{"response":{"docs":[{"id":"bcas_bcmss0837_374","title":"Compliance hearing exhibits, ''Writings on Program Evaluation-School District Improvement''","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":["1999/2001"],"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--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","School improvement programs"],"dcterms_title":["Compliance hearing exhibits, ''Writings on Program Evaluation-School District Improvement''"],"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/374"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"dcterms_extent":null,"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\"WRITINGS\" ON PROGRAM EVALUATION SCHOOL/DISTRICT IMPROVEMENTWritings on Program EvaluationSchool/District Improvement School Improvement 1. Document: Guidelines to School Improvement Planning. August 1999 (distributed to participants of summer 1999 Campus Leadership Team Institute)\nsee pp. 1-16 of using data for decision making and prioritizing\npp. 29-30 on Plan Evaluation.) 2. Memorandum in Feb. 9, 2000, Learning Links from Bonnie Lesley on conducting a formative evaluation of the progress on the School Improvement Plan with attached ERS research article: School Improvement\nFactors Leading to Success or Failure 3. Document of notes made by Bonnie Lesley in efforts to analyze the first ALT results in spring 2000, by school 4. Memorandum in Dec. 16, 1998, Learning Links to principals from Bonnie Lesley establishing the waiver process, with attached application form, including a required evaluation design. Title I 5. Memorandum to Cabinet from Bonnie Lesley, Jan. 4, 1999, requesting feedback on a draft plan to restructure the Districts Title I program in order to align it with new literacy and mathematics curricula and Smart Start, as well as with the Strategic Plan and the Revised Desegregation and Education Plan. ^7 6. Memorandum to elementary principals from Bonnie Lesley, June 9, 1999, clarifying Title I program issues and the importance of aligning Title I programs with efforts to improve achievement. 7. Memorandum to Board of Education from Bonnie Lesley, Aug. 12, 1999, on issues relating to changes in the Districts Title I Plan for 1999-2000. ^7 8. Memorandum to John Walker, et al, from Bonnie Lesley, Sept. 1, 1999, relating to changes in the LRSD Title I Plan for 1999-2000\nattaching copy of the plan. Arkansas Quality Award 9. Feedback from Arkansas Quality Award to 1999 application for Level I Award, September 8, 1999 37 10. Planning document to write the application for the Arkansas Quality Award, prepared by Bonnie Lesley in April 200011. E-mail to selected staff from Bonnie Lesley, Apr. 26, 2000, thanking them for contributions to the writing of the application for the Arkansas Quality Award i3 12. E-mail from Bonnie Lesley to selected staff. May 4, 2000, with attached copy of application to Arkansas Quality Award program 13. Application for the Arkansas Quality Award: Little Rock School District: Dedicated to Excellence, May 5, 2000 14. Agenda for planning meeting for Arkansas Quality Award site visit. August 14, 2000, with attachment, Arkansas Quality Award Application Procedure 15. Agenda for Arkansas Quality Award Site Visit, August 16-18, 2000 30 16. Feedback from Arkansas Quality Award after site visit on August 16-18, 2000. Evaluation Reports from ODM 17. Memorandum to Ann Brown and ODM Staff from Bonnie Lesley, Aug. 4, 1999, in response to draft of their report. ^0 18. Memorandum from Ann Brown to Bonnie Lesley, Oct. 15, 1999, in response to Aug. 4 memorandum. 19. Letter from Kathy Lease to N.W. Marshall at ODM, Oct. 11, 1999, stating concern that NCEs were used to make judgments in Achievement Disparity report. 20. Letter from N.W. Marshall to Kathy Lease, Oct. 22, 1999, in response to her concerns. 21. Memorandum from Bonnie Lesley to curriculum staff. May 10, 2000, with copy of feedback from ODM on curriculum documents. 22. E-mail from Bonnie Lesley to curriculum staff. May 16, 2001, with assignment to rewrite the grade-level and course benchmarks for the parent publications\nexample attached. (Reference feedback from ODM evaluation of curriculum documents, April 25, 2000). Guidelines for School Improvement Planning Supplement to the Handbook for Campus Leadership Team Developed by the Division of Instruction Little Rock School District August 1999 1School Improvement Planning This draft of the guidelines for School Improvement Planning is the result of a commitment made by the Little Rock School District to consolidate all the planning requirements at the school level so that when a school designs its annual and long-range School Improvement Plan, it is satisfying district requirements, Title I requirements, and ACSIP requirements. To the extent possible, the LRSD uses the language and definitions of ACSIP and ACTAAP to reduce confusion. The School Improvement Plan that you produce will serve also as the Title I plan for the schools involved in that program. In some cases, to satisfy federal and state requirements. Title I schools will also submit some supplemental information to the School Improvement Plan. See p. 68 in the Handbook for Campus Leadership Team for the LRSD planning calendar. Page 65 is a glossary of planning terms that may also be helpful. School Performance Report If you study the ACTAAP document that is included in the back of your Handbook for Campus Leadership Team, you will see references in that paper (p. 10) to the School Performance Report or, as we may call it, the Building-Level Report Card. See also pp. 16-17 in the Handbook in the local section on Collective Responsibility. The School Performance Report, mandated in law in the last legislative session, will be published annually by the ADE, mailed to all parents, and included on the ADE web pages. This report is a part of the overall ACTAAP system and is included in what is required under Public Reporting of results. The indicators on the School Performance Report are the same, in many cases, as the Performance Indicators in ACTAAP, but they include some additional ones as well. It is important for everyone to understand that we have both this Public Reporting document or School Performance Report and the ACTAAP accountability system that includes a separate set of indicators, a reward system, and a sanction system. They are two different things, but there are overlaps in the indicators in some cases. The challenge, then, of the Campus Leadership Team is to develop your School Improvement Plan in ways that will impact not only the Performance Indicators under ACTAPP and the LRSD Quality Indicators, but also the indicators that will be reported on the School Performance Report. The first School Improvement Reports will be published based on the 1999-2000 data, and they are to be available no later than September 15, 2000. You are going to want to show growth in as many of the indicators as possible, of course, so your School Improvement Plan is a vehicle to achieve those improvements. A list of the indicators that ADE will be required by law to report follows: 1Elementary Schools The report for elementary schools shall include three-year trend data and allow parents or guardians to compare the schools performance with state and national averages in areas and shall include, but not be limited to, the following measures: A. B. C. D. School safety Discipline Norm-referenced test results Criterion-referenced test results E. Percentage of students promoted to the next grade level F. Certified staff qualifications G. Total per-pupil spending H. Assessment of the local taxpayer investment in the school district I. Percentage of students eligible to receive free or reduced price meals J. Average salary of staff K. Average attendance rates for students Middle and High Schools The report for middle and high schools shall include three-year trend data and allow parents and guardians to compare the schools performance with state and national averages in areas which include, but not be limited to, the following: A. B. C. D. E. F. G. H. I. J. K. L. M. N. O. School safety Discipline Norm-referenced test results Criterion-referenced test results Percentage of students promoted to the next grade level Certified staff qualifications Per-pupil spending Assessment of the local taxpayer investment in the school district Percentage of students eligible to receive free or reduced price meals Average salary of the staff Average attendance rates of students Drop-out rate Graduation or completion rates College remediation rate (for high schools only)\nand Collegiate admission test results 2School districts may prepare and distribute supplemental materials concerning the information contained in the school performance reports, and the LRSD will do so. step 1: Review/Revise the School Mission Statement Mission statements are dynamic and should periodically be reviewed to determine whether changes should occur and to keep the school mission aligned with the LRSD Mission. Step 2: Baseline Data\nTaking Stock Collecting, Profiling, and Analyzing Data Conduct a comprehensive data collection and analysis of the baseline data for each of the ACTAAP and Quality Indicators for your school. (See reprints of pages for elementary schools, middle schools, or high schools at the end of this document.) Fill in the Your Results column with the baseline data as a first step in this process. You may wish to add pages to include other data, including data to address from the School Performance Report. Your analysis must include a careful disaggregation of the trend and baseline data (by race, gender, socio-economic status, LEP/non-LEP, Sped/non-Sped, etc.) You may wish to group the indicators by subject, program, or grade level to determine the preponderance of evidence about your schools performance for each sub-group. Think of yourselves as detectives at this step of the work. Gather evidence, including evidence revealed from other data you may have availablesuch as grades, portfolio assessments, survey information, other program assessments (i.e., computer lab test results), etc. You should also examine data related to indicators that are not listed in the Quality Indexparent involvement data, for instance, or teacher attendance rates, or percent of students participating in co-/extra-curricula activities, or how high school students are using their electives, etc. These other indicators undoubtedly have implications for some of the broader areas of achievement. Do not indulge in finger-pointing or blaming. Your business is to improve, not to dwell on the past. Stay focused on the kinds of discussions that make a difference in student achievement: curriculum, staff development, supervision, instructional programs, student assessment, action research, program evaluation, instructional budget. 3School School Improvement Plan Year Priority 1 Supporting Data\n. Goal(s): One-Year Benchmark(s): 4 School School Improvement Plan Year Intervention: Actions Person(s) Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget i 1 5 step 3: Selecting Priorities Using your data analysis, make decisions about 3-5 priority areas for your School Improvement Plan. You must include the following two priorities until your school has 100 percent of the students performing at the proficient level or above on the State Benchmark or End-of-Level tests\nImprove student achievement in reading and writing literacy. Improve student achievement in mathematics. One priority area may include all the measurements in the ACTAAP and Quality Indicators related to a program area-mathematics, for instance. Some examples of middle school mathematics performance indicators are as follows: Performance on State-Mandated Criterion-Referenced Tests Performance on SAT9 Performance on District-adopted CRT Enrollment in Pre-AP courses Enrollment in Algebra I by grade 8 Hints You may want to consider as an action an activity related to other Quality Indicatorsespecially those relating to ensuring appropriately licensed teachers or ensuring that all staff participate in 60 hours or more of professional development, as those hours relate to the planned interventions. If your priority area is mathematics, for instance, student learning would undoubtedly be impacted with better trained teachers in mathematics content, instructional strategies, and assessment strategies. In other words, you can address some of the ACTAAP and Quality Indicators without selecting them among your priorities. Be aware that you may also have a priority area that is not explicitly addressed in the Quality Indicatorssuch as Improving parental involvement Improving the teacher attendance rate. Remember, however, to make decisions about priorities based on data, and remember that success has to be determined with data, so start at this step with building an understanding of how success will be measured if there are no stated Quality Indicators that match the selected priority area. 6step 4: Supporting Data Record the data that your have identified as your rationale for selecting each priority area. In other words, show your schools performance in two or more Quality Indicators that indicate your need to focus on that area as your priority. You may (and are encouraged to do so) include disaggregated data in listed your Supporting Data. Examples for a middle school follow: State Benchmark ExamGrade 6 Mathematics: 32% performing at or above the proficient level\n80% of those not performing at the proficient level or above are African- Americans, and 70% of those are male. SAT9 Grade 7 Total Mathematics: 23% at or above the SO** percentile\n65% of African American males are in the lowest quartile. % enrolled in Algebra I by grade 8: 12%\nonly 3% are African American males. Note 1\nThe examples above indicate that the school must include one or more interventions designed to be effective with African American males. The interventions might include some actions related to program enhancements, to special tutoring programs, to more use of cooperative learning instructional strategies, to recruitment of African American male mentors, to an emphasis on parent involvement, or, perhaps, a special professional development program for the staff that would enable you better to understand what the root problems are and what the school can do to impact those problems. Note 2: Title I schools can also use this step to begin identifying students who require targeted assistance to support their achievement of the curriculum standards/benchmarks. Disaggregation of data and then an analysis of those data will enable the school to design more effective interventions. Remember that even if a Title I school decides to be a schoolwide project, the school still has the responsibility to target the lowest achievers for special assistance or programming. Step 5: Setting Goals See the pages above with the tables for elementary, middle, and high schools. In the fourth column of those tables you will see a series of goal definitions from which to select for this section of your plan. Remember that there are three kinds of goals: 7absolute perfoimance goals that include a specific percent of students who are expected within a given period of time to perform at a specific level\ntrend goals that establish an expected improvement of one cohort of students performance compared to last years cohort at that level (this years fourth grade compared to last years fourth grade, for instance): and improvement goals that establish an expected improvement of the same cohort from a pre-test to a post-test (this years sixth grade as compared to those same students in grade 4). You might also think about these three kinds of goals in this way: Performance goals are long-term goalswhere students are expected to be within five or ten years, for instance. Trend goals are one-year goalsthe typical way that we look at achievement datahow we did this year as compared to how a different cohort did last year. Trend goals set one year at a time become your Benchmarks (see Step 6 below). If you achieve your trend goals consistently over a ten-year period according to the State Indicators, you would achieve the performance goal for those indicators. Again using middle school mathematics as an example, you might choose the following goals: 100% of our schools students shall perform at or above the proficient level in grade 8 mathematics on the State Benchmark Examination. 65% of our schools students in every sub-group of race and gender shall perform at or above the 50*^ percentile in mathematics on the SAT9. At least 30% of our schools students will perform at the highest quartile in mathematics on the SAT9. 90% of our schools students shall perform at or above the proficient level in mathematics each semester on the District-adopted CRT. 890% of our schools students will be enrolled in Algebra I by grade 8. Note: The examples above do not include every possible mathematics goal from the Quality Indicators. Your team will choose those which it sees as most important orthose that you believe you can impact in this particular year. Again, if there is an achievement gap that needs to be addressed, then the school may wish to state its goal statements in terms of improvement of achievement for African American males, for instance: At least 50% of African American males who performed at Below Basic and Basic levels in grade 4 shall perform at or above the proficient level in grade 6 mathematics on the State Benchmark Exam. The percent of African American males enrolled in Algebra I by grade 8 shall improve from 3% to 20% in 1999-2000. ACSIP Advice in Goal Setting: Critical Questions According to the ACSIP documents, the following are important in the goalsetting process: A goal is directly linked to a priority. A goal narrows the scope of the priority. Two or three goals per priority would be advisable. Goal selection should be guided by the critical questions for Federal Programs, Special Education, and Equity. (See below, plus two additional categories: LEP Students and Parent Involvement) Goals are achievement-driven. The ACSIP Critical Questions follow: Federal Programs Will Title VI be used to support the plan in ways that...  Promote equitable quality education for all students?  Provide training in support of local school reform efforts?  Provide leadership in support of local school reform efforts?  Provide for technical assistance of local school reform efforts?  Involve parents, teachers, administrators and private schools in the decision-making process? 9Does the plan allow for one or more of the following areas?  Supplemental (not required by the State) technology related to the professional development to assist school personnel regarding how to effectively use equipment and software for instructional purposes?  Instructional materials programs for the acquisition and use of instructional materials?  Programs that include promising education reform components (Effective Schools Research, etc.)?  Programs to improve the higher order thinking skills of disadvantaged students and to prevent students from dropping out of school?  Provisions for gifted and talented children?  Provisions that are consistent with the Goals 2000: Education America Act?  Activities authorized under Title I, Sections 1116 and 1117, to give all children the opportunity for high performance, to establish needs assessments to perceive deficient areas, and to implement research-based actions that address deficient areas? Special Education Does the plan provide children with disabilities the appropriate modifications, adaptations, and supplementary aids and services to ensure that they have equitable access to the same curricula content as their nondisabled peers? Will the plan facilitate the improvement of the academic performance of children with disabilities? Does the plan hold an expectation of high achievement based on high standards, and does it hold students, the school, and the district accountable for learning and teaching? Does the plan guarantee educational equity for all children? Does the plan allow for flexibility in providing meaningful instruction closely linked to the general curriculum/ appropriate activities enabling all students to be successful in the real world? Does the plan ensure accountability by providing a mechanism for monitoring lEP modifications within the regular classroom? Does the plan evidence issues and ideas presented in Enhancing Student Success Through Accountability and Leadership, published by the Accountability Task Force on the Individualized Education Program and Program 10Effectiveness Evaluation, Arkansas Department of Education, Special Education (October 1998)? Does the plan address the professional development needs of all district personnel relative to meeting the needs of children with disabilities? Does the plan address the use of technology to assist children with disabilities access to the general curriculum/ appropriate activities enabling all students to be successful in the real world? Equity Are students who are educationally disadvantaged achieving at the same level as the advantaged students? Will there be evidence that teachers have high expectations for every student as a result of the plan? Are resources being provided to assist all students in attaining high levels of achievement? Are all students being challenged? Are all groups of students given opportunities and encouragement to be involved in all school programs? What evidence is there that teachers have high expectations for all students? Are resources provided to assist educationally disadvantaged students in overcoming environmental and other handicaps? What evidence is there that learning deficits of certain groups of students are overcome? Are students enrolled in all programs at the same proportions as their representation in the school population? Are academic goals the same for all groups of students? Are all student groups represented in advanced and intermediate courses? Are all constituencies of the school (teachers, administrators, parents, students, and community representatives) involved in developing school procedures that ensure equity? Parent InvolvementTitle I The Districts application for Title I funds requires us to assure the state that all of our Title I schools have complied with the following mandates for parent involvement. Be sure that you have addressed each obligation. If you are currently out of compliance, then Parent Involvement may necessarily become one of your priorities. 1. The District assures that each Title I school shall jointly develop with and distribute to parents of participating children a written parental involvement policy, agreed upon by the parents that described the means of carrying 11 out the requirements of parent involvement and the shared responsibilities for high student performance. 2. If the parent involvement policy is not agreed upon, the comments of those in disagreement are attached to the District plan. 3. Did each Title I school in the District convene an annual meeting, at a convenient time, to which all parents were invited and encouraged to attend, to inform parents of their schools participation in the Title I program and their right to be involved prior to submitting the District plan? 4. Did each Title I school in the District offer a flexible number of meetings in the development of the plan, such as morning or evening and provide (if funds are available) transportation, child care, or home visits, as such services relate to parental involvement? 5. Did each Title I school in the LEA involve parents in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under this part, including the school parental involvement policy and the join development of the school wide plan for their school? 6. The District assures each Title I school will provide parents of participating children the following:  Timely information about programs\n School performance profiles and their childs individual student assessment results, including an interpretation of such results\n A description and explanation used to measure student progress and proficiency levels that students are expected to meet\n Offer opportunities for regular meetings to formulate suggestions, share experiences with other parents, and participate in decisions relating to the education of their children\nand  Offer timely responses to suggestions made by parents. 7. The District assures that if a schoolwide plan is not satisfactory to the parents of participating children that those parents' comments on the plan will be made available to the Department of Education. School-Parent Compact 8. The District assures that each participating schools has jointly developed with parents of all participating children a school-parent compact as part of its parent involvement policy that outlines how parents, school staff, and students will share responsibility for improving student achievement. 129. The Compact will: Describe responsibilities of schools and parents that enable participating children to meet the states student performance standards. Describe the parents responsibilities for supporting learning such as monitoring attendance, homework completion, TV watching, volunteering in their childs classroom, and positive use of extracurricular time. 9. The District assures that parents will be provided assistance to participating parents in the areas of: Understanding the National Education Goals, State Content and Student Performance Standards, State technical assistance for schoolwide and targeted assistance school components, state and local assessment. Title I parent involvlement requirements, how to monitor student progress, and how to work with educators to improve the childs performance. 10. The District assures that parents will be provided with materials and training and coordinate literacy training to help parents work with their children to improve achievement. 11.The District assures that teachers, pupil service personnel, principals and other staff persons will be educated in the value and use of parent contributions, how to work with parents as equal partners, implement parent programs, and build ties between home and school. 12.The District assures that it will integrate parent involvement programs and activities with other pre-school programs. 13. The District assures that community-based organizations and businesses will be encouraged to form partnerships between schools at all levels. 14. The District will conduct other activities such as a parent resource center and provide opportunities for parents to hear child development and child rearing issues that are designed to help parents become full partners in the education of their children. Limited-English-Proficient Students The Office of Civil Rights will expect to see components such as the following in your school plan: Are the needs of LEP students considered in your schools plan (not just in the Newcomer Centers, but in every school where there are LEP students enrolled)? 13Wiaf is.tftaemscimsi' is. teaching English language skite arid itnssdSuiction for LEP students? Are LEP studsints is aligned with the curriculum framewor'^s and iShe,.a^j^jpriate grade-level or course benchmarks? Are critical documents translated i.ritelhe'language of students homes? When \"educationally disadvantaged children are discussed and plans made to meet their needs, are LEP students included? What is the professional development plan so that all teachers who serve LEP students participate in training in ESL methodologies, assessment strategies, and cultural sensitivity? step 6: Establishing Benchmarks State Benchmark Examinations For each of your goal statements, you must establish the amount of growth that you intend to achieve this school year. According to the ACTAAP document (in reference to performance on the State Benchmark Examinations or End-of-Level Tests), p. 15, On average, each schools trend goal for annual rate of reduction in the number of students below proficient will be determined by dividing the total percent of students below the proficient level by 10. Remember that a trend goal compares the performance of one cohort of students with anotherthis year's grade 8 students as compared to last years grade 8. Therefore, at least for 1999-2000, you can compute your benchmarks for the State Benchmark Examinations according to the following formula: 100% minus % of your students currently performing at or above the proficient level divided by 10 equals the number of required percentage points to meet your trend goal Assuming that you had in 1998-99 32% of the students performing at or above the proficient level: 100 minus 32 equals 68. 68 divided by 10 equals 7 points of required improvement. Your 1999-2000 benchmarks would, therefore, be as follows: 1432 (1998-99 performance) + 7 points of required improvement = 39% at or above the proficient level Note: It is important here as a part of your work to calculate exactly how many students you are required to move up to get the 7 points of improvement. Look to see how many students are at grade level and calculate how many of them would equal 7 percentage points. State your benchmark in a measurable statement that includes who, what, when, and how much. In 1999-2000, the LRSD school shall improve 7 points so that at least 39% of the students will perform at or above the proficient level on the State Benchmark Examination in grade 8 mathematics. Who\nWhat: When: grade 8 students in the LRSD school State Benchmark Examination in mathematics In 1999-2000 How Much: 7 points improvement (from 32 to 39% at or above proficient level) Then the 2000-01 benchmark would be 39% +7 = 46%. Etc. In 2000-01, at least 46% of the grade 8 students will perform at or above the proficient level on the State Benchmark Examination in mathematics. To Consider: A divisor of 10 indicates that to stay off the States identified list of schools requiring improvement, a school would have 10 years to meet the state goal of 100% of the students performing at or above the proficient level, assuming the school meets the required improvement goal each year. We in Little Rock cannot be satisfied with that time frame since our average performance is at an unacceptable level in many schools. We cannot wait 3-4 years, for instance, for a minimum of 50 percent of our students to meet the state standards. We have to accelerate our grovizth a lot if we are to catch up with other districts and if our kids are to be competitive with their peers not just in Arkansas, but also nationally and globally. Research on restructuring that works in terms of improved student achievement indicates that two variables that are the most powerful are as follows:  every students access to a rigorous curriculum (teaching the tested curriculum, in other words, the curriculum standards/benchmarks\nalignment of teachers lesson plans with the state curriculum frameworks and district benchmarks) 15developing a true sense of collective responsibility everybody doing whatever it takes in terms of commitment to improve teaching and learning. This variable includes a strong emphasis on professional development and ongoing learning. SAT9 Benchmarks Computing the benchmarks for performance on the SAT9 is done a little differently. If the Quality Indicator you are considering is the one relating to at lOact Rk norAanI __ i_ _ .1 .-^th oc X f -------------------------------------72'-'^'\" ly i'j M WI ik\n? I c\niain lu lu CJI L performing at or above the 50 percentile, then the calculation is as follows\n65/o minus % of your students currently performing at or above the 50 percentile ^ided by 10 equals the required percentage-point increase in the number of students performing at or above the 50*^ percentile. Assuring that you had in 1998-99 only 22% performing at or above the 50 percentile: 65 minus 22 equals 43 43 divided by 10 equals 5 points of required improvement. (That is not five percentile points, but 5 percent more of the students tested performing at or above the 50* percentile.) Your benchmark statement: In 1999-2000, the LRSD school shall improve by 5 percentage points (from 22% to 27%) the percentage of students performing or above the 50 percentile on the grade 10 SAT9 mathematics test. at it is important for you to calculate exactly how many students would constitute 5 percentage points. If you are working on improving the percentage of students in the highest niiartUo thAn _____i_ . . . _ a quartile, then you compute your benchmark as follows: 30% giinus % of your students currently performing in the highest quartile divided by 10 equals the required percentage-point increase in the number of students performing in the highest quartile. Assuming that you had in 1998-99 only 4% performing in the highest quartile: 30 minus 4 equals 26. 26 divided by 10 equals 3 points of required improvement in the percent of students performing in the highest quartile. 16Calclulate how many students that would be. Benchmark statement: In 1999-2000, the LRSD school shall improve at least 3 percentage points (from 4% to 7%) in the percent of students performing at the highest quartile on the grade 5 SAT9 reading test. Most schools badly need to work on moving students from the lowest quartile to the higher levels of performance. The formula for computing the benchmark is as follows: 90% minus % of your students currently performing in quartiles 2, 3, and 4 (above the lowest quartile) divided by 10 equals the required percentage-point increase in the number of students performing above the lowest quartile. Assuming that you had in 1998-99 57% performing in the lowest quartile and only 43% above the lowest quartile: 90% minus 43% equals 47 47 divided by 10 equals 5 points of required improvement in the percent of students performing above the lowest quartile. Calculate how many students that would be. Benchmark statement: In 1999-2000, the LRSD will improve at least 5 percentage points (from 43% to 48% in the percent of students performing above the lowest quartile on the grade 7 SATO mathematics test. In General To compute your benchmark, you have to know two things to start with:  The performance goal for the performance indicatorsthe percent expected (i.e., 100% will be proficient\n65% will be above the 50th percentile\n65% will enroll in Pre-AP and AP courses, etc.)  Your schools performance last year. Step?: Designing Interventions Now that you have your data analyzed, your priorities determined, your goals selected, and your benchmarks established, you are ready to do the real work of developing the plan for improvement. An intervention is a significant strategy, research-based program, or major initiative designed to solve the problem defined by your selected priority (definition from ACSIP document). 17a Your first School Improvement Plan is both a long-term plan (3-5 years) and a short-term plan (one year). After you have thought through the long-term plan, and if you stay with it, then updating the plan one year at a time is not that difficult. Your annual plan simply deletes what is already accomplished and adds any new action steps required to implement the next years plan or adds some new interventions. Good Campus Leadership Teams are always thinking ahead two to five years, knowing that everything cannot be accomplished in one year, but getting clear about what needs to happen this year in order to take the next steps to reform during the following year. If your school does not have a long-term plan in place with which you are comfortable, then your work must be to design as quickly as possible your 1999- 2000 plan for improvement in spring 2000. There is much that you can do to align your lesson plans with the State Curriculum Frameworks and the District Benchmarks so that all students are exposed to the tested curriculum. There are programs that you can put into place early in the year for maximum impact on student achievement. There are effective teaching strategies that you can use that will enable more students to be effective learners. There are assessment strategies that you can use to check student progress frequently and then to modify and adjust your teaching so that more students are successful. All the faculty can make a commitment to form a professional community now that supports an attitude of collective responsibility for results. But begin now as well to start thinking ahead to your 2000-01 plan. Ideally, the design of effective interventions needs to begin in summer 1999 to include in the 2000-01 plan in order for there to be time for the team to do research, to visit schools where the intervention is being successfully implemented, and to involve staff and parents in ways that ensure buy-in. A part of every schools plan realistically includes a plan to plan for the next year and down the road, always looking ahead to what steps should be phased in for total restructuring. Schools that wait until the plan is almost due to begin the process are not likely to get desired improvements. Planning is ongoing, not an event. An intervention, in general, is something new that your school decides to do that enhances, supplements, or goes beyond the District-established programs so that the performance of targeted students improves. The implementation of ELLA, for instance, is not a school-level intervention. Neither would be the implementation of the new TERCS mathematics programs. Both are already established. You may find the following research-based criteria helpful in selecting appropriate program interventions for your school: f i 1 18What Factors Contribute to Program Effectiveness? (from Show Me the Evidence! By Robert Slavin and Olatokunbo Fashola, Corwin Press, 1998) 1. 2. 3. Effective programs have clear goals, emphasize methods and materials linked to those goals, and constantly assess students' progress toward the goals. There is no magic in educational innovation. Programs that work invariably have a small set of very well-specified goals ..., a clear set of procedures and materials linked to those goals, and frequent assessments that indicate whether or not the students are reaching the goals. Effective programs leave little to chance. They incorporate many elements, such as research-based curricula, instructional methods, classroom management methods, assessments, and means of helping students who are struggling, all of which are tied in a coordinated fashion to the instructional goals. Programs almost always have their strongest impacts on the objectives they emphasize. Effective and replicable programs have well-specified components, materials, and professional development procedures. There is a belief in many quarters that each school staff must develop or codevelop their own reform model, that externally developed programs cannot be successfully replicated in schools that had no hand in developing them. ... In fact, over time evidence has mounted that reform models that ask teachers to develop their own materials and approaches are rarely implemented at all. Studies of alternative programs implemented under similar conditions find that the more highly structured and focused programs that provide specific materials and training are more likely to be implemented and effective than are less-well-specified models. ... Although there are examples of success in models lacking clear structure, the programs with the most consistent positive effects with at-risk students are those that have definite procedures and materials used in all participating schools. Effective programs provide extensive professional development. A characteristic shared by almost all of the effective programs we identified is the provision of extensive professional development and follow-up technical assistance. Few, if any, provide the classic half-day, one-time workshops that constitute the great majority of inservice programs, especially those usually provided with textbook adoptions. On the contrary, most of the successful programs we identified provide many days of inservice followed by in-class technical assistance to give teachers detailed feedback on their program implementations. Typically, teachers work with each other and with peer or expert coaches to discuss, assess, and refine their implementations. The training provided is rarely on generic strategies from which teachers pick a few ideas to add to their bags of tricks. Instead, training focuses on comprehensive strategies that replace, not just supplement, teachers' current strategies. Effective programs are disseminated by organizations that focus on the gualitv of implementation. The programs identified in their review that have been associated with consistent positive effects in many settings tend to be ones that are developed and disseminated by active, well-structured organizations that concentrate efforts on ensuring the gualitv of program implementation in all schools. These organizations, often based in universities, provide training and materials and typically create support networks among program users. 19Some examples of interveritk\u0026gt;.asbs^ffimnitaTj( iisrrgusojea^ no school is limited to these) might include the fclfeKwbg,:  Reading Recovery  After-School Resfeg Cfejfc tutoring)  Accelerated Reader  Reading Across the Curriculum  Professional development for teachers in one or more of the following areas: reader-response strategies, reciprocal teaching, the writing process, McRat, assessment strategies, ESL methodologies, adaptive strategies for inclusion, etc.  Extended-Year Program  HOSTS (Helping One Student to Succeed)  Junior Great Books  Family Literacy program  Schoolwide Independent Reading Program  Reading Is Fundamental Some examples of interventions in secondary language arts (again, no school is limited to these) are as follows:  Project AVID (to improve enrollment and success in Pre-AP and AP courses)  Reading Clinic (one-on-one tutoring)  Summer enrichment program for rising freshmen  Reading in the Content Areas  Writing Across the Curriculum  Development of a schoolwide language policy  Professional development for teachers in one or more of the following areas: reader-response strategies, reciprocal teaching, the writing process, use of learning logs, assessment strategies, ESL methodologies, adaptive strategies for inclusion, etc.  Great Books  Schoolwide Independent Reading Program Waivers An intervention may also be something that the school decides to do instead of the District program. In that case, however, the Campus Leadership Team must submit and obtain approval of a waiver. See pp. 8-9 in your Handbook for Campus Leadership Team for a copy of the regulations on waivers and pp. 57-60 for a copy of the waiver application. (Call Bonnie Lesleys office for an e-mailed template for convenience.) A waiver application must include research that will predict more success for your students than the District-established program. Examples of when a waiver is required follows: the Districts instructional language arts programs for elementary schools are ELLA and Effective 20Literacyor Success for All. If you wish to do anything else, you must secure a waiver. The districts phonemic awareness program is Animated Literacy at the kindergarten level. If you wish to do anything else, you must secure a waiver. The Districts grades 6-8 program for regular-level students is a two-period block of the Reading and Writing Workshop. If you wish to do anything else, you must secure a waiver. Schoolwide Restructuring or Reform An intervention may include a series of steps to implement a schoolwide project, such as the ones described by Dr. Steve Ross in the July 23 inservice for principals. Some examples of schoolwide change models include Boyer's The Basic School, Slavins Roots and Wings, or Great Expectations for the elementary level. Middle school schoolwide reforms include those outlined in Turning Points, SREBs Middle Grades Initiative, or Levins Accelerated Schools. Some examples of high school reforms include Sizers Coalition of Essential Schools, SREBs High Schools that Work, and the Johns Hopkins models for Talent Development High Schools. These examples are examples only, i ot recommendations for adoption. Each school should consider carefully wliich model for change would be most appropriate forthat school, whether resources are available for implementation, and whether staff and parent support can be built. More information will be provided on the options available for schoolwide change for 2000-01 planning. Title I schoolwide projects are expected to adopt such a model or to design their own, using the CSRD criteria established from research on the variables that are necessary to impact student achievement. Components of Comprehensive School Reform Programs (Obev-Porter) A comprehensive school reform program is one that integrates, in a coherent manner, all nine of the following components: 1. 2. 3. 4. Effective, research-based methods and strategies. A comprehensive school reform program employs innovative strategies and proven methods for student learning, teaching, and school management that are based on reliable research and effective practices, and have been replicated successfully in schools with diverse characteristics. Comprehensive design with aligned components. The program has a comprehensive design for effective school functioning, including instruction, assessment, classroom management, professional development, parental involvement, and school management, that aligns the schools curriculum, technology, and professional development into a schoolwide reform plan designed to enable all studentsincluding children from low-income families, children with limited-English proficiency, and children with disabilitiesto meet challenging State content and performance standards and addresses needs identified through a school needs assessment. Professional development. The program provides high quality and continuous teacher and staff professional development and training. Measurable coals and benchmarks. A comprehensive school reform program has measurable goals for student performance tied to the States challenging content and student performance standards, as those standards are implemented, and benchmarks for meeting the goals. 