. Each school's performance will be evaluated, in part, based on those indicators. 38 Section 2.6.2 LRSD shall implement programs to assist African-American students in being successful in honors and enriched courses and advanced placement courses. Procedures Identification of Students for Gifted and Talented Programs Students are identified for placement in the Gifted and Talented Programs as per administrative regulation IHBB-R and the steps outlined in the Gifted Program Handbook. Guidelines for Placement of Students in Pre-AP and AP Courses Students are placed in Pre-AP and AP courses according to the guidelines established in administrative regulation IHCC-R. These are reprinted in the Gifted Program Handbook, the High School Curriculum Catalog, and the Middle School Curriculum Catalog. Review and Monitoring of Enrollment in Pre-AP, AP, and GT Programs Staff in the Planning, Research, and Evaluation office routinely monitor enrollment, by school, by race, and by gender, in Pre-AP, AP, and GT programs as a part of the program evaluation functions. The Associate Superintendent for Instruction also monitors each semester's enrollment in Pre-AP and AP courses when she reviews schools' master schedules. Individual schools monitor as well. At both the middle and high school levels, one of the indicators in the Quality Index is the percentage of students at each grade level who are enrolled in at least one Pre-AP or AP course. School-level staff, therefore, are learning that their school's performance cannot be rated well if they do not attend to this indicator. Enrollment in these courses is also encouraged in the following additional indicators:  Percentage of students scoring in the highest quartile on the SA T9 reading and mathematics sub-tests  Percentage of students scoring at the advanced level on the State's Benchmark and end-of-level tests  Percentage of students scoring at the advanced level on the LRSD Academic Level Tests  Percentage of students earning at least a 19 on the ACT  Percentage of students taking Advanced Placement examinations  Percentage of students earning at least a \"3\" on AP examiniations  Percentage of students earning the Honors Seal on their diplomas  Percentage of students who require remediation in college Building-Level Guidance Plan Each school designs and implements an annual guidance plan that is aligned with State and LRSD expectations. 39 Review and Monitoring of Quarterly Grade Distribution Reports The Superintendent and the Associate Superintendent for Instruction monitor quarterly the grade distribution reports, as do school-level staff. National Science Foundation Accountability Report The NSF program staff compile and submit to NSF an annual report that includes a narrative on the activities implemented and many tables and charts of data that are required for accountability. These data include enrollment in Pre-AP and AP courses, as well as other higher-level courses in mathematics and science. Programs College Preparatory Enrichment Program (CPEP) This summer tutoring program is funded by the State of Arkansas. The program goal is to improve students' mathematics and verbal scores on the ACT. The knowledge and skills that are taught reinforce student success in advanced classes. Academic Enrichment and Gifted in Surnrner (AEGIS), Grades 7-12 This program is state funded for identified gifted students. Southeastern Consortium for Minorities in Engineering (SECME) SECME is a premiere pre-college program that prepares and motivates students for engineering and other technical fields. LRSD received $22,000 from SECME to implement the SECME program in thirteen elementary and secondary schools. SECME's goal, which is tightly aligned with the Little Rock NSF project, is to increase the pool of minorities who are prepared to enter and complete post-secondary studies in engineering, mathematics, and science. The Little Rock SECME program works in partnerships with faculty from the School of Engineering at the University of Arkansas at Little Rock (UALR). The faculty provides in-kind contributions to deliver technical assistance to school teams. NSF funds were used to support the SECME program in five additional schools. Early College Planning Process (middle school) Students plan their high school graduation and for college both in their grade 7 Career Orientation class and through the middle school guidance program. SMART This NSF-funded program provides a summer enrichment program in mathematics to ensure higher levels of success among grade 9 students in Algebra I. School-based Student Support Teams Each school has a Student Support Team whose goal is to monitor student achievement and provide support and necessary interventions to students at risk of failure. English I-II Workshop Pre-AP Three high schools plan to implement in fall 2000 a double-period English I Pre-AP course (and then to add the double-period English II Pre-AP course in fall 2001). This course will 40 include the curriculum content standards and benchmarks of the English I Pre-AP course, plus specific instruction in areas that students need for success in AP courses: note-taking, essay writing, critical reading skills, vocabulary development, test preparation, college application skills, and so forth. A part of the plan is to work with the community to secure mentors/tutors for students who need assistance in these courses. The curriculum will support student success not only in AP English courses, but in other AP courses as well. Section 2.7 LRSD shall implement programs, policies, and/or.procedures designed to improve and remediate the academic achievement of African-American students, including but not limited to Section 5 of this Revised Plan. Alignment of Multiple Plans Early in 1998 the staff concluded that everyone was going to be confused unless District leaders could clearly demonstrate the alignment and connections among at least six critical planning documents and accountability systems for the District:  LRSD Strategic Plan  LRSD Revised Desegregation and Education Plan  Title I  Arkansas Smart Start Initiative  Urban Professional Development Initiative  Collaborative Partnerships for Mathematics and Science Achievment (funded by NSF) What all these documents had in common were standards, professional development, and accountability. Members of the Division oflnstruction worked diligently, therefore, to keep all those tightly aligned as work proceeded toward implementation so that everyone at every level would see the six initiatives as basically one initiative, especially as they relate to curriculum, instruction, and assessment. Graphics were constructed, as were matrices, so that staff could see the connections. Student Success Model The Little Rock School District has adopted a comprehensive plan to improve student achievement. The Student Success Model has six components, as follows:  Establish a continuum of learning (curriculum standards and benchmarks)  Provide professional development on effective instructional strategies  Design an assessment system to measure academic progress  Create opportunities for personalized education  Build community support  Communicate. Communicate. Communicate. The Work Plan for the Division oflnstruction was organized under these six components in 1998-99 and continued into 1999-2000. They guide the staffs thinking and their work. The Student Success Model was unveiled for the first time at the July 1998 Summer Principals' Institute. The graphic used to explain the model was used every week during 1998-99 on the front page of the Division oflnstruction' s publication for principals, Leaming Links, to remind everyone of both the model and the focus: improved student achievement. 41 A formal presentation of the Student Success Model was made to the Board of Education, principals and members of the Campus Leadership Teams, and the community in November 1999 at the Excelsior Hotel. Packets of explanatory materials and lists of programs were distributed. The presentation was taped and then broadcast on the District's cable channel. In a school district that is 68 percent African-American, as is the Little Rock School District, everything that responsible educators do must serve to improve opportunities, access, support systems, and academic success of African-American.students. The following policies, procedures, and programs have been implemented in 1998-99 and 1999-2000 to that end. All policies and administrative regulations were reviewed not only by representative staff, but they were also sent for review and input to ODM, John Walker of Joshua Intervenors, Frank Martin of the Classroom Teachers Association, and to both Dr. Terrence Roberts and Dr. Steve Ross, desegregation consultants. Policies The section on Instruction in the Board of Education's policy manual has almost totally been revised. The following new policies (those not discussed in other sections of this document) have been adopted:  Policy IA, Academic Content Standards and Benchmarks, adopted on July 22, 1999, by the Board of Educati.on, establishes a standards-based education system for all students. Also stated is the expectation that, \"The District, each school, each individual educator, students, and their parents/guardians are collectively responsible for ensuring student success to every extent possible.\"  Policy IB, Academic Freedom, adopted by the Board on July 22, 1999, establishes rights of both teachers and students in the area of academic freedom.  Policy IC, School Year, adopted by the Board of Education on July 22, 1999, establishes the length of the school year and allows the Superintendent to apply for a waiver of up to five instructional days to be used for the professional development of staff.  Policy ICA, School Calendar, adopted by the Board of Education on July 22, 1999, sets forth the requirement that the Board annually adopt the school calendar.  Policy ID, School Day, adopted by the Board of Education on July 22, 1999, establishes the number of required instructional hours in the school day for elementary and secondary students.  Policy IG, Curriculum Development, Adoption, and Review, adopted by the Board of Education on August 26, 1999, requires Board approval for new courses added to the curriculum.  Policy IGA, Curriculum Program Alignment and Coherence, adopted by the Board of Education on July 22, 1999, requires that all curriculum be aligned with the District's planning documents and the regular education program. It further requires that special education, Title I, ESL, migrant education, gifted and talented education, 504 programs, alternative education, and other instructional programs reflect the district-adopted standards and benchmarks. 42  Policy IGE, Curriculum Guides, adopted by the Board of Education on July 22, 1999, requires curriculum guides for all courses offered in the District.  Policy IHAL, Religion in the Schools, adopted by the Board of Education on July 22, 1999, reinforces the American tradition of separation of church and state. The policy specifically permits teaching about religion.  Policy IHBDA, Remedial Instruction, adopted by the Board of Education on July 22, 1999, makes a commitment to provide \"expanded learning opportunities for all students.\" The policy further states that \"Intervention and remediation efforts ... will be comprised of a broad range of alternatives to ensure that all students are afforded equitable opportunities to perform at or above the 'proficient' level as defined by the standards of Arkansas and the Little Rock School District.\"  Policy IHBH, Alternative Education Programs, adopted by the Board of Education on July 22, 1999, states that the District will \"provide alternative educational opportunities to the extent practicable for those students unable to succeed in a traditional learning environment.\"  Policy IHCA, Summer School, adopted by the Board of Education on July 22, 1999, authorizes summer school programs for extended learning opportunities.  Policy IHCD, Credit for College Courses, adopted by the Board of Education on July 23, 1998, establishes concurrent credit programs between high schools and area universities.  Policy IHCDA, Opportunities to Earn College Credit, adopted by the Board of Education on July 22, 1999, allows students to enroll in college courses while they are still in high school.  Policy JIB, Teacher-Student Ratio, adopted by the Board of Education on July 22, 1999, reinforces the Arkansas Accreditation Standards for teacher and student ratios.  Policy IJ, Instructional Resources and Materials, adopted by the Board of Education on July 22, 1999, establishes the responsibilities of the Board in the selection, adoption, maintenance, and control of instructional materials.  Policy IKA, Grading Systems, adopted by the Board of Education on September 23, 1999, establishes a purpose for grading, the expectations of fairness, the requirement of written procedures, the requirement that grades reflect only academic performance--not discipline, and the provision for adaptions in instruction, performance standards, and assessment strategies for students with special needs.  Policy IKB, Homework, adopted by the Board of Education on July 22, 1999, sets forth a philosophy on homework.  Policy IKE, Promotion and Retention of Students, adopted by the Board of Education on July 22, 1999, requires standards to be established to guide promotion and retention decisions.  Policy IKEC, Award of Credit, adopted by the Board of Education on July 22, 1999, defines a unit of credit and authorizes the Superintendent to award credits earned in various ways. 43  Policy IKF A, Early Graduation, adopted by the Board of Education on July 22, 1999, discourages, but allows a student to graduate early.  Policy IMB, Teaching about ControversiaVSensitive Issues, adopted by the Board of Education on July 22, 1999, establishes parameters to guide decisions.  Policy !MCA, Distribution of Materials and Literature Through Schools, adopted by the Board of Education on July 22, 1999, requires the Superintendent's authorization for the distribution of external materials.  Policy IMH, Class Interruptions, adopted by the Board of Education on July 22, 1999, establishes the expectation that non-academic interruptions to instruction be radically limited. Policies still under development include those relating to the administration of Title I, those relating to the professional development program, and one on computer literacy. The Board of Education also approved the revised middle school curriculum requirements in November 1998 and the revised high school curriculum in December 1998. Both were slightly revised by Board action in December 1999. Procedures The following Administrative Regulations establish the procedures for curriculum, instruction, and assessment staff, as well as school-level staff:       Administrative Regulation IA-R, Academic Content Standards and Benchmarks, adopted October 21, 1999, establishes eight exit standards for students to achieve by the time they graduate from high school. Administrative Regulation ID-R, adopted on October 21, 1999, establishes the minimum number of courses in which a student must enroll in grades 9-12. Adminstrative Regulation IGE-Rl, Curriculum Guide Development, adopted on October 21, 1999, establishes a five-year cycle for curriculum guide development, describes the processes that will be used, and sets expectations for dissemination and implementation. Administrative Regulation IGE-R2, Approval of New Courses, adopted on October 21, 1999, lays out the processes to be used for the approval of new courses in the curriculum. Administrative Regulation IHBDA-R, Intervention/Remediation, adopted on October 21, 1999, requires that assistance be provided \"for any student who is performing below the standard levels of achievement in the areas of mathematics and reading/language arts.\" Intervention/ remediation programs include \"re-teaching, tutoring, extended-day programs, Saturday programs, surnrner school, and special courses offered within the school day.\" Administrative Regulation IHCDA-R, Concurrent Enrollment, adopted on October 21, 1999, provides procedures for concurrent enrollment and credit. Administrative Regulation IJ-Rl, Textbook Adoptions, adopted on October 21, 1999, establishes the procedures for adoption of textbooks. 44  Administrative Regulation IJ-R2, Library Media Center Materials Selection, adopted on October 21, 1999, establishes the procedures for the selection, retention, and/or removal of library media center materials.  Administrative Regulation IKA-R, Nine-Week/SemesterNearly Grading Procedures, adopted on October 21, 1999, provides procedures for teachers to use in grade calculations at the elementary, middle, and high school levels. Included is the provision for semester test exemptions at the high school level.  Administrative Regulation IKE-R, Student Promotion and Retention, PreK- 12, adopted on October 21, 1999, provides specific guidelines for decisions relating to promotion and retention at each level.  Administrative Regulation IKEC-Rl, Credit for College Dual-Credit and College Summer Enrichment Programs, adopted on October 21, 1999, establishes parameters and criteria for award of credit earned in these programs.  Administrative Regulation IKEC-R2, Credit for Correspondence Courses, establishes procedures and parameters for the use of credit earned through correspondence courses.  Administrative Regulation IKEC-R3, Credit by Examination, establishes a list of approved courses for which credit by examination can be earned and the procedures for administering the program. Curriculum Content Standards/Benchmarks The District developed in 1997-98 and 1998-99 comprehensive curriculum content standards, plus grade-level and course benchmarks in K-12 English language arts, mathematics, science, and social studies. In addition, curriculum maps were constructed for each area to ensure that the LRSD standards were aligned with the State's curriculum frameworks and assessments. Teachers received their copies of the new curriculum documents in August 1999, along with some initial training in their implementation. Follow-up training has occurred throughout 1999-2000. (See Section 5.) Standards are important to ensure that high expectations for learning are established for every student. They describe for all involved the specific knowledge and skills that students should acquire during a year of instruction. Extensive, in-depth, and follow-up training is important for teachers so that they have the tools that they need to ensure student success in achieving the established curriculum standards and benchmarks. Instructional Standards A committee has been at work throughout 1999-2000 to identify or adapt or, perhaps, create a set of desired instructional ( or delivery) standards for use throughout the District, K-12. These standards will guide the design of professional development programs at both the District and school levels\nwould serve as part of the criteria by which educators at the District and school levels can evaluate potential curricula as 45 staff plan for improved student achievement\nwill be used by staff who observe instruction to provide feedback\nand eventually will be used to inform a revised teacher evaluation system. This work has been exciting in that it has provided a forum for professional development, for critical thinking about the available options, for discussions about culture and differences among both students and teachers, and consideration of the K- 12 and across-the-curriculum needs. Among the resources that the committee has studied are the following:  Robert Marzano. A Different Kind of Classroom: Teaching with Dimensions of Leaming. Alexandria, VA: Association for Supervision and Curriculum Development. 1992.  Robert Marzano. A Theory-Based Meta-Analysis of Research on Instruction. Aurora, CO: Mid-continent Regional Education Laboratory. 1998.  Stephanie Stoll Dalton. Pedagogy Matters: Standards for Effective Teaching Practice. Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence. 1998.  Gloria Ladson-Billing. The Dreamkeepers: Successful Teachers of African American Children. San Francisco: Jossey-Bass. 1994.  Robert Cole. Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners. Alexandria, VA: Association for Supervision and Curriculum Development. 1995.  Steven Zemelrnan, Harvey Daniels, and Arthur Hyde. Best Practice: New Standards for Teaching and Learning in America's Schools. Portsmouth, NH: Heinemann. 1998.  Gordon Cawelti. Handbook of Research on Improving Student Achievement. Arlington, VA: Educational Research Service. 1999.  Bruce Joyce and Emily Calhoun. Creating Learning Experiences: The Role oflnstructional Theory and Research. Alexandria, VA: Association for Supervision and Curriculum Development, 1996.  National Research Council. How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press. 1999.  Fred Newmann, Walter Secada, and Gary Wehlage. A Guide to Authentic Instruction and Assessment: Vision, Standards, and Scoring. Madison, WI: Wisconsin Center for Education Research. 1995.  Barbara Presseisen. Teaching for Intelligence. Arlington Heights, IL: Sky Light. 1999.  Charlotte Danielson's Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. 1996.  Bruce Joyce and Marsha Weil's Models of Teaching. Englewood Cliffs, NJ: Prentice Hall, Inc. 1986.  U.S. Department of Education's Programs for English Language Learners. Washington, DC: Office of Civil Rights. 1999. 46 The core committee doing this work includes diverse participants-those representing general education, special education, gifted education, career and technical education, English-as-a-Second Language, and both elementary and secondary. A representative of ODM serves as well. More diverse levels of staff will be involved as the process continues. The Instructional Standards will be established by the end of the 1999-2000 school year and will be used immediately in planning for 2000-2001 professional development activities. Programs Title I Programs The District's Title I program serves all elementary schools and middle schools, with the exception of magnet schools that already receive supplemental funding. Money is allocated to the District and then to schools on the basis of student participation in the free and reduced lunch program. Targeted students are those who are performing at the \"below basic\" and \"basic\" levels on assessments in reading and mathematics. PLATO Labs The District has acquired PLATO laboratories for Hall, Central, and McClellan High Schools. These schools are using the programs for remediation of socially promoted students to the high schools, for tutoring in English and mathematics concepts and skills, and for retaking courses that students have failed in the core areas. Accelerated Learning Center The Accelerated LearningCenter at Metropolitan serves more than 300 over-age and creditdeficient high school students in 1999-2000 in three sessions daily and in the summer. The competency-based, accelerated program allows students to earn high school credits as quickly as they can complete the courses they lack. This program has already had a dramatic postive effect on the drop-out rate, allowing many students to graduate who might not otherwise have done so. Alternative Learning Center The Alternative Learning Center serves middle and high school students who are on longterm suspension or expulsion. Students at this school can not only continue to make academic progress, but they also receive instruction and coaching on behavior modification so that they can be more successful when they return to their home schools. Summer School The District runs a comprehensive summer school for elementary, middle, and high school students. In summer 1999 the elementary program was conducted with an emphasis on literacy, using the Reading Clinic model. Modifications to the secondary program in summer 1999 included the decision to limit enrollment to students who live in LRSD, thereby ensuring adequate space for LRSD students. 47 Tutoring Programs Several schools offer in-classroom or extended day tutoring services, especially in reading and mathematics. 21 st Century Community Leaming Centers Project (Little Rock LEADERS) Little Rock LEADERS (Literacy Education, Academic Development, Educational Resource Services) is a federally funded grant project, awarded in summer 1998 that provides educational programming to students and adults of the Little Rock community. An advisory committee comprised of community partners, parents, and school district personnel provide direction and feedback regarding the LEADERS program. Programs sponsored by this project include after-school tutoring for students in grades K-12, 2 Cool 4 School, and One Three One Five Workforce Readiness and Community Service Program (for 13-15 yearolds). Mental and physical health services are also provided. ACT Tutoring A series of three-hour workshops in each of the core test areas is provided on Saturdays for persons taking the ACT. These workshops are scheduled on consecutive Saturdays leading up to the test dates available during the school year. Career Orientation (Required Grade 7 Course) The Board approved the new middle school curriculum in November 1998. At grade 7 there is a new requirement that all students take one semester of Career Orientation. The curriculum for the course was restructured so that it now meets the objectives of the Middle School Curriculum Committee. A part of the class time is devoted to a study of the high school graduation requirements and all its options, and then students make a first draft of a graduation plan. This class also includes vocational aptitude testing and feedback. The intent is to carve out sufficient time for all students to be well informed about high school and to receive good information and guidance on the choices they have. Block Scheduling All of the LRSD high schools block scheduled in fall 1999\nthat is, teachers and students met a given classes every other day. Students may take eight courses (four each day), and teachers teach six (three each day). Longer class periods have been found to facilitate the kind of instructional strategies that work best with all kinds of learners. Teachers received professional development to prepa\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_317","title":"Compliance hearing exhibits, 47","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["2000/2001"],"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--21st Century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","School improvement programs"],"dcterms_title":["Compliance hearing exhibits, 47"],"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/317"],"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":["exhibition (associated concept)"],"dcterms_extent":["267 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\nSchool Improvement Plans Marian Lacey, Assistant Superintendent-.x ii\u0026gt; 7 'f if if ip (f t f  p J MIDDLE SCHOOLS j 0  't t '( / David Patterson, Principal Cloverdale Middle Level Academy if if e 'f 'f- f I I p f r i II ? f f I* * t '4 I t (P \u0026lt; p: t 4 Debbie Berry, Principal Dunbar Magnet Middle School Elouise Hudson, Principal Forest Heights Middle School Larry Buck, Principal Henderson Middle School Ann Blaylock, Principal Mabelvale Middle School Jim Fullerton, Principal Horace Mann Magnet Middle School Nancy Rousseau, Principal Pulaski Heights Middle School Jim Mosby, Principal Southwest Middle School if 'i f- r t 'if I f 'f t tf if t a 'i 'i i\u0026lt; ji n if ir if 'if 'f J 't f 4 t t f 't fCLOVERDALE MIDDLE LEVEL ACADEMY SCHOOL IMPROVEMENT PLAN 2000-2001MISSION STATEMENl The mission of Cloverdale Middle Level Academy is to prepare all of its students not only for the upcoming experiences of suture education, but to instill a love of learning which will follow them throughout their adult lives. The task will be accomplished through a partnership of dedicated administrators, teachers, staff, and parents. Every effort will be made to create a safe atmosphere for success in life's future travels. OUR CREED ON MY HONOR I WILL DO MY BEST TO OBEY THE SCHOOL RULES, TO HELP OTHER PEOPLE AT ALL TIMES, AND KEEP MYSELF PHYSICALLY STRONG MENTALLY AWAKE AND MORALLY STRAIGHT. J VISION STATEMENT The Cloverdale Middle Level Academy family makes a positive difference in the lives of its members by providing opportunities for success. OUR PLEDGE I WILL BE. . . COURTEOUS LOYAL OBEDIENT VITAL EFFICIENT RESPECTFUL DEPENDABLE ATTENTIVE LAWFUL ENTHUSIASTIC CMLA Population 350 300 250 200 150 100 50 0 :?a: 'it'. 06 07 08 T T Black Count Other Count TotalCMLA Percentage Chart 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% *4 I . I --iiv- '( T Wi '\"i t T 06 07 08 ?iW ! W fesi Sv I\u0026amp; Total  Black Percent  Other PercentAction Plan: Community Involvement Problem Statement: (summarize the problem indicated by data and background analysis\nstate the desired goals) Condition\n300 hours of community involvement during 1999-2000 school year. Goal: 3500 hours of community involvement within 2 years. Stretch Goal\n5000 hours of community involvement within 2 years. Strategy Mentor Program Kev Actions 1) Faculty meets with local chinch groups and neighborhood associations. 2) Compile lists of volunteers and hours/times available. Classroom Helpers 1) Volunteer enters classroom to assist classroom teacher 2) Teacher has specific guidelines to give to volunteer (resource box) PTSA 1) One team member at every PTSA meeting. 2) Develop strategies to encourage students to bring parents. Professional Dev, Mentoring Guidelines inservice l)Develop guidelines to give to volunteers. 2) Develop resource box with skill deficiencies and students' names. Introduce reward ideas for both teachers and teams to attend PTSA meetings. Timeline Meetings: Sept. Begin: Nov. 5,2000 Begin: Nov. 5, 2000 Begin: Sept. 1,2000 Person Responsible Ms. Brooks Team Leaders PTSA President Individual teachers Team Leaders Mr. Patterson PTSA President Resources Mentoring Guidelines and list of \"high-risk\" students Test scores Resource modifications Incentives (monetary as well as other types) Assessment Track academic improvements/discipline referral s/absenteeism Track academic improvements Increased numbers of teachers/parents/commun- ity members and students at meetings. Adult Spanish classes Recruit a community member to give adult Spanish lessons in the After School Program and provide stipend for teacher. Survey on interest of faculty in attending such a class. Survey: Sept. 1, 2(XM) Begin classes: Nov. 5, 2000 PTSA President Ms. Brooks Texts (?) Copier availability Increased number of faculty/community members speaking Spanish 1Strategy P.A.R.K. Fall Festival Open Mike at Night Form interdisciplinary units with all core classes Curriculum Mapping Analyze last year's scores Action Plan: Community Involvement Kev Actions Professional Dev. In-service on curriculum mapping Timeline (cont'd) Person Responsible P.A.R.K. staff Teachers Ms. Seabrook Ms. Brooks Staff Social Studies committee Parents Teachers Students Communitv Teachers Resources Assessment P.A.R.K. facilities PTSA 2 Action Plan: Science Problem Statement: (summarize the problem indicated by data and background analysis\nstate the desired goals) Condition: Goal: 75% of Sth grade students at or above the basic level on the Benchmark exam. Stretch Goal: 95% of Sth grade students at or above the basic level on the Benchmark exam. Strategy Kev Actions Professional Dev. Timeline Person Responsible Resources Assessment Increase use of act to enhance interpreting info from charts/ diagrams/illustra- tinnc Specified vocabulary list Reading/writing science articles Alternative innterpretation of science concents Science Olympiad Create vocabulary list of terms used to formulate questions_______________ Assign science articles to students who then read them and summarize them for the class.____________ Present opportunities for students to create skits/ commercials/raps________ Student demonstrates skill taught to parents/ business leaders and teachers None None None Science teachers Science teachers Science teachers Texts Magazines Newspapers Library books Science Fair Mentor Program Increase act of collecting/calcu- latinedata S.W. design/inter- pret charts/ graphs from data collected from exnerimento____ Increase use of word problems Science teachers Science teachers Science teachers Modules Modules ModulesAction Plan: Mathematics Problem Statement: (summarize the problem indicated by data and background analysis\nstate the desired goals) Condition: 11% of Sth grade students are at the basic and proficient level on the Benchmark Examination. Goal: 50% of Sth grade students reach the basic and above levels on the Benchmark Exam. Stretch Goal: 75% of Sth grade students reach the basic and above levels on the Benchmark Exam._________ Strategy Quiz Bowl practice Standardize Test Program________ Incentive Assemblies (small)__________ Tutoring Program Stronger Math Club____________ \"Math Counts\" Competition Kev Actions Create questions and distribute them to the math teachers_________________ Professional Dev. Mini-inservice during team meetings to go over Quiz SqvyI rulgs________ Timeline Begin: Oct. 2000 Person Responsible Ms. Nesmith Individual math tWfth.gI5_______ Dept. Chairs Team Leaders Teachers Math Teachers Math Teachers Resources Texts Teams Assessment Classroom testsAction Plan: Literacy Problem Statement: (summarize the problem indicated by data and background analysis\nstate the desired goals) Condition: 42% of Sth grade students are performing at basic and above on the Benchmark Literacy Test. Goal\n60% of Sth grade students performing at basic and above on the Benchmark Literacy Test within 2 years. Stretch Goal: 90% of Sth grade students performing at basic and above on the Benchmark Literacy Test within 2 years. Strategy Accelerated Reader Program Vocabulary banks Drop Everything And Read Mentor Program (Adopt-a-student) Literary Magazine (one/nine weeks) Book Club Story Time Kev Actions Installation of program in computers 1) Compile lists of 50 words from each discipline. 2) Three new words will be presented per day, schoolwide. 3) All faculty/staff will develop strategies to reinforce words. 10 mins of reading on Wednesday a.m. instead of Chaimel One. 1) Teams identify \"high- risk\" students to be assigned a mentor. 2) Teacher \u0026amp; community mentor volunteers are matched with students. Collect stories, poetry and essays from students Create a list of books and a schedule Professional Dev. Workshop on using A.R. (Aug. 15) Mini-inservice to brainstorm strategies. Miru-inservice at faculty meeting Mini-inservice at faculty meeting with Guidelines for Mentoring None None Contact elementary schools to partner with None Timeline Begin: Sept 1, 2000 Begin: Sept. 1, 2000 Begin: Sept. 1,2000 1) Identification 1^ end of Sept. 2) Matched to mentor by Nov. 5, 2000 Oct. 2000 Oct 2000 Oct. 2000 Person Responsible Ms. Firestone Ms. McMurray Team Leaders Ms. Schutte Mr. Patterson Ms. Lamb Ms. Grecnley Mr. Bennett Tnd Teachers Team Leaders Ms. Seabrook Ms. Stewart Ms. Brooks Ms. Wickliffe Ms. Poore Ms. McMurray Ms. Schutte____ Ms. Hudson Ms. Wickliffe Ms. B. Williams Resources A.R. Software Books Incentives Text books Personal book Guidelines for Mentoring Magazine software \u0026amp; paper Book-of-the- month Books appropriate to rsad-tg.skm. Assessment Printouts from software In-class tests Quiz bowls Spot checks on classrooms by APs and Principal Track academic improvements/discipline referral s/absenteeism Sale of magazines Attendance at club meetings Attendance at story time days. 1Strategy Computers in all English Classes Make novels more accessible to teachers/students School-wide Incentives______ Test Preparation (for standardized tests)__________ Action Plan: Literacy Kev Actions 1) Improve communication between teachers and IRC 2) Improve ability for teachers to get books inhouse Professional Dev, None (cont'd) timeline Aug. 2000 Person Responsible District personnel Mr. Patterson Dept, chairs______ Ms. Schutte Ms. Brandon (IRC) IRC Secretary Teachers Administrators Teachers Resources Millage Partners in Ed. Class sets of novels Counselors Assessment 2A6TaP Arkinsu CimprcheaHTt TeaiDR A AssemcM FfOATun GRADE 8 BENCHMARK EXAMINATION MATHEMATICS SCHOOL SUMMARY REPORT Page: 1 A11 Students Gender Female Male District Name\nLITTLE ROCK SCHOOL DISTRICT District Number: 60-01 Schoo) Name\nCLOVERDALE JUNIOR HIGH SCHOOL Schoo) Number\n061 Gracie\n08 Total Number of Students Tested: Date of Test: February 1999 Number ft Percentage of Students School Below Basic (BEL) 148 and below District Region State 138 Number of Students who did not attempt the Mathematics session\nNumber ft Percentage of Students Basic (BAS) 149-199 School District Region State 4 Ethnicity Asian/Pacific Islander African American Hispanic Native American White Gender/Ethnicity Feme 1e Asian/Pacif1c Islander African American Hispanic Native American White Gender/Ethnicity Male Asian/Pacif1c Islander African American Hispanic Native American White 122 sax 989 85X 2,388 45X 11.562 47X 13 gx 364 24Z 2,126 4OX 9,871 40X Nuaber 8 Percentage of Students Proficient (PRO) 200-249 Number ft Percentage of Students School 3 2Z District Region State School Advanced (ADV) 250 and above District Region State 133 9X 690 13% 2,822 1IX 0 OX 33 2X 121 2X 409 2t 67 93X 55 83X 0 ox 111 sox 3 loox 3 lOOX 1 SOX 0 OX 61 94X 2 10OX 2 lOOX 0 OX 0 OX 50 B5X 1 100X 1 100X 1 50X 516 6SX 473 64X 10 30X 814 81X 27 m 14 82X 106 26X 6 46X 429 BIX 15 75X 9 82X 51 26X 4 20X 385 SOX 12 SOX 5 83X 55 27X 1,245 45X 1,142 44X 4 13X 969 81X 33 49X 31 55X 1,323 34X 3 18X 482 82X 19 53X 18 BOX 709 35X 1 11 486 BOX 14 45X 13 BOX 614 33X 5,968 48X 5,587 46X 26 I7X 3,766 82X 214 57X 199 63X 7,247 38X 15 19X 1,937 B3X 110 BIX 86 BIX 3,776 39X 11 I6X 1,828 82X 103 54X 113 63X 3,471 37X 5 7X 8 12X 0 OX 11 9X 0 OX 0 ox 0 ox 0 OX 4 BX 0 OX 0 ox 0 ox 0 OX 7 12X 0 OX 0 ox 0 ox 184 24X 180 24X 11 33X 172 17X 6 I7X 3 I8X 168 42X 6 46X 88 17X 3 15X 2 18X 83 43X 5 25X 84 I7X 3 20X 1 I7X 85 4IX 1,079 39X 1,044 4OX 19 BIX 196 16X 32 48X 20 36X 1,848 47X 9 53X 90 15X 15 42X 9 30X 951 46X 10 71X 106 18X 17 55X 11 42X 895 47X 4,969 40X 4,889 4OX 73 48X 723 16X 134 36X 100 31X 8,797 46X 38 47X 351 I5X 54 30X 48 34X 4.458 46X 35 SOX 312 Ml 78 4IX 52 29X 4,333 46X 0 ox 3 5X 60 BX 13 10X 349 13X 341 13X 1.406 11X 1.415 12X 0 ox 0 ox 16 2X 17 21 64 2Z 57 2Z 181 IX 228 2X 0 OX 2 2X 0 OX 0 ox 1 BOX 9 27X 19 2X 2 6X 0 OX 103 26X 5 16X 23 2X 2 3X 5 9X 652 17X 39 26X 74 2X 23 6X 16 6X 2.661 14X 0 OX 0 ox 0 ox 0 ox 0 ox 3 9X 6 IX 0 ox 0 ox 24 BX 3 10X 5 OX 0 ox 0 ox 113 3X 14 9X 5 OX 2 IX 1 ox 385 21 0 ox 0 ox 0 ox 0 ox 0 ox 0 OX 2 3X 0 OX 0 ox 1 5OX 1 BX 9 21 2 1OX 0 ox 48 25X 8 40X 10 2X 0 OX 0 ox 55 27X 3 I8X 11 21 2 BX 3 1OX 328 16X 2 14X 12 2X 0 OX 2 8X 324 17X 22 27X 42 2X 14 8X 6 4X 1.319 14X 0 OX 0 ox 0 ox 0 ox 0 ox 0 OX 4 IX 0 ox 0 ox 12 SX 2 12X 4 IX 0 OX 0 ox 58 3X 6 11 4 OX 1 IX 0 ox 169 21 16 23X 32 IX 9 5X 12 7X 1.342 14X 0 OX 0 ox 0 ox 0 ox 0 ox 3 15X 2 OX 0 OX 0 ox 12 BX 1 11 1 OX 0 ox 0 ox 55 31 8 IIX 1 ox 1 IX 1 IX 216 21a^Tap Afkaimi ConprdiCRsnt TtainR 4 Aunneni Frounni GRADE 8 BENCHMARK EXAMINATION LITERACY SCHOOL SUMMARY REPORT Page: 2 A!! Students Gender Fema!e Male District Name: LITTLE ROCK SCHOOL DISTRICT District Number: 60-01 School Name\nCLOVERDALE JUNIOR HIGH SCHOOL Schoo) Number\n061 Grade: 08 Total Number of Students Tested: Date of Test\nFebruary 1999 Nunbar \u0026amp; Parcentage of Students School Below Basic (BEL) 163 and below District Region State 128 Number of Students who did not attempt the Literacy session\nNumber t Percentage of Students Basic (BAS) 164-199 Schoo! District Region State Number 8 Percentage of Students Proficient (PRO) 200-249 Schoo! District Region State 14 Number ft Percentage of Students Advanced (ADV) 250 and above Schoo! District Region State Ethnicity Asian/Pacific Islander African Anerican Hispanic Native American White Gender/Ethnicity Female Asian/Pacif1c Islander African American Hispanic Native American White Gender/Ethnicity Male Asian/Pacif1c Islander African American Hispanic Native American White 75 59X 31 47X 43 70X 0 OX 68 59X 1 33X 1 100X 1 sox 0 ox 31 SIX 0 ox 0 ox 0 ox 0 ox 37 69X 1 100X 1 100X 1 SOX 658 46X 285 38Z 372 5X 7 2IX 533 56X 19 sex 11 131 It 19X 3 23X 240 46X 7 311 1 78X 27 14X 4 20X 293 esx 12 sex 4 tit 49 24X 1.609 31X 593 22X 1,015 40X 2 ex 655 58X 19 29X 24 44X 890 23X 2 12X 281 49X 7 20X 8 29X 288 14X 0 ox 374 e7X 12 39X 16 62X 601 32X 7.962 33X 2.822 23X 5.133 43X 22 14X 2,592 58X 146 40X 142 46X 4,977 26X 5 ex 1, 121 49X 51 29X 34X 1,569 16X 17 24X 1,471 S9X 94 51X 95 56X 3,406 37X 42 33X 28 42X 14 23X 0 OX 39 34X 1 33X 0 OX 0 ox 0 ox 25 4IX 1 SOX 0 ox 0 ox 0 OX 14 26X 0 OX 0 ox 0 ox 497 34% 291 38X 206 30X 14 42X 319 34X 9 27X 3 2OX 145 37X 5 38X 208 4OX 7 311 1 11X 64 34X 9 45X 111 2 ex 2 14X 2 33X 81 40X 2.367 45X 1.260 46X 1.105 44X 16 52X 388 34X 34 52X 25 46X 1.888 48X 7 41X 228 40X 18 SIX 15 54X 983 48X 9 64X 159 28X 16 52X 10 38X 905 49X 10.881 45X 5,749 46X 5,122 43X 63 41X 1.489 . 3 160 44X 133 43X 8.974 47X 32 40X 902 39X 84 til 68 SOX 4.637 48X 31 44X 586 211 74 4OX 65 38X 4.336 tn 11 9X 7 11X 4 n 0 OX 8 11 1 331 0 OX 1 sox 0 ox 5 8X 1 SOX 0 ox 0 ox 0 OX 3 6X 0 OX 0 ox 1 sox 269 19X 166 22X 103 15X 12 36X 92 1OX 5 15X 1 11 157 4OX 5 38X 67 13X 5 26X 1 11X Bl 46X 7 35X 25 ex 0 ox 0 ox 70 35X 1, 164 221 5,196 2IX 0 OX 18 1X 82 2Z 314 1X 794 29X 369 15X 13 42X 85 8X 12 18% 5 9X 1.044 27X 8 47X 59 10X 9 26X 5 18X 708 35X 5 36X 26 5X 3 1OX 0 ox 335 18X 3.627 29X 1.565 13X 61 40X 349 8X 59 lex 31 1OX 4,682 25X 38 47X 269 12X 41 23X 22 lex 3.245 34X 22 3IX 80 4X 18 1OX 9 5X 1,434 16X 0 ox 0 ox 0 OX 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 16 2X 2 OX 0 OX 6 IX 0 OX 0 ox 12 3X 0 OX 5 1X 0 ox 0 ex 11 6X 0 OX 1 OX 0 ox 0 ox 1 ox 63 2X 19 IX 0 OX 2 OX 1 2X 0 OX 79 21 0 OX 2 OX 1 31 0 OX 60 3X 0 ox 0 ox 0 ox 0 ox 19 IX 244 2X 70 1X 6 4X 10 OX 2 1X 0 OX 295 2X 6 7X 8 OX 2 1X 0 OX 227 2X 0 ox 2 OX 0 ox 0 ox 68 IX90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 81% 65% \" \u0026gt;4% 2% 17%.,.., Grade 8 Benchmark (2/99): Mathematics . .77%........ 82% 26' 42% 6%-- 30% 33% 17%-- H6\u0026lt;%--------- 0% I 18% 9% I0% 0%  Below Basic  Basic  Proficient Advanced  z is* z ^6 z z z 80% 70% 60% 56% - 50% -46% - 40% 30% - 20/,, - 10/o O/o M% M% 1/o Grade 8 Benchmark (2/99): Literacy 379! 40% 19/ 3% 58% 42% 16%...... 73%  Below Basic  Basic  Proficient S7%--------- \u0026gt; fl fc O/o  Advanced z ^3 '7 S' z xO'- z z z \u0026lt;4100% 90% 88% 80% 70% 63% 60% 50% 40% 30% :3% 20% 10% 0% )% 0% Cloverdale Dunbar Grade 8 Benchmark (2Z99): Math, All Students -....87% 73% 72% 65% :3% :3% 2 2% 52% 48%  Below Basic  Basic  Proficient Advanced\n3% :2% 7%-- 2% 2% }% Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 70% 60% 59% 50%  40%  :3% 30% - 20% 10% - l% )% 0% Cloverdale 49% 5 3% 7% )% Dunbar Gracie 8 Benchmark (2Z99): Literacy, All Students 58% 51% 59% 40% 17% 1% % T : 4% 7%------- 1% Forest Heights Henderson 42% \u0026lt;7%-------------37J 35% 31^o2'*\u0026lt;il :3% 0% 1% Mabelvale 0% 2% 2% )% Mann Pulaski Heights Southwest  Below Basic  Basic  Proficient Advanced Dunbar Magnet Middle School a 2-a' i Im l^\\ jFtSS\u0026gt;3 M- 455 !V pfij s f- -li I- o / Tuning Up For Success On The Global Highway Gifted \u0026amp; Talented - International StudiesLITTLE ROCK SCHOOL DISTRICT MIDDLE SCHOOL PROGRAM MISSION STATEMENT The mission of the Little Rock School District Middle School Program is to meet the unique needs of all young adolescents, equipping them with the knowledge and the intellectual, physical, emotional, and social skills to successfully accomplish the transition to high school. This is achieved through: a developmentally appropriate curriculum that is challenging, integrated, relevant and exploratory\nspecially trained, nurturing educators using varied teaching and learning approaches within a flexible organizational structure\nstrong family and community partnerships\nprograms and policies that foster health, wellness, and safety\nand a faculty advocate for every student. -Adopted by LRSD Board of Directors March 26, 1998DUNBAR MAGNET MIDDLE SCHOOL MISSION STATEMENT The Dunbar Magnet staff acknowledges that the nations of the world becoming increasingly interdependent. To prepare for this are becoming increasingly uiiciucpcnwin- xv interdependence, we seek to develop thoughtful, creative individuals able to participate effectively as citizens of an international society. We plan to meet the needs of a diverse student body by offering a challenging curriculum, emphasizing creativity and higher order thinking skills. Dunbar Magnet students will develop awareness and understanding of various global issues. cultures and languages as a passport to the future.Administration Deborah Berry, Principal John Bacon, Assistant Principal Ryan Burgess, Assistant Principal Rhonda Dunn, Assistant Principal Campus Leadership Team Steering Committee Deborah Berry, Principal Linda Austin, Central Office Louise Gutierrez, Parent Charles Stewart, Business Lucious Powell, Community Gerald Talley, Community Beverly Harris, Non-Certified Staff Vickie Finney, Non-Certified Staff Edith Ax, Faculty Darrell Carr, Faculty Tyri Flynn, Faculty Arthur Olds, Faculty Dawn Terry, Faculty Francine Skotko, Faculty Oscar Dean, Designers Tyri Flynn, Corvette (8) Sara Gaines, Prowlers (7) Tina Jones, Infiniti (6) Karisa Nichols, Pathfinder (7) Arthur Olds, Renaissance Racers Susan Sloan, Explorer (6) Judy Warren, Navigator (8)School Improvement Plan School: Dunbar Magnet Middle School Year: 2000-2001 Priority: Improve Student Achievement in Mathematics Supporting Data: The Stanford 9 exam showed that 2 disaggregated groups of students were 64% and 35% above the lowest quartile but only 9% and 3%, respectfully, in the highest quartile. These same groups were at 21 and12 /o ** / __ ' ___________. ____nn and Miimhpr SVStemS Problem Solving - Estimation, and Number Systems above the 50th percentile. The lowest scores were in and Number Theory as well as in Procedures - Computation in Context and Rounding. Only 14% of the students were at or above the \"proficient\" level on the State Criterion-Referenced Mathematics Exam. Goal(s): 100% of a school's students shall perform at or above the \"proficient\" level on the mathematics exam (grade 8 on the State criterion-referenced test). 65% of a school's students in every sub-group of race and gender shall perform at or above the 50th percentile in mathematics (SAT9 - 7th grade). At least 30% of a school's students will perform at the highest quartile in mathematics (SAT9 - 7th grade). 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The percent of students performing at or above the proficient\" level in mathematics on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. ACTAP - 8* Grade State Mandated Criterion-Referenced Mathematics Test (1999 baseline year) This chart shows disaggregated trend and improvement goals as percentages. Hispanic Maies (n = 4) 120 100 80 60  Actuai  Goai 40 20 0 T 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009The percent of students performing at or above the \"proficient\" level in mathematics on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. ACTAP - 8*'' Grade State Mandated Criterion-Referenced Mathematics Test (1999 baseline year) This chart shows disaggregated trend and improvement goals as percentages. Asian/Pacific Islander Females (n  4) 120 100 80 60  Actual  Goal 40 20 0 T 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009The percent of students performing at or above the proficient level in mathematics on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. ACTAP - 8* Grade State Mandated Criterion-Referenced Mathematics Test (1999 baseline year) This chart shows disaggregated trend and improvement goals as percentages. Asian/Pacific Islander Males (n = 7) 120 100 80 60 40 -- 20 -- 0 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009  Actual  GoalBaseline Data Baseline Grade Year Levels LRSD Indicators Goal Your Results Growth Goal Your Growth Your Score 98-99 7 Performance on SATO, a Norm-Referenced Mathematics Test 65% of a school's students in every subgroup of race and gender shall perform at or above the 50th percentile in mathematics. Af-Am(F)=12% Af-Am(M)=21% WF=60% WM=53% Hisp=86% As/Pac=100% 0ther=100% Af-Am(F)=5% (4 students) Af-Am(M)=5% (4 students) WF=1% (1 Student) WM=1% (1 student) 23% 20% 77% 86% 6 -6 16 32 98-99 7 Performance on SAT9, a Norm-Referenced Mathematics Test The percent of students in every subgroup of race and gender performing at or above the 50th percentile in mathematics will meet or exceed the trend and improvement goals each year. See above See above65% of a schools students in every sub-group of race and gender shall perform at or above the 50 percentile in mathematics. Stanford 9 Exams - 7* Grade (1998 baseline year) This chart shows disaggregated data on Stanford 9 mathematics exams as percentages. % at or above 50th percentile 120% 100% 100100% 100% 86% 86% 80% 77% 10% 65*\u0026gt;5% 60/ 60%  -  1998  1999 337 40% - - 23% 217feo% 20% - - 0% a.i I GOAL Af-Am(F) Af-Am(M) WF (n = (n = 67) (n s 86) 42) WIVI(ns 36) Hisp. As/Pac (n Other (n = = 5) 2) T T T T LThe percent of students in every sub-group of race and gender performing at or above the 50* percentile in mathematics will meet or exceed the trend and improvement goals each year. Stanford 9 Exam - Grade (1998 baseline year) This chart shows disaggregated trend and improvement goals as percentages. African-American Females (n = 67) 70 60 50 40 30  Actual  Goal 20 10 -- 0 T 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008The percent of students in every sub-group of race and gender performing at or above the 50* percentile in mathematics will meet or exceed the trend and improvement goals each year. Stanford 9 Exam - 7* Grade (1998 baseline year) 60 50 40 30 0 20 10 This chart shows disaggregated trend and improvement goals as percentages. 70 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 Goal The percent of students in every sub-group of race and gender performing at or above the 50* percentile in mathematics will meet or exceed the trend and improvement goals each year. Stanford 9 Exam - Grade (1998 baseline year) This chart shows disaggregated trend and improvement goals as percentages. White Females (n = 42) 90 80 70 60 50 -- 40 --  Actual  Goal 30 -- 20 -- 10 -- 0 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 LThe percent of students in every sub-group of race and gender performing at or above the 50**' percentile in mathematics will meet or exceed the trend and improvement goals each year. Stanford 9 Exam - Grade (1998 baseline year) This chart shows disaggregated trend and improvement goals as percentages. White Males (n = 36) 100 90 80 70 60 50 --  Actual  Goal 40 -- 30 -- 20 -- 10 -- 0 T T T 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008Baseline Data Baseline Grade Year Levels LRSD Indicators Goal Your Results Grotvth Goa/ Your Growth Your Score 98-99 7 Performance on SAT9. a Norm-Referenced Mathematics Test At least 30% of a school's students will perform at the highest quartile in mathematics. Af-Am(F)=3% Af-Am(M)=9% WF=43% WM=33% Other=100% Af-Am(F)=3% (2 students) Af-Am(M)=2% {2 students) 98-99 7 Performance on SAT9, a Norm-Referenced Mathematics Test The percent of a school's students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year. See above See above 4% 5% -2 -6At least 30% of a schools students will perform at the highest quartile in mathematics. Stanford 9 Exam - 7* Grade (1998 baseline year) This chart shows disaggregated data on Stanford 9 mathematics exams as percentages. % in the highest quartile 120% 100% 100% 80% 80% 67% 60% 40% 30580% 20% - - 0% 3% 4% 9% i. Goal 61% 43/ 30% I T 0% Af-Am(F) Af-Am(M) WF (n = WM (n = Hisp. (n = As/Pac (n Other (n = (n = 67) (n = 86) 42) 36) 7) = 5) 6)  1998  1999The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year. Stanford 9 Exam - f** Grade (1998 baseline year) 30 25 20 15 10 5 0 This chart shows disaggregated trend and improvement goals as percentages. 35 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 Goal The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year. Stanford 9 Exam - 7* Grade (1998 baseline year) This chart shows disaggregated trend and improvement goals as percentages. 35 30 25 20 15 10 0 5 African-American Males (n = 86) Goal 1998 1999 2000 2001 2002 Baseline Data Baseline Grade Year Levels LRSD Indicators Goal Your Results Growth Goal Your Growth Your Score 98-99 7 Performance on SAT9, a Norm-Referenced Mathematics Test At least 90% of a school's students will perform above the lowest quartile in mathematics. Af-Am(F)=35% Af-Am(M)=44% WF=81% WM=81% Others=75% Af-Ann(F)=6% (4 students) Af-Am(M)=3% (2 students) WF=1% (1 student) WM=1% (1 student) 0=2% (1 student) 42% 44% 87% 95% 100% 98-99 7 Performance on SAT9, a Norm-Referenced Mathematics Test The percent of a school's students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year. See above See above -1 -3 5 13 23At least 90% of a schools students will perform above the lowest quartile in mathematics. Stanford 9 Exams - V* Grade (1998 baseline year) This chart shows disaggregated data on Stanford 9 mathematics exams as percentages. % above the lowest quartile 120% 100% 100% 100% 9O/O% 87% 86% 81/ 81V 80%  - 60%  -  1998  1999 42% 44*/4% 40% - - 20%  - 0% T 1 T T T T T Goal Af-Am(F) Af-Am(M) WF (n = WM(n= Hisp. (n= As/Pac (n Others (n (n = 67) (n = 86) 42) 36) 7) = 5) = 6)The percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year. Stanford 9 Exam -1^'' Grade (1998 baseline year) This chart shows disaggregated trend and improvement goals as percentages. African-American Females (n = 67) 100 90 80 70 60 50 40 30 20 10 0 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 Goal The percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year. Stanford 9 Exam - 7* Grade (1998 baseline year) This chart shows disaggregated trend and improvement goals as percentages. African-American Maies (n  86) 100 90 80 70 60 50 40 -- 30 -- 20 -- 10 -- 0 T T 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008  Actual  GoalThe percent of a school's students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year. Stanford 9 Exam - 7* Grade (1998 baseline year) This chart shows disaggregated trend and improvement goals as percentages. White Females (n = 42) 92 90 88 86 84 82 80 -- 78 -- 76 T T 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008  Actual  GoalThe percent of a schools students performing above the lov^est quartile in mathematics will meet or exceed the trend and improvement goals each year. Stanford 9 Exam - 7\" Grade (1998 baseline year) This chart shows disaggregated trend and improvement goals as percentages. White Males (n = 36) 100 95 90 85 80 -- 75 -- 70 ml 111111 !! Illi  Actual  Goal 11 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 LThe percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year. Stanford 9 Exam - 7* Grade (1998 baseline year) This chart shows disaggregated trend and improvement goals as percentages. Others (n = 6) 120 100 80 60 -- 40 -- 20 -- 0 T T  Actual  Goal 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 School Improvement Plan School: Dunbar Magnet Middle School Year: 2000 - 2001 Priority: Improve Student Achievement in Reading Supporting Data: The Stanford 9 exam showed that 2 disaggregated groups of students were 46% and 32% above the lowest quartile but only 1% and 0% respectfully, in the highest quartHe^ These above the 50th percentile. The lowest scores were in Reading Comprehension, notably Recreational, Textual, Punctuation and Sentence Structure continue to be weak points. Initial Understanding and Interpretation. Only 18% of the students were at or above the \"proficient\" level on the State Criterion-Referenced Literacy Exam. Goal(s): 100% of a school's students shall perform at or above the \"proficient\" level on the reading and writing literacy exam (grade 8 on the State criterion-referenced test). 65% of a school's students in every sub-group of race and gender shall perform at or above the 50th percentile in reading (SAT9 - 7th grade). At least 30% of a school's students will perform at the highest quartile in reading (SAT9 - 7th grade). At least 90% of a school's students will perform above the lowest quartile in reading (SAT9 - 7th grade). 90% of a school's students shall perform at or above the \"proficient\" level in reading each semester (grades 6-8 on the LRSD criterion-referenced reading test).School Improvement Plan School: Dunbar Magnet Middle School Year: 2000 - 2001 Priority: Improve Student Achievement in Reading, page 2 One-Year Benchmark(s): The percent of students performing at or above the \"proficient- ievei in reading and writing iiteracs, on the criterion-referenced (grades 6-8 tests wiii meet or exceed the trend and improvement goais each year (grade 8 on the State criterion-referenced test). In 2000 - 2001 Dunbar students shall improve 8.2% to a total of 26.2%. This means that 17.5 students must improve to the \"proficient\" or above level this year. DATA NOT AVAILABLE UNTIL SEPTEMBER. The percent of students in every sub-group of race and gender performing at or above the 50th percentile in reading will meet or exceed the trend and improvement goals each year (SAT9 - 7th grade). In 2000 - 2001 Dunbar students shall improve at the following rates: Black Males need to improve 4%, to a total of 32% (this is a total of 4 students who need to improve)\nBlack Females need to improve 6%, to a total of 22% (this is a total of 6 students who need to improve). These are the rates of improvement needed to match the improvement goals\nmore growth, of course, is sought. The percent of a school's students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year (SAT9 - 7th grade). Dunbar students shall improve at the following rates: Black Males need to improve 3%. to a total of In 2000 - 2001 --------------------- 7% (this is a total of 3 students who need to improve)\nBlack Females need to improve 3%, to a total of 6% (this is a total of 2 students who need to improve). These are the rates of improvement needed to match the improvement goals\nmore growth, of course, is sought.School Improvement Plan School: Dunbar Magnet Middle School Year: 2000 - 2001 Priority: Improve Student Achievement in Reading, page 3 One-Year Benchmark(s): The percent of a school's students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year (SAT9 - 7th grade). In 2000 - 2001 Dunbar students shall improve at the following rates: Black Males need to improve 4%, to a total of 54% (this is a total of 4 students who need to improve)\nBlack Females need to improve 6%, to a total of 44% (this is a total of 4 students who need to improve)\nWhite Males need to improve 1%, to a total of 85% (this is a total of less than 1 student who needs to improve): White Females need to improve 1 %, to a total of 80% (this is a total of less than 1 student who needs to improve). These are the rates of improvement needed to match the improvement goals\nmore growth, of course, is sought. The percent of students performing at or above the \"proficient\" level in reading will meet or exceed the trend and improvement goals each semester (grades 6-8 on the LRSD criterion-referenced reading test). \"Proficient\" levels have not yet been determined. Charts show NWEA Medians, District Medians, and Dunbar Medians by grade level and subject for the Spring 2000 test. District-wide school comparisons are also included. The percent of students demonstrating gains from the reading pre-test to the post-test will meet or exceed the improvement goal each year (grades 6-8 on the LRSD criterion-referenced reading test). The second series of tests have not yet been administered: growth goals are thus not available at this time. LSchool Improvement Plan School: Dunbar Magnet Middle School Year: 2000 - 2001 Intervention: Reading Across the Content Areas Actions Person Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget 1. Establish block class scheduling to promote hands-on instructional techniques. Deborah Berry, Principal 1 Sept. Team study/block research. Development of a professional Library in the Media Center, Staff development in block scheduling/team teaching. $1,000 2. Establish common planning periods for each team in order to facilitate across the curriculum reading. Deborah Berry, Principal Team Leaders 1 Sept. See above, number 1. 3. Increase the amount of time students are engaged in on-task instruction. Administrative Team Calendar Coordinator 1 Sept. Bobcat Babble (Used to schedule announcements.) School calendar done monthly. 4. Establish the use of learning logs and daily use of agendas across the curriculum. Team Leaders 1 Sept. Agendas, Notebooks Money spent on the agendas will be reimbursed through agenda sales. 5. Increase the circulation of books, etc., in the Media Center. Martha James, Media Specialist Team Leaders Reading Teachers 15 Sept. Media Center, Media resources. Library Use instruction by Media Specialist. District Media BudgetSchool Improvement Plan School: Dunbar Magnet Middle School Year: 2000 - 2001 Intervention: Reading Across the Content Areas, page 2 Actions Person Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget 6. Identify and plan remediation for those incoming 6th grade students who score in the bottom quartile in reading on last year's Sth grade Stanford 9 exams. Mr. Acre and Ms. Slater, Counselors Aug. 10 Individuals and their scores provided by Dr. Lesley's office. 7. Use curriculum mapping to ensure that reading will be stressed in all areas. Steering Committee Team Leaders Begin 1 Nov. Curriculum Maps, Professional Library 8. Design, in collaboration with representative parents, a plan that involves parents in the reading component of the content areas. Deborah Berry, Principal Parent Mathematics Committee Begin 1 Nov. PTSA, Parent Reading Committee 9. Design school, as well as individual team, incentives for improvement. Steering Committee Team Leaders Begin 1 Nov. Depends on the incentives developed. Again, the budget will depend on the incentives selected. 10. Discuss School Improvement (re: reading) in every faculty meeting. Deborah Berry, Principal Begin with Nov. Fac. Meeting Faculty Meeting Agendas, Professional Library 11. Monitor the entire plan and make needed adjustments to ensure Deborah Berry, Principal Ongoing Team Meeting Agendas improvement before the April Benchmark Team Leaders examinations.School Improvement Plan School: Dunbar Magnet Middle School Year: 2000-2001 Intervention: Reading Across the Content Areas, page 3 Actions Person Responsible Timeline Resources District Title I Budget Budget APIG/Other Budget 12. Conduct summative evaluations of the Campus Leadership June plan and its implementation\nmake adjustments for next year. Team Synthesis from Team Meeting AgendasBaseline Data Baseline Year Grade Levels LRSD Indicators Goal Your Results Growth Goal Your Growth Your Score 2000-2001 all LRSD Criterion-Referenced The percent of students performing at or Reading and Language Usage above the \"proficient\" level in Reading and Tests Language Usage will meet or exceed the trends and improvement goals each semester. \"PROFICIENT' LEVELS HAVE NOT BEEN DETERMINED. THE SECOND SERIES OF TESTS HAVE NOT BEEN GIVEN, AND NO TREND DATA IS AVAILABLE. CHARTS SHOWING CURRENT DATA ARE INCLUDED, HOWEVER.The percent of students performing at or above the proficient level in Reading will meet or exceed the trend and improvement goals each semester. LRSD Criterion-Referenced Mathematics Test Spring, 2000 This chart shows Median Scores. READING - GRADE 6 218 212 216----- 214  212----- 210----- 208 ----- 2fla 211  Spring 2000 206 ----- 204 T NWEA LRSD Dunbar Medians Medians MediansLRSD Achievement Level Tests - Spring 2000 (Average Scores) Reading - Grade 6 220 215 215 210 209 211 210 203 205 -- 204 200  195 195 -- 190 -- 185 (0 c  Q c c ra CL in g  T T T T I 213 202 T T I T T oThe percent of students performing at or above the proficient level in Language Usage will meet or exceed the trend and improvement goals each semester. LRSD Criterion-Referenced Mathematics Test Spring, 2000 This chart shows Median Scores. LANGUAGE USAGE - GRADE 6 217 216 216 215----- 214----- 213----- 212----- 212 213  Spring 2000 211----- 210 T NWEA LRSD Dunbar Medians Medians Medians LLRSD Achievement Level Tests - Spring 2000 (Average Scores) Language Usage - Grade 6 250 212 200 1  213 219 215 212 210 204 209 150 -- 100  50  0 T T T T T T T T 6^'The percent of students performing at or above the proficient level in Reading will meet or exceed the trend and improvement goals each semester. LRSD Criterion-Referenced Mathematics Test Spring, 2000 This chart shows Median Scores. READING - GRADE 7 222 221 2ia 220 -  218----- 216----- 214----- 212----- 210----- 208 212  Spring 2000 T T NWEA LRSD Dunbar Medians Medians MediansLRSD Achievement Level Tests - Spring 2000 (Average Scores) Reading - Grade 7 220 219 216 215 210  205 -- 200 -- 195 211 210 210 209 206 T T T T T T T T xOThe percent of students performing at or above the proficient level in Language Usage will meet or exceed the trend and improvement goals each semester. LRSD Criterion-Referenced Mathematics Test Spring, 2000 This chart shows Median Scores. LANGUAGE USAGE - GRADE 7 223 222 221 220 1222 22e 219----- 218----- 217----- 216----- 215 -   Spring 2000 24^ 214----- 213 T T NWEA LRSD Dunbar Medians Medians MediansLRSD Achievement Level Tests - Spring 2000 (Average Scores) Language Usage - Grade 7 225 222 221 220 216 215T\"  210  205  200 T\" \u0026lt;\u0026lt; 217 209 212 O' XV / T T T T T T T oThe percent of students performing at or above the \"proficient level in Reading will meet or exceed the trend and improvement goals each semester. LRSD Criterion-Referenced Mathematics Test Spring, 2000 This chart shows Median Scores. READING - GRADE 8 226 22^ 224 ----- 222 -  220 ----- 218----- 216----- 214------ 212----- 210 211  Spring 2000 T 7TC T NWEA LRSD Dunbar Medians Medians Medians LLRSD Achievement Level Tests - Spring 2000 (Average Scores) Reading - Grade 8 250 216 217 222 218 212 214 208 211 200  150  100  50  0 T T T T T T T TThe percent of students performing at or above the proficient level in Language Usage will meet or exceed the trend and improvement goals each semester. LRSD Criterion-Referenced Mathematics Test Spring, 2000 This chart shows Median Scores. LANGUAGE USAGE - GRADE 8 224 223 222 -  221  220 ----- 219----- 218----- 217 -  216 -   Spring 2000 215 T T NWEA LRSD Dunbar Medians Medians MediansLRSD Achievement Level Tests - Spring 2000 (Average Scores) Language Usage - Grade 8 250 218 218 225 219 215 215 210 214 200  150  100  50 -- 0 T T T T T T T T 4^Baseline Data Baseline Grade Year Levels LRSD Indicators Goal Your Results Growth Goal Your Growth Your Score 98-99 7 Performance on SAT9, a Norm-Referenced Reading Test 65% of a school's students in every subgroup of race and gender shall perform at or above the 50th percentile in reading. Af-Am(F)=10% Af-Am(F)=6% Af-Am(M)=24% (6 students) 21% 5 98-99 7 Performance on SAT9, a Norm-Referenced Reading Test WF=71% VVM=67% Others=80% Af-Am(M)=4% (4 students) 24% The percent of students in every subgroup of race and gender performing at or above the 50th percentile in reading will meet or exceed the trend and improvement goals each year. See above See above65% of a schools students in every sub-group of race and gender shall perform at or above the 50 percentile in reading. Stanford 9 Exam - 7* Grade (1998 baseline year) This chart shows disaggregated data on Stanford 9 reading exams as percentages. % at or above 50th percentile 120% 100% 100% 90% 81% 80% 80% 71^ 65/5% 67/ 71% 60%  -  1998  1999 40%  - [3%r 20% - - 0% Goal 21% 24%M% II T T 1 Af-Am(F) Af-Am(M) (n = 2) WM (n  Hisp. (n = As/Pac (n Others (n (n = 67) (n = 86) 36) 7) = 5) = 6)The percent of students in every sub-group of race and gender performing at or above the 50* percentile in reading will meet or exceed the trend and improvement goals each year. Stanford 9 Exam - 7* Grade (1998 baseline year) This chart shows disaggregated trend and improvement goals as percentages. African-American Females (n = 67) 70 50 40 30 20 10 0 60 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008  Actual  Goal The percent of students in every sub-group of race and gender performing at or above the 50* percentile in reading will meet or exceed the trend and improvement goals each year. Stanford 9 Exam - 7*'' Grade (1998 baseline year) This chart shows disaggregated trend and improvement goals as percentages. African-American Males (n = 86) 70 60 50 40 30  Actual  Goal 20 -- 10 -- 0 T 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008Baseline Data Baseline Grade Year Levels LRSD Indicators Goal Your Results Growth Goal Your Growth Your Score 98-99 7 Performance on SAT9, a Norm-Referenced Reading Test At least 30% of a school's students will perfonn at the highest quartile in reading. Af-Am(F)=0% Af-Am(M)=1% WF=40% WM=39% Others=50% Af-Am(F)=3% (2 students) Af-Am(M)=3% (3 students) 7% 6% 4 2 98-99 7 Performance on SAT9, a Norm-Referenced Reading Test The percent of a school's students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year. See above See aboveAt least 30% of a schools students will perform at the highest quartile in reading. Stanford 9 Exam -1*'' Grade (1998 baseline year) This chart shows disaggregated data on Stanford 9 reading exams as percentages. /. in the highest quartile 80% 74% 70% 60% 60% 50% 50% 40/. 30/. 30/30% 40/ 39/  1998  1999 20/. 10/. 0/. 3% 0/. 04 T T T T Goal Af-Am(F) Af-Am{M) WF (n = WM (n = Hisp. (n = As/Pac (n Others (n (n = 67) (n = 86) 42) 36) 7) = 5) = 2)The percent of a schools students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year. Stanford 9 Exam - 7* Grade (1998 baseline year) This chart shows disaggregated trend and improvement goals as percentages. African-American Females (n = 67) 35 30 25 20 15  Actual  Goal 10 5 0 T 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 LThe percent of a schools students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year. Stanford 9 Exam - 7* Grade (1998 baseline year) This chart shows disaggregated trend and improvement goals as percentages. African-American Males (n = 86) 30 25 20 15 10 5 0 35 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 Goal L Baseline Data Baseline Grade Year Levels LRSD Indicators Goal Your Results Growth Goal Your Growth Your Score 98-99 7 Performance on SATO, a Norm-Referenced Reading Test At least 90% of a school's students w/ill perform above the lowest quartile in reading. Af-Ani(F)=6% Af-Am(M)=46% (4 students) WF=78% 39% 1 WM=83% Af-Am(M)=4% 46% 98-99 7 Performance on SAT9, a Norm-Referenced Reading Test The percent of a school's students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. 