215. 6. 7, 8. 9. Support within the school. The program is supported by school faculty, administrators, and staff. Parental and community involvement. The program provides for the meaningful involvement of parents and the local community in planning and implementing school improvement activities. External technical support and assistance. A comprehensive reform program utilizes high-quality external support and assistance from a comprehensive school reform entity (which may be a university) with experience or expertise in schoolwide reform and improvement. Evaluation strategies. The program includes a plan for the evaluation of the implementation of school reforms and the student results achieved. Coordination of resources. The program identifies how other resources (federal, state, local, and private) available to the school will be utilized to coordinate services to support and sustain the school reform. Curriculum Mapping An intervention in 1999-2000 (but a part of your data collection and analysis after this first year) that every school should do early in the school year is the curriculum mapping required as a part of the ACSIP process:  Calendar-based curriculum mapping is a procedure for collecting a data base of the operational curriculum in a school and/or a district.  Each teacher in this initial step completes a map.  The format is consistent for each teacher but reflects the individual nature of each classroom.  Each teacher reads the entire school map as an editor when all the maps are completed.  Places where new information was gained are underlined.  Places requiring potential revision are circled.  The maps are next used in a planned alignment of the operational curriculum with the Frameworks and criterion- referenced tests. Note: Mona Briggs and Eddie McCoy are members of a team in the new School Improvement Department who will be trained and available to help you train key people in your school to conduct the required curriculum mapping. This activity very important in aligning what it is that is taught with what it is that is tested. Some of the mapping has already been done at the District level. Teachers have received copies (or will in the August Preschool Inservice) of documents that display the relationship of the District grade-level and course benchmarks to the State Curriculum Frameworks, the SAT9 objectives, and to adopted text rnaterials. The step for schools to complete includes mapping teachers lesson plans against these areas and to identify whether critical elements likely to be tested on the benchmark examinations are indeed taught before the dates of the examinations. 22Curriculum Map Content Area/Course Grade Level Page___ of Month Unit Topics/Skills Strand/Content Standard (Framework) Student Learning Expectation Standard (Framework) LRSD Benchmark 23 Alignment (from the ACSIP process): Step 1: All the teachers in the school map the subjects and courses they teach. Step 2: The Curriculum Alignment Document is used to categorize the results of the maps. Step 3: The findings of the Curriculum Alignment Document are summarized (e.g., 4 teachers are introducing\n0 teachers are teaching/assessing\n0 teachers are reviewing/maintaining\nStrand: Patterns, Algebra and Functions, Content Standard 2, Student Learning Expectation: Grades 9-12, PAF.2.1. Use equations, absolute value equations, inequalities, absolute value inequalities, and systems of equations and inequalities to solve mathematical and real-world problems. Step 4: Committees of the faculty organize curricula so that concepts in the frameworks are thoughtfully and systematically introduced, taught and assessed, and reviewed and maintained. This step is part of the schools improvement plan because it is a complex process that requires extensive committee work and faculty consensus. 24Compiling Mapping Results ... Lang. Arts Framework List all strands and student learning expectations for the appropriate grade levels in this column. Not Covered Introduced Taught \u0026amp; Assessed Reviewed/Maintained 25 The ACSIP documents outline the following actions to take in Editing, Auditing, Validating, and Creative Development Tasks: Gain information Avoid repetition Identify gaps Identify potential areas for curriculum integration Match with learner standards/benchmarks Examine for timeliness (taught before the test administration?) Edit for coherence Teachers are further encouraged to Edit for Repetitions:  Recognize the difference between repetitions and redundancy.  Adopt curriculum spiraling as a goal. To find possible areas for curriculum integration, teachers are encouraged to:  Peruse the map and circle areas for integration of content, skills, and assessment.  These areas can serve as the springboard for curriculum planning at the teacher/team/school levels. 26Step 8: Actions For each intervention, you need to outline the major steps that the school will take to implement the selected intervention. Remember to include: Steps to provide necessary professional development for successful implementation of the intervention. Include both the initial training, plus the follow-up or peer coaching or networking that are necessary to provide ongoing support of teachers. The plan must clearly show the relationship of any planned professional development to the successful implementation of a selected intervention. Steps to purchase or otherwise secure necessary resources, such as buying instructional materials, recruiting mentors, or soliciting used books appropriate for classroom libraries. Steps to put the intervention in place, such as identifying students to be targeted for special tutoring, consultations with parents, designing necessary forms, planning communications, collaborating with other staff, etc., etc. Steps to conduct formative evaluations (such as action research projects) so that you can modify or adjust quickly, if necessary, the implementation of the plan to ensure greater success. Steps to conduct a summative evaluation to determine the impact of your intervention on your goal(s). The continuous planning cycle includes four basic phases: plan, do, study, act. Then the cycle begins again. Taking a new look at the baseline data (see Step 1 in this planning guide) should be an outgrowth of your summative evaluation of the previous year's plan. complete sentences for each action statement. Begin each sentence with a verb. Some examples follow: 1. 2. 3. Enroll Ms. Jones in training to implement Reading Recovery. Conduct schoolwide parent meeting to update them on progress of implementation. Apply for a grant to purchase Accelerated Reader and ample books for program implementation. 274. Invite Pat Busbea to lirain, oz\u0026gt;wa\\7s ttfGttfhe w'hole school can support Reading Recovery, 5. Set up an action research to .Kieasure (eftectv eness of the new Animated Literacy program at the itexe'. Step 9: Person(s) RespomiWe Assign someone at your school the responsib'ifity for each action to ensure that the action step is actually implemented. Distribute leadership responsibilities, and do not assume that the only people involved are those listed. Some action steps will require committees or teams or task forces. The person listed is responsible for convening that group. Remember to include parents, as appropriate, in these groups. Step 10: Timeline Indicate the approximate time that the action is to start and when it should be fully implemented. An agenda item for the Campus Leadership Team is to monitor implementation of the plan and to conduct formative evaluations of the quality of the implementation. Interventions designed to impact the spring test results should, obviously, be in place when school starts for maximum impact. Step 11: Resources Identify the necessary new resources required to implement your intervention. Some examples follow: $14,000 for professional development $10,000 for purchase of classroom libraries 8 volunteers to assist with independent reading program 40 mentors for at-risk students Reassignment of Title I aide to parent liaison responsibilities $3000 for teacher pay to run the after-school Reading Clinic Step 12: Budget Indicate how you plan to pay for any required costs under the appropriate column. You can mix and match your funds as necessary. Examples of a budget to purchase classroom libraries follow: District $500 Title I $8000 APIG $1500 Note 1. The school must total all the entries of the three columns when the plan in complete. 28The District column cannot exceed the amount of money in your school budget for the specified categories of expenditures. The total of all the Title I expenditures must be no greater than your schools Title I allocation. The total of all the entries under APIG must not exceed your APIG grant. If a school has other sources of money to fund its interventions, then a note should be made on the form to indicate the source of the other funds, such as PTA, CSRD grant, etc. Note 2: Title I schools specifically (but recommended for all schools as well) are required to include the following minimums in their budgets:  1 % of the total Title I allocation must be spent on parent involvement  10% of the total Title I allocation must be spent on professional development that is clearly related to the achievement of your school goals and to the planned interventions. step 13: Plan Evaluation Planning how you will evaluate your plan is a critically important step in the planning cycle. You must plan for both formative and summative evaluations. Formative Evaluations Formative evaluations of the quality of your plans implementation should be conducted as a regular part of the business of the Campus Leadership Team.  Is implementation occurring according to the planned timelines?  Are the people assigned responsibility carrying through?  What evidence (surveys, observations, anecdotes, action research, interim student achievement data such as grades, CRT scores, etc.) is there that the intervention is working?  Are resources adequate?  Do formative data indicate a need for modifications or adjustments to the plan?  How well does everyone (teachers, parents, community, students, etc.) understand the intervention? How well are you communicating?  What next steps are suggested?  What are you learning about change and implementation of other interventions?  What additional professional development do you need to be more effective? 29What is the evidence that you will achieve your benchmark goal? Are you doing whatever it takes to get the desired results? (Remember Dr.Terrence Roberts levels of commitment? We cant just think about it, or try, or do what we can. We must do whatever it takes.) Summative Evaluation Summarize your implementation process of each intervention. Outline what concluded to be strengths and weaknesses in the implementation. Give recommendations for next year. you Summarize the impact of each intervention on student achievement. Did you achieve your benchmarks? Is there a preponderance of evidence that you made a difference with your intervention? 30Quality Indicators for Elementary Schools Baseline Year 1998-99 1998-99 1999-00 1999-00 1999-00 1990-00 1998-99 1998-99 Grade Levels 4 4 K-5 K-5 K-5 K-5 4 4 State Indicators Tier I Performance on State Mandated Criterion- Referenced Grade 4 Literacy Test Performance on State Mandated Criterion- Referenced Grade 4 Mathematics Test Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development School Safety Performance on State- Mandated Criterion Referenced Grade 4 Literacy Test Performance on State- Mandated Criterion- Referenced Grade 4 Mathematics Test Goal (Definition) 100% of a schools students shall perform at or above the proficient level in reading and writing literacy. 100% of a schools students shall perform at or above the proficient level in mathematics. Average daily attendance rate will be at least 95%.__________________________________ 100% of a schools classes will be taught by an appropriately licensed teacher. 100% of a schools certified staff will complete at least 30 hours of approved professional development annually._______ Schools will be free of drugs, weapons, and violent acts.___________________________ The percent of students performing at or above the proficient level in reading and writing literacy on the criterion-referenced test will meet or exceed the trend and improvement goals each year.________ The percent of students performing at or above the proficient level in mathematics on the criterion-referenced test will meet or exceed the trend and improvement goals each year. Your Results Growth Goal Your Growth Your Score 32 Baseline Year Grade Levels 1999-00 K-5 School-Selected Indicators Tier II (Select five.) Average Daily Attendance Goal (Definition) Your Results Growth Goal Your Growth Your Score 1999-00 K-5 1999-00 K-5 Classes Taught by an Appropriately Licensed Teacher____________ Professional Development Schools will improve their average daily attendance rate. ___________________ Schools will improve the percent of classes taught by an appropriately licensed teacher. 1999-00 K-5 School Safety 1999-00 K-5 Other School Selected Indicators Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually.______________________ Schools will be free of drugs, weapons, and violent acts. _________ Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. LRSD Elementary School Quality indicators Baseline Year Grade Levels LRSD Indicators Goal (Definition) 1999-00 K Performance on District- Adopted Kindergarten Literacy Test 90% of a schools kindergarten students shall perform at or above the proficient level in literacy. Your Results Growth Goal Your Growth Your Score 1999-00 K Performance on District- Adopted Kindergarten Literacy Test 1999-00 1 Performance on District- Adopted Grade 1 Literacy Test The percent of kindergarten students demonstrating gains from the pre-test to the post-test will meet or exceed the trend goal each year. _________ ____________ 90% of a schools grade 1 students shall perform at or above the proficient level in literacy._______________ 33 Baseline Year 1999-00 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 Grade Levels 1 5 5 5 5 5 5 5 LRSD Indicators Goal (Definition) Performance on District- Adopted Grade 1 Literacy Test Performance on SAT9, the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Mathematics Test The percent of grade 1 students demonstrating gains from the pre-test to the post-test will meet or exceed the trend and improvement goals each year.___________ 65% of a schools students in every subgroup of race and gender will perform at or above the 50'^ percentile in reading._______ The percent of a schools students in every sub-group of race and gender performing at or above the 50' percentile will meet or exceed the trend and improvement goals each year.____________________________ At least 30% of a schools students will perform at the highest quartile in reading. The percent of a schools students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year.____________ At least 90% of a schools students will perform above the lowest quartile in reading. The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year.___________ 65% of a schools students shall perform at or above the SO' percentile in grade 5 mathematics. Your Results Growth Goal Your Growth Your Score 34 Baseline Year 1998-99 1998-99 1998-99 1998-99 1998-99 1999-00 1999-00 1999-00 Grade Levels 5 5 5 5 5 2-5 2-5 2-5 LRSD Indicators Goal (Definition) Performance on SAT9, the Norm-Referenced Mathematics Test Performance on SAT9. the Norm-Referenced Ma^ematics Test Performance on SAT9, the Norm-Referenced Mathematics Test Performance on SATO, the Norm-Referenced Mathematics Test Performance on SAT9, the Norm-Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Reading Test The percent of students performing at or above the 50**' percentile in grade 5 mathematics will meet or exceed the trend and improvement goals each year.________ At least 30% of a schools students will perform at the highest quartile in mathematics.__________________________ The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year.________ At least 90% of a schools students will perform above the lowest quartile in mathematics.__________________________ The percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year.________ 90% of a schools students shall perform at or above the proficient level in grades 2-5 reading each semester._________________ The percent of students performing at or above the proficient level in grades 2-5 reading will meet or exceed the trend and improvement goals each semester.________ The percent of students demonstrating gains from the grades 2-5 reading pre-test to the post-test will meet or exceed the improvement goal each year._____________ Your Results Growth Goal Your Growth Your Score 35 Baseline Year Grade Levels LRSD Indicators Goal (Definition) 1999-00 2-5 1999-00 2-5 1999-00 2-5 Performance on District- Adopted Criterion- Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Mathematics Test 90% of a schools students shall perform at or above the proficient level in grades 2-5 mathematics each semester. The percent of students performing at or above the proficient level in grades 2-5 mathematics will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the grades 2-5 mathematics pre-test to the post-test will meet or exceed the improvement goal each year. Your Results Growth Goal Your Growth Your Score 36 Quality Indicators for Middle Schools Baseline Year Grade Levels 2001-02 6 1999-00 8 2001-02 6 1999-00 8 2001-02 7 (Dunbar) or 8 2001-02 8 (Dunbar) 1999-00 7-8 State Indicators Tier I Performance on State- Mandated Criterion- Referenced Literacy Test Performance on State- Mandated Criterion- Referenced Literacy Test Performance on State- Mandated Criterion- Referenced Mathematics Test Performance on State- Mandated Criterion- Referenced Mathematics Test Performance on State- Mandated Criterion- Referenced Mathematics Test Performance on State- Mandated Criterion- Referenced Mathematics Test_________ _______ School Dropout Goal (Definition) 100% of a schools students shall perform at or above the proficienf level in grade 6 reading and writing literacy. 100% of a schools students shall perform at or above the proficient level in grade 8 reading and writing literacy. 100% of a schools students shall perform at or above the proficient level in grade 6 mathematics. 100% of a schools students shall perform at or above the proficient level in grade 8 mathematics. 100% of a schools grade 7 or 8 students who complete Algebra I shall perform at or above the proficient level. 100% of a schools grade 8 students who complete Geometry shall perform at or above the proficient level. 1999-00 6-8 1999-00 6-8 Average Daily Attendance________ Classes Taught by an Appropriately Licensed Teacher At least 99% of secondary students will remain in school to complete the 12*^ grade. Average daily attendance rate will be at least 95%._____________ 100% of a schools classes will be taught by an appropriately licensed teacher. Your Results Growth Goal Your Growth Your Score 37 Baseline Year Grade Levels 1999-00 6-8 State Indicators Tier I Professional Development Goal (Definition) Your Results 1999-00 6-8 School Safety 100% of a schools certified staff will complete at least 30 hours of approved professional development.______________ Schools will be free of drugs, weapons, and violent acts. Growth Goal Your Growth Your Score Baseline Year Grade Levels 2001-02 6 State-Mandated Indicators Tier II Performance on State- Mandated Criterion- Referenced Literacy Test. Goal (Definition) Your Results Growth Goal Your Growth Your Score 1999-00 8 Performance on State- Mandated Criterion- Referenced Literacy Test. 2001-02 6 Performance on State- Mandated Criterion- Referenced Mathematics Test. 1999-00 8 Performance on State- Mandated Criterion- Referenced Mathematics 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.___________ 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.___________ The percent of students performing at or above the proficienf level in mathematics on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. 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. 38 Baseline Year Grade Levels 2001-02 7 (Dunbar) or 8 2001-02 8 (Dunbar) State-Mandated Indicators Tier II ___________ Performance on State- Mandated Criterion- Referenced Mathematics Test. Performance on State- Mandated Criterion- Referenced Mathematics Test. Goal (Definition) Your Results Growth Goal Your Growth Your Score Baseline Year Grade Levels 1999-00 6-8 School-Selected Indicators Tier II (Select five.) Drop-outs 1999-00 6-8 1999-00 6-8 1999-00 6-8 Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher____________ Professional Development 1999-00 6-8 School Safety 6-8 Other School Selected Indicators The percent of students completing Algebra I performing at or above the proficient' level will meet or exceed the trend goal each year. The percent of students completing Geometry performing at or above the \"proficient level will meet or exceed the trend goal each year. Goal (Definition) Secondary schools will improve the percentage of students who stay in school to complete the 12**^ 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 .\"noroved professional development annually. Schools will be free of drugs, weapons, and jyiolent acts. Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. Your Results Growth Goal Your Growth Your Score 39 LRSD Middle School Quality Indicators Baseline Year 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 Grade Levels 7 7 7 7 7 7 7 LRSD Indicators Goal (Definition) Your Results Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9. a Norm-Referenced Reading Test Performance on SAT9. a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9. a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9. a Norm-Referenced Mathematics Test 65% of a schools students in every subgroup of race and gender shall perform at or above the 50**' percentile in reading._______ The percent of students in every sub-group of race and gender performing at or above the SO* percentile in reading will meet or exceed the trend and improvement goals each year. At least 30% of a schools students will perform at the highest quartile in reading. 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.____________ At least 90% of a schools students will perform above the lowest quartile in reading. The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. 65% of a schools students in every subgroup of race and gender shall perform at or above the 50'*' percentile in mathematics. Growth Goal Your Growth Your Score 40 Baseline Year 1998-99 1998-99 1998-99 1998-99 1998-99 1999-00 1999-00 1999-00 Grade Levels 7 7 7 7 7 6-8 6-8 6-8 LRSD Indicators Goal (Definition) Performance on SATO, a Norm-Referenced Mathematics Test Performance on SATO, a Norm-Referenced Mathematics Test Performance on SATO, a Norm-Referenced Mathematics Test Performance on SATO, Norm-Referenced Mathematics Test a Performance on SATO, a Norm-Referenced Mathematics Test Performance on District- Adopted Criterion Referenced Reading Test Performance on District- Adopted Criterion Referenced Reading Test Performance on District- Adopted Criterion Referenced Reading Test 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.____________________________ At least 30% of a school's students will perform at the highest quartile in mathematics.________________________ The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year.________ At least 90% of a school's students will perform above the lowest quartile in mathematics. 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.________ 90% of a schools students shall perform at or above the \"proficient level in reading each semester.________________________ The percent of students performing at or above the proficient level in reading will meet or exceed the trend and improvement goals each semester._________ The percent of students demonstrating gains from the reading pre-test to the post-test will meet or exceed the improvement goal each year.___________ Your Results Growth Goal Your Growth Your Score 1 41 Baseline Year 1999-00 1999-00 1999-00 1998-99 1998-99 1998-99 1998-99 Grade Levels 6-8 6-8 6-8 6-8 6-8 6-8 6-8 LRSD Indicators Goal (Definition) Performance on District- Adopted Criterion- Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Mathematics Test Enrollment in Pre-AP Courses Enrollment in Pre-AP Courses Enrollment in Algebra I by Grade 8 Enrollment in Algebra I by Grade 8 90% of a schools students shall perform at or above the proficient level in mathematics each semester. The percent of students performing at or above the proficient level in mathematics will meet or exceed the trend and improvement goals each semester.________ The percent of students demonstrating gains from the mathematics pre-test to the posttest will meet or exceed the improvement goal each year._________________________ 65% of a middle schools students will be enrolled in at least one Pre-AP course each year.________________________________ _ The percent of students enrolled in at least one Pre-AP course will meet or exceed the trend and improvement goals each year. 90% of a middle schools students will be enrolled in Algebra I by grade 8.___________ The percent of students enrolled in Algebra I by grade 8 will meet or exceed the trend goal each year. Your Results Growth Goal Your Growth Your Score 42 Quality Indicators for High Schools Baseline Year 2001-02 2001-02 2001-02 1999-00 1999-00 1999-00 1999-00 1999-00 Grade Levels 9-12 9-12 11 9-12 9-12 9-12 9-12 9-12 State Indicators Tier I Performance on State- Mandated Criterion- Referenced Algebra I Test Performance on State- Mandated Criterion- Referenced Geometry Test Performance on State- Mandated Criterion- Referenced Algebra I Test_______ ________ School Drop Out Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher_________ Professional Development School Safety Goal (Definition) 'P-' 100% of a high schools students shall perform at or above the proficienf level in Algebra I. 100% of a high schools students shall perform at or above the proficient level in Geometry. 100% of a high schools students shall perform at or above the proficient level in Reading and Writing Literacy. At least 99% of secondary students will remain in school to complete the 12** grade. Average daily attendance rate will be at least 95%._________________________________ 100% of a schools classes will be taught by an appropriately licensed teacher. 100% of a schools certified staff will complete at least 30 hours of approved professional development annually._______ Schools will be free of drugs, weapons, and violent acts. Your Results Growth Goal Your Growth Your Score 43 Baseline Year Grade Levels 2001-02 9-12 2001-02 9-12 2001-02 11 State-Mandated Indicators Tier II________________ Performance on State- Mandated Criterion- Referenced Algebra I Test Performance on State- Mandated Criterion- Referenced Geometry Test_________________ Performance on State- Mandated Criterion- Referenced Literacy Test Goal (Definition) The percent of students performing at or above the proficienf level in Algebra I will meet or exceed the trend goal each year. The percent of students performing at or above the proficient level in Geometry will meet or exceed the trend goal each year. The percent of students performing at or above the proficient\" level in Literacy will meet or exceed the trend goal each year. Baseline Year Grade Levels 2001-02 9-12 School-Selected Indicators Tier II (Select five.) Drop-outs Goal (Definition) 2001-02 9-12 2001-02 9-12 2001-02 9-12 Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development High schools will improve the percentage of students who stay in school to complete the 12* 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. Your Results Your Results Growth Goal Your Growth Your Score Growth Goal Your Growth Your Score 44 Baseline Year Grade Levels 2001-02 9-12 9-12 I__ . School-Selected Indicators Tier II (Select five.) School Safety Other School Selected Indicators L-RSD High School Quality Indicators Baseline Year Grade Levels LRSD Indicators 1998-99 10 1998-99 10 Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test 1998-99 10 1998-99 10 Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test 1998-99 10 Performance on SATO, a Norm-Referenced Reading Test Goal (Definition) Schools will be free of drugs, weapons, and violent acts.___________________________ Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. Goal (Definition) 65% of a schools students in every subgroup of race and gender shall perform at or above the 50**^ percentile in reading._______ The percent of students performing at or above the 50' percentile in reading will meet or exceed the trend and improvement goals each year._____________________________ At least 30% of a schools students will perform at the highest quartile in reading. The percent of a schools students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year.___________ At least 90% of a schools students will perform above the lowest quartile in reading Your Results Your Results Growth Goal Your Growth Your Score Growth Goal Your Growth Your Score 45 Baseline Year 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1999-00 Grade Levels 10 10 10 10 10 10 10 9-11 LRSD Indicators Goal (Definition) Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Reading Test The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year.____________ 65% of a schools students in every subgroup of race and gender shall perform at or above the 50*^ percentile in mathematics. The percent of students performing at or above the 50**' percentile in mathematics will meet or exceed the trend and improvement goals each year.________________________ At least 30% of a schools students will perform at the highest quartile in mathematics.___________________________ The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year._________ At least 90% of a schools students will perform above the lowest quartile in mathematics.___________________________ The percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year._________ 90% of a schools students shall perform at or above the proficient\" level in reading each semester. Your Results Growth Goal Your Growth Your Score 46 Baseline Year 1999-00 1999-00 1999-00 1999-00 1999-00 1998-99 1998-99 2002-03 2002-03 Grade Levels 9-11 9-11 9-11 9-11 9-11 9-12 9-12 12 12 LRSD Indicators Goal (Definition) Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Mathematics Test_________________ Performance on District- Adopted Criterion- Referenced Mathematics Test______________ Performance on District- Adopted Criterion- Referenced Mathematics Test Enrollment in Pre-AP and/or AP Courses Enrollment in Pre-AP and/or AP Courses Honors Seal on High School Diploma Honors Seal on High School Diploma Your Results Growth Goal Your Growth Your Score The percent of students performing at or above the proficient level in reading will meet or exceed the trend and improvement goals each semester.____________________ The percent of students demonstrating gains from the reading pre-test to the post-test will meet or exceed the improvement goal each year. _______________________________ 90% of a schools students shall perform at or above the proficient level in mathematics each semester. The percent of students performing at or above the \"proficient level in mathematics will meet or exceed the trend and improvement goals each semester.________ The percent of students demonstrating gains from the mathematics pre-test to the posttest will meet or exceed the improvement goal each year._________________________ 65% of a high schools students will be enrolled in at least one Pre-AP or AP course each year._____________________________ The percent of students enrolled in at least one Pre-AP or AP course will meet or exceed the trend and improvement goals each year. 65% of a high schools students will complete the requirements to earn the Honors Seal on their diplomas.__________________________ The percent of students completing the requirements for the Honors Seal will meet or exceed the trend goal each year. 47 Baseline Year 1998-99 Grade Levels 11-12 LRSD Indicators Goal (Definition) Your Results Growth Goal Taking the ACT 1998-99 1998-99 11-12 11-12 Taking the ACT Performance on the ACT Performance on the ACT 1998-99 11-12 1998-99 11-12 1998-99 11-12 Taking Advanced Placement Examinations Taking Advanced Placement Examinations 1998-99 11-12 1998-99 11-12 Performance on Advanced Placement Examinations Performance on Advanced Placement Examinations 65% of a high schools students will take the ACT. The percent of students taking the ACT will meet or exceed the trend goal each year. 90% of a high schools students who take the ACT will earn a score of at least 19. The percent of students earning a score of 19 or above on the ACT will meet or exceed the trend goal each year._________________ 65% of a high schools graduates will take at least one AP examination. The percent of students taking at least one AP examination will meet or exceed the trend goal each year._________________________ 90% of a high schools students taking AP examinations will score a 3 or above. Your Growth Your Score 1998-99 12 Completion of Graduation Requirements 1998-99 12 Completion of Graduation Requirements The percent of a high school's students earning a score of 3 or above on AP examinations will meet or exceed the trend goal each year._________________________ 100% of a high schools seniors will complete all the graduation requirements prior to participation in the graduation ceremony. The percent of seniors meeting all graduation requirements prior to participation in the graduation ceremony will meet or exceed the trend goal each year. 48 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 February 7, 2000 TO FROM: Everyone r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT\nSchool Improvement If you are on track with your School Improvement Plan, you have gathered all 5?? available data from the first semester to conduct a formative evaluation of your progress. (See Chapter 13 in Guidelines to School Improvement Planning). Its also time to start making decisions about next years plan. The attached ERS publication on School Improvement is a good one to share with your CLT and even the whole faculty. You can use it to measure where you are - and to determine what you may need to do next. r Attachment BAL/rcm 1I   School Improvement: Factors Leading to Success or Failure I  ss Education leaders in schools across the country are asking: How can we increase the levels of learning for all our students? Many of them are considering externally developed, comprehensive models of school improvement. Others are developing their own schoolwide improvement models. Still others are identifying and addressing needs for improvement in specific subjects or skills. Whatever the approach, and despite the hard work of those involved, school improvement efforts do not always succeed. But research and experience from schools and districts engaged in school improvement provide valuable guidance that can increase the chances of success. f^C^I This ERS Informed Educator discusses the importance of planning and selfstudy in implementing school improvement efforts. It describes several major studies that provide valuable information about what factors lead to the success or failure of school improvement efforts. Knowing about these factors can help you ensure that your school or school districts school improvement efforts achieve their goalhigher student achievement. Developing a Roadmap Stories of successfill school improvement sound a common themi the importance of using data during both planning and implementation. The Northwest Regional Educational Laboratory recommends:  collecting, analyzing, and using data to Inform decision making throughout the improvement process\n using a variety of research tools and a flexible approach to accommodate different situations and research questions\n looking at baseline data, monitoring the improvement process, and studying impacts\nand  forming a small research team comprising staff, community members, and students, which regularly collects data (Northwest Regional Educational Laboratory 1999). Participants in the school improvement process should use data and information to discuss progress on a regular basis, and should make changes to the original plan as needed. In its report Turning Around Low-Performing Schools, the U.S. Department of Education talks about why it is so important to use data to support school improvement efforts. Specifically, Measuring progress and setting standards and analyzing the information to identify patterns of failure and their causes enables schools and districts to diagnose low performance and attack specific problems with concrete solutions (1998,30). School Readiness for Change Robert Slavin, a long-time researcher on school improvement, cautions schools and districts to consider seriously another element that can have a profound impact on school improvement efforts school readiness for change. Although the staff in some schools maybe ready to effectively engage in their own school improvement efforts -with little assistance, other schools may need substantial and ongoing support to develop and implement their plans successfully. Slavin also identifies a third category of schools those in which even the most heroic attempts at reform are doomed to failure. Schools of this type may have recently lost key staff, may suffer from poor relationships among staff, or may have lost funding. Improvement efforts in these schools 2000 Clarendon Boulevard, Arlington, Virginia 22201 Phone: (703) 243-2100  Fax: (703) 243-5971  www.ers.org Copyright 1999 Educational Research Service. Reproduced with permission. ILGUCiLiUiicLi ikCiCd-ivix uctviuc S^faddressing the basic problems (1997, ^ftom lini -while a school may need ^Ossendal to take a realistic view of as need. feat Affect the Success of B Implementation ffiy,. major studies conducted in recent a rich source of information about the ^at lead to the success or failure of school efforts. In this section, we summarize jof several of these studies. Many of the blap and reinforce each other. pof the Special Strategies Studies Eand Stringfield, in Ten Promising Pra- ^'Jucating Ail Children, observed that imple- Bbf reform programs varied greatly among ae'fent sites studied in the federally con- peial Strati jies studies. The researchers i^ftat many of these programs can work is jiffice that one or more will work at a speafic i\u0026amp;jrtce Ba particular team of teachers and adminis- ^\nNone of these programs can be made ^?proof, school-proof, or district-proof The which the program was implemented had aeiil of power to facilitate or impede its Mutation (1997,127-128). on the experiences of the research teams S$tudied, the researchers identified the foists that were key in most successfill school Kht efforts: ffs^c perception of local strengths and areas ^of improvement, combined with clear at were understood and embraced by fpn of persons who would be affected by gsion in selecting the program and mj iout the whole process of implementation, jhess of members of the school, district. immunity to undertake the reforms. ^g access to long-term, program-specific Kal assistance and support from beyond the (that is, from external program developers ^yersity collaborators). act and state commitment to ongoing staff ropment supporting the school Improvement The context in which the program was implemented had a great deal of power to facilitate or impede its implementation. Rebecca Herman and Sam Stringfield, 1997  The schools and districts ability to obtain and maintain sufficient fiscal support.  A commitment by district and school administrators to maintain the program through a sometimes turbulent implementation stage and to give the program time to have an impact. This last point was especially critical. The researchers concluded that, while it is important to consider accountability, the focus on outcomes must be balanced with patience for process. When a school or system discontinued one program and substituted another without providing strong evidence of cost savings or program effectiveness, teachers tended to become cynical about investing their energy in new programs (Herman and Stringfield 1997,127-130). Findings of the Study of Effective Schools Programs A 1995 report generated as part of a Congressionally mandated study of Effective Schools programs and other school-based reforms identified features common to schools successfriUy engaged in reform. As part of the study, administrators in a sample of 1,550 districts were asked to respond to a mail survey containing questions about the status of comprehensive school-level improvement efforts. The study design also included Intensive site visits to 32 schools, in which the researchers observed what was really happening in schools that considered themselves involved with comprehensive reform (QueUmalz et al. 1995). The research team used their observations in the 32 schools to develop what they termed key features of successfrd reform strategies. These features provide valuable direction for schools beginning their comprehensive reform efforts, no matter what model they decide to adopt. In general, the successful school-based reforms had three key features\n-2-ft: i  Challenging learning experiences for all I students. This feature tended to emerge from I four coordinated elements: high teacher I expectations\nchallenging curricula\nexploration of \\ a variety of alternative configurations of students L and teachers\nand exploration of alternative 5 assessment methods.  A school culture that nurtured staff collaboration and participation in decision making. The most successfill school-based reforms took place in schools that created cultures of collegiality by finding ways for staff and the community to work together on significant changes needed in their schools. Equally important to shared decision making was the reformulation of the roles and authority exercised by teachers and administrators.  Meaningful opportunities for professional growth. In the successfill schools, teachers set staff development priorities keyed to their vision of the reform goals in their schools. Typically, staff development topics related to technical areas such as curriculum, instruction, and assessment, or to managerial areas such as schoolwide planning or collaborative decision making. In some instances, teacher teams developed strategic plans that allowed sustained, coherent immersion in an area. Forsaking a grab bag of one-session workshops, teachers sought the expertise and time necessary to acquire, implement, and reflect on innovations on an ongoing basis. Study of Six Benchmark Schools In a recent study reporting his observations of six schools that were demonstrating success -with their . school improvement efforts, Gordon Cawelti found that each of the six schools follows a different path: \u0026amp;fheir educational programs and approaches vary greatly. But aU focus on student achievement as an sVend goal (1999, 3). Cawelti identified six additional chaA racteristicz*sf* that provizdn e Tvroa 1l1u1 ao brliel icnsii zgrhritT rftoTr* cscz*hooz\"ol leaders involved with school improvement efforts:  There is a focus on clear standards and improving results.  Teamwork is a way of life and helps ensure ac-u countability. People in these teams meet reguand solve problems. larly to examine assessment results and plan instruction based on these results, to plan cooperative instructional activities, and to communicate n  The principal is a strong educational leader. These six schools are led by principals who know that they must focus on the whole system, that they must facilitate the work of others, and that they must solve many problems every day.  Staff members are committed to helping all students achieve. These teachers spend e?rtra time working with students and planning to make the school better.n  Multiple changes are made to improve the instructional life of students, and these changes are sustained over time. These six schools have not raised achievement by changing just one factor, such as schedule, teaching methods, or technology. Substantial improvement comes when a school is able to undertake several changes in an organized fashion and sustain and perfect them n over a period of at least three to five years (Cawelti 1999,63-65). Suggestions from the Education C ommis-sion of the States: Clear and Continuous Communication Is a Key The Education Commission of the States, in its publication Listen, Discuss, and Act: Parents and Teachers' Views on Education Reform, provides suggestions for schools and districts interested in engaging the entire school community in their efforts to improve student achievement. Three key suggestions include:  Communicate well with teachers. The experience of schools and districts across the country clearly shows that if teachers, are not informed and active participants in the process, reform efforts win fail. Teachers who are satisfied with the basic ideas of a reform effort may have enormous frustrations with the way the effort is implemented. Give teachers a voice in the process treat them as partners with the school and district in the reform. Also, let them know up front how much time any changes will involve, what the effect on their work will be, and what they can expect to happen.  