0thers=100% (4 students) See above WF=1% (1 student) WM=1% (1 student) See above 84% 98% 5 14 LAt least 90% of a schools students will perform above the lowest quartile in reading. Stanford 9 Exam - 7* Grade (1998 baseline year) This chart shows disaggregated data on Stanford 9 reading exams as percentages. % above the lowest quartile 120% 100% 98% 100% 100% 90\u0026lt;y0% 80%  - 84% 78*/^ 83/ 86% 17% 60%  -  1998  1999 46\u0026lt;S6% 40% - - 39% 20% - - 0% T T T Goal Af-Am(F) Af-Am(M) WF (n = WM(n= Hisp. (n= As/Pac (n Others (n (n = 67) (n = 86) 42) 36) 7) = 5) = 2)The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. Stanford 9 Exam - Grade (1998 baseline year) This chart shows disaggregated trend and improvement goals as percentages. African-American Females (n = 67) 100 90 80 70 60 50 40 30 20 10 0 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 Goal The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. Stanford 9 Exam - 1**' Grade (1998 baseline year) This chart shows disaggregated trend and improvement goals as percentages. African-American Males (n = 86) 100 90 80 70 60 50  Actual  Goal 40 - 30 -- 20 -- 10 -- 0 T T 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. Stanford 9 Exam - T*** Grade (1998 baseline year) This chart shows disaggregated trend and improvement goals as percentages. White Females (n = 42) 92 90 88 86 84 82 80 78 76 74 72 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 Goal The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. Stanford 9 Exam - 7* Grade (1998 baseline year) This chart shows disaggregated trend and improvement goals as percentages. White Males (n = 36) 100 95 90  Actual  Goal 85 80 -- 75 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008Baseline Data Baseline Grade Year Levels State Indicators Goal Your Results Growth Goal Your Growth Your Score 99-00 8 Performance on State- Mandated Criterion- Referenced Literacy Test 100% of a school's students shall perform at or above the \"proficient\" level in grade 8 reading and writing literacy. School=18% Af-Am(F)=4% Af-Am(M)=2% White(F)=53% School=8.2% (17.5 students) Af-Am(F)=9.6% White(M)=32.5% (6.8 students) Hisp(F)33% Hisp(M)=0% Af-Am(M)=9.8% As/Pac(F)=25% (5 students) As/Pac(M)=43% White(F)=4.7% (2.5 students) VVhite(M)=6.75% {2.7 students) Hisp(F)=6.7% (.2 students) Hisp(M)=10% (.4 students) As/Pac(F)=7.5% {.3 students) 99-00 8 Performance on State- Mandated Criterion- Referenced Literacy Test The percent of students performing at or above the \"proficient\" level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. See above Data not available until September. As/Pac(M)=5.7% (.4 students) See aboveM 100% of a schools students shall perform at or above the proficient level in grade 8 reading and writing literacy. ACTAP - S* Grade State Mandated Criterion-Referenced Literacy Test (1999 baseline year) This chart shows disaggregated data on State Criterion-Referenced Literacy Exams as percentages. % at or above \"proficient\" 120 100 100 80  60 -- 51 43  1999 40  11 20 -- 0 T 18 4 T 25 2 0 T T T T cP' n\u0026gt; A^^ V** / z Z ^3^ .s\u0026lt; The percent of students performing at or above the proficient level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. ACTAP - 8* Grade State Mandated Criterion-Referenced Literacy Test (1999 baseline year) This chart shows disaggregated trend and improvement goals as percentages. School (n = 214) 120 100 80 60  Actual  Goal 40 20 0 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009The percent of students performing at or above the proficient level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. ACTAP - 8* Grade State Mandated Criterion-Referenced Literacy Test (1999 baseline year) This chart shows disaggregated trend and improvement goals as percentages. African-American Females (n = 71) 120 100 60 40 20 0 80 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009  Actual  Goal The percent of students performing at or above the proficient level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. ACTAP - S* Grade State Mandated Criterion-Referenced Literacy Test (1999 baseline year) This chart shows disaggregated trend and improvement goals as percentages. African-American Males (n = 51) 120 100 80 60  Actual  Goal 40 20  0 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009The percent of students performing at or above the \"proficient\" level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. ACTAP - 8* Grade State Mandated Criterion-Referenced Literacy Test (1999 baseline year) This chart shows disaggregated trend and improvement goals as percentages. White Females (n = 30) 120 100 80 60  Actual  Goal 40 -- 20 -- 0 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009The percent of students performing at or above the \"proficient\" level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. ACTAP - 8* Grade State Mandated Criterion-Referenced Literacy Test (1999 baseline year) This chart shows disaggregated trend and improvement goals as percentages. White Males (n = 40) 120 100 80 60  Actual  Goal 40 20 -- 0 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009The percent of students performing at or above the \"proficient level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. ACTAP - 8* Grade State Mandated Criterion-Referenced Literacy Test (1999 baseline year) This chart shows disaggregated trend and improvement goals as percentages. Hispanic Females (n = 3) 120 100 80 60  Actual  Goal 40 20 -- 0 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009The percent of students performing at or above the \"proficient\" level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. ACTAP - 8* Grade State Mandated Criterion-Referenced Literacy Test (1999 baseline year) This chart shows disaggregated trend and improvement goals as percentages. Hispanic Males (n = 4) 120 100 80 60  Actual  Goal 40 20 0 T 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009The percent of students performing at or above the proficient level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. ACTAP - 8' Grade State Mandated Criterion-Referenced Literacy Test (1999 baseline year) This chart shows disaggregated trend and improvement goals as percentages. Asian/Pacific isiander Femaies (n = 4) 120 100 80 60  Actual  Goal 40 20 -- 0 -l-LJ 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009The percent of students performing at or above the proficient\" level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. ACTAP - S* Grade State Mandated Criterion-Referenced Literacy Test (1999 baseline year) This chart shows disaggregated trend and improvement goals as percentages. Asian/Pacific Islander Males (n = 7) 120 100 80 60  Actual  Goal 40 20 -- 0 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009School Improvement Plan School: Dunbar Magnet Middle School Year\n2000-2001 Priority: Improve Student Success In Academic and Non-Academic Areas Supporting Data: In 1998 - 99 discipline reports were down to 48 from the previous year's total of 401. Further reduction is needed for male students (41 of the 48 reports). The Stanford 9 exams show below average scores .H in Thinking Skills and Listening Comprehension, with improvement needed in Total Study Skills. 18 students were reported as drop-outs last year. Only 18% of the students were at or above proficient on the State criterion-referenced Literacy Exam. Only 14% of the students were at or above \"proficient on the State criterion-referenced Mathematics Exam. Goal(s): At least 99% of secondary students will remain in school to complete the 8th grade. Average daily attendance rate will be at least 95%. 100% of a school's classes will be taught by an appropriately licensed teacher. 100% of a school's certified staff will complete at least 30 hours of approved professional development. Schools will be free of drugs, weapons, and violent acts. 65% of a middle school's students will be enrolled in at least one Pre-AP course each year. 90% of a middle school's students will be enrolled in Algebra I by grade 8. LSchool Improvement Plan School: Dunbar Magnet Middle School Year: 2000 - 2001 Priority: Improve Student Success In Academic and Non-Academic Areas, page 2 One-Year Benchmark(s): Secondary schools will improve the percentage of students who stay in school to complete the 8th grade (the State Indicator is 12th grade). Schools will improve their average daily attendance rate. Schools will improve the percent of classes taught by an appropriately licensed teacher. Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually. The percent of students enrolled in at least one Pre-AP course each year will meet or exceed the trend goal. The percent of students enrolled in Algebra I by grade 8 will meet or exceed the trend goal each year.Baseline Data Baseline Grade Year Levels State Indicators Goal Your Results Growth Goal Your Growth Your Score 2000-2001 all School Dropout At least 99% of secondary students will remain in school to complete the 12th grade. 100% 0% 2000-2001 all Average Daily Attendance Average daily attendance rate will be at least 95%. 98% 0% 2000-2001 all Classes Taught by an Appropriately Licensed Teacher 100% of a school's classes will be taught by an appropriately licensed teacher. 97% 0.30% 2000-2001 all Professional Development 100% of a school's certified staff- will complete at least 30 hours of approved professional development. 100% 0% 2000-2001 all School Safety Schools will be free of drugs, weapons, and violent acts. 1 incident avoid 1 incidentBaseline Data Baseline Year Grade Levels LRSD Indicators Goal Your Results Growth Goal Your Growth Your Score 2000-2001 all Enrollment in Pre-AP Courses 65% of a middle school's students will be enrolled in at least one Pre-AP course each year. 63% 0.20% (1.4 students) 2000-2001 8 Enrollment in Algebra I by grade 8 90% of a middle school's students will be enrolled in Algebra I by grade 8. 12% 7.80% (56 students) LSchool Improvement Plan School: Dunbar Magnet Middle School Year: 2000 - 2001 Intervention: Students Shall Develop Positive Success Patterns Actions Person Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget 1. Design, in collaboration with representative parents, a plan to increase student attendance. Campus Leadership Team, Parent Team 1 Dec. ERIC, Professional Library, Internet, NCA materials 2. Increase parent involvement in team counseling sessions. Team Leaders 15 Sept. 3. Increase the amount of time the counselors are directly involved with students. Mr. Acre and Ms. Slater, Counselors 1 Nov. 4. Establish incentives and rewards for positive behavior. Team Leaders Administrative Team 1 Dec. ERIC, NCA materials Depends on the incentives and rewards established. 5. Begin instruction in test-taking/study skills in each team and/or homeroom. Team Leaders, Home Room Teachers, Mr. Acre and Ms. Slater, Counselors 15 Sept. Videos, Internet, ERIC, NCA materials 6. Broaden the scope of the peer mediation program. 1 Dec. Peer Mediation Coordinator, Administrative Team Peer mediation materials and training for both students and faculty.School Improvement Plan School: Dunbar Magnet Middle School Year: 2000-2001 Intervention: Students Shall Develop Positive Success Patterns, page 2 Actions Person Responsible Timeline Resources District Title I Budget Budget APIG/Other Budget 7. Include special groups of students (ESL and Special Education) in established teams. Administrative Team Ms. Carr, ESL Coordinator, Ms. Davis and Mr. Shavers, Special Education 15 Sept 8. Discuss School Improvement (re: student success) in every faculty meeting. Deborah Berry. Principal Begin with Nov. Fac. Meeting Faculty Meeting Agendas, Professional Library 9. Monitor the entire plan and make needed adjustments to ensure continued growth and improvement toward positive success patterns. Deborah Berry, Principal Team Leaders Ongoing Team Meeting Agendas 10. Conduct summative evaluations of the plan and its implementation\nmake adjustments for next year. Campus Leadership Team June Synthesis from Team Meeting Agendas. L 100% of a schools students shall perform at or above the proficient level in grade 8 mathematics. ACTAP - 8* Grade State Mandated Criterion-Referenced Mathematics Test (1999 baseline year) This chart shows disaggregated data on State Criterion-Referenced Math Exams as percentages. % at or above \"proficient\" 120 100 100 80  60 -- 57.1  1999 39 40  20  14 1.6 1.4 eP' I  0 0 0 0 T T T T T 5$*  L . zACTAP - 8* Grade State-Mandated Criterion-Referenced Mathematics Test 1999 This chart presents the percentages disaggregated by race and gender as well as the total for Dunbar Magnet. The State goal for ff this test is 100% at or above \"proficient. Percentages 100 90 80 70 60 -n 50 - 40 - 30 - 20 - 10 - 0 BE I  Below Basic  Basic  Proficient  Advanced z z  55^ vS\" ' / ** V (S'- z rIt 100% of a schools students shall perform at or above the proficient level in grade 8 reading and writing literacy. ACTAP - 8*'' Grade State Mandated Criterion-Referenced Literacy Test (1999 baseline year) This chart shows disaggregated data on State Criterion-Referenced Literacy Exams as percentages. % at or above \"proficient\" 120 100 100 80  60 -- 52L 43  1999 40 -- 20 -- 0 T 18 2 4 T T 32A 31 25 T 0 T T T z  z z A'V IP z  z.ACTAP - 8* Grade State-Mandated Criterion-Referenced Reading and Writing Literacy Test 1999 This chart presents the percentages disaggregated by race and gender as well as the total for Dunbar Magnet. The State goal for this  test is 100% at or above \"proficient. Percentages 120 100 80 60 40 - 20 - lllll T\u0026gt; o* 'S'* 'S'* rr 4- SC'  Below Basic  Basic  Proficient  Advanced 0 T A T T Lv\"\" GRADE STUDENTS Stanford 9 Exams - Content Clusters (Total School) These charts show NCE percentages. 1998-99 N = 236 1999-00 N = 198 Reading Vocabulary (30 items) 60 50 40 as. 30-- 20 -- 10-- Below Average 56 56 Average 25 Above Average  1998/99 44  1999/00 0 Reading Vocabulary - Synonyms (16 items) 50 46 \u0026lt;5 44 40-- 30-- 20-- 10 -- 25 Above Average  1998/99  1999/00 Below Average Average 44 0 Reading Vocabulary - Context (7 items) 80 64-6fr 60 40 20 0 T Below Average Average JSL TT  1998/99  1999/00 Above Average Reading Vocabulary - Multiple Meanings (7 items) 60 50 40 30 20 10 0 46-21 Below Average 60.IT Average Above Average  1998/99  1999/00 ?\" GRADE STUDENTS Stanford 9 Exams - Content Clusters (Total School) These charts show NCE percentages. 1998-99 N = 236 1999-00 N = 198 Reading Comprehension (54 items) 50 40 35 30-- 20-- 10-- Below Average 47 47 Average TF Above Average  1998/99  1999/00 21 0 Reading Comprehension - Recreationai (18 items) 60 50 40 ee 30-- 20- - 10- Below Average 4-60. Average TT21 Above Average  1998/99  1999/00 0 Reading Comprehension - Textual (18 items) 50 40 30 20 10 0 47 jU. Average  1998/99  1999/00 Above Average Below Average Reading Comprehension - Functional (18 items) 50 40 30 20 10 0 46 Average  1998/99  1999/00 Below Average Above Average t\"\" grade students Stanford 9 Exams - Content Clusters (Total School) These charts show NCE percentages. 1998-99 N = 236 1999-00 N = 198 Reading Comprehension - Initial Understanding (12 items) SO 40 30 20 10 0 45 TT 36  1998/99  1999/00 Below Average Average Above Average Reading Comprehension - Interpretation (24 items) SO -42. 44^ 40-- 30-- 20-- 10-  1998/99  1999/00 0 Below Average Average Above Average Reading Comprehension - Critical Analysis (9 items) 60 50 40 30 20 10 0 tr 22. Below Average 56 57 Average Above Average  1998/99  1999/00 Reading Comprehension * Process Strategies (9 items) 60 50 40 sr 30- 20-- 10 -- Below Average 4 53 TT a  1998/99  1999/00 Average Above Average 0t\"\" grade students Stanford 9 Exams - Content Clusters (Total School) These charts show NCE percentages. 1998-99 N = 236 1999-00 N = 198 Math: Problem Solving (48 items) 50 40 37 46 137 30  20  - 10   1998/99  1999/00 17 0 Below Average Average Above Average Math: Problem Solving - Measurement (6 items) SO 40 3g-4e 36 30-- 20-- 10--  1998/99  1999/00 Below Average Average Above Average 1? 0 Math: Problem Solving - Estimation (6 items) 60 50 40 30 20 10 0 ee Below Average AS 33]  1998/99  1999/00 Average Above Average 40. Math: Problem Solving - Problem- Solving Strategies (5 items) 60 so 40 30 20 10 0 ST IT  1998/99  1999/00 Below Average Average Above Average M * 7\" GRADE STUDENTS Stanford 9 Exams - Content Clusters (Total Sehool) These charts show NCE percentages. 1998-99 N = 236 1999-00 N = 198 Math: Problem Solving - Number and No. Relationships (6 items) 50 40 30 20 10 0 Below Average Average Above Average  1998/99  1999/00 Math: Problem Solving - Number Systems and No. Theory (5 items) 60 50  51 40- - 30-- 20-- 10 -  1998/99  1999/00 0 Below Average Average Above Average Math: Problem Solving - Patterns and Functions (3 items) 100 80 60 40 20 0 *-|T I  1998/99  1999/00 Below Average Average Above Average Math: Problem Solving - Algebra (3 items) 80 60 40 20 0 Average  1998/99  1999/00 Above Average Below Average 7 GRADE STUDENTS Stanford 9 Exams - Content Clusters (Total School) These charts show NCE percentages. 1998-99 N = 236 1999-00 N = 198 Math: Problem Solving - Statistics (6 items) 60 SO 40 30-- 20-- 10 -- Below Average 2. 181  1998/99  1999/00 Average Above Average 0 Math: Problem Solving - Probability (3 items) 50 40 30 a- 25 47 381 20- - 10 --  1998/99  1999/00 Below Average Average Above Average SZ 0 Math: Problem Solving - Geometry (7 items) 80 60 40 20 0 66 16 46-  1998/99  1999/00 Below Average Average Above Average Math: Procedures (30 items) 50 47 46 40  - 30- 20-- 10-- 381  1998/99  1999/00 Below Average Average Above Average 0f GRADE STUDENTS Stanford 9 Exams - Content Clusters (Total Sehool) These charts show NCE percentages. 1998-99 N = 236 1999-00 N = 198 Math: Procedures - Computation/Symbolic Notation (10 items) 60 40 20 0 47 46 Average  1998/99  1999/00 Below Average Above Average Math: Procedures - Computation in Context (16 items) 50 40 44 M. 30-- 20  10  0 3-4\u0026amp;  1998/99  1999/00 T Below Average Average ' Above Average Math: Procedures - Rounding (4 items) 50 44 40  M 30  20 - - 10  4e-9  1998/99  1999/00 2? 0 Below Average Average Above Average Language (48 items) 60 w 50 40 30-- 20-- 10- 45 a* Below Average Average tb\nAbove Average  1998/99  1999/00 H. 0 7 GRADE STUDENTS Stanford 9 Exams - Content Clusters (Total School) These charts show NCE percentages. 1998-99 N = 236 1999-00 N = 198 Language - Capitalization (8 items) 80 60 40 20 0 55 2aJ2 XJ2  1998/99  1999/00 T Below Average Average Above Average Language - Punctuation (8 items) 60 50 40 30-- 20-- 42.  1998/99  1999/00 10 0 Below Average Average Above Average mT Language - Usage (8 items) 60 50 40 30 20-- 10-- Below Average 56 52 ---- 32 16,  1998/99  1999/00 Average Above Average 0 Language - Sentence Structure (12 items) 46 44 50 40 -3 I** 30- 20-- 10- 25 15i  1998/99  1999/00 Below Average Average Above Average 0 T*\" GRADE STUDENTS Stanford 9 Exams - Content Clusters (Total School) These charts show NCE percentages. 1998-99 N = 236 1999-00 N = 198 Language - Content and Organization (12 items) 50 40 30 20 10 0 46 3S -34-M  1998/99  1999/00 Below Average Average Above Average T Spelling (30 items) 60 50 40 30 20  - 10 -- w\n25  1998/99  1999/00 Below Average Average Above Average 0 Spelling - Homophones (5 items) 60 50 \"48----- r** 40- - 30-- 20-- 10-- 36 3jr TT a*  1998/99  1999/00 Below Average Average Above Average 0 Spelling - Phonetic Principles (10 items) 60 50 40 30 20 10 0 4e-tT Below Average -SC 31 Al  1998^9  1999/00 Average Above Average 42.7*'' GRADE STUDENTS Stanford 9 Exams - Content Clusters (Total School) These charts show NCE percentages. 1998-99 N = 236 1999-00 N = 198 Spelling - Structural Principles (10 items) 60 50 40 30 20 10 0 40-ee- Below Average 57 54 Average Above Average  1998/99  1999/00 Spelling  No Mistake (5 items) 60 50 40 30 20 10 0 56 Average  1998^9  1999/00 Above Average Below Average Study Skills (30 items) 60 50 40 30 20 10 0 aa 23 Below Average -64 .44 Average Above Average  1998/99  1999/00 Study Skills - Library/Reference Skills (17 items) 50 40 30 20 10 0 34 33. Below Average 45 -34 sr  1998/99  1999/00 Average Above Average 7* GRADE STUDENTS Stanford 9 Exams - Content Clusters (Total School) These charts show NCE percentages. 1998-99 N = 236 1999-00 N = 198 Study Skills - Information Skills (13 items) 80 60 40 20 0 57 I?  1998/99  1999/00 Below Average Average Above Average Science (40 items) 50 40 4 30- - 20-- 10 -- nr 45 4  1998/99  1999/00 137 0 Below Average Average Above Average Science - Earth \u0026amp; Space Science (12 items) eo 50 40 30 20 10 0 xr 22. Below Average -e-wr Average 2S' Above Average  1998/99  1999/00 JX Science - Physical Science (14 items) 50 40 sr 42. 35 30- - 20- - 10 - -  1998/99  1999/00 Below Average Average Above Average 0v\"\" GRADE STUDENTS Stanford 9 Exams - Content Clusters (Total School) These charts show NCE percentages. 1998-99 N = 236 1999-00 N = 198 Science - Life Science (14 items) 50 40 30  20  10  rstr -at- 27  1998/99  1999/00 Below Average Average Above Average M 0 Science - Science Process Skills (30 items) SO 46 45 44 40-- 30-- 20- - 10-- T 25  19989  1999/00 50 40 Below Average Average Above Average Social Science (40 items) 38 36 30-- 20-- 10   1998/99  1999/00 Below Average Average Above Average 0 0 r Social Science - History (10 items) 50 40 38 3ff Mfr JI 30  20   1998/99  1999/00 10 -- 0 Below Average Average Above Average 7\"* GRADE STUDENTS Stanford 9 Exams - Content Clusters (Total School) These charts show NCE percentages. 1998-99 N = 236 1999-00 N = 198 Social Science - Geography (9 items) 50 40 30-- 20-- -40 47 a* 16  1998/99  1999/00 10 -- 0 Below Average Average Above Average Social Science - Civics \u0026amp; Government (8 items) 60 50 40 30 20 10 0 Average  1998/99  1999/00 Above Average Below Average Social Science  Economics (8 items) 60 50 40 30 20 10 0 53 46-^  1998/99  1999/00 Below Average Average Above Average 14 75^ Social Science - Culture (5 items) 70 60 50 40 30 20 10 0 62.6* Average Above Average  1998^9  1999/00 Below Average 7 GRADE STUDENTS Stanford 9 Exams - Content Clusters (Total School) These charts show NCE percentages. 1998-99 N = 236 1999-00 N = 198 Listening (40 items) 60 50 40 30 20 10 0  1998/99  1999/00 Below Average Average Above Average Listening: Vocabulary (10 items) 60 50 40 30 20 10 0 25   1998/99  1999/00 Below Average Average ' Above Average ^8^ Listening: Comprehension (30 items) 80 60 40 20 0 34 Below Average 54 to Average 12 TV  1998/99  1999/00 Above Average Listening: Comprehension - Recreational (10 items) 80 60 40 20 0 32 ----- Below Average -es JL. 14  1998/99  1999/00 Average Above Average I7\"* GRADE STUDENTS Stanford 9 Exams - Content Clusters (Total School) These charts show NCE percentages. 1998-99 N = 236 1999-00 N = 198 Listening: Comprehension - Informational (10 items) 50 40 35 44 43 30-- 20-- 10-  1998/99  1999/00 Below Average Average Above Average 44 4i 0 T Listening: Comprehension - Functional (10 items) 80 60 40 20 0 r aj\u0026gt; 11 12  1998/99  1999/00 Below Average Average Above Average ,3iL. Listening: Comprehension - Initial Understanding (10 items) 80 60 40 20 0 32 Below Average srT Average 17 Above Average  1998/99  1999/00 Listening: Comprehension - Interpretation (14 items) 50 40 30-- 20- - 10 -- Below Average 44*5 Average Above Average  1998/99  1999/00 1? 0?\" GRADE STUDENTS Stanford 9 Exams - Content Clusters (Total School) These charts show NCE percentages. 1998-99 N = 236 1999-00 N = 198 Listening: Comprehension - Critical Analysis/Strategies (6 items) 80 60 40 20 0 3T 3Z. Below Average 9- 68 Average Above Average  1998/99  1999/00 Using Information (69 items) 60 50 40 30 29 29 20-- 10 -- Below Average Average se- Above Average  1998/99  1999/00 4? 1^ 0 Thinking Skills (229 items) 50 40 38 45 4T 1? 30-- 20- 10 -- \u0026gt;7  1998^9  1999/00 0 Below Average Average Above Average7* GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. READING VOCABULARY (30 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 60 50 45 ----- 55 55 40  30  20   1998/99  1999/00 10 - 0  7 Below Average Average Above Average African-American Males 80 60 551 SB 40T 20  Below Average Average Above Average  1998/99  1999/00 0 White Females 80 Vt- 60 40 20 -10- Below Average PIS' 55  1998/99  1999/00 Average Above Average 0 0 White Males 60 50 40 30 20 10 0 ee 45 55  1998/99  1999/00 Below Average Average Above Average  GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. READING VOCABULARY - Synonyms (16 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36), 1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 80 -6fr 60- - IfiL 40- -  1998/99  1999/00 20- - 0 T 0 T Below Average Average Above Average African-American Males 60 56 50-- 40- - 30- - MM 20-- 10 --  1998/99  1999/00 Below Average Average Above Average  T 0 White Females 70 60 50 40 30 20 10 0 -IS J. Below Average S2. Average  1998/99  1999/00 Above Average White Males SX 0 20- 10-- 60 50 40 30 55 Below Average Average Above Average  1998^9  1999/00 7* GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. READING VOCABULARY - Context (7 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 80 60 40 37 81 11  1998/99  1999/00 20.- 1 T 0 Below Average Average Above Average African-American Males 80 76 60 40 20 35 120 Below Average 62l Z~T Average Above Average  1998/99  1999/00 0 White Females 80 6^ 60 40 20 17 e Below Average 55 Average 39 Above Average  1998/99  1999ffm 0 White Males 70 60 50 40 30 20 10 0 -14- a2. Below Average 64 48-  19989  1999/00 Average Above Average 7*** GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. READING VOCABULARY - Multiple Meanings (7 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 70 60 50 40 30 20 10 0 3r 241  1998/99 21  1999/00 Below Average Average Above Average African-American Males 60 50 40 30 20 10 0 Below Average Average  1998/99  1999/00 Above Average White Females 60 50 40 30 20 10 0 45 55 55  19989  1999/00 Below Average Average Above Average T  White Males 60 50 40 30 20 10 0 Average 01998/99  1999/00 Below Average Above Average 7^** GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. READING COMPREHENSION (54 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36), 1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 60 50 -61 I*\" 56 40- - 30-- 20-- 10 --  1998/99  1999/00 0 Below Average Average Above Average African-American Males 60 50 42 40-- 30-- 20-- 10 -- 0 -fT  19989  1999/00 Below Average Average Above Average White Females 70 60 SO 40 30 20 10 0 41  1998^9  1999/00 21 Below Average Average Above Average White Males 60 50 40 30 20 10 0 2. Below Average ee 45 Average 42 Above Average  1998/99  1999/00 JA7*** GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. [1998/99 n READE^G COMPREHENSION - Recreational (18 items) = African-American Female (67), African-American Male (84), White Female (42) Wte Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 60 50 jnr 46 -as 40-- 30- - 20- - 10- 6^  1998/99  1999/00 0 Below Average Average Above Average African-American Males 60 50-- 40._ 30- 20- -Wf 45  19989  1999/00 10-- 0 Below Average Average Mioye Kyorago White Females 60 50 40 30 20 10 0 57 Average Above Average  1998/99  1999/00 Below Average White Males 60 50 40 30 20 10 0 IT Below Average 53 6a A3. Above Average  1998^9  1999/00 AMoraga GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. READING COMPREHENSION - Textual (18 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 60 50 40-- 30-- 20 -- 10- 135 Below Average 56 r  1998/99  1999/00 Average Above Average 0 African-American Males 60 50 40 47 30- 20- 10 -- 0  1998^9  1999/00 Below Average Average Above Average White Females 80 40 20 0 60 Average  1998^9  1999/00 Below Average Above Average White Males 70 60 50 40 30 20 10 0 Al jbz  19989  1999/00 Below Average Average Above Average i. 7^** GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. READING COMPREHENSION - Functional (18 items) [1998/99 n - African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 60 50 tr 40- - 30- - 20- -   1998/99  1999/00 10- 0 Below Average Average Above Average African-American Males I 60 50 40 30- - 20-- 10 - Below Average JS i* 43. 16  1998/99  1999/00 Average Above Average 0 White Females n 60 50 40 30 20 10 0 -4 res  1998/99  1999/00 Below Average Average Above Average ss ^4 13 White Males 60 50 40 30 20 w 55 44 AS 36^  1998^9  1999/00 4. 10-- 0 Below Average Kyenge Above Average7* GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. READB^G COMPREHENSION - Initial Understanding (12 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 70 60 50 40 30 20 10 0 se  1998/99  1999/00 Below Average Average Above Average African-American Males 60 50 40 MeTe- 30-- 20--  1998/99  1999/00 10-- 0 Below Average Average Above Average White Females 80 60 40 33 |1  1998/99  1999n\u0026gt;0 20 Below Average Average Above Average 2L11 0 White Males 70 60 50 40 30 20 10 0 64  1998ra9  1999/00 41 T r21 Below Average Average Above Average7* GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. READE^G COMPREHENSION - Interpretation (24 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 70 60 se 50-- 40-- 30-- 20  - 144 AS  1998/99  1999/00 10- zz Below Average Average Above Average 0 T African-American Males 60 54 55 50-- 40-- 30- 42. 20-- 10 -  1998^9  1999/00 Below Average Average Above Average T 0 White Females 70 60 50 40 30 20 10 0 ini Below Average Average se Above Average White Males  1998/99  1999nX) 60 50 40 30 20-- 10- SO-JB- 32 Average  1998/99  1999/00 Above Average Below Average 0 7* GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. READESG COMPREHENSION - Critical Analysis (9 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 70 60 50 40 30- - 20-- 10- - Below Average 54 -e 1S Average Above Average  1998/99  1999/00 0 African-American Males 70 60 50 40 30 20 10 0 st se T-r  1998ra9  1999/00 Below Average Average Above Average . I-M t White Females 60 50 40 30 20 10 0 45 ee 45  1998/99  1999/00 Below /kyarage Average Above Average 6 White Males 70 60 50 40 30 20 10 0 -8- D 3. Below Average se IT  1998/99  1999/00 Average Above Average7** GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. READING COMPREHENSION - Process Strategies (9 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 70 60 se 54 50- - 40- - 30- - 20- - 10- -  1998/99  1999/00 Below Average Average Above Average  0 African-American Males 60 50 40 30-- 20-- 10 -- Below Average 55 -64- a Average Above Average  1998/99  1999/00 vr 5 0 White Females 60 50 40 30 20 10 0 60 50 40 30 20 57 26 Ji Below Average Average 10- sr Above Average White Males IT Average  1998/99  1999/00 Above Average Below Average  1998/99  1999/00 0 TF 7^ GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. MATH: PROBLEMSOLVING (48 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 60 56 4^ SO- AO 30  20- - 10 --  1998/99  1999/00 0 Below Average Average Above Average African-American Males 60 SO 46 i*- 40  30  20  10   1998/99  1999/00 0 Below Average Average Above Average White Females 80 21 60 40 20 14 1 Below Average 40 51  1998/99  1999/00 Average Above Average 41 0 White Males 70 60 SO 40 30 20 10 0 -U- 2. Below Average Average 64 31 Above Average  19989  1999/007^ GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. MATH: PROBLEM SOLVING - Measurement (6 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 70 60 se-w 50-- 40- - 30  20  10  TB-sr  1998/99  1999/00 0 Below Average Average Above Average African-American Males 70 60 50 40- 30- 20  10  Below Average 4 14  1998/99  1999/00 Average Above Average [31 T 0 T White Females 60 50 40 30 20 10 0 J3. 55  1998/99  1999/00 Below Average Average Above Average H 13 White Males 60 50 40 30 20 10 0 w 3i  1998/99  1999/00 Below Average Average Above Average T? 7* GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. MATH: PROBLEM SOLVING - Estimation (4 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 60 sx 50- - 40- - 30- 20- 44  19989  1999/00 T 10- 0 Below Average Average Above Average African-American Males 60 50 40 30-- 20 -- 10 - Below Average 55 145 16  1998/99  1999/00 Average Above Average 5 0 White Females 50 40 30 20 10 0 Average  1998/99  1999/00 Above Average Below Average White Males 70 60 50 40 30 20 10 0 Average  1998/99  1999/00 Below Average Above Average 7^^ GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. MATH: PROBLEM SOLVING - Problem Solving Strategies (5 items) 11998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 60 50 ^8^ 40- - 30-- 20-- 10- 0  1998/99  1999/00 Below Average Average Above Average African-American Males 70 60 50 40 30 20 10 0 -S9-  1998/99  1999/00 Below Average Average Above Average W7 41 T 2. White Females 60 50 40 30 20 10 0 57 Average  1998/99  1999/00 Below Average Above Average White Males 70 60 50 40 30 20 10 0 64 Average  1998/99  1999/00 Above Average Below Average 7** GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. MATH: PROBLEM SOLVK4G - Number \u0026amp; No. Relationships (6 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36), 1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females so 48 40- - 30- 20- - 36 18 18  1998ra9  1999/00 10 -- 0 Below Average Average Above Average African-American Males 50 40 30- 20-- 10- - 46 47  1998/99  1999/00 0 Below Average Average Above Average White Females 70 60 50 40 30 20 10 0 .14 11 Below Average 44. IT Average Above Average  1998^9  1999/00 44 White Males 80 60 40 20 0 74 Average  1998/99  1999/00 Below Average Above Average 7**' GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. MATH: PROBLEM SOLVING - Number Systems \u0026amp; No. Theory (5 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 70 60 61 SB 50-- 40-- 30-- 20-- 10--  1998/99  1999/00 Below Average Average Above Average 3r3T 0 African-American Males 60 S4 53 SO-AO- - 40-62. 30- - 20 -- 10-- White Females  1998/99  1999/00 60 50 40 30 20 10 0 55 24 IT OX Average  1998/99  1999/00 Above Average 80 60 40 20 Below Average White Males 76 58 22 19 19  1998/99  1999/00 Below Average Average Above Average 0 0 I 5 s \u0026gt; a 5e 5 \u0026amp; S a A  T 7*^ GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. MATH: PROBLEM SOLVING - Patterns \u0026amp; Functions (3 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 80 71 70 60 40 20 asaa.  1998/99  1999/00 Below Average Average Above Average 0 0 0 T African-American Males 100 80 60 40 20 0 76 78 TT Below Average Average Above Average  1998/99 e* 22  1999/00 T White Females 100 80 60 40 20 0 9-fr Below Average 95 94 DO Average Above Average  1998/99 a  1999/00 White Males 120 100 80 60 40 20 0 T7 Below Average -BA toe Average Above Average  1998/99  1999/00  1 7^** GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. MATH: PROBLEM SOLVING - Algebra (3 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 80 zo. 60 40 20 Below Average Average Above Average  1998/99  1999/00 0 W African-American Males 60 40 20 0 80 Average  1998/99  1999/00 Above Average Below Average White Females 70 60 50 40 30 20 10 0 22 4W sr  1998/99  1999/00 Below Average Average Above Average ZZi White Males 70 60 SO 40 30 20 10 0 S8- IS 22.  1998^9  1999/00 Below Average Average Above Average U-T 7* GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. MATH: PROBLEM SOLVING - Statistics (6 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 70 60 50  40  30  20  10  0 4* 44.  1998/99  1999/00 T Below Average Average Above Average African-American Males 60 50 17 40  30  20-- 10  0 4S  1998/99  1999/00 Below Average Average Above Average White Females 60 50 40 30 20- -T\" 55 46l a* 4a  1998/99  1999/00 21 A 10- - 0 Below Average Average Above Average White Males 60 50 40 30 43. 55 a* 20  10   19989  1999/00 Below Average Average Above Average 0 77*^ GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. MATH: PROBLEM SOLVING - Probability (3 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 50 40  30  20  10  0 38  1998/99  1999/00 SO 40 Below Average Average Above Average African-American Males 36 W 34. 30  20  10  Below Average Average Above Average  1998/99  1999/00 1^ 0 White Females 100 80 60 40 20 0 ----- .13 62] 77  1998/99  1999/00 Below Average Average Above Average White Males 80 60 40 20 0 74 Average  1998/99  1999/00 Below Average Above Average 7*^ GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. MATH: PROBLEM SOLVING - Geometry (7 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 80 73 60 40 20 -s  1998/99  1999/00 Below Average Average Above Average Tra T 0 African-American Males 70 JB2. 60 50 40 30 20 10 0 Below Average  1998Z99  1999/00 Average Above Average w White Females 60 50 40 30 20 10 0 57 Average  1998/99  1999rao Above Average Below Average White Males 70 60 50 40 30 20 10 0 I**' 01998/99  1999/00 9S Below Average Average Above Average 7**' GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. MATH: PROCEDURES (30 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 70 64 60-- 50-- 40-- 30-- 20-- 10 - Al  1998/99  1999/00 Below Average Average Above Average 1x0 I_5 0 African-American Males 60 56 50- - 40-- 30-- 20-- IT 45 10 -- LT  1998/99  1999/00 Below Average Average Above Average 0 White Females 60 50 40 30 20 10 0 IO' Below Average 45 Average Above Average  1998/99  1999/00 21 42. White Males 60 50 40 30 20 10 0 55 Below Average Average  1998/99  1999/00 Above Average 7*** GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. MATH: PROCEDURES - Computation/Symbolic Notation (10 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 60 50 4S44 40-- 30-- 20-- 2a.  1998/99  1999/00 10-- 0 60 50 Below Average Average Above Average African-American Males 45 45 40-- 30- 20- 10- 16  1998/99  1999/00 Below Average Average Above Average White Females 70 60 50 40 30 20 10- Below Average A2. T Average  1998/99  1999/00 Above Average White Males 70 60 SO 40 30-4 20 - 10  - Below Average 64 IF Average Above Average  1998/99  1999/00 sa  0 0 0 JX 7 31 7*** GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. MATH: PROCEDURES - Computation in Context (16 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 60 57 64 50-- 40-- 30-- 20-- IO - - J.  1998/99  1999/00 T 0 Below Average Average Above Average African-American Males 60 50 M 49 40- 30-- 20 -- 10  - 0  16  1998/99  1999/00 T Below Average Average Above Average White Females 70 60 50 40 30 20 10 0 40- AZ.  1998/99  1999/00 Below Average Average Above Average 4* White Males 70 60 50 40 30 20 10 0 64 Average Above Average  1998/99  1999/00 Below Average 7*** GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. MATH: PROCEDURES - Rounding (4 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 70 60 50  40  30  20  10   1998/99  1999/00 0 Below Average Average Above Average African-American Males 60 ex 50  40  30  20  10   1998/99  1999/00 0 Below Average Average Above Average White Females 70 60 50 40 30 20 10 0 65  1998/99  1999/00 Below Average Average Above Average White Males 60 50 40 30 20 10 0 KT Below Average Average 55 Above Average  19989  1999/00 m7* GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. LANGUAGE (48 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 60 50 40  - 30-- 20  10  ee ,48  1998/99  1999/00 , r-M-j Below Average Average Above Average 8 8 0 African-American Males 60 50 4^ 40  30  20  10  0 T  1998/99  1999/00 T 4 Below Average Average Above Average White Females 70 60 50 40 30 20 10 0 J2_U. Below Average Average 65 Above Average  19989  1999/00 White Males 70 60 50 40 30 20 10 0 Below Average Average Above Average  1998/99  1999/00 GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. LANGUAGE - Capitalization (8 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 70 60 50 40 30 20 10 0 2. 2. Below Average Average Above Average  1998/99 I  1999/00 i  African-American Males 60 50 40 W se sar 30  20  10  0  1998/99  1999/00 T a Below Average Average Above Average White Females 80 21sr 60 40 20 12. 17| 80 60 40 20 J2.  1998/99  1999/00 Below Average Average Above Average White Males 17 la  1998/99  1999/00 Below Average Average Above Average 0 0 7* GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. LANGUAGE - Punctuation (8 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 60 50 45 45 90 90 40-- 30-- 20-- 10 --  1998/99  1999/00 5 5 0 Below Average Average Above Average African-American Males 70 60 SO 40 30 20 10 0 61 69  1998/99  1999/00 Below Average Average Above Average * ? White Females 70 60 50 40 30 20 10 0 64 65 TT 23.  1998/99  1999/00 Below Average Average Above Average White Males 60 40 20 0 80 Average  1998/99  1999/00 Above Average Below Average 7*** GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. LANGUAGE - Usage (8 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 60 50 ee- 56 |46 AO- SO 20  10  4  1998/99  1999/00 0 Below Average Average Above Average African-American Males 70 60 50 40 30  20  10  Below Average SI *-4  1998/99  1999/00 Average Above Average 0 White Females 60 50 40 30 20 10 0 \"W 45 361  1998/99  1999/00 80 60 40 20 Below Average Average Above Average White Males 74 20  1998/99  1999/00 Below Average Average Above Average TT 6 2 0 \"W 4fr7* GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. LANGUAGE - Sentence Structure (12 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 60 50 so-w 40  30  20  - 10  0 T 4+  1998/99  1999/00 S Below Average Average Above Average African-American Males 60 50-- 40-- 30-- 20  10  0 T-r  1998/99  1999/00 Below Average Average Above Average White Females 60 SO 40 30 20 10 0 Si 38 Si  1998/99  1999/00 Below Average Average Above Average 14 \u0026lt;3 White Males 60 50 40 30 20 1 10  Below Average 57 46  1998/99  1999/00 Average Above Average 0 57\"* GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. LANGUAGE - Content \u0026amp; Organization (12 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 70 60 50 40 30 20 10 0 as Below Average se-5T Average TT 11 Above Average  1998/99  1999/00 African-American Males 60 50 \"WAl \u0026lt;e  40  30  20  10  43.IT  1998/99  1999/00 Below Average Average Above Average 0 White Females 70 60 50 40 30 20 10 0 64 Average  1998/99  1999/00 Below Average Above Average White Males 60 50 40 30 20  10  Ml 46  1998/99  1999/00 Below Average Average Above Average 0 A 7* GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. SPELLING (30 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), WWte Male 06), 1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)J African-American Females 70 60 50 40 30 -M- 20-- 10 - -S Below Average st r** Average Above Average  1998/99  1999/00 4-41 0 T African-American Males 60 50 4f 451 56 41 40  30  20  10   1998/99  1999/00 T 4 0 Below Average Average Above Average White Females 70 60 50 40 30 20 10 0 TT Below Average Average 61 Above Average  1998/99  1999/00 W White Males 60 50 40 30 20 10 0 56 Average  1998/99  1999/00 Below Average Above Average 7* GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. SPELLING - Homophones (5 items) r 1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 70 60 50  40  30  20  10  -41  1998/99  1999/00 Below Average Average Above Average 3F 0 African-American Males ! 70 65 SI 60  50  40  30  20  10  Is 9-  1998/99  1999/00 Below Average Average Above Average 0 I White Females 50 40 30 ST so  1998/99  1999/00 lo-- 0 Below Average Average Above Average White Males 60 50 40 30 20 10 0 56   1998/99  1999/00 42. S \u0026amp; o SI 1 S7^** GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. SPELLING - Phonetic Principles (10 items) 11998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-A\u0026lt; me_r.ic_a__n__ MKa-Kle (/5f 4), AWizhui:t*e-. Female (Z3'1 11 \\) , WWVhksitfeA Male f(42)] African-American Females 70 60 SO 40 30 20 10 0 Average  1998/99  1999/00 Above Average Below Average African-American Males 60 SO 40 30  20  10  26 Below Average 46 Average Above Average  1998/99 86   1999/00 0 White Females 100 80 60 40 20 0 62 TO 77  1998/99  1999/00 Below Average Average Above Average I White Males 70 60 SO 40 30 20 10 0 ,2. Below Average e-sfr Average Above Average  1998/99  1999/00 41 7*** GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. SPELLING - Structural Principles (10 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 70 60 50 40 30 20 10 0 \u0026lt; Below Average se-Sf Average e Above Average  1998/99  1999/00 4 African-American Males I 70 60 50 40 .52. St li rl J   30  20  - 10  Below Average Average Above Average  1998/99  1999/00 0 White Females 60 50 40 30 20 10 0 55 Average  1998/99  1999/00 Below Average Above Average White Males 80 -es 60 40 20 14 14 Below Average Average 36 Above Average  1998/99  1999/00 0 7* GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. SPELLING - No Mistake (5 items) [1998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), White Male (42)] African-American Females 60 50 40 30 20 10 0 Average  1998/99  1999/00 Below Average Above Average African-American Males 50 40 nF 30- 20- 28 ar  1998/99  1999/00 TT 10  - 0 Below Average Average Above Average White Females 100 80 60 40 20 0 2a. |13 80 60 40 20 77 55  1998/99  1999/00 Below Average Average Above Average White Males 74 21 48-  1998/99  1999/00 Below Average Average Above Average 2Lia 19 0 T 7* GRADE STUDENTS STANFORD 9 EXAMS - CONTENT CLUSTERS These charts show disaggregated data as NCE percentages. STUDY SKILLS (30 items) 11998/99 n = African-American Female (67), African-American Male (84), White Female (42), White Male (36)\n1999/2000 n = African-American Female (56), African-American Male (54), White Female (31), 'White Male (42)] African-American Females M 63 70 60 50 40 30 20 10 0 9  1998/99  1999/00 Below Average Average Above Average African-American Males 60 50 40 3\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_331","title":"Compliance hearing exhibits, 47","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["2000/2001"],"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--21st Century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","School improvement programs"],"dcterms_title":["Compliance hearing exhibits, 47"],"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/331"],"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":["exhibition (associated concept)"],"dcterms_extent":["351 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\nSchool Improvement Plans Frances Jones, Assistant SuperintendentCLUSTER \"A\" SCHOOLS Frances Cawthon Jones, Assistant Superintendent Badgett-Mary Golston Mitchell-Darian Smith Bale - Barbara Anderson Otter Creek-Janis Tucker Chicot- Jane Harkey Pulaski Heights- Lillie Carter I Dodd- Faith McLaughlin Rightsell-Mary A. Smith Forest Park-Theresa Ketcher Rockefeller-Anne Mangan Franklin-Ethel Dunbar Stephens-Sharon Brooks Fulbright-Deborah Mitchell Wakefield-Les Taylor Mabelvaie - Tabitha Phillips Western Hills- Scott Morgan McDermott-Virginia Ashley Woodruff-Janice WilsonBadgett I Fax:324-2483 School Report Card - Badgett Elementary Sep 28 00 Draft Version of Layout 8:24 P.Ol rage 1 UI X Badgett Elementary - 6001051 LITTLE ROCK 1999-2000 School Performance Report to Parents i Blanks in this report indicate that this information: 1) was not collected prior to 1999-2000 or not available ,1 at time of printing 2) does not apply to specific schools grade levels As additional information becomes available, it will be published on http://www.as-is.org/reportcard/. Stonda^L^^TMt jivera^ Percentile l^eraJ P^uJ^lpn Combined Population C  SCHOOL SCHOOL i 1 1997- 1998 1998- 1999 Ischool\ndistrict I 1999- LAST YR i 2000 SHOWN STATE ' LAST YR SHOWN Fifth Grade i^th Grade 1 Fifth Gt^e]' Orade| Tenth Grade '^XiSansas Benchmark Exams ' Percent At or Above Proficient Level General Population '' Fourth Grade Reading and Writing Literacy Gi^de Math^atics Ei^tii Graefe'Reading and Writing Literacy Grade 'Mathematics CondAied Populdii in 20 18 J'.. jl. 36 \n|' Jg ?? r\" ........ 2 7 \" SO' ZrEZZjr\"\"^''\"T zzziCzzZZt'izczz: ........ r z.:zjr :ZEZ 3? 3r ir^L\" - -IT-J 1 44-- Fouitf Grade Reading md Writing Literacy 'Fourth Gn^ Matheratiics \"ET^th Gra^\"^adthg and Writing Liter^ Eighdi Grade MatbematTc'sl l\nr .v:' 1 IT r. y 30 1. College AdmTssjpn Test lACp zzi. ...zr  .zi\n'll T1 \"T-'?! Z X.' I..\"ZT\"\n~ lAbVAtiiCEiWERT\"\"^\" Matfaemati^P 'hglish\n ~ Composite\n JCZ qr i^Lzz^' Zl \u0026gt;9.4 II 26.6 ' Percent of Students Promoted I i iZ I l.Z. 1....: z r\"z.- Kindergarten Grade 1 Gradel Graded Grades Grad^ \"Grade 7 Grade 8 ^1001 II [ '100.0 ll LZ^EIZ.: [jTwr^l \" i|  Z2?^^l ZL' ..T\"' I . .J, 97.1 ]r'93\n7 i ]E 97.7 yiij'971 9?.r~~]r\"98.2\" ZZiZ 99'.fry[Z98T\" y 99?r\"\"l| \"7197\"\" ji 987\"\"i[''97\nr'j 'cTff  E' 95:5- ii 17.1 http\n//www.as-is.org/reportcard/drafl/reportcard.cgi 9/27/00! Fax:324-2485 scBooi Kepon vara - Bsageti memeniary L Attendance Rate \" ~ Dropout Rate College Remediation Rate October I.^.rpllroent Sep 28 'UU 1 ' 8:2b K.U2 ri^e z ai z J[y 88.7 94.0 .... 1[1 ir. r ..... .A 5S.3 DISCiPUNi AND SAFETY J ji 196 li ~ 24804. School Uwciplin* ferceptage . .. I PisciplincTblicies Filed ~( Y or Nt Expulsions S^pol Safety PerMnJ^M T\"^ 11 .-.1 p .Y....JL =T-\"V O.O' 1 ..\ni:... o.i  i[\n'o.2 Weapon Incidenti^ - -   .| ______LA-----a I I .Mt ^BataBauaeJUi Student Assault !| 0.0 J 0.2 Ji 0.2 o.2'\"' or... bEMdOftAPHlCS/PROFlLE {STAFF AND STUDENTS) jlo-y-itr f'2.6 ^eachtog Staff P L .. ... J Percent (SinpIete^CeR35^[ Percent with Master's DepwlJ ........tj 100.0 I ^o:7^p96.5' Percent df Students .EBgible To? Et--^pEBji'j.g*jjrjrhjtMeab [plSTRjCT taxpayer I 91.1 98.0 3^1 98.4 1 .j 52.0 45.6 L [ ........... District Total Mills Vdt^][.............................____ jl\" ' j, Dfstnd Expehdituire'per'Studentlj \"J[... __j|.................j|_ _ 6_W__ J[ ~ District Average Tead^er SalarylP 1 Return to Seiwtion F^e ]i 3772g yjf_3^9' http\n//www.as-is.org/reportcard/draft/reportcard.cgi 9/27/00School: Badgett Elementary School Improvement Plan Date 2000-2001 Priority 1: Improve student achievement in mathematics. Supporting Data:  State Benchmark ExamGrade 4 Mathematics: 100% performing below proficient level and 82% performing at below basic level\n SATO Grade 5 Total Mathematics: 7% performing at or above the 50^ percentile. Goals: 100% of our students shall perform at or above the proficient level in grade 4 mathematics on the State Benchmark Examination. 65% of our students in every sub-group of race and gender shall perform at or above the 50^ percentile in mathematics on the SATO One-Year Benchmarks:  In 2000-2001, Badgett School shall improve by 10 percentage points (from 0% to 10%) so that at least 10% of the students will perform at or above the proficient level on the State Benchmark Examination in grade 4 mathematics.  In 2000-20001, Badgett School shall improve by 5 percentage points (from 7% to 12%) the percentage of students performing at or above the 50*^ percentile on the grade 5 SATO mathematics test.School: Badgett Elementary School Improvement Plan Date 2000-2001 Intervention: I-1 Increase computer-based mathematics instruction. Actions Investigate grant opportunities for funding to purchase computers and software. Apply for grant(s) to purchase additional computers, printers, and software. Person(s) Responsible M. Wroten, Title I Specialist M. Golston, Principal, J. Wakelyn, Media Specialist M. Golston, Principal Timeline Nov. 2000- Dec. 2000 Nov. 2000 - April 2000 Resources Internet Badgetts Partners in Education: Jerry Peters, Webster University District Budget N/A Title I Budget N/A APIG/Other. Budget n7a Provide professional development for selected staff in computer applications. Purchase 5 new computers and software for classroom use. M. Golston, Principal M. Golston, Principal Oct. 2000- June 2001 Dec. 2000- Feb. 2001 Identified Sources for Grant funding, Leon Adams, Title I Director Staff Development Office Technology Dept. J. Wakelyn, Media Specialist Purchasing and Procurement Title I Dept. N/A N/A N/A N/A $3,000 N/A N/A $3,000School: Badgett Elementary School Improvement Plan Date 2000-2001 Priority 1: Improve student achievement in mathematics. Supporting Data:  State Benchmark ExamGrade 4 Mathematics\n100% performing below proficient level and 82% performing at below basic level\n SATO Grade 5 Total Mathematics: 7% performing at or above the 50^ percentile. Goals: 100% of our students shall perform at or above the proficient level in grade 4 mathematics on the State Benchmark Examination. 65% of our students in every sub-group of race and gender shall perform at or above the 50 percentile in mathematics on the SATO One-Year Benchmarks:  In 2000-2001, Badgett School shall improve by 10 percentage points (from 0% to 10%) so that at least 10% of the students will perform at or above the proficient level on the State Benchmark Examination in grade 4 mathematics.  In 2000-20001, Badgett School shall improve by 5 percentage points (from 7% to 12%) the percentage of students performing at or above the 50^ percentile on the grade 5 SATO mathematics test.School: Badgett Elementary School Improvement Plan Date 2000-2001 Intervention: I-2 Increase use of literature and writing in the teaching of mathematics. Actions Provide professional development on using literature to teach mathematics. Research strategies on using literature in the teaching of mathematics. Increase library holdings of mathematics-related literature. Person(s) Responsible M. Golston, Principal M. Golston, Principal, M. Wroten, Title I Specialist J. Wakelyn, Media Specialist Timeline Aug.2000 June 2001 Nov. 2000 April 2001 Oct. 2000- June 2001 Resources Paula Smith, Mathematics Specialist Internet Paula Smith, Math Specialist Book Lists from Mathematics Dept, and Research findings. Reviewing Sources (School Library Journal) District Budget N/A N/A $400 Title I Budget N/A N/A N/A APIG/Other Budget n7a N/A N/ASchool: Badgett Elementary School Improvement Plan Date 2000-2001 Priority 2: Improve student achievement in reading and writing literacy. Supporting Data:  State Benchmark ExamGrade 4 Literacy 88% performing below proficient level and 76% performing at below basic level\n100% of these students are African-American.  SATO Grade 5 Total Reading: 21% performing at or above the 50^ percentile  Developmental Reading Assessment,.Grades K-2 78.4% performing below readiness in Kindergarten\n94.1% performing below readiness in Grade 1, and 88.2% performing below readiness in Grade 2 Goals: 100% of our students shall perform at or above the proficient level in grade 4 Literacy on the State Benchmark Examination. 65% of our students in every sub-group of race and gender shall perform at or above the 50^ percentile in Reading- on the SATO. 100 % of students in grades K-2 shall reach the readiness level on the Developmental Reading Assessment. One-Year Benchmarks:  In 2000-2001, Badgett School shall improve by 9 percentage points (from 12% to 21%) so that at least 21% of the students will perform at or above the proficient level on the State Benchmark Examination in grade 4 Literacy.  In 2000-2001, Badgett School shall improve by 5 percentage points (from 21 % to 26%) the percentage of students performing at or above the 50^ percentile on the grade 5 SAT9 reading test  In 2000-20001, Badgett School shall improve by 10 percentage points in each grade the percentage of students performing at readiness level on the Developmental Reading Assessment (from 21% to 31% in grade K\nfrom 5% to 15% in Grade 1, and from 12% to 22% in Grade 2).School: Badgett Elementary School Improvement Plan Date 2000-2001 Intervention: II-1 Increase computer-based reading and literacy instruction. Actions Investigate grant opportunities for funding to purchase computers and software. Apply for grant(s) to purchase additional computers, printers, and software. Person{s) Responsible M. Wroten, Title I Specialist M. Golston, Principal, J. Wakelyn, Media Specialist M. Golston, Principal Timeline Resources Nov. 2000 - June 2001 Nov. 2000 - April 2000 Provide professional development for selected staff in computer applications. Purchase 5 new computers and software for classroom use. M. Golston, Principal M. Golston, Principal Nov. 2000- June 2001 Dec. 2000 - April 2001 Internet Badgetts Partners in Education Leon Adams, Title I Identified Sources for Grant funding, Ann Freeman, Broker Leon Adams, Title I Director Staff Development Office Technology Dept. J. Wakelyn, Media Specialist Purchasing and Procurement Leon Adams, Title I Director District Budget N/A N/A N/A N/A Title I Budget N/A~ N/A N/A $3,000 APIG/Other Budget N/A N/A N/A $3,000School: Badgett Elementary School Improvement Plan Date 2000-2001 Priority 2\nImprove student achievement in reading and writing literacy. Supporting Data:  State Benchmark ExamGrade 4 Literacy 88% performing below proficient level and 76% performing at below basic level\n100% of these students are African-American.  SATO Grade 5 Total Reading: 21% performing at or above the 50 percentile  Developmental Reading Assessment, Grades K-2 78.4% performing below readiness in Kindergarten: 94.1% performing below readiness in Grade 1, and 88.2% performing below readiness in Grade 2 Goals: 100% of our students shall perform at or above the proficient level in grade 4 Literacy on the State Benchmark Examination. 65% of our students in every sub-group of race and gender shall perform at or above the SO*' percentile in Reading on the SATO. 100 % of students in grades K-2 shall reach the readiness level on the Developmental Reading Assessment. One-Year Benchmarks:  In 2000-2001, Badgett School shall improve by 9 percentage points (from 12% to 21%) so that at least 21% of the students will perform at or above the proficient level on the State Benchmark Examination in grade 4 Literacy.  In 2000-2001, Badgett School shall improve by 5 percentage points (from 21% to 26%) the percentage of students performing at or above the 50'^ percentile on the grade 5 SAT9 reading test.  In 2000-20001, Badgett School shall improve by 10 percentage points in each grade the percentage of students performing at readiness level on the Developmental Reading Assessment (from 21% to 31% in grade K\nfrom 5% to 15% in Grade 1, and from 12% to 22% in Grade 2).School: Badgett Elementary School Improvement Plan Date 2000-2001 Intervention: II-2 Utilize the Soar to Success (grades 3-5) and Early Success (1-2) Supplemental Reading programs. Actions Provide professional development for staff on Early Success\" program Identify targeted students (1 or more years below grade level) Person{s) Responsible M. Wroten, Title I Specialist M. Wroten, Title I Specialist Timeline Nov. 2000- March 2001 Sept. 2000 Resources Consultant, Soar to Success District Budget N/A Title I Budget N/A APIG/Other Budget N/A Include daily small group instruction, reinforcement of skills, reading for fluency, and creative writing exercises in each classroom, grades K-5. M. Wroten, Title I Specialist Sept.2000- June 2001 Teacher Recommendations Test data Grade monitoring reports Soar to Success and Early Success programs. Title I Specialists Reading Specialists (IRC) N/A N/A N/A N/A N/A N/ASchool: Badgett Elementary School Improvement Plan Date 2000-2001 Priority 2: Improve student achievement in reading and writing literacy. Supporting Data:  State Benchmark ExamGrade 4 Literacy 88% performing below proficient level and 76% performing at below basic level\n100% of these students are African-American.  SATO Grade 5 Total Reading: 21% performing at or above the 50'^ percentile  Developmental Reading Assessment, Grades K-2 78.4% performing below readiness in Kindergarten: 94.1% performing below readiness in Grade 1, and 88.2% performing below readiness in Grade 2 Goals: 100% of our students shall perform at or above the proficient level in grade 4 Literacy on the State Benchmark Examination. 65% of our students in every sub-group of race and gender shall perform at or above the 50 percentile in Reading on the SATO. 100 % of students in grades K-2 shall reach the readiness level on the Developmental Reading Assessment. One-Year Benchmarks:  In 2000-2001, Badgett School shall improve by 9 percentage points (from 12% to 21%) so that at least 21% of the students will perform at or above the proficient level on the State Benchmark Examination in grade 4 Literacy.  In 2000-2001, Badgett School shall improve by 5 percentage points (from 21 % to 26%) the percentage of students performing at or above the 50 percentile on the grade 5 SAT9 reading test.  In 2000-20001, Badgett School shall improve by 10 percentage points in each grade the percentage of students performing at readiness level on the Developmental Reading Assessment (from 21% to 31% in grade K\nfrom 5% to 15% in Grade 1, and from 12% to 22% in Grade 2).School: Badgett Elementary ' School Improvement Plan Date 2000-2001 Intervention: II-3 Increase literacy by expanding time spent in recreational reading at all grade levels. Actions Promote reading with Rally for Reading Incentive Program, to include kickoff, classroom posters, prizes, monthly incentives and volunteer readers. Encourage reading through the Book It! Program: Earning pizzas for reaching monthly reading goals Implement and supervise Accelerated Reader program Purchase additional books and computer-based quizzes for Accelerated Reader Promote reading through scheduled DEAR times (Drop Everything And Read) Person(s) Responsible Jerry Peters, Webster Univ. Jack Lankford, Disney Radio. J. Wakelyn, Media Specialist Classroom teachers J. Wakelyn Media Specialist J. Wakelyn Media Specialist M. Golston, Principal Classroom teachers Timeline Resources Sept. 2000- June 2001 Oct. 2000- March 2001 Sept. 2000 - May 2001 Oct. 2000- April 2001 Sept. 2000- June 2001 J. Peters, Webster J. Lankford, Disney, and additional Partners in Education Pizza Hut Badgett Media Center Badgett Media Center Advantage Learning Systems School Library Journal Advantage Learning Systems Publisher catalogs Book Lists Specialized collections from Media Center District Budget N/A Title I Budget N/A APIG/Other Budget N/A N/A N/A $1000 N/A N/A N/A N/A N/A N/A N/A N/ASchool: Badgett Elementary School Improvement Plan Date 2000-2001 Priority 3: Increase Parent-Community Involvement Supporting Data: VIPS volunteer hours (363 in 1999-2000) Goal: Increase involvement of parents and the community in the educational program of the school. One-Year Benchmarks: In 2000-2001, Badgett School shall improve by 10 percent (from 363 to 400) the number of volunteer hours as reported to VIPS.School: Badgett Elementary School Improvement Plan Date 2000-2001 Intervention: III-2 Develop and implement a communications plan to increase parental and community awareness of school volunteer opportunities. Actions Brainstorm possible formats of communication (i.e. flyers, newsletters, phone calls, district newsletters, brochures). Research strategies of communicating with parents for What Works within and outside the district. Select methods of communication best suited for increasing parental / school communication. Person(s) Responsible M. Golston, Principal, M. Wroten, Title 1 Specialist M. Golston, Principal, Ethel Campbell, Chair, Parental Involvement Comm. Ethel Campbell, Chair, Parental Involvement Comm. Timeline Oct. 2000- Dec. 2000 Oct. 2000- March 2001 Nov. 2000- April 2001 Resources VIPS SueEllen Vann, Communications Dept. Title I Parental Involvement Committee Communications Dept. Title I Parental Involvement Committee Internet Schooldays and Mailbox magazines Selected research findings District Budget N/A N/A N/A Titie 1 Budget N/A N/A N/A APIG/Other Budget N/A N/A N/ASchool: Badgett Elementary School Improvement Plan Date 2000-2001 Actions Develop forms for documentation of school / parent communications. Person{s) Responsible J. Wakelyn, Media Specialist Timeline Resources District Budget Title I Budget APIG/Other Budget Dec-2000 - Jan. 2001 Improve documentation and reporting methods to reflect actual volunteer hours Increase school / parental communication contacts. Ethel Campbell, Chair, Parental Involvement Comm. Mary Golston, Principal Staff M. Golston, Principal Dec. 2000 -June 2001 Dec. 2000 - June 2001 Communications Dept. Title I Parental Involvement Committee Selected sample forms Documentation forms. Record of hours reported to VIPS Documentation forms N/A N/A N/A N/A N/A N/A N/A N/A N/A2000-2001 -Report d Cdrd^5 Bale Staff  25 certified teachers  72% have over nine years of experience  56% have Master's degrees  20 support staff Elementary School 6501 w. sand st LWIe Rock, AR 72204 501-570-4050 .sj I 8 Facts about Bale  334 students  376 PTA members  771 Volunteer hours for 1999- 2000 school year  96% of the students did NOT receive a reportable discipline sanction , ' Developmental Reading Assessment The percentage of students who have developed reading readiness skills for their grade level J Kindergarten - 58.5% First Grade - 66.7% Second Grade - 72.1% 3- J ,{ '{ School Improvement Plan  Improve reading by using Accelerated Reading program.  Provide academic assistance tor below proficient students: 1. ShareAmerica/UALR will provide tutoring with Kid's Club, Homework Center, and Student Literacy Program 2. AR State Department of Human Services will provide mentoring and tutoring 3. Small group instruction 4. Parent involvement using a reading contract  Improve reading using Literature Circles in the classroom  Emphasize writing with the use of standard writing prompts  Follow Great Expectations teaching philosophy emphasizing life principles  Improve mathematics with the use of computers and tutors t BALE elementary SCHOOL LITTLE ROCK SCHOOL DISTRICT ARKANSAS y C^^OMDOED SCHOOL improvement plan 2000-2001 Arkansas Consolidated School Improvement Plan Bale Elementary School Contents I. Introduction A. Bale School Creed B. Mission Statements C. Core Beliefs D. School Improvement Committees E. Introductorv Introductory Summary 3 4 5 6 7 II. School and Community Information 10 III. Data Analysis Narrative 12 IV. School Improvement Plan Priorities and Actions A. Mathematics B. Writing C. Reading 1. Parent Involvement Through Contracting 2. Small Group Tutoring 3. Great Expectations 4. Accelerated Reading 17 23 27 28 31 32 33 1-V- '-4^ ?'. .f WWnucTiw J f y- !*:, -i- Vi- Ji i''\nj  ? '-ir'^ * ^^K* \\X *w ipb// y j' M f ' J- \" si* / 1 I f'\"  t. 't ': X' J ! A' 4 i / t^: . : r,  ii, ^.\n4 t j: '/J .\u0026lt; TJ. isS K'\u0026lt; ^lRv  L t A' ^  4 . A V \u0026gt; - :^.b w. (Hi fj' ) -i i\nV ivaM's- blbAS:' J!\nr  'l* 'i-'i : ?\u0026gt; i l!\u0026gt; Ji , 1 J I 'i c a R t? *9. J * H I r t   J t 'J -? f rZ^- Ii I r\u0026lt;\nf 3- \u0026gt;e^ J iJ?'*r r C :\nW?  k'X^A*** . .4 i ,f t' it J ooie, Today is a new day. I will make it the best day it can be. I am special and unique. I can and will succeed. Failures are behind before me. me\nnew challenges are I will accept responsibility for my behavior and consequences. I challenge myself to the classroom quietly and on time with enter necessary materials. I will complete all assignments and be satisfied with nothing but my best. I will respect myself and others because I am a sagacious and tenacious person. I promise to uphold this creed each day. I accept the challenge! 3Mission Statement of the Little Rock School District the sS with the skills and knowledge to realize their aspirations think *e fif independently, learn continuously and face the tore as productive contributing citizens This mission is accomplished through open access to a diverse, innovative and challenging cuiricuto in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. Mission Statement of Bale Elementary School cnfp of Bale Elementaiy School is to provide a safe, nurturing environment in which all children will develop academic, emotional and cvauemic, emotional and social skills that will lead them to be productive citizens in the new millennium. 4J Core Beliefs WE BELIEVE ... 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Teachers should respect themselves and others. Teachers should be open-minded. Teachers should always keep a positive attitude. All children can learn. Teachers need the skills in order to teach. Each child is unique. We do not know all we need to know. Students should be taught at their level. Basic skills are the foundation to learning. Participation is necessary. We should praise the little accomplishments, as well as the big successes.School Improvement Committees Committee on Mathematics Improvement: Kim Cole Jennifer Pafford Leigh Moravec Terri Littell Kathleen Shute Jeanie Conley Carolyn Hill Vanessa Miller Valerie Scarborough Romunda Owens Amy Young Committee on Reading Improvement: I Paula Padilla Jean Rouse Clara Brown Lisa Cunningham Cindy Price Linda Davis Kim Rosby Mary Hutto Ramona Geurin Lynn Francis Katherine Dockery Carthoria Johnson Committee on Writing Across the Curriculum: Paula Funk Mary Balenko-Tucker Steve Tarkington Debbie Fitzpatrick Helen Talley Peggy Collins Renee Heard Cindy Shenep Ollie Bradford Frances Childs Mary Hudson Bobbie Homer 6Introductory Summary 1001 ,?^^?MPREHENSIVE outcomes evaluation for Bale began in the 1993-94 school year. After changes in the school administration, we continued the process with completion in March of 1995. At that point, all staff signed a commitment to the new pl^. After four full years under the approved COE plan, we as a staff feel that the plan has worked and been successful. As we start our final year of this COE cycle we want to review and evaluate our plan to define which areas have been successful and to align our goals with the needs of our students. The goals set forth in the COE plan involve\nClear School Purpose, Positive School Climate, Momtormg and Assessment of Student Achievement and Parent and Community Involvement. In the area of CLEAR SCHOOL PURPOSE our goals were to improve , . It,. -----------------------. Vfcxx lu UUUIUVC achievement and reduce disparity, reduce school incident reports and develop and mamtam a well-tramed and motivated staff. We feel all these goals have been achieved ^Jassrooms have added leammg centers, provided \"Weekly Readers\" on all grade levels language tutors. SHARE AMERICA provided extra field trips GT students participated m the district wide Quiz Bowl. We had our first ndvcc \u0026lt; the district wide Quiz Bowl. We had our first Odyssey of the compete and win locally in their division in the 1997-98 school year Two OM teams competed last year. To decrease school incidents and increase student  participation m extracurricular activities we incorporated D.A.R.E, Peer Helpers tudents of the Month, Awards Assemblies and positive reinforcements To develop and maintain a well-trained and motivated staff, our administration provided appropriate m-services and sent over 80% of the staff to Chicago for intensive raining m the philosophy on which the Great Expectations Program is based. Grade level planning was implemented along with success story time at each faculty meeting. Bale staff continued to recognize special days for staff and students The area of POSITVE SCHOOL CLIMATE may well be our area of greatest gains. The development of a Morning Assembly for all students and staff has set in motion a time every day for school pride and unity. Students are allowed to shine and sh^e^ Speakmg, hstening, and presentation skills are the key elements addressed. Celebrations begm each day on a positive note. Expectations for behavior are set forth daily in these assemblies. The counselor still implements many of our extracurricular activities such as Peer Helpers, Conflict Managers, and the Just Say No Club.  improvements on the school building and grounds have been amazing Murals painted throughout the building have added an element of creativity and warmth to the campus. Children enjoy seemg their stoiybook friends displayed. Pride in the school has developed and everyone pitches in to take care of the budding. Monthly displays in the schwl entiy have become recognized district wide. Bale has become a place where people CHOOSE to send their children. Our enrollment records support this fact. ---------------- V hAXAO lavi. In the target area of MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT we have implemented all the programs outlined in the COE plan. ome programs have been discontinued for lack of progress. Nevertheless improvements have been dramatic. Retention ----' ... m prunary grades has dropped. Title I testing has shown a dramatic improvement in the first and second grade placement test. Students who 7This information IS began at Bale in kindergarten are staying at or above grade level. Reading and comprehension have improved. Honor roll numbers and straight-A students have increased. Although teachers, parents and administrators feel a real change in the problem in the area of standardized test scores.  . analyzed thoroughly to find out why we can feel improvement m so^ny areas, but not see the results in our test scores. This will be the most unportant element to address in our new school improvement plan. The area of PARENT AND COMMUNITY INVOLVEMENT is another success story without question. Every action outlined in the COE plan was implemented Initiating a comection with UALR turned out to be one of the keys to really improving a Partnership with UALR our school has become a SHARE ^WCA school with f^ds to provide field trips, health exams, a homework center Md after care for a least 80% of our students. Hundreds of volunteers and ^7 received awards from the local PTA organizations for ost volunteer hours and most improvement in the area of volunteer hours. Math P^^P^ofcssional students along with student teachers have all become a part of the Bale educational program. SHARE AMERICA has also helped to implement many of the actions that involve i ' Jas shown a tremendous increase in attendance along with our PTA^ni^sK' T^e . had many successful fundraisers and have been able to provide a new sign for hours have parents and parent training. Our Open House the front of the school, along with purchasing instructional materials for use in th! classrooms. 8! SCHOOL AND COMMUNITY INFORMATION A  e. 4 \u0026lt; I I  V A ' I  . I *i I .9' A '.'i ^' .. \n'\u0026lt;*' t  \u0026gt;  I: j I } .'S'  4 n  \u0026gt;\"  -, f \u0026gt;/ '.t r IT J *S' w J\" ( i. * y  fc  J f'. t- \u0026gt;'  J ' j ' i j*!*\n.    .'i }^ I i V % t ' School and Community Information Schools Mailing Address: Bale Elementary School 6501 West SZ\"** Street Little Rock, Arkansas 72204 Schools telephone number: 501-570-4050 Persons who may be contacted concerning the school improvement process: Name Telephone Position Assignment Barbara Anderson 228- 5857 Judith Courtney Paula Padilla Renee Heard 663-7272 834-3208 666-7063 Mary Tucker-Balenko 227-687 Jean Rouse 661-0522 Principal Speech Therapist Gifted Specialist Self-Contained Teacher Title 1 Specialist Counselor Campus Leadership Team Steering Committee Chairperson Campus Leadership Team Campus Leadership Team Campus Leadership Team Campus Leadership Team Description of the Community where the School Is Located: Bale is located in the heart of Little Rock, Arkansas. It is in the neighborhood of Broadmoor, one of the first neighborhoods organized in Little Rock. The neighborhood boundaries are University Avenue, Asher Avenue and Twelfth Street. It is an integrated s neighborhood with a middle class socio-economic background. Because of the proximity to the Umversity of Arkansas at Little Rock, the neighborhood provides homes for many attendmg college and acquiring postgraduate degrees. Major Businesses and Industries in the Immediate Area: The University of Arkansas at Little Rock and many small businesses such as service stations, fast food restaurants, and physician offices are within a one-mile radius of Bale. There are also strip malls housing other businesses and grocery stores that vary in size from a large discount store, K-Mart, to a small pawnshop within the same one-mile radius. Nearest Institutions of higher education: Bale IS within five blocks of the University of Arkansas at Little Rock. Philander Smith College is within five miles of the school. District Expenditure per pupil: $2162 District mill tax rate: 41.4 (32-Maintainance and Operations, 9.4-Debt Service) 10Data Analysis Narrative The populations in the Little Rock School District that are evaluated have radically c anged from our past self study. This school improvement plan reflects the current policy of only fifth grade students being assessed. Testing has also changed from 1 spring of the year to the fall. With this change in mind, achievement data was gathered using the SAT9 for the past three years from the fifth grade students. Data was also gathered for the Benchmark Exam that is given to the fourth grade students in the spring.  the After viewing the videotape from Doug Reeves concerning the importance of data driven goal making, the staff analyzed the results of the SAT9 and the Benchmark V* AIIU (lie\nJUCIIVIII Exam. After reviewing ail student data, the staff felt the level of achievement I ~ -----------------------  ..w Vi AVillW VIllCll^ at ale was such that even though there were a few sub-groups to identify, all student O Z*ll  Air ABM AM !_________ *'  achievement needed to improve. student Performance Data on SAT9 Total Reading 70-1' 60- 50 20- 10- O' ,4 97\u0026gt;98 96*99 99*00 J African-Americans  BWhite g  30 I i  } i i I were Bales SAT9 scores revealed that 80% of the fifth grade students scored below the 50 percentlie in reading. 75% of those scoring in these lowest quartiles were African-Americans. 33% of the White students scored at or below the 50' percentile. 12student Perfonnance Data on SATS Total Mathematics ) 100%-, ' 80% 70% Results of 4th Grade Benchmark: Mathematics o c a\u0026gt; e 60% - 50% 40%-d 30% - BAfrican Americans White 20% - d 10% 0% o co M 9 a 8 I 4\u0026gt; \u0026lt;x\u0026gt; O\u0026gt; (O (0 m o\u0026gt; co O\u0026gt; C O) g OL Oi 00 8 O) ra eb $ 90%-\u0026lt; I I J i I g g  \u0026amp; c ? -s 14 of the students scored at or above proficient on the Mathematics subtest. With the Smart Start Initiative in mind as well as our belief in the importance of data driven goal making, the staff formed the following goals for the heart of our improvement plan:  To improve student achievement in reading.  To improve student achievement in mathematics.  To improve student achievement in writing literacy across the curriculum\ni.e.: Social Studies, Science, Music, Language Arts, and Mathematics. lAr' \u0026gt;! .,-.4 z J T i' \u0026lt;.5\\! .. A' r. I i  f } I } .? k , . l4\u0026gt;* 'ifr\n7^ ij *iti*^ /'''^ ,*** 1a t^* ^ p / J s .s . t yX^ } f ,* //' \u0026gt; I I i 1 **\u0026lt; e?' .jS f\" / f \u0026lt;3*..*, i f 2 \u0026gt;-\u0026gt;.-. 3\u0026gt; 'Hi f. \\ if- / I z *' I,'''\n/ J 7 DCJ 5 / 5 JSchool: Bale Elementary School School Improvement Plan Year: 2000-2001 Priority 1\nMathematics eSma\" eX-* I' Mathenratloe portion of the Benchmark Exam, 14 /o of the 5* grade students scored at or above the 50\" oementilA on cat.q m. at or above the 50\" percentile on the SAT-9 in Total Mathematics on the SAT-9 peX^inXTa  percentege points \u0026lt;14% 1. - ... _ 17-/.) the percentage of students at or above proSXSIk **** performing at or above the 50*^ percentile '0 to 19%) the percentage of students00 School: Bale Elementary School Improvement Plan Intervention: Utilize Best Practices in Mathematics to improve math achievement Actions 1. Utilize the Campus Leadership Committee to oversee and insure use of all funding 2. Implement student writing involving the process of solving math problems 3. Encourage the use of board games involving math and counting 4. Improve continuity between grade levels through the use of curriculum mapping 5. Place emphasis on problem solving skills i.e. word problems, applications, and investigations Year: 2000-2001 Person(s) Responsible Campus Leadership Team Teachers, IRC Specialists Teachers, Parents Teachers, Administration Teachers, Adminis- T ration Timeline Sept. 2000- June 2001 Sept. 2000- June 2001 Sept. 2000- June 2001 Sept. 2000- June 2001 Sept. 2000- June 2001 Resources UALR Share America IRC Paula Smith (Math specialist assigned to Bale)________ Request to Share America for gifts IRC District Budget Title I Budget APIG/Other Budgeto School: Bale Elementary School School Improvement Plan Intervention: Best Practices in Mathematics Actions 9. Address the language barrier with students/families with English as their second language by clustering students with 1 teacher at each grade level to promote communication 10. Improve comprehension by using math word walls, vocabulary list, and visual cues 11. Purchase additional math manipulatives for classrooms 12. Provide grade level homework for math two nights weekly 13. Purchase software for classroom computers Year: 2000-2001 Person(s) Responsible Teachers, Interpreters, P. Padilla Teachers Principal, Title 1 Specialist, CLT Teachers Principal, Title 1 Specialist, CLT Timeline Sept. 2000- June 2001 Sept. 2000- June 2001 Sept. 2000- June 2001 Sept. 2000- June 2001 Sept. 2000- June 2001 Resources UALR IRC Math committee Games, math manipulatives District Budget Title I Budget $500 APIG/Other BudgetSchool: Bale Elementary School School Improvement Plan Year: 2000-2001 Intervention: Best Practices in Mathematics Actions 14. Utilize Benchmark release items from state standards 15. Continue parent workshops during parent/conference day 16. Purchase computers for the classrooms 17. Implement Family math and Science night and grade levelparent meetings Person(s) Responsible Teachers J. Rouse, M. Tucker, P.Padilla, H. Talley CLT, M. Tucker,Title 1 Specialist Francis,Talley Jones,Tucker Timeline Resources District Budget Title I Budget APIG/Other Budget Sept. 2000- June 2001 Oct. 4 and Feb. 19 Sept. 2000- June 2001 Oct.2000 -Math- Jan. 2001-Sci. Arkansas Department of Education $2000 $22,000 $200 IRC^0 J t \u0026lt; \u0026gt; i / / t \\'i V..- / (f f L,5-^*r*575 Ji' 1^ 41 I f i.!iwii..,,wu\n\u0026gt;*-'j I'\nt' '^1 n 5 :i'Mai!!ai'4\u0026gt;j\n^Wrii^ S'.** I \u0026gt;8School: Bale Elementary School School Improvement PlMii Year: 2000-2001 Priority 2: Writing Supporting Data: 8% of the 4* grade students scored at or above proficient on the Literacy portion of the ACTAP Goal(s): 100% of the 4' grade students will score at or above proficient on the Literacy portion of the ACTAP One-Year Benchmark(s): Improvement of Bale students by 9 percentage points (8% to 17%) the percentage of students at or above proficient on the ACTAP UJSchool: Bale Elementary School School Improvement Plan Intervention: Building wide writing program Actions 1. Provide inservice for the whole school on Benchmark preparation 2. Implement daily writing at all grade levels to be completed as a yearly class project tied to each teachers' Individual Improvement Plan 3. Research and write guidelines for n utilizing Best Practices in Writing 4. Incorporate knowledge from inservice for writing strategies/formulas for K-5 5. Promote student ownership of writing mechanics and grammar by daily oral language Year: 2000-2001 Person(s) Responsible 4\" grade Teachers Teachers Teachers Teachers Teachers Timeline Sept. 2000- June 2001 Sept. 2000- June 2001 Sept. .2000- June 2001 Sept. 2000- June 2001 Sept. 2000- June 2001 Resources Materials from curriculum associates Writing prompts across the curriculum Best Practice: New Standards for Teaching and Learning in Americas Schools Kathy Tilson District Budget Title I Budget APIG/Other Budget LSchool: Bale Elementary School School Improvement Plan Year: 2000-2001 Actions Person(s) Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget 6. Display examples of advanced writing on bulletin board for ail to see 7. Share examples of writing with students (teachers will model for their class). 8. Write and use writing prompts that include three components: Scenario, Think About It, and Directions 9. Create a Writing Prompt Bank Teachers Teachers teachers Tarkington, Talley, Collins, Moravec Sept. 2000- June 2001 Sept. 2000- June 2001 Sept. 2000- June 2001 Sept. 15, 2000 Krista Underwood, ADESchool: Bale Elementary School School Improvement Plan Year: 2000-2001 Priority 3: Reading Supporting Data: 8% of the 4* grade students scored at or above proficient on the Literacy portion of the ACTAP\n14% of the 5* grade students scored at or above the 50'^ percentile on the SAT-9 in Total Reading Goal (s): 100% of the 4*^ grade students will score proficient in Literacy on the ACTAP\n100% of the 5'^ grade students will score at the 50\"^ percentile on the SAT-9 One-Year Benchmark(s): Improvement of Bale students by 5 percentage points (14% to 19%) the percentage of students performing at the 50*^ percentile on the SAT-9\nImprovement of Bale students by 9 percentage points (8% to 17%) the percentage of students performing at or above proficient on the ACTAP toSchool: Bale Elementary School School Improvement Plan Year: 2000-2001 Intervention: Parent involvement Through Contracting Actions 1. Contract Reading: Contract with child/parent/teacher at beginning of school year to determine amount of time spent at home on reading Person(s) Responsible Johnson, Cunningham, Shute, Baggett Timeline Sept. 7, 2000 Resources Printing Service a. b. c. Develop a contract Send contract home for parent signature Check contract at every conference 2. Send home weekly word list for parent signature a. b. c. d. Compile list of words for each grade level Send list home for signature Check words at each nine weeks Review with parents at conference 3. Provide training and materials for Make and Take workshops for parents to use in helping their children. District Budget Title I Budget $150 APIG/Other Budget Tucker, Cunningham, Jones, Littell Rouse, Padilla, Talley Sept. 7, 2000- Oct. 4, 2000 and Feb. 17,2001 Teachers Title 1 Specialist Title 1 Specialist Counselor G/T Teacher $500School: Bale Elementary School School Improvement Plan Year: 2000-2001 Intervention: Parent Involvement Through Contracting Actions Person(s) Responsible Timeline Resources District Title I Budget Budget APIG/Other Budget a. b. c. Inservice on parent Make and Take workshop Provide one workshop per semester Retain list of parents who attended the workshop for conference information 4. Provide resources to help improve parent reading skills a. b. c. Develop an area to provide resources for each grade level in reading Provide sign-in and check-out list Update resources each nine weeks d. Send letters home with interim reports to remind parents of available resources Rouse, Cole, Baggett, Conley, Pafford Oct. 4, 2000 and Feb, 19, 2001 IRC Library $500School: Bale Elementary School School Improvement Plan Year: 2000-2001 Intervention: Parent involvement Through Contracting Actions 5. Distribute refrigerator curriculum Person(s) Responsible Teachers, Heard, Fitzpatrick, Moravec Parents Timeline Sept, 7, 2000 Resources ADE District Budget Title I Budget APIG/Other BudgetSchool: Bale Elementary School School Improvement Plan Year: 2000-2001 Intervention: Small Group Tutoring Actions 1. Continue Share America tutoring program a. b. c. d. Identify bubble students Pair students with mentor Implement contracts for mentors and students Conduct pre/post testing e. Obtain tutor feedback 2. Implement peer tutoring a. b. c. d. Pair high readers with low readers for reading practice Use modeling Use cross-grade tutors Provide daily opportunities for peer tutoring 3. Provide faculty small group tutoring a. Principal will tutor small groups b. Teachers will tutor different grade level students c. Non-certified staff will tutor small _____groups of students___________ Person(s) Responsible B. Anderson Share America Teachers J. Rouse, Johnson, Dockery Staff as assigned. Brown, Conley, Cole Timeline Sept. 2000- June 2001 Octi, 2000 June, 2001 Oct 31 Resources Share America District Budget Title I Budget APIG/Other BudgetSchool: Bale Elementary School School Improvement Plan Year: 2000-2001 Intervention: Great Expectations Actions Person(s) Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget 1. Communicate expectations to students and parents a. Communicate grade level reading requirements b. Provide immediate feedback to students from evaluations 2. Implement literature circles a. Using different types of literature form groups according to interests b. Use literature in all curriculum areas c. Use supplemental materials for book choices d. Develop competition through the literature circles 3. Utilize Benchmark release items from state standards 4. Label structures and areas of the school in Spanish/English Teachers Parents Geurin, Littell, Shute, Fitzpatrick, Pafford Teachers Padilla, Courtney Sept. 2000- June 2001 Oct 1, 2000- June 1, 2001 Sept. 2000- June 2001 Sept. 7, 2000 Parent Handbook School/ Classroom Communiques Best Practices: New Standards for Teachinq and Learninq in Americas School Arkansas Department of Education Boardmaker by Mayer JohnsonSchool: Bale Elementary School School Improvement Plan Year: 2000-2001 Intervention: Accelerated Reading Actions 1. Form AR Committee involving PTA and CLT in planning AR Committee-Fitzpatrick, Tucker, Jones, Geurin 2. Visit and collaborate with other schools to observe implementation 3. Attend AR Workshop 4. Purchase Star\" Assessment Tool and AR program 5. Evaluate and access students' l reading level using STAR' assessment Person(s) Responsible Principal Teachers Media Specialist Title 1 Specialist CLT_______ AR Committee AR Committee AR Committee Fitzpatrick, Tucker Timeline Aug. 2000 Aug. 2000 Oct. 1, 2000 Octi, 2000 Oct. 2000- Nov. 2000 Resources Mabelvale Media Specialist Mablevale Otter Creek Rockefeller Permabound and Follett Publishing Companies Permabound and Follett Publishing Companies Media Specialist Title 1 Specialist District Budget Title I Budget $3200 APIG/Other BudgetSchool: Bale Elementary School School Improvement Plan Year: 2000-2001 Intervention: Accelerated Reading Actions 6. Purchase software, printer, and library books for program implementation 7. Communicate information concerning AR to parents 8. Plan and develop school wide incentive for AR Program Person(s) Responsible Principal AR Committee Media Specialist Title 1 Specialist AR Committee Media Specialist Title 1 Specialist AR Committee Media Specialist Timeline Oct .2000- Dec. 2000 Oct. 2000- June 2001 Oct. 2000 Resources Permabound and Follett Publishing Companies Staff 9. Review program effectiveness and make recommendations for 2001-2002 AR Committee June 2001 Staff District Budget Title I Budget $5600 $400 $1000 APIG/Other BudgetChicot students will be-featured on KSSH RADIO CELEBRITIES! The following CHICOT RADIO ou^ Americans give their pledge and Jaliso Cooper, Thongsoy Singkhek, and Trelaine Punches. Chicot PTA Poll Comivnh Yur help is still needed for the foil uM thet will be held on ?ctXr 28, from l00 - 2 pm. here t the school. If you would be willing to help, coll Danielle Conroy at 570-4062 between 8\n00 a.m, and 12 noon any day. I leiecTion sheela w.cre sent home today for grades 3-5. Please assis yo selection. Clubs will be assigned on a first come, first serve basis, n ay October 13. If you arc interested in helping, contact Delwin Smith, Friday Clubs: Selection sheets were child in making a Clubs will begin on Assistant Principal, at 570-4062. IMPORTANT DATES\nOctober 4 - Parent Conference Day - NO School October 23 - Teacher Record Day - NO School October 28 - Fall Carnival, 10\n0Q a.m. - 2\n0Q p.m. ri' Chicot Ele I I j I  Students Enrolled514 I I Percent of Average lWAttendance-g4-i% Otodmom = wo%) tfercent UI/kvisixigc xyeuv ' '--------------------- 1ii Percent of students in grades Kr2 who developed appropriate reading readiness stalls tor  the next grade level  Kindergarten-56.1% ist Grade26.8% and Grade-38.6% Percent of students not receiviug a reportable discipline sanctions99.99% (By Btate hm dnelptoe aiittk\u0026gt;n. meat he reported end taduded acts UivoMng drugs, uiaolu,aloohol,weapons or gongs\nI \u0026lt;Bstiictwide.Metthsn 496 of our smdenuwere involved in these types of oflonoes.) Number of Teachers39 Percent of Teachers with Masters38% Staff Number of Support Staff35 Percent of Teachers with 9+ Years of Experience43% Involvement Number of PTA Members Last Year (1999/2000)  51 Volunteer Hours Last Year1,601 hrs. School Improvement Flap The following era priorities for our school and are included in our school improvement plan: the complete school improvement plan is available in the office and includes SpSdfiC SCtlOIlS ffild {6301111^ needed for implementation. 1J Sixty percent of Chicots K-2 students will perform at or above readiness for the next grade level on the Spring 2001 Developmental Reading Assessment 2.)Eighty percent of Chicot students in grades 3-5 will meet or exceed their personal growth scores on the Spring 2001 Achievement Level Tests.Cd Chicot Elementary School Improvement Plan 2000-2001 Achievement is Chief at ChicotSchool: Chicot Elementary School Improvement Plan Year: 00-01 Priority 1: Improve students reading and writing achievement Supporting Data: ACTAAP scores for April 2000 are unavailable. On the 98 SAT 9, total reading NCE for 5 grade was 31.9. On the 99 SAT 9, this score was 28.7-a decrease of 3.2. Goals\n1) 100% of Chicot 4** graders will perform at or above the proficient level in grade 4 reading on the State Benchmark Examination. 2) To be set by CLT, Fall 2000 One-Year Benchmark(s)-To be set by CLT, Fail 2000School: Chicot School Improvement Plan Year: 2000-2001 Intervention: Focus on literacy instruction with Title I staffing and funds Actions Implement Reading Recovery for first grade Person(s) Responsible G. Bryant L. Harrison Timeline Sept. 00 Resources IRC Staff UALR Staff District Budget Title I Budget $4000 APIG/Other Budget Provide small group instruction in writing process for grades 2-4 using Title I specialist and instuctionai aide Implement Native American and Puppetry Artists in Education Program to facilitate student writing Implement Voyager Afterschool Program J. Burgin G. Marts J. Burgin J. Harkey Sept. 00 Oct. 00 Sept. 00 IRC Staff T. Boley inservice $500 $8000 Voyager Staff $22,000School: Chicot School Improvement Plan Year: 2000-2001 Intervention: Utilize technology to increase reading and writing achievement Actions Person(s) Responsible C. Crawford Timeline Resources Maintain Accelerated Reader Program Sept. 00 District Budget Title I Budget $1000 APIG/Other Budget Continue use of Compass Software correlations to LRSD Objectives N. Galyean L. Fields D. Sabo Sept. 00 Instructional technology staff Continue use of Smart Start/Smart Step performance assessments Sept. 00 ADE materials Computer disks Develop new technology plan J. Harkey 12-00 IRC staff LRSD Standards Half-day monthly planning by grade levels using mapping template J. Harkey Oct. 00 UI Mapping the Big Picture, IRC staffSchool: Chicot School Improvement Plan Year: 2000-2001 Priority 2: Improve student achievement in mathematics Supporting Data: ACTAAP scores for 2000 are unavailable. On the 98 SAT 9, total math NCE for S** grade was 29.4 on total math. On the 99 SAT 9, this score was 25.9, a decrease of 3.5. Goal(s): 1) 100% of Chicot 4* graders will perform at or above the proficient level in grade 4 math on the State Benchmark Examination. 2) To be set by CLT, Fall 2000 One-Year Benchmark(s): To be set by CLT, Fall 2000School: Chicot School Improvement Plan Year: 2000-2001 Intervention: Utilize Title I funding and materials to increase math achievement Actions Person(s) Responsible J. Harkey Timeline Sept. 00 Resources Voyager Staff District Budget Title I Budget $22,000 APIG/Other Budget Implement Voyager afterschool program Conduct quarterly Family Math Nights J. Burgin Oct. 00 Distribute former math lab materials in an equitable manner to classroom teachers J. Harkey Aug. 00 IRC Staff TERC materials IRC Staff $1000School: Chicot School Improvement Plan Year: 2000-2001 Intervention: Utilize technology to increase math achievement Actions Continue use of Compass Software correlations to LRSD objectives Person(s) Responsible N. Galyean L. Fields D. Sabo Timeline Sept. 00 Sept. 00 Resources Instructional technology staff Continue use of Smart Start/Smart Step performance assessments ADE materials Computer disks J. Harkey Dec. 00 Develop new technology plan IRC staff LRSD Standards J. Harkey Oct. 00 UI Mapping the District Budget Title I Budget APIG/Other Budget Half-day monthly planning by grade levels using mapping template Big Picture, IRC staffSchool: Chicot School Improvement Plan Year: 2000-2001 Priority 3: Improve stakeholder/community involvement and create an environment of collaborative responsibility Supporting Data: VIPS hours for 98-99 were 1787. VIPS hours for 99-00 were 1601 (a decrease of 186 hours). PTA goal of 100% increase from 98-99 to 99-00 was met. Goal(s): 1) 100% of Chicot parents and staff will join PTA. 2) VIPS hours will increase to 10 hours per student yearly. One-Year Benchmark(s): VIPS hours will increase from 1600 to 2000 (25%). PTA membership will also increase 25% from 99-00.School: Chicot School Improvement Plan Year: 2000-2001 Intervention: Improve stakeholder/community involvement Actions Title I stipend paid to Family Involvement Coordinator-5 days/wk, 4 hrs/day CLT to determine Average Daily Attendance incentive for families Family Involvement Committee formed to determine ways to increase parental involvement Person(s) Responsible J. Harkey J. Harkey P. Kerr Timeline Aug. 00 Oct. 00 July 00 Resources Family Resource Center, Title I staff LRSD Recognition and Rewards LRSD Restructured Parent Program District Budget Title I Budget $5500 APIG/Other Budget To be determined To be determinedSchool: Chicot School Improvement Plan /...} I Year: 2000-2001 Priority 4: Discipline Supporting Data: Out-of-school suspensions for 98-99 totaled 151. The total of 44 for 99-00 was only 29% of the 98-99 total. Goal(s): A non-violent education component will significantly reduce behavior sanctions. One-Year Benchmark(s): Out-of-school suspensions for 00-01 will decrease by 10% of the 99-00 total.I School: Chicot School Improvement Plan Year: 00-01 Intervention: Provide non-violent education component Actions Implement uniforms Person(s) Responsible D. Smith G. Bryant Timeline Aug. 00 Resources District Budget Title I Budget APIG/Other Budget D. Smith Sept. 00 Continue Conflict Managers by Centers therapist D. Smith Oct. 00 Continue Friday Club behavior incentives Implement Peaceable Place Curriculum M. Smith J. Gunderman Sept. 00 Curriculum materials Full-time Centers Therapist on site J. Harkey Aug. 00 nLETTER TO PARENTS/GUARDIANS On the reverse side of this letter you will find some basic data about David O. Dodd Elementary School. The Developmental Reading Readiness Assessment was begun last school year. This was a result of the switch in programming required by the state. Our school begins in Pre-K to develop the skills necessary to develop sound reading skills. Small guided reading groups, interactive writing between teacher and student, lots of hands on time for both independent and large group reading allows the students to see, hear and interact with words, language, reading and writing strategies. This continues through the 2 grade and picks up in 3* grade with a more intense and focused emphasis on writing skills. Self-expression through daily journal writing and creative stories enhances the skills they will need for 4*^ grade. These strategies are tested on the statewide ACTAAP test given in May of the 4* grade school year. McRat Multicultural higher level thinking skills build on what the student has learned in the previous years and focuses on critical thinking, predictions of story outcome, analysis of character development and subjective writing. This encourages the student to use these specific skills across the curriculum in social studies, science and other c_or_e su_bje_ct_ ar_ea_s a*t the c5t*h grade lleAivzeail , uw/kh{i\u0026lt;c\u0026gt;hh prepares ssftuiiddeennttss for the next level of their education. The math program is the result of a multi- million-dollar grant received by the LRSD to enhance critical thinking and broad-based math understanding. Problem solving is a major strategy as students work in-groups where the right answer is any way it can be solved! It is not like the cut and dried math any of us grew up doing in school! If you have any questions about the curriculum or any part of the initial school report please do not hesitate to call me. The statewide report card should be released and sent to you in midOctober. / I School Name: Teachers'i 21 Attendance: David 0 Dodd EXernentary Support Staff: 6 92.21% (% of average daily attendance\nmaximum = 100%) (Enro Ilmen tT 232 ] Developmental Reading Readiness Assessment - % of students in grades K-2 who have developed appropriate reading readiness skills for their grade level: Kindergarten: 86.5% First Grade: 63.3% Second Grade: 89.65% of F I'A Members Last Y ear: 232 % ot I'eachers with Masters iJegree: 50.1% [Volunteer Hours Last Year: 3,545 1 [% of I eachers with 9 + Years ot l eaching Lxpenence: 51^ [ 94% Discipline \u0026amp; Safety - % of students NOT receiving a reportable discipline sanction: (By state law discipline sanctions must be reported and include acts involving drugs, assaults, alcohol, weapons or gangs\ndistrictwidc, fewer than 2% of our students were involved in these types of offenses.) School Improvement Plans - the following are priorities for our school and are included in our school improvement plan\nthe complete school improvement plan is available in the office and includes specific actions and resources needed for implementation: 1. Improve reading by'using Reading Recovery, Early Literacy strategies (ELLA), Effective literacy and HcRat Multi cultural higher level thinking skills. 2. Increase mathfemtics understanding by using the LRSD professional development team. 3. Increase use of manipulatlves in grades K-5.David O. Dodd Elementary School Improvement Plan 2000-2001David 0. Dodd Elementary School Mission Statement WE, at David O. Dodd Elementary, believe students, staff and parents will woik together cooperatively in a safe, positive environment demonstrating mutual respect for cultural diversity and academic achievement I !School David O. Dodd Elementary School School Improvement Plan Year Priority 1: Improve Student Achievement in Reading and Writing Literacy Supporting Data:  65% of fourth grade students performed below proficiency on the 1999 ACTAAP.  71% of fifth grade students scored below the 50% in total reading on the 1998 SAT9.  71% of fifth grade students scored below the 50* percentile in Reading Vocabulary on the 1998 SAT9.  33% of first grade students were identified for service in Reading Recovery based on Observation Survey.  21% of second grade students were identified for service in Early Literacy Groups based on Observation Survey.  20% of third grade students were identified for service in Early Literacy Groups based on Observation Survey. Goal (s): 2000-01 K 90% of Dodds kindergarten students shall perform at or above the proficient level in literacy. 2000-01 1 90% or Dodds grade 1 students shall perform at or above the proficient level in literacy. 2000-01 2-5 90% of Dodds students shall perform at or above the proficient level in grades 2-5 reading each semester on the CRT. 2000-01 4 100% of Dodd's students shall perform at or above the proficient level on the ACTAAP. 2000-01 5 65% of Dodds students shall perform at or above the 50* percentile in reading on the SAT9.School David O. Dodd Elementary School School Improvement Plan Year Priority 1: Improve Student Achievement in Reading and Writing Literacy Goal(s): 2000-01 K-5 100% of Dodds certified staff will complete at last 60 hours of approved professional development annually. One-Year Benchmark(s):  In 2000-01, 80% of Dodds kindergarten students shall perform at or above the proficient level in literacy.  In 2000-01, 80% of Dodds first grade students shall perform at or above the proficient level in literacy.  In 2000-01, at least 80% of the students in grades 2-5 shall perform at or above the proficient level, on the LRSD Criterion Reference Test.  In 2000-01, Dodd School shall improve 10 percentage points (from 35% to 45%) in the percent of students performing at or above the proficient level on the grade 4 ACTAAP.  In 2000-01, Dodd School shall improve by 5 percentage points (from 29% to 34%) the percentage of students performing at or above the 50* percentile in Total Reading on the SAT9.  In 2000-01, Dodd School shall improve by 5 percentage points (from 29% to 34%) the percentage of Students performing at or above the 50*^ percentile in Reading Vocabulary on the SAT9.School David O. Dodd Elementary School School Improvement Plan Intervention: Reading Recovery/Literacy Group Support Actions Provide Reading Recovery for first grade students identified by Observation Survey Establish Literacy Support Groups for second grade students identified by Observation Survey Establish Literacy Support groups for third grade students identified by teacher recommendation Establish Kindergarten Emergent Groups for students identified by Observation Survey Expand the number of students serviced by Reading Recovery by utilizing the Reading Recovery Teacher Leader in Training Person(s) Responsible Yeager Timeline August- June* Resources District Yeager Yeager Yeager Harr August- June* January- June* January- June* August- June* Pat Busbea, . LRSD UALR Dept of Ed. Linda Dorn Debbie Williams Reading Recovery/Early Literacy Training Site UALR UALR UALR Reading Recovery Training Site Budget: $0 Title I Budget $0 APIG/Other Budget $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 $0School David O. Dodd Elementary School School Improvement Plan Intervention: Increase time on task to impact student achievement in reading and writing Actions Identify by name all students in fifth grade who scored below the 50**^ percentile in reading on the 2000 SAT9 to focus on specific, individual needs.______________ Identify by name all students in fourth grade who scored below the proficient level on the 2000 ACTAAP to focus on specific, individual needs.______________ Implement the Accelerated Reader reading incentive program to promote independent reading.__________________ Conduct RIF (Reading Is Fundamental) distributions for grades PreK-5 to promote independent reading. Form Writing for Success study groups for fourth grade students to provide instruction and practice for thinking and writing skills. Person(s) Responsible Goldmon Goldmon Kennedy Classroom Teachers Kennedy Lowe Timeline Nov. * August* January- May* August- May* October- April* Resources SAT9 Dr. Ed Williams ACTAAP Dr. Ed Williams RIF Scholastic West Little Rock Kiwanis Club.CSR Grant Internet ADE District Budget $0 $0 $0 $0 Title I Budget $0 $0 $0 $0 APIG/Other Budget $0 $0 CSRD Grant LRSD Kiwanis $150.00 SCRD Grant $1,000.00 $0School David O. Dodd Elementary School School Improvement Plan Intervention: Increase time on task to impact student achievement in reading and writing Actions Form Writing for Success study groups for fourth grade students to provide instruction and practice for thinking and writing skills Use levelized books for guided reading to increase instructional and independent reading activities Implement LiNKing to integrate reading, writing and technology into the curriculum for grades 3-5. Utilize Literacy One, Literacy Two and Literacy Three students from UALR to provide additional reinforcement for emerging literacy skills with K-2 students scoring below the proficiency level. Person(s) Responsible Lowe Yeager classroom teachers Kennedy Grades 3-5 classroom teachers UALR students Classroom teachers Timeline October- April* August- May* August- May* Sept.- May* Resources Internet ADE Pat Busbea UALR Dept, of Education Reading Recovery/Early Literacy Training Site Barb Bumgardner Seattle, WA UALR District Budget $0 $0 Title I Budget $0 $0 APIG/Other Budget $0 SR Grant $16,500.00 SR Grant $10,000.00 $0School David 0. Dodd Elementary School School Improvement Plan Intervention: Increase time on task to impact student achievement in reading and writing Actions Utilize the computer lab attendant to provide additional opportunities for reading and writing using the computer in the classroom setting. Implement ELLA practices in the Resource and Primary Special Education Self-contained Classroom to promote effective literacy____________ Purchase class set of AlphaSmart to provide additional opportunities to develop writing and word processing skills for grades 2-5 Person(s) Responsible McLaughlin Buchanan Classroom teachers Schouweiller Kennedy Timeline Jan.- June* August- June .* August* Resources Computers MS Office products Internet Jump Start ADE IRC Intelligent Peripheral Devices, Inc. District Budget Title I Budget APIG/Other Budget CSRD Grant $6,300.00School David O. Dodd Elementary School School Improvement Plan Intervention: Support Vocabulary Development. Actions Create word-building centers in kindergarten through second grade to reinforce literacy instruction. Provide dictionaries in the writing and word building centers in first and second grades to promote vocabulary growth.___________________________ Provide journals for PreK-4'\" grade students to encourage daily practice of writing skills._______________________ Provide multiple sets of magnetic letters for Reading Recovery and centers for PreK- 2 classrooms to provide for practice in word building skills._____________________________ Incorporate the use of lexicons for grades 3-5 to increase proficiency in language mechanics. Person(s) Responsible Grade K-2 Timeline August- June* Yeager Yeager Gaddy Yeager Classroom Teachers August* August- June* August- June* August - May* Resources Pat Busbea IRC Books: Apprenticeship in Literacy and Guided Reading Silver Burdette Modern Learning Press Arch Ford Co-op LRSD Arch Ford Co-op Marva Collins Teacher Training Manual District Budgets Title I Budget APIG/Other Budget CSRD Grant $2,000.00 CSRD Grant $500.00 CSRD Grant $600.00 CSRD Grant $2,400.00 $15.95School David O. Dodd Elementary School School Improvement Plan Intervention: Support Vocabulary Development. Actions Use levelized books in grades K-3 to develop vocabulary in content areas. Person(s) Responsible Yeager Classroom Teachers Timeline August- June* Resources Rigby, Wright Group Scholastic, and Steck-Vaughn District Budget Title I Budget APIG/Other Budget CSRD grantSchool David O. Dodd Elementary School School Improvement Plan Intervention: Reading Recovery/Literacy Group Support Actions Identify first grade students utilizing Observation Survey to provide Reading Recovery services for students needing intervention. Establish Literacy Support Groups for second grade students identified by Observation Survey to promote literacy skills. Establish Literacy Support groups for third grade students identified by teacher recommendation to promote literacy skills. Establish Kindergarten Emergent Groups for students identified by Observation Survey to promote literacy skills. Person(s) Responsible Yeager Yeager Yeager Yeager Timeline August- June* August- June* Jan.- June* January- June* Resources Pat Busbea, LRSD UALR Dept of Ed. Linda Dorn Debbie Williams Reading Recovery/Early Literacy Training Site UALR UALR District Budget Title I Budget APIG/Other BudgetSchool David O. Dodd Elementary School School Improvement Plan Intervention: Staff Development Actions Attend McRat (Multicultural Reading and Thinking) training to facilitate implementation in the classroom. Attend Continuing Contact for Reading Recovery to maintain effective teaching strategies._________________________ Attend Effective Literacy training sessions for third grade teachers to facilitate implementation in the classroom.________________________ Schedule staff development for LiNKing to coordinate with LRSD calendar. Attend LiNKing staff development to facilitate implementation of the program. Person(s) Responsible Goldmon Dilday Timeline August - June* Yeager August- May* Resources ADE UALR LRSD Knapp James August- June* ADE Kennedy August- May* District Budget Title I Budget APIG/Other Budget ADE $0 $0 $0 ADE grades 3-5 Classroom Teachers August- May* Barb Bumgardner, consultant Seattle, WA Barb Bumgardner, consultant Seattle, WA $0 $0 $0 CSRD Grant $5,000.00School David O. Dodd Elementary School School Improvement Plan Intervention: Staff Development Actions Form Literacy Study groups to study current research and practices. Person(s) Responsible Yeager McLaughlin Classroom teachers Timeline August- May* Resources District Budget Title I Budget Provide opportunities for school site visits for teachers of grades kindergarten through second to observe literacy strategies. Attend AlphaSmart workshop to facilitate integration of technology and writing in the third through fifth grade classrooms.______________________ Attend Arkansas Reading Conference to explore current resources and research. Yeager McLaughlin grades 3-5 classroom teachers Kennedy, Yeager, classroom teachers August- May* March* Nov.* Pat Busbea UALR Dept, of Ed. Books: Apprenticeship in Literacy, Guided Reading, and Whole-to-Part Phonics UALR ADE Kennedy IRC Dept, of Instructional Technology Arkansas Reading Association $0 $0 $0 $0 $200.00 APIG/Other Budget CSRD Grant $200.00 $0 $0 CSRD Grant $300.00School David O. Dodd Elementary School School Improvement Plan Intervention: Staff Development Actions t.-. Attend Hot Springs Technology Institute to acquire additional knowledge for implementation in the classroom.______________________ Attend Arkansas Early Literacy Conference to explore current resources and research. Attend Basic Computer Tool Box inservice to initiate the exploration of the world of technology and implications for use in the classroom. Train a Literacy Coach to provide leadership in literacy, manage the schools literacy program and provide professional development promoting a school-based professional community. Person(s) Responsible Kennedy Knapp Yeager McLaughlin Classroom Teachers Classroom Teachers Chambers Timeline June 2001 March* Nov.* August- June Resources Hot Springs School District UALR Reading Recovery IRC Pam Crawford UALR District Budget Title I Budget $200.00 $0 $0 ADE APIG/Other Budget CSRD Grant $98.00 CSRD Grant $500.00 $0School David O. Dodd Elementary School School Improvement Plan Year Priority 1: Increase Parent/Community Involvement Supporting Data:  30% of the parents responding to a 1999 Dodd Elementary Parent Survey do not read with their children nightly.  40% of the parents report on the Dodd Elementary Parent Survey that they do not assist their children with homework.  35% of the parents attend parent-teacher conferences on Parent Conference Day. Goal (s): 2000-2001 100% of the parents will read with their children nightly. 2000-2001 100% of the parents will assist children with homework. 2000-2001 100% of the parents will attend parent conferences. 2000-2001 The Partners In Education partnerships will increase by 100%. One-Year Benchmark(s):  tn the 2000-2001 school year, 80% of the Dodd parents will read to their children nightly.  In the 2000-2001 school year, 80% of the Dodd parents will sign homework nightly.  In the 2000-2001 school year, 80% of the Dodd parents will attend parent conferences.  In the 2000-2001 school year, two new Partners In Education will be added for Dodd Elementary.School David O. Dodd Elementary School School Improvement Plan Intervention: Improve Student Achievement through Parent Workshops Actions Host Pig Out on Books for PreK-2 to encourage parents and students to read at home. Host Write Night for third grade through fifth grade students and parents to inform and promote effective writing skills at home. Stage a Science Fair Workshop to provide students and parents with information necessary to complete a successful Science Fair Project. Conduct a G/T Parent Night to inform parents of the responsibilities of the students in the program. Explain the Title I program at a PTA meeting so parents will understand the benefits and criteria of the program. Person(s) Responsible Yeager PreK-2 Teachers Kennedy Yeager Kennedy 3-5 Teachers Fleming Davis Yeager Timeline October* April April Oct*. Sept.* Resources'* District Jan Wolfe Scholastic IRC IRC LIAMS Partners In Education G/T Department Title I Department Budget $0 $0 Title I Budget $137.00 $100.00 $100.00 $0 $0 APIG/Other Budget SCRD Grant $237.00 SCRD Grant $1000.00 SCRD Grant $1500.00 $0 $0School David O. Dodd Elementary School School Improvement Plan Intervention: Provide accommodations for parents. Actions Provide an interpreter for parents who have difficulty speaking or understanding English so they are able to participate in their students school life. Explore options for training in the English as a Second Language Program to further facilitate communication with students and parents. Person(s) Responsible McLaughlin McLaughlin Timeline Ongoing* Second Semester * 6 staff members summer ESL training Resources Edie Ax LRSD Foreign Language Teacher IRC District Budget $0 $0 Title I Budget $0 $0 APIG/Other Budget $0 $0School David O. Dodd Elementary School School Improvement Plan Intervention: Increase Opportunities for Parent/Community Involvement Actions Participate in the Jump Rope for Heart program to foster community service. Schedule the Healthy Lungs Program for first and fourth grades to reinforce the dangers of tobacco and utilize community volunteers in the classroom. Invite the Orchestra and You Program for the primary grades to explore the instruments of the symphony. Person(s) Responsible Crosby Lowe Jefferson Timeline March* October Nov. Resources American Heart Association American Lung Association Arkansas Symphony District Budget $0 $0 $0 Title I Budget $0 $0 $0 APIG/Other Budget $0 $0 $0School David O. Dodd Elementary School School Improvement Plan Intervention: Increase Opportunities for Parent/Community Involvement. Actions Provide space for the Stagecoach-Dodd Neighborhood Association to meet to provide a link to our neighborhood. Report school activities, meetings, and accomplishments through monthly newsletters to maintain informed patrons. Invite parents, guardians, and community members to visit classrooms on Grandparents Day, Career Week to share careers, read to students and interact with students. Provide alternative times for Parent/Teacher Conferences to accommodate working parents. Recognize academic achievement in an assembly to provide a public forum for celebrating student success. Person(s) Responsible McLaughlin President of the Association McLaughlin Knapp Davis Hospitality Committee McLaughlin Lowe Goldmon Dilday PreK-5 Teachers McLaughlin Lowe McLaughlin Pre-K to 5 Teachers Timeline All year August- Feb. * August- May* Ongoing* Aug.- June* Each quarter Resources Stagecoach- Dodd Neighborhood Association Kennedy Lowe Printshop Publisher VIPS Lowe Mitchell McLaughlin Food Services Custodians McLaughlin Darrel Jones Backyard Burger, Dixie Cafe, Tias, Pizza Hut District Budget $0 $200.00 $0 $0 Title I Budget $0 $0 $0 APIG/Other Budget $0 Activity Fund $200.00 $0 $0School David O. Dodd Elementary School School Improvement Plan Intervention: Staff Development Actions Recognize parental contributions by hosting a Parent Recognition Tea Host Study Circles to increase communication between school, parents, staff and community and to provide a platform to discuss the educational focus of Dodd Elementary School Person(s) Responsible Hospitality PTA McLaughlin Timeline May May* Sept. Resources* Community Bakery Kroger Title I Diane Vibhakar Arkansas School Board Association Arkansas Advocates for Children and Families District, Budget Title I Budget $135.00 APIG/Other Budget CSRD grant $50.00School David O. Dodd Elementary School School Improvement Plan Year Priority 1: Increase Student Achievement in Math Supporting Data:  86% of the students scored below Proficient in Math based on the 1999 ACTAAP results.  79% of the students scored below 50% in Math based on the SAT-9, Fall of 1998. Goal (s): 2000-01 2-5 The percent of Dodds students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year. 2000-01 2-5 The percent of students demonstrating gains from the grades 2-5 mathematics pretest to the post-test will meet or exceed the improvement goal each year. 2000-01 4 100% of a schools students shall perform at or above the proficient  level on the State mandated Criterion Referenced Grade 4 Mathematics test. 2000-01 5 65% of a schools students shall perform at or above the 50* percentile on the SAT9 in Grade 5 mathematics. One-Year Benchmark(s):  In the 2000-2001 school year, David O. Dodd Elementary students shall improve 8.6 points so that at least 22.6 % of the students (14 + 8.6) will perform above the first quartile on the grade 5 SAT-9 SAT9 mathematics test.  In the 2000-2001 school year, David O. Dodd Elementary students shall improve 4.4 points so that at least 25.4 % of the students (21 + 4.4) will perform at or above the proficient level on the 2000 ACTAAP.School David O. Dodd Elementary School School Improvement Plan Year Priority 1: Increase Student Achievement in Math  In the 2000-2001 school year, 90% of the David O. Dodd students shall achieve proficient or above on the Criterion Referenced Test in grades two through five..School David 0. Dodd Elementary School School Improvement Plan Intervention: Increase time on task for students in math experiences. Actions Implement an Economics Mini-Mall to culminate a Prek-5 unit to develop economic awareness. Identify fourth grade students who perform below the proficient level on the ACTAAP for supplementary supporting activities. Person{s) Responsible All staff Fleming Principal Timeline Dec.* Sept. 2000 Resources Teachers Parents IRC ADE LRSD District Budget $0 $0 Title I Budget $0 $0 APIG/Other Budget $0 $0School David O. Dodd Elementary School School Improvement Plan Intervention: Increase time on task for students in math experiences. Actions Provide additional individual and small group instruction and reinforcement for students performing at the Basic or Below Basic level. Use resources from Curriculum Associates at the fourth grade level to provide practice similar to the ACTAAP. Participate in the St. Judes Math-a- Thon to provide Math practice at home with parent supervision. Identify fifth grade students who score below the 5Cr^ percentile on the SAT-9 to participate in supplemental math activities. Person(s) Responsible Crosby Burton Fleming Price Goldmon McLaughlin Lowe Timeline August- June .* August- June* March October* Resources UALR Partners in Education Curriculum Associates St. Judes Hospital ADE LRSD District Budget $0 Title I Budget $0 APIG/Other Budget $0 Activity Fund $150.00 $0 $0 $0 $0 $0 $0School David 0. Dodd Elementary School School Improvement Plan Intervention: Provide additional materials for Math. Actions Use the Everyday Math Calendar to support number patterns. Use the JumpStart Math computer program to reinforce math skills. Purchase additional manipulatives to strengthen the math program. Person(s) Responsible PreK-5 Teachers 3-5 fifth grade Teachers McLaughlin K-2 Classroom Teachers Timeline August- June* August- June* August- June Resources -2,. Teacher made activities Office Depot Educational Resources ADE IRC District Budget $0 $45.00 $200.00 Title I Budget $0 APIG/Other Budget $0 Activity Fund $200.00School David O. Dodd Elementary School School Improvement Plan Intervention: Expand integration of math in the specialist areas. Actions Focus on counting, time measurement, and fractions in Music. Use specialists to incorporate specific math skills and information into their lesson presentations upon request by a teacher to reinforce classroom instruction. Person(s) Responsible Jefferson Davis Jefferson Lowe Kennedy Crosby Timeline August- June* August- June Resources Teacher provided materials Teacher made materials and activities. Library materials District Budget $0 Title I Budget $0 APIG/Other Budget $0 $0 $0 $0Forest Park Elementaiy\n 600 North Tyler  Little Rock, Arkansas 72207  (501)671-6267 t ' -------- FOREST VVoolluummee 3 August/September 2000 Issue 1 [ PARK Welcome New Students! The following students have entered Forest Park for the 2000-2001 school year. We are so glad to have them and their families, Pro-K - Houston Angel, Marcus Burton, Hans Chen, Ruby Cordell, Carly Cortinez, Graham Coutts, Harrison Houser, Lauren Hudgens, Madison Jaros, Emily Claire Mackey, Katie Mowery, Remington Remmell, Peyton Robinson, Marit Scott, Andrew Willoughby, Jackson Woodliff, Kindergarten - Josh Cissell, Kevin Cunningham, Jacob Currence, Preston Fore, Hank Fuller, Quionte Hayes, Sammye Kogy, Ellis LaGrone, Lexie Levin. Keyira Martin, Cmeron Matson, Jackson Moore, Patrick O'Brien, Jim Rogers, Rachel Russell, Dinah Stewart, Alfred Warren, Clayton Williams, Maurice Green, Hayden Angel, Darrell Bailey, Briana Carter, Alex Coombs, Cote Dunn, Andrew England, Carson Gramling, Kennedy Hammond, John Law, Janie Blair Luft, Kevionna Lyons, Aaliyah Matthews, Nelson McCain, John Stanley McCay, Jordan Muir, Dasiah Ray, Anne Thomas Rystrom, Ray Thomas, William Willoughby\nFirst Grade - Josh Aldana, Lisa Brown, Jamira Flowers, Tyler Gulley, Ola Stewart, Hunter Ray Campbell, Paris Hosley, Jovante Minor, Brandon Rekow\nSecond Grade - Tyler Clinger, Sarah Frazier, Sarah Mowery, Jarvis Flowers, Artez Irvin, Angel Allen, Tyler Gramling, Kader Riddick\nThird Grade - April Allen, Saxton Exposito, Alexandra Frazier\nFourth Grade - Jacaquese Flowers, Troy Thompson, Allison Justiss, LaDiamond mith, Jennifer Stewart\nFifth Grade - Yancey Farmer, Raymond Bird, Jasmine Wingo, Levi Cissell, Jamar Flowers. Forest Park School Recognized by the American Heart Association by Deanor Coleman Forest Park school was recognized by the American Heart Association at their Annual Volunteer Recognition Luncheon, August 19, 2000 at the Excelsior Hotel, Forest Park participated in the Jump Rope for Heart Project and raised an average of $89.03 per participant. This was the highest amount per participant p raised in the state of Arkansas. Students raising the top dollar amount were as follow\nSophie Hollenbert - $380\nHamilton Eubanks - $352\nand Lundon Walker - $270. There were several other Forest Park student who raised $100 plus. Thanks to all our parents who helped and suf^'orted this most worthy cause. Stop by and see our Too Morket Penetrotion Trophy. From The Principals Desk Ueresa Gouriney^ T^rincipaf HELPING YOUR CHIU! SUCCEED rips from educators Have you ever heard the expression \"Well begun is half done'? One secret to a successful school year is to set good routines right from the beginning. How can you help your child become more successful in school? We asked educators from across the country to share their Ideas. here are some tips from teachers and administrators. Take time to make time \"One key to success is to follow a schedule, ' says one school superintendent, \"Children need a schedule they can depend onone that includes definite times for homework, meals, and sleep. Then they can work around those times to include the extras.* An elementary school principal suggests, Limit TV A and video games.' Decide j how much of z this kind of free time to allow and stick to It. Otherwise, these activities can consume too much of children's time. Read, read, read fchool Uniform/ needed If you hove uniforms that your child/children con no longer wear, please consider donating them to the school closet. We have distributed most of what ve had on hand. We can use all sizes. Thank you for all you do for Forest Pork School. You have really helped us ide for so many students. A reading teacher offers this reminder. \"Continue to share reading with children, even after they can read by themselves. This allows them to enjoy stories that may be too difficult for them to read alone. For variety, try reading newspapers, magazineseven the comic strips. You'll send the message that reading is important.' Check into it An elementary teacher recommends, \"Take a few minutes every day to look at what your child brings home from school. You'll probably see work that teachers thought was important enough to send home. Talk about the schoolwork together. This shows that you care about the things your child spends most of the day doing.' Continued on page 3 Page 2 September 2000 Issue 1 Enhance He Chance ft ETC Enrichment classes are taught in kindergarten through sec- ^id grade by Mrs. Laughlin. The kindergarten students are participating in a discovery unit, the first graders are studying a logic unit, and the second graders are being challenged by a questions unit. The third grade ETC students are getting their first taste of ETC v4th their teacher Ms. Scherer. These students are working on a unit about Space, during this unit, students will be researching facts about space as well as learning how to develop a web. The fourth grade ETC students are studying a unit entitled 'Drawing' from Art History with their teacher Mrs. Laughlin. These students are researching various artists and experimenting with those artists' techniques. Students will learn many new vocabulary words. The fifth grade ETC students are studying a unit about the electoral process with their teacher Ms. Scherer. During this unit, the stu-, dents will research the presidential candidates' platforms. The students will also hold a mock presidential election. Counselors COrneif \"TFT by Eleanor Coleman The counselor has been busy this week rneeling .with who are new to Forest Park School. The counselor has a persohol,  conference with each new student to welcome and introduce\n:-^\n:\nhim or her to Forest Park and to let them know she is here to^ help them have a good school year. Each student Is given a :  pamphlet that tells how the counselor can helpj^rp. ,  She Is also visiting each classroom to discuss the role ofit , counselor and how and when students should yl^lt tliie coun^ltFlQ,: 'J'? center. The Counselor has moved to f\u0026lt;?Q^ 214, She. having a larger roc^ Meet the Teacher Did you miss the chance to meet your child's teacher on Parents' Night? If so, introduce yourself with a short note, telling a little something about your child. Also, ask the teacher to contact you if your child needs any help. l^dd it up! Coupons that you don't use at the store can give your child math practice. Spread them out on a table. Then take turns asking each other questions such as, 'How much will we save if we buy this brand of toothpaste?' Did You Know? There is good news for teachers, parents, and kids. Compared to students around the world, American Fourthgraders are among the best in math and science. (Source: Third International Mathematics and Science Study) Spanish classes are off to a great start. We have been singing and speaking in Spanish since the first day of school. The older students remember so much from last year and the youngest are picking up words and phrases quickly. We are listening carefully to the ending sounds of Spanish words and our Spanish accents are good. There will be many students members of the Parrot Club (for excellent Spanish pronunciation). We have learned two songs to help us with greetings and farewells. We sing to them in each class, we also practice v4th the calendar, review the word of the week in Spanish and recite our class motto. Second graders are demonstrating their beautiful writing in sentences about themselves, which we will share with children in Argentina. Third graders are studying about communities in Spanish and in their classrooms. We will build a model of a commu- .lity in Spanish class. Fourth grade will study continents, oceans and land forms. Fifth graders have already written and performed short skits in Spanish. They will begin a unit on the Olympic Games. Gracias to all parents and teachers and muchas gracias to the PTA for making the Spanish program possible. Nuestra escuela es Numero Uno! ving room. student Council 0ecttorvirill ^i^eli^ in late_S^teiT Health Room News We hope you had a fun, healthy summer and are ready for some successful learning and grov/th here at Forest Park. The big news for most of you is the change in the immunization requirements. 1) All students now are required to have a 2nd Measles vaccF nation - MMR on your immunization record. This had been required by 7th grade in past years. Check your records and get the MMR If It is missing. Warning: a few doctors and their staff are not aware of this yet. Don't let them turn you away. Many local doctors. Health Department, ACH, and Baptist After Hour Clinics hove been busy giving the vaccine this past month. 2) All K and Pk must have proof of the Chicken Pox (Varicella) vaccine called Varivax or proof of having the disease. PK also must have Hep B and HIB. We need for everyone to comply with the new regulations so we are not forced to start excluding students from school. Contact Mrs. Janssen if you have questions. We will start screening for hearing and vision in the next month. If you hove any old glasses (Adult and Children) sitting around the house, please donate them. There are organizations that can put those to good use for those in need. Any medication sent to school must be In the original container and have a written note from the parent or guardian. We will give only medication that must be given during the school hours. Most 3 times a day medicines can be given am. afterschool, and bedtime. It is always a good idea for the parent to bring the medicine and to pick it up from school. Thanks for your cooperation. Mediil Center SSevrs The Forest Park Media Center is open for businessll We are getting ready for another year of Accelerated Reader. We have an updated version of the program and new readability levels have been assigned to the books. Students will start.|\u0026lt; the year with a clean slate of points. As | points accumulate we will have our Accelerated Reader store and students may spend points on items at the store. Names will again be on the bulletin board in the cafeteria as the Star Levels are reached. We had a great year last year and I am sure it will continue on this year. If you have any questions about the program, see Mary Boyce in the Media Center. Issue 1 September 2000 Page 3 PRE-KINDERGARTEN........... We are having a great beginning of lool in Pre-K. Everyone is settling in and joying reading, center time, and playtime. Many even enjoy rest timel Our units this month are \"All About Me\", \"Families\", and \"Apples\". We have had fun doing lots of activities which go along with our units. More next time. Ms. Bauman Mrs. Cunningham 1ST GRADE................................. First Grode got off to o great start for the 2000-2(l school yeorl We ore busy making new friends and learning many new things. In reading, we have read counting and alphabet stories and poems\nand done activities to go with them. Every week, we read new stories, songs, and poems in our reading series. We ore learning sight words and \"tracking\" them in print. We are reviewing all of our letters and sounds and working on blending sounds. In math, we are working on the first chapter of our new math books. We count objects, write numbers, and make o zariety of graphs. We have made a \"Poem Book of Colors\" and \"A Book About Me\". We are enjoying our own desks and personal space I For the first nine weeks of school we are concentrating on reading and math. We are learning and practicing school, classroom, cafeteria and playground rules. First graders are working hard and having a great time learningl Mrs. Isroff Mrs. Wenger From the Principal continued... Problem? Try the Team Approach What can you do If you don't agree with how a teacher is handling a problem? First, try talking with the teacher. There may be another side of the story you haven't heard. It's best to avoid putting down the teacher In front of you child. Why? Because your child may develop a negative attitude toward school. Instead, you can teach respect by supporting the teachereven if you don't agree with the decision. 2ND GRADE We hope everyone had a wonderful summer. We are ready for a new year In Second Grode. We have a new reading and math series. The theme in reading is \"Celebrate Me\". The theme in math is mathematical thinking. The Agenda Book is very important. Please look at it and sign it nightly. 3RD GRADE.................................. Third graders are busy and off to a great start for the 2000-2001 school yearl We are excited about studying rocks and minerals in science and also about our math Investigations. We are glad to hove Ms. Hansen and Ms. Feltus back this year for Spanish and Art. We look forward to learning a new character trait each week from our agenda books. Mrs. Coleman will work with us more on this in counseling. We all had an enjoyable summer, but we're ready to meet the challenges of third gradel Watch for our outstanding work in the hall! We invite all of our parents to Open House In September! Ms. Machen Mrs. Gestant P.T.A. NOTEBOOK By: Mary Thompson, President I want to welcome new and returning P.T.A. members. It looks like vje will again part of the first 10 schools with 100% P.T.A. membership. If you haven't joined read on. There are plenty of reasons why you should support your child s school P.T.A. It's been an exciting year already at Forest Park. The first, fourth, fifth 9TadT ai'rd music room received new air conditioners. The P.T.A. funded the Accelerated Recx^r program. The cafeteria got a face-lift with a new green velvet curtain. The front and side lawns were . refurbished and additional sprinklers were added. These improvements were made possible because of the P.T.A. Good reason to be proudl I want to congratulate and thank Mary Ann Gammill and DeAnne Thomas for another successful Innisbrook Wrapping Paper Sale. We could not afford our Spanish and Art teachers without this most important fund-raiser. Great job! Tickets are still available to the \"Sea of Art\" party, Thursday. September 2^. Proceeds from this event also help fund our Spanish and Art program. Tickets are 52^00 you can make your reservation by mailing your check to 4600 Cres^ood Rood. Little Rock, AR 72207. Can't come? Make a donation! For more information call Virginia Yeatman at 661-1872. Magazine Sales begin October 4th so don't buy or renew magazines until then. FOREST PARK GETS 40% OF EACH SUBSCRIPTION! Mary Millsap will kick off the sale with a |p rally for the kids. And oh yes, there will be incentives. Sale ends October 11. Support Forest Park by purchasing your subscriptions from your child! Kim Horreli, notorious Halloween Carnival Chairperson, promises to o^-dohers^f this year with the best Halloween Carnival in Forest Park history. The date is October 3Wh. Rena Hudgens says the Haunted House will be the scariest ever. And those ghoulish mom-zilla's In hair rollers and cold cream will rise again. Please come be a part of a hardworking, dedicated, fun-loving will hove fun! Cal! me, Mary Thompson with your thoughts, ideas, concerns and e agement at 664-1454. DATES TO REMEMBER Tutor Workshop-Tues.. Sept. 26-noon-l p m.-Media Center\nSm of A Sept.28-7p-Kevin \u0026amp; Cathy Crass\nP.T.A. Meetings- Mon.. Oct.2-noon-lp.m. Media Center. Magazine Sales-Wed., Oct.4-11 Halloween Carnival-Mon.. Oct.30-5\n30-8p.m. -Eastside of Building (inside if it rains) 4TH GRADE.................................. The fourth Grode is busy Integrating and applying the curriculum In fun and exciting learning experenices. Reading and writing in each subject is stressed everyday. Our agenda book has proven very useful in the classroom. Besides becoming more organized we enjoy reading the section of the book that deals with building better character. It is our goal to become better individuals. Fourth graders are destined to grow academically and socially this school year. STH GRADE.................................. The year has started off with a bangl The students ore excited to be the oldest and of course the most responsible In the school. We learned all the rules to being a fifth grader. We are prepared to keep up with our assignments with the use of our agendo books. We will begin the year reading stories from our new reading book, writing poetry, studying weather \u0026amp; early Americans, and so much more. There Is so much to learn during our last year as an elementary student. Being a fifth grader should be challenging and excitingl Page 4 April May 2000 Issue 1 2000 t \u0026gt; Ocftobfer 5.\n 4 y'- \u0026gt; *p Igfi- ?  SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY 1 2 3 'I \"fls * \u0026gt;* X  \u0026lt; ^Parorrt 4 5 ^as^ \u0026gt; Conference Dayi (STUDENTS OUT) 8 . 9 COLUMBUS DAY YOM KIPPER 10 11 12 School Board Agenda Meeting, 5 p.m. NATIONAL SCHOOL LUNCH WEEK : A2OOO^- FRIDAY SATURDAY 6 1 ^9^ SS 13 'W 14 16 BOSSES DAY 23 ,- fJeM^fl Record Day y^^DENT^qUT) r w' 17 18 NATIONAL SCHOOL BUS SAFETY WEEK 24 25 19 School Board 26 Meeting 6 p.m. ssraesssa 30 31 a I ABK. leadership ACADEMY-PRINCIPALS RED RIBBON WEEK T T Elementary Report Cards Sent Home HALLOWEEN Earn rt 20 End of First Quarter (43 days) 21 28 'Vt\nOctober is Arkansas Public Schools Month Discover the many ways you can help our children succeed. Visit a nearby school to learn how you can get involved today! I 1 on SBISB SAVINGS CHECKING accounts*... the HIGHEST Interest rate in Central Arkansas! nflgiiYWdMvK Aflrud IM YWd (Arn a d an ML ROk aJUMi to dwge ddy dtiMl Mica. MMwa batanoe d 9B00 mtffe4 v balance b Mav Mmw.1a V eertrice toe to aneaaed nonMy. Titto aeeowi to aalliMe Annuri Rrmt^ I IK flf anSiM. Rmk luUad Ie dwnM ibim d $tjOOO nquM I bdiraa a Id heMue oihr aW) a aMnum opan^ dipoal o\u0026lt; (WO. Him rnttrua, a tl 0 aanfca taa b taaai^ ator^' avMatta id MvUubIi aniy ***i a atMian cHi*e iTHascouiili ^otiwo. PINNACIEBANK 2610 Cantrell Road 614-5000$  1431 Merrill Prive - 312-7550 Member FUic - Nev Metropolitan Newsletter Published By Career-Technical Center Mwne nomoet nvaiMUVu nceunnB .r** Umi MCt. tfUMU r-T\" School Name: Forest Park Elementary # Teachers: 23 # Support Staff: 14 Attendance: 95.02 (% of average daily attendance\nmaximum = 100%) Enrollment: 299 Developmental Reading Readiness Assessment - % of students in grades K-2 who have developed appropriate reading readiness skills for their grade level: Kindergarten: 56% First Grade: 70% Second Grade: 90% // of PTA Members Last Year: 359 Volunteer Hours Last Year: 11,432 % of Teachers with Masters Degree: 59% % of Teachers with 9 + Years of Teaching Experience : 80% Discipline \u0026amp; Safety - % of students NOT receiving a reportable discipline sanction: 100% (By state law discipline sanctions must be reported and include acts involving drugs, assaults, alcohol, weapons or gangs\ndistrictwide, fewer than 2% of our students were involved in these types of offenses.) School Improvement Plans - the following are priorities for our school and are included in our school improvement plan\nthe complete school improvement plan is available in the office and includes specific actions and resources needed for implementation: 1.) Improve reading by using the Harcourt Brace Reading Curriculum, Accelerated Reader Program, and Word Masters in grades three through five. 2.) Increase mathematics understanding by using the Terc Math Investigations, manipulatives, parent/community tutors, and Math Family Night for parents. 3.) Increase the number of students achieving proficiency and advancement in writing skills by integrating writing into all curriculum areas. A writing component will be provided in all subject area assessments.FOREST PARK ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000 - 2001 SCHOOL YEARSchool Forest Park Elementary School Improvement Plan Year 2000-2001 Priority 1: Improve student achievement in math. Supporting Data\nSAT-9 Grade 5 -66% of the students scored above the 50^ percentile in Total Math on the 5* grade SAT-9. 36% of students scored in the upper quartile in Total Math on the 5^ grade SAT-9. 82% of students scored above the lowest quartile in Total Math on the 5^ grade SAT-9. Grade 4 Benchmark Exam (ACTAAP) - All students\n27% below basic and 21% basic\nAfrican Americans\n55% below basic and 27% basic, white\n4% below basic and 18% basic. Achievement Level Tests (Grades 2-5) - Scores were higher than the District average on the math test at all grade levels. The Operations strand has more students scoring in the low category than any other math strand at all grade levels. In addition African-American students are below the school average on the ALT in all subject areas at all grade levels by 6- 12 points. Goal(s): 100% of the students will score at or above the proficient level in mathematics at the 4** grade level. 65% of students in every sub-group of race and gender will perform at or above the 50th percentile on the SAT-9 in grade 5 mathematics: at least 30% of the students will perform at the highest quartile in 5\"* grade mathematics on the SAT-9: and at least 90% of students will perform above the lowest quartile in S grade mathematics on the SAT-9. One-Year Benchmark(s)\nTo increase the number of students who are proficient or above in math by 5% (from 52% to 57%) on the 4\" grade ACTAPP\nTo increase to 65% the number of students in all sub-groups scoring at or above the 50th percentile in Total Math on the 5\" grade SAT-9\nTo maintain the number of students scoring in the top quartile in Total Math on the 5'^ grade SAT-9 at 30% or above\nTo increase by 3% (from 82% to 85%) the number of students scoring above the lowest quartile in Total Math on the 5*^ grade SAT-9\nTo increase the RIT score for African-American students on the Achievement Level Test by 10 points for each subject area at each grade level, 3-5\nIncrease the average RIT score for all students on the Operations strand in mathematics by 10 points at each grade level, 3-5.School Forest Park Elementary School Improvement Plan Year 2000-2001 Intervention: Use the Arkansas Math Frameworks. LRSD Standards/Benchmarks, Achievement Level Test results. State Benchmark Exam for grade 4 math, SAT-9, etc, to plan and teach math Actions 1. Implement the Investigations math curriculum in grades 2-5 2. Use ACTAAP formats when assigning math practice and test\nuse released items from ACTAAP for practice__ 3. Purchase and utilize overhead math manipulatives for demonstration and instruction, i.e., fractions 3a. Pruchase Jostens Math Software 4. Recruit and train parent volunteers to tutor students in math 4a. Host Parent Family Math Nigh_______ 5. Analyze the ALT results to select strands in mathematics for extra emphasis - use manipulatives, Jostens software and tutors to reinforce these areas_________________________ 6. Reward students for high achievement using honors table in the cafeteria at lunchtime for those on the honor roll. Cokes forthose with perfect attendance, quarterly movie forthose receiving honor roll and having perfectattendance. 7. Identify lowest achieving students by name at each grade level for focused instruction. Person(s) Responsible Lead teacher Classroom teacher Classroom teacher Lead Teacher Principal Classroom Teachers Principal Principal PTA T utor Committee Lead Teacher______ Principal Lead Teacher Principal Counselor Classroom teachers and specialists Classroom teachers and specialists Timeline Aug 21- Ongoing Aug 21 - Ongoing Oct 1 Aug 21 - Ongoing Nov 1 Aug 21 - Ongoing Each semester Aug 14 Resources IRC Math Dept ACTAAP retired test items PRE IRC Math Dept District Budget Title I Budget APIG/Other Budget NSF funds $500 X X X8. Schedule the instructional day to provide time for teachers to work with smaller groups of students with similar academic challenges__________ 9. Paint U.S. map on playground for enhancing measurement skills___ Principal Art Specialist Classroom teachers Aug 17 Octi Priority 2\nImprove student achievement in reading Supporting Data\nSAT-9 Grade 5 -76% of the students scored above the 60* percentile in Total Reading on the 5 grade SAT-9. 