Be clear about what it means to set high standards for aU students, and what it will take to meet them. Survey and focus group results strongly suggest that parents and teachers are more inclined to support a goal of improving success for all students rather than buying into the notion that all children can learn at high -3- Lducationai Kesearcn dervice Ilevels. They believe the goal of having all stu- ^dents achieve at stellar levels is counterproductive Sand unrealistic. In other words, higher standards Kfor all receive more support than high standards K\u0026amp;r all. Agendas that include setting high stan- fedards also need to spell out clearly who set the Bistandards and what resources (including instruc- Etion, materials, and time) wiU be provided to help c*' 'children meet them. Show how new ideas enhance, rather than re- 1 place, the old ones. This research shows that ^parents and educators are primed for school re- sform, but they worry that the innovations are not B feasible or wiU go too far. They recognize the K peed for students to go beyond the basics and Rjeam more complex skUls, but fear that basics are fe hot being taught adequately. When you are intro- fc during something new, show how it works with ^'what is already there. For instance, There will  be portfolios and other demonstrations of stu- fedent work, along with more traditional standard- ^tzed tests. Bridge the gap between peoples expeFA riences and expectations and the changes being ^implemented, then show how the changes im- prove learning for students. ^Applying these guideUnes for communication iSfifig the complex processes of selecting and imple- 's [enbng a comprehensive model for school improveJ I ^t, one that wiU affect teachers, students, and the ^^rnunity at large, should be considered as impor- ^mas what goes on day-to-day at the school site. K -4 f t^-Performing Texas Schools Kh summarizing his observations of schools that ive/experienced success with school improvement, \u0026gt;nnson identifies three broad groups of factors that Khlve a profound impact on a schools efforts, ^e are: ^^ttitudes, expectations, and reasons. Successful - ^programs are characterized by a wiUingness to ^question current practices, chaUenge conven- ^tional wisdom, and explore every opportunity for improving teaching and learning...the focus is on ^improving instruction in every aspect of each ^students school experience. ^Comprehensive, focused, meaningful planning. g^This must include an in-depth assessment of i^sgengths and needs, the estabUshment of chal- ^fenging and measurable goals, and an intensive ^Kearch for options that might lead the school from current levels of performance to the challenging goals articulated in the planning process.  Commitment to continuous improvement. This must include a sense of ownership by aU staff in every aspect of the plan, the development of systems for regularly gauging progress, and systems for celebrating success. Successful programs are characterized by a willingness to question current practices, challenge conventional wisdom, and explore every opportunity for improving teaching and learning. Joseph F. Johnson, 1997 In Johnsons view, the manner in which principals, teachers, parents, and other school leaders address these factors may substantially influence whether their schoolwide program wiU bring focus and power to academic reform efforts (1997, online). Examples of Promising School Improvement Efforts The Memphis City Schools Experience Memphis City Schools has, for the past few years, provided a case study of schools in the midst of reform. As of spring 1995,45 of the Memphis schools had begun implementation of New American Schools designs, with six different designs represented. Researchers studying first-year implementation of the programs in these schools concluded that:  AU of the restructuring efforts required a great deal of energy, time, and commitment from the teachers, administrators, and school community.  Restructuring initiatives that provided classroom materials and guideUnes for instruction generaUy started faster than designs emphasizing teacher- developed materials.  Issues of focused leadership and ongoing, focused professional development appeared Ukely to determine substantial parts of the long-term successes of the schools. However, relative to what -4-it 1 t: V, Educational Research Service L might be called reasonable progress, the re- L searchers concluded that the Memphis start-up were successful, with no t, implementations J unresolvable problems (CRESPAR 1997). She Clover Park Experience r The Clover Park School District outside Tacoma, Washington began its journey of change in 1995. \"pie district took a careful and comprehensive look at fwhat factors contributed to the success of the effort, information about the role of the school board and lientral office in encouraging, promoting, and sup- ^^orting change at the school level provides valuable ^^guidance to other school districts. These were the guidelines used to direct district-level involvement SB.3 ^and activity: at W' W\nI B ?* '^J:-  -sj?\n' Board members set initial goals and had frequent and significant opportunities to remain informed about the process of implementation and school reform. All staff understood and were committed to beliefs driving the comprehensive reform effort first and foremost that all children can and will learn. Decisions were required to be based on data and research. ' District money was reallocated to support comprehensive reform.  A comprehensive needs assessment process that promoted collaboration, focused on data and research, and worked well with district priorities was designed and supported.  District structures responsive to the needs of schools were put in place.  Hiring and transfer procedures ensured a good match between schools and staff.  During the change planning process, district staff got to know principals well and supported them as they helped them to provide strong leadership at their schools.  District staff learned to talk the talk of the individual school. Staff development was tailored to individual school needs and the requirements of would not have been as pervasive or as positive (Davis, Sagmiller, and Hagans undated). Hugh Burkette, Clover Park superintendent, talks about some lessons he has learned from the process of supporting implementation of schoolwide improvement in the districts schools. He says:  Comprehensive school reform has to be approached in a thoughtful way. We had to use a process that passed the teacher-test of work worth doing. The self-study process they embraced took timeall yearbut it gave us powerful results. Our staffs collected so much data about their schools. They looked at it hard\nthey identified needs\nthey did the research about what works, what met the needs of their kids. They didnt skip steps. And when they were done with their process, each staff was ready... to make an organized change.  A national model cannot be your whole school reform...You get different parts and have to backfill where the model doesnt address significant school needs. Models dont answer all of the questions, or address all of the needs. They dont fix everything.  Our teachers and staff taught me that every school is unique. At the same time, we insist that the models be Implemented as designed. Their success is based on all of the component parts being implemented.  Establish structures at the district level that help schools stay focused. All of our schools... have developed comprehensive school plans....Because each goal is followed by a series of concrete strategies with timelines and assessment measures, there is no such thing as the failure of a plan. If one or the other strategy doesnt work, our schools go back and revise the strategies. They try again (1998, 7-11). i the specific reform model. In the view of observers of the Clover Park pro- 1 cess, without clear direction from the board and superintendent, and active support of district staff. W these changes (in student achievement) most likely Anticipating and Dealing with the Impact of Change Change is not easy, even when those involved are committed to making the effort. In Implementing Schoolwide Projects: An Idea Book for Educators, the authors talk of the challenges of change and note: Practitioners confront considerable obstacles as they design and implement more coherent educational services... Success stories do not unfold without false starts, and the routes to improvement are -5-\\s/  circuitous (Pechman and Fiester 1994). They go on to identify challenges that persistently confronted schools involved in implementation of schoolwide improvement:  Adequate Time to Learn New Roles. The transition to a schoolwide project involves introducing new and expanded roles, academic expectations, and management structures. Even new resources require that long-standing practices be adjusted. These changes can be disconcerting or overwhelming to some members of the school community. Even with broad support, new initiatives can be tricky to coordinate smoothly.  Communication and Involvement. Without exception, schoolwide project planners said that project success is direcdy related to the quality of communication among planners and the degree to which teachers are partners in planning and implementation. The biggest pitfail is lack of communication, remarked a principal whose school is in its second project cycle.  Adequate Preparation for New Resources. Successfill school-wide projects require extensive training of all teachers in uses of technology, new content and methods, and teaching styles.  Including Parents and the Community. Organizers of schoolwdde projects find that it is not enough to improve instruction, curricula, or materials. Success for the project depends on support from parents, businesses, special-interest groups, and fraternal organizations.  Awareness of Achievement Variability. Despite the strong academic programs and comprehensive assistance that schoolwide projects offer children, student performance on standardized tests can fluctuate from year to year. Dips in achieve- ment in schoolwide projects that are working well are rarely unexpected. Teachers know when a group of students have confronted difficulties, and the teachers anticipate performance below their goals. However, it is significant that these schools have structures that allow staff to adjust the program as needed.  Stabilizing Change. The most consistent threat to schoolwide project success is the change in leadership that occurs all too often and too early in the life of many projects. It is not uncommon for enthusiastic district managers, seeing the success of a creative leader in initiating a schoolwide project, to move that leader into a new administrative slot well before the new initiatives stabilize, sometimes as soon as only one or two years after a project gets under way. (Pechman and Fiester 1994). The Importance of Leadership No discussion of factors that affect school change efforts would be complete wdthout attention to the crucial, yet difficult role that leadership plays. Tony Trujillo, superintendent of the Ysleta School District in Texas, highlights a key component of this role in supporting school improvement: My job is to get ordinary people to do extraordinary things (Ragland et al. 1999,18). How do leaders accomplish this role? In her discussion of leadership characteristics that facilitate school change, Mendez-Morse identifies six characteristics of successful leaders of educational change:  vision, specifically that students learning is of primary importance\n believing schools are for learning\n valuing the professional contributions of staff, relating well to people, and able to foster collaborative relationships\n being a skilled communicator and listener, someone who can articulate a vision and communicate that shared vision to all in the school community\n acting proactively. Initiating action as well as anticipating and recognizing aspects of the environment that might interfere with efforts to carry out the mission\n_  taking risks but not carelessly or thoughtlessly\nencouraging others to be risk takers by providing a safe environment (1999). Participants in several U.S. Department of Education focus groups agreed with the importance of vision and v^ues, and identified the school leader as key to maintaining the vision during the often difficult process of school change: These leaders seldom claim to have invented the vision or the underlying values and beliefs\ninstead, they perceive themselves to be keepers of the dream. They embrace it wholeheartedly and make sure that everyone else does too...Developing and  maintaining the vision challenges a leaders ability to determine how well what is happening matches reasonable expectations at a given stage of implementation. In addition, when faced with problems, effective leaders see multiple solutions that preserve the spirit of the vision. They find it important to -6-Lducaiionai x\\esearcn Service   T study the nature of vision and recognize the stages of its development...Although the details of participants visions varied, each put students squarely in the center (U.S. Department of Education 1996). Hugh Burkette, the Clover Park superintendent, adds one additional responsibility for a leader of change: Leadership means being relentless. Being relentless means being single-minded and purposeful... Of every action and every decision we ask a single question: how does this act support increased student achievement?...! cant emphasize to you enough the power of beUef in providing leadership (1998). Summary In the current climate of change and reform, schools and districts across the nation are engaged in school Improvement efforts. These efforts may be comprehensive and school-wide, or they may be more narrowly aimed at specific areas. It is important to recognize that school improvement is a complex process, and that even a well-designed approach can fail unless school leaders put in place the conditions that support its success. This ERS Informed Educator has provided an overview of factors that can contribute to the success or failure of school improvement, based on research and experience. By incorporating an understanding of these factors into their planning, educators can focus their efforts so that their hard work and collaboration result in significant progress towards the goal of increased learning for aU students. Sources Burkette, Hugh E. 1998. Making Comprehensive School Reform Work. Presentation at Improving Americas Schools Regional Conference (Portland, OR): October 21, 1998. Cawelti, Gordon. 1999. Portraits of Six Benchmark Schools: Diverse Approaches to Improving Student Achievement. Arlington, VA\nEducational Research Service. CRESPAR. 1997. Scaling Up: The New American Schools in Memphis. Johns Hopkins University and Howard University: Center for Research on the Education of Students Placed At Risk. Online. (September 1997). http\n//scov.csos.jhu.edu/crespar/septl997page07.html. Davis, Deborah, Kay SagmiUer, and Rex Hagans. Undated. Implementing School Reform Models: The Clover Park Experience. Portland, OR: Northwest Regional Educational Laboratory. Online, -www.nwrel.org/csrdp/ clover.html. Education Commission of the States. 1996. Listen, Discuss, and Act: Parents and Teachers Views on Education Reform. Denver, CO: Author. Hetman, Rebecca, and Sam Stringfield. 1997. Ten Promising Programs for EducatingAl! Children: Evidence of Impact. Arlington, VA: Educational Research Service. Johnson, Joseph. E, Jr. Promising Practices: Creating School-wide Programs that Make a Difference. 1997. Austin, TX: Charles A. Dana Center, The University of Texas at Austin. Online, http://www.starcenter.org/ptomise/ schppromise.htm. Lake, Robin J., et al. 1999. Making Standards Work: Active Voices, Focused Learning. Seattle, WA: Center on Reinventing Public Education. New American Schools. 1998. Blueprints for School Success: A Guide to New American Schools Designs. Arlington, VA: Educational Research Service. Northwest Regional Educational Laboratory. 1999. Self- Study. Portland, OR\nAuthor. Online, http:// www.nwrel.org/ scpd/natspec/self. html. Mendez-Morse, Sylvia. 1999. Leadership Characteristics that Facilitate School Change. Austin, TX: Southwest Educational development Laboratory. Online, http:// www.sedl.org/change/leadership/welcome.html. Ohio Department of Education. 1999. Transforming Learning Communities: A Research Project on School Change. Columbus, OH: Author. Online, http\n// schoolimptovement.ode.ohio.gov/ tic/ default.html. Pechman, E., and L. Fiestet 1994. Implementing Schoolwide Projects: An Idea Book for Educators. Washington, DC: U.S. Department of Education, Planning and Evaluation Service. Online, http:// www.ed.gov/pubs/SchlProj. Quellmalz, Edys, et al. 1995. School-Based Reform. Lessons from a National Study: A Guide for School Reform Teams. Menlo Park, CA\nSRI International. Online. http://'www.ed.gov/pubs/Reform/pt2a.html. Ragland, Mary A. et al. 1999. Urgency, Responsibility, Efficiency: Preliminary Findings of a Study of High-Performing Texas School Districts. Austin, TX: Charles A. Dana - Center, The University of Texas at Austin. Richardson, Joan. 1998. Data Provides Answers for Student Learning. Results (October 1998): 1,6-7. Schaffer, Eugene C., Pamela S. Nesselrodt, and Samuel C. Stringfield. 1997. Impediments to Reform: An Analysis of Destabilizing Issues in Ten Promising Programs. Arlington, VA: Educational Research Service. Slavin, Robert E. Undated. Sand, Bricks, and Seeds: School Change Strategies and Readiness for Reform. Baltimore, MD\nCenter for Research on the Education of Students Placed at Risk. Online. www.successforaU/ sandbrickhtm. Talley, Susan. 1999. Perpectives: What Does It Take to Reform a Low-Performing School? From At-Risk to Excellence (Spring 1999): 2-3. U.S. Department of Education. 1996. The Role of Leadership in Sustaining School Reform: Voices from the Field. Online. (July 1996). http://'www.ed.gov/pubs/ Leadership. U.S. Department of Education. 1998. Turning Around Low-Performing schools: A Guide for State and Local Leaders. Washington, DC: Author, 1998. I L -7- to Educational Research Service IO' oi More Information on Factors that Contribute to the Access of School Improvement Efforts info-Files on related topics. The following are just a few of the ER5 Info-Files on topics related to change Wschool improvement. Each ERS Info-File contains 70-100 pages of articles from professional journals. i ^maries of research studies, and related literature concerning th^topic, plus an annotared bibliography that deludes an ERIC-CIJE search. Base price per Info-File: $32.00. ERS Comprehensive subscriber price: $16.00. fo Individual subscriber price\n$24.00. To order, contact Educational Research Service, 2000 Clarendon ^iilevard, Arlington, VA 22201. Phone: (800) 791-9308. Fax\n(800) 791-9309. Or order online through the ERS ^eb site, wvw.ers.org. Add the greater of $3.50 or 10% of total purchase price for postage and handling. Phone Visa, MasterCard, or American Express. f A ^d Web site orders accepted with purchase order number or School Restructuring (#IE-194). Provides various perspectives on efforts to change education, including examinations of successes and failures in school reform, why reform efforts succeed or fail, school staff opinion about change efforts, and how to facilitate reform. . Strategies for Educational Change (#IE-244). Reviews models for creating change in schools\nbarriers to change\nfostering a culture/climate that facilitates change\nroles for school administrators in bringing change to their schools\nand sustaining changes in schools. 'About ERS Educational Research Service (ERS) is the nonprofit foundation serving the research and information needs of education leaders and the public. ERS ^^Eprovides objective, accurate, and up-to-date research ' and information for local school and school district decisions. .^ ERS, established in 1973, is sponsored by seven ACnational associations of school administrators: ft  American Association of School Administrators  American Association of School Personnel Administrators  Association of School Business Officials  Council of Chief State School Officers  National Association of Elementary School Principals National Association of Secondary School Principals National School Public Relations Association. The Informed Educator Series 4^-. Educational Research Serrdee prepares the publica- tions in The Informed Educator series to provide busy education leaders with concise, yet comprehensive overviews of the most current research and informa- V tion on topics of priority concern in education. Each publication in this series is designed to keep education leadersincluding central-office administrators, principals, curriculum specialists, teachers, and othersup to date on a leading or emerging issue in education, enabling them to make the best decisions for the children and youth they serve. Prepared by the ERS staff, publications in The Informed Educator series are intended to provide an objective, comprehensive summary of research and opinion appearing in the current literature. The inclusion of any specific assertion or opinion here is not intended to imply approval or endorsement by Educational Research Service or any ERS sponsoring organization. Other topics in The Informed Educator series include\n Helping Students Deal with Conflict and Anger  Curriculum Integration  Beginning Reading Instruction: Research and Practice  Productive Communication with Parents  Ability Grouping: Ejfects and Alternatives  Integrating Technology into the Curriculum  and more! Ordering Information\nStock No. IE-348. Base price per copy\n$9.60. Comprehensive subscriber price: $4.80. --------- available.Schooldistrictsmayalsopurchaseacamera- ready reproducible, which includes unlimited reproduction rights within the district. In addition, Individu^ suD- scriptions for standing orders for each new publication in The Informed Educator series are available. For infor- Individual subscriber price: $7.20. Quantity discounts are mation, contact ERS Member Services Information Center, 2000 Clarendon Boulevard, Arlington, VA 222U1. Phone:(800) 791-9308. Fax: (800) 791-9309. E-mail: msic@ers.org. Web site: www.ers.org -8-Analysis of Achievement Level Tests, Spring 2000 Little Rock School District School Badgett Interpretations _____________________________________ Growth from grade 2 to 3 higher than District average in all three test areas Growth from grade 3 to 4 Math higher than District average Grade 3 seems strongest: higher than average gains in all three tests from grade 2 Grade 5 seems weakest: declines in all three tests from grade 4 Scores below LRSD average in all areas #35 in LRSD in Grade 2 Reading, Language, and Math #35 in LRSD in Grade 5 Reading, Language, and Math Average total growth points (76) Grade 2 to 5 Reading = 26 points Grade 2 to 5 Language = 22 points Grade 2 to 5 Math = 28 points Mathematics: Grade 223 points below the national median Grade 310 points below Grade 47 points below Grade 517 points below Language: Grade 220 points below national median Grade 32 points below Grade 47 points below Grade 514 points below Reading: Grade 233 points below national median Grade 32 points below Grade 47 points below Grade 518 points below 1 School Bale Interpretations_________________________________________ Growth from grade 2 to 3 higher than District average in all three test areas Growth from grade 4 to 5 Math higher than District average Grade 4 seems weakest: less than average growth in all three areas Scores higher than LRSD averages in Grades 2 and 3 Language and in Grades 2-3 Reading #33 in LRSD in Grade 5 Reading Way below average (62) in total growth points Grade 2 to 5 Reading = 17 points Grade 2 to 5 Language = 18 points Grade 2 to 5 Math = 27 points Mathematics: Grade 212 points below national median Grade 37 points below Grade 410 points below Grade 510 points below Language: Grade 25 points below national median Grade 3AT the national median Grade 48 points below Grade 511 points below Reading: Grade 211 points below national median Grade 36 points below Grade 49 points below Grade 514 points below 2 School Baseline Success for All Interpretations_________________________________________ Growth from grade 2 to 3 higher than District average in all three test areas Growth from grade 4 to 5 Math and Reading above District average growth Scores lower than LRSD in all test areas Grade 3 appears to be strongest. #33 in Grade 4 Reading, #34 in Grade 4 Language, and #33 in Grade 4 Math Below LRSD average in total growth points (73) Grade 2 to 5 Reading = 25 points Grade 2 to 5 Language = 23 points Grade 2 to 5 Math = 25 points Mathematics: Grade 216 points below national median Grade 38 points below Grade 413 points below Grade 514 points below Language: Grade 212 points below national median Grade 35 points below Grade 47 points below Grade 59 points below Reading: Grade 217 points below national median Grade 38 points below Grade 413 points below Grade 512 points below 3 School Booker Arts Magnet Interpretations_______________________________________ Growth from grade 4 to 5 higher than District average in all three test areas Scores higher than District averages in all test areas #10 in Grade 2 Reading, #7 in Math #9 in Grade 3 Reading #9 in Grade 5 Reading, #10 in Math Above District average in total growth points (78) Grade 2 to 5 Reading = 24 points Grade 2 to 5 Language = 27 points Grade 2 to 5 Math = 27 points Mathematics: Grade 27 points below national median Grade 33 points below Grade 43 points below Grade 52 points below Language: Grade 26 points below national median Grade 31 point below Grade 4-AT national median Grade 51 point above national median Reading: Grade 28 points below national median Grade 34 points below Grade 42 points below Grade 54 points below 4 School Brady Success for All Newcomer Center Interpretations___________________________________________ Growth from grade 2 to 3 Math, Language, and Reading higher than average District growth Growth from grade 3 to 4 Language and Reading higher than average District growth Grade 3 seems strong Grade 5 seems weak\ngrowth lower than District averages Score in Grade 3 Math equal to District average #33 in Grade 2 Reading, #31 in Math Above District average in total growth points (84) Grade 2 to 3 Reading = 29 points Grade 2 to 5 Language = 26 points Grade 2 to 5 Math = 29 points Mathematics: Grade 218 points below national median Grade 35 points below Grade 44 points below Grade 511 points below Language: Grade 215 points below national median Grade 34 points below Grade 43 points below Grade 59 points below Reading: Grade 220 points below national median Grade 39 points below Grade 44 points below Grade 513 points below 5 School Carver Science Magnet Interpretations__________________________________________ Growth from grade 3 to 4 in all three test areas higher than District average, Growth from grade 4 to 5 Reading higher than District average Grade 3 seems weak\nlower than average growth #3 in Grade 2 Reading, #2 in Language, #3 in Math #6 in Grade 3 Reading, #6 in Language, #6\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_525","title":"Literacy plan","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":["1999/2004"],"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","Literacy","School improvement programs"],"dcterms_title":["Literacy plan"],"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/525"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nJune 2 9, 2 0 0 1 ! Literacy plan Literacy for LR pupils raises scores Reading assessment shows improvement BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE I Two years into a new literacy ' program. Little Rock School District officials said Thursday that student achievement appears to be improving as shown by results from a reading assessment given to pupils in kindergarten through second grades. I About three-fourths of last years kindergartners and second-graders and almost two- thirds of first-graders had the necessary skills and knowledge to succeed at the next grade level, according to the results from the Developmental Reading Assessment Im happy to report that the little children in our district are learning to read, Bonnie Lesley, associate superintendent for cim- riculum, told the School Board on Thursday. More than 80 percent of kindergartners scored at or above a satisfactory level this past spring, up 8.5 percentage points from spring 2000. Similarly, 75.4 percent of sec- ond-graders showed they are ready for the third grade, up from 67.5 percent in ^e preceding  Continued from Page 1B by each teacher in individual observation sessions with pupils, is one component of the districts literacy program. District officials revamped the literacy program in 1999 to better prepare ^1 pupils to read independently by the time they finish third grade. When the program was started, about 30 percent of children were reading at a proficient or better level. The state goal for reading proficiency at the end of fourth grade is 100 percent. The revised literacy program was designed to create more uniformity in the instruction given in the districts 36 elementary schools, A moratorium was placed on any new supplemental reading programs, and other programs were abandoned. Each school set aside a 2 172 hour daily block of time for language arts and reading. In addition, curriculum standards, teacher training, classroom instruction and student testing were more tightly aligned as a result of the new literacy program. Most primary-grade teachers went through at least one week of the states Early Literacy Learning in Arkansas training program, Lesley said. The district purchased more than $350,000 in readii^ supplies over two years, and Animated Literacy, a phonics awareness program, was expanded to all kindergartens and will be added to the first grades in coming years. Lesley said the reading results are preliminary. The true measure Little Rock School District Developmental Reading Assessment results Developmental Reading Assessment scores are reported as the percent of students by grade who scored at or above the readiness\" level. \"Readiness'is defined as the necessary knowledge and skills for success at the next grade level. SPRING SPRING 2000 2001 CHANGE of the reading skills will be when year. A total of 63.8 percent of I children who have gone through first-graders scored at the readi- ness level, up from 53.6 percent in spring 2000. \"file reading assessment, done See UTERACY, Page 4B the new program take the state- mandated Primary Benchmark Exam at the end of fourth grade. When last springs assessment scores are broken down by race, both black and white children showed gains, but the gains made by black pupils were greater, Lesley said. That means there was a reduction in the achievement disparity between black and white pupils. Kindergarten 72.2% 80.7% 8.5% Grade 2 67.5% 75.4% 7.9% SOURCE\nLittle Rock School District Arkansas Democrat-Gazette which is a long-standing goal of the district Black pupils averaged gains of 6 percentage points to 9 percentage points over results from 2000, while whites  who traditionally score higher on standardized exams  averaged gains of 4.1 percentage points to 6.1 percentage points. Stephens, McDermott, Badgett and Baseline elementaries were cited by Lesley and by School Board members for dramatic improvements. At some grades in some schools, results improved by more than 40 percentage points. In some schools, more than 90 percent of children scored at a proficient level The highest performing schools in kindergarten were McDermott, Baseline, Fulbright, Gibbs and Brady schools. The highest performing schools in first grade were Williams, Carver, McDermott, Booker and Forest Park. The highest performing schools in second grade were Carver, Williams, Western Hills, Otter Creek and McDermott 'The district has not prepared parent reports on their childrens assessment results. Lesley said parents can get the school and student results from their childs elementary school. THURSDAY, MAY 8, 2003  LR literacy coach is teacher of year ARKANSAS DEMOCRAT-GAZETTE hosted the Teacher of the Year Debbie Sabo, a literacy coach Recognition Banquet for five at Chicot Elementary School, was years. Staff at each of the dis- named Teacher of the Year for tricts SO schools nominate their the Little Rock School District at colleagues for school and dis- a Tuesday evening ceremony at trict awards. This year, 67 teach- Stephens Elementary School. ers were honored\none from each Sabo, who previously taught elementary school, two each kindergarten for 18 years, was from the middle schools and as presented with numerous gift many as certificates and prizes including schools, airline passes, a computer, print- er, tickets to an athletic event and an athletic club membership. The gifts were donated by companies doing business in Little Rock. The Little Rock district has four from the highKtCBBSa Little Rock School District June 2,1999 The main thing is to keep the main thing the main THING! Dear Colleagues: What a yeai! I hope all of you have the sense of accomplishment that I do! The positive opportunities for the school district continue to develop. We have had great individual and collective accomplishments, but the most exciting aspect of the year has been that the instructional indicators are pointing to very positive future results. A parent and a teacher asked me how that could be true. Hadnt I seen the newspaper story showing results of the 4* grade literacy and math exam? Yes, but when we looked at those we noticed the schools that were pilots of the ELLA program K-3 and math, all had strong gains. Staff development has not been universally accepted or appreciated, primarily because of the many failed promises of programs and quick fix elixirs of the past! But this time this very basic and focused approach appears to be just what the doctor ordered. Most educational reformers who have produced results over time have agreed it is a matter of focuSgetting everyone on the same page with a standard or basic program. All the efforts of parents, students and teachers, regardless of the specialty, are focused to produce progress on a limited set of goals. ELLA training and the focused math training will continue to produce results on basic reading and math achievement goals. And let us not forget district graduates really had no peers when it came to top student awards in a number of state and national academic categories. Student activities have been a very pleasant surprise. The numbers of students participating grew impressively, and I know this helped to produce an improved year in student behavior. Many of you remember when state winners were most often decided within the schools of Little Rock, and Im talking about a variety of co-curricular activities. The district again has asserted itself with impressive performances in music, art, drama speech, debate and athletics. With the implementation of the middle schools and neighborhood schools our students and programs will only become stronger. Without question, the academic reasoning for middle schools and 9-12 high schools will provide academic strength, and it will have a positive impact with increased student participation in career/technical programs and co-curricular activities. (continued) 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000A^eh'ti1 I t-ren LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 I I June 24. 1999 To\nBoard of Education From\nDr. Bonnie Lesley,, AAss!sociate Superintendent for Instruction Through\nSubject\nAttached Dr. Leslie V. Gamine, Superintendent of Schools Review of PreK-3 Literacy Program Plan for the Board's information is a copy of the final draft of the PreK-3 Literacy Program Plan. The draft presented earlier to the Board of Education has been extensively reviewed over a three-month period. Every elementary principal and PreK-3 teacher received his or her own copy, and there have been multiple opportunities for all to provide input, including during the June 2-3-4 inservice. In addition, the plan has been reviewed by representatives of ODM, UALR, ADE, and other education colleagues, as well as by parent representatives. As a result of all this feedback, we confidently present thi'final draft/ Responses have been nearly unanimously supportive. They applaud a well-designed, coherent District plan that is clearly aligned with the Arkansas literacy curriculum framework. Smart Start, and Title I regulations and that includes professional development and program evaluation components. All are supportive of doing whatever it takes to improve student achievement. Early implementors of the Early Literacy Learning in Arkansas (ELLA), the centerpiece of the K-2 design, and Effective Literacy, the program for grades 3-4, were Dodd Elementary and Gibbs Elementary. The results of the spring 1999 Grade 4 Literacy Benchmark Examination for these two schools are extremely encouraging and predict what we as a District can do if we implement well the components of our plan. In 1997-98 only 22 percent of Dodd grade 4 students scored at the Proficient or Advanced levels. This year, 1998-99, 35 percent scored at those levelsan improvement of 13 percentage points! Review of PreK-3 Literacy Program Plan - Memo June 24, 1999 Page Two Gibbs posted even greater gains. In 1997-98 they had 28 percent scoring at the Proficient or Advanced levels. Their score jumped to 49 percent in 1998-99an improvement of 21 percentage points! The PreK-3 Literacy Plan also allows for the continuation of Success for All, provided that those schools are posting improved performance. Romine Elementary has been a leader in Success for All implementation. Their performance jumped from 13 percent at Proficient or Advanced levels in 1997-98 to 48 percent in 1998-99an improvement of a very impressive 35 percentage points! 1 Notable also is that Dodd decreased the percentage of students performing at the Below Basic level from 50 percent in 1997-98 to 30 percent in 1998-99an improvement of 20 percentage points. Gibbs reduced their percentage of Below Basic\" performers from 52 percent in 1997-98 to 22 percent in 1998-99an improvement of 30 percentage points. And Romine reduced the percentage of students at the Below Basic level from 58 percent in 1997-98 to 32 percent in 1998-99an improvement of 26 percentage points. f I I t These very dramatic gains are indicators of the soundness of the LRSD PreK-3 Literacy Program Plan design. To achieve these kinds of results at the District level will require our commitment, focus, and determination, as well as an alignment of our energy and resources behind the implementation. i This final draft includes only a few changes from the earlier one reviewed by the Board of Education in March. The following are most significant: Update of section on Involvement and Communication to include March, April, May, and June activities (p. 11)\nUpdate of section on Arkansas Criterion-Referenced Tests to include spring 1999 results (p. 12)\nAddition of paragraph on schools identified for school improvement for Title I (P. 13)\nAddition of suggested performance indicators under Plan Goals (p. 26)\nAddition of section on Technology in PreK-3 in response to questions regarding role of computer labs in current use (p. 37)\nAddition of section on Effective Literacy for Grades 2-4 to show its place in the overall plan (p. 40)\nAddition of section on Role of the Library/Media Center to clarify expectations and involvement (p. 42)\nAddition of more specific information on plans for ELLA training (p. 44)\nAddition of a paragraph clarifying need for waiver to implement Direct Instruction (p. 47). I f j tReview of PreK-3 Literacy Program Plan - Memo June 24,1999 Page Three Remaining changes were those relating to format, editing, and clarifying the original language. Implementation of the PreK-3 Literacy Plan is already in progress and will continue intensely throughout the summer in preparation for next fall. BAL/adgi ^n Individual Approach to a World of Yjiowledge RECSVEd August 28, 2001 AUG 3 J 20Q1 DKEGflEGAT(0NM0N(T0fl/N6 Ms. Ann Marshall Office of Desegregation Monitoring One Union National Plaza 124 W. Capitol Avenue Little Rock, AR 72201 Dear Ann: Enclosed in this package are three draft copies of our PreK-2 Literacy Program Evaluation, which is scheduled to go to the Board of Education in October. ( At your convenience I would like to schedule a meeting with you, Gene Jones, and Melissa Guilden to discuss the report and to hear your feedback and suggestions. Thanks so much for assisting us with this work. Yours truly, Bonnie A. Lesley, Ed.D Associate Superintendent of Instruction BAL/adg cc: Dr. Kenneth James Chris Heller 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 ^4 7^ -J October 12, 2001 'iViS^ fb, A.n Individual Approach to a World of Knowledge\" Ms. Ann Marshall Office of Desegregation Monitoring One National Plaza 124 W. Capital, Ste. 1895 Little Rock, AR 72201 RECEIVED OCT 1 8 2901 OFFICE OF DESEGREGATION MONITORING Dear Ms. Marshall: You will find enclosed a copy of our program evaluation for K-2 literacy: Year 2 Evaluation: The Effectiveness of the PreK-2 Literacy Program in the Little Rock School District, 1999-2000 and 2000-2001. The report is on the Boards October 25 agenda. As you will recall, Melissa Guilden participated on the design team for the PreK-3 Literacy Program Plan, so we hope that you will share this study with her so that she can see some of the fruits of her labor. Also, Gene Jones read drafts in 1999-2000 of the early literacy program evaluation, so he will probably be interested in this product as well. Although we know that two years is not nearly enough to draw summative conclusions about the effectiveness of our literacy program in the early grades, we are certainly pleased with these early, very positive results. With the careful review that we have conducted not only of the results of the eight different assessments, but also of our program strengths and weaknesses, we feel that we have more direction now for program improvement in 2001-2002. Please let me or Ms. Pat Price know if you have questions. Yours truly, Bonnie A. Lesley, Ed.D Associate Superintendent for Instruction BAL/adg Enclosure cc: Patricia Price Dr. Kenneth James 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 F John W. Walker, pa. Attorket AiLiW 112Z Bsoadway Rook, akkansas 72206 Tp.T.FtpgnNE (501) 374-3758 FAX (501) 374-4187 JOHN W, WALSER SHAWN CHILDS OF COUNSEL donna J. MeHENK? 6210 HaffiiaaoN Hoad LMTiE Sock, Tboke: (BOI) rra-was  Fax (SOl) 37^8 October 31,2002 Dr. T. Kenneth James SuperinteodJt of Schods Little Rock School Kstrict 810 West Markham little Rode. AR. 72201 Dear Dr. James: I am renewing my request for the infcnnation in my letter dated October 29, ^02. If I ation that the District has not utilized any understand your response correctly, it is your po^on that the (during each of the past three ye^) \u0026lt; \" documents in existence wherry the Kstnct has co^ad and paid for such. your po^on, it seems contrary to your nqxjits to the Court. are no services. Ifthis is if you are not aware who has this information. of such documents, please forward my request to the proper person iiacerety, Joy C. Springer' JCS/ cc: Ms. Ann MarshallLittle Rock School District OFFICE OF THE SUPERINTENDENT November 1,2002 Ms. Joy Springer Walker Law Firm 1723 Broadway Little Rock, AR 72206 Dear Ms. Springer: In response to your most recent request, you did not understand our response. It is not our position that we have not utilized consultants. Hovi/ever, our response remains the same. We do not have a document or documents to provide in response to your FOIA request, and we are not required to compile information or create a record in response to a FOIA request. Sincerely, T. Kenneth James, Ed.D. Superintendent of Schools TKJ/bjg cc\nChris Heller Clay Fendley Ann Marshall 810 West Markham Street  Little Rock, Arkansas 72201  (501) 447-1002 0 : John W. Walker, PA. Attorney AT Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (601) 374-3758 FAX (501) 374-4187 I I JOHN W. WALkEB SHaWK CH-IlDS OF COUNSEL ROBERT McHenry, PA DONNA J. McHENRY 8210 HknuEBSON Road LmLe Rxxac, ASKANB-vs 72210 Prone: (SOI) 372-3425  Fax (501) 372-3428 T.X(An.-. mehc2ii7d^ewbeU.nt I Dr. T. Kenneth James Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Via Facsimile  447-1159 November 4,2002 I I I I I Dear Dr. James\nlet me know the names, addresses and telephone of all persons (from January 1, 1998 throng October 31,2002) that the District has consulted with respect to literacy training (in-service and staff devdopment). Also please let me have copies of their contracts and the pay invoices that they have submitted along evidence of payment to them. Sincerely, JCS/ cc\nMr. John W, Walker Ms. Ann Marshall Mr. ClayFendley Mr. Chris Heller I I e- JOHN w. Walker, p.a. Attorney at Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 PAX (501) 3744187 JOHN W. WALKER SHAWN CHILDS Via Facsimile - 376-2147 November 6, 2002 OP COUNSEL ROBERT McHENRY, PA. DONNA J. McHENRY 8210 Henderson Road Little Rock, Arkansas 72210 PHONE\n(501) 372-3425  Fax (SOI) 372-3426 Email: mehcaiyd^vbclLnet Mr. ClayFendley Friday, Eldredge \u0026amp; Clark 2000 Redons Center 200 West Capitol Little Rock, AR 72201 RECEIVED NOV -6 2002 OFFICE OF DESEGREGATION MONITORING I . XOM Dear Clay: I am in receipt of your letter dated November 5,2002. My request for information relates directly to the LRSDs proposed compliance plan, item 4\nPrepare a comprehensive program evaluation of each academic program implemented pursuant to Revised Plan  2,7. It is my understanding that literacy programs are being utilized to improve African American academic achievement and that the District commits to evaluating these programs I would like to have a better understanding of the literacy programs being implemented including who provided the training, amount paid by the District and the substance of the training provided. I also intend to inquire regarding the other programs identified in  2.7 in the future. Thank you for your attention to this request. mcerely, Joy C. Spring! JCS/ cc: Mr. John W. Walker Dr. Ken James Ms. Ann MarshallI received JAN 1 3 2004 CREP OFFICE OF DESEGREGATION MONITORING Center for Research in Educational Policy \u0026gt; Little Rock School District Literacy Program Evaluation Steven M, Ross John Nunnery Lana Smith Aaron McDonald Allan Sterbinsky Center tor Research in Educational Policy University of Memphis 325 Browning Hail Memphis, TN 38152 Toll Free\n1-866-670-6147 November 2003Friday Eldredge \u0026amp; Clark HERSCHEL H. FRIDAY (1922-1994) WILLIAM H. SUTTON. P.A. BYRON M. EISEMAN. JR.. P.A. JOE D. BELL. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. OSCAR E. DAVIS. JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III, P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL HI. P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. JOSEPH B. HURST. JR. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN HI. P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A. KEVIN A. CRASS, P.A. WILLIAM A. WADDELL. JR.. P.A. SCOTT J. LANCASTER, P.A. ROBERT B. BEACH. JR.. P.A. J. LEE BROWN, P.A. JAMES C. BAKER. JR., P.A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER, P.A. GUY ALTON WADE. P.A. PRICE C. GARDNER. P.A. TONIA P. JONES. P.A. DAVID D. WILSON. P.A. JEFFREY H. MOORE. P.A. DAVID M. GRAF. P.A. CARLA GUNNELS SPAINHOUR. P.A. JONANN ELIZABETH CONIGLIO. P.A. R. CHRISTOPHER LAWSON. P.A. ATTORNEYS AT LAW A LIMITED LIABILITY PARTNERSHIP www.ffidayfirm.com 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX 501-376-2147 3425 NORTH FUTRALL DRIVE. SUITE 103 FAYETTEVILLE. ARKANSAS 72703-4811 TELEPHONE \u0026lt;79-685-2011 FAX 479-685-2147 FRAN C. HICKMAN. P.A. BETTY J. DEMORY, P.A. LYNDA M. JOHNSON. P.A. JAMES W. SMITH. P.A. CLIFFORD W. PLUNKETT. P.A. DANIEL L. HERRINGTON. P.A. MARVIN L. CHILDERS K. COLEMAN WESTBROOK. JR.. P.A. ALLISON J. CORNWELL ELLEN M. OWENS. P.A. JASON B. HENDREN BRUCE B. TIDWELL JOSEPH P. MCKAY ALEXANDRA A. IFRAH JAY T. TAYLOR MARTIN A. KASTEN BRYAN W. DUKE JOSEPH G. NICHOLS ROBERT T. SMITH RYAN A. BOWMAN TIMOTHY C. EZELL T. MICHELLE ATOR KAREN S. HALBERT SARAH M. COTTON KRISTEN S. ROWLANDS ALAN G. BRYAN LINDSEY MITCHAM KHAYYAM M. EDDINGS JOHN F. PEISERICH AMANDA CAPPS ROSE BRANDON J. HARRISON STEVEN L. BROOKS H. WAYNE YOUNG. JR. JAMIE HUFFMAN JONES KIMBERLY A. DICKERSON OFCOUNSEL B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR H.T. LARZELERE. P.A. JOHN C. ECHOLS. P.A. 208 NORTH FIFTH STREET BLYTHEVILLE. ARKANSAS 72315 TELEPHONE 870-762-2896 FAX 870.762-2918 CHRISTOPHER HELLER LITTLE ROCK TEL 501-370-1506 PAX 501-244-S344 hllrOfc.nt January 12, 2004 ONtHOllNO W N0li33a3aS3a dOlOHdO Mr. John Walker *1002 s I Nvr JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 aaABoaa Re: Little Rock School District Dear John: Two recent evaluations which were done in compliance with Judge Wilsons Order are enclosed. They are: Little Rock School District Literacy Program Evaluation, November 2003 and An Evaluation of Mathematics and Science Programs in the Little Rock School District from 1998 to December 2003. Please call me if you have any questions or concerns about these evaluations. Yours very truly, CJH/bk ist6pher Heller cc w/enc.: Ms. Ann Marshal Desegregation Monitor One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Dr. Morris Holmes* Position Paper PreK-3 Literacy Program-Draft Little Rock School District Division of Instruction March 1999 In short, literacy is key to success in school and beyond, for effective participation in the workforce, the community, and the body politic. This was true in the past- ven more true in the future, (p. 1, Building a Knowledge Base in Reading. NREL, 1998) ( t- Table of Contents Introduction 1 Background The Strategic Plan The Revised Desegregation and Education Plan The Campus Leadership Plan The Arkansas Smart Start Initiative Title I Other Special Populations Summary 1 1 2 4 4 5 5 6 Methodology Core Committee Members 6 8 Involvement and Communication 8 Needs Assessment Data Analysis (Effectiveness) Implications for Social Promotion Alignment and Coherence (Efficiency) Professional Community Support for Students Conclusions 8 8 10 11 16 16 17 Review of Research 17 Plan Goals 20 PreK-3 Literacy Program Design Organizational Changes HIPPY Title I Lower Student-to-Adult Ratios Minimized/Eliminated Pullouts No New Programs Program Abandonment Flexible Schedules for Some Teachers Waiver Application Requirements Curriculum and Instruction Alignment Daily Schedule Limited-English Proficient Students Special Education and 504 Students Gifted/Talented Students 21 22 22 22 23 24 24 24 24 24 25 25 25 27 27 28Frequent Assessment and Regrouping Phonemic Awareness Early Literacy Learning (ELLA) Thematic Instruction The Social Nature of Learning Role of the Library/Media Center Supplemental Reading Materials Assessment/Grading/Program Evaluation Frequent, Systematic Assessment New Elementary Report Card PreK-3 Literacy Program Evaluation Professional Development Effective Literacy Smart Start Professional Development School-Level Professional Development Principal Development Interventions Success for All Reading Recovery English-as-a-Second Language Reading Clinic Summer School Parent Education/Involvement Parent-School Compacts Parent Education Conclusions Timelines 28 28 29 29 29 30 30 30 30 31 31 31 32 32 32 33 33 33 33 34 34 34 34 34 35 35 37Position Paper PreK-3 Literacy ProgramDraft Little Rock School District March 1999 Introduction Beginning of PreK-3 Literacy Plan The proposed PreK-3 Literacy Plan outlined in this document is the culmination of extensive discussion and debate among district staff, interested parents, and concerned citizens. The discussion began with the launching of a major effort involving more than 500 community volunteers to plan strategically to make a significant difference in the learning lives of all Little Rock School District students. This 1996 undertaking became the first of an array of important planning efforts that, collectively, have charted for the District an exciting and ambitious journey into the 2L century. The Strategic Plan outlined a series of thoughtful actions that have already produced major new initiatives, while impacting almost every realm of current District practice, including the Districts desegregation efforts. One major issue confronting the strategic planners, as well as those involved in framing the subsequent initiatives, is literacy. Too many LRSD students enter school at risk of never learning to read and, alarmingly, the number of these students continues to increase. Illiteracy is a societal issue which has become an educational challenge that cannot be ignored or underestimated. The LRSD is committed to meeting this challenge and through research, analysis, hands-on involvement, professional development, and relentless tenacity, the District is developing an aggressive and very specific course of action, beginning with the PreK-3 Literacy Plan offered here. The plan draws on the work and scope of many initiatives, programs, and practices that are outlined below. Background The Strategic Plan The Little Rock School District Board of Education adopted in 1996 a new Strategic Plan, which was subsequently updated in 1998. Two of the eleven strategies directly address issues relating to student literacy. Strategy 2 of that plan is as follows\nIn partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards. 1Draft The Action Plan designed to achieve Strategy 2 delineates the objectives and processes to define, develop, and adopt content standards, performance standards, and delivery standards and then to develop and implement professional development programs for district staff, along with strategies for parent understanding of the standards and assessments. Strategy 3 speaks to the importance of improved student achievement: We will develop and implement a broad range of alternatives and interventions for students scoring below the SO'** percentile on standardized tests or who are at serious risk of not achieving District standards in the core curriculum. The Strategy 3 Action Plans call for implementation of action steps relating to literacy development in grades PreK-3:  a policy statement providing for intervention as an operative and vital part of elementary school instruction\n expansion of Reading Recovery/Literacy Support early intervention services for K-3 students who are at risk of not developing literacy skills\n the development of an intervention team at each school which provides systemic support including professional development for teachers which enables all children to sustain adequate yearly progress through grade 3\nand  promotion of school-wide reform and ensuring access of children (from the earliest grades) to effective instructional strategies and challenging academic content. Content will include intensive complex thinking and problem-solving experiences through an integrated literature-based program. The Revised Desegregation and Education Plan In April 1998 the federal district court in Little Rock approved the Districts Revised Desegregation and Education Plan. Implementation of this plan is a requisite step toward the Districts attainment of Unitary Status, with the hearing on that petition anticipated in spring 2001. The Plan contains a series of commitments or obligations for the District. Sections 5.2.1 relates specifically to reading/language arts at the primary level: LRSD shall implement at least the following strategies to improve the academic achievement of students in kindergarten through the third grade: a. Establish as a goal that by the completion of the third grade all students will be reading independently and show understanding of words on a page\nb. Focus teaching efforts on reading/language arts instruction by teaching science and social studies content through reading/language arts and mathematics experiences\n2Draft c. d. e. f. g-  h. 1. J- k. 1. Promote thematic instruction\nIdentify clear objectives for student mastery of all three reading cueing systems (phonics, semantics, and syntax) and of knowing-how-to-leam skills\nMonitor the appropriateness of teaching/leaming materials to achieving curricular objectives and the availability of such materials in all classrooms\nEstablish uninterrupted blocks of time for feading/language arts and mathematics instruction\nMonitor student performance using appropriate assessment devices\nProvide parents/guardians with better information about their childs academic achievement in order to help facilitate the academic development of the students\nProvide pre-kindergarten, kindergarten, and first-grade learning readiness experiences for students who come to school without such experiences\nTrain teachers to manage successful learning for all students in diverse, mainstreamed classrooms\nUse the third and/or fourth grade as a transition year from focused reading/language arts and mathematics instruction to a more traditional school day\nand Provide opportunities for students to perform and display their academic training in a public setting. I Other relevant sections of the Revised Desegregation and Education Plan to the PreK-3 Literacy Plan are as follows: 2.7 LRSD shall implement programs, policies, and/or procedures designed to improve and remediate the academic achievement of African-American students. 2.7.1 LRSD shall assess the academic programs ... after each year in order to determine the effectiveness of the academic programs in improving Afncan-American achievement. If this assessment reveals that a program has not and likely will not improve Afiican- American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. 2.8 LRSD shall implement programs, policies, and/or procedures during each of the next three years designed to promote and encourage parental and community involvement and support in the operation of LRSD and the education of LRSD students. 32.12.2 LRSD shall implement policies and procedures for investigating the cause of racial disparities in programs and activities and developing remedies where appropriate. The Campus Leadership Plan The Board of Education adopted the Districts Campus Leadership Plan in July 1998, providing for decentralized, school-based decision-making in some cases and shared decision-making in others. That plan includes a Quality Index based in part on indicators of academic achievement for each level of school. The Quality Index will be the accountability (collective responsibility) system for the Little Rock School District, and it will include, but go beyond, the academic indicators established by the State of Arkansas. The Arkansas Smart Start Initiative In fall 1998 the Arkansas Department of Education launched a major new reform entitled Smart Start. The aim of the K-4 component of Smart Start is to improve reading and mathematics achievement for all students in grades K-4 so that all students meet or exceed grade level requirements by grade 4. The implementation of Smart Start necessitates the coordination of the following four areas: 1. 2. 3. 4. Standards - At grades K-4, they will serve as the basis for the expected levels of proficiency demanded in reading and mathematics. Staff Development - Focused on both teachers and administrators, all activities will promote the mission of Smart Start and emphasize topics related to subject matter content, curriculum alignment with the Frameworks, analysis of assessment results, and the utilization of technology and distance learning. Student Assessment - Will be clearly aligned with the Frameworks and classroom instruction. Accountabilit)' - After standards are clearly communicated, staff development activities have been made available and reliable, valid assessments have been developed and administered, schools will be held accountable for student achievement. Specific staff development programs will be conducted during 1998-99 to include training in the use of a balanced literacy approach, utilizing the states Early Literacy Learning in Arkansas (ELLA), Effective Literacy for Grades 2-4. and Multicultural Reading and Thinking (McRat). The Arkansas Academy for Leadership Training and School-Based Management will begin a series of training sessions for principals, emphasizing proper techniques for aligning their local curriculum to state frameworks and for analyzing student assessment results. 4Draft Grade 4 and Grade 8 Benchmark Exams will be continued during 1998-99 and all school districts have been advised to implement additional assessment components to check student progress prior to Grade 4. Title I Another source for this K-3 Literacy Plan is the Districts Title I program. This federally funded program allocates major resources to the Districts elementary and middle schools for the improvement of reading and mathematics achievement so that all students acquire the knowledge and skills contained in the challenging State content standards and meet the challenging State performance standards developed for all children. The federal Title I regulations include the following related purposes: a. b. c. d. e. f. g. h. Ensuring high standards for all children and aligning the efforts of States, local education agencies, and schools to help children served under this title to teach such standards\nProviding children an enriched and accelerated educational program, including, when appropriate, the use of the arts, through school-wide programs or through additional services that increase the amount and quality of instructional time so that children served under this title receive at least the classroom instruction that other children receive. Promoting school-wide reform and ensuring access of children (from the earliest grades) to effective instructional strategies and challenging academic content that includes intensive complex thinking and problem-solving experiences\nSignificantly upgrading the quality of instruction by providing staff in participating schools with substantial opportunities for professional development\nCoordinating services under all parts of this title with each other, with other educational services, and, to the extent feasible, with health and social service programs funded from other sources\nAffording parents meaningful opportunities to participate in the education of their children at home and at school\nImproving accountability, as well as teaching and learning, by using State assessment systems designed to measure how well children served under this title are achieving challenging State student performance standards expected of all children\nand Providing greater decision-making authority and flexibility to schools and teachers in exchange for greater responsibility for student performance. Other Special Populations The needs of students from special populations (special education, 504, limited-English proficient, gifted/talented, and all categories of so-called at-risk students) also informed the design of this K-3 Literacy Plan. Quality early literacy programs can do much to prevent the referral and labeling of students of students for special programs and services. 5Draft Summary Sources, then, for the contents and components of the LRSD PreK-3 Literacy Plan include Strategy 2 and Strategy 3 of the LRSD Strategic Plan\nSection 5.2.1 and other relevant sections of the Revised Desegregation and Education Plan\nacademic indicators in the Quality Index of the Campus Leadership Plan\nSmart Start standards, assessments, professional development, and accountability\nTitle I regulations, especially those sections addressing the purposes of Title I\nand the needs of students from various special populations. The LRSD PreK-3 Literacy Plan is carefully aligned with and in compliance with all the local, state, and federal mandates, as well as the general philosophy of these planning documents, all of which emphasize the academic success of all children. Methodology In accordance with the goals and strategies of the Districts Strategic Plan, the subsequent recommendations of a Reading/Language Arts/Mathematics Work Team, and the court- approved Revised Desegregation and Education Plan, the Little Rock School District has established as a goal that by the completion of the third grade all students will be reading independently and will show understanding of words on a page. District personnel recognize that to accomplish this goal an aggressive approach to quality and comprehensive early literacy education in grades PreK-3 is essential. This recognition of a need to focus on literacy as a central component of early childhood/primary level education is referenced in the LRSD 1998-99 Priorities within the following subsections of the specific work plan for the Division of Instruction: 11. Align school schedules, prek-12 reading curriculum, instructional strategies, materials, assessment, professional development, monitoring/coaching, and parent information/education with Strategic Plan, Revised Desegregation and Education Plan, and Smart Start. 18. Review Title I programs and services to align with the CCOE, Smart Start, Campus Leadership Plan, NSF, Strategic Plan, and Revised Desegregation and Education Plan. 21. Assess ESL program and services and develop program improvement plan with estimated budget. 22. Begin needs assessment and initial planning for implementation of Smart Start program from ADE. The apparent logical starting point for accomplishing the ambitious goal of providing, without exception, independent readers in every mainstreamed classroom by the end of 6Draft the third grade was to establish a committee to study District data and practices and to make specific recommendations for a new comprehensive, systemic reform of the prekindergarten through grade 3 language arts program. This committee has been engaged since September 1998 and has undertaken the tasks of reviewing current practices and programs, researching best practices within the reading education arena nation-wide, and recommending a broad course of actions that it believes will best facilitate the Division of Instruction Work Plan in the context of the District 1998-99 Priorities. To accomplish the tasks described above\nthe committee first identified and then completed the following action steps: 1. 2. 3. 4. 5. 6. 7. Reviewed current District curriculum and assessment practices and determined current level of implementation and overall appropriateness for achieving goal. Completed the development of the PreK-3 standards and benchmarks for reading/language arts and constructed a curriculum map to ensure alignment with the Arkansas curriculum frameworks and assessments. Reviewed the Arkansas State mandated Smart Start Initiative and identified possible gaps or discrepancies between the Initiative components and the District curricular focus. Identified all supplemental reading programs currently in use in the Districts primary-level classrooms and noted compatibility with the goal, the District curriculum, and the Smart Start Initiative\nalso determined whether supplemental efforts strengthened or hindered continuity of effort in relation to achievement of the goal. Compared District student performance to statewide student performance for the purpose of creating a context for District benchmarking. K-3 curriculum maps were reviewed to ensure close alignment of District curriculum and the Arkansas curriculum frameworks. Drew conclusions about effectiveness of current District efforts and summarized key components of best practice efforts in early reading education nationwide. Identified and mapped literacy components of all related initiatives, programs, and practices to ensure PreK-3 reading/language arts programming congruence and coherence. 7Draft 8. Recommended key programmatic components essential to timely realization of the initial goal that by the completion of the third grade all students will be reading independently and will show understanding of words on a page. 9. Recommended key resources and necessary collaborations. Early Literacy Core Committee Members: Pat Price, Early Childhood Gene Parker, Reading Judy Milam, Reading Kris Huffman, Reading Judy Teeter, Reading Tish Henslee, Early Childhood - University of Arkansas at Little Rock Melissa Guldin, Office of Desegregation Monitoring Ann Freeman, Smart Start Patty Kohler, Division of Exceptional Children Involvement and Communication Significant levels of staff, parent, and community involvement have already occurred during the past three years on the issue of PreK-3 literacy. The development of the Strategic Plan, the Reading Summit involving about 150 people two years ago, and the involvement on the Work Team that wrote the initial recommendations for Section 5.2 in the Revised Desegregation and Education Plan all informed the design of this PreK-3 Literacy Plan. The public was kept informed of these planning initiatives through public information sessions and the cable television channel. Additional activities will occur to update everyone. Following administrative review of the committee recommendations and proposed budget, the committee shall begin a series of information sessions further to inform principals, teachers, other staff, parents, and community about the proposed changes and to solicit their input on the final design. Once the review and input process has been completed and the committee has had an opportunity to revise their original draft, then the full proposal will be presented to the Board of Education for their review and for approval of the proposed budget. Needs Assessment Data Analysis (Effectiveness) According to an analysis of data conducted by the Department of Planning, Research, and Evaluation, unacceptable percentages of students across the District are performing at the 8Draft Below Basic level on the Arkansas criterion-referenced tests, and far too few students are performing at the Proficient or Advanced levels. These data are one indication that current practices are not as effective as they must be to achieve District goals relating to student achievement. Arkansas Criterion-Referenced Tests Grade 4 Benchmark Examination Literacy Summary Report, Spring 1998 LRSD District 42% Below Basic 28% Basic 28% Proficient 2% Advanced Region 34% Below Basic 29% Basic 34% Proficient 2% Advanced State 33% Below Basic 30% Basic 35% Proficient 2% Advanced An area of concern is that 48 percent of grade 4 males performed at the Below Basic level, compared to 35 percent of females. Fifty-three percent of Aftican American grade 4 students performed at the Below Basic level, compared to 20 percent of white students. These gaps are, of course, unacceptable and are indicators that current practice is not effective. SAT9, Grade 3 Reading (Stanford Achievement Test) Data from the Fall 1998 administration of the grade 3 SAT9 confirm that too many students are not learning how to read well by grade 3. SAT9 reports student performance in four categories or levels:  Level 1 indicates little or no mastery of fundamental knowledge and skills (roughly equating to the Below Basic level on the state tests).  Level 2 denotes partial mastery of the knowledge and skills that are fundamental for satisfactory work (roughly equating to Basic level on the state tests).  Level 3 represents solid academic performance, indicating that students are prepared for the next grade (roughly equating to Proficient level on the state tests).  Level 4 signifies performance beyond grade level mastery (roughly equating to Advanced level on the state tests). LRSD posted the following percentages at each level of performance on the grade 3 reading subtest of the SAT9 in fall 1998: 9Draft Subtests Total Reading Word Study Skills_____ Reading Vocabulary Reading Comprehension Language Spelling Listening % in Level 1 23 19 20 31 22 15 13 % in Level 2 43 46 38 39 40 39 45 % in Level 3 28 22 31 23 30 28 il % in Level 4 7 13 11 7 8 18 10 The grade 3 Reading Comprehension subtest of SAT9 is most like the Arkansas reading test in terms of difficulty. In both cases only approximately 30 percent of LRSD students performed at the Proficient or Advanced levels, again indicating that far too few students are becoming good readers by grade 3. Implications for Social Promotion The issue of social promotion is a concern throughout the country and in Arkansas. Social promotion is the long-standing practice of administrative placement of overage students at the next grade level even though the student is most likely not academically prepared to be successful at that next grade level. Citizens all over the country are calling for an end to this practice, and LRSD must respond to that call. To do so, however, without changes in programs, practices, and opportunities to learn, the District would simply be punishing the under-prepared, overage student. In the early grades, failure to achieve grade-level expectations in reading is the primary reason for retention, (p. 267, Preventing Reading Difficulties in Young Children, National Research Council, 1998) This PreK-3 Literacy Plan, therefore, includes provisions for the following:  Changes in curriculum through the newly developed local academic content standards and grade-level benchmarks\n Changes in instruction through the adoption of research-based instructional strategies and professional development programs\n Changes in assessment through the addition of research-based assessment strategies af kindergarten and grade 1 designed to both diagnose reading difficulties and to assess progress at the student, school, and District levels\n Early interventions for students at risk of not learning to read through the HIPPY program changes, pre-kindergarten program, ESL program, and an emphasis on the reading clinic at grade 1, followed by summer school for K-1 students who are not performing at grade level.  Changes in the Districts promotion and retention policy that would end social promotion for LRSD students, starting with grade 1 in 1999-2000. 10Draft Alignment and Coherence (Efficiency) There are several quality management needs that are addressed in this plan. The first relates to what W. Edward Deming called constancy of purpose. For instance, it is difficult to describe or to assess the effectiveness of the current LRSD prek-3 curriculum since what is taught differs not only from school to school, but from teacher to teacher in the same school teaching the same grade level. Such fragmentation and lack of defined curriculum are especially harmful to low-performing, mobile children. Every time the family moves, the young child not only has to adjust to a new enviroiunent, a new school, a new teacher or teachers, and new peers, but also, in many cases, a totally different curriculum and approach to instruction. About the time he/she begins to be comfortable, the family may move again, and the confusion returns to the extent that the child may feel that school and confusion are one and the same. These events tend to de-motivate the student to learn and to lessen his/her sense of efficacy-belief that he/she can learn. The LRSD Board of Directors approved new Reading/Language Arts Standards for grades kindergarten through grade six in April 1998. Additional work has been done on these standards to ensure that they are precisely aligned with the revised Arkansas Curriculum Frameworks and with the intent of the new statewide Smart Start Initiative. Also, specific grade-level benchmarks have been developed in reading/language arts, mathematics, science, and social studies so that teachers, students, and parents may be as clear as possible about what it is that students are expected to know and be able to do. These grade level benchmarks will serve as the basis for designing quarterly criterion- referenced tests to be used to check individual student progress in relation to achievement of each grade level standard. Secondly, there is in several schools a proliferation of disparate programs, and both reviews of those lists and interviews with the principal and teachers of those schools reveal many times a lack of understanding of how the many programs fit together (lack of coherence) and/or what problems they are intended to solve (lack of alignment). The LRSD Title I plan filed with the Arkansas Department of Education, for example, reveals this problem of lack of constancy of purpose with its long list of Title I programs by school. Many different supplemental programs/philosophies are being used in the elementary schools. Three of these are technology programs: Jostens, New Century, and the Computer Curriculum Corporation Program. The remaining reading and/or language arts programs/methods include the following: Reading Recovery, ELLA, Success for All, Accelerated Reader, Open Court, Shurley Method, Metra Phonics Program, Carbo Reading Styles, McRat,, Writing to Read, Companion Reading, Writing to Write, SRA Labs, High Action Reading Program, Discovery Phonics, Junior Great Books, Reading Is Fundamental, DISTAR, and HOSTS. The duration of implementation of these programs varies from one semester to one to four years per school. 11Draft As many as eight supplemental reading/language arts programs have been implemented at the same time in some schools. For example, four elementary schools are implementing one program, ten schools are implementing two programs, ten schools are implementing three programs, three schools are implementing four programs, four schools are implementing five programs, three schools are implementing six programs, and one school is implementing eight. The program descriptions for the most popular programs are as follows: Jostens, New Century, and Computer Curriculum Corporation fCCC). These systems are computer-based instruction programs. All three are integrated learning systems that provide lessons, practice, and assessment in reading, language arts, and mathematics. A management system for each one provides individualized instruction for students along with a reporting system on student progress. Jostens and CCC include lessons for grades K-6. New Century is appropriate for grades 3-6. Reading Recovery. This intensive early-intervention literacy program features the following: 1. 2. 3. 4. 5. 6. One to one tutoring program Individualized instruction Specially trained teachers. Literacy support groups Home/school reading connection Ongoing assessment. Early Literacy Learning in Arkansas (ELLA). This is a three-year staff development process designed to assist teachers in grades K-2 in implementing instructional techniques which support emergent learners. The content of the staff development consists of the following: 1. 2. 3. 4. 5. 6. 7. 8. 9. A balanced literacy program Planning appropriate reading/writing instruction Reading process Writing development and instruction Writing/encoding Phonemic awareness Letter discrimination/recognition Letter/sound relationship Recognizing high frequency words 10. Decoding/word attack skills/word analysis 11. Vocabulary development 12. Comprehension strategies 13. Classroom management and organization 14. Parent involvement 15. Authentic assessment/standardized test. 12Draft Success for All. This program restructures elementary schools to make certain every child learns to read in the early grades. It provides specific curricula and instructional strategies for teaching reading. Primary features are as follows\n1. 2. 3. 4. 5. School-wide reading curriculum Cooperative learning Grouping by reading level (reviewed by assessment every 8 weeks) Tutoring for students in need of extra assistance Family support team Accelerated Reader. This individualized program allows each student to move at his or her own pace and level of ability. This programs strength is the development of fluency/automaticity and the improvement of comprehension skills. Parental involvement is crucial to the success of this program. Primary features are as follows: 1. 2. 3. 4. Students choice of books from a list of carefully selected books Individualized reading that allow students to move at his or her own pace Computerized tests that measures student comprehension Parental Involvement. Open Court. This phonics program centers on student drill, using a wall sound card chart. Shurlev Method. This program is a way of teaching grammar that gives students a chance to remember rules and definitions through jingles. Metra Phonics Program. This phonics program uses student drills and worksheets and reading exercises. Direct Instruction. This program includes teacher development and carefully organized reading sequences. Through teacher training and in- class coaching, teachers in the lower grades learn to present highly interactive lessons to small groups. Primary features are as follows: 1. Field-tested reading, language arts, and mathematics curricula 2. Highly scripted instructional strategies 3. Extensive training. 13Draft Carbo Reading Styles. This program is designed to increase literacy by matching reading instruction to the students preferred style of reading. Primary features include the following: 1. 2. 3. 4. Teachers diagnosing students strengths and accommodating them with a range of effective reading strategies Carbo Recorded - Book method Comfortable, relaxed settings Individual and small group work. HOSTS (Help One Student to Succeed). This structured mentoring program in language arts/reading, mathematics, and Spanish language arts ' is an instructional strategy that is tailored to a states, districts, and schools language arts/reading objectives and philosophies. Primary features are as follows: 1. 2. 3. Database and software programs aligned with the school and districts curriculum Students matched with trained parents, businesses, community volunteer mentors, who work to strengthen students reading, writing, vocabulary development, study skills, and higher- order thinking skills Mentors provide role models of successful people who motivate, support, and provide individual student attention. McRat. This two-year staff development process helps teachers infuse higher-order thinking, multicultural concepts, and performance-based assessment into the existing curriculum. The content of the staff development consists of the following: 1. 2. 3. 4. Instruction focused on four higher-order thinking skills analysis, comparison, inference, and evaluation that students can use in all academic subjects and transfer to practical life situations, Reading and writing skills and strategies that are taught through real reading and writing experiences. Assessment involving performance-based techniques with emphasis on pre- and post-writing assignments. Portfolios used as systematic organized collections of evidence to monitor student growth in skill development. 14Draft Effective Literacy for Grades 2-4. This program is an additional program/philosophy connected with Smart Start and is being pursued by some elementary schools. This program features a two-year staff development process designed to train teachers in instructional techniques which help students become fluent readers and writers. The content of the staff development consists of the following components: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. A balanced literacy program Planning appropriate reading/writing instruction based on assessment and evaluation Reading process Phonetic skills and strategies Recognizing high frequency words Decoding/word attack skills/word analysis Vocabulary development Comprehension skills and strategies Independent reading and writing Classroom management and organization Assessment Parental involvement. Thirdly, there is currently a lack of alignment in the design of the general education and Title I programs with each other or with the States curriculum frameworks and its new Smart Start initiative or with what is tested. In a curriculum mapping activity early in 1998-99, the staff found major gaps in what had previously been established as the Districts curriculum standards and what was actually being tested on the Stanford Achievement Test (SAT9) or the States criterion-referenced tests that are aligned with State academic standards. An obvious conclusion is that it is entirely possible that a major reason for some schools low performance is that they are not exposing the children to the curriculum on which tests are based. Past implementation of District curriculum, in summary, has been inconsistent from school to school due to a variety of factors. These include time allotted to reading/language arts instruction, pull-out programs, lack of comprehensive teacher training, lack of staff to monitor and assist all schools, incompatible supplemental programs, lack of consistent use of district-adopted reading program, lack of cohesive ongoing assessment, and lack of sufficient funding aimed at achieving continuity of effort from grade level to grade level within each school and from school to school within the district. Additional curriculum coordination is needed to ensure continuity of effort and appropriate transition from experiential learning to skill acquisition among pre-k, k, and primary level literacy education efforts across the District. 15Draft Professional Community Research on what works in school restructuring finds that successful and effective schools are those with several identifiable characteristics, including strong professional learning communities. Such schools have a staff who, due to their shared beliefs about student learning and their shared commitment to improvement, engage in ongoing professional development. Their learning is embedded in their work and is totally focused on improvement of every childs academic performance. It will take the form of team meetings where teachers collaboratively plan lessons and thematic units, where they learn and practice effective teaching strategies, and where they collaboratively write and administer assessments and then evaluate student work in the team, not privately. If observing a professional community, one would expect to see ongoing action research, data analysis, discussions of individual and group performance of students, inquiry, reflection, and rich dialogue. In speaking with LRSD principals and teachers, one would find inconsistent evidence of these activities. It is not surprising, therefore, to learn that at least some of the staff do not understand why the school has in place the programs that it has. There is in those schools a lack of opportunities for professional development, lack of research on what works, lack of a theory base, lack of data analysis and program evaluation, and lack of structures and organization that facilitate and make the time for teachers to engage in the very activities that would enhance student achievement. Support for Students Quality management principles insist that processes and procedures should be examined on an ongoing basis so that if students are failing to learn at an acceptable level, then adjustments and modifications must be made immediately to prevent as much failure at the end of the year as possible. End-of-year inspectionstest administrationsare too expensive and too late to modify the practices that led to the failure to start with, and so the cycle begins again with another group of children, many of whom will also fail. Although teachers currently assess on an ongoing basis as a part of their day-to-day work, these assessments do not necessarily lead to changes in school or teacher practices at all or in any change in what the student is experiencing. In other words, those frequent assessments are used more frequently to label students than they are to inform teacher practice, and then at the end of the school year, the school declares many students to be failures. The Arkansas criterion-referenced examinations are administered near the end of the year and only to grade 4 at the elementary level. If schools wait until grade 4 to identify a low-performing student, then the problem is almost beyond solution. SAT9 examinations are administered in the fall, but by the time teachers receive the data and have opportunities to conduct analyses, they are well into the school year and routines/ programs are already set. Students may have already failed one or two quarters, and the results at this point are not very helpful in diagnosing individual student needs. 16Draft At the end of the year there are cunently only three options for a failing K-3 student: to be retained in grade\nto attend summer school to earn promotion\nor to be promoted to the next grade without requisite knowledge and skills to be successful at that level. Only a few elementary schools are currently using their funds for extended day programs, and there does not appear even in some of these a well-designed or articulated program. Clearly, then, the District must put into place the structures and practices that predict student success and prevent failure to every extent possible. In addition, there must be processes in every school to identify as early as possible any learning difficulties, to make immediate adjustments and modifications in instruction, and to provide extended time to learn through pre-school programs and during the school year. Conclusions In terms of quality management, then, the District has reviewed its processes and identified several challenging needs:  improve student achievement and end the practice of social promotion  ensure curriculum/instruction alignment and coherence  provide research-based curriculum and instruction  provide professional development for administrators, teachers, and other staff and create professional learning communities in each school  improve assessment practices and the use of data  provide appropriate prevention and intervention programs to support student success  improve communication with and involvement of parents/guardians. Review of Research This plan reflects the very latest research available on early childhood education, emergent literacy, and the prevention of reading difficulties. Academic success, as defined by high school graduation, can be predicted with reasonable accuracy by knowing someones reading skill at the end of grade 3. (p. 31, National Research Council, 1998) The following are common characteristics that make a practice a best practice (from Best Practice: New Standards for Teaching and Learning in Americas Schools by Steven Zemelman, Harvey Daniels, and Arthur Hyde, 1998, Heinemann). These are the underlying threads that tie together any successful effort in teaching reading and language arts, and the committee endeavored to ensure that each was included in the program design for the PreK-3 Literacy Program. 17Draft 1. 2. 3. 4. 5. 6. 7. 8. 9. Reading means getting meaning from print. Reading is a process. Hearing books read aloud is the beginning of learning to read. Beginning reading instruction should provide children with many opportunities to interact with print. Reading is the best practice for learning to read. An effective reading program exposes students to a wide and rich array of print and goes beyond the use of the basal. Choice is an integral part of literate behavior. Teachers should model reading. Effective teachers of reading help children actively use reading and writing as tools for learning. 10. Children learn reading best in a low-risk environment. 11. Young children should have well-structured instruction in phonics. However, phonics is not a subject in itself, but rather a tool. 12. Teachers should provide daily opportunities for children to share and discuss what they have been reading and writing. 13. In an effective reading program, students spend less time completing workbooks and skill sheets. 14. Writing experiences are provided at all grade levels. 15. Reading assessment should match classroom practice. 