55% of students scored in the upper quartile in \"Total Reading\" on the 5 grade SAT-9. 86% of students scored above the lowest quartile in Total Reading on the 5*^ grade SAT-9. Grade 4 Benchmark Exam (ACTAAP) in literacy-All students\n15% below basic and 23% basic\nAfrican Americans\n27% below basic and 41 % basic, white\n7% below basic and 11 % basic. 61 % of all students scored at or above proficient on the 4^ grade Benchmark Exam (ACTAAP) in literacy. Achievement Level Tests - Reading scores were above the District average at all grade levels\npoint spread from grade 3 to 4 and from grade 4 to 5 higher than the District average in reading\npoint spread from grade 2 to 3 lower than the District average in reading. Grade 3 growth needs to be monitored as the 2nd administration of the ALT is done next fall. Goal(s)\n100% of the students will score at or above the \"proficient\" level in reading and writing literacy at the 4 grade level. 65% of students in every sub-group of race and gender will perform at or above the 50th percentile on the SAT-9 in grade 5 reading\nat least 30% of the students will perform at the highest quartile in 5 grade reading on the SAT-9\nand at least 90% of students will perform above the lowest quartile in 5 grade reading on the SAT-9. One-Year Benchmark(s)\nTo increase the number of students who are proficient or above in literacy by 4% (from 61% to 65%) on the 4 grade ACTAAP. 65% of students in all subgroups will score at or above the 50th percentile in total reading on the 5^ grade SAT-9\nTo increase by 2% (from 86% to 88%) the number of students scoring above the lowest quartile in Total Reading on the 5 grade SAT-9\n80% of kindergarten students will achieve mastery on DRA by the end of the school year.Intervention: Implement the Accelerated Reader Proqram/Utilize Supplemental Reading Materials Actions 1. Identify the lowest performing students in reading for extra tutoring assistance from staff, parents, and volunteers 2. Implement - DEAR time Drop Everything and Read for 30 minutes each day. 3. Solicit PTA for fundraising to purchase Books___________________________ 4. Reward students for reading books and taking tests. 5. Provide parents with the AR book list 6, Reward students for academic performance using honors table in the cafeteria at lunchtime for honor roll students. Cokes for students with perfect attendance, and a quarterly movie for students with both_______________ 7. Purchase Josten's Software to support reading 8. Implement Open Court Break the Code for Resource Classes___________ 9. Pilot Earobics Early Childhood Computer Program_____________ Person(s) Responsible Principal All faculty and staff Principal Media Specialist Media Specialist Classroom teacher Counselor Principal_________ Media Specialist Principal Classroom teachers Principal Principal Principal Timeline Aug 14 Nov. 1 Ongoing Octi Nov. 1 Ongoing Sept 1 Resources District Budget X X Title I Budget X X APIG/Other Budget PTA PTAIntervention: Teach whole group enrichment to all students by classroom teacher and G.T. teacher team teaching Actions T All 3^*^ - s' grade students will participate in Word Masters. Person(s) Responsible G.T. teacher Classroom teacher Timeline Aug 21 Ongoing Resources Word Master Entry District Budget Titlel Budget APIG/Other Budget PTA $79.00 2. Train and recruit volunteers to tutor in reading and vocabulary development. Principal PTA Tutor Committee Aug 21 Ongoing X 3. Teach children how to use the internet. 4. Practice real life skills through Forest Park Grocery Store Classroom Teachers. G.T. Specialists, Media Specialist Classroom Teachers. G.T. Specialists. Counselor _____ Aug 21 Ongoing Nov 1 Computers in the Classroom Donations Priority 3: Increase the number of students achieving proficiency in writing. Supporting Data: SAT-9 Grade 5 -76% of the students scored above the 50^ percentile in Total Reading, and 73% of the students scored above the 50*^ percentile in Language on the S grade SAT-9. 55% of students scored in the upper quartile in Total Reading, and 48% of students scored in the upper quartile in Language on the 5*\" grade SAT-9. 86% of students scored above the lowest quartile in Total Reading, and 82% of students scored above the lowest quartile in Language on the 5 grade SAT-9. Grade 4 Benchmark Exam (ACTAAP) in literacy-All students: 15% below basic and 23% basic\nAfrican Americans: 27% below basic and 41 % basic, white: 7% below basic and 11 % basic, 61 % of all students scored at or above proficient on the 4 grade Benchmark Exam (ACTAAP) in literacy. Goal{s): 100% of the students will score at or above the proficient level in reading and writing literacy at the 4\" grade level. One-Year Benchmark(s)\nTo increase the number of students who are proficient or above in literacy to 65% on the 4\" grade ACTAPP.V - Intervention: Use the LRSD Reading and Language Arts Standards and the Arkansas Framework to plan and write lessons for student instruction in writing. Actions 1. Integrate writing skills into all curriculum areas. a. use organizational component of the scientific method__________________ 2. Train all teachers to teach writing skills across the curriculum. a. IRC Writing Inservice b. Writing Across Curriculum training 3. Provide a writing component in all subject area assessments. 4. Use ACTAAP format in reading assessments in 2 - S* grade. 5. Purchase computers for classroom use ___-________________________ 6. Train teachers to use the internet as a resource for writing research papers, a. use e-mail for communication Person(s) Responsible G.T. teacher Classroom teacher Specialist G.T. teacher Classroom teacher Principal Specialist Classroom teacher Specialist Classroom teacher Specialist Principal Infomnation Services Media Specialist Principal Teachers________ Timeline Aug. 21 Ongoing Aug, 21 Ongoing Aug 21 Ongoing Aug. 21 Ongoing Aug 21 Ongoing Resources Curriculum Guides and plenty of paper  Staff Development Kris Huffman Principal Computers in the classroom District Budget Title I Bu\u0026lt;3get APIG/Other BudgetDraft Version of Layout Franklin Elementary - 6001025 LITTLE ROCK 1999-2000 School Performance Report to Parents Blanks in this report indicate that this information\n1) was not collected prior to 1999-2000 or not available at time of printing 2) does not apply to specific school's grade levels As additional information becomes available, it will be published on http\n//www.as-is.org/reportcard/. TESTING SCHOOL 1997- 1998 1999 *1W^ 2000 DISTRICT LAST YR SHOWN STATE LAST YR SHOWN Standardized Test Average Percenjild' G, Population Fifth Grade Seventh Grade Tenth Grade 20 24 20 36 42 40 48 Combined Population Fifth Grade Seventh Grade Tenth Grade Arkansas Benchmark Exams PercentdZnr Abmie-Proficient Level^---------- _______General Population _____________ Fourth Grade Reading and Writing Literacy 18 . . 23 19 33 39 19 42 45 Fourth Grade Mathematics | Eighth Grade Reading and Writing Litetacy\n Eighth Grade Mathematical 16^ 1 32^ 22 44 34 Combined Population________________| Fourth Grade Reading and Writing Literacy! Fourth Grade Mathemati^ Eighth Grade Reading and Writing Literacy! Eighth Grade Mathematic^ College Admission Test fACTl Mathematics ________________________English Composite ADVANCEMENT Percent of Students Promoted Kindergarten Grade 1 r ir ir http://www.as-is.org/reportcard/draft/reportcard.cgi 16 T 30 IT 41 32 93.1 94.4 ir nr 18.4 197 197 19.2 2o7 273 97.1 9U 93.7 94.2 ir 1 9/21/00Attendance Rate Dropout Rate Gradnation Rate ___________College Remediation Rate _____________October 1 Enrollment DISCIPLINE AND SAFETY uraae 2\n Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 II H School Discipline Percentage________ Discipline Policies Filed (Y or N)________ _________Expulsions__________________ School Safety Percentages___________ Weapon Incidents Staff Assaults Student Assaults] 100.0 I 100.0 I 100.0 I 526 DEMOGRAPHICS/PROFILE (STAFF AND STUDENTS) _______Teaching Staff________________ Percent Completely Certified ____________Percent with Master's Degree Percent of Students Eligible for Free and Reduced-Cost Meals 87.0 88.5 94.4 DISTRICT TAXPAYER INVESTMENT (1998-1999) District Total Mills Voted District Expenditure per Student District Average Teacher Salary Return to Selection Page http://www.as-is.org/reportcard/dralt/reportcard.cgi JL yKi 99.1 99.0 99.7 0.0 98.2 98.5 94.0 1.9 76.9 58.3 JL I 485 ir 24804 Y 00 Y 0.6 To T9 93.5 I94 92.5 0.2 02 90.7 384 52.0 41.4 6984 37726 98.2 98.8 99.2 99.0 97.1 97.1 94.5 3.2 81.0 45.8 449741 0,2 0.2 ^6 96.2 354 45.6 32.0 4679 32819 9/21/00FRANKLIN ELEMENTARY SCHOOL SCHOOL IMPROVEMENT PWN ETHEL DUNBAR, PRINCIPAL KAREN CARTER, ASSISTANT PRINCIPAL 2000-2001School Franklin Elementary SCHOOL IMPROVEMENT PLAN Year 2000-2001 Priority 1: To Improve Student Achievement in Reading and Writing Literacy Supporting Data: Stanford 9 Grade 5: Total reading: 20% at or above the 50th percentile\n34.5% of Black females\n10% of Black males. State Benchmark Examination Grade 4: 17% at or above the proficient level\n23% Black females\n8% of Black males. Goal(s): 1) Sixty-five percent of Franklin students in every subgroup shall perform at or above the 50% in total reading on the Stanford 9. 2) One-hundred percent of Franklin's grade 4 students shall perform at or above the proficient level on the State Benchmark Examination. One-Year Benchmark(s): 1) In 1999-2000, the percentage of students performing at or above the 50th percentile on the grade five Stanford 9 Reading subtest will increase, from 20% to 24.5%. Black females scores will increase from 34.5% to 38% and Black males from 10% to 15.5%. NOTE: 2) In 1999-2000,the number of students performing at the proficient\" level on the State Benchmark Examination will increase from 16% to 24.4%\nBlack fernales will increase from 23% to 31%, Black males from 8% to 16%. The SAT-9 and Benchmark results reflect 1999-2000 data.FRANKLIN ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000-2001 Intervention: Implement an After-School Writing Cross Curricula Program Actions Reinforce writing and mathematics skills through the development of an afterschool writing program for eligible 3rd and 4th graders. Involve community/businesses to volunteer to tutor, mentor and be pen pals. Establish a tutoring program in conjunction with the local university education program. Assign a Coordinator for the program, and the coordinator will recruit teachers for program implementation Person(s) Responsible E. Dunbar K. Carter T. Erwin E. Gaddy E. Dunbar K. Carter K. Ware 0, Crenshaw E. Dunbar Cheryl Chapman B. Harrison K. Ware E. Dunbar K. Carter K. Ware Timeline October 14, 2000 June 2001 October 14,2000 November 2000 September 2000 - June 2001 August 2000 Resources District Specialists ACTAAP Release items Writing Workshop Process P.I.E. (Partners In Education) VIPS Campus Leadership Team UALR LRSD Staff Development Department. Franklin School staff District Budget $100,00 .0 .0 Title I Budget .0 .0 .0 APIG/ other Budget .0 .0 .0FRANKLIN ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000-2001 Intervention: Continue to Utilize the S.T.A.R. Assessment Program Actions Administer the S.T.A.R. (Standard Test for Assessment of Reading) during the 2nd, 3rd and 4th quarters. Formulate a committee to develop a vocabulary list of words at each grade level. A. Introduce vocabulary list to teachers during grade level meetings. B. Implement usage of vocabulary activities utilizing the list. Provide training for classroom teachers in the use of the S.T.A.R. assessment. Person(s) Responsible M. Watson A. Giles T. Erwin M. Acott Y. Stuckey E. Dunbar K. Ware S.Jackson P. Smith Ware \u0026amp; Committee members Regular and special classroom teachers E. Dunbar L. Gray Timeline October 2000 March 2001 May 2001 October 2000 November 2000 November 2000 December 2000- May 2001 September 2000 Resources Classroom computers Media computer center Grade levels texts supplementary texts Dolch basic lists K. Huffman K. Huffman L. Gray District Budget .0 .0 $350.00 Title I Budget .0 .0 .0 APIG/ other Budget .0 .0 .0FRANKLIN ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000-2001 Intervention: Continue the Accelerated Reader Program Actions Purchase additional books for the Accelerated Reader Program, Continue to monitor students reading development through the Accelerated Reader Testing Program. Sponsor school-wide reading incentive promotion. Ex: - Game Room. The Store Person(s) Responsible Media Specialist E. Dunbar K. Carter M. Watson Media Specialist Y. Stuckey T. Erwin M. Acott M. Giles E. Dunbar K. Carter K. Ware Classroom Teachers Timeline August 2000 December 2001 August 2000 June 2001 October 2000 May 2001 Resources Accelerated Reader Book Adoption List Classroom computers Accelerated Reader Book Adoption List Media Computer Center Community sponsors District Budget $3,500.00 .0 .0 Title I Budget .0 .0 .0 APIG/Other Budget .0 .0 .0FRANKI TN ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000-2001 Incentive Revise Scheduling to Increase Teacher-Pupil Instructional Time and Common Planning Time bv Grade Level. Actions Schedule common planning time weekly for grade level teachers. Devise scheduling to reflect a rotation of specialty classes to increase instructional time. Increase teacher to pupil instructional time by limiting: a. b. c. d. e. whole group bathroom breaks intercom interruptions assemblies morning announcements and by utilizing daily written copies of the announcements. limiting incentives to Planning Day Schedule additional math instruction time by integrating Science and Social Studies. Person(s) Responsible E. Dunbar K. Carter K. Ware E. Dunbar K. Carter K. Ware E. Dunbar K. Carter K. Ware E. Dunbar K. Carter K. Ware Timeline Resources District Budget Title I Budget APIG/Other Budget August 2000 September 2000 August 2000 September 2000 August 2000 August 2000 June 2001 IRC Staff M. McNeal Rene Carson .0 .0 .0 .0 .0 .0 .0 .0 .0 .0 .0 .0FRANKLIN ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000-2001 Intervention: To Further Utilize the Share America Homework Center Actions Person(s) Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget Assign selected students to the UALR Homework Center to: a. b. c. increase writing skills increase reading skills enhance computer skills Notify parents of students selected. Select additional students to participate. E. Dunbar 0. Crewnshaw UALR Representative Cheryl Chapman 0. Crenshaw UALR Share America staff Cheryl Chapman 0. Crenshaw E. Dunbar V. Rouse September 2000 October 2001 November 2000 December 2000 January 2001 UALR/Share America Children International Cheryl Chapman .0 .0 .0 .0 .0 .0 Share America/ Children International Cheryl Chapman .0 .0 .0FRANKLIN ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000-2001 Intervention: Expand the Reading Recovery and Literacy Programs Actions Enroll eleven teacher in advanced literacy classes at UALR (grades K-3) Purchase reading recovery and other material to be used in the model classrooms and grades K-2. Enlist the expertise and endorsement of the campus leadership team to support new Title I initiatives. Collaboration among teachers K-2 to share student assessment outcomes and deliver instruction relative to outcomes (data driven decisions). Notify parents of childs participation in the program. Enroll Denise Holley in training - UALR as Franklins Literacy Coach. Person(s) Responsible Ethel Dunbar K. Carter Ethel Dunbar S.Jackson P. Smith E. Dunbar K. Huffman K. Ware P. Smith S. Jackson M. Watson D. Holley S. Campbell P. Smith S. Jackson E. Dunbar Timeline August 2000 - June 2001 August 2000 June 2000 - May 2001 September 2000 June 2001 September 2000 September 2000 May 2001 Resources IRC Staff Pat Busbea D. Williams Campus Leadership Team Pat Busbea Ann Freeman Pat Price Pat Busbea Ann Freeman Pat Busbea District Budget .0 $3,400.00 .0 .0 .0 .0 Title I Budget $1,000.00 $10,000.00 .0 .0 .0 .0 $1000.00 APIG/Other Budget .0 .0 .0 .0 .0 .0FRANKLIN ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000-2001 Intervention: To Further Expand the Use of New Century Computer Laboratory Actions Utilize New Century lab to\nA. Provide student baseline data B. Customize student programs C. Provide formative and summative assessments Schedule parent-student seminars. A. All About Franklin B. Math/Science C. Parenting D. Reading (Accelerated Reader) Correlate computer instruction with small group math tutoring sessions. Schedule the laboratory for participating classes 3-5. Person(s) Responsible T. Erwin M. Acott A. Giles S. Phillips E. Dunbar S. Phillips M. Acott G. Carroll 0. Crenshaw B. Harrison M. Acott E. Gaddy M. Cooper D. Glason K. Ware Classroom teachers (3-5) Timeline August 2000 June 2001 November 2000 - June 2001 November 2000 - June 2001 August 2000 June 2001 Resources Computer laboratory T. Teeter, UALR C. Chapman, Computer Involvement Team Leon Adams UALR Personnel T. Teeter C. Chapman District Budget .0 .0 .0 .0 Title I Budget .0 .0 .0 .0 APIG/Other Budget .0 .0 .0 .0Actions Form a committee to establish dates and times of training sessions. Investigate vzays to further train teachers in computer skills. FRANKLIN ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000-2001 Person(s) Responsible Ms. Phillips K. Carter Ms. Ware C. Chapman T. Teeter E. Dunbar K. Carter K. Ware C. Chapman S. Phillips Timeline November 2000 June 2001 July 2000- December 2000 Resources UALR Parent Involvement Team T. Teeter C. Chapman UALR Staff District Budget .0 Title I Budget .0 APIG/Other Budget .0FRANKLIN ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000-2001 Intervention\nContinue the In-house Wee-Deliver Postal Svstern Actions Person(s) Responsible Timeline Resources Continue the in-house Wee-Deliver postal system to emphasize writing and reading. Lou Ann Gray Students September 2000 June 2001 U. S. Postal System District Budget $400.00 Title I Budget APIG/Other Budget .0 .0 Involve community/businesses to volunteer as tutors, mentors and pen pals. Invite postal workers to share information about the postal system.______________ Recruit, screen and interview applicants for select positions. a. b. c. d. Postmaster Carriers Sorters Nixey Clerks, etc. Elect postal officials and conduct swearing-in ceremony____________________ Establish an interview committee Conduct a training session of selected students. E. Dunbar C. Chapman K. Ware D. Holley October 2000 June 2001 VIPS UALR/Share America .0 .0 .0 L. Gray E. Dunbar September 2000 October 2000 U. S. Postal System .0 .0 .0 Third through fifth grade students Classroom teachers September 2000 October 2000 Staff Members Postmaster .0 .0 .0 L. Gray L. Gray Postal Employee September 2000 October 2000 Postmaster .0 .0 .0 L. Gray E. Dunbar L. Gray Postal Employee September 2000 October 2000 September 2000 October 2000 Postal Employee Postal employees .0 .0 .0 .0 .0 .0Actions Notification of selected postal workers. Advertise positions needed and deadline for applying. ________ Introduce postal workers at our October FRANKJ. IN ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000-2001 Person(s) Responsible L. Gray E. Dunbar L. Gray E. Dunbar Timeline September 2000 October 2000 September 2000 Resources District Budget .0 .0 Title I Budget .0 .0 APIG/Other Budget .0 .0 October 2000 E. Dunbar L. Gray n 'Rise and Shine.' IFRANKLIN ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000-2001 Intervention: To Continue and Enhance the School Generated Newspaper Actions Produce a monthly published school newspaper. Identify students for specific jobs. A. Publisher B. Editor C. Writers D. Proofreaders E. Reporters F. Newspaper Carriers Provide real life experiences in gathering data. Establish dates and times for distribution. Provide opportunities for students to apply higher order thinking skills, writing and human relation skills. Person(s) Responsible C. Gray B. Harrison Share America Staff C. Gray B. Harrison GT Students G. T. Students C. Gray H. Gage C. Gray G.-T. Students B. Harrison C. Gray G. T. Students B. Harrison Timeline October 2000 June 2001 September 2000 June 2001 September 2000 June 2001 September 2000 September 2000 June 2001 Resources Heather Gage Corey Anderson Heather Gage UALR Cheryl Chapman Volunteers Digital camera Video camera Tape recorder District Budget $200.00 .0 .0 .0 ,0 Title I Budget .0 .0 .0 .0 .0 APIG/Other Budget .0 .0 .0 .0 .0FRANKLIN ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000-2001 Actions Purchase additional software for publishing. Person(s) Responsible E. Dunbar\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_307","title":"Compliance hearing exhibits, 47","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["2000/2001"],"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--21st Century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","School improvement programs"],"dcterms_title":["Compliance hearing exhibits, 47"],"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/307"],"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":["exhibition (associated concept)"],"dcterms_extent":["110 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\nSchool Improvement Plans Sadie Mitchell, Associate Superintendent Cluster Baseline Elementary Eleanor Cox, Principal Booker Arts Magnet Cheryl Carson. Principal Brady Elementary Ada Keown, Principal Carver Magnet Diane Barksdale. Principal Cloverdale Elementary Eredcrick Reids, Principal Fair Park Elementary Samuel Branch. Principal Geyer Spring Elementary [Sonna Hall, Principal Gibbs Magnet Felicia Hobbs, Principal Jefferson Elementary Roberta Mannon, Principal Ring Interdistrict Tyrong Manis. Principal Meadowefiff Elementary Jerry Worm. Principal Romine Interdstrict Lillie Scull, Principal Terry Elementary Nancy Acre, Principal Washington Magnet Gwen Zeigler. Principal Watson Elementary Mike Oliver. Principal Williams Magnet Mary Menking. Principal Wilson Elementary Beverly Jones. Principal i.' t-t  * t-i *V I J 'Cva % 00 fi\u0026gt; (0  3  BASELINE FAX PARENT NEWSLETTER September 15, 2000 Dear Parents, Listed below are some examples of questions from the Baseline Report Card that you will receive in your mail from the State Department of Education very soon. Below are the most updated facts about our school and a great time to brag about the progress we are making: BASELINE REPORT CARD card From the Principals Desk Eleanor V.L. Cox Nia*' EngVis)' Art Sc(a'^ [school Name: Teachers: 26 Baseline Elemencary I# Support Staff: l ? 2 Attendance: . (% of average daily attendance\nmaximum = 100%) 92.sex lEnroUment: 296 ] Developmental Reading Readiness Assessment - % of students in grades K-2 who have developed appropriate reading readiness skills for their grade level: ] Kindergarten: 51.1 x First Grade: 29.6 x Second Grade: 47.11 of PT A Members Last Year: 296 1% of Teachers with Masters Degree: 38 X ] IVolunteer Hours Last Year: 5012 I ] 1% of Teachers with 9 + Years ofTeaching Experience: 477\n| DiscipUne \u0026amp; Safety - % of students NOT receiving a reportable discipline sanction: (By stale law discipline sanctions must be reported and include acts involving drugs, assaults, alcohol, weapons or gangs\ndistrictwide, fewer than 2% of i ) our students were involved in these types of offenses.) .022 priorities for our school and are included in our school in4)roveinent School Improvement Plans - the following are m improvement plan\nthe complete school improvement plan is available in the office and includes specific actions and resources needed for implementation: i . Students at Baseline Elementary School will perform at an acceptable level In :.2. ma thematics. Students at Baseline Elementary School will perform at an acceptable level in 3. reading and writing. All students at Baseline Elementary School will come to school daily and on time (7:50 a.n.), as well as leave on time (2:35 p.m.).Listed below are the scores children made on the Success for All pre and post assessments for last Spring\nSUCCESS FOR ALL r Basdire a^AAnd/^ssssnHt 100 80 GO a iSeriesI \n:? ay r- 8 aSaies2 I ) I i I 40 1st Qade \u0026gt;^19' Qads ad Qazfe iSaiesI Re 40 50 1 58 iBSaTes2j Rst 81 69 68 i. 11 4th Qacb 40 86 1966-200) Oacte 37 69 0 5* i  s a I J These scores above are two of several instruments (tests) that we use to find out how much progress our students have made, and help identify areas of weakness your child needs to improve upon regarding skills. Membership Dues As you can see from our report card we had a 100% paid memberships last year with an increase in membership of 10%. We want to do just as well, if not better, this year. Please send your $3.00 membership by September 20,2000. We are Proud of: Our new staff members who are doing a great job with your children. They are Ms. R. Dukes (PK), Ms. C. Ross and Ms. A. Outlaw (K), Ms. E. McSpadden (2'* grade), Ms. J. Lester (3* grade), and Ms. C. Rich (4* grade). Ms. S. King, Ms. C. Young, Mr. William Blake, Ms. B. Donald, and Ms. M. Humbert are our new paraprofessionals. Mr. Stubblefield who will be moving to Atlanta, Georgia, to continue his studies in advanced biology at Clark University at the end of the month. We wish him well. Ms. Kelsey Tucker who teaches our students art each day. We look forward to our art fair and displaying the beautiful pictures in our hallways each month. Our New PTA Officers\nRev. R. Bowman, Pres., Ms. Griffin, 1 Vice Pres., Mrs. R. Bowman, 2** Vice Pres., Ms. B. Walton, Rec. Secretary, Mrs. R. Martin, Ms. C. Koehler, Parliamentarian, Ms. D. Jordan, Council RepSchool Baseline Elementary School School Improvement Plan Year 2000-2001 Priority 1 Reading and Writing Literacy Supporting Data\n* SAT9 - Grade 5 Total Reading: 10% at or above the 50th percentile\n20% of African-American females at or above the 50th percentile\n0% of African-American males and Caucasian females at or above the 50th percentile\nno Caucasian males tested. * State Benchmark Exam - Grade 4 Literacy: 22% performing at or above the proficient level\n23% of Afican-Americans at or above proficient\n8% of males at or above proficient. * Achievement Level Test - Grade 2 Reading: 11.1 % at or above the proficient level. * Achievement Level Test - Grade 3 Reading: 19% at or above the proficient level. * Achievement Level Test - Grade 4 Reading: 15% at or above the proficient level. * Achievement Level Test - Grade 5 Reading: 10.8 % at or above the proficient level. * Developmental Reading Assessment - Kindergarten\n51.1% at or above the proficient level. * Developmental Reading Assessment - Grade 1\n29.6% at or above the proficient level. * Developmental Reading Assessment - Grade 2: 47.1% at or above the proficient level. Goal(s)\n* 65% of Baseline Elementary School students in every sub-group of race and gender shall perform at or above the 50th percentile in reading on the SAT9. * 100% of Baseline Elementary School students shall perform at or above the proficient level in grade 4 literacy on the State Benchmark Exam. * 90% of Baseline Elementary School students in grades 2 through 5 in every sub-group of race and gender shall perform at or above the proficient level in Reading of the Achievement Level Test. * 90% of Baseline Elementary School students in grades Kindergarten through 2 in every sub-group of race and gender shall perform at or above the proficient level on the Developmental Reading Assessment.One-Year Benchmark(s): * In 2000-2001, Baseline Elementary School students shall improve 14% points the percentage of students performing at or above the 50th percentile on the grade 5 SAT9 Total Reading test.  In 1999-2000, Baseline Elementary School students shall improve 8 points so that 30% will perform at or above the proficient level on the State Benchmark Exam in grade 4 literacy.  In 2000-2001, Baseline Elementary School grade 2 students shall improve 8.9% so that 20% will be at or above proficient level on the Achievement Level Test.  In 2000-2001, Baseline Elementary School grade 3 students shall improve 8.1% so that 27.1% will be at or above proficient level on the Achievement Level Test.  In 2000-2001, Baseline Elementary School grade 4 students shall improve 7.5% so that 22.5% will be at or above proficient level on the Achievement Level Test. * In 2000-2001, Baseline Elementary School grade 5 students shall improve 8.9% so that 19.7% will be at or above proficient level on the Achievement Level Test. * In 2000-2001, Baseline Elementary School Kindergarten students shall improve 5% so that 56.1% will be at or above the proficient level on the Developmental Reading Assessment. * In 2000-2001, Baseline Elementary School grade 1 students shall improve 7% so that 36.6% will be at or above the proficient level on the Developmental Reading Assessment. * In 2000-2001, Baseline Elementary School grade 2 students shall improve 5.3% so that 52.4% will be at or above the proficient level on the Developmental Reading Assessment.School Baseline Elementary School School Improvement Plan Year 2000-2001 Intervention Reading - Success for All Actions Person(s) Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget Provide additional Success for All training for staff. Continue implementation of Success for All reading program Pre-K - Sth. Align ELLA/ DRA with SFA for instruction. Provide ELLA training for staff. Eleanor Cox Eleanor Cox Mary Jane McDonald Leon Adams Eleanor Cox August 9, 2000 - May 31, 2001 $11,000 for SFA training SFA provided training staff $11,000 August 21, 2000 -May 31,2001 August 21, 2000 -May 31, 2001 August 21, 2000 -May 31,2001 $3,000 for SFA materials 16 classroom teachers ISFA Facilitator. Pat Price Pat Busbea Pat Busbea Ann Freeman $3,000 $3000Intervention Success for All Actions Person(s) Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget Conduct SFA Family Support meetings. Sharra Hampton Mary Jane McDonald August 21, 2000 -May 21.2001 SFA Family Support Manual Family Support In-Service November 30, 2000 Provide Open Parent Forum Meetings. Cathy Koehler Eleanor Cox Aug. 15,2000 Nov. 14-17, 2000 Feb. 20-22, 2001 April 23-26, 2001 Eddie McCoy $100 Provide Homework Without Tears Workshop for parents. Host Parent to Parent meetings. Cathy Koehler Eleanor Cox September 28, 2000 Eddie McCoy $25 Kelli McPhearson Cathy Koehler Oct. 24-26, 2000 Jan. 22-25, 2001 Parent Center Professional Collection $50School Baseline Elementary School School Improvement Plan Year 2000-2001 Priority 1 Mathematics Supporting Data\n* SAT9 - Grade 5 Total Mathematics: 13% at or above the 50th percentile\n20% of African-American females at or above the 50th percentile\n33% of Caucasian females at or above the 50th percentile\n0% of African-American males at or above the 50th percentile\nno Caucasian males tested. * State Benchmark Exam - Grade 4 Mathematics: 11% performing at or above the proficient level\n87% of those not performing at the proficient level are African-Americans\n100% of the males. * Achievement Level Test - Grade 2 Mathematics: 0% at or above the proficient level. * Achievement Level Test - Grade 3 Mathematics: 31.9% at or above the proficient level. * Achievement Level Test - Grade 4 Mathematics\n15% at or above the proficient level. * Achievement Level Test - Grade 5 Mathematics: 5.5% at or above the proficient level. Goal(s): 65% of Baseline Elementary School students in every sub-group of race and gender shall perform at or above the 50% percentile in mathematics on the SAT9. 100% of Baseline Elementary School students shall perform at or above the proficient level in grade 4 mathematics on the State Benchmark Exam. 90% of Baseline Elementary School students at grades 2 though 5 shall perform at or above the proficient level in mathematics on the Achievement Level Test.One-Year Benchmark(s): * In 1999-2000, Baseline Elementary School students exceeded the 12.5% growth points set for students performing at or above the 50th percentile on the grade 5 SAT9 Total Mathematics test. 23% of total females tested at or above the 50th percentile. 0% of total males tested at or above the 50th percentile. In 2000-2001, Baseline Elementary students shall improve 9% points the percent of students performing at or above the 50th percentile on the grade 5 SAT9 Total Mathematics test. 16% of total males shall perform at or above the 50th percentile on the grade 5 SAT9 Total Mathematics test. * In 1999-2000, Baseline Elementary School students shall improve 9% points so that at least 20% of the students will perform at or above the proficient level on the State Benchmark Examination in grade 4 mathematics. * In 2000-2001, Baseline Elementary School grade 2 students shall improve 10% so that 10% wilt be at or above proficient level on the Achievement Level Test. * In 2000-2001, Baseline Elementary School grade 3 students shall improve 6.9% so that 37.9% will be at or above proficient level on the Achievement Level Test. * In 2000-2001, Baseline Elementary School grade 4 students shall improve 8.5% so that 23.5% will be at or above proficient level on the Achievement Level Test. * In 2000-2001, Baseline Elementary School grade 5 students shall improve 9.5% so that 15% will be at or above proficient level on the Achievement Level Test.School Baseline Elementary School School Improvement Plan Year 2000-2001 Intervention Mathematics Actions Person(s) Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget Provide staff development on using literature to teach mathematics. Continue implementation of math manipulative strategies grades K-2. Continue implementation of Arithmetic Developed Daily in grades 1-3. Conduct SFA Family Support Meetings. Brenda Thomas Eleanor Cox Brenda Thomas Darryl Sharp Mary Jane McDonald Shana Hampton Mary Jane McDonald August 21, 2000 -May 31,2001 October, 2000 - May 31,2001 August 21,2000 -May 31,2001 August 21, 2000 -May 31,2001 Eddie McCoy Trade Books 10 classroom teachers $500 for manipulatives K-4 Crusade Materials 7 classroom teachers ADD booklets Darryl Sharp Mary Jane McDonald SFA Family Support Manual Family Support In-Service Novemeber 30, 2000 $250 $500Actions Person(s) Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget Provide Open Parent Forum Meetings. Cathy Koehler Eleanor Cox Aug. 15, 2000 Nov. 14-17, 2000 Feb. 20-22, 2001 April 23-26, 2001 Eddie McCoy PTA $100 Provide Homework Without Tears Workshop for parents. Host Parent to Parent Meetings. Cathy Koehler Eleanor Cox Kelli McPhearson Cathy Koehler September 28, 2000 Eddie McCoy PTA $25 Oct. 24-26, 2000 Jan. 22-25,2001 Parent Center Professional Collection $50School Baseline Elementary School School Improvement Plan Year 2000-2001 Priority 1 Attendance Supporting Data\n* In the 1999-2000 school year the average daily attendance was 92.56%. * In the 1999-2000 school year the tardies were approximately 1,790. * In the 1999-2000 school year the early check-outs were approximately 1,074. Goal(s)\n* The average daily attendance for Baseline Elementary School students will be 98%. * The tardy and early check-out rates will decrease by 50%. One-Year Benchmark(s)\n* In the 2000-2001 school year the average daily attendance will increase to 93.64%. * In the 2000-2001 school year the tardy rate will decrease by 179.  In the 2000-2001 school year the early check-out rate will decrease by 107.School Baseline Elementary School School Improvement Plan Year 2000-2001 Intervention Attendance Actions Person(s) Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget Attendance secretary will identify students who are habitually absent, tardy or early check-outs and notify parents and Family Support Team. SFA Family Support Team will meet with parents of students who are identified by attendance secretary. Identified students will be placed in the SFA Sunshine Club. Kelli McPhearson August 21,2000 -May 31,2001 AS400 Student Check- In/Check-Out Log Sharra Hampton Mary Jane McDonald Sharra Hampton Cathy Koehler August 21,2000 -May 31, 2001 SFA Family Support Manual Family Support In-Service November 30, 2000 October 24, 2000-May 31, 2001 SFA Sunshine Club GuidelinesObjectives 1. Establish LPAC Committee. 2. Encourage Spanish speaking students in acquiring English language skills. Intervention: Improved Achievement of LEP Students Activities 1.1 Principal, counselor, and designated teachers will be trained to establish an LPAC Committee. 1.2 LPAC Committee will be formed with at least one teacher, the counselor, and the principal. 2.1 Purchase Spanish to English software. Person(s) Responsible Karen Broadnax, ESL Office Eleanor Cox, Principal Eleanor Cox, Principal Timeline August, 2000 - May, 2001 August, 2000 - May, 2001 August, 2000 - May, 2001 Budget $2003. Identify allLEP students. 3.1 Ensure that every student in the school has on file a Home Language Survey, signed and dated by parent. Eleanor Cox, Principal Classroom Teachers August, 2000 - May, 2001 3.2 Refer all students who indicate a language other than English is spoken in the home to the ESL Supervisor for testing. 3.3 Convene LPAC to analyze data and determine placement. 3.4 Obtain documentation of LPAC decision and file in student folder. 3.5 Obtain copy of parent permission or parent denial of ESL program and/or services and file in student folder. Gloria DeLoney, Secretary LPAC Chairperson Classroom Teachers LPAC Chairperson Classroom Teachers August, 2000 - May, 2001 August, 2000 - May, 2001 August, 2000 - May, 2001 August, 2000 - May, 20014. Schedule LEP students into appropriate courses or classes. 4.1 Place LEP students clustered with one teacher at each grade level to facilitate communication, professional development, and other compliance issues. Gloria DeLoney, Secretary August, 2000 - May, 2001 4.2 Ensure that all teachers (also counselors, librarians, and other support staff) who are assigned LEP students are informed of their level of English- language proficiency and their identification, as well as the schools responsibilities to provide certain services and to document. 4.3 Inform all staff who are assigned former LEP students and the schools responsibility to monitor and document academic success. LPAC Committee LPAC Committee August, 2000 - May, 2001 August, 2000 - May, 20015. Make sure that all teachers and counselors who serve LEP students are appropriately endorsed or trained. 5.1 Inventory staff to determine who has earned ESL endorsement and what training other staff have had and how much. Eleanor Cox, Principal August, 2000 5.2 Place students, whenever possible, in classrooms where teachers have earned the ESL endorsement to their certificate. 5.3 Alternately, contact the ESL office to ensure that all assigned teachers receive appropriate levels of training. Gloria DeLoney, Secretary LPAC Committee August, 2000 - May, 2001 August, 2000 - May, 2001 5.4 Make sure that all staff understand the OCR requirments, the District policy IHBEA and regulations IHBEA- R, and other information relating to OCR monitoring. Eleanor Cox, Principal Sharra Hampton, Counselor LPAC Committee August, 2000 - May, 20016. Monitor the acadmic achievement of all identified LEP students. 6.1 Monitor (and document that you have done so in the students permanent record folder) each LEP students interim progress reports each quarter. Classroom Teachers August, 2000 - May, 2001 6.2 Monitor (and document that you did so in the students permanent folder) each LEP students grades each quarter. 6.3 Monitor (and document that you did so) each LEP students scores on District Academic Level Tests, State Benchmark or end-of-course, and the SAT9. Classroom Teachers LPAC Committee Sharra Hampton, Counselor August, 2000 - May, 2001 August, 2000 - May, 2001 6.4 Monitor (and document) LEP students attendance and drop-out rates. Gloria DeLoney, Secretary August, 2000 - May, 20016.5 Monitor (and document) LEP students participation in co- and extracurricular activities. 6.6 Monitor (and document) LEP students participation in G/T, Pre-AP, AP, University Studies, academic competitions, etc. Sponsors Classroom Teachers August, 2000 - May, 2001 August, 2000 - May, 20017. Design specfic strategies that may be necessary to improve achievement of LEP students. 7.1 Ensure that all LEP students who are not earning at least Cs' and/or who are not performing at the proficient level on tests has a well-constructed personalized education plan (same as other students, but with attention to language needs.) Eleanor Cox, Principal Classroom Teachers LPAC Committee August, 2000 - May, 2001 7.2 Provide (and document) the necessary support or compensatory services for students who are not earning at least Cs in their course work, such as re-teaching, tutoring, special classes (PLATO lab courses), mentoring, summer school, enrollment in a Newcomer Center (even though previously rejected), etc. Classroom Teachers LPAC Committee August, 2000 - May, 2001 7.3 Be sure that LEP students needs are reflected in the schools Mary Jane McDonald, Title I Facilitator August, 2000 - May, 20018. Ensure that teachers of LEP students are appropriately evaluated. 8.1 Train principal in ESL methods (what to look for in evaluating teachers of LEP students.) ESL Office August, 2000 - May, 2001 8.2 Ensure that teachers of LEP students are informed of and trained in the use of strategies that promote academic achievement of LEP students. 8.3 Provide appropriate levels of support and professional development for teachers of LEP students who do not meet expectations. ESL Office ESL Office Eleanor Cox, Principal LPAC Committee August, 2000 - May, 2001 August, 2000 - May, 20019. Communicate frequently with parents of all LEP students. 9.1 Provide in a language that the parent can understand information about the schools programs that are provided to all students (i.e., handbooks, invitations to participate in PT A, information about GT programs, Pre-AP, and AP courses, registration, discipline notices, open houses, etc.) LRSD Eleanor Cox, Principal August, 2000 - May, 2001 9.2 Document all communication with LEP students parents in the students permanent record. 9.3 Hire, whenever possible, people who speak other languages, especially the predominant languages of the schools LEP students, so that they can assist with translations. Classroom Teachers Eleanor Cox, Principal August, 2000 - May, 2001 August, 2000 - May, 20019.4 Maintain a list of translators to assist in both oral and written communication. 9.5 Encourage and document LEP parent participation in the school. VIPS Classroom Teachers August, 2000 - May, 2001 August, 2000 - May, 2001 10. Ensure at least one review each year of LEP students performance to determine program exit and next years placement. 10.1 Establish procedures and timeline for annual reviews (in collaboration with ESL supervisor). 10.2 Once reviews are complete, convene LPAC to consider necessary interventions, placement in next years classes, and/or program exit. LPAC Committee LPAC Committee August, 2000 - May, 2001 August, 2000 - May, 2001Booker Joseph R. Booker Arts Magnet School 2000 - 2001 School Improvement Plan School Name: Booker Arts Magnet School # Teachers: 51 # Support Staff: 22 Attendance: 96.57% (% of average daily attendance\nmaximum = 100%) Enrollment: 550 Developmental Reading Readiness Assessment - % of students in grades K  2 who have developed appropriate reading readiness skills for their grade level: Kindergarten: 81.0% First Grade: 69,3% Second Grade: 79.8% # of PTA Members Last Year: 622 Volunteer Hours Last Year: 7,710 % of Teachers with Masters Degree: 49% % of Teachers with 9 + Years ofTeaching Experience: 71% Discipline \u0026amp; Safety - % of students NOT receiving a reportable discipline sanction: 99.5% (By state law discipline sanctions must be reported and include acts involving drugs, assaults, alcohol, weapons or gangs\ndistrictwide, fewer than 2% of our students were involved in these types of offenses.) School Improvement Plans - the following are priorities for our school and are included in our school improvement plan\nthe complete school improvement plan is available in the office and includes specific actions and resources needed for implementation: 1. 2. 3. 4. Improve reading achievement by using the Reading Recovery, Accelerated Reader, and Effective Literacy Programs. Improve math achievement by providing real-life math experiences, additional support to teachers, and instruction targeting math procedures. Improve student behavior by using Character-Centered Teaching and an intervention program for students with office or bus referrals. Improve student attendance by using an incentive program and parental involvement to encourage perfect attendance, as well as an intervention program for frequently absent students.TABLE OF CONTENTS Board of birectors 1 Administration 2 Statement of Commitment 3 ACSIP Steering Committee 4 ACSIP Committee Rosters 5 Introduction 7 Review of Data 10 bescription of School ond Community 12 School Population 14 Services 15 Speciol Events/Extracurricular Activities 15 Belief Statements 18 Mission Statement 19 Reoding and Writing Literacy 20 Mothematics 33 Charocter Education 43 Student Attendance 51 Map of School 59 Bibliography 60 Tables 63Little Rock School District Board of Directors Sue H. Strickland, President Or. Katherine Mitchell, Vice-President H. Baker Kurruss, Secretary Larry Berkley Mike Daugherty Mike Kumpuris Judy Magness 1ADMINISTRATION br. Les Carnine, Superintendent Mrs. Sodie Mitchell, Associote Superintendent for School Services br. Bonnie Lesley, Associate Superintendent for Instruction br. Victor Anderson, Associate Superintendent for Operations Mr. Junious Babbs, Associate Superintendent for Administrative Services br. Kathy Lease, Assistant Superintendent of Planning, Research, and Evaluation A^rs. Frances Jones, Assistant Superintendent for Elementary Schools br. Cheryl A, Carson, Principal Mrs. Joyce J. Willingham, Assistant Principal 2STATEMENT OF COMMITMENT The staff of Booker Arts Magnet School believes that all students will learn. Throughout the ACSIP self-evaluation process, our belief in our students and our commitment to help them achieve their fullest academic, social, and emotional potential was evident. The carefully selected target areas, interventions, and actions further reflected the mission of our schoolhigh academic standards, the development of creativity, and the fostering of social/emotlonal growth through integration of the elementary curriculum and the fine arts. The staff of Booker Arts Magnet School willingly accepts responsibility for the educational growth of its students. As instructional leader, I am committed to the full implementation of our school improvement plan. Cheryl A. Carson Principal 3BOOKER ARTS MAGNET SCHOOL ACSIP STEERING COMMITTEE 2000 - 2001 Amy Hallum, Chair Tina Brown Math, Co-Chair Merilyn Burruss Math, Co-Chair Vivian Dooley Character Education, Chair Dixie Fair Data Collection and Disaggregation Darrell Hayden Data Collection and Disaggregation Debbie Hipps Reading, Co-Chair Carolyn Huie Attendance, Chair Vearlon Jeffries Math, Co-Chair Mayrean Johnson Reading, Chair Deborah Ramsey Attendance, Co-Chair Mico Rhines Jan Wolfe Data Collection and Disaggregation Character Education, Co-Chair 4BOOKER ARTS MAGNET SCHOOL ACSIP TARGET COMAMTTEES 2000 - 2001 Amy Hallum, Steering Committee Chair READING Mayrean Johnson, Chair Debbie Hipps, Co-Chair Erma Armstrong Debra Beene, Parent Rita Bledsoe Sadie Burks, Parent Trish Burns Holly Burrough Bob Dorer Amy Friedman, Parent Omar Hayes Brenda Hipp Brian Kinder Susan Mahnken Michelle McGill Patsy Middleton Carolyn Milton Lisa Roderick, Parent Tammy Sexton Sharon Shelton, Parent Brenda Woods MATHEMATICS Tina Brown, Co-Chair Merilyn Burruss, Co-Chair Vearlon Jeffries, Co- Chair Frances Ash,Parent Carol Ballard, Parent Lawrence Brown Jimmy Calhoun Tina Conley, Parent Virginia Curry Yolanda Davis Susan bay. Parent Dixie Fair Patty Jackson Denna Lehnhoff Mary Lofton Steve McGuire Mary McMorran Ken Milton Julie Post Tom Sarlo 5CHARACTER EDUCATION Vivian Dooley, Chair Jan Wolfe, Co-Chair Lou Alley Carol Ballard, Parent Kimberly Bierbaum Santonio Charleston Santi Farmer, Parent Tammy Gingerich Darrell Hayden Tammy Higdon Alicia Jones Kimberly Lang James Marshall Uvita Scott Rebecca Selsor, Parent Lynne Stansbery Cathy Strong Pam Tank, Parent Tracy Tucker Cindy Weaver, Parent Marcia Williams, Parent ATTENDANCE Carolyn Huie, Chair Deborah Ramsey, Co-Chair Martha Armstrong Susan Blue Denise Clark Joe Cripps Carolyn Croswell Loretta Ellington Denecia House, Parent Margaret Howard, Parent Tisa Manley Louise Mayweather Mi co Rhines Margaret Smith, Parent Lynda Spencer Julia Taylor Bobbie Walls Macheryl Washington Jodi Pullen Larry Quattlebaum Joni Thomas 6INTRODUCTION On January 22,1999, the staff of Booker Arts Magnet School began the ACSIP process by selecting Steering Committee members. Representatives from each grade level, fine arts specialists, and instructional specialists were nominated by their peers and agreed to serve as Steering Committee members during the five-year school improvement planning process. The first Steering Committee meeting was held on March 23,1999 for the purpose of identifying the Steering Committee chairperson, target area chairs and co-chairs, and the persons who would assist in data collection and disaggregation. The Steering Committee also developed a draft of Belief Statements. The second Steering Committee meeting was held on April 6,1999 for purpose of refining the Belief Statements draft and to develop a Mission Statement draft. Both the Belief Statements draft and Mission Statement draft were presented to the Booker Arts Magnet School faculty for their consideration on April 12,1999. The staff approved the proposed Belief Statements and Mission Statement. 7On April 20,1999, the third Steering Committee meeting was held for the purpose of reviewing disaggregated data on student achievement\", attendance, suspensions, and the CCOE survey results from the 1996-97, 1997-98, and 1998-99 school years. Tentative target areas were identified. but the selection of target areas was postponed until after a May 17,1999 technical assistance meeting with Mr. David Watts. On May 17,1999, Mr. David Watts, Field Specialist for the Arkansas Department of Education, met with Steering Committee members during their fourth meeting to provide technical assistance. Mr. Watts suggested that the Steering Committee collect additional data on attendance and ! discipline before finalizing the selection of target areas. The first Steering Committee meeting of the 1999-2000 school year was held on September 21,1999. Additional data on attendance and discipline were examined as suggested by Mr. Watts. The areas of improving reading achievement, improving math achievement, implementing a character education program, and improving student attendance were selected as the four target areas for the ACSIP plan. Target area committees were structured to best address the selected areas. New school improvement 8plan forms were presented to the Steering Committee. The second Steering Committee meeting for the 1999-2000 school year was held on September 29,1999. This meeting was a joint meeting of the CCOE Steering Committee and the ACSIP Steering Committee. Specific instructions about conducting target area committee meetings and completion of the school improvement plan forms were given. The dates of October 4.1999 and October 11,1999 were selected as planning meetings for target area committees. Target area committees consisting of faculty members and parents developed goals, interventions, and strategies to address the four target areas. Preliminary plans were presented to the Campus Leadership Team on October 19,1999 for review and revision. A second technical review by Mr. bavid Watts and other AbE staff members was held on November 3,1999. Suggestions for changes identified during the technical review were shared with target area committees. Revisions were made, resulting in the completion of the ACSIP School Improvement Plan. 9REVIEW OF DATA An analysis of the data collected in the AC SIP process assisted faculty members in the selection of target areas for the school improvement plan at Booker Arts Magnet School. The data included archival, achievement. and perceptual information. The archival data were collected through surveys, school records, and district records. This data Included information on faculty members. students, and parents. Additional archival data on attendance and discipline were examined. Achievement data were gathered from the Stanford 9 test. Grade 4 Benchmark Exam, and Little Rock School District Criterion- Referenced Test. Perceptual data were gathered by surveys. Input from parents, teachers, and students was obtained through these surveys. A review of the data indicated several areas of concern. A review of the achievement data indicated concerns about the disparity between the achievement rates of minority and non-minority students. Further analysis indicated areas of need in Reading Vocabulary and Comprehension, as well as Mathematics Problem Solving and Procedures. An analysis of archival data indicated an increase in the suspension rate of students over the last three-year period. The Third Quarter 10Average Attendance had been variable over the same period. An analysi s of the achievement of chronically absent students indicated that a high percentage of these students were below grade level in achievement. This finding confirmed the faculty's belief that attendance greatly impacts student achievement. An examination of the perceptual data indicated concerns about students treating others with respect and students obeying school rules. This perceptual data was gathered from parents, students, and teachers over the last three years. This review of data caused four target areas to be readily apparent. The following four target areas were selected by the Steering Committee and approved by the faculty for the ACSIP School Improvement Plan\nImprove Student Achievement in Reading and Writing Literacy Improve Student Achievement in Mathematics Implement Character Education Increase Student Attendance 11DESCRIPTION OF SCHOOL AND COMMUNITY Booker Arts Magnet School is located in Little Rock, Arkansas. In 1983, the Little Rock School District Board of Directors approved a plan for an arts magnet elementary school. Booker Arts Magnet School operated as a school within a school for two years. In 1986, the Board approved a plan to make Booker Arts Magnet School a full magnet school with grades four through six. In 1987, Booker Arts Magnet School became an elementary school offering its program to kindergarten through sixth grade students in Pulaski County. In 1999, Booker Arts Magnet School was reorganized to serve kindergarten through fifth grade students. Booker Arts Magnet School's location enhances its unique arts magnet theme because of the close proximity,to the Arkansas Arts Center, Museum of Science and Natural History, Decorative Arts Museum, and the surrounding historic Quapaw Quarter of Little Rock. The campus of Booker Arts Magnet School includes one main building. a cafeteria, gymnasium, track, playground, and parking areas. Classrooms are. located in the main building, along with the school office, media center. nurse's office, teachers' lounge, and student restrooms. Fine arts classes, 12gifted class, counselors' offices, and Technology Center are located In the gymnasium area. The building Is a brick structure. All classrooms have central heat/air and are carpeted. Booker Arts Magnet School is handicapped accessible with romps on both exits at the south end of the building. There is also a handicopped lift in the gymnasium area. 13SCHOOL POPULATION There are 552 students currently enrolled at Booker Arts Magnet School with a staff of 27 classroom teachers. The staff also includes a principal, assistant principal, a nurse, two counselors, two technology specialists, a media specialist, a gifted and talented specialist, two art specialists, two music specialists, a music and orchestra specialist, a drama specialist, and two creative movement specialists. The instructional specialists include four Reading Recovery teachers, two math specialists, one resource specialist, one part-time speech therapist, and two curriculum specialists. Support personnel include two secretaries, a library clerk, five supervision aides, four custodians, and six cafeteria workers. The student population has a 50/50 racial composition. It also reflects an equitable sexual, geographic, academic, economic, and cultural composition. The student selections are made by each district's accepted plan. The slots are filled by accepting applications from students in grades kindergarten through five who reside in the Little Rock School District, the North Little Rock School District, and the Pulaski County Special School District. 50% of the student population at Booker Arts Magnet School Is African-American, 44% is European-American, and the remaining percentage is reflective of other ethnic groups such as American Indian, Asian, and Hispanic. 14SERVICES In addition to regular instructional classes\nspeciol services such os speech therapy, special education/resource, Reading Recovery, math support, Technology Center classes, and gifted and talented services are available for students in grades kindergarten through five. Two full time counselors provide classroom and individual guidance services on a regular basis. SPECIAL EVENTS/EXTRACURRICULAR ACTIVITIES A variety of special events are held at Booker Arts Magnet School to enhance the learning process. Field trips are made to the Arkansas Arts Center, Decorative Arts Museum, Little Rock Zoo, Toltec Mounds, University of Arkansas at Little Rock's Art Gallery, and Arkansas State Capitol, the Old State House, Little Rock Library, and various community attractions. Many cultural events at Robinson Auditorium and the UALR Theatre are scheduled throughout the year. Booker Arts Magnet students also attend Little Rock School District fine arts performances. A spelling bee for third through fifth grades is held yearly. Many Booker Arts Magnet School students enter \"Reflections\", a creative expression competition sponsored by the National PTA, each year. Students 15are encouroged to enter various visuol art competitions yearly. Students are also encouraged to enter other contests throughout the year. Each nine-week grading period ends with a special activity for students achieving the Honor Roll, BUS Roll (Bring Up a Grade), and Good Citizenship. Magic shows, game day, talent shows, and other activities ore provided. An awards assembly is held at the end of each school year. Students receive certificates for their accomplishments. Counselors organize a birthday table each month honoring students. Winter and spring performances are held by the fine arts classes. . These performances reflect activities mastered by students. Each grade level performs at the monthly PTA meetings. Arts Fairs are held in the Fall fall and spring. In the spring, students participate in an \"Arts Fest\" activity. Various sports events are organized for student involvement. Other clubs and activities at Booker Arts Magnet School include Just Say No, Peer Helpers, BAMBI-Safety Club, Ambassadors, flag monitors, and fire marshals. Booker Arts Magnet School's Parent Teacher Association is very active and provides a good representation of the parent body. The 16membership is 622. The PT A sponsors fine arts performances such as the Tcll-A-Tale Troupe and provides scholarships to students who are unable to attend cultural activities for financial reasons. The PTA also funds student awards for the Honor Roll, BUG Roll, and Good Citizenship. Teachers receive funds from the PTA to purchase indoor recess activities and teaching aids. Parents are also active participants in committees such as the ACSIP Target Area Committees and School Spirit Committee. Parents frequently volunteer their services as tutors, chaperones for field trips, to make teaching materials, to organize class parties, and to assist with the Arts Fest in May. Booker Arts Magnet School's Partners-in-Education are the Arkansas Department of Education's Communications Department, EMOB A, and the University of Arkansas at Little Rock's College of Fine Arts. 171. 2. 3. BOOKER ARTS MAGNET SCHOOL BELIEF STATEMENTS Every individual can learn. The arts inspire learning and enhance the quality of life. Self-worth allows each Individual to strive for excellence and to develop his/her unique capabilities. 4. Higher expectations coupled with effort stimulate higher levels of performance. 5. Acceptance and utilization of cultural and racial diversity enrich and strengthen the community. 6. Every individual is free to make choices and is responsible for accepting the consequences that follow. 7. The family is the primary influence on most children's lives. Therefore\nIt is necessary that parents, staff, students, and the community share responsibility for a quality education. 18BOOKER ARTS MAGNET SCHOOL MISSION STATEMENT The staff of Booker Arts Magnet School believes that every individual can learn. Our mission is to educate all students to higher levels of academic performance, while developing divergent thinking and creativity, and fostering positive growth in social behaviors through an integration of the curriculum and the fine arts. In partnership with parents and the community, we accept the responsibility to teach all students with the goal of enabling them to achieve their ultimate educational potential. 19READING AND WRITING LITERACy NARRATIVE The Reading and Writing Literacy Committee met for the first time on October 4,1999. During this meeting, the committee disaggregated achievement data, identified achievement disparities between subgroups of students, and discussed areas of the reading curriculum in which students were not performing at the \"proficient\" level. The Reading and Writing Literacy Committee also met on October 11,1999 and November 15,1999. An analysis of the Grade 4 Literacy Benchmark Exam data for the 1997-98 and 1998-99 school years indicated that a significantly lower number of minority students scored at or above the \"proficient\" level than did non-minority students. A significantly higher percentage of black females, white males, white females, and other females scored at or above the \"proficient\" level during the 1998-99 school year than did students in those subgroups during the 1997-98 school year. However, the percentage of black male students scoring at or above the \"proficient\" level in 1998-99 dropped from 1997-98. The percentage of other male students scoring at or above the \"proficient\" level remained the same. In 1997-98, 20% of all students scored at or above the \"proficient\" level on the Grade 4 Literacy Benchmark Exam. In 1998-99, 397o of all students scored at or above the \"proficient\" level, an increase of 197o (See Table 1). The Reading and Writing Literacy Committee recognized that two different groups of students were given the Grade 4 Literacy Benchmark Exam,, and the analysis of test scores did not indicate individual student achievement growth. However, the results did indicate trends in achievement and identify areas of need within the curriculum that should be oddressed. An analysis of the Grade 5 SAT 9 achievement data also indicated that minority students scored significantly lower than non-minority students. A significantly higher percentage of black females, white males, and other females scored at or above the 50^** percentile on the Total Reading score in 1999-2000 than did students in those subgroups during the 1998-99 school year. However, the percentage of black males, white females, and other males scoring at or above the 50^* percentile on the Total Reading score in 1999-2000 dropped from 1998- 99. A comparison of the Total Reading scores for fifth grade students in the 1997-98,1998-99, and 1999-2000 school years revealed a decrease in the percentage of black male and white female students who scored at or above the 2050*** percentile, an increase in the percentage of white male students who scored at or above the 50^* percentile, and no long-term Increases or decreases in the percentage of black female students who scored at or above the 50^*' percentile. The numbers of other male and other female students were so small that a comparison of the percentage of these students who scored at or above the 50 ,th percentile was not statistically significant. In 1997-98,40% of all students scored at or above the SO^** percentile on the Total Reading score. In 1998-99, 35% of all students scored at or above the 50^* percentile on the Total Reading score, a decrease of 5%. In 1999-2000, 37% of all students scored at or above the 50 ith percentile, an increase of 2% over the previous year (See Table 2). Seventy-two percent of all students scored average or above in Vocabulary in the 1997-98, 1998-99, and the 1999-2000 school years. In 1997-98, 65% of all students scored average or above average in Comprehension. In 1998-99, 76% of all students scored average or above in Comprehension, an increase of 11%. In 1999-2000, 667o of all students scored average or above in Comprehension, a decrease of 12% (See Table 3). Upon analyzing this data, the Reading and Writing Literacy Committee recognized that most of Booker's students were scoring in the second quartile on Vocabulary and Comprehension. Attention should be given to address the needs of the \"bubble group\" of students. Once again, the committee recognized that three different groups of students were tested these three years and utilized the data to identify curriculum needs. An analysis of the Fourth Quarter Criterion Reference Test administered in 1998-99 indicated the following percentages of curriculum mastery of all students: Second Grade 66%\nThird Grade 76%\nFourth Grade 727o\nFifth grade 86%\nand Sixth Grade 84% (See Table 4). An examination of Criterion Reference Test results for the second, third, and fourth quarters indicated areas of need in curriculum and instruction, as well as measuring growth in achievement for individual students. An analysis of the spring 2000 ALT Reading scores indicated that second, third, and fifth grade students at Booker Arts Magnet School scored an average of three points higher on their RIT score than did their peers across the Little Rock School District. Likewise, Booker Arts Magnet School's fourth grade students' average RIT score was two points higher than that of fourth graders across the district. It was the consensus of the Reading and Writing Literacy Committee that improving instruction and addressing areas of need within the curriculum would 21 cause student achievement to increase and disparity to decrease. The committee then began to closely examine the reading and writing programs in use at Booker Arts Magnet to determine whether they appropriately addressed the needs of students. Assessing the success of the reading and writing programs at Booker Arts Magnet School actually began during the 1997-98 school year as a part of an annual review in our school improvement process. At that time, the staff recognized the need to provide as much individualized instruction for our low achieving readers as possible while also challenging readers of all reading levels to read a better quality of literature and to develop a life-long love of reading. A team of staff members (primary teachers, intermediate teachers, reading teachers, a curriculum specialist, and the principal) reviewed professional journals and held discussions with colleagues across the Little Rock School District and the state of Arkansas in an effort to find a way to better meet the needs of the students at Booker Arts Magnet. After much discussion and consultation with Little Rock School District reading supervisors, the team agreed to closely examine three programs for possible implementation at Booker Arts Magnet. These programs were the Accelerated Reader program, the Reading Recovery program, and the Success for All program. Next, the team decided to visit schools to observe implementation of the programs. The principal scheduled visits at three schools identified by Little Rock School District reading specialists as successfully implementing the selected programs. Pulaski Heights Elementary (Accelerated Reader), Romine Interdistrict School (Success for All), and Williams Basic Skills Magnet (Reading Recovery) were visited in the winter and spring of 1997-98. After much discussion, the team came to the consensus that the Accelerated Reader program would challenge all students to enjoy reading better literature, and the Reading Recovery program would allow the staff to better meet the needs of low-achieving readers. The team shared its findings and recommendations with the staff during an April 10,1998 staff meeting. The staff endorsed the recommendations of the team, and planning began for full implementation of both programs during the 1998-99 school year. The two reading teachers began Reading Recovery training in August 1998, and the media specialist and a curriculum specialist attended an Accelerated Reader/Reading Renaissance conference in June 1998. Materials and supplies were purchased and received. Three first grade teachers also began Early Literacy Learning in Arkansas (ELLA) training in August 1998. The ELLA program seemed to work hand-in-hand with the Reading Recovery program to meet the needs of beginning first grade readers. By the end 22 of the 1998-99 school year, first grade teachers and Reading Recovery teachers observed significant progress in reading among first grade students. School-wide, staff members observed students experiencing a renewed interest in reading for recreation as result of the Accelerated Reader program. They observed students selecting more challenging literature and taking pride in passing tests designed to check their comprehension of trade books. Because of the success observed during the first year of implementing the Reading Recovery program, the decision was made to request two additional Reading Recovery teachers and to purchase additional materials for the Reading Recovery program and for the ELLA-trained teachers. All kindergarten through second grade teachers who had not received ELLA training were trained in July and August of 1999. The new Reading Recovery teachers began their three-year training in August 1999. The successes observed during the first year of implementing the Accelerated Reader program led to the purchase of additional books, tests, and computers. These computers were placed in fourth and fifth grade classrooms to facilitate comprehension testing. After the Reading and Writing Literacy Committee examined the reading achievement data and current research, they reached a consensus to continue implementation of the Accelerated Reader and Reading Recovery programs as two interventions for the annual School Improvement Plan and the ACSIP School Improvement Plan. In addition, the committee selected Effective Literacy as a third intervention to improve reading and writing achievement among students at Booker Arts Magnet School. Research indicated that children who do not experience success in reading early in their academic life are at a distinct disadvantage when compared to their peers who read successfully. Dorn, French, and Jones stated that children who do not read successfully by the end of their third grade year find it very difficult to catch up with their peers in later years (Dorn, et al. 1998). In fact, the probability that a poor reader in first grade will remain a poor reader by the end of fourth grade is 88 percent (Juel 1988). Barr and Parrett (1995) emphasized the importance of all children learning to read successfully by the end of third grade. Early intervention is crucial to the success of educationally disadvantaged children. The Reading Recovery program was developed by Marie M. Clay as an alternative to traditional reading programs for educationally disadvantaged and learning-disabled children (Lyons 1991). Reading Recovery is based on the belief that early intervention is critical to preventing reading failures (Dorn, et al. 1998). The Reading Recovery program was designed to accelerate learning so that low- 23 achieving readers could catch up with peers on reading achievement. The Reading Recovery program also helped students to develop reading strategies that facilitated further improvement in their reading abilities (Bracey 1996). A study of twelve widely implemented reading reform programs found that the Reading Recovery program provided student-directed learning experiences for low- achieving readers. Teachers developed individual learning plans for students that were tailored to the students' abilities and academic backgrounds. They utilized adaptive instructional strategies to diagnose learning difficulties. The tutoring sessions also allowed for frequent high quality academic and social interactions among teachers and students. Assessments were directly aligned with the curriculum. Teachers involved parents by having them reinforce skills with their children at home. High expectations were evident throughout the program (Pinnell 1995). Research indicated that reading practice has a direct correlation to reading achievement. Reading practice data and standardized achievement test scores were examined in a study of 4,498 students in grades one through nine. Study results indicated, \"Reading practice was found to cause more reading growth for poorer readers than for more advanced readersalthough reading practice improves reading test scores for all ability groups\" (Paul 1992). In addition, increases in reading achievement positively impact performance in other subject areas. In a 1993 study, Paul found that \"increases in reading ability transferred to increased math performance. The reading fallout ratethe improvement in math caused by reading was a very high 68%\" (Paul 1993). The results of recent studies indicated that implementation of the Accelerated Reader program positively impacted student achievement and increased library circulation. A 1998 study in the Cottonwood-Oak Creek School District found significant increases in reading and writing proficiency scores and doubling of the library circulation attributed to the implementation of Accelerated Reader in four elementary and middle schools (Osbourne and Adams 1998). A 1997 study at Grant Elementary School in Muscatine, Iowa indicated that the mean reading comprehension scores increased from the 40^ percentile to the 70^^ percentile, the library circulation increase by 500%, and attendance increased from 92% to 96% as a result of implementation of the Accelerated Reader program (Brooks). Marie M. Clay, the developer of the Reading Recovery program, stated, \"For children who learn to write at the same time they learn to read, writing plays a significant part in the early reading process\" (Clay 1975). Nationwide, educators 24 have recognized that writing instruction is an essential component of a successful language arts program, born, French, and Jones stated, \"Children's cognitive processes are validated and activated during meaningful collaborative writing H (born, et al. 1998). The Reading and Writing Literacy Committee recognized that the improvement of writing skills was essential to the improvement of reading skills. With that in mind, the committee searched for an Intervention that would compliment the other interventions, as well as ELLA and Animated Literacy. Effective Literacy was selected. The Arkansas bepartment of Education Homepage (10-26-98) described Effective Literacy as, \"instruction in the reading and writing processes that provides a balance between explicit instruction of skills and strategies and application of this instruction in reading and writing experiences\" (AbE 1998). Effective Literacy focused upon the instruction of phonetic skills and strategies, decoding high frequency words, word attack skills, word analysis skills, vocabulary development, and comprehension skills and strategics. The writing process was an essential component of Effective Literacy. Frequent assessments, classroom management and organizational skills, and parental involvement were also components of Effective Literacy (AbE 1998). The Reading and Writing Literacy Committee recognized the need for selecting interventions for improving reading and writing literacy that would match the unique needs of Booker Arts Magnet School's students and compliment existing components of the language arts program. The Accelerated Reader program would challenge readers of all ability levels and at all grade levels to select, comprehend, and enjoy quality literature. The Reading Recovery program would focus primarily on meeting the needs of low-achieving first grade readers on an individual and small group basis. Reading Recovery would also be available to low-achieving readers in kindergarten and second grade. Effective Literacy would focus on improving the reading and writing skills of third and fourth grade students. ELLA would be utilized with kindergarten, first, and second grade students. Animated Literacy would be utilized with kindergarten students. With the implementation of these interventions and the continuation of existing programs, the staff at Booker Arts Magnet School has great expectations for the improvement of reading and writing literacy for all students. 