16. Schools that are effective in teaching reading have an ethos that supports readini g- .. .the performance of kindergartners on tests of phonological awareness is a strong predictor of their future reading achievement, (p. 54, Preventing Reading Difficulties in Young Children. National Research Council, 1998) ... the arguments for including spelling instruction as a major component of the reading program are strong. Learning about spelling reinforces childrens knowledge about common letter sequences. It also reinforces their knowledge about spelling-sound relationships and may help children become aware of word parts. Because of this, spelling practice enhances reading proficiency, (p. 103, Beginning to Read: Thinking and Learning About Print by Marilyn Jager Adams) 18Draft According to research and analysis of the 1994 National Assessment of Education Progress results on the grade 4 reading examination (Teaching for High Standards: What Policymakers Need to Know and Be Able To Do by Linda Darling Hammond and Deborah Loewenberg Ball, 1997, in Implementing Academic Standards, p. D-7), there are several teacher characteristics that are highly correlated with student success in reading: 1. 2. 3. 4. 5. Teachers having coursework in literature-based instruction Teachers having coursework in integrated approaches to teaching language arts and reading Teachers having coursework in phonics Teachers having coursework in study strategies Teachers having coursework in motivational strategies. Zemelman, Daniels, and Hyde also have synthesized the research on best practice in teaching writing. The exemplary writing activities are as follows: 1. 2. 3. 4. 5. 6. 7. 8. 9. All children can and should write. Teachers must help students find real purposes to write. Students need to take ownership and responsibility. Effective writing programs involve the complete writing process. Teachers can help students get started. Teachers help students draft and revise. Grammar and mechanics are best learned in the context of actual writing. Students need real audiences and a classroom context of shared learning. Writing should extend throughout the curriculum. 10. Effective teachers use evaluation constructively and efficiently. ... for young or uncertain readers, the potential contribution of writing to reading runs deeper than any concern of form or style. In particular, as children become authors, as they struggle to express, refine, and reach audiences through their own writing, they actively come to grips with the most important reading insights of all. (p. 104. Beginning to Read: Thinking and Learning About Print by Marilyn Jager Adams) 19Plan Goals Draft The Superintendent and the staff of the Little Rock School District propose this PreK-3 Literacy Plan to achieve the following goals: 1. 2. 3. 4. 5. 6. To end the practice of social promotion (administrative placement of students to the next grade) in the Little Rock School District. To put into place at grades prek-3 (and then to phase in at higher grades) the curriculum, instruction, and assessments, plus necessary supports for students so that increasing percentages of children meet the rigorous academic standards established by the State of Arkansas and the Little Rock School District. To ensure that by the completion of the third grade all students will be reading independently and will show understanding of words on a page. To improve student achievement in reading, writing, speaking, listening, and thinking as measured by norm- and criterion-referenced tests determined by the State of Arkansas and the Little Rock School District. To prevent, to the extent possible, the need for special education and 504 referrals and services for reading disabilities. To improve communication with and the involvement of parents of PreK-3 children, including those who speak a language other than English. 1. To meet the obligations and commitments made to the community in the Districts Strategic Plan and Revised Desegregation and Education Plan and to align with the States Smart Start Initiative. 8. To improve, over time, the overall academic success and graduation rates of students in the Little Rock School District. Effective early reading instruction is crucial to all children. All children must learn to read so that they can read to learn. Since all future learning is predicated on the ability to read, every child requires the best possible foundation in reading, (p. 2, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) 20Draft PreK-3 Literacy Program Design Many of the ingredients for success are already in place at the District level. The new reading/language arts standards and benchmarks are based on the best thinking within the discipline and are aligned with state and national reading education entities. These standards call for rigorous learning experiences for all students that are focused, comprehensive, and designed to result in maximum reader competency by not limiting students to basic skills alone. The multicultural emphasis on learning district-wide affords all students with access to meaningful and relevant learning experiences that lead to learning mastery. Many LRSD schools, as well, have already pieces of a research-based PreK-3 literacy program in place. Others do not, so the pace of full implementation for all schools will differ. Another determiner of pace will be fundinghow quickly a school can align its School Improvement Plan and Title I budgets, for instance. The PreK-3 Literacy Committee believes, after reviewing current practices in the LRSD elementary schools and after identifying the many supplemental reading programs currently in usesome of which are used in place of the District curriculum, that the bold action necessary for improvement requires a thoughtful, deliberate elimination of too much stuff. Teachers and students in PreK-3 classrooms across the District have so much to do that the real focus for learning is in many instances lost entirely or, at best, obscured. The learning goals are clear, but the challenge remains how to clear the learning path of the debris that becomes a daily obstacle for teachers trying to teach and students trying to learn. I Allowing schools to choose how to address district learning goals and district curriculum is difficult. To successfully allow such autonomy requires clear guidelines and thoughtful district/school partnerships, as well as clear understanding and singular vision about desired results. In a district the size of the LRSD, the choice made by one school can and does dramatically impact the entire district. Continuity is essential as students and staff move from school to school. Patrons across the District expect and deserve the same focus and the same quality, regardless of which school their children attend. This committee has studied the final report submitted by the Curriculum Work Group to the District on August 4, 1997, which provided direction for writing the Revised Desegregation and Education Plan. We concur with the sixteen recommendations made by that group for K-3 reading education. The following summary of key components of those recommendations conveys what we believe is most critical in PreK through grade 3 reading education to achieving the goal that by completion of grade three all students will be reading independently. An outline of program design components, including those reflected in the Curriculum Work Groups report, follows: 21Draft Organizational Changes HIPPY. The HIPPY program shall change its focus of service from four- and five-year olds to three- and four-year olds, given that almost all five- year-olds now attend kindergarten. The HIPPY program staff shall report to the Coordinator of Early Childhood Education under this plan, effective fall 1999. HIPPY is a home-based program in which parents serve as the childs first teacher. The program provides children with school readiness skills and makes reading one of many activities parents and children do together, (p. 144, Preventing Reading Difficulties in Young Children, National Research Council, 1998) Title I. The District shall restructure its Title I program and budgets in conformance with federal and state regulations to support the implementation of the PreK-3 literacy program and all childrens success in achieving the academic standards and benchmarks. Components of the restructuring shall include the following: 1. 2. 3. 4. 5. Alignment of Title I programs and services with general education and Smart Start in order to support student success in achieving the rigorous academic standards and benchmarks established by the State and LRSD. Decentralization of decision-making relating to Title I plans and budgets to principals and their Campus Leadership Teams. Embedding the Title I accountability requirements in the LRSD Quality Index. Provision for PreK-3 literacy/mathematics program evaluation under the leadership of the department of Planning, Research, and Evaluation. Establishing the following priorities for school-level Title I funding: a. b. c. d. e. f. Professional development^building the capacity of existing staff to ensure that all students learn to read by grade 3 Technology to support student success Supplemental instructional materials and supplies, especially for those at risk of failure to learn to read Extended-day interventions to support students at risk of failure Parent education and involvement Focus of programs and services on grades PreK-3 at the elementary level. 22Draft Schools are expressly discouraged from continuing to use the vast majority of their Title I funding simply to employ extra staffunless such staff are absolutely necessary for the implementation of this program, e.g., Reading Recovery, Success for All, or Direct Instruction teachers\nteachers for extended day Reading Clinics\netc. Principals wishing to transfer current Title I employees to the regular budget and programs must collaborate with the department of Human Resources to ensure compliance with the PN agreement. Montview Elementary eliminated remedial reading teachers as part of its schoolwide Title I program, directing its resources instead to professional learning.. .. Montviews results are noteworthy.. .. As a result of the schools hard work, its language arts scores exceeded those in the districts more prosperous, stable schools, (from Meeting the Reading Challenge in Low-Income Schools by Dennis Sparks, Education Week, Nov. 11, 1998) Schools are further discouraged from including travel to conferences in their Title I budgets since the District will have already provided awareness-level training in all the components of this design. Travel will be approved only for visits to exemplary schools implementing a similar design or for in-depth training and development not available in Little Rock or somewhere within the State. Lower Adult-to-Student Ratios for Reading/Language Arts Instruction. Each school is encouraged to lower adult-student ratio to a maximum of 1:15 through the use of all certified personnel in the school during reading instruction. Further, each school is encouraged to explore and identify effective ways to strengthen teacher-student and teacher-parent relationships and to ensure instructional continuity through such strategies as looping, multiage classrooms, etc. The abilities and opportunities of teachers to closely observe and facilitate the literacy learning of diverse groups of children are certainly influenced by the numbers of children they deal with, (p, 229. Preventing Reading Difficulties in Young Children. National Research Council, 1998) 23Draft Closeness in the teacher-child relationship was associated with better readiness performance. Closeness is an index of warmth and open communication in the teacher-child relationship, (p. 130, Preventing Reading Difficulties in Young Children. National Research Council. 1998) Minimized/Eliminated Pullouts. Schools must minimize or eliminate entirely pullouts from the classroom during instruction in language arts and mathematics, especially, in PreK-3. No New Programs. The District declares a moratorium on additional new  supplemental reading/language arts programs at the PreK-3 levels for at least three years or until the implementation of these changes can be both formatively and summatively evaluated to determine their effectiveness with the diversity of students in the Little Rock School District. Program Abandonment. In order for the District and each school to be successful in the implementation of these program components, many former programs and practices must be abandoned. The mobility of our students requires us to be consistent in our curriculum and instruction. The importance of coherence requires us to have a common research and theory base for the program components. Also, limitations on teacher time and energy require us to abandon some old programs and practices to make room for the new. Finally, in order to fund these new program components, both District budgets and Title I budgets must be reallocated to fund the teacher development, new teaching materials, and interventions now required. Flexible Schedules for Some Teachers. Schools are encouraged to schedule supplemental teachers differently from the traditional school day in order to fund some of the extended-day interventions that will be critical to success. For instance, instead of a Title I teacher working during regular school hours, she/he could come in at 10:00 a.m. and then work two hours at the end of the day with identified students who require extra time to learn. Waiver Application Requirements. The District provides the opportunity for schools to apply for a waiver from State and District policies, regulations, and programs, if they can demonstrate that their plan has the potential to be more effective with the students in their school. Waivers will continue as a possibility for prek-3 literacy programs. Schools must, however, address the student mobility factor in their application since a powerful reason for consistency across all the schools in the district is the importance of this consistency for mobile students. 24Draft Supplemental reading/language arts programs initiated at the school level must meet the criteria of universally accepted characteristics of best practice in reading. Curriculum and Instruction Alignment. The prek-3 LRSD language arts curriculum at each school shall be tightly aligned with the Arkansas and LRSD curriculum frameworks and the LRSD grade-level benchmarks. By combining aspects of phonics and whole language instruction, teachers can explicitly teach students the relationship between letters and sounds while increasing their comprehension skills and enthusiasm for reading by exposing them to interesting stories and real literature. In so doing, educators can actively address the major obstacles to effective readingdifficulty with the alphabetic principle, failure to acquire and use comprehension skills, and lack of motivation, (p. 5, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) Daily Schedule. All schools shall schedule and keep sacred a minimum of two and one-half hours daily for uninterrupted instruction in reading/ language arts. The following time allocations are not rigid. Rather, they are guidelines for teachers to use in planning how students should spend their timeboth to ensure that all the critical components are included and to ensure adequate time for student engagement in the activities. Twenty minutes - The teacher reads good literature aloud. The single most important activity for building the knowledge and skills eventually required for reading appears to be reading aloud to children regularly and interactively, (p. 124, Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams) Twenty minutes - Students are engaged in phonemic awareness, phonics, vocabulary-building, and word study (word sorts, word walls, word families, spelling patterns) Letter recognition skills are strong predictors of reading success, (p. 124. Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams) 25Draft Twenty minutes - Students are engaged in shared reading (teacher-guided discussions of reading, including language experience stories, big books, other literature) Children learn a great deal about both the nature and function of print through thoughtful interactions with adults, (p. 124, Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams) Thirty minutes - Students are engaged in independent reading at childs fluency level (wordless books, picture books, chapter books) Children should be given as much opportunity and encouragement as possible to practice their reading. Beyond the basics, childrens reading facility, as well as their vocabulary and conceptual growth, depends strongly on the amount of text they read. (p. 127, Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams) Twenty minutes - Students are engaged in writing (journal keeping, stories, responding to literature\nusing age-appropriate developmental spelling and drawing) Independent writing activities are a means of developing childrens deeper appreciation of the nature of text and its comprehension, (p. 126, Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams) Forty minutes - Students are engaged in guided reading instruction (small group in which teacher provides support for development of reading strategies within students zone of proximal development). The instructional level is the highest level at which the child can do satisfactory reading provided that he or she receives preparation and supervision from a teacher: errors in word recognition are not frequent, and comprehension and recall are satisfactory, (p. 213, Preventing Reading Difficulties in Young Children, National Research Council, 1998) 26Draft To nudge the children toward new understandings about reading, we want to provide assistance so that children can rehearse the text at a level that is just above where they function on their own. (p. 29, Emerging Readers and Writers by Martha Combs, in Vygotsky in the Classroom, 1996) Throughout the day, everydayStudents are engaged in activities designed to develop and to provide practice in enhancing their communication and social skills in the classroom, in the cafeteria, in before- and after-school activities, and on the playground. Additional time in language arts is also provided in the other content areas. For example, students should read and write within the context of a thematic unit at other times during the day. ... it is not only the time allocated for reading that is important. How that time is spent is also important. Low achievers generally are given less classroom time to read text than their higher achieving peers. When low achievers are asked to read, the reading tends to be oral, round-robin style, with the consequence that they read far fewer words, stories and books, (p. 118, Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams) Limited-English Proficient Students. The District shall restructure its programs and services for limited-English proficient students in grades PreK-3 to align with this program design and to address the recommendations of the Office of Civil Rights as a result of their compliance review in April 1999. Many studies support the notion of a balanced literacy program as appropriate for students whose first language is not English, that is, programs that provide a balance of explicit instruction and student- directed activities that incorporate aspects of both traditional and meaning-based curricula, (p. 25. Building a Knowledge Base in Reading by Jane Braunger and Jan Lewis, 1998) Special Education and 504 Students. The diverse needs of special education and Section 504 children are included in this design, and the successful implementation of this plan is expected to reduce the numbers and percentages of children referred for special education or 504 programs and services relating to reading disabilities. 27Draft Early Literacy Learning (ELLA). The centerpiece of the K-2 literacy program shall be Early Literacy Learning in Arkansas (ELLA), which includes a balanced literacy program, the reading process, writin\nstrategies, assessment, spelling/phonics deyelopment, classroom management strategies, and word building. g The instruction of the most effectiye teachers included attention to explicit teaching of skills, an emphasis on literature, and much reading and writing. The National Research Council synthesis also confirms that the best method for teaching children to read is coherent instruction that combines a yariety of approaches, (p. 5, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) Thematic Instruction. Thematic instruction is promoted and encouraged. Schools should proyide for professional deyelopment, materials and supplies, and collaboratiye planning time for teachers to deyelop thematic units and to design assessments. The Social Nature of Learning. Giyen that learning is a social act, each teacher must acquire the skills to facilitate cooperatiye learning and other small group strategies so that student learning is mediated not only by the teacher, but also by peers. Additionally, the school must foster social interactions between and among children and between and among children and adults at eyery reasonable opportunityin classrooms, on the playground, in the cafeteria, and in before- and after-school programs. In this light, the practice of maintaining silent cafeterias is inappropriate. ... the fact that you learn to talk by talking implies that children should simply be allowed to talk far more than they currently do in school. The school norm of silent classrooms must be abolished\nironically, when teachers enforce the standard of silence, they are in a yery real sense making learning illegal, (p. 14, Best Practice: New Standards for Teaching and Learning in Americas Schools by Steyen Zemelman, Harvey Daniels, and Arthur Hyde) 29Draft Gifted/Talented Students. The needs of gifted/talented students are also included in this design. The ongoing assessment of student performance and the regrouping of students for instruction shall enable advanced students to continue their own growth in all areas of the language arts. Each school is expected not only to decrease the percent of students performing at the lower levels, but also dramatically to increase the percent of students performing at the \"Proficient and Advanced levels. Frequent Assessment and Regrouping for Instruction. Each school is encouraged to create a schedule to facilitate necessary changes and to design a grouping/re-grouping strategy, such as the regrouping strategies employed in Success for All or the modified Joplin plan to customize/ personalize guided reading activities. Tracking of students is unacceptable practice in the Little Rock School District, but short-term, flexible grouping based on individual student needs is a research-based, effective instructional strategy. Heterogeneous cooperative learning groups are strongly encouraged in all subject areas. Some research has found that long-term grouping of students by achievement or ability level is less effective than more flexible grouping based on specific, current skills of students. Such flexible grouping arrangements require that problem readers be monitored frequently on critical reading indicators, so that groups and instruction can be adjusted to their current needs, (p. 5, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) Phonemic Awareness. All kindergarten teachers shall receive professional development to teach Animated Literacy, an effective, research-based phonemic awareness component that is compatible with the planned overall reading/language arts program. Training for teachers and the necessary instructional materials for this intervention may be funded through the schools Title I budget. As schools acquire technology, there are a number of software systems that would also achieve this goal that the Campus Leadership Team may wish to consider. There are basic skills all students must acquire to read effectively. These skills include phonemic awareness, decoding strategies, vocabulary development, and comprehension strategies, (p. 2, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) 28Draft Young children should engage in reading and writing experiences that integrate language and action in a social context. It is in the social context of literacy activity that children are able to interpret their literacy experiences and internalize knowledge about reading and writing, (p. 26, Emerging Readers and Writers by Martha Combs in Vygotskv in the Classroom. 1996) Role of the Librarv/Media Center. Each school shall ensure students easy and frequent access (no fewer than one to two visits weekly) to the library/media center, and all students shall be encouraged through schoolwide strategies to read as many books as possible for pleasure. Summer, winter-break, and spring break reading lists will be distributed to all LRSD children, beginning summer 1999. Supplementary Reading Materials. Each school shall conduct an inventory of its PreK-3 classroom reading materials. Regular budgets and Title I funds may be used to acquire additional support materials, such as classroom literature sets and other sets of books to help teachers help students meet the curriculum standards and benchmarks in ways that address the needs of individual students, particularly those students functioning below the proficiency level. Comprehensive beginning reading programs are supported by adequate resources, (p. 3, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series. 1998) Assessment/Grading/Program Evaluation Frequent, Systematic Assessment. The District, in collaboration with the schools, shall create a systematic assessment system for grades PreK-3 so that student progress can be frequently monitored and aligned with LRSD benchmarks and Arkansas criterion-referenced tests and appropriate modifications made to the instructional program. The assessment components shall include a minimum of the following: 1. 2. 3. 4. 5. Running Records, etc., grades K-1 (diagnostic/prescriptive) LRSD Phonemic Awareness Assessment - K- 1 (readiness profile) LRSD CRT - Criterion Reference Test - grades 2-3 Individual Reading Inventory, grades K - 3 (as needed basis) Student portfolios to examine growth over time, grades K-3. 30Draft Adequate progress in learning to read beyond the initial level depends on\nhaving a working understanding of how sounds are represented alphabetically\ngetting sufficient practice in reading to achieve fluency with different kinds of text\nhaving sufficient background knowledge and vocabulary to render written texts meaningful and interesting\nacquiring control over strategies for monitoring comprehension and repairing misunderstandings\nand maintaining interest and motivation to read for a variety of purposes, (p. 4, Beginning Reading Instruction: Research and Practice. The ERS Informed Educator Series, 1998) New Elementary Report Card. The District shall form a representative committee of staff and parents no later than June 1999 to redesign the elementary report card so that it reflects the standards-based approach to teaching and learning and so that it provides more accurate and specific information to parents regarding their childs progress in meeting the academic content standards of LRSD. PreK-3 Literacy Program Evaluation. In keeping with the obligations in the Revised Desegregation and Education Plan, the District shall employ with Title I funding a program evaluator, who shall annually report on the level of effectiveness of the innovations in this PreK-3 Literacy Plan. Professional Development I Teachers who teach reading must receive better training and engage in ongoing professional development in reading instruction, (p. 4, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) 31Draft Effective Literacy. Effective Literacy for grades 2-4 features a two-year staff development process designed to train teachers in instructional techniques which help students become fluent readers and writers, building on the skills developed in K-2. The content of the staff development consists of the following components: 1. 2. 3. 4. 5. 6. 7. 8. 9. A balanced literacy program Planning appropriate reading/writing instruction based on assessment and evaluation The reading process Phonetic skills and strategies Recognizing high frequency words Decoding/word attack skills/word analysis Vocabulary development Comprehension skills and strategies Independent reading and writing 10. Classroom management and organization 11. Assessment 12. Parent involvement Smart Start Professional Development. The District and each school should leverage as much as possible the professional development opportunities provided by ADE for Smart Start implementation, since the LRSD literacy plan is tightly aligned with Smart Start, which also promotes ELLA and Effective Literacy as recommended language arts programs. School-Level Professional Development. The District and each school shall create a professional development plan that reflects the standards for elementary school professional development (from the National Council for Staff Development) and which reflects the priorities in the School Improvement Plan (including the schools Title I plan), especially the implementation of ELLA. Each schools Campus Leadership Team is charged with the responsibility to create collaborative cultures to support change through activities associated with a professional learning community: (1) collegial plarming/teaming and assessment of student work\n(2) collective responsibility for results\n(3) ongoing, job-embedded learning\n(4) action research and inquiry\n(5) continuous improvement\n(6) empowerment through the activities of the Campus Leadership program. 32Draft A report published by the Consortium on Reading Excellence advocates that inservice professional development should:  include current theory and research  provide training in assessment and instruction for phonemic awareness  convey dynamic methods to teach phonics and make use of connected texts  demonstrate effective ways to teach spelling that will reinforce reading  include a diagnostic tool kit that will enable teachers to teach what children need  include whole language strategies and powerful uses of literature  provide practice with children in a clinical setting with ample opportunity for feedback and support\nand  assist teachers to effectively implement balanced literacy programs, (p. 6, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) Principal Development. The District shall design and implement a professional development program for elementary principals and other administrators that is aligned with the PreK-3 Literacy Plan components. Interventions Success for All. Schools currently implementing Success for All may continue, provided that the curriculum includes the Arkansas and LRSD academic standards and benchmarks. Student performance data should be thoroughly analyzed to determine the success of current practices, and then, if necessary, the program should be modified for improved results or abandoned. Reading Recovery. Schools implementing Reading Recovery may continue to do so with their Title I funding. Other schools may choose to redirect their Title I funding to this grade 1 intervention if the Campus Leadership Team makes this decision. 33Draft English-as-a-Second Language (ESL). English-as-a-Second Language programs and services will be provided in the four Newcomer Centers for students who are limited-English proficient. These students need similar instruction as that required for other children to learn reading/language arts, but they will also require some extended time to become proficient in English. Reading Clinic Intervention. Each school shall include in its Title I budget the funding for an after-school Reading Clinic or another researchbased intervention to prevent reading failures before the end of the school year. Although volunteer tutors can provide very valuable practice and motivational support for children learning to read, the research does not show that they are effective in providing primary reading instruction or in helping children with serious learning difficulties, (p. 4, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) Summer School. The District shall prioritize its elementary funding of summer school programs around the needs of grades k-1 students. The District shall design an intensive summer reading program patterned after the Reading Clinic approach. Early identification and intervention are vital. Some children have more difficulty learning to read than others. Therefore, effective methods for preventing and addressing these difficulties must be included in any comprehensive instructional plan. (p. 4, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) Parent Education/Involvement Parent-School Compacts. Each school is encouraged to identify strategies to embed the Title I mandated parent-school compact in the culture of the school and to use this vehicle as a means of improving school-to-parent communication and parent understanding of the LRSD academic standards and benchmarks and ways they can support their childs success. 34Draft Parent Education. The District shall align its parent education\n' involvement programs, including those involving Title I parents, at the PreK-3 levels with the components of this PreK-3 Literacy Plan and with the PreK-3 provisions for mathematics and science in the National Science Foundation project. Also, this component will include the Strategy 2 Action Plan activities recently approved as amendments to the Strategic Plan. Hess and Holloway (1984) identified five broad areas of family functioning that may influence reading development. They are: 1. Value placed on literacy: by reading themselves and encouraging children to read, parents can demonstrate that they value reading. 2. Press for achievement: by expressing their expectations for achievement by their children, providing reading instruction, and responding to the childrens reading initiations and interest, parents can create a press for achievement. 3. 4. 5. Availability and instrumental use of reading materials: literacy experiences are more likely to occur in homes that contain childrens books and other reading and writing materials. Reading with children: parents can read to preschoolers at bedtime or other times and can listen to schoolchildrens oral reading, providing assistance as needed. Opportunities for verbal interaction: a lower quality of verbal interaction constitutes a risk factor primarily in that it relates closely to lowered child vocabulary scores, (p. 121-122, Preventing Reading Difficulties in Young Children, National Research Council, 1998) Conclusions These recommendations are the result of extensive study, collaboration, and thoughtful deliberation over more than two years and intensively during the last seven months. They convey a practical, meaningful, and doable framework for action that can and will, if properly sanctioned, lead to realization of the goal that all LRSD students will read independently by the end of the third grade. The committee recognizes that recommendations made by well-meaning people often become unrealized hopes or dreams. We are committed to acting on these recommendations and, therefore, ask for immediate approval to begin their implementation. 35Draft We have agreed to continue to work together as a committee to oversee implementation of the recommendations. We will meet monthly to review progress and to ensure the cohesiveness of each action component. To help manage the tasks that lie ahead, we have developed a timeline which we believe should be immediately incorporated into the Division of Instructions work plan for the remainder of the school year. The timeline is attached for review, along with the proposed budget. In conclusion, to set as a goal that the District will ensure that all students are reading independently by the end of the third grade is ambitious, at the very least. Such a goal, however, is one that must be achieved, if all students are to have equitable access to an education that prepares them for productive adult lives in the twenty-first century. It is, therefore, imperative that the District provide unwavering support for the clearly focused, best-practice based, district-wide PreK-3 reading/language arts curriculum and program we believe our recommendations will provide. Such support requires dedication of all necessary resources to the effort, whether the resources are school-based or district based, district-fimded or Title I supplemental. Campus-based decision making must be based on clear district guidelines and, if necessary, policy so that all schools in the LRSD exemplify best practice in the delivery of this critically important program. 365 Timelines Activities_________________________________________ 1. Plan summer school curriculum, instructional focus, and professional development for summer 1999\nalso complete student selection process._____ 2. Identify timeline for delivery of training modules\nschedule dates, sites.___________________________ 3. Develop criteria matrix for supplemental reading programs._____________________________________ 4. Conduct awareness sessions with elementary principals and teachers on the PreK-3 Literacy Plan. 5. Write guidelines/regulations for schools to follow when scheduling at grades PreK-3._______________ 6. Write guidelines/teacher manual for two and one- half hour language arts block (make grade specific\ninclude how to/what to do/why do it/troubleshooting sections)._____________________________________ 1. Design classroom profile rubrics (make grade specific\nformat status quo to most desirable matrix). 8. Design teacher practice rubrics.________________ 9. Design criteria for materials selection (identify required materials\ndevelopment guidelines for additional materials). ______________________ 10. Complete PreK-3 standards, benchmarks, curriculum maps\npublish for teachers and parents. 11. Develop guidelines for thematic instruction. 12. Develop assessment plan.____________________ 13. Develop training modules for each component part of plan.___________________________________ 14. Write guidelines for school implementation of After-School Reading Clinics.____________________ 15. Begin module-based teacher training. 16. Order and distribute ELLA materials.________ 17. Reorganize HIPPY programs and services to be appropriate for age three and four students.________ 18. Provide to principals their projected Title I budgets, planning requirements, and other information related to the restructuring of Title I programs. Draft Date February 1999 February April April April April May May May May May May April and ongoing May June and ongoing June and July June April 37! I Draft Activities __________________________________ 19. Establish criteria for approval of Title I plans and communicate to principals and Campus Leadership Teams._______________________________________ 20. Compile lists of recommended reading for PreK- 3 students for summer\npost in businesses and libraries around the community and provide to parents._____________________ 21. Review and approve Title I plans._____________ 22. Plan and implement staff development for principals on the administration of the new plan. 23. Design, produce, and publish for fall distribution a parent brochure on the PreK-3 plan, including all components (such as Title I, Smart Start, etc.).______ 24. Redesign the PreK-3 report cards so that communication with parents is improved.__________ 25. Design the program evaluation study and set up data-collection procedures. Date May May June June June July July 381 Ji LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 July 7, 1999 TO: Melissa Guldin, ODM Monitor FROM: Pat Price, Coordinator of Early Childhood Education SUBJECT: Revised PreK-3 Literacy Plan Enclosed please find a copy of the revised PreK-3 Literacy Plan, being printed at the print shop now for distribution to the schools. if you have any questions, please do not hesitate to call. PP/adg Enclosure received Jill 1999 OfHCEOf deskresaw,MOM,TOffiXS These arePosition Paper PreK-3 Literacy Program Plan Little Rock School District June 1999 Introduction Origins for the PreK-3 Literacy Plan The proposed PreK-3 Literacy Plan outlined in this document is the culmination of extensive discussion and debate among district staff. interested parents, consulting colleagues, and concerned citizens. The discussion began with the launching of a major effort involving more than 500 community volunteers to plan strategically to make a significant difference in the learning lives of all Little Rock School district students. array of important planning This 1996 undertaking became the first of an efforts that, collectively, have charted for the District an exciting and ambitious journey into the 21^^ century. The Strategic Plan outlined a series of thoughtful actions that have already produced major new initiatives, while impacting almost every realm of current District practice, including the Districts desegregation efforts. One major issue confronting the strategic planners, as well as those involved in framing the subsequent initiatives, was literacy. Too many LRSD students enter school at risk of never learning to read and, alarmingly, the number of these students continues to increase. Illiteracy is a societal issue that has become an educational challenge that cannot be ignored or underestimated. The LRSb is committed to meeting this challenge and through research, analysis, hands-on involvement. professional development, and relentless tenacity, the District is developing an aggressive and very specific course of action, beginning with the PreK-3 Literacy Plan offered here. The plan draws on the work and scope of many initiatives, programs, and practices that are outlined below. 1Background The Strategic Plan The Little Rock School District Board of Education adopted in 1996 a new Strategic Plan, which was subsequently updated in 1998. Two of the eleven strategies directly address issues relating to student literacy. \"Strategy 2\" of that plan is as follows\nIn partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards. The Action Plan designed to achieve \"Strategy 2\" delineates the objectives and processes to define, develop, and adopt content standards, performance standards, and delivery standards and then to develop and implement professional development programs for district staff, along with strategies for parent understanding of the standards and assessments. Strategy 3\" speaks to the importance of improved student achievement: We will develop and implement a broad range of alternatives and interventions for students scoring below the percentile on standardized tests or who are at serious risk of not achieving District standards in the core curriculum. The \"Strategy 3\" Action Plans call for implementation of action steps relating to literacy development in grades PreK-3\na policy statement providing for intervention as an operative and vital part of elementary school instruction\nexpansion of Reading Recovery/Literacy Support early intervention services for K-3 students who are at risk of not developing literacy skills\n2the development of an intervention team at each school which provides systemic support including professional development for teachers which enables all children to sustain adequate yearly progress through grade 3\nand promotion of school-wide reform and ensuring access of children (from the earliest grades) to effective instructional strategies and challenging academic content. Content will include intensive complex thinking and problem-solving experiences through an integrated literature-based program. The Revised Desegregation and Education Plan In April 1998 the federal district court in Little Rock approved the District's Revised Desegregation and Education Plan. Implementation of this plan is a requisite step toward the District's attainment of Unitary Status, with the hearing on that petition anticipated in spring 2001. The Plan contains a series of commitments or obligations for the District. Section 5.2.1 relates specifically to reading/language arts at the primary level: LRSD shall implement at least the following strategies to improve the academic achievement of students in kindergarten through the third grade: a. Establish as a goal that by the completion of the third grade all students will be reading independently and show understanding of words on a page\nb. Focus teaching efforts on reading/language arts instruction by teaching science and social studies content through reading/language arts and mathematics experiences\nc. Promote thematic instruction\nd. Identify clear objectives for student mastery of all three reading cueing systems (phonics, semantics, and syntax) and of knowing-how-to-learn skills\n3e. Monitor the appropriateness of teaching/learning materials to achieving curricular objectives and the availability of such materials in all classrooms\nf. Establish uninterrupted blocks of time for reading/language arts and mathematics instruction\ng. Monitor student performance using appropriate assessment devices\nh. Provide parents/guardians with better information about their child's academic achievement in order to help facilitate the academic development of the students\ni. Provide pre-kindergarten, kindergarten, and first-grade learning readiness experiences for students who come to school without such experiences\nj. Train teachers to manage successful learning for all students in diverse, mainstreamed classrooms\nk. Use the third and/or fourth grade as a transition year from focused reading/language arts and mathematics instruction to a more traditional school day\nand I. Provide opportunities for students to perform and display their academic training in a public setting. Other relevant sections of the Revised desegregation and Education Plan to the PreK-3 Literacy Plan are as follows: 2.7 LRSd shall implement programs, policies, and/or procedures designed to improve and remediate the academic achievement of African-American students. 42.7.1 LRSD shall assess the academic programs . . . after each year in order to determine the effectiveness of the academic programs in improving African-American achievement. If this assessment reveals that a program has not and likely will not improve African-American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. 