25School Joseph R. Booker Arts Magnet School Improvement Plan Year 2000-2001 Priority 1: Improve Student Achievement In Reading and Writing Literacy Supporting Data: In 1998-99, 397o of students scored at or above the \"proficient\" level on the Grade 4 Literacy Benchmark Exam. In 1999-00, 377o of students scored at or above the 50^^ percentile on the Grade 5 SAT 9 Reading Total. 7%. of black males, 24% of black females, 75% of white males, 477o of white females, 07 of other males, and 100% of other females scored at or obove the 50^^ percentile on the grade 5 SAT 9 Reading Total. 72% of students scored at or above average on Vocabulary, and 667o of students scored at or above average on Comprehension on the Grade 5 SAT 9 Reading test. In 1998-99, fourth quarter Criterion-Referenced Test Reading results indicated the following percentages of mastery: grade 2, 66%\ngrade 3, 76%\ngrade 4,grade 5, 86%\nand grade 6, 844. In 1999-00, Spring ALT results indicated the following average RIT scores: grade 2,182\ngrade 3,194\ngrade 4, 201\nand grade 5, 208. Goal(s): 1007o of Booker Arts Magnet School students will perform at or above the \"proficient\" level on the Grade 4 Literacy Benchmark Exam. 2665% of Booker Arts Magnet School students in every subgroup of race and gender will perform at or above the 50^^ percentile on the Grade 5 SAT 9 Reading test. One-Year Benchmarks: At least 45% of Booker Arts Magnet School students (an increase of 6 students) will perform at or above the M proficient\" level on the Grade 4 Literacy Benchmark Exam. At least the following increases in the percentages and numbers of every subgroup of race and gender of students who perform at or above the 50^^ percentile on the Grade 5 SAT 9 Reading test: Black males Black females White males White females Other males Other females Increase to 12.8% (5.8% increase or 2 students) Increase to 28% (4.9% increase or 2 students) Increase to 77% (2% increase or 1 student) Increase to 48.8% (1.8% increase or 1 student) Increase to 7% (7%. increase or 1 student) Maintain 100% 27School Booker Arts Magnet School Improvement Plan Year 2000-2001 Priority 1: Improve Student Achievement in Reading and Writing Literacy Intervention: Implement Reading Recovery ^7' if- 8WW ^Donation/ Grant/PTA ReSdufees Tlihelind\nPersonas) 7. Identify second and third grade students with severe reading deficits for Reading Recovery follow-up. 8. Schedule and conduct conferences, as needed, with parents of Reading Recovery students._____ 9. Provide Reading Recovery and Literacy Groups instruction. 10. Conduct monthly planning meetings. 11. Monitor Reading Recovery students progress throughout the year by reviewing weekly Running Records._____________________ 12. Utilize Reading Recovery postassessments to assess progress of identified students. 13. Conduct summative evaluation of the plans implementation\nmake adjustments for 2001 -2002. 5? .ia -i Reading Recovery Teachers Second and Third Grade Teachers Erma Armstrong Brenda Hipp Susan Mahnken Michelle McGill Erma Armstrong Brenda Hipp Susan Mahnken Michelle McGill Reading Recovery Teachers First Grade Teachers Cheryl Carson Reading Recovery Teachers Erma Armstrong Brenda Hipp Susan Mahnken Michelle McGill Cheryl Carson Reading Committee 3* '.I-'' 8-21-00 to 10-1-00 9-7-00 to 6-1-01 9-7-00 to 6-1-01 9-7-00 to 6-1-01 9-7-00 to 6-1-01 5-1-01 to 5-31-01 6-1-01 to 6-15-01 29 #9? % Pat Busbea Pat Busbea A': ^1 -i*:School Improvement Plan School Booker Arts Magnet Year 2000- 2001 Priority 1: Improve Student Achievement In Reading and Writing Literacy Intervention: Implement Reading Recovery J  1^0 BMI A' -- S- 1. Provide Reading Recovery training for Reading Recovery teachers. 2. Purchase materials for Reading Recovery teachers. Cheryl Carson Cheryl Carson Lou Alley Reading Recovery Teachers si 8-12-00 to 6-1-01 7-1-00 to 10-1-00 3@! H  3. Purchase additional books for use with literacy groups. 4. Apply for a grant to purchase content area books for use with literacy groups. 6. Identify first grade students for Reading Recovery with preassessment. 6. Identify first grade students for literacy groups. Cheryl CarSon Lou Alley Reading Recover Teachers Michelle McGill Reading Recover Teachers First Grade Teachers Reading Recovery Teachers First Grade Teachers 7-1-00 to 10-1-00 10-15-00 to 3-01 8-21-00 to 10-1-00 8-21-00 to 10-1-00 $2,000 for materials Pat Busbea Gail Hester $4,000 for books Pat Busbea Gail Hester Linda Austin $4,000 28 $2,000School Improvement Plan School Booker Arts Magnet Year 2000-2001 Priority 1: Improve Student Achievement in Reading and Writing Literacy Intervention: Implement Accelerated Reader wiS\n-ri- SSS6 A Aimk O I iMa  _ .............-.............\n1. Purchase additional Accelerated Reader books, targeting K-2 students.________________ 2. Purchase additional test discs to accompany new Accelerated Reader books, targeting K-2 students._____ 3. Provide Accelerated Reading training for K-5 teachers. 4. Solicit volunteers to assist with STAR assessments. 5. Utilize STAR Assessment pre-test to place students on appropriate reading levels.__________________ 6. Increase circulation of books by having students set goals for reading. Cheryl Carson Lou Alley Patricia Bums Cheryl Carson Lou Alley Patricia Bums Cheryl Carson Patricia Burns Patricia Burns Patricia Bums First - Fifth Grade Teachers 2:^ 7-1-00 to 10-1-00 7-1-00 to 10-1-00 8-12-00 to 12-15-00 8-21-00 to 10-15-00 8-21-00 to 9-15-00 8-21-00 to 9-15-00 J $5,000 for books Gail Hester $1,500 for test discs Gail Hester Lloyd Harris Perma-Bound Books ViPS Lynne Stansbery $5,000 30 $1,500School Booker Arts Magnet School Improvement Plan Year 2000 - 2001 Priority 1: Improve Student Achievement in Reading and Writing Literacy Intervention: Implement Accelerated Reader Mil' 4^^ 1 .-aMj\n* : * ' i IB w 7. Reinforce student participation by maintaining Accelerated Reader bulletin boards._________________ 8. Provide Accelerated Reader awards on a quarterly basis. 9. Monitor students progress throughout the year by reviewing monthly Accelerated Reader reports. 10. Utilize STAR Assessment posttest to assess student progress towards completion of goal._______ 11. Conduct summative evaluation of the plans implementation: make adjustments for 2001 -2002._______ Reading Committee Cheryl Carson Lou Alley Reading Committee Cheryl Carson Reading Committee Cheryl Carson Patricia Bums Cheryl Carson Reading Committee 11-1-00 to 6-1-01 10-26-00 to 6-1-01 9-30-00 to 6-1-01 5-12-01 to 6-1-01 6-1-01 to 6-15-01 VIPS 31 $1,500 for awards Gail Hester Accelerated Reader Reports Lynne Stansbery $1,500School Booker Arts Magnet School Improvement Plan Year 2000 - 2001 Priority 1: Improve Student Achievement in Reading and Writing Literacy Intervention: Implement Effective Literacy M 1. Provide Effective Literacy Training for third and fourth grade teachers. 2. Purchase sets of levelized books for classroom use. 3. Provide instruction utilizing Effective Literacy. 4. Provide curriculum mapping inservice to K-Fifth grade teachers. 5. Monitor students progress throughout the year by reviewing LRSD criterion-referenced test results.________________________ 6. Utilize the fourth grade benchmark exam to assess student mastery of benchmarks.___________________ 7. Conduct summative evaluation of the plans implementation\nmake adjustments for 2001-2002.________ Per8on(8) Responsibly f Cheryl Carson Cheryl Carson Lou Alley Third and Fourth Grade Teachers Third and Fourth Grade Teachers Cheryl Carson Gail Hester Carolyn Huie Mico Rhines Cheryl Carson Third and Fourth Grade Teachers Cheryl Carson Third and Fourth Grade Teachers Cheryl Carson Reading Committee Timeline\n^ w 8-9-00 to 6-1-01 7-1-00 to 6-1-01 8-21-00 to 6-1-01 6-5-00 to 8-15-00 1-10-00 to 6-1-01 4-10-01 to 6-1-01 6-1-01 to 6-15-01 12 Resources -tiirii. TMir Staff Development $4,000 for books Pat Busbea Gail Hester PRE PRE PRE 5 j'V'' $4,000MATHEMATICS NARRATIVE The first Mathematics Committee meeting was held on October 4,1999. The committee examined disaggregated achievement data from several sources, identified achievement disparities between subgroups of students, and discussed areas of the mathematics curriculum in which students were not performing at the *1 proficient\" level. The Mathematics Committee also met on October 11,1999 and November 18,1999. An analysis of the Grade 4 Mathematics Benchmark Exam data for the 1997-98 and 1998-99 school years indicated that a significantly lower number of minority students scored at or above the \"proficient\" level than did non-minority students. A significantly higher percentage of white males, white females, and other females scored at or above the \"proficient\" level during the 1998-99 school year than did students in those subgroups during the 1997-98 school year. However, the percentage of black males, black females, and other males scoring at or above the \"proficient\" level in 1998-99 dropped from 1997-98. Thus, the achievement gap between minority and non-minority students increased in 1998-99. In 1997-98,17 % of all students scored at or above the \"proficient\" level on the Grade 4 Mathematics Benchmark Exam. In 1998-99, 24% of all students scored at or above the \"proficient\" level, an increase of 7% (See Table 5). As in the area of reading achievement, the Mathematics Committee recognized that the test data was gathered from two different groups of students and did not indicate individual student growth. However, the analysis of data indicated areas of need within the curriculum and instructional methodology. An analysis of the Grade 5 SAT 9 achievement data also indicated that a significantly higher percentage of black females, white males, and other females scored at or above the 50^** percentile on the Total Math score in 1999-2000 than did students in those subgroups during the 1998-99 school year. While not statistically significant, a higher percentage of white females scored at or above the 50^** percentile on the Total Math score in 1999-2000 than did the white females in 1998-99. The achievement rate of black male students remained the same for 1999-2000, and the percentage of other male students scoring at or above the 50^^ percentile on the Total Math score dropped. A comparison of the Total Math scores for fifth grade students in 1997-98,1998-99, and 1999-2000 school years revealed a decrease in the percentage of black male students who 33 scored at or above the 50^** percentile and an increase in the percentage of black female, white male, and white female students who scored at or above the 50^*' percentile. The numbers of other male and other female students were so small that a comparison of the percentage of these students who scored at or above the 50^^ percentile would not be statistically significant. In 1997-98, 20% of all students scored at or above the 50^ percentile on the Total Math score. In 1998- 99,18% of all students scored at or above the 50^*' percentile on the Total Math score. In 1999-2000, 31% of all students scored at or above the 50^^ percentile, an increase of 13% (See Table 6). In 1997-98,73% of all students scored average or above on Problem Solving. Sixty-three percent of all students scored average . or above on Problem Solving in 1998-99, a decrease of 10%. In 1999-2000, 667o of all students scored average or above on Problem Solving, an increase of 37o. In 1997-98, 36% of all students scored average or above on Procedures. In 1998-99, 38% of all students scored average or above on Procedures, an increase of 27o. An increase of 6% occurred in 1999-2000, with 447o of all students scoring average or above on Procedures (See Table 7). Further examination of this data indicated that most of Booker's students were scoring in the second quartile in Problem Solving. Once again, attention should be given to address the needs of this \"bubble\" group of students. While the SAT 9 data from the 1998-99 and 1999- 2000 school years measured the achievement of two different groups of students, it also provided valuable information needed to address curriculum and instructional needs. An analysis of the Fourth Quarter Criterion Reference Test administered in 1998-99 indicated the following percentages of curriculum mastery for all students: Second Grade 87%\nThird Grade 75%\nFourth Grade 18%\nFifth Grade 55%.\nand Sixth Grade 54% (See Table 8). An analysis of the Spring 2000 ALT Math scores indicated that second grade students at Booker Arts Magnet School scored an average of four points higher on their RIT scores than did their peers across the Little Rock School District. Likewise, Booker Arts Magnet School's third and fifth grade students' average RIT scores were two points higher than that of third and fifth graders across the district. Fourth grade students at Booker Arts Magnet School scored an average of one point higher on their RIT score than did fourth graders across the district. It was the consensus of the Mathematics Committee that improving instruction and addressing areas of need within the curriculum would cause student 34 achievement to increase and disparity to decrease. First, the Mathematics Committee examined the existing mathematics program at Booker Arts Magnet School to determine what could be done to increase its effectiveness. The committee members felt that the increase in enrollment of primary students and the Little Rock School District adoption of the TERC mathematics program during the 1999-2000 school year necessitated providing additional support to the classroom teachers. Next, they brainstormed strategies that would provide additional support to classroom teachers. The committee suggested that the part- time mathematics teacher's position be increased to a full-time position. The principal requested that the Magnet Review Committee increase the math teaching positions at Booker Arts Magnet School to two full-time positions. The Magnet Review Committee approved the increase in math teaching positions. The committee then reviewed current research to identify interventions that would positively impact student achievement in the area of mathematics. Zemelman, Daniels, and Hyde reviewed successful mathematics programs across the nation and reported their findings in \"Best Practice: New Standards for Teaching and Learning in America's Schools\". They found that successful mathematics programs, \"frequently utilized manipulatives, concrete materials, and real-world situations for optimal learning. These are the contexts that make understanding of mathematical ideas possible and provide a bridge to the more abstract symbolism that has maximal power and usefulness\n(Zemelman, et al. 1998). They further observed, \"The need to make decisions based on numerical information permeates society and provides motivation for working with real data\", making a strong statement in favor of utilizing more meaningful, real-life problems in mathematics instruction (Zemelman, et al. 1998) The Mathematics Committee surveyed the research concerning the instruction of math procedures in an effort to develop an intervention to address this need. They found that current research in mathematics emphasized the need to focus primarily on problem solving and the development of problem-solving strategies rather than the memorization of facts when providing instruction to students. Issacs and Carroll cautioned educators, \"We must remember that successful education involves both basic skill and higher-order processes\" (Issacs and Carroll 1999). They further stated, \"Helping students make connections between school mathematics and the real world, helping students develop conceptual understanding as well as procedural skills, helping students learn to explain their thinking and to understand others' explanationscan be achieved 35through a program that also leads to fact mastery\" (Issacs and Carroll 1999). Rathmell agreed, \"...teaching children thinking strategies facilitates their learning and retention of basic facts\" (Rathmell 1978). Researchers offered several suggestions for implementing facts-based instruction. Issacs and Carroll recommended asking students to solve a problem without telling them how to solve it (Issacs and Carroll 1999). Carpenter recommended direct modeling (Carpenter, et al., 1993). Oral or mental counting strategies were recommended by several researchers (Resnick 1983, Carpenter and Moser 1984, Baroody and Ginsburg 1986, Siegler and Jenkins 1989). Thornton and Smith recommended asking children to share their problem-solving strategies with each other (Thornton and Smith 1988). Brownlee and Chazal found that delaying drills resulted in better understanding and less need for drill (Brownlee and Chazal 1935). The Mathematics Committee recognized that children enter kindergarten with varying degrees of proficiency in mathematics. This knowledge, coupled with the desire to provide the most relevant learning experiences in mathematics by using real-life experiences, prompted the committee to consider the various ways parents could reinforce mathematics instruction In the classroom by involving children in mathematical experiences at home. The committee then reviewed current research about utilizing parents as resources in mathematics instruction. Zemelman, Daniels, and Hyde suggested having a Parents' Night as a means of informing parents about changes in the mathematics curriculum or program. They also suggested the Parents' Night as a means of helping parents to create materials to work with their children at home and to help them recognize materials they have already have available in their home to work with their children (Zemelman, et al. 1998). They stated, \"Parents and the home environment of children of all ages can provide the richness of materials and opportunities for latent mathematical thinking to flourish\" (Zemelman, et al. 1998). While parents might first feel reluctant to assist their children in mathematical practices at home, Zemelman, Daniels, and Hyde recommend that educators encourage parents to serve as resources to the school. They stated, \"In general, parents need only the desire to involve their children in talking and thinking about the meaningful and relevant mathematics they encounter each day\" (Zemelman, et al. 1998). They further suggest, \"Perhaps the best way for parents to help their children with mathematics is to send the clear message through their words and actions that mathematics is all around us, it is a vital part of our lives, and it is understandable with some effort. Let's do it together\nit can be fun\" (Zemelman, et al. 1998). 36The Mathematics Committee selected providing real-life math experiences, providing additional support for classroom instruction, and providing more effective instruction in the area of math procedures as interventions for improving student achievement in mathematics. The committee recognized the important role that parents play in their child's education and planned to utilize them as resources in mathematics instruction. 37School Joseph R. Booker Arts Magnet School Improvement Plan Year 2000-2001 Priority 2: Improve Student Achievement in Mathematics Supporting Data: In 1998-99,17% of students scored at or above the \"proficient\" level on the Grade 4 Mathematics Benchmark Exam. In 1999-00, 317o of students scored at or above the 50*^ percentile of the Grade 5 SAT 9 Mathematics Total. 14% of black males, 207o of black females, 63% of white males, 31% of white females, 507o of other males, and 100% of other females scored at or above the 50^^ percentile on the grade 5 SAT 9 Mathematics Total. 66 4 of students scored at or above average on Problem Solving, and 44% of students scored at or above average on Procedures on the Grade 5 SAT 9 Mathematics test. In 1998-99, fourth quarter Criterion-Referenced Test Mathematics results indicated the following percentages of mastery, grade 2, 87%\ngrade 3, 75%\ngrade 4,187o\ngrade 5, 55%\nand grade 6, 54%. In 1999-00, Spring ALT results indicated the following average RIT scores: grade 2,185\ngrade 3,195\ngrade 4, 203\nand grade 5, 210. Gool(s): lOOYo of Booker Arts Magnet School students will perform at or above the \"proficient\" level on the Grade 4 Mathematics Benchmark Exam. 3865% of Booker Arts Magnet School students in every subgroup of race and gender will perform at or above the 50^ percentile on the Grade 5 SAT 9 Mathematics test. One-Year Benchmarks: At least 32% of Booker Arts Magnet School students (an increase of 8 students) will perform at or above the M proficient\" level on the Grade 4 Mathematics Benchmark Exam. At least the following increases in the percentages and numbers of every subgroup of race and gender of students who perform at or above the 50^ percentile on the Grade 5 SAT 9 Mathematics test\nBlack males Black females White males White females Other males Other females Increase to 19.1% (5.1% increase or 2 students) Increase to 24.5% (4.5% increase or 2 students) Increase to 63.2% (0.2% increase or 1 student) Increase to 34.4% (3.4% increase or 1 student) Increase to 51.5% (1.5% increase or 1 student) Maintain 100% 39School Booker Arts Magnet Priority 2: Improve Achievement in Mathematics School Improvement Plan Year 2000 - 2001 Intervention: Provide Real-Life Math Experiences 3: : Actions\nPersqn(s) 1. Utilize 100 Days of Math activities. 2. Utilize Math Learning Logs. 3. Integrate math benchmarks into fine arts activities\nexample-Business Unit in Visual Art. 4. Conduct various math-oriented community service projects\nexample-St. Judes Math-a-thon and Pennies for Pasta. 5. Involve students in running school bookstore and Accelerated Reader store. 6. Involve fifth grade GT students in holiday crafts business unit. 7. Conduct math-related field trips to businesses in the communityexample-banks, retail stores, factories. Reap^n^blev * E- K-First Grade Teachers K-Fifth Grade Teachers Fine Arts Specialists Merilyn Burruss Tina Brown Patsy Middleton Reading Committee Carolyn Huie Ken Milton K-Fifth Grade Teachers Timeline 8-24-00 to 6-1-01 8-24-01 to 6-1-02 8-24-00 to 6-1-01 8-24-00 to 6-1-01 8-24-00 to 6-1-01 8-24-00 to 6-1-01 8-24-2000 to 6-1-2001 40 Staff Development Donations VIPS $250 Materials for crafts $750 for Transportation Lee Ann Matson Dtetfict Business s ' Donation/. 6f\u0026amp;nVPTA  Budget : Donations $250 $750School Booker Arts Magnet School Improvement Plan Year 2000 - 2001 Priority 2: Improve Student Achievement in Mathematics Intervention: Provide Real-Life Math Experiences -'***. i*f Aft- s*\n'  '.AV . - ' 8. Monitor student progress throughout the year by utilizing LRSD criterion-referenced tests._________ 9. Conduct summative evaluation of the plans implementation\nmake adjustments for 2001-2002, f^rsoh(s) R^spPhsibie Cheryl Carson Second - Fifth Grade Teachers Cheryl Carson Math Committee nmelirie 1-10-01 to 6-1-01 6-1-01 to 6-15-01 41 ResPdrces  \"i fi' PRE w -\u0026gt;8: k-.vakg IBUBlnes^ Dotifttlon/ SrajigRrA\n?\nyj-.A-gy^^7j   ,5*\n\" lSchool Booker Arts Magnet School Improvement Plan Year 2000 - 2001 Priority 2: Improve Student Achievement in Mathematics Intervention: Provide Additional Support for Classroom Instruction fl*'. * * AciUdhs :V SV fX 1. Purchase and utilize new math software. 2. Provide curriculum mapping inservice to K-Fifth Grade teachers. 3. Utilize Vertical Teaming to close curriculum gaps while planning daily lessons. 4. Utilize parents as tutors when needed. 5. Provide workshops for parents. 6. Monitor student progress throughout the year by utilizing LRSD criterion-referenced tests. 7. Conduct summative evaluation of the plans implementation\nmake adjustments for 2001-2002. ^MpiSnsIhla Lou Alley Cheryl Carson Lynda Spencer Patsy Middleton Cheryl Carson Gall Hester Carolyn Huie MIco Rhines Lou Alley Math Specialists K-Fifth Grade Teachers K-Fifth Grade Teachers Math Committee Cheryl Carson Second-Fifth Grade Teachers Cheryl Carson Math Committee llihdlne 7-1-00 to 6-1-01 6-5-00 to 8-15-00 8-9-00 to 6-1-01 8-21-00 to 6-1-01 September 20000 March 2001 9-15-00 to 6-1-01 6-1-01 to 6-15-01 42 : RewuixeB n $3,666 for software Gail Hester PRE staff Development PRE VIPS poo for materials Gail Hester PRE w 9 kJ ' $3,000 $100School Improvement Plan School Booker Arts Magnet Year 2000 - 2001 Priority 2: Improve Student Achievement in Mathematics intervention: Provide More Effective Instruction in the Area of Math Procedures .-I Actions \u0026gt;1*.: A\n\nP6rsdh{s). Timeline SMI DlStrtct ^4^ Business DpnatiohZ 1. Form a committee to examine student achievement data in the area of math procedures.______________ 2. Disaggregate and analyze 1999-2000 SAT 9, CRT, ALT. and Grade 4 Benchmark Exam results to identify areas of need.___________ 3. Write a plan to improve instruction in the areas of computation, number facts, and rounding.______________ 4. Begin implementation of the plan to improve achievement in math procedures. Cheryl Carson Math Committee 4.\njiixXi 8-9-00 to 10-4-00 8-9-00 to 10-1-00 gg PRE :fiUd(}ei 5I-: GranVPTA budget 5. Utilize weekly Jostens lab reports to monitor student achievement in math procedures. 6. Monitor student progress throughout the year by utilizing LRSD criterion-referenced tests. 7. Conduct sum native evaluation of the plans implementation\nmake adjustments for 2001-2002, Cheryl Carson Math Committee K-Fifth Grade Teachers Math Specialists Cheryl Carson First - Fifth Grade Teachers Cheryl Carson Second-Fifth Grade Teachers Cheryl Carson Math Committee 8-9-00 to 10-1-00 10-1-00 to 6-1-01 8-21-00 to 6-1-01 1-10-01 to 6-1-01 6-1-01 to 6-15-01 43 Math Department Patsy Middleton PRECHARACTER EDUCATION NARRATIVE The Character Education Committee had its first meeting on October 4, 1999. During this meeting, the committee disaggregated suspension data, examined attendance and achievement data of suspended students, and discussed areas of concern identified by parents, students, and teachers on the School Climate Survey. The committee also identified the criteria for a student to be considered at-risk\" for developing behavior problems during a school year. \"At- risk\" was defined as having one or more office referrals during a school year. The Character Education Committee also met on December 13,1999, March 7, 2000, and April 13, 2000. An analysis of the suspension data for the 1996-97,1997-98, and 1998-99 school years indicated an increase in the number of students suspended and a decrease in the total number of suspensions over the three-year period. In 1996- 97, 23 students were suspended for a total of 70 suspensions. In 1997-98, 25 students were suspended for a total of 64 suspensions. In 1998-99, 33 students were suspended for a total of 51 suspensions. However, in 1999-2000, only 14 students were suspended for a total of 15 suspensions. (See Table 9). The data analysis also revealed a decrease in the average number of suspensions per suspended student over the four-year period. In 1996-97, the average number of suspensions per suspended student was 3.4. The number dropped to 2.5 in 1997- 98. In 1998-99, the average number of suspensions per suspended student dropped to 1.5. In 1999-2000, the average number of suspensions per student dropped to 1.1 (See Table 10). Additionally, the committee examined suspension rates for the 1996-97,1997-98,1998-99, and 1999-2000 school years. In 1996- 97, 3.8% of students received suspensions. The number increased to 4.3% in the 1997.98 school year. In 1998-99, 5.4% of students received at least one suspension. In 1999-2000, 2.6% of students received at least one suspension. (See Table 11). This comparison revealed a slight increase in the suspension rate over the first three years and a significant decrease in the fourth year. The Character Education Committee examined attendance and achievement data for each student suspended during the 1996-97,1997-98, and 1998-99 school years. This analysis indicated that 100% of students who had been suspended and who were excessively absent were below grade level. In addition, the Character Education Committee examined School Climate Survey results for the same three-year period\n1996-97,1997-98, and 1998-99. 44The following common areas of concern for parents, students, and teachers were identified\n\"Students treat other students with respect\", \"Students treat teachers with respect\", \"Students take care of and respect their own property and that of other students\", and \"Most students obey the rules\". School Climate Survey results for the 1999-2000 school year indicated that \"Students show concern and respect for each other\" were among the top concerns of students and teachers. The Character Education Committee was pleased that school-wide interventions had resulted in a decrease in the total number of suspensions and a decrease in the average number of suspensions per suspended student over the three-year period. However, the increase in the number of students receiving suspensions (from 23 to 33) during the same time period was identified as an area of concern. The examination of attendance, achievement, and suspension data also indicated another major area of concern. School Climate Survey results from the 1996-97,1997-98,1998-99 and 1999-2000 school years also consistently identified the areas of mutual respect among students, respect for teachers, and compliance with school rules as common concerns among parents, students, and teachers. The committee examined the overall program at Booker Arts Magnet School to determine how to address areas of concern related to school climate and how to continue the trend of decreasing student suspensions. The Character Education Committee then began to examine current research on modifying student behavior and working with \"at-risk\" children. Research confirmed the impact of student behavior on the climate of a school. Langlois and Zales stated, \"...controlling behavior is the first requirement for creating an environment in which instruction could occur\" (Langlois and Zales 1991). Lipsitz described successful schools for young adolescents as being, \"environments that promote social development. They assume social development to include a multitude of characteristics\nself-discipline, industriousness, respect for authority, perserverance, patience, honesty\" (Lipsitz 1984). Societal changes over the last few decades have caused schools to have to reevaluate traditional methods for controlling student behavior. These societal changes have also greatly influenced children. Astin reported, \"over the last two decades, adolescents have become more concerned for their own personal well-being and less concerned for the well-being of others\" (Astin 1987). Lickona defined character education as, \"the deliberate effort to cultivate virtue\" (Lickona 1999). He further stated, \"To be effective, character education 45 must be comprehensive, intentionally making use of every phase of school life as an opportunity to develop good character\" (Lickona 1999). The Character Education committee concurred with Lickona and began looking at character education programs in use across the nation. They began with the premise that they would either select or create a character education program for Booker Arts Magnet. One committee member was enrolled in a graduate course on character education at University of Central Arkansas and shared information gathered from her coursework. The committee also received feedback from two staff members who had attended a Character-Centered Teaching workshop in December 1998. The committee also requested to make site visits at schools that were successfully implementing character education programs. The principal contacted Margaret Crank at the Arkansas Department of Education and asked her to recommend successful programs to visit. Site visits were made to Gardner Primary School in Hot Springs on February 28, 2000 and Lakewood Elementary in North Little Rock on March 1, 2000. The committee quickly reached consensus to implement Character-Centered Teaching beginning in the 2000-2001 school year. The Character Education Committee also felt that additional materials needed to be purchased to support the implementation of Character-Centered Teaching. As a result, increasing the amount of character education materials available to teachers was identified as another intervention. Additionally, the Character Education Committee felt that some direct intervention needed to take place with students identified as at-risk for developing behavior problems. Targeting at-risk students with an intervention program became another intervention for the reduction of suspensions and the improvement of school climate. The Character Education Committee identified tasks to be completed prior to the beginning of the 2000-2001 school year and worked to complete those tasks in July and August 2000. The committee has also requested to have the opportunity to visit Gardner Primary School again at the beginning of the 2000- 2001 school year. 46School Joseph R. Booker Arts Magnet School Improvement Plan Year 2000-2001 Priority 3: Implement Character Education Supporting Dota: In 1996-97, 23 students were suspended for a total of 79 suspensions. In 1997-98, 26 students were suspended for a total of 64 suspensions. In 1998-99, 33 students were suspended for a total of 51 suspensions. In 1999-2000,14 students were suspended for a total of 15 suspensions. In 1996-97, the average number of suspensions per suspended student was 3.4. In 1997-98, the average number decreased to 2.5 suspensions per suspended student. In 1998-99, the average number of suspensions per suspended student dropped to 1.5. In 1999-2000, the average number of suspensions per suspended student dropped to 1.1. In 1998-99, 65% of students who were suspended received more than one suspension. In 1999-2000,7% of students who were suspended received more than one suspension. In 1998-97, 3.8% of Booker Arts Magnet School students received suspensions. In 1997-98, the number increased to 4.3% of students receiving suspensions. In 1998-99, 5.4% of students received at least one suspension. In 1999-2000, 2.6% of students received at least one suspension. In the 1996-97,1997-98, and 1998-99 school years, 100% of students who were chronically absent and who had been suspended from school were below grade level in achievement. 47CCOE survey results for the 1996-97,1997-98, and 1998-99 school years indicated that Students treat other students with respect\", \"Students treat teachers with respect\", \"Students take care of and respect their own property and that of other students\", and Most students obey the rules\" were areas of concern for parents, students, and teachers. Goals: At least 987o of Booker Arts Magnet School's students will be suspension free. At least 95% of Booker Arts Magnet School's suspended students will receive only one suspension per year. One-Year Benchmarks: At least 97.5% of Booker Arts Magnet School students will be suspension-free (an increase of 1 student) during the 2000-2001 school year. At least 93.5% of Booker Arts Magnet School's suspended students (an increase of 1 student) will receive only one suspension during the 2000-2001 school year. 48School Booker Arts Magnet Priority 3: Implement Character Education School improvement Plan Year 2000 - 2001 Intervention: Target At-Risk Students with Intervention Program .f- 'S' 4 Rertori(si) jllmellhe Resources p'L a. 1. Identify at-risk students. ri'? i * 4 '\"S. 2. Involve at-risk students in a mentoring group/club. 3. Provide counselor intervention for at- risk students. 4. Maintain close communication with parents of at-risk students. 5. Develop individual behavior plans for at-risk students, if necessary. 6. Provide incentives for at-risk students exhibiting appropriate behavior. 7. Monitor at-risk students progress on a quarterly basis utilizing referral forms. 8. Conduct summative evaluation of the plans implementation: make adjustments for 2001-2002. Joyce Willingham Cheryl Carson Vivian Dooley Tammy Gingerich Vivian Dooley Tammy Gingerich Joyce Willingham Vivian Dooley Tammy Gingerich K-Fifth Grade Teachers Counselors Character Education Committee Joyce Willingham Cheryl Carson Cheryl Carson Character Education Committee 8-21-00 to 6-1-01 10-4-00 to 6-1-01 8-21-00 to 6-1-01 8-21-00 to 6-1-01 8-21-00 to 6-1-01 8-21-00 to 6-1-01 10-23-00 to 6-1-01 6-1-01 to 6-15-01 49 Parents Incentives Dr. Linda Watson ,ie^ . 2^ as ppnatlon/ ^rant/FIA .lU. DonationsSchool Booker Arts Magnet Priority 3\nImplement Character Education School Improvement Plan Year 2000 - 2001 Intervention: Implement Character-Centered Teaching I?\n.J_-k w \u0026lt; Adildjii t is-.. vM- s/- 1. Develop plan for implementing Character-Centered Teaching. 2. Present plan to staff. 3. Enlist parental support. 4. Enlist community support. 5. Implement plan. 6. Monitor implementation of plan. 7. Conduct summative evaluation of plans implementation\nmake adjustments for 2001-2002.. F^raph(si Character Education Committee Character Education Committee Character Education Committee Character Education Committee Cheryl Carson Character Education Committee Cheryl Carson Character Education Committee Cheryl Carson Character Education Committee .Onieilite/ BS Resources r=^- 1 6-15-00 to 8-9-00 8-9-00 to 8-15-00 8-15-00 to 6-1-01 8-15-00 to 6-1-01 8-21-00 to 6-1-01 8-21-00 to 6-1-01 6-1-01 to 6-15-01 50 SSi Business i Donation/ Orartt/hTA -\u0026lt;Wn' sA-vSchool Booker Arts Magnet Priority 3: Implement Character Education School Improvement Plan Year 2000 - 2001 Intervention: Increase Amount of Character Education Materials .. Acuphs % BySiridsS Resources fiWonW- IWJ!\".' AespBiwiBie. . 's'* 'cs* 1. Examine caxaiogs for Cnaracier  of ( Mi Education materials. 2. Implement Internet search for Character Education materials. 3. Select and purchase Character Education materials. 4. Inservice faculty on the use of Character Education materials. 5. Conduct summative evaluation of the plans implementation\nmake adjustments for 2001-2002. Character Education Committee Character Education Committee Character Education Committee Cheryl Carson Lou Alley Character Education Committee Cheryl Carson Character Education Committee t Jr 6-15-00 to 10-1-00 6-15-00 to 10-1-00 6-15-00 to 10-1-00 8-9-00 to 6-1-01 6-1-01 to 6-15-01 51 S' / .2S_5. J? Dr. Bonnie Lesley Dr. Bonnie Lesley $5,000 for materials Gail Hester ... Donation/ z^ratftfMtA ii $5,000STUOENT ATTENDANCE NARRATIVE The Student Attendance Committee held its first meeting on October 4,1999. During this meeting, the committee examined attendance data for all students, achievement data for excessively absent students, achievement and attendance data for suspended students, and attendance data for staff. The Student Attendance Committee also identified the criteria for a student to be considered excessively absent during a school year. \"Excessively absent\" was defined as being absent 16 or more days during a school year. These absences could be excused absences, uncxcused absences, or a combination of both kinds of absences. The Student Attendance Committee also met on October 11,1999 and November 29, 1999. An analysis of attendance data indicated that 13% of students were excessively absent in 1996-97,11 % of students were excessively absent in 1997-98, and 8% of students were excessively absent in 1998-99 (See Table 12). The Average Daily Attendance for 1996-97 was 578.5 students. The Average Daily Attendance in 1997-98 was 593.6 students. In 1998-99, the Average Daily Attendance was 606.4 students (See Table 13). The percentage of student attendance during the third quarter of 1996-97 was 96.29%. The Third Quarter Average Attendance for 1997-98 was 95.06%. In 1998-99, the Third Quarter Average Attendance was 96.18%. In 1999- 2000, the Third Quarter average attendance was 96.57%. The average Third Quarter average attendance for these years was 96.03. (See Table 12). An examination of the achievement levels of currently enrolled students that were excessively absent during the 1996-97,1997-98, and/or 1998-99 school years indicated that 28% of the students were at or above grade level in achievement. Seventy-two percent of currently enrolled students who were excessively absent one or more of these years were below grade level in achievement. Early Prevention of School Failure scores, SAT 9 Basic Battery scores. Little Rock School District Criterion- Referenced Test scores, and Grade 4 Benchmark Exam scores were utilized to assess achievement. Analysis of the attendance, achievement, and suspension data indicated that 100% of suspended students who were excessively absent were below grade level in achievement. The Student Attendance committee also analyzed data on staff attendance for the 1997-98 and 1998-99 school years. Data for the 1996- 97 school year was not available. The attendance rate was based on the number of sick leave and personal leave days taken per staff member compared to the number of contracted workdays. The analysis for the two- year period indicated a consistent rate of attendance among staff members95% for both the 1997-98 and 1998-99 school years. The data was disaggregated by grade level, subject area, and position to determine whether patterns of absenteeism existed. In summary, the Student Attendance Committee was concerned about the percentage of students who were excessively absent while also recognizing that this percentage had declined each year. The committee felt that improving the attendance of excessively absent students would positively impact their student achievement. The committee also decided to refer the matter of improving staff attendance to the building level and district level administrators for their consideration. The Student Attendance Committee next began to closely examine components of Booker Arts Magnet Schools attendance program to determine how the existing program might be improved to increase student attendance. In order to identify interventions that would most likely be successful in improving student attendance, research was reviewed. The survey of research confirmed the impact of student attendance on academic achievement. Hegner stated, \"The success of the educational process depends on the presence of pupils in the classroom, continuity of instruction, class participation, and well-planned instructional activities under the guidance of a competent insti^uctor\" (Hegner 1987). Ediger concurred, \"When students are tardy or absent.. .sequential learning cannot occur, subject matter and skills cannot be developed, and much student talent is wasted\" (Ediger 1987). Ratigan and Kube stated, \"Students who are absent from class miss out on significant educational opportunities.. .Absenteeism costs billions of dollars due to lost instructional time\" (Ratigan and Kube 1991). Research confirmed that a correlation does exist between student attendance and academic achievement. A study conducted at North Scott High School in Eldridge, Iowa revealed that classroom teachers recognized that their students' academic achievement improved due to increased daily attendance (Ratigan and Kube 1991). Research identified two elements that were common to programs successful in encouraging student attendance. Bolos and Lincoln agreed with 53Kubc and Ratigan that parental involvement was essential to the success of attendance programs (Bolos and Lincoln 1983, Kube and Ratigan 1991). The use of incentives to improve student attendance was determined to be successful according to Bolos, Lincoln, and Goldman (Bolos and Lincoln 1983, Goldman 1989). Goldman reported another significant result of implementing a program to increase student attendance, \"Aside from the obvious benefits of having the kids in school consistently, the notion of heightened awareness about attendance has spread into a more general attitude of improved scholastic achievement\" (Goldman 1989). The Student Attendance Committee selected targeting chronic absentees with an intervention program, providing incentives to students to encourage perfect attendance, and involving parents in encouraging perfect attendance as interventions for improving student attendance. It was the consensus of the committee that students have to be present to maximize learning. Kube and Ratigan summed up the observations of the Student Attendance Committee by saying, \"With absenteeism down, learning can only go up!\" (Kube and Ratigan 1991). 54School Joseph R, Booker Arts Magnet School Improvement Plan Year 2000-2001 Priority 4: Increase Student Attendance Supporting Data: In 1996-97,137o of students (78 of 603) were excessively absent (absent 16 or more days). In 1997-98,11% of students (66 of 597) were excessively absent. In 1998-99, 8% (46 of 606) students were excessively absent. 28% of currently enrolled students who were excessively absent during the 1996-97,1997-98, and/or 1998-99 school years are at or above grade level in achievement. 72% of currently enrolled students who were excessively absent one or more of the three previous years are below grade level in achievement. The daily average attendance for 1996-97 was 578.5, for 1997-98 was 593.57, and for 1998-99 was 606.37, The Third Quarter Average Attendance for 1996-97 was 96.29%, for 1997-98 was 95.06%, and for 1998-99 was 96.18%, and for 1999-00 was 96.57. The four-year average was 96.03%. 6oal(s): The average daily attendance rate of Booker Arts Magnet School students will be at least 984. At least 95% of Booker Arts Magnet School students will attend school regularly. 55One-Year Benchmarks: The average daily attendance rate of Booker Arts Magnet School students will increase by at least 0.16 percent (an increase to 96.73%) during the 2000-2001 school year as measured by Third Quarter Average Attendance. At least 92.3% of Booker Arts Magnet School students (an increase of 2 students) will attend school regularly by accumulating no more than 15 absences during the 2000-2001 school year. 56School Booker Arts Magnet Priority 4: Increase Student Attendance School Improvement Plan Year 2000 - 2001 Intervention: Target Students Who are Excessively Absent with Intervention Program TT-T * hRj \u0026lt; % * _ FjfteXiW)./, ? J V ^nmellrte 1. Identify students who are excessively absent. Cheryl Carson Tisa Manley 'fr.W\u0026gt; District\n2. Identify bubble students (those students who are in danger of being excessively absent.) _______ 3. Provide individual counseling sessions with identified students. Cheryl Carson Tisa Manley 4.Initiate parent contact each time identified student is absent. Vivian Dooley Tammy Gingerich Tisa Manley 5. Provide rewards on a frequent basis for identified students who improve attendance._____________ 6. Conduct summative evaluation of the plans implementation\nmake' adjustments for 2001 -2002. Attendance Committee Cheryl Carson Attendance Committee 8-21-00 to 6-1-01 8-21-00 to 6-1-01 8-21-00 to 6-1-01 8-21-00 to 6-1-01 8-21-00 to 6-1-01 6-1-01 to 6-15-01  Burliness IdUdgU' -I vt ?PuS'. ... Dbhationz,: ..Orantil.TA i 57 Donations DonationsSchool Improvement Plan School Booker Arts Magnet School Year 2000 - 2001 Priority 4: Increase Student Attendance Intervention: Provide Incentives to Encourage Perfect Attendance S?'T 'i i' 3 % tt.: Sr ti- 1. Recognize students and staff monthly with a perfect attendance bulletin board._________________ 2. Provide monthly perfect attendance incentives by grade levels._______________________ 3. Solicit student input in the selection of quarterly school-wide perfect attendance incentives. 4. Provide quarterly school-wide perfect attendance incentives. i /rtV rS: V H: n\u0026gt; Attendance Committee K-Fifth Grade Teachers Attendance Committee Attendance Committee 5. Conduct summative evaluations of the plans implementation\nmake adjustments for 2001-2002.________ Cheryl Carson Attendance Committee 10-2-00 to 6-1-01 10-2-00 to 6-1-01 10-20-00 to 6-1-01 10-20-00 to 6-1-01 6-1-01 to 6-15-01 *\u0026lt; T 1 Z . VIPS 58 Survey $500 for incentives $500 Business. DondtidhA OranVPTA DonationsSchool improvement Plan School Booker Arts Magnet Year 2000 - 2001 Priority 4: Increase Student Attendance Intervention: Involve Parents in Encouraging Perfect Attendance ^.t 11*!  s 1' B Pd^on(a| heapoiisibla Timeline it'y. ResOUrcies Business I*' 1. Inform parents of the impact of attendance on achievement via PTA meetings, newsletters, and memos. 2. Provide incentives to parents to attend student performances and parent conferences. 3. Design logo promoting good attendance to be placed on all communication to parents. 4. Provide information to parents about alternate means of transportation\nexample-bus and taxi. 5. Utilize school directory for carpool information. 6. Conduct summative evaluation of the plans implementation\nmake adjustments for 2001 -2002. Cheryl Carson Attendance Committee PTA Ken Milton Attendance Committee Cheryl Carson Attendance Committee Parents Cheryl Carson Attendance Committee 10-19-00 to 6-1-01 11-18-00 to 6-1-01 11-1-00 to 6-1-01 11-1-00 to 6-2-01 8-5-00 to 6-1-01 6-1-01 to 6-15-01 Donations PTA $50 - Cards  Directory- PTA Budget W iS'-'\n59 $50 Donatioh/ Grdht/PTA , Donations PTAN Hr\u0026gt;2\u0026gt; t w --5 ^0/ '-J -tk 1 1 1 Sx ff^ -h r e e 4D(, to S t mill . ^-Mlll ' tl 11\n'S\u0026gt;- St'dfcujalL /I2. UO 1 III Ifi8 lb'l J03 ID^I IDi\u0026gt; IDS IDZ IDI 1 r s PraLibrOJ \u0026lt;/// j w Hid p-\u0026gt; tint Main Hill bO 310 3/Z Libnjr^ ^o't 311 - \u0026gt; , bJ ffAilujay 1.0^ zdg f4alli^ay' J9\u0026lt;- 3dS y 7 z)s c 2)3\u0026gt; Sor Son s/aewxIR rou^d r-3o 2DS^ ZDI -------\u0026lt; 1J)Z. R C t 3C\u0026gt;% 3o^ 30/ 3d3 5I d e. u) a K 1. 2. 3. 4. 5. 6. 7. 8. 8, 9. BIBLIOGRAPHY Arkansas State Department of Education. 1998. Effective Literacy.\" Available: http: www.arkedu.state.ar.us. Astin, A., K. Green, and W. Zorn. 1987. The American Freshman: 20 Year Trends. Los Angeles, CA: UCLA Higher Education Research Institute. Baroody, A. and H. Ginsburg. 1986. \"The Relationship between Initial Meaning and Mechanical Knowledge of Arithmetic.\" In J. Hievert, ed. Conceptual and Procedural Knowledge: The Case of Mathematics. Hillsdale, NJ: Lawrence Erlbaum. Barr, R., and W. Parrett. 1995. Hope at Last for At-Risk Youth. Needham Heights, MA: Allyn and Bacon. Bracey, G. 1995. Reading Recovery: Is it Effective? Is it Cost- Effective?\" Phi Delta Kappan 76: 493-494. Brooks, P. 1993. Research Summary: Accelerated Reader. Wisconsin Rapids, WI: Advantage Learning Systems. Brownell. W. and C. Chazal. 1935. The Effects of Premature Drill in Third Grade Arithmetic.\" Journal of Educational Research 29:17-28. Carpenter, T, E. Ansell, M. Franke, E. Fennema, and L. Weisbeck. 1993. \"Models of Problem Solving: A Study of Kindergarten Children's Problem-Solving Processes.\" Journal for Research in Mathematics Education 24: 428-441. Carpenter, T. and J. Moser. 1984. The Acquisition of Addition and Subtraction Concepts in Grades One through Three.\" Journal For Research in Mathematics Education 15: 179-202. Clay, M. 1975. What Did I Write?. Auckland, NZ: Heinemann. 6110. Dorn, L, C. french, and T. Jones. 1998. Apprenticeship in Literacy: Transitions Across Reading and Writing. York, ME: Stenhouse. 11. Ediger, M. 1987. School Dropouts, Absenteeism, and Tardiness.\" Viewpoints 87\n13. 12. Goldman, J. 1989. \"Learn to Earn! Growing Number of Schools Offer Cash, Prizes to Spur Students.\" The School Administrator 46:12-14. M 13. Hegner, M. 1987. Absenteeism PreventionA Model for Intervention. NASSP Bulletin 71:125-126. 14. Issacs, A. and W. Carroll. 1999. Strategies for Basic-facts Instruction.\" Teaching Children Mathematics 5: 1-17. 15. Juel, C. 1988. Learning to Read and Write: A Longitudinal Study of fifty-four Children from first Through fourth Grade.\" Journal of Educational Psychology 80: 437-447. 16. Kube, B., and G. Ratigan. 1991. All Present and Accounted for.\" The American School Board Journal 178: 22-23. 17. Langlois, D. and C. Zales. 1991. Anatomy of a Top Teacher. The American School Board Journal 178: 44-46. 18. Lickona, T. 1999. Religion and Character.\" Phi Delta Kappan 81: 21-27. 19. Lipsitz, J. 1984. Successful Schools for Young Adolescents. New Brunswick, NJ: Transaction. w 20. Lyons, C. 1991. Reading Recovery. Questions Classroom Teachers Ask. The Reading Teacher 31: 384-408. 21. Osbourne, P. and E. Adams, 1998. Research Summary: Accelerated Reader. Wisconsin Rapids, WI: Advantage Learning Systems. 22.Paul, T. 1992. National Research Study and Theory of Reading Practices. Madison, WI: The Institute for Academic Excellence. 6223. Paul, T. 1993. National Study of LiteratureBased Reading: How Literature-Based Reading Improves Both Reading and Math Ability. Madison, WI: The Institute for Academic Excellence. 24. Pinnell, G. 1995. Reading Recovery: A Review of Research: Educational Report #23, Special Topics Issue. Columbus, Ohio. Martha L. King Language and Literacy Center. 25. Rathmell, E. 1978. \"Using Thinking Strategies to Teach the Basic Facts.\" In Developing Computational Skills. 1978 Yearbook of the National Council of Teachers of Mathematics. Reston, VA: Nation Council of Teachers of Mathematics. 26. Ratigan, \u0026amp;. and B. Kube. 1991. \"Developing a Student Attendance Policy that Works.\" ERS Spectrum 91: 37-41. 27. Resnick, L 1983. \"A Developmental Theory of Number Understanding.\" In H. Ginsburg, ed. The Development of Mathematical Thinking. New York, NY: Academic Press. 28. Siegler, R. and E. Jenkins. 1989. How Children Discover New Strategies. Hillsdale, NJ: Lawrence Erlbaum. 29. Thornton, C. and P. Smith. 1988. Action Research: Strategies for Learning Subtraction Facts.\" Arithmetic Teacher 35: 8-12. 30. Zemelman, S., H. Daniels, and A. Hyde. 1998. Best Practice: New Standards for Teaching and Learning in America's Schools. Portsmouth, NH: Heinemann. 63BOOKER ARTS MAGNET SCHOOL Percentage of Students Scoring Proficient or Advanced on Fourth Grade Literacy Benchmark Exam 1997-1999 Table 1 1997-98 1998-99 BM BF WM WF OM OF 15% 4% 35% 30% 0% 33% 0% 35% 58% 63% 0% 100% Total 20% 39% BOOKER ARTS MAGNET SCHOOL Percentage of Fifth Grade Students Scoring At or Above the 50^^ Percentile in SAT 9 Total Reading Scores 1997-2000 Table 2 1997-98 1998-99 1999-2000 BM BF WM WF OM OF 16% 27% 43% 61% 100% 67% 15% 15% 50% 62% 100% 33% 7% 24% 75% 47% 07o 100% Total 40% 35% 37% 64BOOKER ARTS MAGNET SCHOOL Percentage of Fifth Grade Students Scoring At or Above Average in SAT 9 Reading Vocabulary and Comprehension Tabic 3 1997-98 1998-99 1999-2000 Vocabulary Comprehension 65% 72% 66%\u0026gt; BOOKER ARTS MAGNET SCHOOL Percentage of Mastery on Fourth Quarter Criterion-Referenced Reading Test 1998 -1999 Table 4 Second Third Fourth Fifth Sixth 66% 727o 867o 847o 65BOOKER ARTS MAGNET SCHOOL Percentage of Students Scoring Proficient or Advanced on Fourth Grade Mathematics Benchmark Exam 1997-1999 Tabic 5 1997-98 1998-99 BM BF WF OF 10% 5% 30% 20% 100% 33% 57a 0% 5Z7a 38% Q7a 100% Total 17% 39% BOOKER ARTS MAGNET SCHOOL Percentage of Fifth Grade Students Scoring At or Above the 50^^ Percentile in SAT 9 Total Math Scores 1997-2000 Table 6 1997-98 1998-99 1999-2000 8M BF WM WF OM OF 14% 47., 337o 23% 100% Z57a 14% 4% 33% 237o 1007o Z57a 147o 207o 63% 317o 50% 1007o Total 18% 18% 31% 66BOOKER ARTS MAGNET SCHOOL Percentage of Students Scoring At or Above Average In SAT 9 Math Problem Solving and Procedures 1997 - 2000 Table 7 1997-98 1998-99 1999-00 Problem Solving Procedures 73% 36% 637o 38% 66%, 44% BOOKER ARTS MAGNET SCHOOL Percentage of Mastery on Fourth Quarter Criterion-Referenced Math Test 1998 -1999 Table 8 Second Third Fourth Fifth Sixth 87% 75% 187o 557o 547o 67BOOKER ARTS MAGNET SCHOOL Number of Students Suspended and Number of Suspensions 1996 - 2000 Table 9 1996-97 1997-98 1998-99 1999-00 Number Of Students Suspended Number Of Suspensions 23 79 26 64 33 51 14 15 BOOKER ARTS MAGNET SCHOOL Average Number of Suspensions Per Suspended Students 1996 - 2000 Table 10 1996-97 1997-98 1998-99 1999-00 Average Number of Suspensions 3.4 2.5 1.5 1.1 BOOKER ARTS MAGNET SCHOOL Percentage of Students Receiving at Least One Suspension Table 11 1996-97 1997-98 1998-99 1999-00 Percentage of Students 3.8 4.3 5.4 2.6 68BOOKER ARTS MAGNET SCHOOL Percentage of Students Absent 16 or More Days 1996 -1999 Tabic 12 1996 - 97 1997 - 98 1998 -99 137o 117o 8% BOOKER ARTS MAGNET SCHOOL Average Daily Attendance 1996 - 1999 Table 13 1996 - 97 1997 - 98 1998 - 99 578.50 593.57 606.37 BOOKER ARTS MAGNET SCHOOL Third Quarter Average Attendance 1996 - 2000 Table 14 1996 - 97 1997-98 1998-99 1999-00 96.29% 95.06% 96.18% 96.57 69BradyL i I 4 II I te .- \u0026gt;1 ' I \"d i*i 4 Ir* !-*JE i^S w I Saaaia^MBjglMiMBMMaftMWMMMMII M IM jL'i^iyrc^ ^EPCQ\u0026lt;iscfKoo. (0X50:^00: I 27zs s-tiuknts, staff, aru I coTn/nz/Tiii^ of I Braxiy E^Cementary SofiooC(iave. I fi-i^fL. e?(pc.ctations. bc-Cicx^c^  tfiat ad students can Become. i successful Cife Cong Ceamers. fwj p Ek*' [iW? L\n-^ K| .9 \u0026gt;1 I  ft * ft ^i k IStudent Test Results Test Type: Stanford Achievement Grade 5 Testing Category: Math Average Scale Score: 650 Median National Percentile: 16 Average NCE Score: 33 Students Tested: 39 Students Not Tested 9 Percent of students scoring in each group 1-25 62 26-50 21 51-75 15 76-99 3LITTLE ROCK SCHOOL DISTRICT BRADY ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000-2001 PRIORITY 1\nTo improve student achievement in literacy. SUPPORTING DATA: State Grade 4 Benchmark ACTAAP Exam SAT 9 Grade 5 Total Reading LRSD Grades 2-5 ALT 19% proficient or above 29% above 50* percentile proficient or above GOAL\nGrade 4 Benchmark ACTAAP Exam SAT 9 Grade 5 Reading LRSD Grades 2-5 ALT 100% proficient or above 65% at or above 50* percentile 100% proficient or above BENCHMARK\nGrade 4 Benchmark ACTAAP 8 points 8.1% or 4 students from basic and below to proficient and advanced. SAT 9 Grade 5 Reading 7 points *27% or 11 students from lowest quartile to 2^ and 3*^ quartile. *9% or 4 students from 2* to 3\"* quartile. *13% or 5 students from 3\"* quartile to highest quartile. LRSD Grade 2-5 ALT INTERVENTION: Success for All Reading Program, Professional Development for teacher Pre-Kindergarten - 5* grades, tutors (peer, after school, volunteers), Family Math-Science-Literacy Nights, Parent Center. Math Investigation In Service for 4* and 5* Grade Parents. _______________________________________________________________BRADY ELEMENTARY SCHOOL IMPROVEMENT PLAN ACTIONS PERSON(S) RESPONSIBLE TIMELINE (STARTING ENDING DATES) SOURCES OF FUNDING District Title 1 RESOURCES 1. Develop an individual education plan for students basic and below,__________ 2. Provide professional development for certified staff in SFA implementation and refresher classes.__________ 3. Provide three Family Math-Science-Literacy Night activities for parents and students._____________ 4. Recruit tutors (peer, volunteers) to assist students.________________ 5. Conduct weekly Family Support Meetings.________ 6. Monitor and adjust plans as needed to ensure increased student achievement. _______ Ada Keown\nClassroom teachers\nAimee Littrell Speech teacher_______ Veta Flanagan Judy Milam August - September 2000 August 2000 - January 2001 N/A N/A APIG OTHER N/A SAT-9 Test Scores ALT Test Scores $13,05 5.00 John Hopkins University Memphis Colette Bell Veta Flanagan Ada Keown Verna Scrubbs Susan Crosby Ada Keown________ Family Support Team Ada Keown Campus Leadership Team February 2001 - April 2001 September 2000 - Ongoing September 2000 - Ongoing September 2000 - Ongoing N/A N/A N/A $300.0 0 N/A N/A N/A i N/A N/A N/A IRC VIPs Office Special Education Department PRE Department\nALT teacher made test\nReport cards.LITTLE ROCK SCHOOL DISTRICT BRADY ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000-2001 PRIORITY 2: To improve student achievement in mathematics SUPPORTING DATA: State Grade 4 Benchmark ACTAAP Exam SAT 9 Grade 5 Total Mathematics LRSD Grade 2-5 ALT Mathematics 6% proficient or above 20% above 50*** percentile proficient or above GOAL: Grade 4 Benchmark ACTAAP Exam SAT 9 Grade 5 Mathematics LRSD Grades 2-5 ALT Mathematics 100% proficient or above 65% at or above 50*** percentile 100% proficient or above BENCHMARK: Grade 4 Benchmark Mathematics SAT 9 Grade 5 Mathematics 9 points 8 points 9.4% or 5 students from basic and below to proficient or above *43% or 18 students form lowest quartile to 2* and 3* quartile. *3% or 1 student from 2* to 3*^ quartile. 25% or 10 students from 3*^ to highest quartile. LRSD Grades 2-5 ALT Mathematics INTERVENTION\nProfessional Development for teachers in Pre-Kindergarten, provide tutors (peer, after school, volunteers). Family Math-Science-Literacy Nights, Parent Center.____________________________________________ACTIONS 1. Select a committee of teacher to explore professional development that would meet the needs of Brady students._________ 2. Develop an individual education plan for students basic and below.__________ 3. Invite District math Specialist to in-service tutors for students basic and below.__________________ 4. Design take-home materials for the parent center in coordination with the District Math Curriculum. BRADY ELEMENTARY SCHOOL IMPROVEMENT PLAN PERSON(S) RESPONSIBLE Ada Keown Campus Leadership Team Mary Wood Colette Bell Ann Harrod Eva Young Ada Keown Colette Bell  Becky Hight TIMELINE (STARTING ENDING DATES) October 2000 August 2000 August 2000 January 2001 - Ongoing SOURCES OF FUNDING RESOURCES District TMel $300.00 APIG OTHER LRSD Staff Developmen PRE Department Math Department IRC Math Department IRC PRE Department Math Department PRE DepartmentLITTLE ROCK SCHOOL DISTRICT BRADY ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000-2001 PRIORITY 3\nTo improve parental/community involvement. SUPPORTING DATA: 1999 - 2000 VIPS Hours Statistics shows Brady had 979 Vt volunteer hours from March 1,1999 - February 28, 2000. GOAL: Brady Elementary will show an increase in parental involvement by 20%. BENCHMARK: 100% of Brady parents will be actively involved in our school activities. Intervention increase parental contact time through expanded participation in academics and/or school activities. INTERVENTION: Family Math/Science Literacy Night, Parent Center - Volunteer tutors. Grandparents Day Fall carnival, PTA Open House, Field Day, PTA Program__________________________________________________________ACTIONS 1. Conduct a preschool parent meeting for PreKindergarten and Kindergarten.____________ 2. Provide PTA Programs with performances by students._________________ 3. Enlist parents and community volunteers as resources speakers._______ 4. Schedule special events:  Science Fair  Book Fair  Juice on the Curve  Open House  Chess club  PTA Program  Fall Carnival  Field Day  Career Day  SECME Club________ 5. Schedule parent inservices on the Benchmark Exam. BRADY ELEMENTARY SCHOOL IMPROVEMENT PLAN PERSON(S) RESPONSIBLE Pre-Kindergarten and Kindergarten\nMs. Daniel\nand Ms. Keown Ms. Crosby Classroom Teachers PTA Board_____________ PTA Board Campus Leadership Team Brady staff Daniel, Young, Scrubbs, and Clifford TIMELINE (STARTING ENDING DATES) August 2000 October 2000 - Ongoing August 2000 September 2000 - May 2000 February 2001 SOURCES OF FUNDING RESOURCES Diitrict $50.00 N/A N/A N/A N/A Title 1 APIG OTHER Parents/T eachers/Counse N/A N/A N/A N/A N/A N/A N/A N/A PTA Board VIPS Office Parents Resource PRECarver ACARVER MAGNET SCHOOL Fax:501-3242421 Sep 2b DU li:3b K. Ul/Ul School Name: Carver Monnet Elementary School Number of Teachers: 44 Number of Support Staff: 26 Attendance: (% of average daily attendance: maximum = 100%) 96 7 Enrollment: 514 Developmental Reading Readiness Assessment - Percent of students in grades K - 2 who have developed appropriate reoding readiness skills for their grade level: Kindergarten: 100% First 6rade: 79% Second Grade: 80% Percent of PTA members last year: 590 Volunteer hours last year: 10,344 Percent of teachers with Masters Degree: 50% Percent of teachers with 9* years of teaching experience: 61V Discipline and Safety - Percent of students NOT receiving o reportable discipline sanction: 100% (By state low, discipline sanctions must be reported and include acts involving drugs, ossoults, alcohol, weapons or gongs.) School Improvement Pions - The following ore priorities for our school and ore included in our School Improvement Plan. The complete School Improvement Plan is ovoiloble in the office and Includes specific actions and resources needed for implementation. MISSION Carver is a school where children come firSt! Caring Staff, parents and community work together to insure a quality academic ond social education for oil students. Our five priorities for school improvement ore: 1. To increase student achievement in reoding/writing literacy. 2. To increase student achievement in mathematics. 3. To improve student discipline. 4. To improve student and Stoff attendance. 5. To increase the number of personal professional development hours.I I. n. Purpose, Core Beliefs, Vision, Mission and Coals School and Community History ( m. Change at Carver IV. ACSIP Priority Team Structure V. /ACSIP Targets I Activities VI. The Plan A. Reading ! Writing Literacy B. Mathematics C. Discipline D. Attendance E. Professional Development it VC.I 4- La / a IVtUIIIZ ft A (V)U^IIC- I I 4. C-!...! Purpose for being here: All children should leave Carver with a sense of value. Core Beliefs 1. 2. 3. 4. All children are teachable and lovable, and it is our job as professionals to find and implement ways each child learns academically and behaviorally. All children learn better in a loving, nurturing, accepting and structured environment. All children and parents should take ownership and personal responsibility for becoming life-long learners. We believe that lead management is necessary and facilitates movement toward the development of a quality school. Shared Vision Carver Magnet Elementary School will be a school characterized by: (  Effective teams composed of staff, students, and parents  Enriched, diverse, spacious, functional, learning environment  Capable students of good character  Enriched, personalized, state-of-the-art educational program that meets both the cognitive and affective needs of all stakeholders  Producing results of high quality Mission Statement Carver is a school where children come first! Caring staff, parents and community work together to insure a quality academic and social education for oil students. Coals: / 1. High expectations: Teachers enthusiastically accept the challenge to teach all students believing that all will learn through active participation in a process-focused curriculum. 2. Monitoring and Assessment: The staff at Carver will strive to improve student performance and reduce achievement disparity through instructional programs, staff development, and multiple assessment techniques. 3. School Climate: Carver radiates a safe, healthy, orderly purposeful atmosphere, conducive to learning, and free from the threat of physical harm. It will have a full enrollment and cohesiveness among diverse groups. 4. Parent and Community Involvement: Parents and other members of the community are involved in significant roles that support the accomplishment of the Carver vision.I C.rl- H r.r. / In 1924, the block citizens of east Little Rock established a four-room school and named it to honor Dr. George Washington Carver, a world-famous inventor, educator, and scientist. Today's east Little Rock's George Washington Carver Magnet Elementary, built in 1988, has evolved into a beautiful facility with twenty - four classrooms and eleven specialty areas. The foresight of the founders and the relevance to our theme of mathematics and science education allowed us to keep the name in honor of Dr. Carver who dedicated his life to serving mankind. Carver Magnet Elementary is located in a lower socioeconomic, predominately black community in the industrial section of east Little Rock. The process of restructuring the original Carver Elementary to the present Carver Magnet Elementary has been a challenging yet rewarding experience for all of those involved. The \"old\" Carver Elementary located on Apperson gained a reputation as the most difficult school to desegregate in Little Rock School Disdrict. An old neglected school building, high susp\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_454","title":"Grants","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["2000/2006"],"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--21st Century","Little Rock School District","Education--Arkansas","Education--Finance","School improvement programs"],"dcterms_title":["Grants"],"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/454"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["48 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 February 22, 1990 TO: FROM: THROUGH: SUBJECT: Eugene Reville, Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Community Support Grants Ihe Little Rock School District met with Area Schools Committee on February 12 to discuss deletions and/or additions to the Tri-District Desegregation Plan. Both parties agreed that the community support grants should be deleted from the plan. The community support grants were intended to be used by area schools to support recruitment efforts. However, both parties agreed that the attendance zones will serve as a natural recruitment tool. Please note that this request only applies to the community support grants. The academic progress incentive grants should not be deleted. cc: Chip Jones Estelle Matthis Martha Alman, Committee Chairperson Arma Hart 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361received mm 27  LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS Office of Desegregation Monitoring z TO: Board of Directory May 28, 1992 FROM: THROUGH: SUBJECT: Estelle MatthH,* Associate Superintendent for Educational Programs Ruth S. Steele, Superintendent of Schools 6^^ Arkansas Better Chance (ABC) Grant Proposal The Arkansas Department of Education recently announced the availability of funds to establish and expand developmentally-appropriate early childhood programs which identify and assist educationally-deprived children, ages three (3) to five (5), as specified in the Arkansas Better Chance Program, Act 212 of 1991. The request for proposals was released after April 16, 1992, and the deadline for submission is June 1, 1992. Provided for your review are copies of the Program Abstract for applications for expansion of our center- and home-based early childhood education programs. The goals, objectives, and other components provide the basic information that was provided to you in our Early Childhood Continuance Grant last month. The proposed expansion sites for our center-based program are Bale, Cloverdale, Geyer Springs, Watson, and Wilson Elementary Schools. Southwest Little Rock is the targeted area for expansion of our home-based program. We are also requesting funds to improve playgrounds and expand our staff development activities for our early childhood staff. Attached is the proposed Arkansas Better Chance budget request for funding. We recommend the approval of our submission of this expansion proposal to the Arkansas Department of Education.ARKANSAS BETTER CHANCE PROGRAM 1992-93 PROGRAM ABSTRACT A, Statement of Need The Little Rock School District believes that Early Childhood Education is a means of meeting the needs of disadvantaged students and improving the racial balance at schools that are difficult to desegregate. Furthermore, we believe that effective early childhood programs will reduce, if not eliminate, the need for major remediation programs in the upper grades. For these reasons. the enhancement and expansion of the Early Childhood Education program will continue to be a priority for the Little Rock School District. During the 1992 registration period, 671 parents registered their child from within the Little Rock School District, 15 applicants from North Little Rock, and 20 applicants from Pulaski County. Needless to say, the demand is greater than the supply. 706 total applications 378 openings B. Overall Objectives The overall objectives of this program are to address the needs of at-risk students at the earliest possible age in a manner that ensures success in learning and diminishes the current disparity in performance between not only black and white children but economically advantaged and economically disadvantaged children.Arkansas Better Chance Program - Page 2 C. Type of Program The center-based program for four-year-old children is designed to proxdde developmental and educational experiences that hold the potential for greater academic achievement and enhanced educational opportunity for all children. The early childhood educational center-based programs are geared to providing the skills and experiences that have often been lacking in the lower-income youngsters. This is tremendously important, not only to the parent but to the self-image and selfconfidence of the child. The early childhood education programs are a major part of the Little Rock School Districts response to Goal One of America 2000: All children in America will start school ready to learn. D. Number of Students To Be Served The Little Rock School Districts center-based program will serve 378 children. Fifty-four of the students are included in the continuance grant and 324 will be served through the expansion grant (90 students-five new classes - playground/staff development - 234 children). E. Curriculum The Little Rock School Districts curriculum-based four-year-old-program uses a curriculum that was developed by a task force composed of specialists, teachers, instructional aides, and parents. The curriculum is based on young childrens interests and styles of learning which guide daily activities. It allows for children to become active learners and gives them freedom to act on materials, to use them in their own ways, and to move about and interact verbally and physically with other children and their teachers. The curriculum is sensitive to the cultural and ethnic heritage of children and provides for interaction with students from various backgrounds in diverse settings to learn to respectArkansas Better Chance Program - Page 3 and value each other. It also enables children to deal more skillfully with differences they encounter upon entering school. F. Parent Involvement Component Active involvement of the parents is critical to the childs success in school. It reinforces and helps sustain the effects of school programs. Parents will become involved in the implementation of the program through: * Orientation meetings - parents will be acquainted with the initial program at Open House. * Parent participation - parents will be invited to volunteer in the classroom, accompanying the class on field trips, and observing the children in the classroom.  Workshops - will be provided on various topics as a means to improve parent effectiveness. * Advisory Council - parents who serve on this council will have direct input into the programs. G. Collaboration With Other Service Agencies The Little Rock School District Early Childhood Education Program works actively with other service agencies such as: human service agencies, health care agencies. Interagency Coordinating Council, and various other agencies to ensure that the needs of our children and their families are met.Arkansas Better Chance Program - Page 4 H. Screening and Evaluation Plan Frequent assessments of the childrens progress through teacher observations, samples of childrens work, and parental input are used to modify experiences to enhance development and to ensure \"that all children will start school ready to learn.\" Also, children who are in the program will be monitored as they progress through the grades. EPSDT screening will be provided for all children in the program. I. Community Involvement The Little Rock School District has a strong tradition of involvement with local community groups. businesses, industries, and institutions of higher education. Community and parental involvement is essential for the programs success. The program grew out of the needs of the community, and it will be responsive to the community. J. Plan for Transition from Early Childhood Programs to Public Schools The center-based programs are located in sixteen (16) individual school sites which allows the programs to be introduced to and receive the services of numerous resources and support staff available within the public schools. The plan allows for visitation of kindergarten classes within the schools along with participation and involvement in school activities. Also, information regarding individual student progress is shared with the upcoming teacher.PROGRAM ABSTRACT HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS A. Statement of Need The Little Rock School Districts Home Instruction Program for Preschool Youngsters (HIPPY) will serve economically and educationally at-risk families during the 1992-93 school year. The southwest Little Rock area has been identified as the targeted population as many children in this area are not being served by pre-school agencies. HIPPY programs operate with two major sets of goals and objectives. The child-focused goals include Ua'O years of programming with 18 story books, 60 activity packets, and a set of 16 colored plastic shapes. These materials concentrate on language development, sensory and perceptual discrimination skills, and problem solving. Specific objectives include: language instruction skills such as listening, asking questions, talking about the text, picture reading, story creation, serialization and vocabulary-building\ndiscrimination skills such as visual, auditory and tactile skills\nand problem-solving activities such as listing, sorting, matching. and grouping concrete objects, then representations of objects. Parent-focused objectives include improvement of parental self-esteem, improved parent-as-educator skills, improved parental problem-solving skills, and development of the parents concept as an advocate for their childs educational needs. Operational goals and objectives for HIPPY programs in the 1992-93 school year include recruitment of HIPPY families by mid-September and delivering of the 30- week curriculum with the program concluding by the end of May, 1993. Family group meetings will be scheduled and held on a monthly basis, statewide coordinator meetings and training will occur on a bi-monthly basis, and various paraprofessional training will be held throughout the year. Regional coordinator meetings will be held on a bi-monthly basis alternating with the statewide meeting schedule. B. Type of Program Home-based Program The placement of the HIPPY program in the Little Rock School District has been done with the specific intention of working in a cooperative and collaborative effort to maximize our efforts to effectively intervene in the lives of these children. This program is designed to empower parents. All parents want what is best for their children\nHIPPY builds upon this basic fact. The HIPPY model creates opportunitiesArkansas Better Chance Program - HIPPY Page 2 for positive educational interactions between parents and their four- and five-year olds. Parents take active roles as their childrens primary educator. C. Number of Students to Be Served/Service Areas The HIPPY program sponsored by the Little Rock School District is designed to address the educational and developmental needs of four- and five-year-old children in our program service area. We will identify educationally \"at risk\" families with children in these two age groups through formal screenings, recruitment from targeted neighborhoods, and other informal approaches. The Little Rock School District HIPPY program plans to serve an additional 36 children during the 1992-93 school year. D. Curriculum The HIPPY program is designed for parents with limited formal schooling to provide educational enrichment for their preschool children. Support and training for the parents are given by paraprofessionals, themselves parents of young children from the communities served by the program. International research suggests that HIPPY benefits disadvantaged children by improving academic achievement and adjustment to school\nby improving parental self-concepts\nand by increasing their interest and involvement in the education of their children, their involvement in community affairs, and their interest in pursuing further education for themselves. The HIPPY curriculum guides parents in creating opportunities for their children to learn the basic skills and knowledge necessary for early school success. E. Training and Professional Development Training and professional development opportunities are provided weekly during inservice training. District supervisors and community leaders provide enrichment for our Home Visitors. They also attend the training provided by the Arkansas HIPPY Technical Resource Center. F. Parent Involvement The program provides parental outreach through the Parent Advisory Council and office staff. Special programs and workshops enhance parents interests and knowledge of child growth and development. The Parent Advisory Council that is in place will sponsor activities for parents and act as a liaison for parents in the community.Arkansas Better Chance Program - HIPPY Page 3 G. H. 1. Transition Activities Transition activities will be available for parents and HIPPY children by providing kindergarten teachers, parents, and social workers the opportunity to speak at group meetings and give information on the requirements of schools. This information will empower the parents and children as to what is needed to successfully make the transition from home-based services to kindergarten, a more structured school envirorunent. Collaborative Agreements We will work to serve HIPPY program children through Watershed, Inc. and the Adult Education Center. Watershed, Inc. will refer potential Home Visitors applicants and the HIPPY program will refer HIPPY parents to Watershed when they need assistance for food, clothing, or utilities. The HIPPY staff will present the HIPPY concept to participants involved in job training at Watershed. The Adult Education Center will allow the HIPPY staff to use their auditorium for special programs. The Little Rock HIPPY staff will refer HIPPY parents to Adult Education in order for them to continue their education. Screening and Evaluation All of the five-year-old participants receive pre and post assessments by the District using the Early Prevention of School Failure assessment instrument. A pre and post assessment will be conducted using the HIPPY curriculum to identify the participants readiness skills. The program will be evaluated in order to determine the overall effectiveness of early childhood services. A survey to kindergarten teachers and a telephone survey to parents will be used to measure the program goals and objectives. The Home Visitors will be evaluated at least twice during the year to assess their knowledge of the program. All HIPPY programs in Arkansas participate in a standardized program evaluation system. This system consists of a set of materials issued from HIPPY USA and submitted by local programs back to HIPPY USA or the Arkansas Regional HIPPY Office. This data will cover recruitment of HIPPY families and initial family assessment (baseline data information). Paraprofessional home visit reports will be completed after each visit with parents. Monthly reports summarizing each family s involvement will be completed by the staff and forwarded to HIPPY USA.ARKANSAS BETTER CHANCE PROGRAM - PROPOSED BUDGET BUDGET CATEGORY ABC MATCH TOTAL SALARIES Coordinator/Program Manager Teachers Paraprofessionals Administrative/Support Personnel Other (specify) HIPPY Secretary 17,720.00 154,500.00 61,190.00 69,312.00 401,700.00 130,223.00 87,032.00 556,200.00 191,413.00 FRINGE BENEFITS 33,600.00 15,942.00 82,334.00 15,942.00 115,934.00 MAINTENANCE OF OPERATIONS Advertising Rent/Lease Utilities Phone OfSce Supplies Copier/Duplication/Printing 450.00 101.00 153,600.00 4,560.00 Postage O 1,300.00 500.00 500.00 3,060.00 556.00 153,600.00 4,560.00 1,300.00 3,560.00 500.00 MATERIALS/SUPPLIES Instructional 27,750.00 60,000.00 87,750.00 EQUIPMENT Instructional Classroom/Playground 13,940.00 90,000.00 36,000.00 49,940.00 90,000.00 SUPPORT SERVICES Food/Nutrition Assessment/Screening Transportation for Students Parent Involvement Activities 51,905.00 1,980.00 1,680.00 11,060.00 17,820.00 51,905.00 19,800.00 1,680.00 11,060.00 TRAINING 20,200\n00 20,200.00 RENOVATION OF SPACE (Must attached contractors estimate) TRAVEL In-state Out-of-state 1,286.00 9.000.00 5,123.00 6,409.00 9.000.00 TOTAL $498,561.00 $979,775.00 $1,478,336.0011/16/93 18:38 501 324 2032 L R School Dlst ODM @002/002 -i Little Rock School District NEWS RELEASE November 16,1993 For more information: Jeanette Wagner, 324-2020 LRSD TO WRITE GRANT FOR STUDENTS WITH LIMITED ENGUSH LANGUAGE SKTTIS The Little Rock School District is writing a grant proposal in the amount of $175,000 to expand the district's English as a Second Language (ESL/LEP) program. With funding, the district will use the money to create five intake centers for students who are in need of special English language tutoring. The centers will be equipped to provide the services necessary to assess language and academic skills, to provide intensive English language instruction, to provide appropriate grade level placement and educational orientation services to meet the needs of a diverse English limited student population, representing up to 66 language groups. In addition to the intake centers, extensive staff training is also planned for teachers, counselors and tutors. The tutoring staff will be expanded and materials will be purchased, including IBM compatible language learning software. ###FOR SUSPENSION OF THE RULES LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS received September 22, 1994 SEP 2 2 1994 Office of Desegregation Monitoring TO: Board of Directors FROM: Jo Evelyn Elston, Director of Pupil Services Estelle Matthis, Deputy Superintendent THROUGH: e: . WiTli erintendent SUBJECT: School-based Service Learning Grants Program The Arkansas Department of Education has announced the availability of federal grant awards through the Corporation of National and Community Service to enable local school districts to improve the quality of education by integrating service learning into the curriculum. This process will allow students to use information learned to solve problems within the school and community. Planning and operational grant awards of up to $12,000 are available to assist districts with program development and staff training. The deadline for submission is September 26, 1994. The District's proposal will involve developing a model service learning program in an elementary , junior high and a senior high school. Local governmental, civic and business groups will also participate in the program's design and implementation. It is recommended that the Board of Directors authorize the administration to proceed with Department of Education. an application to the State JEE/mab Little Rock School District May 15, 1998 Pat Gee 8409 Dowan Drive Little Rock, AR 72209 Dear Ms. Gee, Let me begin by expressing my appreciation for your kind words about me at the Board meeting this past week. It is always gratifying to learn that ones contribution to a cause is appreciated and has achieved a recognized impact. Your candor at the meeting was particularly touching. In truth, I was not aware of your initial reservations about my role at the District. This is a result, I believe, more from your level of professional decorum than my own lack of attention. Nevertheless, your remarks offered an unexpected personal moment in the formal agenda. Thank you for the statement of support. I have enclosed the summary of grant activity you requested. Please note that I maintain these annual records to match the fiscal calendar. The final tally includes activity through June 30 each year, though decisions concerning grants frequently are not received until the following year. Despite this delayed response, the 1997-98 school year was particularly productive for grants revenue. A greater number of grants have been submitted and approved than ever before, and a larger number of high dollar proposals have been awarded. You will likely receive a second copy of this listing through the Superintendents office, but I wanted to send this copy because of a recent communication I received from Dr. Gamine concerning my contract with the District. As you may be aware, I have been informed that my contract will be renewed only through December 1998. Dr. Gamine plans to eliminate my position and reassign my responsibilities to a committee. I have been encouraged to secure employment outside the District. I received this administrative decision with shock and disappointment. I do not believe the assignment of grants writing responsibilities to a committee is in the best interests of the Little Rock School District. Nor do I believe that my accomplishments in this position and my service to the educational community are fully realized by the administration. 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000-2- May 15,1998 My primary basis for this assertion is that since joining the District in May 1994 I have never had an annual assessment or review session of any kind with a supervisor. Other than you, no one has ever asked for an accounting of my on-going activity or a year-end summary of my achievements. I can attribute this to some degree to the change in supervision in the Planning, Research and Evaluation Division and the Superintendents Office. Nevertheless, other than the staff I have directly assisted in grants preparation, few people across the district are aware of my achievements. The annual tally of grants activity enclosed in this mailing is a summary of that service. One important conclusion from that summary should be emphasized. The total funds awarded to the District through grants include an indirect or administrative cost that has more than exceeded my annual salary. My service to the District has not only paid for itself, it has created income. Not listed in the annual summary are the support services I have provided to help LRSD educational staff better address the process of resource acquisition. I have conducted numerous grants writing workshops for the Staff Development Division with consistently excellent evaluation reports from teacher attendees. I continue to meet with school and teacher teams as a consultant to building-level planning. In the past few months, I have begun a direct communication to increase awareness of grants opportunities. A monthly flyer titled Grant Opportunities for Teachers and Schools has a wide distribution across the District. The grants listing is also published in the LRSD monthly newsletter. The result of this initiative has been outstanding. More educators are aware of grant resources and a larger number are applying for them. I do not believe the services I provide as a high performance and innovative grants writer can be duplicated by a committee. Project planning certainly requires group effort and inclusion, but the actual writing and packaging of complex proposals with multi-year budgets does not. It is a job best handled by a single person who can work with diverse groups and meet deadlines. In my tenure, the LRSD has never missed a submission deadline. My work in this regard, done largely behind the scenes and very frequently through the early hours of the morning, is known to very few. The proposal recently approved by the National Science Foundation is an example. I do not seek distinct credit for my contribution to the project, but I feel slighted when decisions concerning my service to the District are made without full understanding of my contribution. At this time, I am waiting the arrival of Dr. Bonnie Leslie and a discussion with her continuation with the District. Dr. Gamine told on my me his position is based on her initial assessment of District administrative staff. My immediate concern, then, is to better acquaint her with my job history and gain her approval of my position. If unsuccessful, I may request a hearing before the Board.-3- May 15,1998 I am sharing all this with you at this time because your remarks at Board meetings and to me personally have always shown a high regard for personal commitment to our common task. Hopefully, Dr. Leslie will share that view and these issues will be appropriately addressed. Please let me know if there is any additional information I can provide or questions I can answer about grant activity in the past year. I will be pleased to do so. Sincerely, Marvin Schwartz Grants Writer Enclosure (1)active.doc C:\\winword Grant activity since July 1997 Current as of May 15, 1998 Project Awarded Proposals Amount 1. 2. 3. 4. 5. 6. 7. 8. 9. Family preservation - HIPPY Diesel Mechanics - Metro Voc Center Business Education - Central Business Education - Fair Business Education - McClellan Business Education - Forest heights Jr HS Carl Perkins - Voc Ed Art program - Jefferson Ark Better Chance - Early Childhood Prog 10. Family Preservation - human service worker 11. Youth employment - pupil services 12. Goals 2000 - staff development 13. Model schools for kit based science- 14. Learn and Serve -pupil services 15. Technology Literacy Challenge - Lucy Lyon 16. Vital Link - VIPS 17. Vital Link transportation 1. Central High architectural conservation 18. Comprehensive Health program - Washington Magnet 19. HIV education - Franklin 20. School Improvement - Carver 21. Model schools for CMP 22. Safe and Drug Free Schools 23. LRCPMSA 24. Prof dev. - Eisenhower Grant - federal prog. 25. Student travel to DC - Rightsell 26. Arts in education - Forest Park 27. Arts in education - Carver 28. ASSI teacher training - Romine 29. Capitol View summer program - Liz Lucker 30. Total teen Tale troupe - Liz Lucker 31. Youth employment center - Pupil Services 10,000 25,000 21,660 18,043 21,660 45,118 358,239 1,000 233,992 30,500 15,000 120,755 6,000 23,600 100,000 1,000 35,000 25,000 2,000 5,000 9,500 7,182 166,696 3,801,155 141,798 2,500 3,600 5,125 10,000 19,420 11,160 20,000 $5,296,703 Submission Date June 30 Aug. 20 Aug. 20 Aug. 20 Aug. 20 Aug. 20 Aug. 20 April 21 April 18 Sept 1 Sept 1 Sept. 12 Sept. 15 Sept 24 July 15 Oct 1 Oct 10 Oct 10 Oct. 15 Nov. 1 Jan. 1 Jan. 1 Oct. 3 Octl5 Dec. 1 Dec. 11 Feb 2 Feb 2 Mar. 6 April 14 April 14 April 14 Sponsor/Contact DHS ARDoE ARDoE ARDoE ARDoE ARDoE US DoE Entergy Ark Early Childhood Comm Ark DHS City ofLR ARDoE AD HE Corp National and Comm Serv DoE Entergj' LR Education Comm Getty Grant Program ARDoE Ar DoE WRF AD HE Ar DoE NSF Ar DoE LR Task Force for Youth Ark. Arts Council Ark. Arts Council AD HE City ofLR City ofLR City ofLR1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Denied Applications Career education - Otter Creek Classroom technology - Forest Park Elem Astronomy Club - Washington (Lanette Kemp) Learn and Serve - Linda Young Parental Assistance Program - St HIPPY, CYF Art program - Jefierson Behavior Management Lab - Franklin Technology Iimovation Challenge Teaching Tolerance Carver youth garden After school tutoring - McClellan Comm Ed. Breast cancer awareness - For Hghts \u0026amp; Clov Jr. HS Abstinence Education - Otter Creek McClellan - Marion Baldwin Early Literacy Program - Reading dept Arts in education - Pulaski Heights Elem Total 1,872 20,892 1,000 79,745 180,000 3,500 46,904 1,135,683 2,000 750 9,000 48,637 37,918 10,000 253,000 5,750 $1,836,651 June 27 Dec. 31 Oct. 15 May 5 Feb. 21 Mar 30 Mar. 30 May 30 Oct 15 Nov. 14 Dec. 11 Dec. 1 Dec. 8 Jan. 16 Jan 28 Feb 2 DoE Sturgis Ark Instructional E.xcell Grant Corp for National Service DoE Target Common Ground/ADAP US DoE Southern Poverty Law Center National Gardening Assoc LR Ed Commission Avon Products Ar. Dept. Health Div Children \u0026amp; Families, DHS Corp, for National Service Ark. Arts Council 1. 2. 3. 4. 5. 6. Pending Proposals Math/Science Equipment - Washington Family Preservation - Pupil Services, Elston Conflict resolution - Tony Petty/Pupil servies Dropout Prevention - Pupil Services -Valery Hudson Community Learning Centers - Marion Baldwin Ark Better Chance - Early Childhood 2,502 ? 30,000 9,750 380,401 233,992 Nov. 14 Jan. 16 Feb. 20 Mar. 6 Mar. 9 Apr. 17 7. 8. Vital Link - VIPS LRSD Community Based Conflict Management Training Initiative 1,000 25,000 April 15 April 20 AR DoE Div Children \u0026amp; Families, DHS ADAP Div Children \u0026amp; Families, DHS US DoE ADHS, Div of Child Care and Early Childhood Ed Entergy Gov. Partnership for Children \u0026amp; Families Total $682,645 2Grant Activity 1997-1998 School Year Current as of: 28-May D12 File name: 97-98grants [Awarded Proposals i Project_________________________________________ 1. Art program - Jefferson 2. Ark Better Chance - Early Childhood Program 3. Family Preservation - HIPPY 4. Technology Literacy Challenge - Instructional Tech. 5. Diesel Mechanics - Metropolitan 6. Business Education - Central 7. Business Education - Fair 8. Business Education - McClellan 9. Business Education - Forest Heights Jr. HS 10. Carl Perkins  Vocational Education 11. Family Preservation Program - Pupil Services 12. Youth employment - Pupil Services 13. Goals 2000 - Staff Development 14. Model schools for kit based science - Science Dept. 15. Learn and Serve -Pupil Services 16. Vital Link-VIPS 17. Safe and Drug Free Schools - Pupil Services 18. Vital Link transportation - VIPS 19. Architectural Conservation - Central High 20. Comprehensive Health Program - Washington Magn 21. LRCPMSA - Math/Science Departments 22. HIV education - Franklin 23. Prof. Dev. Eisenhower Grant - Federal Programs. 24. Student travel to DC - Rightsell 25. School Improvement - Carver 26. Model schools for CMP - Math Dept. 27. Arts in Education - Forest Park 28. Arts in Education - Carver 29. Conflict Resolution - Pupil Services 30. ASSI Teacher Training - Romine 31. Capitol View Summer Program - New Futures 32. Total Teen Tale Troupe - New Futures 33. Youth Employment Center - Pupil Services Total Amount 1,000 233,992 10,000 100,000 25,000 21,660 18,043 21,660 45,118 358,239 30,500 15,000 120,755 6,000 23,600 1,000 166,696 35,000 25,000 2,000 3,228,022 5,000 141.798 2,500 9,500 7,182 3,600 5,125 30,000 10.000 19,420 11,160 20,000 $4.753,570 Submission Date 21-Apr 18-Apr 30-Jun 15-Jul 2 O-Aug 20-Aug 20-Auo 20-Aug 20-Aug 20-Aug 1-Sep 1-Sep Sept. 12 Sept. 15 24-Sep 1-Oct Oct. 3 10-Oct 10-Oct Oct. 15 Oct. 15 Nov. 1 Dec. 1 Dec. 11 Jan. 1 Jan. 1 2-Feb 2-Feb Feb. 20 Mar. 6 14-Apr 14-Apr 14-Apr Sponsor/Contact Entergy Ark Early Childhood Comm DHS DoE AR DoE AR DoE AR DoE AR DoE AR DoE US DoE Ark DHS City of LR AR DoE ADHE Corp National and Comm Serv Entergy AR DoE LR Education Comm Getty Grant Program AR DoE National Science Foundation AR DoE AR DoE LR Task Force for Youth WRF ADHE Ark. Arts Council Ark. Arts Council ADAP ADHE City of LR City of LR City of LR [penledProposals | Project 1. Career Education - Otter Creek 2. Astronomy Club - Washington 3. Teaching Tolerance - Hall HS 4. Math/Science Equipment - Washington 5. Youth Garden - Carver 6. Breast Cancer Awareness - For Hghts. \u0026amp; Clov. Jr. HS 7. Abstinence Education - Otter Creek 8. After-School Tutoring - McClellan Comm Ed. 9. Classroom Technology - Forest Park Elem. 10. Summer Programs -McClellan Comm. Education 11. Early Literacy Program - Reading Dept 12. Arts in Education - Pulaski Heights Elem. 13. Parental Assistance Program - HIPPY 14. Art program - Jefferson 15. Behavior Management Lab - Franklin 16. Learn and Serve - New Futures 17. Technology Innovation Challenge Total Amount 1.872 1.000 2,000 2,502 750 48,637 37,918 9,000 20,892 10,000 253,000 5,750 180,000 3,500 46,904 79,745 1,135,683 $1.839.153 Submission Date 27Jun Oct. 15 15-Oct Nov. 14 Nov. 14 Dec. 1 Dec. 8 Dec. 11 Dec. 31 Jan. 16 28-Jan 2-Feb Feb. 21 30-Mar Mar. 30 5-May 30-May Sponsor/Contact DoE AR DoE Southern Poverty Law Center AR DoE National Gardening Assoc. Avon Products AR. Dept. Health LR Ed Commission Sturgis Trust Div Children \u0026amp; Families, DHS Corp, for National Service Ark. Arts Council DoE Target Common Ground/ADAP Corp for National Service USDoE iPending Proposals Project 1. Family Preservation  Pupil Services 2. Dropout Prevention - Pupil Services 3. Community Learning Centers - McClellan 4. Ark Better Chance - Early Childhood 5. Vital Link-VIPS 6. Conflict Management Training - Pupil Services 7. Goals 2000 - Staff Development Total Amount 7 9,750 380,401 233,992 1,000 25,000 239,579 $889,722 Submission Date Jan. 16 Mar. 6 Mar. 9 Apr. 17 15-Apr 20-Apr 20-Way Sponsor/Contact Div Children \u0026amp; Families, DHS Div Chikdren \u0026amp; Families, DHS USDoE Ark Early Childhood Comm Entergy Gov. F^rtnership for Children \u0026amp; Families AR DoELITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Division of Schooi Services Sadie Mitcheil, Associate Superintendent received SEP 1 3 2000 TO: ice of Desegregation Monitoring QFFiCEOf FROM: 'Carnine, Superintendent of Schools DESEGRESATtOH WCMnORlMG DATE: September 7, 2000 SUBJECT: Magnet Schools Assistance Program Grant The Little Rock School District is in the process of developing a plan that will improve the educational offerings of four schools in Southwest Little Rock: Fair High School, McClellan High School, Mabelvale Middle School and Cloverdale Middle School. The schools have decided to adopt magnet-like school themes to focus on academic content and to increase student engagement in learning. The schools, along with the District's Director of Planning and Development, will aggressively seek resources to support the themes. The Magnet Schools Assistance Program provides grants to eligible local educational agencies (LEAs). Each eligible LEA that desires to receive assistance shall submit an application before December 22, 2000. The Little Rock School District is preparing to submit an application which will include the schools listed above. If you have questions, please call Sadie Mitchell at 501/324-2007. c: Junious Babbs, Associate Superintendent - Student Registration Dr. Terrence Roberts, Desegregation Consultant Dr. Stephen Ross, Desegregation Consultant LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS RECEIVED SEP 1 4 2003 SPECIAL MEETING September 14, 2000 OFICEOF OESEGRSGATfOMMOailTOfUSa Budget Work Session II. III. IV. AGENDA Approval of 2000-01 Budget A+ Charter Maumelle (Linda Watson) Don Stewart Mark Milhollen Contract for Magnet School Proposals (Sadie Mitchell) Technology Consultant Contracts (Lucy Neal) / /w LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 TO: Board of Directors FROM: THROUGH: Sadie Mitchell, Associate Superintendent - School Services Les Gamine, Superintendent of Schools DATE: September 14, 2000 SUBJECT: MSAP (Magnet Schools Assistance Plan) Grant The Little Rock School District has been in the process of developing a plan that will improve the educational offerings of four schools in Southwest Little Rock: Fair High School, McClellan High School, Mabelvale Middle School and Cloverdale Middle School. The schools have decided to adopt magnet-like school themes to focus on academic content and to increase student engagement in learning. The staff feels that it is important to aggressively seek resources to support this effort. The Magnet Schools Assistance Program provides grants to eligible local educational agencies (LEAs). Each eligible LEA that desires to receive assistance shall submit an application before December 22, 2000. This memorandum serves as a request to approve the submission of an application for the federal Magnet Schools Assistance Program (MSAP) Grant. Approval is also requested to secure support and consulting services from Phale D. Hale. Mr. Hale's services will include advice on program design, reviewing drafts of the application, workshops to facilitate the development of the application, and assistance with the proposed budget. You will find attached a copy of the agreement. Thank you. s, z 4' : i'. \\ t  2300 M Street, NW Suite 750 Washington, DC 20037 (202) 296-3500 (202) 296-5910 FAX Web\nwww.phalehale.com July 12. 2000 Linda Young Austin, Director Planning and Development Little Rock School District 810 West Markham Little Rock, AR 72201 i \u0026gt;\nDear Linda, I am very pleased that I will be working with the Little Rock Public Schools for the . upcoming grant cycle. I look forward to developing a successful MSAP grant application. Enclosed is a contract for my services. Please review it and have it executed by the appropriate person in the district. I look forward to seeing you in August. Yours Tn Phale D. Hale enc.\n1 Washington, DC / PHALE D. HALE EDUCATION CONSULTING, INC. Los Angeles, CA \u0026gt;* 5S F 1 \u0026gt;iT  1 i ft V \\ ri? ' -J T.h\" 2300 M Street, NW Suite 750 Washington, DC 20037 (202) 296-3500 (202) 296-5910 FAX Web: www.phalehale.com MEMORANDUM OF AGREEMENT X! 'a* This memorandum documents the agreements under which the Little Rock School District (Arkansas) (hereinafter called District) will support and Phale D. Hale Education Consulting. Inc. (hereinafter called Contractor) will provide consulting services to develof^'- an application for the federal Magnet Schools Assistance Program (MSAP). /  V CONTENTS This Memorandum of Agreement consists of two pages with the endorsements on the' second page. 1. EFFORT TO BE PERFORMED A The Contractor shall provide consulting services to assist the District in preparing an application for the MSAP. These services will include advice on program design, reviewing drafts of the application, workshops to facilitate the development of the application, and assistance with the proposed project budget. .t*- 2. CONSIDERATION AND PAYMENT A. During the course of the development of the grant applications, the Contractor will be paid $1.200 a day plus expenses. Expenses shall include air fare, ground transportation, meals, and hotel. B. For grant applications that are funded, the Contractor will receive an additional payment equal to 2% of the amount of the grant award. This sum will be paid for each year of the grant (three years for MSAP). and billed by the Contractor in July of the year. O'. 'The'C'offtrWtor will invoice payments as the work is done. All payments will be made to the address indicated on the invoice. Payments are due and payable upon District's receipt of the invoice. Finance charges of 2% a month may be added at Contractor's option to invoices not paid within sixty (60) days of the invoice date. jtj Rock MSAP Contract 1 of 2 Washington, DC PHALE D. HALE EDUCATION CONSULTING, INC. Los Angeles, CA3. CHANGES No changes in the amount or terms of this agreement shall become effective until such change is reduced to writing and signed by the duly authorized representatives of both parties to this agreement. 4. EXECUTION In witness of their acceptance of the terms of this agreement, the parties have caused this Memorandum to be executed by their duly authorized representatives. Little Rock School District Signature Date Title Phale D. Ie Education Consulting, Inc. Phale D. Hale President July 12, 2000 Date Little Rock MSAP Contract 2 of 2Magnet Schools Assistance Program Courses for 2002-2003 (M 0^ '\u0026lt; Cloverdale Magnet Middle School Economics, Engineering, and Multi-Media Grade Six Students explore the strands with an introductory, 9-weeks course in each area. This will enable them to select a strand of concentration for the 7* and 8* grade years. Strand Course Grade Level Multimedia Multimedia Multimedia and Graphic Design Engineering Gateway to Technology I Gateway to Technology II Economics Economics II International Economics and the World of Business McClellan Magnet High School Engineering, Multimedia, Business Finance Cloverdale is the primary feeder school to McClellan. If a child wishes to continue in a strand selected at Cloverdale, the student can skip the introductory courses offered at the ninth grade level. They may select a new strand if they so desire. Strand Course Grade Level Engineering Engineering Design Digital Electronics 9 10 Multimedia Introduction to Art (Multimedia) Visual Design Intro Multimedia Production Introduction Digital Imaging \u0026amp; Graphics Introduction 9 9 10 10 Business Finance Strategies for Success Introduction to Financial Services I \u0026amp; II Economics and the World of Finance Securities and Insurance Financial Planning International Finance 9/10 9/10 10 11 12 12 7 8 7 8 7 8Mabelvale Magnet Middle School Environmental Science, Medical Studies, and Information Communications Technology Grade Six Students explore the strands with an introductory, 9-weeks course in each area. This will enable them to select a strand of concentration for the 7* and 8* grade years. Strand Course Grade Level Environmental Science EARTHQUEST ECO-JOURNEYS Adventure Arkansas Medical Studies MEDICS M.A.S.H. Information Communications Technology BYTES PRISM J. A. Fair Magnet High School Environmental Science, Medical Sciences, Information Science and Systems Engineering Mabelvale is the primary feeder school to J. A. Fair. If a child wishes to continue in a strand selected at Mablevale, the student can skip the introductory courses offered at the ninth grade level. They may select a new strand if they so desire. Strand Course Grade Level Environmental Science Investigations of Environmental Sciences Environmental Science I 9 10 Medical Science Investigations of Medical Sciences Medical Sciences 9 10 Information Science Investigative Information Science and Systems Engineering 7 8 7 7 8 7 8 9LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 DATE: April 25, 2002 TO: Board of Education FROM: PREPARED BY: RE: Dr. T. Kenneth James, Superintendent Dr. Bonnie Lesley, Associate Superintendent for Instruction Linda Austin, Director of Planning and Development Pat Price, Director of Early Childhood/Elementary Literacy Grant Proposal - Preschool Curriculum Evaluation Research Grant Program I Backqround The U.S. Department of Education released a request for proposals for the Preschool Curriculum Evaluation Research Grant program. The purpose of the program is to implement rigorous evaluations of preschool curricula that will provide information to support informed choices of classroom curricula for early childhood programs. This competition focuses support on a new program of research that will determine, through randomized clinical trials, whether one or more curricula produce educationally meaningful effects on children. I The District has partnered with the Waterford Early Reading Program and the Dialogic Reading Preschool Program. Ten elementary schools will participate: Cloverdale, Rightsell, Franklin, Mitchell, Geyer Springs, King, Chicot, Jefferson, Forest Park, and Baseline. I i Dr. Bob Bradley, UALR, will serve as the principal investigator for this project. There are four research goals: 1) 2) 3) 4) to provide technically sound information regarding the impact of the treatment programs on childrens early reading competence, to provide useful information regarding the implementation of the program, to coordinate with the national evaluation contractor on matters pertaining to the sampling design and the core assessment strategy, and to provide scientifically sound data regarding the complementary research question specified in the application. The grant was submitted on February 18, 2002 in order to meet the February 19, 2002 submission deadline. Fiscal Impact The total four-year award request was $1,132,053. The request covers the cost of learning materials for each classroom as well as the related research costs. Local match is not required. Recommendation The staff requests approval for the submission of this grant. iGRAhfr AGREEMENT WITH THE ROCKEFELLER FOUNDATIONThe purpose of this PERFORMANCE AGREEMENT GRANT #88-131 agreement between the Winthrop Rockefeller Foundation, grantor, and Kiwanis Activities of Little Rock, Inc., grantee, is to establish the grantee's intentions and the grantors expectations of work to be^ccomplished under this grant. The purpose of the grant is to establish an alternative to out-of school suspension for the at-risk student who would benefit from intense academic remediation and counseling program. an SCOPE OF WORK Description of Program Design: Twenty-four students would be involved in the eight week residential program. During the first four weeks students would attend the alternative classroom at the camp and live with seven other students and During the second four a counselor. weeks, those same twenty-four students would remain  ---------------------------------- a A nvuiU lUIUOill in residence at the. camp but would attend their individual schools, returning to the camp in the afternoon. As the second phase begins for the first students, another twenty-four students would begin Phase I, making mflvimifn _1_ i _4'_i_______.j?  . \u0026gt; . ... maximum of forty-eight students residing in the camp, cycle a total of 216 students would be served for Using this rotation one year. a I I I I Counselors will emphasize principles of outdoor education by programming in the out-of-doors. Also, the counselor will act os mediator between teacher, student, and parent. ( Parenting Component: Twice monthly p.arents will attend workshops to include discussion of childs progression in the program, parenting skills, coping skills, and stress I management. environments. Each v/eekend the youth must return to their home This aspect of the program insures that the youth and parents v/i 1 have the opportunity to test the skills learned through the program in developing parent/child relationship in their home community. In this way, problems arising at home will be addressed upon the students return to camp a parent/child relationship in their home community. and a treatment plan will be devised to deal with those problems effectively. Also, the youth and parent are not immersed in a situation without a chance to develop the relationship with staff assistance. I I I EduentionaU Component: The principle of gradual mainstreaming to insure successful transference that was suggested above applies to the school situation as well. Classroom would be under the umbrella of the public school Students will be included in daily attendance records. The Alternative system, and the works as an alternative to out-of-school suspension In this way, the ACE ) ---------......... .... ..... .J. ov.opcii3,(jii. In addition, counselors will assist students in a daily program of organized study periods to reinforce I classroom requirements.1 r- Incentive Program: Students demonstrating , , , , - success in the program will toward a scholarship to attend r involves more indepth wilderness environment. receive points which go summer camp free, me summer camp program -J experiences in a less structured The Teacher Workshop: exoer-^ teachers will have the opportunity to learn experiential teaching techniques and how regular classroom. to utilize them successfully in the Evaluation and Follow Evaluation of student up: Siegel and Dr. Jim Sanders. progress will be conducted in cooperation with Dr. Bill . ------------- Followup will cover a period of three student completion of the program. Program Goals and Objectives: 1. years after ceotT such ^havior in institutional classroom setting uol.. BiolX? 1 T EP''*e\"'-ial Learning Techniques, Reality Therapy Biological Instructional Strategies (OBIS). * ' zmerapy, (ASE). concepts such using Outdoor and Action Socialization Experiences 2. Reciprocal Teaching Approaches, clasdPo ,etlig using three mein Concept Programs that emphasize D.__  . --- -------e uabiica, voncepi 1 rocess vs. Task, and Devslopine Thought Processes. '  and Peer Group Control. I .1 I TERMS AND CONDITIONS agreement Exnenlf accordance with the budget attached exceed Hoa purposes not itemized in the budget or which ?ran, f . amounts require prior written approval by the grantor Grant funds not spent by the grantee will be returned to the gJXr to this I, I, I i This performance grantor and granted*\"'\"*' ^\"ended by mutual written consent of the The grantor or provided may terminate this performance agreement at any time, in advance of ^e' eff termination be submitted at least 30 day 8 I All equipment and furniture ] to the foundation upon termination of the grant, or if- th^'Droffram*!., unless otht\" frXTmmts are purchased with foundation funds will revert back mutually agreed upon. The foundation programs goals secured. requires an amended budget that will demonstrate how will not be compromised if other foundation the funds are notkbpoi?tjng schedule Grantee will written outlined submit to reports of grantor, on progress toward the in the Scope of Work, organization, report due date, status of the on the or^before the following dates, detailed _ -- accomplishment of goals and objectives These reports should include the detailed I the report. report due dates grant number, contact name of the project. Any organizaUonal7han7e7\"'  \"''ative should be noted in December 1 iqft . , o (u   quarterly February 1, 1939 _ June 1, 1989 - quarterly October 30, 1989 quarterly- i final and evaluation form The first three reports shall be Une item, showing with prior expenditures to date, written approval of the accompanied by current budget Changes in program officer statements, by the budget may be made The final narrative report shall include the representing the grantor. include enclosed evaluation form, accomplished under this grant, accounting of funds received under this : signed by the summary of all work a complete accounting shall be chairman of the governing board. payment schedule The total amount to be paid to the exceed $30,000. Payments shall be made to grantee as well as a It shall also , . . ----- agreement. This grantee s chief executive officer grantee under this and the i I J agreement shall not I i submission of a letteT^In voice \"\"to following schedule, invoice must include the - ^.?*:-^ntor each f due date, and name amount due. -----. upon of  payment is due. rganization, the grant number, payment The I October 1, 1988 - $10,000 February 1, 1999 _ lune 1, 1989 _ $9,000 October 30, 1989 $10,000 - $1,000 S.\"  time as all due progress reports are receive payment of invoices The are received by the grantor. grantor acknowledges that year project. 1989 - $30,000 1990 - $30,000 D . grant applies to the first posed total budgets for additional years are as follows: additional year of a three- I Providing that the the grantor proposals for the -g Under thia 3 Doard of directors, \" amounts shown above. the board will grant is satisfactory to consider subsequent grant I iEFFECTIVE DATE The effective date of this performance agreement shall be September 20, 1988. Money due and owed under this agreement must be transferred no later than December 15, 1989. to the grantee I \\ Winthrop Rockefeller Foundation Kiwanis Activities of Little Rock, Inc. f I I I i I I 1 I i i Carnegie Corporation Schools for a New Society Grant The Carnegie Corporation of New York awarded the Little Rock School District and New Futures for Youth a $250,000 urban high school reform-planning grant. All high schools within the district have begun activities that will help guide reform planning. The goal of the Carnegie initiative. Schools for a New Society, is to improve all high schools in the district through: 1. 2. 3. Identifying, analyzing and eliminating barriers to success for all students\nLearning and implementing strategies that create high performing students in high performing schools\nand Developing specific plans to create high schools that ensure success for all students. Little Rock is one of 10 sites in the country to receive the planning grant. It will give principals, teachers, parents, students and the community an opportunity to continue to create quality high school programs that will benefit large numbers of students and raise achievement within the district. Michele Cahill, senior program officer at Carnegie and creator of Schools for a New Society said, ... this initiative will encourage and support the development of high schools for all students where there is effective teaching and learning and where there are clear pathways to higher education, careers and community participation. Vartan Gregorian, president of Carnegie Corporation said, Every student in America is St entitled to attend a good high school in order to be prepared for the world of the 21 century. They are owed a high performance education where much is offered and much is expected. The planning grant provides a dynamic opportunity for the District high schools and community to commit time to focus on questions and issues that will shape a school culture of high achievement for all students. The project coordinator, Paulette Mabry, will coordinate community forums, community small group discussions, and support to the high school planning teams. Forums and small groups will focus on engaging the community around high school reform issues. A listing of dates and sites of all public forums and school planning meetings will be placed on the LRSD web site www.lrsd.org as they are scheduled. The community is encouraged to attend forums, participate in small group discussions, and be an active participant in the process. All planning efforts will culminate in the development of a strategic plan for high school reform. After completing comprehensive planning, all ten grant sites will submit strategic reform plans to Carnegie and five of the ten will be invited into the second phase of the initiative. The Carnegie Corporation anticipates committing $40 million over five years in direct grants, which will require a one-to-one match from public or private funds. Additional information about Schools for a New Society may be obtained by calling Paulette Mabry in the New Futures for Youth office at 374-1011.Catch the Spirit! AfiMMI CIrdo rrict - What can we do to make our high schools better? Explore this question and many more when they are discussed throughout the Little Rock community in January and February of 2001 in small group discussions called Study Circles. The Carnegie Corporation of New York awarded the Little Rock School District and New Futures for Youth a grant to plan reforms for urban high schools. The goal is to improve all high schools for all students. ...................... What are Study Circles? ....................... Study Circles are small, democratic, discussion groups of 10-12 people who come together to discuss an issue of common concern. Study Circles encourage people to respectfully consider issues from different viewpoints. Coming together in this way enables people to thoroughly examine the issues, develop new ideas, and find common ground for constructive action. ............................ Who Should participate in Study Circles? ................. EVERYONE: teachers, students, parents, grandparents, administrators, and community members. The more varied the points of view, the more productive and interesting the discussions will be. .............. What will Study Circle participants talk about? -.............. A trained facilitator will help each study circle talk about the critical issues, strengths, weaknesses and barriers our high schools face. Participants will share concerns, ideas, and recommendations about how to strengthen our high schools. Study Circles will identify what is expected of our high schools, how the community can get involved, and how schools can be responsive to the needs of the community. ................................ Why should I participate? ................................ Too often people feel that their opinions dont really matter or that there isnt an easy way to be heard by the people who make the decisions about our schools. When students, teachers, administrators, parents and other community members talk and listen to each other, everyone will gain a better understanding of what we all want from our schools. This shared understanding will help us focus and work together for better schools. Study Circles will give you an opportunity to be involved and to meet and make friends with other concerned people in your community. Because schools are at the very heart of economic prosperity and quality of life, it is important that the citizens of Little Rock work together to advance excellence in education. We need you! ............ How do I get involved or request more information? ............ The most important thing you can do is sign up to participate in a Study Circle. A Study Circle of 10-12 people will meet for two hours once a week for four weeks beginning in mid-January. There will be discussion groups located in different areas of Little Rock. Decide when and where you can attend these discussions and be willing to share with others your thoughts, concerns, and desires for Creating excellence in Little Rock high schools. Study Circles are open to the entire community. Check the schedule and locations for study circles to see which time/ location is best for you. Fill out the form on the opposite side, or you may contact Katherine Priest, New Futures, 374-1011, or email \u0026lt;kpriest@newfuturesforyouth.org\u0026gt;, or visit the LRSD website at www.lrsd.org.Registration Form Fraiact Individual Study Circle groups of 10-12 people will meet for two hours once a week for four weeks in January and February, 2001. Study Circles are open to the entire community and we encourage you to urge others to sign up. Return this form to: New Futures for Youth, 400 W. Markham, Suite 702, Little Rock, AR 72201 or through school mail to the ViPS office.  Mr. or  Ms. Name _ Address Phone Age:  14-18  19-30 e-mail address.  31-50  51 \u0026amp; above Please fill in the following information to help us plan for diversity within each of the study circle. (Optional) Ethnic origin:  African American  Latino/Hispanic American  Native American/American Indian  Asian American  Mixed Race/Multiracial  White/Caucasian  Other Please check all that apply:  Teacher  Parent  Employer  Student  Grandparent  Concerned citizen  Other_____________ Community locations: (Please indicate first (1) and second (2) choice.) ____Mondays, 6:30-8:30, Jan. 22, 29\nFeb. 5,12 - P.A.R.K., 6915 Geyer Springs Road ____Mondays, 5:30-7:30, Jan. 22, 29\nFeb. 5,12 - Williams Library, 1800 S. Chester Street ____Tuesdays, 5:30-7:30, Jan.l6,23,30\nFeb. 6 - Horace Mann Middle School, 1000 E. Roosevelt ____Tuesdays, 6:00-8:00, Jan. 16,23, 30\nFeb. 6 - Mablevale Middle School, 10811 Mablevale W. Rd ____Wednesdays, 12:00-2:00, Jan. 17, 24,31\nFeb. 7 - Little Rock Athletic Club, 4610 Sam Peck Rd. ____Wednesdays, 6:30-8:30, Jan. 17,24,31\nFeb. 7 - Neighborhood Resource Center, 3805 W. 12* ____Wednesday. Tuesdays. 6:30-8:30, Wsd., Jan. 17, Jan. 23,30\nFeb. 6 - Otter Creek Clubhouse, 14000 Otter Creek Pkwy. (First night on Wednesday, remaining 3 nights will be Tuesdays.) ____Wednesdays, 6:30-8:30, Jan. 24,31\nFeb. 7,14 - St James United Methodist Church, 321 Pleasant Valley Drive ____Thursdays, 12:00-2:00, Jan. 18, 25\nFeb. 1, 8 - Downtown Library, 100 Rock Street, 3\"* floor Board Rm. ____Thursdays, 6:30-8:30, Jan. 18, 25\nFeb. 1, 8 - First Baptist Church Highland Park, 3800 W. IS* St. ____Thursdays, 6:00-8:00 Jan. 18,25\nFeb. 1,8 - Forest Heights Middle School, 5901 Evergreen Drive ____Thursdays, 6:30-8:30, Jan. 18,25\nFeb. 1,8 - Greater Friendship Baptist Church, 4640 Confederate Blvd. ____Thursdays, 6:30-8:80 p.m., Jan. 18,25\nFeb. 1,8 - Hoover United Methodist Church, 4000 W. 13* St. ____Thursdays, 6:30-8:30 p.m., Jan. 18,25\nFeb. 1,8 - Madison Heights, 1401 Madison Street ____Thursdays, 6:30-8:30 p.m., Jan. 18,25\nFeb. 1,8 - Mt. Zion Baptist Church, 906 S. Cross Thursdays, 6:30-8:30 p.m., Jan. 18, 25\nFeb. 1,8 - Parkview Magnet School, 2501 John Barrow RoadLittle Rock School District 810 W. Markham Little Rock, Arkansas 72201 *********aIJT0**5-0IGIT 72205 ANDREW BROWN To the Parents of: 707 N SPRUCE ST little rock ar 72205-3751 Non-Profit Organization U.S. Postage PAID Permit No. 1367 Little Rock, AR T8P1 UniliiUiilrlll'\" ... YOU ARE INVITED TO A PUBLIC EORUM Improving the Quality of Education: Raising Achievement and^fosing the Achievement Gap ^featuring Kari Haycock Direc|iF of TM^ducation Trust Febtrary 1, 6 p.m. P^j^iew High School Auditorium 2501 Barrow RoadArkansas Democrat ^(i^azctte |  THURSDAY, JUNE 18,'1998 -------------- \u0026lt;\u0026gt; . tMt, n-.., ... JX U.S. grant to help LR district expand after-school programs BY CYNTHIA HOWELL ARKANSAS DE,MOCRAT-GAZETTE The Little Rock School District is slated to get about $1 million in federal grant money over the next three years for after- the U.S. Department of Educa- school and summer learning pro- tion from nearly 2,000 applica- grams for students and adults. \" _ . . - to worry ... or seeing these after Cool 4 School Summer Day Camp school hours as a time to fear, we for children 6 to 12 years old, free should see them instead as a win- clinics for economically disad- dow of opportunity, she said. vantaged students and their fami- Recipients were selected by lies, mental health services for at least 200 children and teen-agers, The money will be used to ex. . .. . conununity service and work tions. Little Rock is the only force readiness projects for 75 pand programs at McClellan grant Community High School and Arkansas district receiving a teen-agers, and training of litera- cy tutors who will work with Lit- The centers will provide tutor- tie Rock students. Cloverdale Jimior High. ing, performing arts programs. At Cloverdale, the grant will In all, 315 inner-city and rural summer camp for elementary provide a 25-station computer schools in 36 states will share $40 pupils, employment preparation laboratory and expansion of the million for after-school programs, training, medical assistance, and after-school program from 55 President Clinton announced parenting skills training. teens to 100 per year. Tutoring the awards Wednesday. The Partners joining with the and training in the nerformins programs, - Partners joining with the and training in the performing grants were made available school district to provide the ser- arts  including choir, drama through the federal 21st Century vices include University of dance and gymnastics  will be Community Learmng Centers Arkansas at Little Rock, Pulaski offered. Twelve additional teach- Program. The president said he Enterprise Community, Literacy ers will be used for the expanded hoped Congress would expand Action of Central Arkansas, Fam- activities. funding to as much as $200 mil- ily Service Agency, Philander Still other offerings lion in each of the next five years. Smith College, Arkansas Baptist Cloverdale will include These grants will give thou- College, the Martin Luther King evening tutorial program for 75 sands more children a safe place Jr. Commission and the Arkansas children in kindergarten through to go before and after school and Department of Health. sixth grades. College and high good things to do, Clinton said. At McClellan, the grant will al- school students will provide Statistics show that unsuper- low the addition of up to 20 training Additionally, vised children are more likely to teachers to offer courses for stu- ational activities and snacks will commit a crime or become a vic- dents and adults, nine high be provided to elementary stu- tim of a crime during those after- school teachers and six student dents during after-school hours, school hours, first lady Hillary tutors. An adult literacy program will be Rodham Clinton said. Other benefits of the grant will offered, as will mental health ser- Still at an recre- Instead of permitting parents include the expansion of the 2 vices. SUNDAY, APRIL'16, 2W e\u0026lt; LR schools grab shared SchooTs rif \u0026lt;C/I1 w^ilK. rv-M  Continued from Paai of $41 million in grants Clinton lauds 23 districts for safety initiatives BY KIMBERLY GILLESPIE during discussions about revising the districts strategic plan Md the districts revised desegrega-, tion and education plan. J, Both of those plans identify priorities and goals of which the I ------------------ district has taken the opportunity t  n - v  succe^ftil, comprehensive ap- to flilfiU some of the objectUfteJ goals, Supenntendent Les roaches to help, troubled young  that weve not been able to'fmfffi I famine said. Were very fortu- '\u0026gt;   fl^fore] through this grant oppbr- I grant Clinton announced a total of tunify, Austin said. I 1*^ three-year grant is from 341 million in grants, which vary The district also plans to lurti Department of Justice, :n amount, to school districts ftiU-time licensed clinicians^' l D.S. Department of Health ARKANSAS DEMOCRAT-GAZETTE President Clinton announced grants for 23 school districts  including Uttle Rock, due to receive S2.2 million each of the next three years  that he said have found . Department program that helps  pay the costs of placing polite of- r,  ficers in schools to help flake -- Continued from Page 1B them safe for students and teach- lice Department, New Futures for ers. The money will be used to Youth and the Centers for Youth provide 452 officers in schools in and Families helped district offi- more than 220 communities, cials put together a proposal for  said the U.S. Department of Education has 2S! mental health services in middle million fnr local nmnncaic to cr\u0026lt;u schools. million for local proposals to,create or expand counseling tiro- This IS a very positive thing grams for elementary-agie'^.Sil- happening for us because its go- dren. ing to allow us to move forward in .. a , we nrenam ncvt tn a /oy^Srin?cnTn/it\"\n\"^-year annjversmy of the tragedy at Columbine JJ^igh School, our thoughts turn .to. jhe safety of our communities, schools country through the deal with mental-health issues at J Students each of the eight middle schools native^duri^ his weekly radio next year and to staff short-tenn Tddre^ Saturday. Little Rock is suspension centers to be set up in' he only school district in Arkan- neighborhoods  at churches, for ^2? example  for students suspend- The initiative supports urban, ed for less than 10 days. t ural and suburban schools that Grant money will allow the dis- ise community-based and public trict to expand a program de- chool services to prevent vio- signed to teach teens parenting ence in schools and provide op- skills and provide them with lortunities for healthy child de- strategies to stay in school. The elopmenL district will also start a program These districts are bringing to help parents communicate bet- chool nurses and counselors to- ter with their teen-agers. .ether to respond to warning signs A lot of times parents dont :ke depression or bullying, Clin- taow how to ask the right ques- n said. \"They are improving tions, nor do they know how to ask lassroom security and expanding the right questions if their chil- iter-school and mentoring pro- dren get into trouble, Austin rams. said. This program just helps Linda Young Austin, the Little them figure out what kinds of ock districts director of plan- questions to ask and how to ask\nng and development, said some them and get answers. f the money will be used to fill . The grant will also be used for ew positions for staff members violence-prevention and peer-me- ?sponsible for security on buses diation programs to help students d for substance abuse preven- learn to get aloi^ and communi- ou- ,\n.cate positively with one another. Austin said the need for those ositions was 1 '' as to receive one of the grants. \ns a Austin said the Little Rock Po- brotght up last year -vr-\" ----------- See SCHOOLS,' Page 3B i and Human Services and the U.S. Department of Education. Marking the first anniversary of the shooting deaths at Columbine High School, Clinton announced $120 million in federal and children, Clinton said.,^11 of us  parents, schools, comjpu- nities and government  share responsibility to keep kids safe,' On April 20,1999, two students al Columbine High in Littleton, Colo., fatally shot 12 students pnd a teacher before killing themselves. ,, Clintons proposals drew^in- gTMts Saturday for a variety of things, including placing more po- . .  ------ lice officers in schools and help- comment from Republicans, ing even the youngest kids cope Republican critics said theied- with problems. ,... eral government is a clumsy nud- Besides the $41 million grants dleman in trying to cope .wjth for schools, Clinton: problems that should beSid-  Announced that he and first Messed locally. They cast .dhubt lady Hillary Rodham Clinton will  whether the teen confererice hold a White House Conference accomplish anything, aeon Teen-agers on May 2 to talk Clinton of ignoring .media through the challenges of raising shouifi^p- responsible children. P\" sentences for 'ai^e violence and said he shouli port stiff jail sentences fori carrying a firearm in a violei aiMn lle^o  Unveiled that school districts violeor across the country will receive tte ^^S'^^^ated crime. ..4 round of funding Information for this article was contribSed for COPS in School/ a Justice by 77je Associated Press .5 drug-related Arkansas Democrat ^(^zizette |  THURSDAY, JUNE 15, 2000 $250,000 to enable LR schools to plan reform of high schools Carnegie grant includes eligibility for $8 million to implement ideas BY CYNTHI.A HOWELL .ARK.ANS.AS DEMOt R-Xr-GAZETTE The Carnegie Corp, has awarded the Little Rock School District and New Futures for Youth a $250,000 grant to develop a plan on how it would reform the cifys high schools. The planning grant makes the Little Rock district and New Futures eligible for an even larger .award  up to $8 million to carryout the plan it would develop. Little Rock is one of 10 sites in the country to get the grant from the Carnegie Corp, of New- York. School districts and communitypartners in Boston, Chattanooga. Tenn.: Houston\nIndianapolis: Portland, Ore.\nProvidence. R.I.\nSacramento, Calif\nSan Diego\nand Worcester, Mass., also got planning grants. ' Last February-, the Carnegie Corp, invited 21 school districts and their community- partners to apply for Schools for a New Society planning grants. Only five of the 10 planning grant winners will ultimately be awarded implementation grants in the fall of 2001. The implementation grants are worth up to $8 million each to be paid over five years. We are excited about the op- portunity the Carnegie ^ant provides the community, Little Rock school Superintendent Les Car- nine said Wednesday. \"We are particularly pleased because it gives principals, teachers, parents, students and the community an opportunity to create a quality- futuristic high school program. The goal of the Carnegie initiative is to improve all high schools in a district through new ideas for secondary education and on new expectations for teachers, students, parents, administrators and school curricula. , , While most cities have a few- excellent, competitive and magnet\nhigh schools, too many students still attend large, impersonal, poorly performing comprehensive schools, where too little is offered arid too little is expected, said Michele Cahill, the senior program officer for Carnegie and the creator of the Schools for a New Society initiative. Cahill called districtwide re- fomi of urban high schools a daunting and urgent problem of public education. \"With this initiative, Carnegie Corp, will encourage and support the development of high schools for all students where there is effective teaching and learning ... and where there are clear pathways to higher education, careers and communitv' participation.\" she said. School districts and communitj' partnerships were selected for the grants on the basis of their potential to \"overcome entrenched barriers to change, ignore outdated assumptions and identify creative solutions to chronic problems. according to a Carnegie news release announcing the grants. Little Rock was noted in particular for a long-standing relationship behveen the school district and New Futures for Youth, a coalition of school district, city, judicial. religious. business. health, public assistance and higher education officials focused on improving the academic success of students, particularly black or impoverished students. New Futures was formed in 1988 as the result of a $7.5 million grant from the national Annie E. Casey Foundation. New Futures and the district have a long experience of workini together, and their work on middle schools offers a promise of success for high schools. Cahill said. One of the first steps in developing plans for each of Little Rocks five high schools will be to hire a project director, Don Crary, executive director of New Futures, said Wednesday. That person, who will be on the New Futures staff, will oversee efforts to go out and bring in whatever national expertise is available on how schools can raise achievement for students. Crary said the Carnegie Corp, has committed to help identify sources of information on successful schools and school districts. The planning grant will be used to send Little Rock people to see successful schools as well as bring experts in. \"I think there will be a plan for each school.