2.8 LRSD shall implement programs, policies, and/or procedures during each of the next three years designed to promote and encourage parental and community involvement and support in the operation of LRSD and the education of LRSD students. 2.12.2 LRSD shall implement policies and procedures for investigating the cause of racial disparities in programs and activities and developing remedies where appropriate. The Campus Leadership Plan The Board of Education adopted the District's Campus Leadership Plan in July 1998, providing for decentralized, school-based decision-making in some cases and shared decision-making in others. That plan includes a Quality Index based in part on indicators of academic achievement for each level of school. The Quality Index will be the accountability (collective responsibility) system for the Little Rock School District, and it will include, but go beyond, the academic indicators established by the State of Arkansas. The Arkansas Smart Start Initiative In fall 1998 the Arkansas Department of Education launched a major new reform entitled Smart Start. The aim of the K-4 component of Smart Start is to improve reading and mathematics achievement for all students in grades K-4 so that all students meet or exceed grade level requirements by grade 4. The implementation of Smart Start necessitates the coordination of the following four areas\n51. Standards - At grades K-4, they will serve as the basis for the expected levels of proficiency demanded in reading and mathematics. 2, staff Development - Focused on both teachers and administrators, all activities will promote the mission of Smart Start and emphasize topics related to subject matter content, curriculum alignment with the Frameworks, analysis of assessment results, and the utilization of technology and distance learning. 3. Student Assessment - Will be clearly aligned with the Frameworks and classroom instruction. 4. Accountability - After standards are clearly communicated, staff development activities have been made available and reliable, valid assessments have been developed and administered, schools will be held accountable for student achievement. Specific staff development programs conducted during 1998-99 included training in the use of a balanced literacy approach, utilizing the state's Early Literacy Learning in Arkansas (ELLA), Effective Literacy for Grades 2-4, and Multicultural Reading and Thinking (McRat). The Arkansas Academy for Leadership Training and School-Based AAanagement will begin a series of training sessions for principals, emphasizing proper techniques for aligning their local curriculum to state frameworks and for analyzing student assessment results. Grade 4 and Grade 8 Benchmark Exams were continued during 1998-99 and all school districts have been advised to implement additional assessment components to check student progress prior to Grade 4. Title I Another source for this K-3 Literacy Plan is the District s Title I program. This federally funded program allocates major resources to the District's elementary and middle schools for the improvement of reading and mathematics achievement so that all students \"acquire the knowledge and skills contained in the challenging State content standards and meet the 6challenging State performance standards developed for all children, federal Title I regulations include the following related purposes: The Q, Ensuring high standards for all children and aligning the efforts of States, local education agencies, and schools to help children served under this title to teach such standards, b. Providing children on enriched end accelerated educational program, including, when appropriate, the use of the arts, through school-wide programs or through additional services that increase the amount and quality of instructional time so that children c. served under this title receive at least the classroom instruction that other children receive. Promoting school-wide reform and ensuring access of children (from the earliest grades) to effective instructional strategies and challenging academic content that includes intensive complex thinking and problem-solving experiences\nd. Significantly upgrading the quality of instruction by providing staff in participating schools with substantial opportunities for professional development\ne, Coordinating services under all parts of this title with each other. with other educational services, and, to the extent feasible, with health and social service programs funded from other sources, f. Affording parents meaningful opportunities to participate in the education of their children at home and at school\ng- Improving accountability, as well as teaching and learning, by using State assessment systems designed to measure how well children served under this title are achieving challenging State student performance standards expected of all children, and h. Providing greater decision-making authority and flexibility to schools and teachers in exchange for greater responsibility for student performance. Other Special Populations The needs of students from special populations (special education, 504, limited-English proficient, gifted/talented, and all categories of so-called at-risk\" students) also informed the design of this K-3 Literacy Plan. Quality early literacy programs can do much to prevent the referral and labeling of students for special programs and services. 7Summary Sources, then, for the contents and components of the LRSd PreK-3 Literacy Plan include Strategy 2 and Strategy 3 of the LRSd Strategic Plan\nSection 5.2.1 and other relevant sections of the Revised desegregation and Education Plan\nacademic indicators in the Quality Index of the Campus Leadership Plan\nSmart Start standards, assessments, professional development, and accountability\nTitle I regulations, especially those sections addressing the purposes of Title I\nand the needs of students from various special populations. The LRSd PreK-3 Literacy Plan is carefully aligned with and in compliance with all the local, state, and federal mandates, as well as the general philosophy of these planning documents, all of which emphasize the academic success of all children. Methodology In accordance with the goals and strategies of the district s Strategic Plan, the subsequent recommendations of a Reading/Language Arts/Mathematics Work Team, and the court-approved Revised desegregation and Education Plan, the Little Rock School district has established as a goal that \"by the completion of the third grade all students will be reading independently and will show understanding of words on a page.\" district personnel recognize that to accomplish this goal an aggressive approach to quality and comprehensive early literacy education in grades PreK-3 is essential. This recognition of a need to focus on literacy as a central component of early childhood/primary level education is referenced in the LRSd 1998-99 Priorities within the following subsections of the specific work plan for the division of Instruction: 11. Align school schedules, prek-12 reading curriculum, instructional strategies, materials, assessment, professional development, monitoring/coaching, and parent information/education with Strategic Plan, Revised desegregation and Education Plan, and Smart Start. 18. Review Title I programs and services to align with the CCOE, Smart Start, Campus Leadership Plan, NSF, Strategic Plan, and Revised desegregation and Education Plan. 821, Assess ESL program and services and develop program improvement plan with estimated budget. 22, Begin needs assessment and initial planning for implementation of Smart Start program from ADE. The apparent logical starting point for accomplishing the ambitious goal of providing, without exception, independent readers in every mainstreamed classroom by the end of the third grade was to establish a committee to study District data and practices and to make specific recommendations for a new comprehensive, systemic reform of the pre-kindergarten through grade 3 language arts program. This committee has been engaged since September 1998 and has undertaken the tasks of reviewing current practices and programs, researching best practices\" within the reading education arena nation-wide, and recommending a broad course of actions that it believes will best facilitate the Division of Instruction Work Plan in the context of the District 1998-99 Priorities. To accomplish the tasks described above\nthe committee first identified and then completed the following action steps\n1. Reviewed current District curriculum and assessment practices and determined current level of implementation and overall appropriateness for achieving goal. 2. Completed the development of the PreK-3 standards and benchmarks for reading/language arts and constructed a curriculum map to ensure alignment with the Arkansas curriculum frameworks and assessments. 3. Reviewed the Arkansas State mandated Smart Start Initiative and identified possible gaps or discrepancies between the Initiative components and the District curricular focus. 94. Identified all \"supplemental\" reading programs currently in use in the district's primary-level classrooms and noted compatibility with the goal, the district curriculum, and the Smart Start Initiative\nalso determined whether supplemental efforts strengthened or hindered continuity of effort in relation to achievement of the goal. 5. Compared {District student performance to statewide student performance for the purpose of creating a context for district benchmarking. K-3 curriculum maps were reviewed to ensure close alignment of district curriculum and the Arkansas curriculum frameworks. 6. drew conclusions about effectiveness of current district efforts and summarized key components of best practice efforts in early reading education nationwide. 7. Identified and mapped literacy components of all related initiatives, programs, and practices to ensure PreK-3 reading/language arts programming congruence and coherence. 8. Recommended key programmatic components essential to timely realization of the initial goal that by the completion of the third grade all students will be reading independently and will show understanding of words on a page. 9. Recommended key resources and necessary collaborations. 10Early Literacy Core Committee Members'. Pat Price, Earl'y Childhood Gene Parker, Reading Judy Milam, Reading Kris Huffman, Reading Judy Teeter, Reading Tish Henslee, Early Childhood - University of Arkansas at Little Rock Melissa Guldin, Office of Desegregation Monitoring Ann Freeman, Smart Start Patty Kohler, Division of Exceptional Children Involvement and Communication Significant levels of staff, parent, and community involvement had already occurred during the past three years on the issue of PreK-3 literacy before the work of this specific plan. The development of the Strategic Plan, the Reading Summit involving about 150 people two years ago, and the involvement on the Work Team that wrote the initial recommendations for Section 5.2 in the Revised Desegregation and Education Plan all informed the design of this PreK-3 Literacy Plan. The public was kept informed of these planning initiatives through public information sessions and the cable television channel. Additional activities occurred during March, April, May, and early June 1999 to update everyone. Following administrative review of the committee recommendations and proposed budget, the committee began a series of information sessions further to inform principals, teachers, other staff, parents, and community about the proposed changes and to solicit their input on the final design. Copies of the draft plan were sent to every elementary principal and every PreK-3 teacher in the Little Rock School District for their review and discussion, and numerous presentations were made to various groups. The June 2-3-4 inservice focused in large part on discussions of the plan. Once the review and input process was completed and the committee had had an opportunity to revise their original draft, then the full proposal was presented to the Board of Education for their review in June 1999. 11Needs Assessment data Analysis (Effectiveness) According to an analysis of data conducted by the department of Planning, Research, and Evaluation, unacceptable percentages of students across the district are performing at the \"Below Basic\" level on the Arkansas\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_584","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":["1999"],"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","Student assistance programs","School improvement programs","School management and organization"],"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/584"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \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 810 WEST MARKHAM LITTLE ROCK, AR 72201 New Futures Department (501) 324-2112 DATE: February 18, 1999 TO: Middle School Steering Committee Members FROM: ida Young, New Futures Liaison and Restructuring Director RE: Next Meeting The next middle school steering committee meeting will be February 23,1999 in the administration building, 810 West Markham, board room, at 4:30 p.m. Enclosed is a draft copy of the student programs and services focus group proposal. We will discuss it further at the next meeting. Encl.Student ProQtRniC Pr 0 FES 3 9 isas .\u0026lt;( f f Submitted by: The Middle School Student Programs \u0026amp; Services Focus Group February 16, 1999 Table of Contents Introduction  Social \u0026amp; Emotional Developmental Needs of Young Adolescents  Student Support Program Standards  Student Support Program  Advisory Programs  School Discipline/Safety \u0026amp; Security  School-Based Clubs, Organization \u0026amp; Activities  Alternative Learning Environment Model1. Diversity 2. 3. 4. 5. 6. 7. Middle School Level Student Programs \u0026amp; Services Developmental Needs of Young Adolescents Self Exploration \u0026amp; Self-Definition Meaningful Participation In Their School \u0026amp; Community Positive Social Interaction With Peers \u0026amp; Adults Physical Activity Competence \u0026amp; Achievement Structure \u0026amp; Clear Limits Because of the varied abilities and interests of students, programming should provide a variety of teaching styles, methods, curricula with a balance among core and high interest ejqsloratory experiences, and flexible scheduling that mixes short and long periods based on the nature of the task and the maturity level of the students. Diversity, not uniformity, is the rule rather than the exception.  Students need opportunities to integrate their developing capabilities, interests and relationships info a sense of who they are. Students need opportunities to exlend their new knowledge and competencies by contributing to their school and commumty through meaningful sendee projects. Positive social interaction with adults, parents and peers are extremely important. Positive adult interactions are facilitated by achdser-advisee relationships, staff participation in activities and informal contact outside the classroom. Structured outlets for the physical energy of young adolescents in non-competitive physical education should be an integral part of the curriculum. This means providing activities to help develop large muscles for some and small muscles for others and opportunities to hone arm-foot-eye coordination ^lls while recognizing that young adolescents have the physical need to move about and stretch their developing bodies, rather than sit for long periods. These two needs can be met by emphasizing positive expectations, high quality instruction, generous rewards and praise and opportumties for increased independence and responsibility. High interest e.xploratory courses, extra curricula activities, and a balanced curriculum help provide for a diversity of rewards/recogniUon so that each student can be successful at something. Students need clearly slated rules and expectations that are generally accepted and understood by students and staff. Adolescents need the security provided by clear limits in order to learn and grow during a lime of rapid and pervasive change.Middle School Level Student Programs \u0026amp; Services Focus Group Suggested Program Standards Student Prosrams and Services shall: Ensure that each student has access to at least one caring adult who provides support, nuturance, advocacy, encouragement and a trusting relationship. Provide resources \u0026amp; programs that promote physical, social and emotional health. Provide a discipline structure that guides students in becoming responsible for their own behavior and allows for personal learning and growth. Provide expanded learning opportunities that facilitate self-exploration, experimentation and self-definition. Provide organized opportunities that enhance positive social interaction with and adults. peers Provide each student wiA the opportunity to experience structured, supervised school and community service that inculcates values, develops and reinforces skills and fosters of social responsibility. a sense Build alliances with families that promote mutual respect, trust and open two-way communication and enhances the educational and personal development of each student. Provide opportunities for all students to experience success, exhibit excellence and gain confidence and personal satisfaction through participation in organized physical, social and intellectual activities. Create a structure of opportunities for learning that nourishes the strengths and the weaknesses of each student. overcomes Provide a range of exploratory activities and programs for students to develop interests and abilities and ease the transition from the elementary to the secondary level.ADVISORY PROGRAMS Focus Group Objective: To establish standards to guide the development and implementation of advisory programs. Student Support Program standard (s) Addressed: Ensure that each student has access to at least one caring adult who provides support, nurturance advocacy, encouragement and a trusting relationship. Developmental need met\nPositive Social interaction with peers and adults Rationale Given the tremendous physical growth, intellectual changes and the emotional roller coaster that characterizes early adolescence, educators have begun searching for appropriate vouiuvtvuiLo vaiiy auuitavcuvc, cuucdiois Havc Dcguu Searching tor appropriate ways to emphasize the affective side of education and providing improved guidance for all students. Affective education must be an integral component of effective middle level education. Teachine flip hocipc ic puPGaIqm* ________________u. _ 1 . , the basics is not sufficient if provisions are not also made for students to evolve into self- actualizing indi viduals capable of making healthy decisions, formulating a value system, developing social competencies and recognizing their own intrinsic worth. The responsibility for accomplishing these and other developmental goals lies primarilv with teachers and other school staff. The goals of the advisory program may vary from school to school depending on various factors, i.e. size of the school, level of staff commitment, the preparation of teachers and the quality of leadership provided by the principal. However, effective advisory' programs will: Provide increased opportunities for social and emotional development\nPromote improved peer group relationships\nProvide an adult advocate for every child\nImprove communications among students, teachers and parents\nProvide a ready source of information and interpretation of rules, regulations, guidelines and expectations\nExpand significantly the scope and impact of the guidance program Build school spirit and a feeling of belonging and importance among students and staff. Promote a feelitig of self-satisfaction among teachers and other school staff Assist teachers m gaining information about students and their patterns of behavior that might not be observed in regular classes\nServe as a rallying point for improving the total school climate\nProvide on-the-spot assistance when needed, i.e. referral, advic^, information, etc and Increase opportunities for mainstreaming and other kinds of special instructional grouping.Characteristics of Successful Advisory Programs 1. 2. 3. 4. Time is scheduled on a regular basis for contact with advisees. Advisories are scheduled at least twenty-five minutes and no longer than forty minutes in length including time for attendance and routine matters Advisories are scheduled the first thing in the morning when possible. The nature of activities conducted vary according to the needs and interests of individual 5. 6. advisory groups. Community resource people may be used but are not placed in charge of an advisory group. Students are assigned at random but individual assignments are made based on individual 7. 8. 9. 10. student needs No teacher is assigned more than one advisory group Virtually all certified staff are assigned an advisory group allowing lower teacher-student rations and ensuring broad-based involvement by all professional staff Handbooks, resource guides and other appropriate resources are readily available. Roles of the principal, other administrators, teachers and guidance personnel are clearly defined. 11. Good discipline is maintained and there is awareness that advisorv time is a valued part of the school day. 12. Grades are not assigned 13. Clearly defined procedures are followed. Role of the Principal Principals represent the organizational authority within the school structure and symbolizes what the Program stands for. The support, commitment and leadership of the principal is essential if an advisory' program is to succeed. Principals can promote effective advisory' programs by:  Giving the program sufficient space and time in the master schedule.  Providing effective and continuing staff development  Communicating the importance and purpose of the program to teachers, parents and the community at large  Providing needed resources and materials  Providing common planning time for teachers in the school schedule  Exhibiting a through understanding of all aspects of the program  Demonstrating flexibility and adapts the program according to student needs.  Providing constant evaluation of the program, i.e., problem areas, successes, student needs. * Assigning personnel in a maimer that enhances the guidance process  Modeling effective guidance in his/her own relationships with students Role of the Counselor Because of the high rates of students per counselor, it is impossible for a counselor to successfully address the guidance needs of all students. The advisory program enables the 2counselor to extend or expand the school-wide guidance program. The role of counselor is cntical in this effort and they do not surrender responsibility for the total school-wide guidance program. The classroom teacher is not expected to assume the counselors responsibility in dealing with student issues requiring specialized training and preparation. In effectiveness advisory programs the counselor serves as a team leader and resource person for the tcachcr/ad visors and extends the scope of guidance services by utilizing his/her expertise in working closely with teachers. The counselors role includes:       Provides support and enthusiasm for teachers, administrators, students and others involved in the program Avoids acting defensively or in ways that undermine the program Serves as a consultant to administrators, teachers, and others involved in the program Coordinates all functions of the guidance program including teacher-based guidance Provides leadership in assisting teachers to develop skills necessary for harmonious interactions with students and other staff. Plays an important role in initiating and maintaining the affective education programs. Serves die prunary source for teacher training regarding guidance and provides assi\nin onin CArnd, _______________it * in the advisor-advisee classroom as needed. assistance Role Of the Teacher Guidance must be viewed as a responsibility of all teachers and cannot be left only to the 1 U,* 1-1 _ n I 1 * guidance specialists. While the teaching of knowledge is an important element of the middle school educational expenence, the early adolescent needs a comprehensive instmctional program that includes oppormnitics for personal development as well. However, unless the program is p armed, success will not be achieved. Some commonly recognized responsibilities of teachers i- advisory programs are: Miners i.. in  Establishes a personal, caring, relationship with individual advisees\n Is available to discuss interests and concerns with students\n Assists students m obtaining information regarding school \u0026amp; community activities' Serves as a first-line source for referrals to counselors, nurses and other specialists' Conducts group activities including group guidance\nActs as a sounding board without passing judgement so students can work out problems. Serves as a resource by being available to help students make decisions related planning, personal/social issues, career planning, etc., and to educational Serves as a communication link between the school, home and community.    31. Advisory Implementation Guidelines Allow a minimum of one year of preparation time for the staff to plan implementation including a staff development component for total school staff. 2, Appoint a staff steering committee to explore the advisory concept and settling agreed upon philosophy for the advisory program\nmake visits to schools with a successful advisory\nresearch the literature and make professional contacts. Put the on an 3. 4. strongest supporters and risk takers on the committee as well as some aginners. Authorize the steering committee to consult with the LRSD Staff Development ' Department in planning retreats and inservice programs for the entire staff to prepare for the advisory program. Content should include basic human relations skills' early adolescent development\nhealth needs and physical development process of early adolescents and the social and personal competencies that students should master. Assess the staff response to the concept of advisory through a survey that allows for open-ended reactions. 5. Establish program philosophy, purpose and set goals and priorities. Assign tasks for year plaiming. 1 6. Establish a timeline for inservice and implementation. Attempts to implement advisor^ programs without adequate preparation are doomed to failure. 7. Build in parent and student involvement in the project. Conduct a student survey to identify student needs for advisor}' time. 8. Compile and disaggregate survey data (students, staff and parents) and report results to the total staff. 9. Pnncipal and steering committee facilitate goal-setting activities for 1 vear of advisory with staff members. 10. Develop an advisory manual from information gleaned through readings visits and professional contacts of other school districts. Try to finalize manual during the preceding T year implementation. summer 11. The building guidance curriculum should serve as the basis for advison' content with Z*1 I lit * 1  . 1 M curriculum goals, activities and means of evaluating effectiveness of advisory sessions and a definite scope and sequence. 12. Build into the daily schedule, at least 20-30 minutes of advisory time. All students must participate in advisory sessions. 13. Avoid over standardization of programs to the point of neglecting individual differences in schools and in the students who inhabit them. I14. Review student assignment options, i.e., multi-aged grouping, maintaining same advisor each year, etc. 15. Avoid advisory being perceived as an add-on ( or one more thing to do in a crowded schedule. Consider the pros and cons of home basing advisory groups within interdisciplinary teams. 16. Plan frequent celebrations highlighting advisory accomplishments in academic achievement, community service, etc. combined with prominent displays such as an advisory wall of fame. 17. Develop an evaluation process that uses objective benchmark data such as reduction in disciplrnary referrals and absenteeism, improved academic achievement, perceptions of school ^ety by students, staff and parents and improvements in overall school climate and stafr morale.ARTICLE 40 WABTRS 1. To the extent possible, any proposal for waivers by a site or the District should be presented in writing to tfie Association by February 1 and processed in such a manner so as to enable the approval process to be completed by April 1. Waivers for proposals to be effective at times other than the opening of school shall be presented to the Association at least 90 days in advance. 2. Proposals for waivers must include\na. Which parties the proposed waiver would impact\nb. The reason the waiver is needed and the goals that would be achieved if approved\nc. d. The timelines for implementation\nThe resulting staff development needs\ne. A preliminary budget\nf. The evaluation and review process\ng. The specific provisions of the contract to be waived. ' 3. Representatives of the District and the Association shall meet to discuss the reasons for and the ramifications of the proposed waiver. The parties will draft a Memorandum of Understanding and Agreement that covers the waivers needed for die implementation of the proposal. 4. To approve the final language of the waiver memorandum, the members of the bargaining unit at the site must, be secret ballot, approve the waiver by a three quarters (75%) majority of the bargaining unit members affected. Those provisions of this agreement which are not waived would remain in full force. 5. If the Memorandum of Understanding and Agreement is approved as described above, the District and the Association will consider the waiver to be in effect. 6. Any teacher requesting a transfer to a site that has contract waivers will be informed of the waivers before the transfer is finalized. Teachers assigned to sites where waivers are approved who do not wish to remain there will be considered involuntarv transfers and given priority to transfer to sites where similar waivers are not in effect. 76School Transition Program As students enter the middle school level, they are simultaneously undergoing the social and biological changes associated with early adolescence There is clearly a risk that these simultaneous adaptational challenges will overwhelm the coping skills of some students and have negative effects on the psychological adjustment self esteem and motivation to learn. To counter the negative effects and bolster the coping skills of rising middle level students, schools must be deliberate in designing and implementing articulation activities students make a smooth transition to the be deliberate school level. aimed at helping middle grades and high Suggested Articulation Activities 1. Administer a prepared survey to 5th and 6th to generate a list of concerns/issues students regarding the move to middle school. Elementary counselors will compile a list from the survey and address each during group orientation sessions with each graders middle school. have 2. list from the grade level. Plan and conduct orientation guidance activities 5th 6th graders, in the spring, after assignments have been finalized. and in spring, with school a discussion of the II student survey. concerns\" The video, II Sessions should include list generated from the recommended as a resource for Moving On\" use is highly by elementary counselors in planning the content for the orientation guidance sessions. \" Moving On\", includes an educational video, lesson plan and student workbooks designed to help students succeed video. level. from: specifically . - -- st the middle school The video, which costs $89.95, may be obtained Media Innovations P.O. Box 1351 Hickory, NC 1-800-354-9982 28603-1351 A Student workbook for $.42 per copy is also available. During the period of scheduled orientation uuiwy une perioa or scheduled orientation activities at the elementary school, include a visit by the junior high school principal, student representatives and the school counselor to present information about the opportunities, extra curricula activities, at the feeder middle school. Provide' opportunity to practice opening/closing discuss book-bag requirements\n(if applicable). programs, etc. offered students an locks\ncombination pertinent topics. - . school uniforms class changing routines and other and3 . Conduct guided tours of assigned junior high/middle schools that are co-planned and coordinated by the junior high and elementary counselors. Plans should be made for the Sth and 6th graders to sit through a class period and eat lunch in the junior high school cafeteria durinq the visit.  4 . Encourage each junior high/middle school to school video and provide a prepare a . - copy to each elementary feeder The video should present the school positively and highlight student accomplishments, sUiool ac ' ' and any other special programs/features of the school. school activities school. 5\u0026gt; Provide an opportunity for elementary students shadow for a day to , or a portion of the day at their assigned middle school. 6. Plan a follow-up pre-school orientation riai, a loiiow-up pre-school orientation for rising 6th and 7th graders in the summer, perhaps during the week prior to school opening. prior to school opening. Include a \"Health Fair\" that would allow students to obtain needed immunizations screenings and receive other health information health appropriate to this age group, school's education partner(s) sponsor the activities. The local PTA and the could be asked to co- 7 . Plan a n Back-to-School Bash\" could be a social event for new students. 8. 9. 10. 11. 12. bonding experience . or for This a retreat format to provide new administrators and middle school students, youth leaders. Assign each new middle school student \"First Year Friend\", r '   - a II a teachers, Peer Buddy\" Junior high Peer Helpers can be - - Buddies/Friends could send or letter to introduce themselves used in this project. students as well and welcome the . ., assist in the orientation and assimilation process for the first semester. or a card new new students through the Organize uwoi famines\" composed of upper class students and new students. The \"Families\" could meet weekly for the first two months of II School Families\" composed of The II monthly for the remainder of the school and then school year. Each junior high/middle school should web page that students information about the school so and parents develop a school on the computer. can access a \"Telephone Tree\" using PTA parents to contact students\nstudent buddies/mentors contact their assigned mentees and for and welcome parents and students. new students\nto teachers to call Set-up a \"hot-line\" to operate beginning in the13. 14. 15. 16. 17. 18. spring and through the summer at individual schools to field questions from parents and/or students. Require students. tags/photo IDs for all middle school Provide the opportunity for middle school teachers and elementary teachers of rising middle level students, discuss articulation issues and programs with their colleagues at the next level. and implement to Plan a fuller array of diversified transition programs. Research as shown that the of numerous varied the articulation implemented, the more effective schools and more activities - are in helping new students to succeed in their critical first a new school. Parent Activities year at Local PTA's could sponsor Parent-to-Parent Coffee Klashes or luncheons to welcome new parents and get them involved in school activities. Plan conduct a Parent Night at the junior high/middle school. A \"Dog and Pony Show\" format presented by the junior high schools to publicize extra curricular activities, curriculum offerings and theme/specialty program can add glitz and excitement. Representatives from Laidlaw should also present information bus routes and other transportation issues. and at the Dog and Pony Show curriculum on routes and Prepare school orientation packets for all parents and distribute during parent orientation meetings and maintain a supply for distribution, the school year. as needed, throughout A major goal is to have all schools adopt and implement practices. School transition programs that use numerous and diverse articulation practices parental involvement role School transition effective , - . _ including a strong in the transition plan are much more . . , . ? strong partnership with parents throughout the child's matriculation at that level. likely to maintainBefore and After School Supervision In most single-parent families and in growing numbers of dual parent families, parents must woiL and cannot be at home before students leave for school in the morning or be at home after the school day ends. Thus, increasingly, young adolescents are spending more and more of their day in unsupervised activities. Regrettably, few parents can find or can afford, well-supervised, low cost programs that are accessible to young adolescents and that match activities to their interests and needs. As a result, too many youth are left aimless and uninvolved in their communities at a time in their lives that is typically characterized by high energy, a striving for self-definition and a need to prove their personal competence in a variety of areas. About twenty years ago, the term latch-key was coined to characterize the large number of unattended children and youth fending for themselves in the after school hours due to increasing numbers of mothers entering the workforce. While there is consensus that good quality child care should be available for pre-school and elementary aged children of worthing parents, there is a lack of discussion and consensus on the issues of appropriate after school supervision and services for young adolescents. In December 1998, 3,619 surveys were mailed to parents of 5* and b* grade students to determine the need for before and after school supervised programming for middle school students beginning in the 1999-2000 school year. Less than 1% (279) of the 3,619 surveys were returned. Only 103 respondents indicated that they would need before and after- school supervised CARE for their rising sixth and seventh grade students. The poor response may be due to the fact that the District CARE Program is fee based. However, when compared to other child care services in the city of Little Rock, the rates for the CARE Program are indeed a bargain. For the 1999-2000 school year, the Department of Human Services has indicated that grant funds will be available to fund Latchkey Programs for children in grades K-6. We will apply for the Latch Key Program funds, but that still leaves students in grades 7 \u0026amp; 8 without free supervised programs. Recommendations 1. 2. 3. 4. 5. 6. Offer supervised before and after school programs in all middle schools in the 1999-2000 school year on a fee basis. During the 1999-2000 school year organize a task force/woik team composed of representatives from city and state government, churches, business/industry, parents community organizations and the LRSD to develop an implementation plan for the 2000- 2001 school year for providing free, supervised activities/programs for seventh and eight grade students. Provide CARE program to 6* grade students through DHS funding in all middle schools. Mail out CARE recruitment/registration packets to all rising middle school students in April 1999. 7. Begin Day Care licensure process for all middle schools in May 1999. Implement start-up plan at all schools based on registration forms returned, i.e., (a) purchase materials and equipment, recruit and select staff and provide screening and service training. pre- Develop 3nd implement comprehensive marketing supervised to ensure parent awareness of all after school program options, i .e., electronic and print media. District publications and local school newsletters.We are confident that after-school supervised programs and activities between the hours of 4:00 and 6:00 p.m. c^ be provided to young adolescents virtually free of costs. Existing resources must be majrimized within the schools and communities to better serve our youth. By bringing together business leaders, religious leaders, community agencies, and institutions, both public and private, to study programs that are available and where resources overlap, a plan can be developed widiin the next year for providing affordable after-school supervised programs that appeal to the interests and needs of all middle level students beginning in the 2000-2001 school year. Extended Day Program Currently, extended day programs are provided at three of the eight District junior high/middle U 1 A nn A r\\r\\  -----------jv* vi j wm tlUUUlC ,  froni 4:00 - 6:00 p.m. three days a week. These programs at Cloverdale, Southwest and rulaski Heights Jr. High provide recreational activities, tutoring and creative activities within a safe supervised environment. Because the district transports the students home at the end of the program, one of the most serious barries to successful after-school programs is eliminated- lack of transportation. Schools are an excellent setting to house after-school programs for children and youth because they provide adequate space, they are a familiar environment for the students and . . - ----------------------------- can provide access to study areas, libraries, gymnasiums and computers that support academic and recreational activities for all students. to As these school-based programs are expanded, the kinds of activities offered will also need increase to support the needs and interests of young adolescents. Program components that engage students creative interests might include theatre, puppetry, storytelling calligraphy television production, arts \u0026amp; crafts and music \u0026amp; dance. Another high interest component Jould provide sports activities such as gymnastics, aerobics, karate, open gym, and intramurals. A firework of criteria for planning after-school programs for young adolescents should be developed that is responsive to parental concerns and to characteristics of early adolescent development. Suggested program criteria include : (a.) (b.) (c.) (d.) A safe environment Supervised, clean \u0026amp; caring Clearly defined mission Meets at least four of seven key developmental requirements for the age group: (1) diversity, (2) self-exploration and definition, (3) meaningful participation, (4) physical activity, (5) competence and achievement, (6) positive interaction with peers and adults, and (7) structure and clear limits. (Lefstein \u0026amp; Lepsih )1. 2. 3. 4. 5. Recommendations Expand the Extended Day Program (EDP) to all middle schools to serve 7'^ \u0026amp; 8* grade students. Continue funding Ejrtended Day Programs through New Futures to ensure transportation services and quality programming. Offer the EDP at least 3 days per week. Explore options for providing participants with a nutritious snack during the program. Provide programmatic components that respond to the interests, needs and energy level of young adolescents. 6. Identify program outcomes and evaluate program effectiveness in areas of skills acquisition, academic achievement and delinquency prevention.School Discipline/Safety \u0026amp; Security Focus Group Objective: to assess the safety and security needs for a middle school and prepare implementation recommendations. Student Support Program Standard (s) addressed: (1) Provide a discipline structure and clear limits that guide students in becoming responsible for their behavior and allows for personal learning and growth. Developmental need (s) met: (1) Structure \u0026amp; clear limits\n(2) Meaniful participation within school and community. Rationale: Maintmning a safe, orderly and secure learning environment for both students and staff is a core objective of an effective school. However, effective discipline does not come from the quick mastery of techniques or the implementation of a single packaged discipline model. On the contrary, it comes form the belief that teaching students to be self-disciplined, to take responsibility for ones actions and the belief of students that there is real hope for them to be successfol in both the social and academic realms, is the primary aim of schools that are responsive to the developmental needs of youth. Schools that are responsive to the young adolescents need for structure have clearly stated rules and expectations th^ bind students in common standards of behavior. The process of including students in developing the behavioral expectations of the school should be deliberate and planned. By being brought into the governance of the school, students feel a deep sense of ownership and pride in the school community. The goal of an effective school is to create a climate in which students want to learn and achieve because they are acknowledged as valuable and ever changing individuals. 1. 2. 3. Implementation Guidelines Establish a discipline committee as part of the Campus Leadership Team with representation of the total school community, i.e., parents, students, teachers, administrators, support staff and the community to provide the leadership in developing the school discipline plan. Condurt a building level needs assessment that encourages the faculty to discuss discipline issues openly and freely without fear of censure so as to promote open communication and shared decision making. Set-up work groups to identify causes of student misbehavior and to develop a specific plan to minimize or eliminate the problematic behavior. The plan should state what will be done, who will do it, when will it be done and how it will be evaluated. Strive for 75 per cent agreement by the entire staff on the plan before it is implemented. Goals: Components of Discipline Plan What the plan will accomplish4. 5. 6. 7. 