\" Crary said. Some schools have already begun doing some things. Well look at what they are doing and help them build on that with the national expertise. Additionally, the coalition will look at how the community can be involved in the planning and otherwise make known what it wants from the citys high schools. \"In a lot of places there is a sense that what a community- wants is more options for kids at the high school level. Crary said. \"It seems people want a lot more options for students, so they can begin to specialize in areas of interest and even begin making connections with the business community, possibly through internships. Crary said the planning process is likely to look at staff development issues and the size and organization of the high schools. Planners. for example, are likely to ! consider whether alternate sizes ! for high schools might be beneficial. Cahill said the corporation is expecting from the districts a vari- oh nf rloftnitinnc pAr (JaaH hiah ' et\\ of definitions for good high schools, programs that will benefit large numbers of students in a school, strong new instructional focuses, bold changes at the ninthgrade levels because of large numbers of students repeating the grade, small learning communities and partnerships with higher education institutions. Districts that do not ultimately get the $8 million implementation grant are still expected to benefit J from the program because they will have developed strate^c plans and strengthened community partnerships, said Neil Grabois, vice president and director of strategic planning for Carnegie. The efforts wont be wasted, he said, adding that funding for implementation of the plans may be available from other sources. SATURDAY, JANUARY 13, 2001  7 school distncts to get learning centers program money THE ASSOCIATED PRESS Seven school districts across Arkansas have been tagged to receive money under the U.S. Education Departments 21st Century Community Learning Centers program. The districts are: Little Rock, $640,939\nVan Buren, $474,097\nHamburg, $467,305\nMarked Tree, $372,053\nConway, $368,243\nWatson Chapel, $319,061\nGurdon, $155,920. The new program is designed to provide tutoring and homework help, academic enrichment opportunities, college preparatory assistance and enrichment through arts including chorus, band and drama. Technology education, drug and violence prevention counseling, supervised recreational opportunities and services for youth with disabilities are also provisions of the program. U.S. Secretary of Education Richard W. Riley said grants totaling nearly $213 million will be made to school districts in 46 states.July 2 5. 2 0 0 2 Grant to help schools combat energy costs ARKANSAS DEMOCRAT-GAZETTE The Energy Unit of the Arkansas Department of Economic Development has been awarded an $80,000 grant from the U.S. Department of Energy to continue Energy Smart Schools. The project, part of the Rebuild Arkansas program, helps make buildings more energy-eflficient, functional and cost-effective. School districts in the program include Altheimer, Altus-Denning, Caddo Hills, Dumas, Forrest City, Little Rock, Mammoth Spring, Marked Tree, Oark, Poyen, Shirley and Stuttgart. The project, which identifies communities and, school districts that have buildings to construct or buildings that have historic significance, transforms the facilities into Energy Smart Schools. The energy savings will be documented and reported to the community, the school district, the state and the Department of Entergy. Gov. Mike Huckabee has also awarded $25,000 to the Arkansas Department of Economic Development Energy Unit as a match for the federal grant The grant is part of a contract that the Energy Unit has with the Ozark Energy Group, which coordinates the Rebuild Arkansas program.  More information is available at (800) 275-2672. SATURDAY. SEPTEMBER 28. 2002  Teaching of histon focus of U.S. grant | The Little Rock School District learned this week that it sViVff  '\"\"I\"\" three-year. S995.953 Teaching American History Grant from the U.S. Department of Education. The money is to be used to provide ongoing professional development on US. history and teachmg practices to 123 American history teachers in grades five, eight and 11. The district will partner with I variety of institutions for the resources for the training, including Colonial WUliamsburg the University of Arkansas at Little Rocks department of history and Central High Historic\nNational Park Site. a The purpose of the grant is I to develop a cadre of K.CVC1OP a cadre of master teachers in American history and a collection of innovative lesson plans that will include the use of state of the art technol- ogy-o o \u0026lt;N co 6 schools in LR district get a boost from grant Funds to enhance advanced placement programs a. \u0026lt; BY ANDREW DeMILLO ARKANSAS hl'MOCRAT-GAZETIE The Little Rock School District was awarded a $1.3 million grant to increase the number of low- and middle-income students taking advanced placement courses, school and federal officials announced Monday. The two-year grant, distributed through the No Child Left Behind Act, will create the Accelerated Student Achievement Program at six district schools, interim superintendent Morris Holmes said at a news conference at Hall High School. This money is going somewhere. Holmes said. This energy and excitement is going somewhere. The schools participating in tlie program are Hall and Mc- Clellan high schools and Henderson, Cloverdale, Southwest and Mabelvale middle schools. Through the program, which begins May 1, advanced placement teachers will participate in conferences, workshops and other professional development opportunities. The program also includes online resources for high school students, tutoring and a college preparation awareness program for middle school students. Nina Rees, deputy undersecretary for innovation and improvement in the U.S. Department of Education, said the grant is intended to increase student participation in advanced placement. If you offer the coursework, the students will come, she said ,, See GRANT, Page 8B B fc*  / 1 I I I pi'!' r ^1- .4' I ! i i // lU  /1 I / Arkansas Democral-Gazetle/STEVE KEESEE Nina Rees, a deputy undersecretary for the U.S. Department of Education, presents a check to the Little Rock School District for $1.3 million on Monday. The grant will be used for the districts advanced placement program. Rees made tfie announcement during a ceremony al Hall High School. I Grant  Continued from Page 1B at the news conference. We have to make sure the funding comes available. In the 2002-03 school year, enrollment for advanced place- I ment course in the district was 3,287. Students taking more than one course may be counted multiple times in that figure. Preparing students for college is a moral issue, Holmes said. It is wrong for us to continue down this road and not have a significantly larger number of our children excel, he said. The grant is part of the federal advanced-placement incentives program. President Bushs 2005 budget includes a 119 percent increase for the incentives program, from $23.5 million to $51.5 million, Rees said. The goal of the grant is to in-struction, said he also hopes to increase the number of students who take the advanced placement exams. We have very few students proportionately who take the AP exam, Glasgow said. Thats something we need to change. The program also aims to increase awareness among parents of middle and high school students, Cleaver said, including regular parent meetings and district- wide parent conferences. A lot of times, theyre not aware of it, Cleaver said. Weve got to work with the counselors and the families to let them know about these courses and how they can help. April 3, 2 0 0 3 Arkansas Democrat-Gazette/BENJAMIN KRAIN Mann Middle School science teacher Jason Finney receives $5,000 from members of the Public Education Foundation of Little Rock who made a surprise visit to his class Wednesday. Finney applied for the grant to start a program allowing students to use computers to analyze the weather. LR foundation awards grants wortii $94,750 to24sdiools BY CHRISTOPHER SPENCER ARKANSAS DEMOCRAT-GAZETTE Like a sweepstakes prize patrol, members of the Public Education Foundation of Little Rock blitzed through 24 schools Wednesday morning, surprising teachers with money for school programs. This is ... you definitely surprised me, said Mann Middle School band director Lori Muis, who was flabbergasted as she received balloons and a check for $1,000 for a Music to Share program to buy musical instruments. Yeah, she is the best teacher ever, said student Chris Via, 14, who was playing bells in the front of the classroom. See GRANTS, Page 10B Thursday, April 8, 2004  Ajfcmsas Democrat (Gazette Arkansas Democrat-Gazette/BENJAMtN KRAIN Yvette Goldmon, a fifth-grade teacher at David 0. Dodd Elementary School, is awarded $4,919 in grant money Wednesday by the Public Educa-tion Foundation of Uttle Rock. Members of the foundation visited 19 schoois in Little Rock to surprise and recognize outstanding teachers. Foundation enriches LR schooling Grants buy band instruments, pay for field trips, fund student studies BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE At Little Rocks Western Hills Elementary School, the fourth-and fifth-grade bands rendition of the Polly Waddle Doodle nursery rhyme is about to crescendo, thanks to a Public Ed-ucation Foundation of Little Rock grant to music teacher Cynthia Buehling. The $3,605 award will enable Buehling to expand her 35-mem-ber, after-school band to 46 members. Buehlings grant was one of 26 grants totaling about $85,000 distributed to unsuspecting teachers throughout Little Rock on Wednesday. Three separate school-bus loads of balloon-carrying community leaders  including Little Rock Mayor Jim Dailey, Lt. Gov. Winthrop Rockefeller, Interim School District Superintendent Morris Holmes and Education Foundation President John Riggs IV  swept into 19 schools and assorted classrooms to present teachers with oversized checks, hugs and handshakes while sometimes puzzled students looked on. Im so excited! Buehling exclaimed repeatedly over the applause of adults and the music of her fourth-graders, who continued to blow into their recorders. We dont have as many band instruments as we have students who really want to participate, Buehling told visitors about the band program that stresses both music and good citizenship. I wrote this grant [request] to get more instruments and more inSee GRANTS, Page 10B 'tM L?..   Arkansas Democral-Gaiene/BENJAMIN KRAIN Cynthia Buehling, a music teacher at Western Hills Elementary School, is awarded $3,605 by Laura Dormus (left) and members of the Public Education Foundation of Little Rock on Wednesday The foundation surprised teachers In their classrooms all over the Little Rock School District with grants for the Innovative Ideas Grant Program. Grants  Continued from Page IB strument-repair equipment so more students can participate. Buehling, who volunteers her time after school to teach and conduct the band, said she had convinced herself that she probably wouldn't get a grant this year because she had heard the competition was stiff. I had no clue, no duel she said. At Wilson Elementary, the presentation of $1,956 to teachers Nancy Ivy of Wilson, Carolyn Gray of Franklin Elementary, and Anne Meazle of Rightsell Elementary brought tears to Grays eyes. \"This isnt good for an old womanl\" said Gray, a 38-year teaching veteran, as she quickly regained her composure. This is fantastic! The teachers, along with Michelle Kavanaugh from Cloverdale Elementary, coordinate gifted- and-talented education programs at their schools. The teachers will use the money to enhance their 3-year-old Landmarks social studies program in which pupils in grades three through five research  and sometimes visit  city, state and national landmarks lUte the Old State House in Little Rock, the Old Mill in North Little Rock and Hot Springs National Park. We didnt think children knew enough about where they live and they werent exposed to these landmarks, Taylor said about the motivation for the program. This money will allow us to do these field trips. It will allow us, possibly, to go on an out-of- state venture, maybe to St. Louis to see the Gateway Arch. The grants awarded Wednesday ranged in value from $325 for the development of a butterfly garden at Romine Elementary School to as much as Recipients of Public Education Foundation of Little Rock grants prepare pupils for the Arkansas A summer enhancement program to The Public Education Foundation Benchmark Exams. improve math, literacy and high-of Little Rock awarded Utile Rock Carver Elementary, $781, Su- schod survival skills will be offered School District educators more than san J. Daniel. Learning from School to all incoming ninth-graders. $85,000 in grants Wednesday. The to Home.\"Take-home packs of activ- Hall High, $4,390, Jane Meadgrants are intended to support Hies in math, science, language arts, ows F.O.C.U.S. (Forwarding Other teachers' innovative efforts to raise music and in motor skills are sent Cultures Under-Represented in Sci-student achievement. The recipients home each week with kindergarten ence).\" A science fair research lab include\nchildren to share with their parents, will be established to increase stu- Jefferson Elementary, $4,870, dent opportunities for science reARKANSAS DEMOCRAT-GAZETTE Wilson, Franklin, Cloverdale ------------- . . . and Rightsell elementaries, Carmen Walker. Kinder Gardens.\" search and education. $1,956, Nancy Ivy. Landmarksa Children will learn basic math and Mann Magnet Middle, $5,000, collaborative social studies unit on science skills through agricultural Jamie McKenney. Fourche Creek city, slate and national landmarks for cultivation and production of pump- Service Learning Project.\" The proj-third-, fourth- and fifth-grade gifted kins, sunflowers and flowers. eel is a community-based study of education students. Volunteers in Public Schools, Ihe ecological, environmental, bio- Booker Elementary, $1,800, $4,000, Debbie Milam, Project Men- logical, geologicat, chemical and Marilyn Burruss, \"Malh-terpieces\"  tor\"  to expand the existing school- economic issues in the development the study of math, art, technology based mentoring program that of a nature center around Fourche and language arts by fifth grade matches adults with low-achieving Creek. special needs/resource students students in grades 4-7. Forest Heights Middle, $2,500, ...............  -------- Romine Elementary, $325, De- Margaret Wang. Integrating Uter-ation of a book. fores Banks. Butterfly Garden.\" Stu- acy Into Science\" This project will inWestern Hills Elementary, dents will research, design and es- tegrate literacy into the science $3,605, Cynthia Buehling, \"B.A.N.D.\" tablish a butterfly garden at Ihe en- classroom.  Behavior, Attitude, Notable, Disci- trance of Romine's Magnum Opus Mabefvale Middle, $2,158^Palsy pline provides instrumental music in- Park. Lewis Petals and Feathers.\" Stu-struction to fourth- and fifth-grade Meadowcliff Elementary, dents with special education needs students. ' \" '  ' \"* through the use of art and the ere* $4,021, Karen Carter. \"Project BAG- will establish and maintain gardens Watson Elementary, $4,500, IT (Books Are Great  Inspire To- that will include bird feeding stations, Sandra Hinson. \"Reading For Infor- gather)\"  to provide reading bag Henderson Middle, $1,000, mation.\" The school will update and for each child in the building to help Marvin Burton. Student Challenge\" diversify the science, geography and increase parenVehild interaction in \na three-semester long reward biography book collections and pur- literacy. The students will use the program4.to, .j^allenge students in chase Accelerated Reader Books bags to take home literacy activities, sixth through^ighth grades., to be-and Accelerated Reader Tests to . Hall High/Central High, $3,i75, come high awievers on standard-motivate student readers. Beverly Smiley. \"Computer-aided Bi- ized tests. Dodd Elementary, $4,919, ology Labs.\" The school will buy a Mann Ma.g net Middle,. $1,.000, Martha Lowe, Math At Work.\" Guest site license to Biology Labs On-Line Rick Washam. \"Rowher \u0026amp; Jerome speakers, field Irips and student and the appropriate CD applications Internment Camp Monument \u0026amp; Edu-economic projects will show pupils for dassroom use. cationaJ Garden Project The devel- how math concepts are essential in McClellan High, $1,500, Terrie opment of a visible, lasting tribute to the work world. Evans. G.A.M.E.S. {Growing And the Japanese Internment Camps by Baseline Elementary, $2,982, Maturing Educationally \u0026amp; Socially).\" students in the Environmental Spa- Rebekah Martin, Leap Into Learn- Students considering teaching as a tial and Technology program, ing. Eighteen Leap Pad Learning profession will work with students Central, Parkview, Hall, McClel- Systems with interactive activity and with special needs. Ian highs, $18,800, Vanessa game books will be purchas^ for Hall High/Central High, $3,169, Cleaver. \"S.M.A.R.T. (Summer Malh-pre- kindergarten pupils. Elizabeth Lucker. \"BOOKIN' IT ematics Advanced Readiness Train- Washlngton Elementary, Through My Life.\" Family and con- ing)  a two-week, half-day sum- $3,741, Reva Viswanathan, \"Write sumer sciences students will devel- mer program for rising eighth- and Washington With Might.\" Dictionaries and the- op keepsake scrapbooks. ninth-graders who will be enrolled in sauruses will be purchased f'o r the Parkview High, $5,000, Linda Algebra 1 in the 2004-2005 school school's Writing Guild program to G. Brown. Patriot All-Star Academy. year. student learning and improve includes parents, business and $5,000. The Parkview Magnet tte_a_ch_er qu_a_lit,y .a..n. d b.ring the community leaders, government High netted a top-dollar grant, community into the mix, said leaders, and school board mem-for its year-old All Star Academy, a summer program on high school survival and academics for all ninth-graders. Mann Magnet Middle School also got a $5,000 grant for its Fourche Creek Service Learning project that will enable students to conduct environmental and economic studies during the development of a nature center in the area. Cynthia East, a member of the bers. board of directors for the P~ ub- Financial donors to the'fqun-lie Education Foundation. \"These dation make the grants and oth-grants bring all of that togeth- er projects of the foundation poser. Its extremely exciting. sible. Major donors include En- East co-chaired the grant re- tergy Arkansas, Fifty for the Fu-view panel that evaluated more ture, Lt. Gov. and Mrs. Win Rock-than 90 applications for the efeller, Roy and Christine Stur-awards, given for the second con- gis Foundation, Merrill Lynch, secutive year. Regions Bank, GDI Construction, The foundation is a nonprof- Metropolitan National Bank, and it organization operated by a 27- Bird and Bear Medical Inc. Our goals are to improve memb er 'b oard' o'f di rectors th' at Another funding source for the foundation is the Honor A Teacher Program, through wliich parents and other school supporters can donate to the grant program. Riggs, the foundation's president, said the innovative grant program enables the community to recognize and support outstanding teachers and replicate their ideas in other classrooms. Today is a celebration of excellence in the classroom, Riggs said. Its one step in the journey of having the best school district in Arkansas and the best school district in this region. I 2B  THURSDAY, APRIL 7, 2005  .mJ' \u0026gt; Arkansas Democral-Gazelte/STATON BREIDENTHAL Media specialist Donna Clark (center) and counselor Lee Vanenk (right) react after receiving a $2,500 grant from Ginny Kurrus on Wednesday morning at Mabelvale Elementary School. Prize patrol delivers checks to 14 schools Public Education Foundation awards $58,447.98 in grants to educators in LR BY VAN JENSEN ARKANSAS DEMOCRAT-GAZETTE lum. Thank you ail so much, Out- Shrieks, yells, laughter and ap- iaw said before leading her class plause could be heard in schools onward. Grants for Little Rock schools across Little Rock on Wednesday, At Chicot Elementary the as balloon-toting visitors burst crew surprised Marsha Hunter into classrooms to hand out over- and her class in a computer lab. sized checks to educators. Hunters $3,420 check will go The Public Education Foundation of about Chinese art, music, science, math LitSe Pock provided grants to pay for 21 and cultural, economic and religious as-educatjon programs Wednesday. peels of the Chinese way of life Here are the schools, program, grant  Central High  $3,967.41. Summer For the third year, the Public toward computer technology to Education Foundation of Little enrich students vocabulary, cre- Rock gave out Innovative Grants ative writing and technological to teachers and principals at 14 skills. schools in the Little Rock School Oh my gosh, one student District. In all, the foundation yelled. Is that real? contributed $58,447.98 to 21 programs at the schools. Members of the foundation said they hoped the program Its wonderful, said Larry would encourage teachers to Lichty, a foundation board mem- come up with new learning prober. Its just such a great way to grams. recognize teachers. And, they said, some teachers Foundation board members, have received continued funding Little Rock Mayor Jim Dailey, through these grants because of Little Rock School District Su- the benefit of their program. perintendent Roy Brooks and Foundation board member others gathered at the founda- Virgil Miller said its exciting to tion office Wednesday morning give out the money. before boarding three y, ellow People get excited when you school buses  each taking part give out money, he said. Thats of the Prize Patrol to different my experience. schools. And, he said, the grants go to- A third of the crew went first ward a good cause. to Baseline Elementary, where Youre funding something in-they planned to surprise two novative, trying to improve stu-teachers with grants. Unfortu- dent achievement, Miller said, nately, their arrival was so unex- Everybody benefits. How could pected that the principal and one you not love that? of the teachers werent there. In ail, 31 major individual and But the group did come corporate donors put money into across Ashley Outlaw as she led the grants. In its three years, the her kindergarten class through a program has doled out $243,500. hallway. Brooks said its nice to be able Outlaw gave a startled shout, to help out some deserving edu-eyes wide, and her students be- cators. gan cheering. I cant tell you how excited The group handed over a we are about this day, he said, check for $2,131.39, to be spent We get to do some wonderful on books and educational games things for some wonderful teach-to supplement the basic curricu- ers. amount and desaipbon of the Mathematics Bridge. Incoming ninthgraders work on Pro-Algebra strategies  Baseline Elementary $5,000. to help prepare them for Algebra I. Fundamental Fiction. The money will be  Central High  $4,000. With Liberty used to purchase fiction books. and Justice for All: CMi Rights Memory  Baseline Elementary  $2,131.39. Project and Virtual Museum. Helps Monday Backpacks, A collection of ninth-graders adjust to high school and books, poems, songs and games used prepares them for critical thinking and to supplement the basic curriculum. writing.  Chicot Elementary$3,420. Visual  Hail High  $3,035.50. Stop, Drop Reality. Uses visual technology to enrich and Read. Provides books and free vocabulary, creative writing arid techno- time for student to read for pleasure in logical skills. several classes.  Mabelvale Elementary  $2,500.  Hall High  $2,508.70. A Picture Character is the Key. A program that Paints a Thousand Words. Students in a teaches kindergartners through sec- Spanish for Native Speakers class study ond-graders aixiut honesty, integrity Spanish literature and produce a work and respect. of art to serve as an interpretation of one  David 0. Dodd Elementary$3,500. of the pieces of literature read. Just the Facts, Please. A project that IHallHigh$3,142.50. Analyze This teaches nonfiction reading strategies to and Thal Uses software to improve per-third- and fourth-graders. formance in several Advanced Place-  J.A. Fair  $2,300. C.A.M.R (Chai- merit courses. lenging Adventures Mean Progress),  Southwest Middle  $670. Mustang Teachers provide experiential education Horticultural Club. Students will learn activities to students in a camp setting, horticultural and marketing skills.  Washington Elementary  $1,000.  Meadowcliff Elementary  $2,000. Centers of Achievement. Establishes a Project DREAM. Students take online literacy program for a special education quizzes on books they have read. '^assroom.  Geyer Springs Elementary  Washington Elementary  $550. $4,864.13. Childrens Book Bag Recipes for Success. Cooking projects Challenge. Kindergarten through fifth-for special na^ds students. grade students will receive a bag of Washington Elementary $2,000. non-fiction material. Living and Learning Museum. Shows  Parkview High -$5,000. Parkview the relationship between math and his- All-Star Academy, Summer enhance-tory, science and language arts, men! program for all incoming ninth-fl Rightsell Elementary  $750. graders. STOMP (Striving Toward Our Musical fl Parkview High$5,000. Smart Mu- Potential) Out Loud. Integrates musical sic: Developing Musicianship through skills and helps reinforce literacy and Technology. A computer-based practice math skills at all grade levels. program used to improve the curricula fl Dunbar Middle $1,100. Bringing for woodwind, brass, string and vocal China to Arkansas. Includes leaminq students.  WEDNESDAY, APRIL 5, 2006  Balloons bear news of 21 LR School District grants dation of Little Rock to finance ports the 26,000-student Little the winning- scHnnls. two education initiatives at the Rock school system, the states This has really made my BY HEATHER WECSLER schools. Winning projects included greenhouse, butterfly garden and ARKANSAS DEMOCRAT-GAzjii\"it system Educators across the district a new vocabulary curriculum bird sanrtnary. Lyles, Srogging As soon as she saw the bal- Little Rock campus. largest. had applied for funding for 41 at Carver Magnet Elementary and Tracey Montgomery-Wilson loon-toting visitors waiting for For the fourth year, the foun- projects, said Laurie Baehr, the School and a program at Hail also received a $3,048.90 grant her in the Washington Magnet day, Lyles said after the an- dation delivered the awards foundations grants manager. A High School that uses algebra to for a computerized, interactive Elementary School library, Pau- nouncement. Publishers Clearing House-style, 14-member panel of foundation teach students such real world Smart Board to teach special letta Lyles knew what was com- Similar reactions could be presenting the educators who board members, former teach- skills as managing a budget and education students. ing. She pumped the air with her seen Tuesday at schools across won the grants with balloons ers and foundation volunteers applying to college. We want to do everything fists and ran to hug her fellow the Little Rock School District and oversized checks. Little selected the grant recipients. At Washington Elementary, we can to incorporate different teachers. as the foundation distributed Rocks version of the Prize Pa- The projects have to im- Lyles and her colleagues Phillip learning styles, said Lyles, a Lyles, along with some of her $70,833 in Innovative Idea Grants trol included foimdation board prove student achievement, and HaJlum Lou Ross and Ann Scog- special education teacher. And colleagues, soon learned that to fund 21 education projects, members, city and district offi- we also wanted grants to help gins successfully applied for a these projects will make sure they had received two grants The foundation is an indepen- cials, and community volunteers increase parental involvement, $4,500 grant to let students build our kids are part of the full cur- from the Public Education Foun- dent nonprofit group that sup- who traveled by school bus to Baehr said. an outdoor classroom including a riculum.2006 Innovative Idea Winning Grant recipients ARKANSAS DEMOCRAT-GAZETTE Forest Park Elementary and Wil- therapists to plan and provide expert- for the grant to their teachers. The Public Education liams Elementary  HOPE Helping ential activities that will enhance the -   Foundation of Little Rock on gross and fine motor skills, eye and tions' Award: $3,296.70 hand coordination, agility, communi- _______________Laughlin, Teresa cation, and endurance of students ects in the Little Rock School Carpenter District Helping Other People through The 2006 Innovative Idea children about Winning Grants went to the nrepreneurship and philanthropy - by providing them with small loans Tuesday awarded $70,833 in grants to 21 education proj- following schools and teachers: Other People through Enterprise with disabilities. Otter Creek Elementary  Expedi- Award: $4,804.06 Staff: Teddi Cole Expeditions is an interactive Jefferson Elementary  Reading study of world geography based on to Learn Award: $4,999.28 The Amazing Race television show. Students will integrate technology, to start their own businesses. Profits from the sale of student-created Staff: Beverly Hendrix. Nathalie social studies, language arts and Massanelli, Amber Matthews mathematics as teams compete to Bale Elementary  Backpack products will be donated to charity. S^JCidies Fulbright Elementary  Text Talk Award: 2,452.50 Reading to Learn will integrate fill their treasure chests with items science books into the current first- from various countries. Award: $3,264.62 Staff: Ramona Geurin, Laura Shiver, Ashley Andrews grade guided-reading curriculum to Parkview Magnet High School enable students to read nonfiction as   Parkview All-Star Academy Award: $5,000 Staff: Celestine Piggee, Leigh Staff: Beth Johnson, Gay Wyatt  , - Text Talk is a vocabulary instruc-  . , , _ . , ,, . Backpack Buddies are back- tion program to develop understand- Mabelvale Middle School Using _ ucii.j ...ix,. ------^. x,------ .. . . - Games to Increase Student Achieve- Cole, Judy Warren, Jeremy Owoh well as fiction books. packs filled with literacy-building ac- ing among kindergarteners through tivities to encourage at-home read- third-graders of word meanings ing between the students and their through oral language activities. buddies.\" Brady Elementary  Reading without Barriers Award: $1,498.85 Staff: Beverty Cook, Melissa Hannah parental involvement and direct instruction. Hall High School The Real World Project Award: $3,176.68 Staff: Coniell Bursae, Yolanda ment Award: $4,154 The Patriot All-Star Academy is a summer enhancement program to Staff: Nancy Harris, Annita Paul, improve the math and literacy skills Paula Smith of all incoming ninth-graders. This project will enable the math Washington Magnet Elementary coach to purchase or make games  Living and Learning for use in teaching and reinforcing . _.. sixth-grade math concepts. Award: $4,500 Staff: Phillip Hallum, Lou Ross, Reading without Barriers will use Bush, Tiffany Jackson, Felicia Wil- Mabelyale Middle School  Dig- B**!** l-yl' Ann Scoggins technology to scan books onto disks s**, Tonya Johnson, Louisa Rook, 9''*9  Heritage Garden Studerits will build and use an  ............................ - -  . Award: $3,897.44 outdoor classroom consisting of a so that computers can read to stu- Kimberly Van Meter, Demar Sand__________ ............. Campbell, Kathey greenhouse, butterfly garden, and develop spelling, word recognition Bladmall, Bemestein Rhodes^, Carla . bird sanctuary to explore wildlife pop- | and comprehension skills. Harris .. Digging a Heritage Garden will ulations, habitats, ecosystems and i Carver Magnet Elementary  Extending Vocabulary through Read- Alouds Award: $1,230 Staff: Laurie Yarbrough, Kathy Dober All primary-grade teachers at Carver will be trained to use Text Talk, a supplementary vocabulary program. They will then host parent nights to provide Text Talk tools lor use at home. Chicot Elementary  TechKnow Award: $3,815 Staff: Leola Reids, Marsha Hunt- dents with disabilities to help them Midiael Clark, Betty Larry, Reva The Real World Project will teach ooh, hands-on learning expert- interactions among living things, ninth-graders the uses for Algebra I, eoces using the JunWr Master Gar- Washington Magnet Elementary as well as how to manage a bud- dener program curriculum to develop Touching the Future get, create a resume and apply to od grow a heritage garden that will college. The project will be capped serve as a scientific learning labora- with visits to central Arkansas col- *'Y- lege campuses. The project goal is Mann Magnet Middle School  to bridge the gap between the stu- Outdoor Learning Center dents'idea of success and the reality -------- of achieving it. Award: $5,000 Award: $3,048.90 Staff: Ann Scoggins, Pauletta Lyles, Tracey Montgomery-Wilson This project will use a computerized, interactive white board to integrate functional reading, writing and math skills Staff: Rick Washam, Jamie McK- with computer literacy for the schools Hall High School  Graphic Novels enney, Stephanie Jones special education population. for Literacy The Outdoor Learning Center Western Hills Elementary  Books Awarded: $3,900 will enable teachers and students far B.A,N.D, Staff: Trina Bright, Jennifer Diggs, to research and explore ecological, Mary Casto environmental, biological, geological. Award: $635.85 Staff: Cynthia Buehling Graphic Novels for Literacy will chemical and economic issues con- Grant money will be used to pur- provide a variety of classroom sets cerning the future development of an chase instruction books and CDs, interactive Smart Boards and of graphic novels to encourage vol- area near the school. along with materials to build a music faUMChfaacomDuteTm?t^aS?dT ac*''' student Mann Magnet Middle School storage cabinet, for the Behavior, At- era^Si ccT'oulum. _ Explore the Worldl The Global rtuP. Notability, Discipline program, _ . ... .. . J-A. Fair High School  CAMP Explorers Experience a once-a-week instrumental music ............ Award: $2,675 program far students. er Forest Heights Middle SchooF FUN Challenging Adventures iramily:Night Science Project - - i . - ' Mean-ProgressFfastering Unique Award: $2,483.79 Needs Stafft, Margaret Wang, Wends^' Staff: Jason Rnney. Robin Zim- Wilson Elementary  Books for  mer, Barbara Gilbert-Wise Foundations of Reading Award: $2,000 Wendyf' Award: $5,000 Twenty-five seventh-grade ge- Staff: Ruth Eyres, Tamara Baker, ography students and three social Five parent/student science. Denise Nesbitt, Jennifer Jimenez Staff\nKelly Calkins r AMD CUM 'll UI r, studios teachets will attend a two- SpanishZ\u0026amp;glish fiction and nonfic- f  Il u 'u rUN Will enable Commu- day cultural immersion program at Son books will be added to the schools ?m7 JhLiM nity-Based InstmeSon teachers and Heifer Ranch, a nonprofit facility in permanent library collecSon far Se by the 2006-2007 school year. occupational, physical, and speech Perryville. Students brought the idea students, parents and staff: * nights, featuring inquiry-based sci-Grants  Continued from Page IB In all, the foundation gave 32 grants, totaling $94,750. The money will be used to for programs to enrich school curriculums and give teachers a chance to use creative approaches to learning, said foundation executive director Vicki Saviers. \"These are innovative ideas and you have to give teachers an opportunity to try new ideas even when sometimes they dont have the money, Saviers said. The projects are diverse. Mann Middle School students will use computers to analyze weather as part of its School Weathernet Program. Washington Elementary will use its grant to diversify and expand its library offerings. And Gibbs Elementary students will design a quilt that illustrates the experience of Japanese children imprisoned in Arkansas two internment camps during World War n. This is just excellent, said Mary Thompson, the presidentelect of Pulaski Heights Middle Schools Parent-Teacher Association and mother of two children in the district. The foundation is a nonprofit organization dedicated to improving schools in the Little Rock School District. That goal  along with the grants  is something the community can only benefit from, Thompson said. Little Rock Mayor Jim Dailey agreed. Obviously, creating a better school system is something that helps the community, but even more important than that, is the symbolic act of recognizing these teachers ... of going out to the schools and personally say- ing 'thank you and good work, he said. Little Rock schools receiving grants Read to Jfie Public Education Foundation of Little Pock awarded $94,750 to the following Little Rock School District schools Wednesday. The teachers who applied for the grants will use the money to start creative programs.  Central High, ^,900, Stage A  Carver Elementary, $965, digital imaging program.  Washington Elementary, $5,000, Reading On Up.  Mann Middle, $1,000, Music To Share.  Mann Middle, $5,000, Using computers to analyze weather.  Gibbs Elementary: $1,627, Life Interrupted: The Japanese Internment.  King Magnet, $4,725, Lion Club Camp.  Watson Elementaiy, $4,000, Cultural and Physical Diversity Awareness.  Chicot Elementary, $4,700, literacy program with a parenting component.  Otter Creek Elementary, $2,300, Otter Pockets reading program.  Dodd Elementary, $3,944, Dodd Mini-Mall economics program.  J,A. Fair High, $1,000, multidisciplinary study of The Crucible.  J.A. Fair High, $5,000, Powerful Presentations by Kids.  J.A. Fair High, $2,000, Outdoor Learning Center.  Wilson Elementary, $3,994, drama program.  Central High, $1,490, Literacy in Physics.  Fair Park Elementary, $1,000, Fair Park Band Program.  Fair Park Elementary, $724, Fair Park Stock Market Team.  Fair Park Elementary, $5,000, Story Characters writing program.  Fair Park Elementary, $3,000, Fair Park Family Readers.  Forest Heights Middle, $2,000, Multimedia in the Classroom.  Forest Heights Middle, $776, Seventh Grade Literacy Fair.  Hall High, $4,000, Celebrating Diversity.  Southwest Middle, $1,500, Urban 4-H.  Southwest Middle, $1,500, Business Theories/Application.  Parkview High, $4,850, Parkview All-Star Academy.  Brady Elementary, $2,215, Second grade science project.  McDermott Elementary, $5,000, Discovery Lab.  Fulbright Elementary, $1,770, Special Needs Advancements.  Fulbright Elementary, $4,750, Creating the Interactive Classroom.  Alternative Learning Center, $1,000, Great Books reading program.  Five elementary schools, $5,000, Art Bug project. 1 I ivl  dozen educational foundations exist, including ones in Pulaski County Special, Van Buren and El Dorado school districts. Nationwide, an estimated $1.5 billion has been raised by about 4,000 foundations, according to the Washington, D.C.-based Public Education Network, which tracks such organizations. Most of the grants will pay for programs that begin next fall. Once the programs are complete, the fouhdation will evaluate the grant program. We are going to be good stewards to our doriors. That is very iEppdrtarit to us, Saviers said-Thfe\ngrants all have an elertto bf accounta- have an bility. And some out- standing sufeqeSs iis a program, there is alwA^^e^ oppor- tunity to* trictwide. W'S!\" dis- Dailey, who rode along with the prize patrol, introduced the first award to a surprised teacher at Carver Elementary. Patricia Burns, a media specialist, was a bit speechless at first as Dailey announced the $985 grant in front of her class, but she quickly recovered and explained how the Candid Camera Kids program will teach students how to use digital cameras and manipulate digital images. I think it does mean a .lot. to these teachers to receive some validation from other adults who say, You are doing an excellent job. I think that means something, Saviers said. The foundation was formed last year and is administered by a 22-member board comprised of community leaders in business, education and city government. The foundation operates from funds and commit- ' ments of $500,000 raised over the past year. In Arkansas, at least three s:\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_594","title":"Middle Schools","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["2000/2004"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Teachers","School improvement programs","Meetings"],"dcterms_title":["Middle Schools"],"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/594"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["212 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\nLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-0510 September 8, 2000 TO: Middle School English Teachers FROM: Barbara Brandon SUBJECT: Collaborative Session Thursday, September 21, 2000 IRC - Room 18 or 19 4:00 -6:00 PM Features: Effective Planning/Active Reading/Collegial Sharing Effective planning is crucial to the success of any endeavor. We are in the business of preparing students for life-long literacy, it has been said, \"Those who fail to plan, plan to fail\". Lesson plans generally reflect what you will teach, why and how. They should be functional, flexible and adaptable (in your absence). Middle school English teachers are using effective plans throughout the District. We invite some of you to bring examples of plans that have worked well for you in the literacy-based classroom. Teachers actively working in the field are great resources. Please come prepared to share so we all will grow. Time will also be allotted for sharing success strategies and for seeking solutions to problem areas. We invite and encourage your attendance. Two hours of professional development credit will be given.IMLiddle School ColiaTbora'ti'sare Session. SejJ'tenxTbex 3X, 2000 4:00 - 0:00 IM lax-tx-o dLixotioirs Celebrations / S oTb-iFe stis ISlraa?iM.g  I*lajacttirLg for Sxxccess Active Hea\u0026lt;iixi.g SCamdoix-ts GrXOToqp A-cti'szl'ty SlxEtrixig Tlranlts fox allyoix dLo \"to \u0026lt;a.e'veloi\u0026gt; literate clt^jjzoxLS.Presenter: Date\n\u0026gt;rkshop Title: IV^-XCDLe Sc-Ucx7U CoLLABcP\\fvTT\\ Length of Workshop: From .4 -QOP-If -OQ.p------ n Salary Credit U , Inservice (off contract - three hours or more) (dunng contract time) Q Salary Credit Location\ntvC-^ 0 Stipend Paid (will also receive inservice hours) ^uired focus areas for Professional Development. Please check one relating to your inservice. Q Assessment O Advocacy/Leadership Q Content K-t2 0 Instructional Strategies  Standards, Frameworks, Curriculum Alignment  Supervision [23 . Systemic Change Process Q Wlentoring/Coaching  Educational Technology ,  Pririciples of Learning/Development Stages .  Cognitive Research Q Building a Collaborative Learning Community NAME Please Print \u0026amp; n Social Security Number Location S c W O V) eo re 7\nu a -^$7- gq-5/-1^5 in. .M^- ( * jS'C^ AM , Please Initial i f 2 ^^7Cf-og11^0 04//^ 9-5 / \" -.^3 - 0 J-3 iL T = Teacher PM , Please Initial ' n iL(^ XHalAel'/ci!e^^  oU rf. Classifications A = Administration  C = Counselor S = Support StaffWeek of: LITTLt RUCK 5C  'L Dit, I KiC I OFFICE OF FEDERmu PROGRAMS WEEKLY ITINERARY FY 2000-2001  i: D\\13B^B \"t.?: if-aa\u0026gt;a MON. TUES. WED. THURS. ERI. I s n wtiRJs,\n\" r ( 1 \\iioi\u0026lt;s, ' 'Pf ui()si (ji \\ fftgffi?'\nM\n,UI{S()\\(su\\ islDj  ' ,. ^. .'......c.... Approved  Director of Federal Irograius isiSs Ma Cf'lSil/Tir/-i' Employee SignatureWeek of: 1 CT E MON. ruES, WED. Sefrh C= TlfURS. ERI. Approved  LITTLE ROCK SC 'L DISTRICT OFFICE OF federal PROGRAMS ' WEEKLY ITINERARY FY 2000-2001 (0(9 t si_ri I?: Pa.b6r- I 1)^ //^C- /MciLe.lva.b IT  Qji I I K(Ly touMiLUe-S-'h UnU' |kCL\u0026gt; at^ Director of Federal Programs I ''Il 1\u0026lt;S()1\\(S) \\ ISI H I) I S! -H KPOSI OJ IS n wo KE x'   \u0026gt;sJ(.NMI ni I Ml t' I \u0026lt;ll\u0026lt;fi Q A/r-s. Coj-y^'r^tyr-i o\u0026gt;i6 5 z^r, ne^ C)-(-fi c-e-\u0026gt;' Wf ^\u0026lt;g ^^SBAK\u0026amp;i Or^an i J Ato /ii-J l^e^BU-i-ccs I rave-l ' ng C^nfe'T\u0026amp;^a^-^ J I O ?7J- 0 q p)\n!) \u0026lt;1 0 rg4n i z-'^c(~?'(0m 'Planri'inj Coq./irn.n Or^^ni P pnry.1 Employee Signature Zl Week of: tSiS'TSX LITTLE ROCK SC ''L WSTRICT OFFICE OF federal PROGRAMS WEEKLY ITINERARY FY 2000-2001 ^^ep'j'errilo\u0026amp;r' I! - ^- 000 W5IS las S\n: MON, __  1? sBJs feu\n:aj wW LSI I yoRM\n 4^ - \\iH\u0026lt;( I \\ I loss i\ni\u0026amp;SfTiSr 4^^  S 'e^ph- 1/ d/'/o Mt cl4iG\u0026gt; S.Sckattl. 'StnK Ckr. . 07 . I I V . J /^/^CSKiS-O/^   - ^t. AsS/'s-faMCg, TUES. \u0026gt;-2- 4' firieU^^ O-p(?cgj C)t:^^\u0026gt;^\u0026gt; g-ti-h'oyi \\ WED ' '5'e-ph 13 THURS. ir ERI. yP dol\u0026gt;\\risor\u0026gt; TO.'7^1 /^g, p/uelsoi-i /r^c^ if^O //^cy Approved - Director of Federal Programs Sli-^------------- dU/Mjkam , p/^e' O-f-pi cey ^p-fi'c^cy OA^c O-\u0026gt;1  iOaJ^ Or^ T^C,sei\u0026gt;^h 0 ifi 'D ___ P)eyve./oi:\u0026gt;/^ pixroip'leJ's - f-di'nj i nyy: 3 re/'\" Employee SignatureWeek of: ijdfj MON. TUES. \u0026amp;e[\u0026gt;h WED. Sejyi', LIT I Lt RUCE OU \u0026gt;L. uxo I Kxv 1 OFFICE OF FEDEr. . PROGRAMS WEEKLY ITINERARY FY 2000-2001 '* T T 3s 1$ \"-I II  *^j2Ti-.-\n..-.E^vn ^''^I^Us()^(SJ \\'ISI M D-'I /8O PL /T=^Cy p.e^Acte^' rH 3Sg^^ggW /'IrS. ^ntJiS^U Ihc^shlai / O-pFi VV^i-MoiO, ~uj e-r-5^ \" ipURPtoSl \u0026lt;H N I SI I MORE) j assh.s'mi NJ I viil (I'UIOSS /^r^anf Co 11S i y Sng. (2Jyri 0 10 i \u0026lt;^1^ i Ps-^e-Yiololi'IOri' iY\\s-e-v'\\j \\ c^ bJvEK ^%r'tl )hK\\ i  4 m cck'^i-fSi- CfiiT^ Gm s M-1 -Ui-'It n s\n'-' . '-I- -./.-. (2,rT,A^ U.S^ THURS. Sepk Zl X\u0026gt;a.r\\ba T, V\\l^' +^^1'^ J P' fi I T\u0026gt;.'0-e.r- riA t5W 0l!\u0026gt;$e-t'v'\u0026lt;^'hni-3\nCanSU.t'VR--Vio\u0026gt;^ Con5t\u0026lt;,ljT'.4i'^o-S en ERI. '3e^/-. 2^2. /RQy ^-ff^cJ- P/arnntn^/^-^'Yey |4\nn r ^Jx4)'\u0026lt;\u0026gt;i*j 1il '1^^ lf\u0026lt;Qy l^e..S^ei3rc:-A J Approved - Director of Federal ProgramsWeek of: ?mLe.r^ r\u0026lt;PMra MON iSejj!-. iLS' TUES. WED. TIIURS. ElU. LITTLt RUCK. ijC \" 'C uxo i kxc. i OFFICE OF FEDEKr.- PROGRAMS WEEKLY ITINERARY FY 2000-2001 'lOBAI II. ihr: f-f-\u0026amp;r\u0026lt;cle^So 0 U 4-(n UJ  S \"V A 11 RSONiS) \\ ISI I I I) I  /'ii^n-ii-t/i TTPnCaspf-' P /if:S6ri fij p:\u0026gt;re.s\u0026gt;'F {d'e-i^hd^ p P' /^alje.l'/a/\u0026amp;- HiAd/sy /f\u0026lt;(y Approved - Director of Federal Programs ,  PI RPOSI l-H ,\\.|S1I W OUKf' \\SSI(,\\MI VifflxPH IMlUi^ii 3 \u0026gt;\u0026gt;fiui\nS P/ah\u0026gt;^ !I'lQJ t!^ ^ra.d^ 'T^ cke^*' / y^orntLcJi /d Pn Qrq^'^i z-o.:^^o'^ ___________ J Q)kisu-( , bloSe-r^^'^ .p. lO-e-' , . .d f^ahr^c-ii 'h addire. c^i'r^rjJ S^Se-d nee^^s /j^a- /- ci//'^ ReaJi\u0026gt;j o-(^a Employee Signature Back to School Inservice English Agenda Wednesday, August 9 Thursday, August 10 8:30 Welcome and Overview Suzi Oavis, Mable L\u0026gt;onaldson 8:30 9:30 Vertical l earning Begins Split into High School, Middle School Collaborative sessions begin Barbara Brandon, Middle School Suzi-Davis, High School 10:15 Break 10:15 Break , 10:30 Vertical Teaming continued 10:30 Collaboration continued 11:30 Lunch (on your own) lli30 Lunch 12:45 Vertical Teaming continued Multi-School Groups Subgroups 12:45 2:00 2:00 Break 2:15 2:15 Groups continued 3:30 3-.SO Good bye! Collaboration continued Break Collaboration Wrap-up Good Bye! Over for Foreign Language Agenda/ Middle School Pre-School Inservice Collaboration August 10, 2000 Barbara Brandon, Facilitator ACTIVITY: Design an effective model for teaching grammar in a literacy-based classroom. Considerations: Error Analysis/Student Writings Targeted Writing Skills Incorporation of Resources Language Arts Curriculum (Boley) Reading/Writing Workshop Manual Write Source Sample Documents: Weekly Lesson Plan Parental Communication Sample Homework Activities (with rationale)Middle School Pre-School Inservice Collaboration . August 10, 2000 Barbara Brandon, Facilitator ACTIVITY: Develop packets designed to assist parents in helping their children with homework. Considerations: Develop suggested homework guidelines. Parental Communication Homework Schedule (Rotation of assignments by subjects) Team schedulingGRAMMAR / PUNCTUATION / MECHANICS I SENTENCE CLARITY The following list of language skills and conventions is based upon A Pocket Style Manual, by Diana Hacker {3rd edition). Boston: Bedford/St Martins, 2000\n1. GRAMMAR 1. Agreement of subject and verb -- agreement of singular subjects and singular verbs agreement of plural subjects and plural verbs -agreement of subject and verb with intervening words agreement of subjects joined by and with the verb -agreement of subjects joined by or/ nor with the verb -agreement of subject and verb when subject follows the verb -agreement of indefinite pronoun subjects with the verb {anyone, everything) -agreement of collective nounswith the verb (Jury, committee, audience) -agreement of relative pronoun subjects with the verb {who, which, that) agreement of subjects with plural form and singular meaning with the verb {athletics, economics, measles) agreement of titles, company names, and words used as words with the verb {Lord of the Flies, Delmonico Brothers, controlled substances) 2. Irregular verbs- correct forms of irregular verbs 3. Verb tenses- -correct form of verb tense: present tense, past tense, future tense, present perfect tense, past perfect tense, future perfect tense, present progressive tense, past progressive tense, future progressive tense, present perfect progressive tense, past perfect progressive tense, future perfect progressive tense 4. Verb mood- -correct form of verb mood: indicative mood, imperative mood, subjunctive mood 5. Voice of the verb- I -appropriate use of the voice of the verb: active voice, passive voice / / J 6. Pronoun-antecedent agreement -correct agreement of pronouns and singular antecedents -correct agreement of pronouns and plural antecedents -correct agreement of indefinite pronouns correct agreement of generic nouns correct agreement of collective nouns 7. Pronoun reference- avoidance of ambiguous reference avoidance of implied reference avoidance of vague reference of this, thet, which avoidance of indefinite reference of they, it, you 8. Persona! pronouns- -correct use of the subjective case of pronouns (/, we, they) -correct use of the objective case of pronouns {me, us, them) -correct use of the possessive case of pronouns {my, our, their) -correct use of subjective-case pronouns for subject complements -correct use of pronoun case in appositives correct use of pronoun case before a noun correct use of pronoun case after thdn or as -correct use of pronoun case before or after an infinitive -correct use of pronoun or noun before a gerund 9. Who or Whom- -correct use of who for subjects and subject complements correct use of whom for objects , - correct use of who/whom in subordinate clauses correct use of who/whom in questions 10. Adverbs- -correct use of adverbs to modify verbs, adjectives, and at^erbs -correct use of comparative and superlative forms of adverbs 11. Adjectives- -correct use of adjectives to modify nouns and pronouns -correct use of comparative and superlative forms of adjectives .112. Sentence Fragments- -repairing fragmented clauses -repairing fragmented phrases -recognizing acceptable fragments 13. Run-On Sentences -repairing fused sentences -repairing comma splices forming a compound sentence with a coordinating conjunction and a comma -forming a compound sentence with a semicolon, a colon, or a dash -revising a run-on sentence by separating sentences -revising a run-on sentence by restructuring the sentence 11. PUNCTUATION 1.Comma [,] -to separate independent clauses in a compound sentence -to set off an introductory dependent clause to set off long introductory phrases (of more than three or four words) to separate the elements in a series of words, phrases, or clauses to set off city and state or country, and to follow a state or country to set off date of month from year, and to follow a year -to set off a persons titles to separate coordinate adjectives r-to set off nonrestrictive (nonessential) clauses and phrases -to set off transitional expressions -to set off parenthetical expressions -to set off nonrestrictive appositives to set off a direct quotation introduced with expressions such as he said -to set off a name in direct address -to set off yes and no -to set off introductory words -to set off mild interjections -to set off an absolute phrase -to set off contrasted elements -to follow the salutation of a friendly letter NOTE: a comma always goes inside quotation marksI LITTLE ROCK SC 'OOL DISTRICT OFFICE OF FED=.\u0026lt;AL PROGRAMS WEEKLY ITTNERARV FY 2000-2001 Week of: 7 - / [) o?OOG' _ twSBa MON. Ay, 'J SE3 ISE \u0026amp; TUES. S WED. ' f^ 'ir H-. S-TIIURS. /k^-10 J. /\\ i r )4t^ F) (J'ioaL ERI. Ar^. Il MiddleJ _______ ~re-^cJi^-^-^._____ r-he^rS,____ ra S I/Puir-t'l I .nsa-'\" '^1 J5eJ! CrRif-t'i'CcfJ-UW dZKi.rtr'A'-S CbloVs^at-ey H/eh:/ ^:i^Q-r, 'X^'-Cch^'!^ l^r. 'P\u0026lt;Jr'-\\'eA-S6T^ cs^oy/non qsgg^.s~ ne^Js_ Approved  Director of Federal Programs Empbyee Signature Week of: MON. TUES. LITTLE ROCK SC^JOOL DISTRICT OFFICE OF FEDLkAL PROGRAMS WEEKLY ITINERARY FY 2000-2001 Ki ^5 *-.fi,MP,i\n'|{P.OSLXi E ^ TIIUKS. ERI. lf\u0026lt;C. IK(L^ (ylov\u0026amp;i^dccle^ ii^Qy Approved - Director of Federal Programs gE '\" ' / ?\u0026gt; - '' I O-f'/'i' -^oaK CJia'iri} . 'T^ 4 \u0026gt;^Owsi  *****  * % *** * \n'\\SSH.NMI SiSjS^ n i 4.-. 'o\u0026gt;nj t^-e-Se^ar-ch ! on ' i r~c-^ (Jc\u0026gt;nsnJ-/tv4 'itt-, CorjSc^/-/^-4\u0026gt;''^'^4 Employee SignatureWeek of: S MON. TUES. WED. THURS Ai^- ERI. LITTLE ROCK SC 'OOL DISTRICT OFFICE OF FEDtiML PROSRAMS WEEKLY ITINERARY I lOI sill  s I.G 2:1 .l^:.ide2fL IK(b /A A /fi^, 3-S' Qylc, PU /Ciddls^--------- ^g^dal-e^ Pt' Pc/A Approved - Director of Federal Programs FY 2000-2001 W /^i-s. N' bkzji Mrs,, L -^ar-ne^ h-l IONS - Si SiJ ltSS.Z( Co r, C\u0026gt;ls-^ l)l5Uiss TT-He^ J-Sc/ tazf^Z-f^ (a-H, ^mJe, a. cP Vi-p \u0026amp; 5 C-^cKl^sfe (5 ForniS M, fdiidh'rfh^.^/ '^y'lSniJn CL)ia (d Mr. Padhe^r-soT-, Ma.oKi-^J) W^mac/y 'Te^pjyii^ !nA! kenr (MnSLliPPdn  .s J- (ClASSrcroy^ Employee Signature Week of: LITTLE ROCK SCi-iOOL DISTRICT OFFICE OF FEDlkAL PROGRAMS WEEKLY ITTNERARY FY 2000-2001 dA'iqr f H DAII  - MON. gS^^ 35 11 Mosi \u0026lt;)i MM I \\ssh NMI M I M I  I aaBsaaig^rw^^ ^\u0026lt;5- TUES, Corj /A/'i'koM A 11 c--h \\5-hff' CoriVoizo-'/y'a r~i DA^IC^S^ C?Uh lacir* 'pre^i:!iTl4}' 0\u0026gt;^ tz-e.57' . y1  I  ft i\"/^ I .\u0026lt;i i^-(-- M ei.-h\u0026amp;v'i a. 1^______,------------- sAvLAocle, I\u0026gt; ^+^' )riji4\ni^foL(5 A CtAK^i A n\u0026lt;J:d- CiJ'-Ai 1'^'^ tiAi-s, /^ulopj veil (J t' QJovev^eilej H^ddleJ Zf. -^inr-c/ l-f' TOURS. /h-y,/1 Zati. Po J:li_LiJ 1^' rcAi~ Heg^l^ ERI. .^5 0 LtPil W 2.-2'(' /\\/{6{[a^lvaty H\\ddl-e-A Approved - Director of Federal Programs /~\\ / /i^-} 'X' ----Ro Of,,aI ----- Zjz^,]~,^a.[ Pnnc^oe/ Lo \u0026gt;Tr^^ /'^\u0026amp;, E^- iAiJso^ \\ Efiy. (hr, ,Rg L\u0026gt; mS or! CE\u0026gt;G!iS- Qv! we.4 I 'J Cinxf\u0026lt;^xc^-- } /M-sfrease^ SarAcaL h r I I'l I ot, t  t Ohh.!\u0026gt;^^ SC'f'ie-cAt^h t)hh.(reyR ScAi_LiAiJej(Aon A^e^rtc,^ R),_g,chS2 4v^rr, $r(ye-dii-Usj- r! tsoAe^ ryitxr\u0026amp;^'-als cl\\i.ib-i-Le :^ _ ^1_ B-' c/i's'ff'i- .crn-t-^^^^ y ^e-i//'\u0026amp;z^ cA-eJ-ci/c. (zr\u0026gt;. Employee SignatureMiddle School Curriculum Impleinentation/Refineinent Plan, 2000-2001 Little Rock School District Standards: Continuum of Knowledge and Skills Activity. 1. Develop in collaboration with teachers modifications to the middle school curriculum to make the acquisition of basic skills more  explicit and visible. A. Mathematics B. Enghsh Language Arts__________ 2. Develop in collaboration with teachers (and using advice of other school districts) pacing guides for implementation of the CMP cuniculum in grades 6-7. Responsihility Curriculum Directors Teacher Leaders Curriculum Director Teacher Leader Timeline Aug. 2000 Aug. 2000 .Evidence pf AchievemehC:.________ Records of meetings with teachers Record of meetings with parents for input Revisions in curriculum documents Pacing Guides 1Activity 3. A. B. C. 4. A. B. C. Develop in collaboration with teachers homework guidelines and packets to assist parents in helping their children with homework. Mathematics Science English Language Arts ________ Develop in collaboration with teachers a qualitatively differentiated curriculum forPre- AP courses and to plan appropriate professional development to guide implementation. Mathematics Science English Language Arts _______ Responsibility Ciuriculum Directors Teacher Leaders Curriculum Directors GT Supervisor Teacher Leaders timeliiie Aug. 2000 Aug. 2000 Evidence of Aciirevenieiit Homework Guidelines Parent Packets Revised curriculum documents. Professional development plan. 5. Join professional networks of other districts implementing the LRSD curricula in mathematics, science, and English language arts to share information and problem solving. 6. Develop clear transition from CMP and Investigations to high school mathematics and science course curricula. Curriculum Directors Curriculum Director Teacher Leaders Ongoing Ongoing Documented coiruuunication. Records from vertical team meetings. 2Activity__________ ________ 7. Develop standards-based curricula for high school core courses, identify appropriate materials, and develop plan for intensive professional development to ensure success of students. A. Matliematics B. Science C. English Complete the benchmarking of the middle school programs to inform the development and implementation of school improvement plans. Professional Development Activity 9. A. B. C. D. Provide appropriate professional development for principals and assistant principals on the middle school curriculum/instmction/ assessment programs and provide guidance for their roles as instructional leaders. Mathematics Science English Language Arts Social Studies Responsibility \\ Curriculum Directors Teacher Leaders Plaiming and Development Director -Responsilritity Asst. Supt. for Secondary Education Assoc. Supt. for Instruction Curriculum Directors Timeline Jan. 2001 Oct. 2000 Timeline Ongoing Evidence of Achievement Presentation to Board of Education. Adoption of curriculum materials Professional development plan. Copy of program benchmarks. Communication plan for principals and CLTs. liEvidehce of.Achievement Agendas of work sessions/professional development oppoitunities. 3Activity__________   10. Provide professional development for middle school counselors on the PreK-12 curricula so that they see coimections across levels. 11. Provide professional development for middle school teachers on Responsibility Director of Pupil Services Assoc. Supt. for Instruction Curriculum Directors Curriculum Directors Teacher leaders Timeline Fall 2000 Ongoing A. B. C. Appropriate pacing of curriculum Differentiating regular and Pre-AP curricula Assignment of appropriate homework D.. Making basic skills more explicit and visible. IE. Affective needs of students. F. Content knowledge. -G. Conducting effective Teacher- Parent Conferences. T Use of Time and Flexible Scheduling -42. Provide professional development  frtT TniUUlA crhnnl Onninns T.eadershin for middle school Campus Leadership Teams and team leaders on developmentally appropriate practices and on school culture/climate issues relating to middle school students. Asst. Supt. for Secondary Education Director of Planning and Development Teacher Leader Ongoing I Evidence of Acliievement Agenda for training session Copies of agendas for professional development. Lists of participants. Copies of professional development agendas and handouts. Lists of participants. 4Asscssment/Accoiiiitability Activity______. : .____ . 13. Administer end-of-module tests in CMP, quarterly CRTs in science, and semester CRTs in Reading/ Writing Workshop to monitor curriculum implementation and student progress in achieving the standards and course benchmarks. 14. Develop classroom observation forms to guide the monitoring of curriculum implementation and to provide feedback to teachers and principals._____________________ 15. Develop a refined plan for the administration of all assessments at the middle school level._______________ 16. Provide print-outs to teachers early in the school year of spring ALT results for their current year students. ^17. Conduct workshops for principals on the use of assessment data and climate survey data for school improvement planning.________ 18. Use ALT and CRT results to diagnose teacher needs for professional development._____ Responsibility Curriculum Director Teacher Leaders Curriculum Directors Teacher Leaders Asst. Supt. for TRE Asst. Supt. for TRE Asst. Supt. for TRE Curriculum Directors Curriculum Directors. Teacher Leaders Timeline As scheduled. Sept. 2000 Sept. 2000 Sept. 2000 Ongoing Ongoing Evidence of Acliievemeut Copies of end-of-module tests.. Reports of results. Copies of classroom observation forms. Copy of flow chart and plan. Copies of print-outs. Agendas for workshops. Lists of participants. Copies of handouts. Copies of professional development agendas. Lists of participants. Copies of handouts. 5I Activity 19. Continue to collect, analyze, interpret, and disseminate assessment and other evaluation data. ______ 20. Identify low-performing middle schools and provide technical assistance for school improvement. .Timeline Ongoing Fall 2000 21. Conduct year 2 program evaluation of the middle school transition. Ongoing and publication in summer 2001 Responsibility Program Evaluators Curriculum Directors Evidence of Aellievement Copies of assessment analyses. Records of dissemination. Asst. Supt. for TRE Assoc. Supt. for Instruction Asst. Supt. for Secondary Education Asst. Supt. for TRE Records of communication. Records of teclmical assistance provided. Copies of agendas for professional development. Copies of handouts. Lists of participants. Copies of school improvement plans. Records of meetings. Copy of program evaluation design. Copies of formative reports. Copy of summative program evaluation. Records of dissemination. 6Communication and Building Community Support Activity________________________ 22. Gather names of interested parents and their issues\nmake additional appointments to existing advisory committees: A. Middle School Steering Committee and Subcommittees on Curriculum and Student Programs/ Activities B. NSF Advisory Committee C. Safe Schools/Healthy Students Steering Committee D. Collaborative Action Team______ 23. Make a presentation and provide updates to the NSF Advisory Committee on middle school. implementation issues.____________ 24. Make a presentation and provide updates to the Middle School Steering Committee on middle school implementation issues. Responsibility_______ Assoc. Supt. for Instruction Director of Plaiming and Development Director of NSF Project Director of Safe Schools Project Team Leader for Parent Programs Curriculum Directors Director of NSF Project Curriculum Directors Director of Planning and Development Timeline\nSept. 2000 Fall 2000 Fall 2000 Evidence Of Achievement Letters of appointment to various committees. Records of meetings. Lists of participants. Copies of handouts. Records of meetings. Lists of participants. Copies of handouts. 7Activity _____________________ 25. Make a presentation and provide updates to the Safe Schools/ Healthy Students Steering Committee on the middle school.implementation issues. Responsibility. Timeline\nI Kt^feiice of Acliievement vJ-26. Work with Ure Parent Program ' Tram tn ensure that issues of conee Team to concern to middle school parents are included in their strategic plan and work plans. 27. Train teachers to conduct workshops with parents at the school level on the use of the homework packets and ways that they can help their children achieve the standards. --28. Work collaboratively with  r\u0026gt;nrp\nentative narents and teacl representative parents teachers to design an improved system for the  communication of assessment results Curriculum Directors Director of Safe Schools Project Team Leader for Parent Programs Director of Planning and Development Curriculum Directors Curriculum Directors Teacher Leaders Principals Curriculum Directors Asst.'Supt. for TRE Fall 2000 Fall 2000 Fall 2000 Sept. 2000 Records of meetings. Lists of participants. Copies of handouts. Copy of Parent Program Strategic Plan. Copy of Parent Program Team Work Plan. Records of teacher training Records of parent workshops- Copy of communication plan. Copies of communicated results. to students and their parents.________ 29. Script and produce a presentation on cable television chaimel on middle school curriculum implementation and refinement issues._________________ 30\nProvide ongoing updates for parents and patrons relating to middle school issues on tire Districts web page.__________________________ Director of Communications Curriculum Directors Director of Communications .Webmaster Cuniculum Directors Fall 2000 Fall 2000 and ongoing Videotape of televised presentation. Web Page information. 8Activity _____ ____________ __ 31. Provide ongoing information for staff and community on middle school issues in the Districts newsletters and in school newsletters.________ ______ 32. Employ a part-time consultant to work with parents at the elementary and middle school levels and to create dialogue between parents and administrators to resolve problems relating to middle school implementation.____________ 33. Identify knowledgeable parents and teachers throughout the District to help communicate the new curriculum and the results of assessment. 34. Provide information on middle school implementation and the new middle school curricula to middle school parents and students at the August Check-In.______ _______ ___ _ 35. Work with principals and CLTs to ensure that parents are involved at the school level in efforts to improve school climate, to address culture issues, and to ensure that middle schools activities are developmentally appropriate.________________ _____ Responsihility Director of Communications Curriculum Directors Assoc. Supt. for Instruction Curriculum Directors Director of Coinmunications Curriciilum Directors Asst. Supt. for Secondary Education Teacher Leader Timeline Ongoing Fall 2000 Ongoing Aug. 2000 Sept. 2000 ::^\n|Evi den ce^of Achievement Copies of newsletters. Log of activities. Copies of meeting agendas. Lists of participants. Copies of handouts. Agendas of meetings. Lists of participants. Documentation of communication. Copies of packets/handouts. Copies of revised refrigerator curriculum. Records of meetings. Lists of participants. Copies of agendas. .. 9 Week of: ,4-^ Ifi LITTLE ROCK Sf \"^OL DISTRICT OFFICE OF FEDt.-.'L PROGRAMS WEEKLY ITTNERARY FY 2000-2001 s MON. sg 0\u0026lt;st. 2y '^^i \"f-w.\nTUES. WED. THURS. Gets' FRI. Oett Q/love\u0026gt;rda.l f/i(t J^Lii^loytr- PH- IKO^ /H/^tln^^ t\nxiPfl5ie\u0026gt;y c\u0026gt;o Ilptp H^Pt^^SCry^ Approved - Director of Federal Programs gfV\n^4.^ (2 ' iPi jS- Hicpiny Te TXt-i^i^e-^^ J, Pirettni (^Jnme^S /I, V^e^-h UJl\\i~44~t^ ti^/'Z/ie^, Burfcu^ OHQ a-eJ C- ^n^i-f-p TTL-^^ 3 z-rYO.'h'\u0026lt;m -s .^ ! PHnni n^ 0k\u0026gt;V'\u0026gt;-\u0026gt;'1 s ' (Pcmsu./-/ii.pi'ff-yi-z ___Ohse^t/'a -Pi' a^s. (SennSH /jb:b'aT^ 0 i Cr^l /Hse-ryyP)/' ' O!^ KO\u0026amp;^ a -/^ /i^- PtnSiv/t/i'iri-y.' l/s^ ! til 7^^se\u0026gt;ur~c-\u0026amp;s C(m-i^-M-\u0026gt;'\u0026lt;n-,i b^seC U^^tr ! _________________J. fii-eccjiieres Or^^iz-ec-h^: PP^^jei.r-cb, P/(lnn i D 83 Se-^f/'azii'' Hri Employee Signature s,s,u)^Week of: f/i'tij'\nLITTLE ROCK SC OL DISTRICT OFFICE OF FEDERcau PROGRAMS WEEKLY ITINERARY FY 2000-2001 '\u0026gt; D^MxJI x ?5i9 f-fe MON ^P'- \u0026gt;p\nit Od-.^ TUES.  IT WED. n THURS. ERI. lR(LJ IfxC^ Approved - Director of Federal Programs -hi f'/' 6-^1' /4neleir-s fr!e^ Ali. l-p-ets T ^^ri-is llJp'PltUj, M^rrtul^\"^iri]i\\ 0 C\u0026gt; CChs^^f'c^- 7)i- Ot^a.r\\! :r^a.'h'\u0026lt;^ ()ll\u0026gt;i\u0026amp;r (!.P 'OTT!-^ ' Cm^uJ/ic/) 'ir\u0026gt;i D[\u0026gt;Se-^i/'a:ii Cr^ i ury- p i'll ira.'h'* tU^i'/^ /Prl lo (t^ ~S dlvi Pre^ar/hq ar/'h^ Employee SignatureWeek of: LITTLE ROCK SC \"^OL DISTRICT OFFICE OF FEDER, .u PROGRAMS WEEKLY ITINERARY FY 2000-2001 MON. TUES. -^ QyldY\u0026amp;^eied^ 5 Wl Ws:\n\"\"v tc/t^-A 'ffT^-j (^(Juf-i n  p/^n n//^!| ) - lisa oP l/l/r',-lt^ 5ca.rccP^fi\\ajAr,'aLi^ '  7 Pra^'ctij^\nWED. ' THURS. f 0-f^c^ Ca tik O'P'\u0026amp;t'Ccd AsSe-n^lo/i' _/da^doti/s_________ ^ cd}?n i 0los^^ '^/'\u0026lt;r\u0026gt;^ 6)ASe^i^^-/-\u0026gt;'^ 0o77du/7^(::/y '^ryj 0^ ERI. teJipnSj fr] 'eur-\u0026gt;c~Z (4Z/f ou4A\u0026gt;\u0026lt;/^^ /0^(L\u0026gt; Approved - Director of Federal Programs Si^binSffri^ ^irodlcu 17khtrn's^ C^\u0026gt; Fk-v-bif 'T^or- e{n' gyy ddllaloor-ech' V e\u0026gt; 0^6s^rt^a OPr^i^i' g-dl^'cn^ lej^aJii\u0026gt;]\u0026lt;~ I- \u0026lt;^\u0026gt;1 Employee SignatureWeek of: T \u0026lt;D MON. k. LITTLE ROCK SC -^OL DISTRICT OFFICE OF FEDER.PROGRAMS WEEKLY ITINERARY FY 2000-2001 Oci') Ler' \" \u0026lt;=?\u0026lt;^ao T ^d.Z2\u0026gt; TUES, 'ft WED. Oat^ THURS. ERI. pV1\u0026lt;S()\\(S) MSI 11 I)\nr,iTRF\u0026lt;Kr otatstt w \u0026lt; )RE -\\SS1(.\\MI n'i IMlf l\\ll()'\\S Fg3g^- C'lov\u0026amp;rc^a./eJ H,'tl\u0026lt;//\u0026amp;' iiziiSii::ii2:22Ziii=i^^ ^r^/i's/i yer^'' J)e^a\u0026gt;'T6yy^-\u0026gt;^/~ vi //?(L^ Pft ___^4^ P// (Ltove^rdajey Approved - Director of Federal Programs c^ [sL^^ ^l^ii-e^zn a.ip'-e-r' 7eJ^/tm Ms. tbu-dsez-^-) t /e-CLcJie^-^ ~DlVi'^3iC^ \u0026amp;bt-f-f- 'Bun (dof)5u/^-/i'im/^Af^ n /'nj j in^ -h'a-^ i^lSd/- Z-i/i.^rTa.^ /fi/'iu^k Mi-cl-/-)'p/e^ J^i\u0026lt;.lll^e^^^, (^^^Si-c//it^'h't\u0026gt;yi! LJs./n^ O S.l'n^J dre-f-^531 o 3niliJ,'^ ij an P ':rJK:bterj^'y r)q/ J)e\u0026gt;re-Je^ /H.e^ri^ : -5\"-fircvl^, Pl /-C^ilrn i'n myU-^n^'A 1 Employee SignatureWeek of: OqIjiL ' ~y-  MON. aji21i Ot^jo V TUES.  , .? WED. THURS. FRI. LITTLE ROCK SC -'OL DISTRICT OFFICE OF FEDER, .l. PROGRAMS WEEKLY ITINERARY FY 2000-2001 \\3 0 \\3/, /^(L Approved - Director of Federal Programs Hs.f/utlsc d-p^' (t-pflc\u0026amp;J Pro f\u0026gt; 2)eA/, Lt bl CJ: 'rari^ g^\nCtnop^in /7iG '^ / zkss\u0026lt;3\u0026gt;c) plr^ari! biiTin P^S^/^cJ-) y Employee Signaturelittle rock school district INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET little ROCK, AR 72206 (501) 324-0510 October 4, 2000 TO\nMs. Oleaster James Dunbar FROM: Barbara Brandon SUBJECT: Reading/Writing Class I really enjoyed your class that I visited on Tuesday. It was so awarding to see the enthusiasm that you generated in the active learners, and to hear the proliferation of oral response. The enclosed information is something we had on Maniac Magee. I noticed that your class was reading that book. Don't hesitate to let me know if I can be of service. TO\nFROM: RE\nLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-0510 October 16, 2000 Middle School Principals ^Barbara Brandon Literacy Survey for Teachers We have created the enclosed survey to assess training needs of your Reading/Writing workshop teachers. We are asking that all forms be returned by October 24**. Forms were sent to English chairpersons for distribution. Please assist us in anyway possible to get a representative number of responses. We want our plans to incorporate the needs that are identified. 10/12/00 1. What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. 2, What would help you address those needs? (What help do you need to make this happen?) 3. What training, information or skills do you feel is needed for you to impact literacy proficiency levels? 4. Based on the training you have participated in. what has been helpful to you? What more is needed at this time?I October 18, 2000 TO: All English Teachers FROM: Sarah Schutte RE: Department Meeting Monday, October 23, 9:00 AM, Room 44 AGENDA I. Classroom sets of books. II. Pen Pais in. IV. AEA and alternatives - Assessment Workshop at IRC, Nov. 2\nCurriculum Mapping at CMLA, Nov. 2-3 Feedback on the testing experience V. Math/reading VI. CRTs VII. Collaborative meetings held at IRC by Barbara Brandon (October 25, IRC, Literacy Across the Curriculum - Team effort?) Vin. Middle School Magic IX. X. Research resources - Mona Briggs Tami Bennett - Pre-AP Conference - Dec. 1-2 XI. Comments/suggestions( Middle School Collaborative Meeting Agenda October 19, 2000 Barbara Brandon, Facilitator Sign-In Selection Introductions Announcements Teacher Collaboration ri Effective Communication\" Collaborative Work Session\u0026lt; .Presenter\n''A/orkshop Title _ength of WorL'Shop\nFrom B Date\ni/ey- iL, f- CTQ..^___ to 03 Salary Cr^ciit (off contract - g\u0026gt;ree hours or more) I I Inservice (during contract time)  ^ra / Location\n/ r~~] stipend Paid (win also receive inservice hours) Required focus areas for Professional Development. Please check one relating to your inservice.  content K-12 0^ Instructional Strategies Q Assessment O Advocacy/Leadership I I Systemic Change Process Q Standards, Frameworks, Curriculum Alignment Q Supervision O' Mentoring/Coaching  Educational Technology  Principles of Learning/Development Stages Q Cognitive Research [3' Building a Collaborative Learning Community NAME Please Print Social Security Number I T = Teacher Location w o u) n n o u AM Please Initial PM . Please Initial Classifications A = Administration Ct^/S) C = Counselor S = Support Staff it /laJ-.-10/12/00 1, What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. 'I, 3. 4. fl c?* X fbf- A \\it t PcA / t ! f J-':i Pr^Aj^fK.A- ______f . Wjjrat would help you address those needs? (What help db you need to / s  make this happen?) /a- ^jlL.4rc(_} 0 C/ 'J 4 What training, information or skills do you feel is needed for you to impact literacy proficiency levels? A f f-r' _(^.. i Based on the training you have participated in, what has been helpful to you? What more is needed at this time? i^tLf ti-'t J  \u0026lt;J,/t : *-?r  /Lz I y1 O/'C/OO 1. What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. 1 vex ^^\u0026lt;2^ S\u0026gt;S oAo\\-e. 'Xo V'ScrsA 2. What would help you address those needs? (What help do you need to make this happen?) 3. What training, information or skills do you feel is needed for you to impact literacy proficiency levels? fXOrx- U3 JIV. ouCt\" +. -xjvcx^ a,Yt. G Based on the training you have participated in, what has been helpful to you? What more is needed at this time?10/12/00 1. What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. 2. 3. 4.  - '\" A'' } d' What would help you address those needs? 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MS zW ^tesy\u0026amp;s^ ^- O^^^s....-,. feAS,jjasssME fl-. :\ni\u0026gt;Sa\n- .vri2^.' w iTfS vi5K Siti W\" ' 3 .v'^ *^^^^08 Ss?'t' LEADERSHIP DEVELOPMENT AGENDA October 27,'2000' ''i-7 Time 8:30.a.in\n9:0Q\na\nirii\ni9^5\na\nHK Session^-Eocus Wdlccme^'.riri?!?^ SxpeciedRfisiiLts. Th\u0026amp; Edur A^ements TlSeSPersiSeGtiwfes * feGe?re^e^iesearGM SE^edfaii^ 'R^eMeKkriariri Expected Results i\nLff)beahclim^ri\nririri\u0026lt;. ria iKfihiffi^.pfjleammgh^cpihes^rirri'ririri/.ri sGi^ty\u0026lt;bitee0tm^]ngis\u0026amp;s\nriri\u0026lt;rijfi kGajdeEnps\u0026lt;foi\nya]he's\nattitude\nah \u0026gt;(: .f!Drtdefst^dt^\nii^a'E^f'pedtahd ri-'ris{udent-aGhieweni^?rivririMri\u0026amp;jri^^^ JNestediLeMnSg\n,^ gA.iGpi^tffiSeS^ S!^3B^^^^^3^^e'pp3\nTOr\ndHeaihmg.c6ihihuniferi ri':riclass^^\n5(S^lri^^fndt\u0026lt;\nrifO^  L2i06^,irt SkuneteiJr/Ej \"'ri 12:45^.ihi 2:15|Lmi 2\n3Gpm\n4:0Q\np\nm\nDelivery of Services Leamableffiteffi Break' SS^ditioris'0LeaifiinCT' ,WaIk''ETrGug\nh efleSfi0n:  'o ^bunsKmSW\n\"netwprkmgi\u0026lt;r^efeS(3B^^ ''riri^'relaxadoniri,'-'aririi'ri\n,\nUilderstand theim effaife ri7riO'increase\nst^enf.peyo^abceri?''\u0026lt;v\u0026gt;s?ri:'ri ^NpiKisitoerft\n,etiwd^ r eleixaSdiri  \u0026amp; Exaiiiine^d'^scusswhat:y^ 'Si^hct to sdeln 'riri/pyery'^cdassrppDT.dnd teydf^SGhddh\nri ri.^ 'l^sGuss how c^\nwe evaluate that out work. \" /'/./raaijesh^diSefehee.ri a'riri ., riTotenfi^DiscussiorE.:(10/27Jand/of \n'\u0026lt; a   ' ' k 'ri-- ?\ny.:-..\"ri ''-kri ri.'.\nri'ri^aEseryiceS'do\nwe'deEy.er?:, . .'-rir\n\n\n.. -ri ' ri   ? . y-y^ y.y '\u0026lt;\" \u0026lt; kiri/'' ',y-y - ri^ri-*''?^^j^ife^e\ndeliy\u0026amp;-\nthese'seivices?','ri\u0026lt;:' - '--'ri' ri y-.\"'' -y-ryy'-yfy^yy^.y  \" -'ri . -'y ::\nvky'aHpjyadQ'iyejieHyertKeSei^ 'ri/'''  -' yy-y yyyyyy^- /.\u0026lt;\" ri yy yy-yiy i :' \"\"''' 'ri\" : .ri riiriiHdwidQ-we'tia.Giriahdrfrai^i^S^/deliveiydf'set^ees'ririri :'ri'riri ri\u0026lt;ri-Whatis/th^ diir\nSefyicesinakea:differencetofeai:Migandlea^^ -riAGENDA Dunbar Middle School Literacy On-Site Training November 13, 2000 I. Training Overview II. Staff Concems/Comments m. Constructing Meaning A. Active Reading B. Reading in Content Areas C. Graphic Organizers IV. Planning/Scheduling/Classroom Management A. Daily Schedule B. Workshop format C. Use of Journals, Folders, Scoring Guides D. Pre/Post Samples of work E. Grouping V. Writing Workshop A. A Descriptive Writing-Sensory Words B. Classroom Charts C. Assessing Writing 1. Composing Skills List 2. Scoring GuidesPresenter\nra Date\ni/Vorkshop Title: ^th of Workshop\nFrom (TO to .ocation: Salary Credit Inservice 23 Stipend Paid j oaiaiy viwjh (off contract - three hours or more) (during contract time) will also receive inservice hours) - Required focus areas for [T|^ Content .K-12 23 Systemic Change Process  Professional Development. Please check one relating to your inservice, [^instructional Strategies  Assessment  Advocac^Leadership ra^Standards, Frameworks, Curriculum Alignment  Supervision 0 Principles of Leaming/Development Stages (33 Mentoring/Coaching O Educational Technology  Cognitive Research  Building a Collaborative Learning Community NAME Please Print Social Security Number Location  -c tn o tn x: 3 (9 o d 3 2! ^j((2aL32h2244 7 ? ^S\u0026gt;D Z):^ 53 7^ wH. -T = Teacher A = Administration AM Please Initial PM Please initial ( ! P\u0026gt;1 T ) Classifications C = Counselor S = Support Staffi W' \nV' i From: Sent: To: Subject\narkdruglawreform [arkdruglawrefQrm@mindspring.com] Tuesday, October 03. 2000 8:21 PM julesrob@swbell.net\nbttiiel@ipa.net youth conference - please forward iWW Areat\nArkansas Youth in Trouble: What Works, Whats Needed, and Wheres the Money? A one-day interactive conference Saturday November 18 Riverfront Hilton Inn, North Little Rock This conference seeks to develop an overview of current youth programs, explore potential improvements, investigate promising new sources of funding, and develop recommendations. Each panel will conclude with a facilitated question and answer period. Conclusions of speakers and questioners will be compiled by the facilitator to be used in the summary session. Facilitator: Anne Murphy, M.Ed., LAC. Private practice at Sunbridge Counseling Associates, Fayetteville\ncounsels at Youth Bridge, Inc. Program Schedule 8 to 9 am Registration Complimentary coffee, juice, hot tea, fruit, muffins, and pastries 9 Welcome Denele Campbell, Director Drug Policy Education Group, Inc. 9:10 Opening Remarks Congressman Vic Snyder, Little Rock (invited) 9:30 Panel I - Focus on the Early Years - A Familys Journey: A Broken Criminal Justice System, Brenda Olive, formerly incarcerated mother - Mothers and Fathers in Prison\nThe Impact of Parental Incarceration on the Children Left Behind Dee Ann Newell, M.A. Program Coordinator, Parents from Prison and Parenting after Release\nCoordinator, Winthrop Rockefeller Public Education Program for Children of Incarcerated Parents. Centers for Families and Children Little Rockf - Zero Tolerance, Theory and Practice Rita Sklar, Attorney @ Law, Arkansas ACLU - Civil Rights and the Education System, Dr. Wynona Bryant-Williams, Director, Black Family Studies Program, Philander Smith College 2:30 to 2:45 Break 2:45 Panel IV - Exploring Solutions - Alternative Approaches, - Geoff Oelsner, L.C.S.W., clinical social worker in private practice\nfounder and leader of Buddhist Meditation and Spiritual Support Group, Fayetteville - Drug Forfeiture Money: A Better Use, Kyle Russell, Attorney @ Law, Aiderman, City of Fayetteville - Youth Development as a Crime Prevention Strategy, Don Crary, Executive Director, New Futures for Youth, Little Rock\nformer Executive Director, Arkansas Advocates for Children and Families. - Correlation between Early Onset Substance Abuse and Lack of Available Treatment in Northwest Arkansas, Mike Huddleston, Clinical Director, Youth Bridge, Inc. 3:45 A Facilitated Discussion This session will bring together lists of needs and solutions as developed in the days panels, ask for further input from participants and the audience, and seek to establish a working committee to move these recommendations forward. Points to consider: - Whether to pursue legislative remedy - Whether to call for future conferences and if so, with what focus - What is a workable vehicle by which youth programs, reforms, and funding can be networked statewide? 4:30 Adjourn The Riverfront Hilton Inn The beautiful Riverfront Hilton Inn sits just across the street from the Arkansas River. Take time to stroll across the shoreline park and relax at the waters edge. Come early and have dinner at the adjacent Benihana Japanese Steakhouse. Or just enjoy the top-notch cuisine available through the Hiltons RiverfrontSteakhouse. Relax in the atrium lounge. Free coffee in rooms, free local phone calls, free onsite parking. The Hilton Inn is a fully accessible facility. Special room rates, reduced from $89.95 for singles, are available for Friday night at $69.95. Government employees per diem will be honored. Make your reservations before October 25 or rates will not apply. Call 501-371-9000. Registration Fees include Saturday breakfast and buffet lunch, plus afternoon break refreshments. All conference attendees will receive a packet of relevant materials. CEUs Certificates of attendance will be issued for professionals who wish to obtain continuing education credits. Please specify on the registration form if you wish to obtain a certificate. There is no additional fee. Whos Invited? - parents - counselors - therapists - social workers - educators - community leaders - mental health care providers - drug and alcohol treatment providers - juvenile court personnel - judges - prosecutors - youth advocates - elected officials - agency personnel - non-profit interest groups such as the League of Women Voters and the NAACP - and anyone else who wants to learn more about youth programs or who would like to see more dollars spent on prevention Join this innovative workshop event to learn, share ideas, and help build momentum for important reforms in local and state funding for youth programs. This conference is the first in a series of conferences developed by the Drug Policy Education Group, Inc., a non-profit corporation of the State of Arkansas, and made possible by a generous grant from the Drug Policy Foundation.( For more information on DPEG, Inc. or its upcoming Spring 2001 conference The Drug War \u0026amp; People with Disabilities\nAn Unfair Burden, contact Denele Campbell, Director, at 501-839-8543 or cipeq@mindsprinq.com, or write 541 West Meadow, Fayetteville 72701. Drug Policy Education Group, Inc. Working in Arkansas to address the harm caused by the war on drugs. Arkansas Youth in Trouble - A One Day Conference Saturday November 18 Riverfront Hilton Inn, NLR REGISTRATION FORM Pre-registration deadline: Must be received by October 25 Yes, id like to attend this conference! Name .... . hr. __st zi p 'y Address City Phone d' f'] ^^32 Email ate Op/3,\u0026lt;^00 ___1 plan to spend Friday night at the Hilton Inn and I have called for reservations at the special conference rate of $69.96 plus tax. j^\\ plan to be on hand for the free breakfast and lunch. (Sorry, no discount available for those who do not want on-site meals.) txf will need a Certificate of Attendance so that I may apply for Continuing Education Units. am enclosing $45 (by October 25) or___$65 (after October 25) for registration. Please include this information and your check and mail to Drug Policy Education Group, Inc, ATTN: Conference Coordinator, 541 West Meadow, Fayetteville AR 72701. Must be received by October 25 to qualify for the $45 fee. Registrations received after October 25 are $65. If you plan to attend but are registering late, PLEASE CALL 501-839-8543 by Nov. 14 to be included in food preparation estimates. Checks should be made payable to: DPEG, Inc.I i fS fO I To: Individual Approach to a World of Knowledge Board Members, Superintendent, Associate Superintendents, Assistant Superintendent Djrectors, Supervisors, and Principals . , Marion E. Woro^^Coordinatorof Staff Development From:  Marion E. Wdong, Coordinator of Staff Development Through: ^-Dr. Bonnie Lesley, Associate Superintendent of Curriculum and Instruction Subject:' Learning to Cope with Differences One of the major goals of the districts Revised Desegregation Plan is to improve relationships Students and staff members. This goal is specifically addressed in the professional among students ana stan lueuiDerb. tuib guai ib bycuuivanj v*. w development section of the 1999-2000 Division of Curriculum and Instruction Work Plan. The nlan specifically stressed that the Professional Development Department will schedule and \"L . .  \u0026gt;  4 , 1 . _________ _ -----1 -rrtf fKtfi TrxllzAfXziT implement workshops and activities related to improving cultural sensitivity for the following groups in the Little Rock School District: Board Members, Cabinet Members, Central Office Administrators, Certified Staff, and Support Staff. Learning to Cope with Differences is a two-day training session\nDr. Terrence Roberts will facilitate the sessions. The training sessions will be held at the IMAX Theater, located at 3301 E. Roosevelt Road, Little Rock, from 9:00 a.m. until 3:30 p.m. We will discuss not only differences in race/ethnicity, but also gender, disabilities, talents, religmus, economic, and other differences that sometimes cause tension and discomfort. Specific assignment dates for attending the sessions are listed on the attachment\nthe topics covered during these sessions will be: 1. n. HI. IV. V. VI. vn. vin. IX. How I first Learned About Difference Naming The Difference: The Fishbowl' 199 Shaping and Reshaping The Mental Map Learning To Value Difference Communicating With Different Others Working With Different Others The Great Debate: Self-Development Plan ,99 ,w( Date Nov. 27 - 28 Session A 1. 27 T\" 8 IT / 2. Tiy \"1^ \"17? 2Z Learning\u0026gt;to C'pe with Differences IM\n\u0026lt; Theater (Pulaski Technical College) (Workforce Development Center) 3303 E. Roosevelt Road Little Rock, Arkansas Participant Position Location John W. Kelley Carolyn Lamb Kenneth Moore Donna Muldrew Mary James Emma Miller David Smith Ellen Lawson Glendon Acre Sherry Betton Gloria Blakney Nancy Coleman Mable Daniels Jessica Graves Vera Bates Barbara Brandon Linda Jones Gail G. Pitts Virginia Johnson Ed Williams Sherry L. Rogers Renee Kovach Benita Robinson Cassandra Steele Walter Crockran Asst. Princicpai Asst. Principal Asst. Principal Asst. Principal Counselor Secretary Asst. Principal Counselor Counselor Counselor Counselor Counselor Counselor Counselor Computer Middle Schools Counselor Asst. Principal Specialist Specialist Asst. Principal Lead Teacher Payroll Speech i Technician Central Cloverdale Middle Hail Southwest Parkview Safety/Security J. A. Fair Mann Dunbar Mabelvale Middle McClellan Henderson Pulaski Hts. Middle Central Information Serv. English Dept. Hail Forest Heights TRE TRE Henderson Math/Science Financial Services DEC Information Serv. i/Agenda Forest Heights Middle Literacy On-Site Training November 30, 2000 Barbara Brandon, Facilitator I. Training Overview II. Staff Concerns/Comments III. Constructing Meaning A. B. Active Reading Reading in Content Areas C. Graphic Organizers IV. Planning/Scheduling/Classroom Management A. B. C. D. E. Daily Schedule Workshop Format Use of Journals, Folders, Scoring Guides Pre/Post Samples of Work Grouping V. Writing Workshop A. B. C. A Descriptive Writing - Sensory Words Classroom Charts Assessing Writing 1. .2. Composing Skills List Scoring GuidesJ esenter. Date\n/ '0 p Title\noc rwtn of Workshop\nFrom to Location\n3 Salary Credit iff contract - three hours or more) 23 Inservice during contract time) 221 stipend Paid . (will also receive inservice hours) Required focus areas Q-^ontent K-12 to your inservice. instructional Strategies [^sessment  AdvocacAeade p . nistandards. Frameworks. Curriculum Alignment 23 npervi  Principles of Leaming/Development Stages 523 Systemic Change Process 23 Educational Technology Q Mentoring/Coaching Q Cognitive Research  Building a Collaborative Learning Community NAME Social Security Number Work Location E c w 2 (/) s {Q co o loM M.S)MTb 0 9-71 7. IWV ' \\ah/C I S 2 I L T = Teacher A = Administration Classifications C = Counselor AM Please Initial PM Please Initial mi S = Support Staffsente r. \u0026gt;1 3p Title: [\u0026gt;\u0026gt;) uc (Se-^-S Date\n/\\fo ngin of Workshop: From O to Location: r-e^ Inservice (during contract time) J Salary Credit T contract - three hours or more)____________ ^Ired focus a-Bas for Professi^iiTSvelopmentPtease check o^ n Stipend Paid (will also receive inservice hours) relating to your inservice. reassessment  Advocacy/Leadership [3^Content.K-12 [^^Instructional Strategies q supervision IT^Standards, Frameworks, Cumcuium Alignment L_J h LJ ,. _ . . . ____:/r\\2ax/olnnmAnt StaOB 53 Systemic Change Process 3 Educational Technology I I Wlentoring/Coaching  Principles of Leaming/Development Stages 5 5 Cognitive Research 53 Building a Collaborative Learning Community NAME Social Security Number f Work Location tctMLx- Ff^M5 FFM 5 c s w .2 (A re n o r AM Please Initial PM Please Initial MM TM-JS IJL:. '' \u0026lt;73/Fi4^5 L .ISO- pore 359 - 3TLe?231EMt5 n T t '-FnvU 1 L T = Teacher  A = Administration Classifications ...  C = Counselor S = Support StaffWeek of: Modern li MdM ^s MON. TUES.  I WED. Me, ! THURS. ERI. UX I I i-c tscyvrs JI- 'K\u0026gt;u i i%x^ i OFFICE OF FEDEl - PROSRAAAS WEEKLY ITINERARY FY 2000-2001 ISI I I  wi I,  r \"  \" - I 11 It p\u0026lt; s r \u0026lt; ltsb\\(S).\\.IS| / ID - , \\SSI(.\\MI N I I \\P1 [:2 i HiiLH ^a/e/ /Ifne^rio^ OcHer -. Laui 5^ Ho - \u0026lt;Sk LouisMo Approved - Director of Federal Programs ^eScurc-eU /tJCcAe^'s L/A-Lii^n/ KSohif^i LLLMM^tc^' 't^ pro-fe^sS./ajia / LLo -LeSS/efri a/ J)eyire-Jo^/i-'U^ Employee SignatureLI I I LC KULN our k^L. uxo I r^xu 1 OFFICE OF FEbEk . PROGRAMS WEEKLY ITINERARY FY 2000-2001 Week of: Hov\u0026amp;mk 6  /O. ^00^ ics: *ij, ffl I FIJ 5 MON. ' 'b r  . * MlHmims) \\ ISI11 iVi - , PI KPOSI O1 .\\ IS! 1 \\\u0026gt;ORI^ P.'\\Ssi(.NMI.\\I I \\PI \u0026lt; I KII(^^S TUES. WED. THURS FRI. L (fi /%/-  ^OV. b /V\u0026lt;5/, /a e^'f' Hi/Ule^ MaLtJv'a. !\u0026amp; iKQy iKQy /^i\u0026lt;t f. /e/rsm . Ja-c^f=^ \u0026lt;r\u0026gt;y^ uJa-k ey) j5  ^rnmyJ^ C- ------------------ fi, -TTh^fr/^ Pyof^Tie^- l~ilomr-il H^^tiarsern IKQ^ Approved - Director of Federal Programs  'Sip'Pi.'b'o'n CioSe-y^ v'A.j-i'iytS^ 5lcIe-n 0rijitn! : /h'-aJ^Z'i'nA S\u0026gt;urv(Hj^ P/ann !n^-'-j PtSiitrci^ , Or^urti z-itsb it-y} : :z-/y/j -ft'iyy) ^Crjicicl P(anninj P^e/trc/i Iri5-eyr~\\/i C^ / (^Kv-phi'^ 'a/r\u0026gt; I 'n^i --- - ---------/ kJ . . t! ' . . . /f. il c:yL iy-t p[ci f ruo! ' I Or^di}! 2-^b'^on iy\u0026gt;did\u0026gt;'nj ./maeJi'n^ Employee Signature i'Week of: :'V' ais^ MON. /Ve/, TUES. Kdy, WED. Aov, !\u0026amp; THURS 7^/, /6 FRl. //fl/. /7 1 a LX I I LC OFFICE OF FEDEk PROGRAMS WEEKLY ITINERARY FY 2000-2001  ! 7:^000 )? InS'SI l'p,^i*4\n'^r J7iLrii:\u0026gt;ar' P'^raf- Approved - Director of Federal Programs Pl kso'ms) yisi 11 fb. 7er-ti(^f Te^j-r, Jny/i'sh /e.A 'l^cAno/o^^ L^ilo TTJohnlern^ /Tu/siryi \u0026gt; PUKPOSI 01 ,\\ ISI 1 WOKE '.^XSSK.WII NJ I \\PI ( I MIONS 'ZnseryteT^i 7)n~S/A t' \"h' o~n----------------------------------------- froA5S/f-na,J /?/AP /riSi^AP P^dkn^ TsStiC:, \u0026lt;$hfA am li AHctyAei A/ann!nj - (7or)Suy-A-A\u0026gt;'il~\u0026gt;Q f?e-^e.Qrc/t j (Jrya^ni ' P^^6(^S. tor)(,l Loca/ /X7 LoM-i I kA Cry\\-(e^-rt^c^ EmployeeSignatureLITTLt ROCK 5C KJL 1 Kic 1 OFFICE OF FEDEk. - PROSRAMS WEEKLY ITINERARY FY 2000-2001 Week of: L l(' R|*()SlsWlRfs!WZAV(nlW SW 9 J iijfitn RS()^(S) MSI I I I) j\\SSl(.\\'MI \\1 I \\ll i I MIO^S MON. /^OV. ^0 I TUES. Si IT WED. THURS. /^ov, FRI. PH /RC^ Qy[iiY\u0026amp;r~((tLle^ Hiddln CCC'I Middlt/ AfrS. /Soi^SSfia.^ O-/^'c\u0026gt;i V)ki-HnZ!em-i _ *S * , 0\u0026gt;J^c^:it77^ t.b///'3 C.Titr^^ T\u0026gt;au Approved  Director of Federal Programs //ec/j 'cr^ Cm J u- D los \u0026gt;^^'h tyuy CCiSte/^i^ 'e\u0026gt;t ..J Employee SignatureLITTLE ROCK 5C' ''OL DISTRICT OFFICE OF FEDERr.- PROGRAMS WEEKLY ITINERARY FY 2000-2001 Week of: /{oVCrr}i^^ \u0026lt;=^000 =v I'\" . s!::3n VXSSKAMI MON. ?5k^ a\nTUES. /koi/, Z7 IT  'Hov. 3^ WED. /i4r, THURS. I max I max Q'lov\u0026amp;rdiilef IX(L 'T^'^ ,01' }/^\u0026amp;rs/ -fy /t\"'^/fl ffTj J)'/X\u0026amp;rSfT^ /rftmifij ^\u0026lt;\u0026gt;T\u0026gt;X Uftbliil . D \\-zAAifrri I .LhAerVi^^ V^-h' Cfc! J^OV.it) 'T^fi^ '~Ti7i-r)e^j l^e4\\m:tf'\nFi'rts {wju _________t)-f~fi ---- ()lose^ifff-b'(m s \u0026lt;HJl^ /nse-)-\\//\u0026gt;e\u0026gt;\nERI. Approved  Director of Federal Programs Employee SignatureI LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-0510 To: Tonya Johnson From\nBarbara Brandon Date: December 1,2000 Subject: Thank you for a job well done! The on-site training at Forest Heights on yesterday was a wonderful experience. The interactive dialogue among teachers was rich and productive\nand the handouts prepared for distribution seemed to perfectly meet the needs of teachers. This was all totally enhanced by the excellent arrangements that you made and by your attention to detail. Your school is so fortunate to have you on staff. cc: Eloise Hudson Suzie Davis LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-0510 To\nElouise Hudson From: Barbara Brandon Date\nDecember 1,2000 Subject: Training Update were Thank you for your cooperation in setting up our training session on November 30'Enclosed is a list, for your files, of the teachers who were inserviced. I will make every effort to give training at a later date to teachers who absent\nit will probably take place during their planning periods. Also in this mailing, I included an agenda and some of the handouts that m'ight be useful for all middle school teachers who need to address the literacy issue or who need to be concerned about levels of student proficiency. cc\nI I LITTLE ROCK r '-'QOL DISTRICT OFFICE OF FEDl.xAL PROGRAMS WEEKLY ITINERARY FY 2000-2001 Week of: ':^W R msr oKistt KiSH Ml' SUS', 'i itsoMS) \\ ISI 11 I) ' pT  \\SSlk,MMI M I \\l'|i( I Ml  I \"\"r 15,\u0026gt;4/ 1^1 MON. TUES. WED. THURS. ( ! FlU. Z^eg.. I IS\u0026amp; 'Pre^c^t^ l^e^Sea O i Approved Director of Federal Programs Emp^oj'ee Signature i IWeek of: W MON. TOES. WED. OS B iSw^SSHs A\"// I f{C^ Pec., S' .SLd pec-- 1^ THURS. Pec. 7 FRI. De^. ? L C^lo \\/'e^d\u0026lt;^ I LITTLE ROCK ' -'-(JUL DiSlKlti OFFICE OF FEDU..AL PROGRAMS WEEKLY ITINERARY FY 2000-2001 D^OOG 3WJ^WSSite?aB i-^^8igaftgW?rfS^ifOagaai mi. J)- l^/ot~ ~laii ! 1 i 1 Pnj/i'-sl-y Ver-hap 'Tza^.S ConSu./'/^'^''^^ A-f' l/feio^e Si //e\u0026gt;n(^5c\u0026gt;n ddc\u0026gt;iida^ J-\u0026gt;~it^ 7^1 Kpo Approved Director of Federal Programs 0f-qq\u0026gt;^\n-zM-1fo-^^/UAoi^.sAo^ ^/yam'/^/n^ ,-/-os\u0026amp;^'l/iC^ : L-\\/e (p-t^ C^r^Lcli^'T^Aj^ief S 0^4 ej-iJ '/M.iLA.t.rs 'C AD /4^5e:iSmcA CJyor'dina.'iti rs rql n//Q I /)rjar,\ngLq/,-d^ /%,S^r-c^J /k 'MA'fill fro-fc ssjo^a Ae7. 'd^tiUl'CCS a...^ L!-l-p..K-a aal jDe^edopm^^t '(jArP W D ! Employee SignatureLITTLE ROCK u \"'-OOL DX51 RiC i OFFICE OF FEl:\u0026gt;_.\u0026lt;AL PROGRAMS WEEKLY ITINERARY FY 2000-2001 I Week of\n_ Z5Z i i i MON SMfil rf : ft a\u0026gt;k 1 -. ,--\u0026lt;,e-3 n- (-4^15 * I 1/s PF'rrnsr OEATSTT'AvoRk  \u0026gt;.,v*i 11 RS()\\*(S) \\ IM I I l I * '' \\SSlj(.\\MI ^'^ I yi ( 1 M IONS , ' 5^^ ss Pcxi, II TUES. WED. r\u0026gt;ee. 13 THURS. I?er.. /y- FRT. 3)ec^. 15- (e^ MiddU Afunlejt/^ (rn d/ 0- A-  I i( ! r i I jtijigiai\ntF^ b.JiK^^i. L.Elli.^ /^\u0026gt; SfJin/ S, ir)/f\u0026gt;iJ 6 i\u0026gt; ^e^ra./) GrnStt//^'n'^~^ I I 1 Approved Director of Federal Programs Employee Signature Agenda . Southwest Middle School  Literacy On-Site Training December 5, 2000 -I. Training Overview II. Staff Concerns/Comments .\u0026lt;A! , JII. Constructing Meaning, - Active Reading c O B. C. Readingdn Content Areas Graphic Organizers IV. 'Planning/ Scheduling/ Classroom Management A. B. 'C. D. Et Daily Schedule Workshop Format .Use. of Journals, Folders, Scoring Guides ' Pre/Post Samples of Work \"Grouping 1 V.. Writing Workshop A. B. A Descriptive Writing - Sensory Words Classroom Charts Assessing Writing 1. 2. Composing Skills List Scoring GuidesPresenter: Date: Workshop Title: ( .ength of Workshop: From to Location: '^0 I I Salary Credit (off contract - three hours or more) Inservice (during contract time) I I stipend Paid (will also receive inservice hours) Required focus areas for Professional Development. Please check one relating to your inservice, riy\"Content K-12 [0^ Instructional Strategies O Assessment Q Advocacy/Leadership Q Systemic Change Process [0^Standards, Frameworks, Curriculum Alignment 0 Supervision 0 Mentoring/Coaching 0 Educational Technology 0 Principles of Leaming/Development Stages 0^ Cognitive Research O Building a Collaborative Learning Community NAME Socsa! Security Number Work Location c ti) o (A (B (C rt u AM Please Initial a o PM Please Initial ^kiV ^iS- -^ll,-id 7i Fia-3^-lA mo-L5-43'/'7 422.-^^-^79 jisubiuutjd.___ S ^,F-T l)i u/ m: ^F. 6lip-k.Wip6?zjf6d md f v h Sicmmer Hrtol u d6iAf\\!na,^ Uj-n. 3d)/d5 6WM0 'S^LGrrvS STOms I JUli :dL T L Classifications T = Teacher A = Administration i. dud iy ^4J-Yl C = Counselor S = Support Staff LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501)324-0510 To: Mr. Jim Mosby. Principal Southwest Middle From: Barbara Brandon Date: December 1,2000 Subject: Confirmation of Training Dates I received the on-site training schedule for Southwest Middle. Thank you for the promptness with which this manner was handled. I look forward to our session on Tuesday, December 5*. 1 have enclosed an agenda forthat day and a helpful brochure of tips for teachers related to test preparation. i IW 330,i 5^ 72ZQA 5/O-4 0 70 ?^5\u0026amp;570-4015 Southwest Middle School Reading Writing Workshop Staff Development December 2000 All Reading Writing Workshop teachers will attend a (2) hour Staff Development with Ms- Barbara Brandon from the Reading Department on December 5,2000. Teachers, please make arrangements with your Team Leaders for classroom coverage during the time you will be attending the Staff Development. This Development will be the same format that we used when Susie came out to Southwest Middle School for one whole day last year. r\u0026amp; 2 Period Theresa Harris Charles Foote Decide Jagial Claudia Smith S usie Robinson Leon Carson Vera Weller 8:45-10:40 3\"* Period Clifton Woodley .Anitra Jackson Carolyn Jennings Summer Futrell 10:45-12:30 6*^ \u0026amp;? Period Colleen Ferguson Wes Zeiglar Latrese Evans Chrystal Braswell 1:05-2:50 3:00-3:45 - Wrap-up and Exit Conference with Mr. MosbySuccess Strategies/Reading Writing Workshop Cloverdale Middle School December 7, 2000 Reading Writing Workshop Best Practices Reading Writing Curriculum Standards/Benchmarks Curriculum Reading Writing Grammar Mugshots Write Source Scheduling Time Management Coordinating Support Staff P. Person Resource Teachers Classroom Management Collegial Sharing Suggested Practices Journals Reading Response Questions/Concems( jsenter\nWorkshop litle: ids Date: \u0026lt; Length of Workshop: From !(!^ .0 AVJ Location: /^vy4 j I Salary Credit (off contract - three hours or more) Inservice (during contract time) I I Stipend Paid (will also receive inservice hours) Required focus areas for Professional Development. Please check one relating to your inservice. Content K-12 Instructional Strategies Q Assessment Q Advocacy/Leadership  Systemic Change Process [^^Standards, Frameworks, Curriculum Alignment O Supervision Q Mentoring/Coaching Q Educational Technology O Principles of Leaming/Development Stages [\"Zp* Cognitive Research [23 Building a Collaborative Learning Community NAME Social Security Number Work Location (/} 0 c/) 'Z \u0026lt;0 (Q o AM Please Initial PM Please Initial 4^9 - XI-27^*1 43d ' 2-5 '544! J.\nW(7 iVoldcap. CdMnkh 43-5.-?'I-\u0026lt;?7^ A / /I 1 id . Classifications T = Teacher A = Administration C = Counselor S = Support StaffLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501)324-0510 To: Nona Whittaker Fronn: Barbara Brandon Date\nDecennber 11,2000 Subject\nAppreciation for Services Thank you for graciously serving as hostess for the new English teacher training at Cloverdale on December It was very kind of you to furnish refreshments from your personal funds. Your room provided a perfect lab situation for teachers to see procedures already in action. Working with you is a definite pleasure. Cloverdale is fortunate to have you on staff. cc\nDavid Patterson, Principal BRANDON,BARBARA To: Subject: BUCK, LARRY Faculty Meeting -12/7 - 3\n45 Mr. Buck, I called to find the amount of time that you wanted me to use at your meeting tomorrow. I will talk with you tomorrow. I am planning to attend your meeting\nhowever, if you did not schedule me, that's fine. I prefer the on-site training with English teachers.Little Rock School District Middle School Parents Mathematics Packet Purpose: The purpose of the packet is to inform middle school parents about the Districts middle school mathematics program and to provide resources which will help parents work with their children. Contents: 1. Connected Mathematics Program - Whats It All About? RECEIVED DEC 6 2000 2. Connected Mathematics Curriculum - Grade level modules and topics 3. Comparison of Connected Mathematics to Past Mathematics Programs (StKtOF Q^g^KMMONlTORiSS 4. Why Connected Mathematics?  Math Performance of the Past  Desired Math Performance for the Future  Why Connected Mathematics Can Improve Mathematics Achievement 5. Assessments for Middle School Mathematics 6. What effect will Connected Mathematics have on SAT-9, ACT, and SAT scores? 7. Will Connected Mathematics prepare my child for Algebra 1 and higher level mathematics? 8. How will the District know whether Connected Mathematics is working? 9. Middle School Mathematics Lead Teacher, Middle School Mathematics Consultant 10. Connected Mathematics Module Order Form Resources Available for Parents (These are available at your Middle School.)  The Arkansas Mathematics Framework (This is Required Mathematics for All Students)  Correlation of Connected Mathematics to Arkansas Mathematics Framework  Getting to Know Connected Mathematics - A Guide to the Connected Mathematics Curriculum  Abbreviated Connected Mathematics Teachers Editions  Computation Drill for Homework (These drill sheets should be brought home by students on a weekly basis for homework. A Complete Set can be checked out from your Middle School.) 1Little Rock School District Connected Mathematics Program Whats It All About? This document has been produced to provide information to parents regarding the mathematics curriculum currently being taught, tested and reviewed in all eight middle schools of the Little Rock School District. Q: What is Connected Mathematics? A: Connected Mathematics (CMP) is a middle school mathematics curriculum. Designed for grades 6, 7, and 8, it is a problem-based curriculum connecting different areas within mathematics, mathematics to other subject areas, and mathematics to applications in the world outside school. Q: Why are we making changes in the middle school curriculum? A: The curriculum in CMP offers Little Rock a much more rigorous middle school curriculum than we have had in the past. Little Rock needed a more rigorous curriculum at the middle school in order for our students to be successful in Algebra I and other higher level mathematics courses. By law, the Arkansas Mathematics Frameworks outlines the mathematics standards that all students are expected to achieve. Students success in reaching the middle grades (5-8) standards is measured by an exam called the 8* grade Benchmark exam. 89% of the students taking the Arkansas Benchmark exam given in the 8** grade scored below basic. Our past middle school mathematics curriculum has not always provided good preparation for our students. The Third International Math and Science study shows that only the top 5% of American students can perform as well as the top 25% of students internationally. Q\nDoes CMP emphasize the basic skills? A: Basic skills are a vital part of CMP. In addition to the basic skills practice embedded in CMP, Little Rock teachers will reinforce basic skills through homework assignments and mini-units as time permits. Calculators are used as a valuable teaching tool in CMP as well as in the mathematics programs at all Little Rock schools, but they are not used as a substitute for students learning the basics. Q: How has Connected Mathematics been implemented in Little Rock? A: Little Rock is entering its second year of implementation of the Connected Mathematics curriculum in 2000-01. Year one implemented 6^ grade\nyear two added 7^ and o\" grade. Q\nIs there any research about Connected Math? A: Yes. The National Science Foundation funded several curriculum projects to design and implement curriculum that was outlined in the Curriculum and Evaluation Standards developed by the National Council of Teachers of Mathematics in the late 198Os. The Connected Math Project was developed at Michigan State University with a National Science Foundation grant. Units were developed and extensively piloted in 19 states over several years with the final version published in 1996. CMP has more research behind it than the programs we have used in the past. It is the only program that has been developed from the ground up rather than taking an existing program and modifying it by adding suggestions for manipulative, alternative assessment, group work, etc. Additional information is available on the Web at www.mth.msu.edu/CA4R 2Q: What is the result on student achievement from implementing Connected Mathematics? A: The results will be monitored closely in Little Rock. At the end of each module, students achievement will be measured according to the Districts benchmarks for mathematics. Stanford 9 scores for the 7**^ grade and ACTAAP scores for e and 8 grades will be closely monitored. In addition, individual student growth will be measured at all grade levels by the use of the levels tests (ALTs) given in the fall and spring of each year. Schools that have been using CMP for several years (Travers City, Michigan, and Bloomfield Hills, Michigan, for example) state their students perform very well in high school. Many of them have such strong mathematical backgrounds that they are able to skip Algebra I and move directly into geometry. Q: How is Connected Mathematics different from the math taught in the traditional math class? A\nContent presented in the CMP is very similar to a traditional program. CMP students are required by state law to cover the same material as students in other programs. Therefore, CMP students will be well prepared to enter Algebra I. What is different is the way the content is delivered. WHAT students learn is shaped by HOW they learn. Students work individually, in pairs and in groups of four. This strategy allows students to experience different points of view and offers opportunities for students to share their opinions and strategies about mathematical processes. Students are assessed individually with homework grades, quizzes, tests, and projects. Q: Are there Connected Mathematics textbooks? A: Yes. All students have their own textbooks. However, the textbook is published in separate booklets. The booklets are three-hole punched and can be carried in students three-ring binders. Parent handbooks for each unit will be available for checkout from the school libraries to aid parents in helping their children at home. Q: Do teachers receive training in order to teach Connected Mathematics? A: Teachers received two days of training for each booklet. Since CMP is so heavily correlated to the Arkansas State Benchmark exam given in the 8** grade, and this year in the e* grade, our teachers were already very well prepared in terms of curriculum. The only difference is the methodology of delivery. Q: Is this anything like the old new Math? A: No. The content of CMP is based on traditional mathematics concepts. The difference is that instead of working on computation skills alone, the students learn mathematics in the context of actual situations, such as those they will have to face in the work place. Q: Where can I learn more about Connected Math? A: You can get information from the Connected Mathematics web site. The address for this web site is www.mth.msu.edu/CMP/CMP.html. Please feel free to talk to your childs teacher or school principal about the mathematics program if you have additional questions, or call Dennis Glasgow, Director of Math and Science, or Docia Jones, middie-school math lead teacher, at 324-0520. 3LITTLE ROCK SCHOOL DISTRICT CMP CURRICULUM for Grades 6, 7, \u0026amp; 8 6** Grade 7' Grade e\"* Grade Prime Time Number theory\nprimes\ncomposites, factors and multiples Bits and Pieces ii Using rational numbers: computation Moving Straight Ahead Linear relationships expressed in words, tables, graphs, and symbols Data About Us Data investigation\nformulating questions, gathering data, organizing and analyzing data, making decisions based on data Accentuate the Negative Understanding and using integers Bits and Pieces I Understanding rational numbers: fractions, decimals, and percents Shapes and Designs Reasoning about shapes\nshape properties\nangle measure and Variables and Patterns Introducing Algebra\nvariables, tables, graphs, and symbols as representations Filling and Wrapping 3-D measurement For Pre-AP add Moving Straight Ahead Linear relationships expressed in words, tables, graphs and symbols Covering and Surrounding Measurement: area and perimeter Thinking with Mathematical Models Introduction to functions and modeling Growing, Growing, Growing... Exponential growth Looking for Pythagoras Pythagorean Theorem, slope, area and irrational numbers For Pre-AP add Frogs, Fleas, and Painted Cubes Quadratic growth I How Likely Is It? Probability For Pre-AP add Bits and Pieces II Using rational numbers: computation 4Comparison of the Little Rock School Districts Current Mathematics Program to Past Mathematics Program Previous Program Current Program Mathematical content is the same in both programs. Content is presented in a spiral effect through 6*^, 7'*', and 8 grade. The order in which the concepts are introduced differs from the previous program\nconcepts are presented in thematic modules. Basic math skills are emphasized. Isolated skills are taught with little problem solving application. Integrated skills are taught in order to solve real- world problems and promote critical thinking. Formulas and application of formulas are emphasized. Formulas are taught first and little application or extension activities are provided. Application problems are presented first and students are asked to derive formulas from logical reasoning of patterns. Calculator use is integrated into instruction when appropriate. Most students lack the confidence to solve problems without a calculator. CMP students use calculators as tools to be used at appropriate time to solve problems. Teacher editions provide examples and answers to problems. The curriculum expects teachers to see the same outcome from each student\nsome traditional books provide outlines. Possible student scenarios are given\nprovides Daily progressive outlines are provided in order to reach targeted objectives. Cooperative learning is up to the individual teacher. Lessons cater to the individual learner. A wealth of opportunities to incorporate cooperative learning is provided. 5Previous Program I Current Program Student textbooks are provided. Traditional books provide examples and practice in order for students to achieve mastery through concentrated repetition. CMP books provide problems that encourage a variety of solution strategies with teachers providing additional computation practice. Homework problems are assigned for practice daily. 20-50 problems concentrating on one objective are provided\nmost problems are repetitive practice. 3-8 problems are assigned over the objective, while incorporating other objectives and asking students to explain answers. Students are taught problem-solving strategies. Problem-solving is isolated in one unit of the text. Problem-solving is taught throughout the curriculum. Teacher directed learning is provided in both programs. Students are passive learners. Teachers guide students to be active learners. Assessment materials are provided for the teacher. All assessments follow a similar format in which students are asked to recall facts and formulas. A variety of assessments are provided, allowing students to express their knowledge through a wide spectrum of higher order thinking skills. Students are expected to show how they arrived at an answer. Work shown is typically mathematical and very little verbal explanation is given. Students are expected to be able to verbally explain how they worked their problem and why they chose a particular strategy. 6Why Connected Mathematics!^ The Little Rock School Districts Secondary Mathematics Textbook Selection Committee recommended Connected Mathematics to the Superintendent for adoption in the middle grades (6-8) for two primary reasons: 1. The traditional mathematics program was not producing desired achievement results. 2. Much evidence convinced the committee that Connected Mathematics would improve the academic performance of students in the middle grades. Mathematics Achievement of Past Years  Benchmark Examination for eighth grade mathematics - Students took this examination required for state accountability purposes for the first time in 1998-99. (The results for 1999-00 are not available yet.) Results were reported as the percentage of students who were either advanced, proficient, basic, or below basic. The state considered students who scored in the proficient or advanced range as being at grade level or above and those who scored in the basic or below basic as being below grade level. Results from the 1519 eighth grade students who took the exam were: Scoring Range Advanced Proficient Basic_______ Below Basic 1998-99 2% '0% 24% 6^ Only 11 % of the students were at or above grade level on the examination. 31 % of white students were at or above grade level and 3% of black students were at or above grade level.  Stanford Achievement Test, Edition taken by seventh grade students - This national test is taken by all seventh grade students in the area of mathematics. The students who took the test in 1997-98 through 1999-2000 were compared to all students nationwide and grouped according to the number who were scored in the 0 - 25^ percentile range (first quartile), the 26 - SO** percentile range (second quartile), the 51 - 75**' percentile range (third quartile), and the 76 - 99'*^ percentile range (fourth quartile). Those students in the third and fourth quartiles scored above the national average, and those students in the first and second quartiles scored below the national average. Results from the test were: 7Grade 7 Quartile Fourth Third Second First 97-98 17% 18% 21% 44% 98-99 16% 19% 26% 40% 99-00 18% 18% 22% 41% Results show that the number of students above the national average in mathematics in grade 7 was only about 36%. The remaining students, about 64%, were below the national average in mathematics. Desired Mathematics Performance for the Future The Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) has established the following performance goals:  Tier 1 - 100% of a school's students shall perform at or above the proficient level in mathematics on the eighth grade Benchmark Examination in Mathematics.  Tier 2 - (If the 100% goal is not met, a trend or improvement goal must be met.) The percent of students performing at or above the proficient level in mathematics on the eighth grade Benchmark Examination in Mathematics will meet or exceed a 10% growth each year. The National Science Foundation Cooperative Agreement contains the following goals\n The Little Rock School District agrees to enact policies and practices that will contribute to an annual increase of 5% for Years 3-5 in the test scores of underrepresented minority students in mathematics as measured by the following tests\nMathematics Test Measures Achievement Level Tests________________ Stanford Achievement Test______________ Arkansas Benchmark Examination________ American College Testing (ACT) EXPLORE exam Grade(s) Implemented 3-11 5,7,10 4,6,8 8 8Why Connected Mathematics Can Improve Mathematics Achievement State pilot school district data and national reports indicate that Connected Mathematics improves achievement in mathematics. In Arkansas five middle schools representing five different school districts piloted Connected Mathematics for three years before students took the eighth grade Benchmark Examination in mathematics. The percentage of students in each of the four achievement categories for the pilot school districts, the state, and the Little Rock School District are presented in the chart below: LR Schools State Schools Below Basic Basic______ Proficient Advanced 65% 24% 9% 2% 47% 40% 11% 2% CMP Pilots Schools 28% 49% 19% 4% The greater the number of students in the below basic category, the farther behind the schools are in meeting the achievement goals set by the state. Districts piloting Connected Mathematics were much ahead of the state and the Little Rock School District in mathematics achievement on the eighth grade Benchmark Exam. The Portland, Oregon schools have implemented Connected Mathematics in its middle schools. A recent article in the Portland newspaper highlighted the increase in math scores on the state math test. The headline read City schools make big gains on state tests. The districts math coordinator predicted Portlands math scores would rise the first year the new math approach was instituted. Results proved him to be correct. The districts new math programs. Investigations for elementary school and Connected Mathtor middle school, emphasize problem-solving instead of drills and call on students to discover math concepts for themselves rather than memorize formulas. Connected Mathematics was designated as an Exemplary Program\" by a United States Department of Education Expert Panel. The panel found strong evidence for the impact of the program on gains in students understanding of mathematics, mathematical reasoning, and problem solving. The strength of the evidence was based on use of multiple measures, including tests aligned with the National Standards in Mathematics, and several types of comparisons. The American Association for the Advancement of Science rated Connected Mathematics as the number one middle school math textbook. AAAS evaluated twelve middle school math textbooks using a set of instructional criteria. 9ASSESSMENTS FOR MIDDLE SCHOOL MATHEMATICS The following measures are administered annually at targeted grade levels\nName of Assessment SATO ~ Stanford Achievement Test 9\" Edition Type________________ National Norm Referenced Grade Levels Grades 5, 7,10 EXPLORE American College Test ACTAAP State Benchmark Examination National Criterion Referenced ____________ State Criterion Referenced Grade 8 Grade 8 ALT Achievement Level Test EMT End of Math Module Tests ACTAAP State End of Course Exams Local Criterion Referenced with National Comparison Group Local Criterion Referenced State Criterion Referenced 10 Grades 6-8 Grades 6-8 Algebra, geometryWhat Effect Will Connected Mathematics Have on SA T-9, ACT, and SA T Scores? SAT-9 A study was done which compared the performance of eight pilot Connected Mathematics middle schools to the state average on the Stanford Achievement Test in mathematics given to fifth grade students in 1995 and to the same students again as seventh graders in 1997. At the time the Stanford-9 was given the pilot school students had only had one year of the Connected Mathematics curriculum. The results were: CMP schools State schools Stanford-9 1995 NCE 44.58 43.00 Stanford-9 1997 NCE 49.92 47.00 Difference +5.34* +4.00 This increase is statistically significant ACT, SAT Although students who have taken Connected Mathematics have not moved into the high schools yet, we are confident that students will do well as well as or better than before on the mathematics part of ACT and SAT. These assessments, like many others, have responded to the NCTM Standards in Mathematics in developing assessment questions. The tests require students to use their reasoning skills to solve practical problems in mathematics which is a strength of Connected Mathematics. 11Will Connected Mathematics Prepare My Child for Algebra 1 and Higher Level Mathematics? We think that Connected Mathematics will superbly prepare students for Algebra 1 and above. Many students will be ready to take Algebra 1 in the eighth grade after two years of Connected Mathematics. Others may continue in Connected Mathematics in the eighth grade and either take Algebra 1 in its traditional location in the ninth grade or take the Algebra 1 End of Course Exam after eighth grade Connected Mathematics. We feel that many students will have all their Algebra 1 skills mastered after eighth grade Connected Mathematics. Following is an excerpt from Getting to Know Connected Mathematics that addresses the algebra in CMP. Many people think of algebra as a course at high school, towards which all prior mathematics has been heading. Students enter the traditional course somewhat in awe of the lofty position they have reached, and are often discouraged to find that the mathematical ideas and skills they have previously developed do not seem related to success in a traditional Algebra 1. The popular impression in the community at large is that algebra is the ability to manipulate symbols, usually following instructions to simplify and expression, or solve an equation. Traditionally students memorize rules, focusing on specific strategies for specific problems. The symbols and rules often are meaningless to students, who try to survive by memorizing and, thus, only retain the ideas for a short time. There is little evidence that students develop algebraic reasoning, including symbolic reasoning, from this kind of experience. In fact, the development of algebraic ideas can and should take place over a long period of time, prior to attempts to deal solely with abstract symbols, and well before the first year of high school. The philosophy of how students learn mathematicsthat is, students develop algebraic reasoning and understanding while pursuing solutions to interesting problems. Having students approach algebraic ideas through investigations and problems allows students to search for patterns and relationships in data, and to find ways to express these patterns, first in words and then in symbols. The algebraic units in CMP develop three important patterns, which model many real situations. By focusing on the patterns underlying the problem, asking students to describe similarities and differences across patterns, and challenging students to predict answers, the mathematics of functions and relationships is developed. For example, in the Walkathon Problem, in the unit entitled Moving Straight Ahead, students investigate the distance each person walks. 2.3 Walkathon Your class decides to raise money for a charity by competing in t he city's Walkathon. Each person in the class finds sponsors who each pledge to pay a certain amount of money for each kilometer that the person walks. The money goes to a charity. The person who raises the most money receives a new pair of Rollerblades. Sponsors 12 often ask for a suggestion of how much they should pay per kilometer. Others will follow the example of the first person who fills out the form. Your class would like to agree on how much money to ask the sponsors for. Jane argues that one dollar per kilometer would be appropriate. Bill argues for two dollars a kilometer because it would bring in more money. Amy suggested that if the price was too high not as many people would be sponsorsso she suggested that each sponsor pay a $5 donation plus an extra 50 cents per kilometer. For each price suggestion made by Bill, Jane, and Amy:  Make a table showing the total amount of money a sponsor pays for distances between 1 and 10 miles. This is called a pay plan.  Sketch a graph of the amount of money a sponsor would pay under each pay plan. Display all the graphs on the same set of axes.  Write an equation for each of the pay plans which shows how the amount of money a sponsor owes can be calculated for the total distance that a student walked. 1. 2. 3. 4. As the amount of money charged per mile is increased, what effect does this have on the table? On the equation? On the graph? A student walked 8 miles in the Walkathon. How much would her sponsors pay under each of the pay plans? Explain how you arrived at your answers. One of the sponsors paid $10 after the race. How many miles would that sponsors student have walked under each of the three pay plans? Explain how you arrived at your answers. How is Amy's fixed $5 cost represented in the table? In the equation? In the graph. In this situation the focus quickly centers on the relationship between the variables. If the rate at which a person walks is fixed, then distance depends upon (or is a function of the) time\nthat is, distance = rate x time. As students reason about this situation they are encouraged to use multiple representations, which help them to show their reasoning and also to develop understanding of the important linear relationship underlying this situation. As the time changes by one unit, the distance changes by a constant amount. This is the key feature of recognizing this constant rate of change in various representations, students develop a deep understanding of the basic linear pattern. The rate at which a person walks is the constant rate of change (or the slope of a straight line). This pattern shows up as a straight line in a graph, as an equation of the form, y = ax, and as increments of change in a table. The rate is indicated by the steepness of the line, the coefficient, a, of x in the equation, and the constant increment of change in the table. A variation of the problem has two brothers involved in a walking rave with the younger brother getting a head start. This leads to the equation, y = ax + b\nwhere a is the rate at which the younger brother walks and b represents the amount of head start. Once students have a beginning understanding of linear patterns, they then need help in recognizing this pattern in many different disguises. For example, the cost, C, of buying N compact discs at $15 each is C + 15N. Having recognized that this is the 13 same pattern as that in the Walkathon problem, students are quickly able to reason about the relationship between the variables. Using problem situations and multiple representations to represent these situations gives rise to solving equations. For example, students can use tables or graphs or they can reason about the problem. Once students have a good^ sense of what it means to solve and how these solutions relate to the variables and the problem, then the techniques of solving a linear equation symbolically are developed. CMP Algebra Goals - by the End of Eighth Grade in CMP Most Students Should be Able to:  Recognize situations in which important problems and decisions involve relations among quantitative variablesone variable changing overtime or several variables changing in response to each other.  Use numerical tables, graphs, symbolic expressions, and verbal descriptions to describe and predict the patterns of change in variables.  Recognize (in various representational forms) the patterns of change associated with linear, exponential, and quadratic functions.  Use numeric, graphic, and symbolic strategies to solve common problems involving linear, exponential, and quadratic functions. Inevitably parents and teachers will wonder how the CMP algebra strand relates to and can be compared to a traditional school algebra curriculum. The only helpful comparison to make is how well students understand algebraic ideas, and how well they employ algebraic reasoning in solving problems. Since the focus of CMP is on developing understanding, rather that on memorizing rules and processes to apply in response to instructions such as simplify or solve,\" a simple checklist of concepts and skills that appear in CMP and in traditional programs is not particularly relevant. The question of most interest to parents and teachers should be,  How well will the next mathematics course my student takes support the strong understanding of algebraic ideas developed in CMP?\" If the next course is a traditional Algebra 1, CMP students will find themselves spending large amounts of time studying processes and rules for which they see no application. The motivation for learning these rules may shift from the focus of making sense to simply memorizing to survive. Certainly, CMP students will find that many of the big ideas in Algebra 1, such as representing linear functions, solving equations, and finding equivalent forms of an expression, are familiar, and perhaps a repetition of what they already know. They will also wonder why the problems are restricted mainly to linear patterns, whereas in CMP they had also learned about other important patterns. The algebra strand in CMP will certainly prepare students for successful, if somewhat repetitive year in a traditional Algebra 1. It is to be hoped, however, that students will be fortunate enough to find themselves able to take courses that continue to challenge them to develop algebraic reasoning. High school teachers of these students need to be aware that these students have begun to develop an understanding of functions that is far beyond a traditional Algebra 1 approach. 14How Will the District Know Whether Connected Mathematics is Working? A number of avenues will be used to know whether Connected Mathematics is working. First, after each module, an End of Module Test will be given to every student. The End of Module Tests will assess the mathematics content and skills that were targeted for that module. We will be looking to see if the majority of students achieved mastery (75% of the items were answered correctly) on each test. The End of Module Tests were developed locally by teachers and specialists to match the Connected Mathematics curriculum. Secondly, students will take fall and spring Achievement Levels Tests (ALT) in mathematics. This test is based on the Little Rock School District and state standards for mathematics. The achievement on this math test will tell us whether our students are learning what we expected them to learn and will also let us see how our students are achieving compared to a large comparison group of students nationally who take the same test. We will look closely at the ALT scores to see how our students perform compared to the national group. We expect our students to make a full years growth in mathematics each year and to perform at or near the same level as the national group. Based on the first administration of the ALT, our students performed well, only slightly behind the national comparison group. We will be looking forthat gap to close during the next few administrations. Thirdly, and most importantly, students in the eighth grade will take the high stakes Sate Benchmark Examination in mathematics. We expect good growth in the percentage of students who move from one achievement level to the next higher level (from basic to proficient for example). This growth should start appearing in the Benchmark scores from the spring 2001 administration of the exam. This will be the first administration where the students have been enrolled in a full year of Connected Mathematics before they take the exam. At the same time that the measures mentioned above are being watched, we want to make sure that our nationally normed tests such as the SAT-9 (7* grade) and the EXPLORE (8* grade) hold steady or increase. While our main objective is for students to achieve on the critically important State Benchmark Examination, we want to make sure that our students are improving in relation to other students around the country. 15MIDDLE SCHOOL MATHEMATICS LEAD TEACHER/CONSULTANT The District has employed a lead teacher for middle school mathematics. The name, job goal, and performance responsibilities of the lead teacher are given below. Please call the middle school math lead teacher if you have questions or concerns. The District has also retained the services of a part-time mathematics consultant to work through the schools to help parents understand the middle school mathematics program and to support their children in learning mathematics. NAME/PHONE Docia Jones, Middle School Lead Teacher for Mathematics 324-0520, ext 867 JOB GOAL: Facilitate the change from a traditional mathematics curriculum to a standards-based curriculum for the purpose of increasing both the participation of students in challenging mathematics programs and the success of students in achieving District Curriculum Standards and Benchmarks in mathematics. PERFORMANCE RESPONSIBILITIES\n Provide training for mathematics teachers on District adopted standards-based math curricula {Connected Mathematics for example) and related content and teaching strategies.  Provide weekly classroom support for middle school mathematics teachers who are implementing Connected Mathematics. This support will include encouragement, extra hands, demonstration teaching, team teaching, material resources, trouble shooting, and other technical support deemed necessary.  Provide follow-up training for teachers to address observed/identified needs.  Assess the implementation level of the teachers/schools in the middle schools. Inform principals and the Division of Curriculum and Instruction of implementation problems/concerns.  Assist with the development and implementation of end of module assessments to evaluate the effectiveness of the Connected Mathematics in achieving desired student results. Inform principals and teachers of findings.  Communicate to parents and the community about the changes that are taking place in mathematics. Judy Trowell, Part-time Consultant (Contact Judy through Docia Jones) Assists the Lead Teacher and principals in communicating with parent groups about Connected Mathematics. Establishes and leads dialogue with parents about questions and concerns about the philosophy, mathematical content, and structure of Connected Mathematics. 16Name: School name\nStreet\nCity, State, Zip:___L_ Phone (inc. area code):. Visa or Master Card t Exp Date: Connected Mathematics Order Form Card Holders Street #\nZip Code\nIf ordering by mail send check or money order to: Dollar Bill Copying Attn. CMP books 611 Church Street Ann Arbor, MI. 48104 Phone (734) 665-9200 Fax. (734) 930-2800 P.O. # (for schools only, include a copy with your order):. 6* grade - (pink) V Prime Time Data About Us Bits and Pieces Q Shapes and Designs How Likely Is II? I Quantity Price does not include tax or shipping Approx. Weight Total Price before tax and shipping Covering and Surrounding Ruins of Montarck Bits and Pieces I 7* grade -{blue) Comparing and Scaling Stretching and Shrinking Variables and Paaems____________ Accentuate the Negative Moving Strai^t Ahead Data Around Us Fiiling and Wrapping______________ What do you Expect_____________ 8* grade-{green) Looking for Pythagoras_________ Thinking with Mathematical Models Frogs, Fleas, and Painted Cubes Growing, Growing, Growing_______ Clever Counting _____________ Samples and Populations ________ Kaleidoscopes, Hubcaps, and Mirrors Say It wi Symbols For Teachers Only 6* Grade Curriculum Guide 7* Grade Curriculum Guide 8* Grade Curriculum Guide For Parents Only K-S** Elementary Math Handbook Please allow up to two weeks for shipping $4J7 $4.95 $4.95 $4.95 $3.50 $4.70 $4.20 $5.06 $4.84 $5J0 $440 $5.61 $5.20 $3.80 $4.60 $6J8 $5J9 $4.51 $6.27 $4.73 $3.90 $4.90 $5.20 $5.94 $44J5 $52.05 $41.01 $4.95 16 pound pound V6 pound \u0026gt;6 pound pound pound pound pound 16 pound 16 pound 16 pound pound 16 pound V6 pound 6 pound 1 pound pound pound pound pound pound Vi pound pound 16 pound 2 pounds 6 ^pounds S pounds W pound Sub-Total Sales Tax (DBC will fill in price) Shipping \u0026amp; Handling GRAND TOTALLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-0510 To: From: Literacy Team ^Barbara Brandon Date: January 10, 2001 Subject: Middle School Collaborative Session Thursday, January 18, 2001 4:00 - 6:00 Our first Middle School Collaborative session of 2001 will be held in the IRC Work Room. The nature of the gathering is to allow an opportunity for colleagues to share strategies that are/have been successful in helping us achieve our goals. Future sessions will be planned only if it is demonstrated that they are beneficial\nthis will be determined through attendance, participation and comments. Please come prepared to share. This may be done in several ways.  Share in the discussion\nthis will be invaluable.  Bring a \"write-up\" of a strategy, lesson, or activity you have used. Copies will be made for each person in attendance and may become a part of a reference manual.  Share resources, web sites or programis that strengthen literacy instruction. Please plan to attend, or have a representative from your school attend. There will be invigorating discussion, handouts and refreshments. i+V: From\nSent: To: Subject: va t? BLAYLOCK, ANN Sunday, January 21,2001 4:36 PM BRANDON, BARBARA RE: 6th Grade Team Meeting Hi Barbara, Im looking forward to your visit. See you then. Ann Original Message From: Sent: To: Subject: BRANDON, BARBARA Friday, January 19, 2001 4:51 PM BLAYLOCK, ANN 6th Grade Team Meeting Mrs. Blaylock. I will spend Tuesday, Jan. 23'^ at Mabelvale. I want to meet with Mr. Jackson's. S'\" grade team, as well as observe and talk with other 6* grade teachers. Barbara Brandon6^ Grade Team Meeting Inservice Agenda Mabelvale Middle January 23, 2001 \"AN INTERDISCIPLINARY APPROACH TO LITERACY\" Overview Review of Benchmarks Identifying Common Threads Science/Language Arts/ Math/Social Studies Flexible Groups Reading in the Content Area Classroom Observations Teacher Conferencing( Presenter\nB Date\nK}C(^r~[ Workshop Title\nLength of Workshop\nFrom I 1 Salary Credit f:/s- to /o:4-i\u0026gt; Location: (off contract - three hours or more) JXl Inservice (during contract time) __ Stipend Paid (will also receive inservice hours) Required focus areas for Professional Development. Please check one relating to your inservice, 0* Content K-12 0^ Instructional Strategies O Assessment Q Advocacy/Leadership Standards, Frameworks, Curiculum Alignment Q Supervision Q Systemic Change Process  Mentoring/Coaching O Educational Technology O Principles of Leaming/Development Stages i~l Cognitive Research I I Building a Collaborative Learning Community NAME Social Security Number Work Location S = vi z: re re 77 O AM Please initial PM Please initial McLV\u0026gt;\\MtX,lc M . . Classifications 1 T = Teacher A = Administration C = Counselor S = Support StaffPresenter\nDate: J ^O-Of \\A'nrkshop Title\nigth of Workshop\nFrom _/^r32^ [ n Salary Credit (off contract - three hours or more) to Inservice ^during contract time) Location\nI I Stipend Paid (will also receive inservice hours) Required focus areas for Professional Development. Please check one relating to your inservice.  Content K-12 [^^instructional Strategies  Assessment Q Advocacy/Leadership r\u0026gt;Kstandards, Frameworks, Curriculum Alignment Q Supervision [3 Systemic Change Process  Mentoring/Coaching  Educational Technology  Principles of Learning/Development Stages [3 Cognitive Research Building a Collaborative Learning Community NAME Social Security Number Location c 'in O in ' IS IB Please Print O AM Please initial PM Please Initial 'll), I-3x1- '-f 4^9-11, Wi-BT Io IcLS S. Classifications T = Teacher A = Administration I i5QA.nt\u0026lt;' C = Counselor S = Support Staff6^ Grade Team Meeting Inservice Agenda Southwest Middle January 24, 2001 'AN INTERDISCIPLINARY APPROACH TO LITERACY\" Overview Review of Benchmarks Identifying Common Threads Science/Language Arts/ Math/Social Studies Flexible Groups Reading in the Content Area Classroom Observations Teacher ConferencingPresenter: Workshop Title: Length of Workshop: From to f Date: d /di'ddl-eJ Date: Location: I I I Salary Credit (off contract - three hours or more) I \u0026gt;4 Inservice (during contract time) I j I stipend Paid (will also receive inservice hours) Required focus areas for Professional Development, Please check one relating to your inservice. Q Content K-12 [^^Instructional Strategies Q Assessment Q Advocacy/Leadership Q Systemic Change Process Standards, Frameworks, Curriculum Alignment Q Supervision Q Mentoring/Coaching Q Educational Technology Q Principles of Learning/Development Stages Q Cognitive Research Q Building a Collaborative Learning Community NAME Social Security Number Work Location 'tn o in :z IS IS AM Please Initial PM Please Initial \\Alobdi^ SAAM-S scorns m c r\nu f 1 t Classifications  ) T = Teacher A = Administration C = Counselor S = Support StaffLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501)324-0510 To: From: Crystal Green-Braswell Michelle Irby Anitra Jackson Malinda Martin Johnson Valerie Tatum Clifton Woodley Barbara Brandon Date: January 24, 2001 Subject: Teaming for Literacy Our sessions so far have been enlightening and productive. Your group has incorporated the components that make the teaming process successful. Thank you for your willinoim ess to actively participate in the implementation of total literacy for your 6 grade students. Please keep notes on specific ways we can strengthen reading and writing in each core area. Keep up the great job you've begun. cc: Jim Mosby, Principal Aikansas DEPARTMENT of EDUCATION 4 STATE CAPITOL MALL  LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 RAYMOND SIMON, Director received TO: Les Gamine DEC 01 2000 SUPT'S OFFICE FROM: Dr. Gayle Potter, Associate Director, Academic Standards and Assessment DATE: December 1, 2000 SUBJECT: Intermediate (Grade 6) Benchmark Exam nation Professional Development Workshops The Arkansas Department of Education will sponsor a one-day workshop related to the Intermediate (Grade 6) Benchmark Examination. Workshops will be held during the week of January 22 - 26,2001, at the Holiday Inn Select, 201 South Shackelford, Little Rock AR 72211. Each school district is asked to choose a team of two individuals to attend this workshop and to provide follow-up training to all relevant district personneL In selecting your two-person team, please target individua s who are respected, have a capacity for training others, and are most able to effect change in your school district. One participant should be a sixth grade lead mathematics teacher, ard the other participant should be a sixth grade \"lead\" English/Language Arts teacher. Participants should be well acquainted with Arkansas' Curdculum Frameworks and committed to building classroom instruction and assessment around the Content Standards within the Frameworks. It is the intention of the Arkansas Department of Education to offer other professional development opportunities related to the Intermediate (Grade 6) Benchmark Examination over time. It is recommended that you send teachers who did not attend the fourth and eighth grade mathematics and reading training at Harding University and Lake DeGray in 1999. Our goal is to give direct training to the largest pool ef teachers possible. Please complete the Workshop Participation Form enclosed and mail or fax (763-268-3007) no later than December 15,2000, to Arkansas Intermediate (Grade 6) Benchmark Examination, Data Recognition Corporation, 13490 Bars Lake Road, Ma ple Grove, Minnesota 55311. The Workshop Participation Form also includes the date your district team will attend training at the Holiday Inn Select in Little Rock. Because of limited space, school districts must send their team only on the assigned date. There is no charge for this training. Lunch, snacks and ma\nenals will be provided for participants. Travel and any other expenses must be paid ty the local school district. You and each team member will be contacted by January 5, 2001, and sent an agenda, directions to the  meeting place, and other pertinent information. Please contact Jessica Keymer with Data Recognition Corporation at 763-268-2311 if you have questions. STATE BOARD OF EDUCATION: OulraiM - LUKE GORDY. V Bu res  Vte Chlniii - MARTIU DKONMriuii^l* OMfKkSt ___ _ ____ . . mh*   i M VICUPD VarMMUla   4.NELLCAu,^Lx,Br,... ROBERT HACKLER, Moiuttii Hsim  JAMES McLARTY HI, Newport  E ETTY PICKETT, Canwiiy ----------------- -------------- LEWIS THOMPSON, JR, TouriUM  J NITA YATES, Bentoavlile . RJCHAIIDC SMITH, JK-TlUar  Week of: L MON. TUES. J  WED- Jan.2\u0026gt; THURS. Jz?n.y FRI. Jflzi, _________ LITTLt RUCK. i\u0026gt;f -'' 'UL uxo i kxu i OFFICE OF FEDc. .L PROGRAMS WEEKLY ITINERARY FY 2000-2001 5: djoo! g T!S p teSiS lf^(^ \u0026lt;'- ' . i I PEJLS(),\\(S)MSIII d f-^o (I 'AAy A'ta lo-ej valej Mt If^Qy Approved - Director of Federal Programs ,.'r Q, !,qJ^ fz,-h/y' /Vvss1(,'NMi M I VII ( IAI1()\\S s-e.^ cJ^ C^ yla.-\\~-\u0026gt;~:'^l~S \"Tejiolie^ e-^/a. ~b \u0026gt;'1 C^laS5i'o-orr, ^las-e^'^'^'^' a O^lS R.-C. c^ i^d K-S'^y' Employee Signaturei Week of: llj MON. / _y 44^ TUES. WED. OFFICE OF FE. 1.^\n^oOl \\L PROGRAMS WEEKLY ITINERARY FY 2000-2001 ^Z1. /(O THURS, 1 - 3:30 FRI.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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