8. 9. 10. 11. 12. Principles: Principles define attitudes and expectations for long-term behavioral growth. Rules are developed from principles and enable students to understand the values behind the rule. Rules: Consequences: Student Learning: Evaluation: Rules establish clear expectations for behavior. What happens when a rule is broken. What the student learns as a result of the consequence. Measures how well the program goals are being met. The following questions should be included with statistical data relating to behavioral incidents. (Richard Curwin \u0026amp; Allen Mendler) Research a variety of discipline models to generate alternative classroom management strategies and increase teachers repertoire of skills. Establish a Social Contract within the Classroom Tethers will need to establish a social contract within their respective classroom. A social contract is a list of rules and consequences governing behavior either in class or school wide. The list are discussed and evaluated by the total class and when consenus is reached, the list of rules and consequences becomes the classroom social contract. As students are involved in the process of establishing rules and consequences, they feel ownership of the contract. Implement the school/classroom social contract. Campus Leadership team develops an evaluation design to measure effectiveness of discipline plan. Develop and implement parent orientation plan at each school. Distribute Student Rights \u0026amp; Responsibilities Handbooks to parents during August registration at the local school. Develop a Student Rights \u0026amp; Responsibilities Handbook video which parents can check out from school libraries. Develop process and make staff assignments for teaching Student Rights and Responsibilities Handbook during second week of school. Review parent involvement models that have been successfully implemented in other school districts. Contact the VIPS office for technical assistance and information promising parent involvement programs. Some recommended models include: on a. b. c. Security Dad Program Parents on Patrol Program Mid-Day Volunteer Program Implement a viable parent involvement program that will increase the amount of time parent volunteers are visible in the school.13. Maintain the SRO \u0026amp; District employed security guards. Involve them in all school-based inservice workshops as well as additional training in conflict resolution, effective communication skills and peer mediation. a. b. c. d. e. f. g- h. What happens to the student 10 minutes after the consequence? Is he angry? Is he back on task? Are there signs of passive aggressive behavior? Is he fully participating? What happens to the student the next day? What happens to the student a week later ? What happens to student motivation? Does energy for learning increase or decrease? (Good discipline plans enhance motivation) What happens to the students dignity? Is it attacked? Is it maintained? Is it enhanced? How is the student s focus of control affected? Does the student become more internally or externally focused? (Internal orientation leads to responsibility. Eternal orientation leads to helplessness. What happens to the teacher-student relationship? Is communication improved? Is it weakened? Does the student learn about his behavior in a way that provides increased choices or does the student learn that he has no choice at all? (Choices lead to responsibility).ARLINGTON HIGH SCHOOL Indianapolis Public Schools (IPS) SECURITY DADS Program Background: The Security Dads Program was created in 1991 as a means to involve fathers in the activities at Arlington High School. The joint efforts and resources of a parent who is the President of the Organization of Parents, Teachers, and Students (PTS), the principal and a core group of committed and caring parents started a program that has grown eveiy year since and has gained acceptance and respect from the school population. Fathers were recruited and assigned a specific role: to provide a visible male parental presence at school-sponsored activities and other student-based events. Over the years, the Security Dads developed a productive working relationship with the IPS security police officers when taking the role of chaperons, monitors of student behavior, helping students correct inappropriate actions, and at times evicting troublemakers who could ' jeopardize the peaceful development of activities. In 1991, the program started with 10 Dads. Currently, 45 Dads are involved in expanding roles such as guiding students address the problems of school violence, drug and gang-related activities in an urban school setting. Their presence at Arlington High School, one of five Indianapolis Public High Schools with a population of approximately 1,376 students, provides stability and security at school functions. The Security Dads have received much acclaim. They have been featured on ABC \"GOOD MORNING AMERICA\", on CNN HEADLINE NEWS, articles in GOOD HOUSEKEEPING and PARADE magazines described their program. The Governor of Indiana, Evan Bayh, proclaimed May Sth as the Security Dads Day in the State of Indiana. Mrs. Linda Wallace, the originator of this program and its present director, received in July, 1995, the National Governor's Award. She is also the recipient of the Martin Luther King's Drum Major Award.i ! FACTS ABOUT Arlington High School -ROLE- Training ' 4MiM Is sns Staswin aeftoota Ma-1f) to insbirtarjapoiiBtu\u0026amp;iic toMSM^MRBStoaehoslil^^ i   i* Itaatal M.*ngtoR i * MMMMNM tt Intfanapafa. Mm. JseeuaNne MMeneeod has beer) the prindpp elnoe 16B7. Afln^on has about 1,600 students\nnearly 70 peraent of the student body is Africarv Amierican.  The program began under the direction of Linda Wallace, president of the Organization of Parents, Teachers and Students, as a way of involving more fathers in the activities of the school. 0 The goal behind the e^ort was to give dads a specific role to play in schc^ events.  Fathers were recruited through a variety of means, including requests made at parent meetings, student referrals and home visits.  Fathers of incoming freshmen (junior high students) are asked to join even before their children are at the school.  To provide a visible male parental presence at school-sponsored sporting events, dances, skating parties and other student-based acthzrties.  To chaperon, monitor student behavior, correct inappropriate actions, evict troublemakers when necessary and keep the peace. Hott: Security Dads do not replace the school disinct's security police officers. Rather, the fathers make the officars' jobs easier by serving as an added deterrent to student misbehavior.  No official training is required to become a Security Dad. All that is needed is a concern for teenagers and a desire to be involved in the school.  Every Security Dad is given a T-shirt and a jacket to wear whenever they are on duly. r 0 c  d u r e SMurtly CMb  Mndund M i Ml FrMttmanOriMMIgnwinBaning\natuSMa taow ato an and what\nIhay do.  - Alone wt w principal, the OPTS praaMant *achedular tw Security Dada tor arthritaa and avanta. A Hat of participanis. wrti phone numPars and days avaMabta. is kept at Tha school's Param Center. RenwKtor calls are rrtade the day before the event to every father scheduled to vokmteer. Appropriate thank-you notes are sent.  Nearty X fathers, many of whom wcK not involved in the school in meaningfuJ ways, now take pvt in school activitsea. These dads rtow have a connection to their children's school, aad a reason to be there.  Shidents feel better about their school when they see fathers taking an active interest and being involved.  Student behavior at events has improved and misbehavior has decreased as a result of the Security Dads' presence. -  Security Dads have a productive working relationship with the school's security police officers, making for a safer school environment. For more inkrnnation on the Security OmM pleaae coiKact Linda Wallace, President Or^tnixation fgPttrmts, Teadttn nd Students (317) 226-3848 For more information on the Indianapolis Public Schools, please contact School and Community Relations (317) 226-4829 Arlington High School's SECURITY DAOS Indianapolis Public Schools iPOSITION: VOLUNTEER POSITION DESCRIPTION Mid-Day Volunteer Program GOAL OP POSITION: To provide additional positive adult and interaction during lunch periods. presence To establish children. rapport between adults and To provide assistance to students. SAMPLE ACTIVITIES: Adults are (cafeteria paired and or outside) observe students. assigned an to walk around area and TIME FRAME: Length of commitment: 30 minutes (one lunch) as scheduled 1.5 hours (both lunches) as scheduled Scheduling: 11:30 - 12:00 First lunch 12:30 - 1:00 Second lunch WORK SITE: Dunbar Junior High School QUAL1FICATIONS S OUGHT: 1. Patience 2. Appreciation of diversity 3. Comfortable around teenagers 4. Understanding of teenage behavior 5. Willingness to attend orientation session and follow program guidelines for volunteers ronow 6. Adherence to confidentiality BENEFITS: Better understanding of students' school life. PROGRAM CONTACT: Linda Brown, Dunbar PrincipalClubs \u0026amp; Extra Curricular Activities Focus Group Objective: To determine guidelines and recommendations for national clubs and organizations to be included in the middle school program. Developmental Need Addressed: Self-Exploration and Self-Definition Program Standard Met: Provide opportunities for all students to experience success exhibit excellence and gain confidence and personal satisfaction through participation in oi^anized physical, social and intellectual activities. Rationale: A well developed body of research suggests that youth participation in creative, structured activities, youth programs and religious activities contributes to the development of social competencies, adolescent identity, creates challenges, provides fulfilling experiences and also brings youth in contact with caring, non-family adults who may serve as mentors or role models. Youth activities and programs are also important components of adolescents lives because they provide a sense of belonging, develop skills through real world experiences, enhance a sense of self-worth and develops leadership skills and independence. For at-risk youth, participation in extra-curricular activities takes on an added significance by creating a positive and voluntary connection to the school. They also provide agateway into conventional social networks, while at the same time, promoting individual interests, achievement and the pursuit of personal goals. Conversely, research has shown that youth who are involved in the drug culture, juvenile crime and who drop out of school, participate in significantly fewer extra curricular activities at all grades, including the years prior to dropping our of school. Sports or exercise programs benefit youth, in part, because of how physical activity affects the biochemical mechanisms in the brain and increases the production of brain norepinephrine and serotonin which have been shown to promote feelings of well-being. Over-time, adolescents often learn to associate their feelings of well being with exercise and group activities. The majority of extra curricular activities that arc currently available in District junior high schools are appropriate at the middle school level. However, the individual schools must make a commitment or, be required by District policy, to ensure that all middle level extra curricular activities are inclusive and will accommodate all students who express a desire to participate in a specific activity or program. Procedures must be developed and implemented that support 100% participation of students in a variety of extra curricular activities and programs. While it is true that some extra curricular activities have eligibility requirements that may be restrictive to some degree, schools can provide countless opportunities for students to participate in academic clubs and other activities that are not regulated by the Arkansas Activities Association or by restrictive clauses contained in the charters of school-based organizations and activities.Listed below are a variety of extra curricular activities that school staff may consider for inclusion in the activities menu at their respective schools. Academic Clubs/Competitions Odyssey of the Mind Aegis Math Counts Math Olympiad Spelling Bee Amateur Radio Club Yearbook Staff Computer Club Chess Club Stock Market Club Fitness Club Dramatic Reading Club Foreign Language Clubs Science Club Quiz Bowls Journalism Club Art Club SECME Newspaper Staff Drama Club Dance Team Debate Team Teachers of Tomorrow Athletic/Sports Related Activities Drill Team/Dance Squad Tennis Pep Squad Football Basketball Volleyball Track \u0026amp; Field Gymnastics Cheerleader Squads Swimming/Diving Cross Countn' Girls Softball Indoor Track Fellowship of Christian Athletes Spirit Groups Golf Charter Regulated Organizations National Honor Society Student Council National Beta Club Boy Scouts Girl Scouts Future Business Leaders of America Future Homemakers of America Social, School and Community Service Organizations Y-Teens Peer Helpers Office Monitors Ladies Club Gentlemens Club Fire Marshalls Hall Monitors Bi-racial Club Peer Mediators All school-sponsored competitive interscholastic activities that educational program arc regulated by AAA.. are a part of the DistrictsEligibility rules apply to students in grades 7 and 8 at the middle school/junior high level. Eligibility is based on residence, age and minimum academic requirements. Sixth grade activities are not covered by AAA eligibility requirements. (A detailed analysis of AAA Regulations may be found in the Arkansas Activities Association (AAA) Official Handbook. IMPLEMENTATION GUIDELINES In order to fully implement a program that will benefit each child, the following concerns must be considered: 1. 2. 3. 4. 5. 6. 7. All club/organization sponsors must be trained for the activity that they will sponsor. Sponsors may include community and parent volunteers. Adequate funding should be provided by the District to ensure the broad-based student participation. Provide adequate transportation opportunities for students to participate in after school programs and activities. Every student should participate in at least one extracurricular activity . Intramural sports programs should be planned and implemented at each school to allow all interested students an opportunity to participate in team sports. Schedule an activity period into the master schedule to accommodate meeting times for all clubs/organizations.Alternative Education: School-Within-a-School Model Focus Group Objective: To define and recommend appropriate support programs including alternative education to he provided in the middle school. Developmental Need Met: Competence and Achievement Student Support Program Standard (s) Addressed: (a) Provide opportunities for all students to experience success, exhibit excellence and gain confidence and personal satisfaction through participation in organized physical, social and intellectual activities, (b) Create a stnicture of opportunities for learning that nourishes the strengths and overcomes the weaknesses of each student. Rationale: To be effective, alternative programs must create a total educational environment, which both challenges and nurtures students. The approach must focus on developing positive interactions between students and staff in an environment, which supports student progress. A model which should be sought is one that gravitates toward smallness-within-bigness or units designed to personalize education for students\nteachers who assume diverse roles in addition to classroom responsibilities such counseling, advocacy, and some administrative responsibilities and which provides an experiential curriculum, coupled with developmentally appropriate inter-disciplinary learning activities. The school-within-a school model, which is built upon the smallness within bigness principle succeeds by not totally separating the target students from their peer group but uses co-curricular and extra-curricular offerings as a way to keep students in the mainstream while providing an individualized, self-paced learning environment. This model is designed to operate within a District middle school and thus can take advantage of OV 1 Cft nr rtlr\u0026gt; _______1 .1.1- __J - I   existing facilities, classrooms and the administrative and teaching staff. Forest Heights Jr. High has successfully implemented the model for the last two years and can serve as a replication model. The mission of the school-within a school model is to provide, within the confines of the identified school, an ALE experience for students who are failing to thrive in the traditional setting. It will serve only students enrolled in the specific school who have been recommended by the school s Pupil Services Team. Core academic courses are taught by (2) teachers with dual certification in English/Social Studies and Math/Science or by a single teacher who is able to teach across grade levels. Students would be able to access electives that are offered at each school, _ ___________ level. In addition to the core subjects, all ALE students would be provided a social skill^and conflict resolution class to address personal/social issues and other developmental and behavioral needs. A staff ratio of 1 to 15 is recommended. as appropriate for the specific gradeImplementation Guidelines 1. Identify Target Schools Survey all middle schools to determine those with the space requirements to house ALE Classroom (s) on site. 2. Planning/Preparation Through the Campus Leadership Team or another school-based planning committee, begin planning for implementation of the ALE School-Within-a-School Model at the beginning of the 2000-2001 school year. 3. Selection of Staff Selection of appropriate staff for Alternative Learning Environments is crucial to the success of or the program. Alternative education should not be a dumping ground for poorly rated teachers hard to place support staff. Staff should be handpicked from among the best-rated and most popular teachers in the system. Characteristics should include a friendly, caring attitude, excellent classroom management skills, varied and flexible teaching methods, creative and energetic disposition, and willingness to work with all students. Drop-out prevention programs around the country that seem to be the most effective are ones which have a strong personality for students to identify with, admire or respect. Examples are a nurturing father/mother figure, a firm, fair disciplinarian, or a figure with special talents. Support staff should model the saine positive, up-beat attitude of the faculty and be part of the team that says to the students: We care. Preference should be given to teachers with a proven track record, those able to teach multiple subjects, and those who are interested in the academic success of at-risk students. 4. Staff Development An integral part of any Alternative learning Environment is an effective staff-training component. Training for effective interactions with at-risk students is not included in most traditional educational training programs. St^ development training must include all persons who have regular contact with the students. It is important that regular, part-time, volunteer, certified and non-certified staff all have training in the same areas. Areas to be addressed should include: 1. 2. 3. 4. 5. 6. 7. 8. Positive approaches to behavior management Aggression Replacement Training Non-traditional teaching strategies Stress management Training that includes interpersonal skills, counseling skills, and self-esteem development Other topics important to specific ALE sites Multi-cultural instruction Non-traditional instructional strategics including project based learning, cooperative learning and interdisciplinary team teaching. Staff development must be on going and, for new programs, it is essential that adequate in-service time be scheduled prior to the beginning of the school year. For a successful program, all staff must have a common vision and an understanding of how to make that vision bccomca reality.5. Therapeutic Component Mental health teams composed of community based service providers and school specialists should be established. A range of support services need to be provided on site that will foster the development of interpersonal and social skills, resistance to negative peer pressure and conflict resolution skills. A social services center will be established in all sites where space is available. Counselors and/or therapists form community-based service provider agencies will be scheduled to provide Crtf'ial cVilIo anotm a+I am ____I .*.l_ _ ...   . _ social skills instruction, counseling and therapeutic interventions. These mental health WWW4IUII, cuuiibcimg ana merapeutic interventions. These mental health teams will also assist program staff in creating an emotionally safe and comfortable climate for students that the students can identify with and attach to a caring adult. The support services will include, but not be limited to: case management services, individual and group counseling and health ^sessments. Childcare vouchers will be obtained for students requiring this service A Child C^e Center is operational at the Metropolitan Vo-Tech School that will provide childcare for all ALE students who could not attend school without it. 6. Student Referral \u0026amp; Selection Process Students in grades 6-8 may be referred to the Alternative Program through a variety of sources:     Student Self-Referral School Administrator Referral Parent Referral School Staff Recommendation Referrals should be based on the following criteria: \u0026gt; A pattern of academic failure- not performing at grade level in one or more of the core areas, and/ or performing poorly on standardized tests\n\u0026gt; Poor social and interactive skills: (a) Displaying unacceptable patterns of behavior (Sent Home Class Bars, Suspensions): (b) Failing to fit in in the social environment of the school, and/or \u0026gt; Over age for grade level. Referrals will be submitted to the school-based Pupil Services Team The PST will referrals and assign the students to the school-based program, if appropriate. screen 7. Program Assessment Evaluation of the program and services will be accomplished by presentation and analysis of data, l.e _ ana VCIC nt cnrrocc ___i____***v*s i.e., analysis of success and failure rates, number of students served :7  V. .UVVC.S anu raiiure rates, number ot students served as compared to the number identified, and degree to which each identified program objective was achieved.  Number of students who returned to the educational setting via the ALE\n* A I* F percent of participants who completed the educational year through the ALE program\n Demographic, personal and test data on ALE participants\n Number and kinds of courses in which the students enrolled\n A list of special problems identified, with actions taken and results\n Data on the success and failure rate among students by course, with staff analysis of probable causative factors\nand  A written analysis of outcomes/results for each identified program objective, which will include substantiating evidence.Special Middle School Steering Committee Meeting for further discussion on the Family/Community Partnerships Proposal Wednesday January 27,1999, 4:30 p.m. LRSD Board Room 810 West MarkhamTO: FROM: RE: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 JANUARY 21, 1999 Middle School Steering Committee Young, New Futures Liaison and Restructuring Director Information for Special Meeting, January 27,1999 A special meeting of the middle school steering committee has been set for January 27 at 4:30 p.m. in the board room at 810 West Markham. The purpose of this meeting is to allow additional time for discussion regarding the recommendation of the Family and Community Partnership Committee. Enclosed for your review is a copy of the committees proposal, budget requests, implementation timeline, information about Communities in Schools, and the local program standards for CIS. A request was made to provide information on CIS standards. Please review the section in the comprehensive plan packet labeled, Questions and Answers. This section gives a good synopsis of CIS standards. After reviewing this section, if additional information or a complete set of the standards is still needed, please forward your request to my office. The special meeting will be devoted strictly to a question, answer, and discussion format. Please come prepared with your questions and comments. The Family and Community Partnership Committee has worked endless hours to complete this recommendation. Thanks to all for your efforts. Please make every effort to attend this important meeting! Thanks so much. AttachmentsTo\nMiddle School Steering Committee From: unity Partm ip Committee Family/CcjW Sandy B^^r, Jesse Bens'c^Lam^erkley, Jim Brow: Bruce Coh^ Ida ColliR MeloifeClarke, JoAnn Cui Terri Davis,'Gwen Efirc^ Ie Ev^, Coleen Ferguso, Date: Subject: arah Facen, Bob Highto' iane John^n, Ann Kamps, ) jz Lucker fchairperson), Debb. ila' M\ns itgomery, Char: f^Haysj Miller/^FZ/yy orr ain e\nJ^ sbj^ity sb^iA ^i Nel^n, Gail Nickerscffi,- Fr^Nicke Rushingodistene Smith January 6,1999 Committee Plan Proposal Nim: r. ebme The above mentioned individuals have spent the past ten months researching, exploring, surveying, planning, learning, discussing, re- ffaming and planning some more to present the enclosed documents as a firm, consensual proposal to address Family/Community Partnership issues within our upcoming Middle Schools. The work of our committee is largely supported by the good sense of the following efforts: Strategic Planning #5, Turning Points, LRSD Board and administrative mission statement and goals, principles of Campus Leadership Teams, Community In Schools principles, Pulaski Countys Promise To Youth goals, and our revised Desegregation Plan. We have all come to the table from varied arenas with our own agendas. We are united in vision, in spirit, and in a determined effort to address the critical issues challenging youth in our schools. Our focus is to produce a comprehensive proposal to serve all Middle School students and staff with the express purpose of offering each and every one optimal opportunities for success. This will be provided through support and adoption by our school district and active participation in a citywide Communities In Schools (CIS) process. CIS will most effectively meet the needs identified by our committee and countless research documents. ...the first and foremost concern for school boards is improving student achievement. The reality is that the best instructional reforms cannot produce the desired results for a large number of students as long as schools do not have comprehensive approaches for addressing external and internal barriers to learning and teaching. The CIS process will inevitably enable our educators to return to that which they are best trained to deliver-the education of our youth. It will in turn deliver the mission, the challenge and exciting promise of allowing our community to address the external issues/barriers that may prevent many of our youth from achieving their potential. Communities In Schools, founded in 1977, is our nations largest stay-in-school network. CIS champions the connection of needed community resources with schools to help youth successfully learn, stay in school, and prepare for life. By relocating community service providers to work as a personalized team serving alongside teachers, principals, volunteers and mentors, CIS connects the schools with the resources that students need most. The success of this approach has been documented repeatedly. Community partners make CIS succeed by embracing the principles and working collaboratively on behalf of children. CIS believes that every child needs and deserves the following basics:  a personal, one-on-one relationship with a caring adult,  a safe place to learn and grow  a marketable skill to use upon graduation  a chance to give back to the community. This is NOT proposed as a quick-fix but rather, as a long-term opportunity for our district and community to view the success of our youth as a shared responsibility, a true collaboration and a blending of expertise to impact the future of our city. We also view our district as an ongoing participant within this process as CIS becomes an established entity owned and operated via an independent advisory board. We realize the adoption of this process may involve a shift in how we traditionally view services but, the long-range outcomes are proof that our youth WILL benefit. As the Little Rock School District continues to pursue designation as Quality Schools, CIS by design, mandates quality and standards as keys to success. We as a committee, urge the Steering Committee to embrace the vision of the CIS process as an ideal direction to follow and we collectively vow to remain steadfast as active stakeholders in seeing this vision through to fruition. It would prove counterproductive to proceed without a comprehensive plan that offers a menu of all i f services possible to all Middle School students. Each and every student deserves the very best our schools and our conrmunrty can offer. I Our committee has already realized the accomplishment of an essential goal\nthe upcoming implementation of a district-wide Start Wellness Program. This commitment on the part of our visionary administration and hospital partners serves to illustrate a _ I determination to provide overall school improvement strategies that specifically address barriers to achievement. It is also helpful to note that programs and services already in place in our district (services wise), fit snugly within the framework design for the Little Rock Communities In Schools process. It is indeed time for our community to roll up their sleeves and share m the challenges and joys of raising our children. From LRSD, we are asking for.  8 full-time nurses (one at each Middle School) @ an additional $60,000. This request assures that the additional coverage will not compromise services provided to nonMiddle School sites. This will also assure that elementary school are provided adequate nursing services.  Computer lines and e-mail capabilities need to be installed in each Middle School Health room to accommodate proposed Health Clinics. Staff Development for Middle School staff can be provided  dtan ueveiopniciii lui ivuuuiv ------------ r by CIS National office. They have already committed to provide needed technical assistance.  A LRSD Informational Services employee is needed to serve as liaison to work with CIS in generating appropnate evaluation/tracking of students serviced.  2 full-time site coordinators can be provided through  2 mil-time sue Luuiuiumvio vcui ww ---------- reassignment of existing staff (2 more provided through CIS).  Letters of agreement for services with CIS and cooperating partners.CIS of Little Rock will provide the following through the planning and preparations of a strong Local Task Force who in turn, appoints a dedicated Advisory Board\n An executive director  A working Advisory Board  2 full-time site coordinators  National/Local training sessions and ongoing consulting/technical assistance  Generating resources and networking services  State-level support  Local support through Pulaski Countys Promise  Other services and resources as yet to be determined As Colin Powell stated in Philadelphia, Our schools are the heart of our communities and the hearts of the community are in our schools!Family/Conununity Partnerships Committee Comprehensive Plan [ Communilies tn Schools Slate Office ~~r____, I Comrininilios in Sctiools Local Advisory Board | Communilies in Schools Local Admirristialive Office ]--{ [ Littre Rock School District Communily Partnerships ] I I 1 LRSD Middle Schools Site Providers Communilies In Schools Site Based Coofdmalois Voiunieeis X I Resource Oncers SAPtlOlAL TEEN EE RN's I 1 I Pupil Service Teams Campus Leadership Team Teacher Wellness Provided by Panners In Education VIPS xm.__ LRSOPTA ^Student Wellness | X I I I I I I I I I I I 1 Noi\u0026gt;Pro(its Media Higher Education Faith Commrify Citlual fists Heath Services Civic Orgarizations Mortal Heath Hunan Services Legal Jiwerite Business Providers Substarce Abuse GovermerX Big BAS BACaubt Scouci PAR.K. YMWCA United Way Comcast Newspaper Radio Ptiilwtder Puloki TeeJt RNProg UALX UAMS UCA NCa Arts Center Aru Council Rack Suge Museum* ACH ADII AUX Baptist Private Dr. Sl Vincent! Soultiwesi AARP Jr. Letfue Kiwutii Optimitl Rourv Cenien CSC FSA Youth Howe I Court Detention FINS Judge* Parole Probation Chamber lIRDepU I.R Alliance Small Busincu United Way ITC fSA AH)Y Drug Free Schoult A.AfnjL^ ARKidil Lily of LR Coop fca Str Dept of Com Prg File (Xpt Police Dept Medicaid Parks A Rec _ILittle Rock School District Proposed Timeline for Implementing Communities In Schools .45 in all quality efforts, much work must go into the planning, development and implementation of a Communities In Schools initiative. This is especially true for one as large and comprehensive as that being considered by the Little Rock School District. Insuring an effective, first class project requires a strong and consistent district commitment as well as a sizable community buy-in. Much will be asked of the community-at-large, not the least of which are services and financial support. Those business and community leaders who will be asked to partner with the district in this venture must see a motivated school district actively involved and committed to the cause. It is not enough to simply provide space and childretL The school district nurst invest in the concept and be an equal partner, working to not only further efforts to bring the rich resources of a caring community into the schools but to truly create safe and exciting places for children to learn and grow and for teachers to teach. Some results will be immediate, especially ex'ident in the responsiveness and performance of the students, in the enthusiastic involvement of the teachers and staff and finally, in the positive feed back from the community. The long range effect will be a more viable workforce, more involved young people and a healthier community. The following timeline is only a suggestion and one that can and should be reworked and revised for the districts use in developing a CIS project It is based on Quality and Standards, a well-defined progression of necessary steps to be taken in designing, implementing and operating the best possible program. The most important and relevant fact to remember is that, in the end, this cannot be simply a LRSD project. It must be a partnership with the community. The advantage to the district is that it does not have to assume to answer all of the questions and solve all of the problems by itself. As with the children of Little Rock, the community will provide much of the support. It is keenly important that the district works to support and not impede. It should be a leader, bringing fresh and exciting ideas to the table, with the community providing the opportunities and capacity for change.Proposed Timeline for Implementation December/January 1999:  Prepare proposal based on school/ community assessment  Present CIS proposal to Dr. Carnine  Dr. Carnine presents proposal to Steering Committee  Initial presentation to LRSD School Board (presentation/ information to the board members prior to a regularly scheduled board meeting)  Present plans to middle school principals/staff/teachers  Establish leadership task force\nselect chairperson/volunteer community liaison February 1999:  School Board endorsement of CIS project/ Ltrs. Of Agreement  First meeting of Leadership Task Force ( begin discussion re: governing, job descriptions/funding) '/ March 1999:  Task force determines if it will incorporate and how it will be governed (will it form a 501(c)(3) or exist under another organization but with full governing authority)  Preliminary operationalplan/timeline is drafted and approved (should include number of sites/site coordinators, job descriptions for Executive Director, coordinators, etc. as well as goals, objectives, responsibilities and desired outcomes, both general and particular*)  Develop Resource Development Plan  Develop individual site plans for each school (working with CLT) insuring students and families are actively involved) April 1999:  Task force approves Operational/ Resource Development Plans and begins securing funds  Appoint members to Board of Directors  Plan to attend Spring Training Institute in Phoenix ( Board Development, Resource Development, Executive Director Training)COMMUNITIES IN SCHOOLS Helping kids to help themselves Who We Are The Communities In Schools Network The mission of CIS is to champion the connection of needed community resources with schools to help young people successfully learn, stay in school, and prepare for life. Millions of young people have lost the traditional safety nets that used to provide love and security even when the nuclear family was in trouble. Extended families, close-knit neighborhoods, a church, a synagogue or mosque  all could be counted on to respond when these kids cried out for help. But now, the safety net is too often stretched to the breaking point. communities (and related problems affecting youth and their families) by adapting the CIS process to the needs and resources of the community. Local CIS projects are the individual Our society has tried to respond to this crisis with fragmented solutions. We deal with symptoms  poverty, drugs, illiteracy  as if each could be cured on its ora. But only one thing will cure the symptoms of disconnection. That is community. We need to build a new community around kids, a new safety net. Communities In Schools creates that community. By bringing existing resources, services, parents and volunteers into a school, we meet children's needs so that they can concentrate on learning. Founded in 1977, Communities In Schools (formerly known as Cities In Schools) is today the nation's largest stay-in-school network. CIS brings together hands in need with hands that can help. By re-locating community service providers to work as a personalized team serving alongside teachers, principals, volunteers and mentors, CIS connects the schools with the resources that students need most. Local CIS operations are independently incorporated, nonprofit community-, city-, or county- Mde public/private partnership organizations. They address the stay-in-school problem within their education sites that make up a local CIS program. The project's team of assigned and relocated staff connects the community's existing resources with students and their families. State CIS organizations, like the local programs, are independently incorporated. Their mission is to replicate the CIS stay-in-school strategy as widely as possible within a state, and to secure state-level resources and networking for the individual CIS communities within the state. CIS affrliates are pre-existing organizations or movements, developed independently from CIS. They are partnering with CIS because their missions meet the intent and spirit of CIS and are compatible in philosophy, principle and operations. The national office of Communities In Schools, Inc. in Alexandria, Va., helps create and support local and state CIS organizations. CIS, Inc. offers training and technical assistance through its field support centers in Atlanta\nChicago\nHouston, Texas\nand Alexandria, Va. A training curriculum for communities interested in replicating the CIS model is offered at selected training locations nationwide and through CIS, Inc.'s quarterly multitrack training events. aw COMMUNITIES IN SCHOOLS, INC. 1199 N. Fairfax Street, Suite 300,Alexandria.VA 22314-1436 Tel (703) 519-8999  Fax (703) 519-7213  e-mail cis@cisnet.org CIS at a Glance The Four CIS Basics Every child needs and deserv'es:  a one-on-one relationship with a caring adult\n a safe place to leant and grow\n a marketable skill to use upon graduation\n a chance to give back to peers and community. Some Facts about the CIS Network More than 500,000 students reached annually 135 local CIS programs in 33 states An additional 54 communities developing new CIS programs 1,009 school sites CIS, Inc. Field Support Centers North Central Field Support Center Al Ward, Field Support Director 815 West Van Buren, Suite 319 Chicago, IL 60607 (312) 226-1076\nFAX: (312) 226-7566 e-mail: carole@cisnet.org Southwest Field Support Center Jill Binder, Field Support Director 11550 Fuqua, Suite 215 Houston, TX 77034 (281) 464-6200\nFAX\n(281) 464-6828 e-mail: louis@cisnet.org Northeast Field Support Center Raj Chawla, Interim Field Support Director 1199 N. Fairfax St., Suite 300 Alexandria, VA 22314 (703) 519-8999\nFAX\n(703) 519-7213 e-mail: raj@cisnet.org Southeast Field Support Center Douglas Denise. Field Support Director 1252 West Peachtree Street, N.E., Suite 304 Atlanta. GA 30309 (404) 873-2993\nFAX: (404) 873-2488 e-mail: dtdenise@cisnet.org For more information, contact: Communities In Schools, Inc., Communications Department, Bonnie Frazier, director of communications, 1199 N. Fairfax St., Suite 300, Alexandria, VA 22314, (703) 519-8999 or (800) C1S-4K1DS\nFAX\n(703) 519-7213.COMMUNITIES IN SCHOOLS Helping kids to help themselves Communities In Schools Works. Who Makes It Work? Founded in 1977, Communities In Schools, Inc, (formerly known as Cities In Schools. Inc.) provides leadership and suppon to the nation's largest stay-in-school network. The CIS mission is to champion the connection of needed community resources with schools to help young people successfully learn, stay in school, and prepare for life. Small, caring teams of social service providers form one-on-one relationships with students and work alongside teachers, volunteers and mentors in the battle to keep children in school. The success of this approach has been documented repeatedly. Thanks to CIS, vounc people are graduating from high school and going on to hicher education or productive careers. But who makes CIS work'. Who actually implements this highly collabora-liV e strategy to help kids to help themselves'i The answer: Communities In Schools cannot succeed without it.s community-partners, the dedicated individuals who embrace CIS and work together behall ol the communitv's children. on  I irsi and foremost, it is the students themselves who guarantee CIS success. .A CIS program \"helps kids to help themselves\"  and last year, more than  .'00,000 young people demonstrated that hard work, commitment to learning, and a desire to give back to peers and community can equal success. Parents give their approval and suppon to each child s participation in CIS. They become involv-ed in CIS' mission, volunteer their time, and often benefit themselves from parenting classes and other familyskills initiatives brokered into the school by CIS. The sc hool superintendent is the crucial player who approves CiS' presence in each community. He or she invites CIS to explore the feasibility of establishing a program in the public schools, and acts as an advocate and facilitator for the CIS process. The school principal leads the school's partnership with the CIS team, chairing meetings to introduce CIS to teachers and administrators, and making CIS an integral part of the life of the school. Teachers know their students better than anyone else at the school. They refer young people for needed services, create lesson plans with other members of the CIS team, and often incorporate a \"CIS class\" into the school day. Social service providers, relocated from public and private agencies into the school, form the nucleus of the CIS team. Career and college counselors, health professionals, drug-education specialists and manv others all work together to treat each student's needs holistically. The local CIS board of directors, drawn from both the private and public sectors, provides leadership, experience and public visibility for the program. All local CIS programs are independently incorporated, thus ensuring that community decisions remain in the hands of community leaders. Local businesspeople provide invaluable resources to the CIS program: funding, employee mentors, job-shadowing opportunities, part-time and summer jobs for students, and in-kind donations of supplies COMMUNITIES IN SCHOOLS, INC. 1199 N. Fiirfix Street, Suite 300,Alexandria.VA 22314-1436 Tel (703\n519-8999  Fax (703) 519-7213  e-mad cis@cisnet.org and equipment. The chair of most local CIS boards of directors is also chosen from the private sector. Local government leaders help create access to public agency services for relocation into CIS sites. A mayor, county council chair or school board representative can be a powerful advocate for the CIS process, rallying community support and sending the message that local government is determined to improve our children's chances. The CIS staff in each community is usually quite small, since CIS teams are created by relocating staff from other agencies. But the small core of paid staff comprising the CIS executive director, individual project directors and administrative staff are indispensable to the program's success. These individuals receive in-depth training from CIS' Training Institute, and lead the way in implementing the CIS collaborative strategies. CIS national partners help bring resources to the \"front lines\" for kids and families. CIS, Inc. has longstanding partnerships with many government, private and nonprofit organizations. In addition, the CIS, Inc. national board of directors is a national advocate for the CIS network, helping to raise funds and public awareness for CIS' work with children. Relif\niou.s leaders, long accustomed to creating a communitv of spiritually committed parishioners to address social issues, find a new outlet with CIS. Volunteers from religious congregations play an i portant role in many CIS programs, and churches, synagogues and mosques support CIS by sharing space for after-school activities. CIS alumni keep in touch with Communities In Schools, sending new's of their educational progress and career achievements. The recently created CIS Alumni Network shares these success stories with the Leal and state programs, providing encouragement and support to CIS students across the country. Lastly, CIS depends on dozens of community volunteers who serve as tutors, mentors and role models for young people. The spirit of volunteerism is essential for any community-based program, and CIS volunteers help forge the vital one-on-one relationships that connect with kids.  Communities.In Schools is truly a coordinated, cooperative approach to working with kids. As our name reflects, we bring the community into the schools  and we need ever)' one of our community partners. For more information about the community partners who m^. CIS work, contact Bonnie Frazier, director of communications, at the Alexandria national office. 9/98COMMUNITIES IN SCHOOLS Helping kids to help themselves LOCAL PROGRAM STANDARDS FOR THE NETWORK COMMUNITIES IN SCHOOLS Final Draft - August, 1998 To Be Used During the 1998 - 1999 School Year (Quality - is a degree or level of excellence\nsomething that is special in a person or thing. - Oxford DictionaryINTRODUCTION Mission Statement To champion the connection of needed community resources with schools to help young people successfiiUy learn, stay in school, and prepare for life. Our Guiding Principles 0 Personalism. Programs foster one-to-one relationships with young people, promoting individual achievement. a Accountability. Programs create a safe, supervised, healthy, accountable environment in order to provide resources and services which meet individual needs. E Coordination. CIS works with the local community and serves as a resource broker and program facilitator by forming public/private partnerships needed to reposition community resources into the schools. The Four Basics Every Child Needs and Deserves'. 1) a personal, one-on-one relationship with a caring adult, 2) a safe place to leam and grow, 3) a marketable skill to use upon graduation, 4) a chance to give back to peers and community. Our Methodology Building relationships... Our Strategy To implement a process, one community at a time, which demonstrates how to organize successfill human service delivery systems which meet community needs and increase the individual achievements of identified children and youth. 1QUESTIONS AND ANSWERS Why Establish a Quality \u0026amp; Standards Committee? Due to the velocity of CISs expansion, fueled by the increasing need to provide services both nationally and internationally, it is critical at this time in CISs history to identify standards common to all CIS operational programs. Therefore, Communities In Schools national board of directors convened the Quality \u0026amp; Standards Committee to: establish standards for local and state CIS programs\nand recommend other policies required to improve the quality of CIS programs. In fact, the work of the Quality \u0026amp; Standards Committee can be viewed as one organizational response to the overall quality movement that now drives the missioEL, goals, and objectives of a number of enlightened organizations throughout the country, operating both in the public and private sectors. What is the Charge of the Quality \u0026amp; Standards Committee? The Quality \u0026amp; Standards Committees charge is to: E review the policy of the approval, establishment, and maintenance of CIS programs\nB examine the status and strength of existing programs\nB determine how a regular review process should be inqjlemented and what support would be available should a program fall short of national standards\nB determine whether local programs have met, or need assistance in meeting, state and federal requirements to function as a 501(cX3) corporation\nB define an academy, a traditional in-school program, and a whole-school model/ comprehensive strategy, with the appropriate method of evalualion for each\nB determine the duties and responsibilities of the national and regional offices to state and local programs, and recommend appropriate measures for implementing such duties and responsibilities\nB examine training programs for content, method, and location, and recommend changes if appropriate\nB work closely with the research, evaluation, planning, and public relations efforts, and make recommendations when needed\nand B recommend appropriate policies to protect the corporate identity of Commurities In Schools national.  1( What is a Standard? A standard is a series of statements that specify the critical elements of a program or activity that are deemed essential for effectiveness. After a series of intensive meetings, the Quality \u0026amp; Standards Committee identified the critical elements of a CIS program that are crucial for its existence. This does not negate each programs uniqueness, but does constitute some baseline standards for the existence of aD CIS programs. The CIS concepts and strategies encourage tremendous flexibility and diversity of community response to youth and families. No two CIS programs are exactly alike. CIS national/regional helps local programs avoid the \"franchise or cookie-cutter approach to service delivery, instead offering a set of principles and strategies that any community may adapt. The result is a great variety of programmatic emphases throughout the CIS networL Thus, it is important to understand that the standards identified here do not negate or change the basic CIS philosophy of community ownership and self-determination. But they do articulate certain basic elements essential to all CIS programs. Why Should State and Lx)cal CIS Programs Meet the Standards? Over the past several years the Communities In Schools national organization has become a leader in the development of public/private partnerships highlighted by its fast-growing network of state and local programs. To augment the expansion of the network, the issue of increased quality and quantity of services looms large as the organization sets plans for the future. A renewed focus on providing services to state and local programs will consume much of the time and energy of CIS national/regional in the months and years ahead. The benefits to the state and local programs for embracing the Standards as recommended include the following: E Increased access to resources from federal agencies that form partnerships with CIS national/regional\nB Access to funds that may become available firom public or private donors through CIS fund-raising efforts\nB Access to expanded training and technical assistance from the regional and headquarters offices\nand B Increased quality and quantity of programs and services for students and famihes participating in the CIS program. What Efforts Will be Made to Assist Programs in Meeting the Standards? All programs will be informed fully and will have the opportunity for training on the content and use of the national standards. CIS national/regional will establish a process for providing additional training and technical assistance for state and local programs. 3What Happens If a Program Meets All the Standards? Programs meeting all of the Standards will become chartered CIS programs. Chartered status is the newest and highest level of achievement for any CIS program, and this achievement will entitle the programs to: E Special recognition throughout the network as an exemplary program in providing service to youth and their families. Recognition may be with press releases, news articles, and events\nB First opportunity to apply for CIS pass-through funds^grants\nB B Opportunities to host celebrities interested in CIS programs\nInvitations to join technical assistance teams, and provide trainers for CIS\nB Invitations to conduct peer reviews for other CIS programs\nand B All other resources available to all CIS programs. What Happens If a Program Does Not Meet All the Standards? Should a program not meet the Standards after undergoing a preliminary review, a process will be set in motion, with necessary support from the appropriate regionaVstate office, to help bring the program into compliance. During the period of review and techmeal assistance, the CIS program may receive services and benefits as recommended by the regional/state office. Should the program decide not to comply, it will be reclassified xmtil such time as compliance recommendations are satisfied. If after exhausting every effort, a program does not meet the Standards, then the status of the program will be determined by the (^ality \u0026amp; Standards Committee. The national CIS office reserx'es the right to revoke the use of Communities In Schools identity (i.e., trademarks, service marks. Communities In Schools, the Reaching Scholar and Mortar Board Symbol and the Slogan Helping kids to help themselves}, if any program is not actively moving toward compliance with the Standards. What .Are the Different Stages of Development for CIS Programs? On the folIov.Tng pages is a chart that delineates the different stages and the critical elements\nthe time frame for movement to the next level\nand the resources provided by CIS national/regional and/or state CIS at each level * 4CIS LOCAL PROGRAM S l AGES OF DEVELOPMENT REQUIRED TO ACHIEVE QUALITY AND STANDARDS STAGE CRITICAL ELEMENTS OF CIS STANDARDS COMPLETED DURING EACH STAGE TIMETO NEXT STAGE RESOURCES REQUIRED BY NATIONAL/REGIONAL CIS AND/OR STATE CIS PREIMPLEMENTATION Benchmark for completion  educ. authority invilalion to explore CIS replication CIS nalional/state conunilment to provide services orientation for community leaders fonnation of task force/committee community assessment \"go decision\" from task force/commillee transmitted to CIS nalional/state and accepted by CIS nalional/state IMPLEMENTATION I Denchinaik for completion CIS board or agreement with umbrella organization lax exempt status board papers filed with CIS. Inc. executive director (LOA required if outside entity is paying l:Ds salaty) project direction, agency coordination functions covered CIS board, director, and site director trained site plans completed begins serving students Letters of Agreement with national CIS fully executed OPERATIONAL Benchmark for completion Up Io 12 monllis Up (o 12 inonllis conduct self-review program development plan to obtain Charter status request for review Io slate or national CIS successful completion of Standards Review conducted Minimum of two on-site TA* visits\nbulk mailings\nSource Books\nCIS info packs\nReplication Training\nReplication Manual**\non-site task force/commillee orientation\nall CIS conferences, PSAs, unlimited phone/mail TA Timely response (60 days) from CIS slate or national recognizes completion of pre-implementation tasks, reaching implementation stage Minimum of Iwo on-site TA* visits, including board development, all bulk mailings\nSource Books\ntraining calendar. Program Ops and Project Ops Training and at least one follow-up training for each\nProgram Ops and Project Ops Manuals**\nall CIS conferences Timely execution of Letter of Agreement by CIS stale or national (60 days) recognizes operational status Up Io 36 months from Q\u0026amp;S orientation, to first review\nup to one additional year if review is unsuccessful All materials, appropriate training, and grants opportunities as above. TA* Io develop and implement plan to attain Charter Local Standard Review date placed on schedule of reviews williin 90 days of request\njointly planned follow-up, including minimum of one on-site TA/trainmg per quarter for one additional year to reach Standards, if needed 5CIS LOCAL PROGRAM STAGES OF DEVELOPMENT REQUIRED TO ACHIEVE QUALITY AND STANDARDS STAGE CRITICAL ELEMENTS OF CIS STANDARDS COMPLETED DURING EACH STAGE TIMETO NEXT STAGE RESOURCES REQUIRED BY NATIONAL/REGIONAL CIS AND/OR STATE CIS CHARTERED TASKS TO MAINTAIN CHARTER conduct annual self-study program development plan to maintain Charter, increase quality -successful completion of triannual (3 years) Standards Review conducted by Standards Review Team Review every 3 years, up (o 1 year to reach unmet standards All materials, appropriate training, and grants opportunities as above. Special recognition (press releases, news articles, events), may provide trainers for CIS and/or TA teams\nmay participate on Standards Review Teams for otlier CIS programs *TA  Technical assistance CIS national manuals are provided upon completion of the coiTes|)onding course 64 STAGES OF DEVELOPMENT FOR LOCAL CIS PROGRAMS The process by wduch a CIS program develops is presented in this narrative and in the preceding Stages of D^elopment Chart. There are four categories of CIS programs: Pre-Implementation\nImplementation\nOperational\nand Chartered. Throughout this process, specific activities are encouraged. Critical elements are necessary to proceed successfully to the next stage\na time frame is presented for each particular stage\nand the resources provided by CIS national and state programs are delineated. PRE-EMPLEMENTATION STAGE Activities during thp phase focus on establishing community support for a CIS program. PreImplementation activities include: national or .state CIS responding to an inquiry about CIS and conducting orientation sessions after receipt of an i  ' (usually the superintendent of schools)\nidentifying invitation by the local education authority\na local CIS liaison\ndeveloping a pre- implementation task force\nassessing community leader ship support\npreparing and implementing a workplan\nand conducting a community assessment. The benchmark frat completes this stage is when the task force/committee meets and makes a decmon to go forward with CIS replication, to request a time extension to complete pre- implementation tasks, or to suspend activities. A letter giving the decision is sent to their state CIS or CIS national for acceptance. During the Pre-Implementation stage, the critical elements required to move to the next level include: E B B B B Invitation from the education authority to explore CIS replication in the community- A CIS national or state commitment to provide services\nFormation of a CIS replication task force or committee\nCon^iletion of a community assessment\nand Task force decision to go ahead with the development of CIS. The time frame to accomplish the above activities and to reach a decision to continue development based on the findings from the community assessment is up to one year. Any task force exceeding one year may submit a letter requesting an extension that identifies (1) the reason for the delay,' (2) the plan/timetable to conclude the Pre-Implementation phase, and (3) the additional techmeal assistance required to move forward. If an extension is not requested within 30 days after the initial year, CIS national or state will send written notification that the program has 30 days to file the request or it will be considered inactive until further notification from the community. Programs requesting an extension will be expected to complete their plan as indicated. When the CIS state or national oflhee receives notification of the task force decision, a response is provided within 60 days. 7The National and/or state CIS will assist a pre-implementation task force by providing replication training, minimum of two on-site technied assistance vdsits, on-she task force /comn^ee orientation. Source Books, CIS information packets, public service announcements, bulk mailings, invitations to all CIS conferences, and unlimited mail and telephone techmeal assistance. The CIS Replication Process Manual will be provided upon completion of the training course to attendees. IMPLEMENTATION STAGE This phase focuses on establishing a CIS program. Implen ntation involves finalizmg the incorporation of the CIS program and its board of directors\nraising funds\nselecting and hiring a local management team\nselecting the education site(s)\ndeveloping an operations plan\ndeveloping a comprehensive site plan\nobtaining agency agreements for the repositioning of social service staff into the project(s)\npreparing the she\nand selecting and providing mitial services to students. Execution of the Letter of Agreement with the state CIS (or, where there is no state CIS, with national CIS) marks the completion of the Implementation stage and recognizes the program as OperationaL Critical elements of the Implementation stage necessary to advance to the next level include\ns B B B B B B B B B Formation of the CIS board or an agreement with an umbrella organization\nTax exempt status\nBoard papers Sled with national CIS\nExecuth'e director selected (letter of agreement required if this person is paid for by an outside entity such as the school system)\nFunctions of project direction and agency coordination are covered\nCIS board, director, and site director are trained\nOperational plan Sled with CIS state/national\nSite plans completed\nStudents are receiving services through CIS\nand Letter of Agreement with CIS state/national is Silly executed. The time frame for the Implementation stage is up to 12 months to the signing of the Letter of Agreement bv the local program The national or state CIS signs the letter within 60 days, which signiSes that the program is then Operational. Local programs that do not complete aU steps within one year will STe a letter requesting an extension that identifies (1) the rea on for the delay, (2) the plan/timetable to become Operational, and (3) the additional techmeal assistance required to move forward. Programs requesting an extension will be expected to corrplete their plan as indicated, with the assistance of their state CIS program or CIS national. Resources provided by the CIS national and/or state program include: minimimi of two on-site visits to provide technical assistance\nProgram Operations and Project Operations Training and the corresponding manuals upon com^iletion of the training\nat least one follow-up training for each training course\nSource Books\ntraining calendars\nall bulk mailmgs and invitations to all CIS conferences. 8' OPERATIONAL STAGE J CIS programs that reach the C^erational stage have made a commitment to participate fully in the c phase focuses on further strengthening the program to meet national it^dards and qbtam its CIS Charter. During this phase, the programs identify and assess needs\ncollect and utilize data\nconduct annual rexdews\nprepare and implement a program development plan to meet all national standards and obtain CIS Chartered status\nreceive technical assistance to ^renethen the program\nand schedule and complete a Standards Review conducted bv a Standards Review Team. Successful completion of a Standards Review by a Standards Review Team recognizes the program as a Charter CIS program. Critical elements during this phase are designed to help operational programs obtain a CIS Charter and mclude: B B B B Conducting a self-review based on national Standards\nPreparation of a Program Development Plan to attain a CIS Charter\nRequesting a Standards Review by a Standards Review Team\nand Successful conpletion of the Standards Review conducted by the Standards Review Team. time frame between obtaining Operational status and requesting the first Standards Review by the Standards Review Team is up to 36 months from the time of Q\u0026amp;S orientation. Requests tor a Standards Review are filed with the programs state CIS office or national CIS through Its regional offices where a CIS state office is not in place. The Standards Review will be placed on the schedule of Reviews within 90 days of the request. Programs that are not successful in completing their Standards Review will receive technical assistance from the state and/or nation^ CIS to develop and implement a second program development plan fociiginp on areas of need identified in the Standards Review. In most cases, it is expected that the local CIS program will reach all standards with in development plan. one year or as specified in their second program Local CIS programs may appeal the decision of the Standards Review Team to the Qualitv \u0026amp; Standards Committee of the CIS national board of directors. Resources provided by the national and/or state CIS program include: minimum of two on-site visits to provide technical assistance, including assistance to conduct a self-review and/or to prepare the program development plan\nall CIS training courses and their related manual\nand materials\nat least one follow-up training for each training course\nSource Books' training calendars\nall bulk mailings\ninvitations to aU CIS conferences\nand the timely execution of the Standards Review by a Standards Review Team. Jointly planned technical assistance, mcluding a minimum of one on-site TA/training per quarter for one additional year, will be provided to programs that do not obtain the CIS Charter on their first review. After three years, if a CIS program does not meet the standards, technical assistance will continue from CIS national/and or state ofiBces, but the local program will not be eligible for grant opportunities and CIS pass-through funds. CHARTERED STATUS The newest and highest stage of development for CIS programs recognizes program'\nthat have met all of the local CIS program standards. With this accomplishment, the program gains new opportunities for recognition and to assist their peers and new CIS programs in development. At this level, the program also strives to maintain their Charter and to reach even higher levels of quality in their services to students, families, and the community, and to see that newly established CIS programs also meet CIS standards. Critical elements for maintaining Chartered status include\ns E B Conducting an annual self-review on national standards\nPreparing a Program Development Plan to maintain the CIS Charter and increase quality\nand Scheduling and participating in a tri-annual (every three years) Standards Review conducted by a Standards Review Team. Time Frame to maintain the CIS Charter is open-ended, except that the Chartered local program will participate in the Standards Review conducted by a Standards Review Team, every three years. Programs that do not successfully complete the tri-annual Standards Review will develop a Proeram Development Plan to address program needs in partnership with their CIS state and/or the national CIS. The Program Development Plan will ^ecify the technical assistance that the state and/or national CIS wUl provide and the steps and time lines to complete the plan. In most cases, it is expected that the local CIS program will reach all standards within one year or as specified in its second program development plan. Local CIS programs may appeal the decision of the Standards P,eview Team to the Quality \u0026amp;. Standards Committee of the CIS national board of directors. include all Resources provided by national and/or state CIS to Chartered local programs materials, appropriate training, and grants opportumties that are available to operational CIS programs. In addition. Chartered CIS programs will receive special recognition ^ress releases, news articles, events) and may, at their discretion, proxdde trainers for CIS training courses and events, participate on state and/or national techmeal assistance teams, and/or participate on Standards Re\\dew Teams for other CIS programs. 10810 WEST MARKHAM LITTLE ROCK, AR 72201 New Futures Department (501) 324-2112 L fi - ROH1VE0 1 1S89 DATE: February 26, 1999 OFFICE OF DESEGREGATION MOSITOO TO: FROM: Middle School Steering Committee Members Young. New Futures Liaison and Restructuring Director RE: Next Meeting ^28 mHEI \u0026lt; The next middle school steering committee meeting will be Tuesday, March 2, 1999 in the administration building, 810 West Markham, first floor lounge, at 4:30 p.m. Enclosed is a draft copy of the student support programs proposal. Please review it prior to the meeting and bring it with you. We will discuss it further at that time. Encl. student Support Programs Focus Group Objective: Define and recommend appropriate student support programs (including alternative education) to be provided in the middle school. Developmental Need (s) Addressed\n(1) Competence \u0026amp; Achievement (2) Meaningful participation in the school and community: (3) Self Exploration and Self-Definition (4) Diversity Program Standard Met: create a structure of opportunities for learning that nourishes the strengths and overcomes the weaknesses of students. (2) Provide a range of exploratory activities and programs for students to develop interest and abilities and ease the transition from the elementary' to the secondary' level. Rationale The years of early adolescence, roughly from ages (10) ten to fifteen (15) is a time of rapid change in adolescent development and developmental needs and is believed to represent the last best chance to have a positive impact upon the development of youth. High-quality' youth development programs, at this age, can significantly influence the decisions that young people make and the paths they choose. The availability of youth programs, as well as how they are used in the school and community, determine the overall health of youth in a community. A singular distinguishing characteristic of healthy conununities is the percentage of youth who are engaged in positive youth activities. The places, opportunities and relationships that young people experience in their families, schools, community, youth programs and in religious settings, provide the foundation on which youth develop. If these settings support and stimulate development, as well as provide appropriate boundaries and limitations, children and youth will most likely grow into healthy and productive adults. When youth dont experience positive, supportive relationships, places and opportunities, the chances increase that youth will become involved with health compromising behaviors. Positive youth development programs and activities provide opportunities for young people to experience success\npositive and meaningfill relationships, develop a sense of belonging and selfidentity, enhance leadership skills, and develop self initiative, time management, conflict resolution and social and personal skills. Youth who feel supported feel that they are connected to people they value and to adults who know and care for them. They also feel that they have adults they' can turn to for help of various kinds such as dealing with emotional problems, learning new skills or obtaining financial resources. Supported youth know that they are not alone\nthey know they can rely on positive fulfilling relationships with numerous adults in their families, schools and corrununities. Over the y'ears, the Little Rock School District has implemented a range of positive youth development programs in both the elementary and secondary schools. A short description of all support programs that are currently implemented in District junior high schools and are appropriate for the middle school level as well, are listed below.YOUTH SERVICE Youth community service and/or service learning is a method by which students learn and develop through active participation in thoughtfully organized service experiences that meet actual community needs. As such, it blends service and learning in ways that serve to reinforce and enrich one another. Service-Learning that is connected to the academic curriculum is integrated, coherent and based on the belief that learning comes to life for students only when it is intimately cormected to the lives of real people. Effective service learmng programs provide structured opportunities for students to apply academic theory to real world practice. Students reflect on their experience, discuss how the service experience ties back to their academic learning\nassess how they have impacted the community through their work, and identify how their experience affects their future studies and career ambitions. Service learning can be a vehicle through which students begin to understand concepts such as community revitalization and economic development and leam how they can use their skills and education to better the community in which they live. Recent studies on the outcome of service learning reveal the following outcomes: (1) (2) (3) (4) (5) Reduction of negative behaviors\nIncreased achievement in basic skills. Increased motivation to leam\nImproved judgement, understanding, insight and personal/social development, and Increased achievement in observation, inquiry and application of knowledge. Studies have also shown that service learning has a positive impact on schools (Conrad \u0026amp; Heden 1989\nCarin \u0026amp; Keilsmeir, 1991):  A paradigm shift where teachers become facilitators and coaches and students take more responsibility for their own learning\n Motivated learners engaged in authentic and significant work\n A cooperative learning environment\n Teachers as reflective practitioners engaged in planning curriculum development and inquiry.  Collaborative decision-making among administrators, teachers, parents, students and community members\n A positive, healthy and caring school climate, and  Community involvement, resources and support in the educational enterprise. The LRSD has implemented low infusion service learning programs since 1986. Primarily, these have included community service activities and a peer helping program which have provided service learning opportunities through school and community-based projects. Effective in the 1998-99 school year, LRSD students in grades 9-12 may earn '/i unit of elective graduation credit for each 60 hours of service rendered or a maximum of 120 hours for one (1) unit of elective graduation credit.PEER HELPING PROGRAM The aim of the Peer Helping Program is to create a culture of caring in both the schools and communitj by having a pool of trained children and youth who have the interpersonal skills, caring attitudes and the desire to reach out and touch the lives of others in a positive way. School and/or community projects provide the vehicle for the organized service activities that students participate in. A few projects are described below.  Peer Educators - Trained peer helpers serve as speakers or presenters to their peers on such topics as AIDS prevention, drug education  Peer Tutors - Peer helpers are trained to serve as tutors to other students who are performing below grade level or in need of academic support and remediation. Goals: Train youth to become effective helpers of their peers.  Increase self-esteem and self-confidence.  Improve attitude toward school and community.  Improve communication skills. PEER MEDIATION PROGRAM The Peer Mediation Program is designed to empower youth to resolve personal conflict by engaging in a problem solving process and developing a plan of action that has been mutually agreed upon by both disputants to resolve the conflict.. The program encourages student growth and develops skills such as listening, critical thinking and problem-solving that are basic to all learning. Goals:  Reduction of conflict and violence by way of peaceful resolution.  Improved communication skills.  Reduce school absence and suspensions.MENTORING PROGRAMS Mentonng is a strategy whereby children and youth are matched with a caring adult or older youth to receive support and participate in a sustained nurturing relationship. Tfris intervention requires time and on-going training, support and attention to the infonnal mentoring relationship 1 nree nrartirpc nf ______________ Three practices of effective mentoring programs are: (1) A firm commitment from the youth and adults involved. (2) Quality training of mentors and screening of applicants. (3) Ongoing support and monitoring of the relationships between the student and his/her mentor. CROSS-ACE MENTORING  Cross-age mentonng mvolves paring older students in positive, nurturing relationships with younger ^dent. Following extensive training, the mentors are matched with a younger mentee. Mentors visit mentees during the school day at a time mutually agreed upon bv the respecPve building administrators and program sponsors. Goals: a    Keep students in school. Increase self-esteem. Improve attitude toward school and learning. PAIR-UP BUDDY MENTOR PROGRAM A collabor^ve effort between the Peer Helper Advison- Council and the Dropout Prevention I f Ko \u0026gt; N /f  ___  1   . - * Office, the Buddy Mentor program is designed to keep students in school by providing positive peer intei^tion and support. The program supports one to one relationships between students developed to fecilitate each students educational, social and personal growlh. It is an excellent strategy to assist in transitioning elementary students into the middle school level. Goals:  Keep students in school  Increase self-esteem  Improve attitude toward school and learningPROJECT MENTOR (VIPS) Project Mentor is a Distnct mentoring program that promotes one-to-one relationships between a caring adult and a student, to facilitate the students educational, social and personal growth. Mentors typically spend a minimum of one hour a week visiting in the school with an assigned student. The mentor acts as a special friend, role model and advisor to the student. The program is available to students K-12 and is coordinated by VIPS. Goals:  To provide academic and/or personal support to students.  To provide improve attitudes toward school and learning.  To increase self-esteem.  To provide a nurturing and helping relationship between the child and caring adult.truancy/drop-out prevention initiatives TRUANCY PICK-UP PROGRAM A cooperative effort between the Little Rock Police Department, the Little Rock School District and concerned volunteers designed to keep school age children/youth off the school. Students seen on the streets during the curfew hours of 9:00 a.m. until 2:30 p.m., Monday streets and in - Friday while school is in session, are picked up by the Little Rock Police DepartmentLid T Students assigned school or the nearest secondaiy' school, which ever is closest. LRSD bus transportation is provided to deliver the students to the assigned school. as needed. Goals:    Improve school attendance. Help students get back into the mainstream. Understand the importance of education. TRUANCY REVIEW COMMITTEE (TRC) The TRC is made up of representatives from the Little Rock Police Department LRSD Dep^ent of Human Services, the Juvenile Justice System and other agencies,who come together once a month to conduct scheduled hearings and to listen and intervene in chronic truancy cases. Elementary students who have a minimum of six unexcused absences and/or excessive tardies, are referred to the TRC by the building principal. The committee tries to idenufy obstacles preventing regular school attendance and provide resources and support to mprove attendance. This intervention is designed to prevent parents from being referred to the Truancy Prosecutor. Goals:   Improve school attendance. Help students get back into the mainstream. DROP-OUT PREVENTION/INTERVENTION Middle school is often the time for adolescent testing of the rules. Utilizing a combination of counseling, remedial education, alternative placement, or special interest programs, dropout prevention/interv ention programs help redirect potential dropouts so they can stay on track and work toward graduation or a GED diploma. This initiative is supported through Title I funds. Goals:  Keep students in school so thej' can complete graduation requirements.  Improve academic performance.  Improve behavior and attitude toward learning.  Increase self-esteem/self-confidence.SUBSTANCE ABUSE PREVENTION PROC RAMS STUDENT ASSISTANCE PROGRAM (SAP) A Student Assistance Program is a comprehensive primary prevention and early intervention program for secondary students in the LRSD. The program includes a systematic effort to educate, identify, assess, refer and support students with drug abuse problems and other high-risk behaviors which are interfering with students education and life development. A district-wide SAP has been provided for secondary' students since 1988. During the 1998-99 school year, 6,500 students participated in student support groups facilitated by trained staff members at each secondary school. Four basic support groups are available:  Intervention or insight - For students harmfully involved with alcohol and other drugs  Concerned Persons - For student whose lives are being affected by the chemical abuse of a loved one.  Staging Straight (SobrieU') - For students who choose to live a chemical-free lifesU le but cannot stop on their own without continued support.  Sharing - For students wishing support for developmental and personal problems not related to alcohol or dmg abuse. TRUCE (TEENS RESISTING UNHEALTHY CHOICES EVERYDAY) A drug prevention incentive program co-sponsored by the LR Rotary Club 99 and the LRSD Safe \u0026amp; Drug Free Schools Program. It is a voluntary' program which rewards students for being drug- free and encourages students who are using drugs/alcohol to reject them. The TRUCE program differs from many others because of its emphasis on drug testing by urinalysis. With parental or guardian permission, students are voluntarily tested to prove that they are drug free. Students who test drug-free receive an official TRUCE ID card that entitles them to merchandise discounts, full entry into planned events and preferences in employment hiring. During the 1998-99 school year, 5,075 secondary' students participated in the TRUCE program. COMMUNITY-BASED CONFLICT MANAGEMENT TRAINING INITIATIVE (CBCMTI) CBCMTI is a program designed to help students and their parents leam new ways to handle conflict other than by resorting to violence and/or the use of weapons. All students who have been long-term suspended or expelled for a violence related offense and their parents are required to participate in eight CBCMTI sessions as a condition for the reinstatement of the student following suspension/expulsion.INSURE THE CHILDREN Insure the children is a drug/alcohol intervention and treatment program for LR youth who are harmfijlly involved in drug and/or alcohol. This service is provided by Arkansas Childrens Hospital through a contract with the city of LR. The program is funded by a quarter cent tax collected bj- the city of LR and is free to all children and youth (ages 5-18) who reside within the city of LR. LRSD students suspended or expelled for a drug/alcohol related offense are required by District policy to be assessed by a certified drug counselor and to enroll in and successfull)' complete a prescribed drug treatment plan as determined appropriate by a certified drug counselor. Both inpatient and outpatient treatment are available as needed. Students are screened by the Pupil Services Department and referred with parental consent to the Insure the Children Program. Annually, between 150 and 200 students are referred to the program. PARENT EMPOWERMENT GROUP - (PEG) The PEG program is designed to increase communication between the school and parents especially targeting students who are truant and are potential dropouts. The program strengthens positive, nurturing communication patterns within the family and betw'een parents and children. Aggression Replacement Training, a social skills curriculum that develops empathy, anger control, skills streaming and character education are components of the PEG program. Participants are involved in activities that research has proven will improve familv functioning and self-sufficiency and decrease student problem behaviors that impact school performance and attendance. Parents are referred to the program by the Juvenile and Municipal Courts or by a building administrator. Goals:  Keep students in school and build self-esteem.  Empower parents to become advocates for their children.  Improve the at-risk youth s overall school performance  Reduce the daily stress that parents and youth experience.SCHOOL-BASED HEALTH SERVICES FAMILY LIFE EDUCATION The Family Life Education program is delivered to students in grades K-8* and is designed to help students understand the unportance of reproductive health issues, self-esteem, communication and decision making skills. The program is taught through science classes in the V*\" \u0026amp; 8* grades. Goals:  Help students make informed decisions about their reproductive health.  Help students make informed decisions for a successful life. School-based health services are available to all students enrolled in the LRSD. These services are provided by a registered nurse. School nurses are assigned to each school for one to five days weekly depending on the size of the school, or the type of school (magnet, incentive or area). All magnet (except PV) and incentive schools are assigned a full time nurse. Services provided include routine screenings, care of ill and injured students, physical assessments, health counseling, a health education program, monitoring of state required immunizations and the ac^inistration of Hepatitis B, Measles, Mumps \u0026amp; Rubella (MMR) vaccine at grade 7. Also, minimal health counseling and support are provided to building staff. School-based clinics, operated in partnerships with area hospitals, are available at Central, McClellan and Cloverdale Jr. High schools. Children and families are able to receive free or low cost medical care in locations convenient to their neighborhood.CARER PREPARATION PROGRAMS VITAL LINK Vital Link is a career awareness summer program designed to help students and teachers understand the hnk between classroom skills and work place success. Vital Link provides the opportunity for sixth grade students and teachers to participate in a one-week internship in a community business. By visiting and working with professionals on jobs such as bankings accounting, hotel management, non-profit agencies, retailing, printing, manufacturing, law enforcement, the legal profession and others, participants experience, first hand, the expectations and requirements of the workplace and are able to relate skills learned in the classroom to the world of work. Goals:  Increase understanding of students and teachers the important link betw'een school and work.  Increase career awareness.  Encourage teamwork. YOUTH EMPLOYMENT CENTER (YEC) An employment training and job placement program designed for youth between the ages of 14- 21. The YEC provides pre-emploxment skills training and assist applicants in finding a job based on the applicants interests and skills level. YEC youth and adult staff work with emplo\\'ers to ensure that job responsibilities and experiences of youth employees reinforce SCANS skills. Goals:  Empower students to become better citizens/role models.  Recognize the link between school and work.SPECIAL NEEDS PROGRAM BUILDING OPPORTUNITIES OF SELF-ESTEEM THROUGH TUTORIALS (BOOST) ^e aim of the LRSD BOOST program is to provide academic, emotional an social support to District students and families who lack a fixed, regular residence are living in a shelter, or are living tempor^ly with relatives or friends. Services provided include: academic tutoring and homework assistance, year round recreational and enrichment opportunities, student and family support groups, parenting education referrals and assistance in obtaining medical care, social seivices, individual and family counseling and advocacy to ensure that barriers to regular school attendance are removed. The district employs a Homeless Liaison to provide service coordination and support to these children ad families. Annually, approximately 650 students served through this program. are Criteria for Participation\n Temporarily living with their relatives or friends (with or without parents).  Homeless - lining in a shelter or transient. STUDENT WELFARE Through an annual allocation process with the United Way, economically disadvantaged students in the LRSD may receive school supplies, clothing shoes, and optical examinations. District schools are given an annual .............. sum with which to purchase clothing and school supplies for needy .... / JT ----------------------------------O QUppHVO IVl , children/youth enrolled in their respective schools. This fund is administered bv the Pupil Services Department.IMPLEMENTATION GUIDELINES 1. 2. 3. 4. 5. 6. 7. 8. 9. Insure that all parents, students and staff are familiar with the range of student support programs available in each middle school and know how to make appropriate referrals to each. Develop/distribute brochures or booklet that describes available support programs and how to access them. Collaborate with communitj'-based organizations such as the Boys \u0026amp; Girls Programs, city government, churches, scouting programs, YMCA YWCA, to partner with the schools in sponsoring school-based clubs/programs as a way to increase student participation in positive youth programs. Provide systematic and on-going training and support to school staff and other adults who work with children and youth support programs. Integrate service-learning and community-service into the school curricula and into the school s culture as a methodology to reinforce academic skills, educational relevance, the service ethic, develop personal and social responsibility' and promote positive civic involvement. Revise policy to permit service learning hours accumulated in the 8* grade to count towa\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_589","title":"Miscellaneous","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":["1999/2003"],"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","Educational planning","Teachers","School improvement programs","School management and organization"],"dcterms_title":["Miscellaneous"],"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/589"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nCorrespondence, brochure, and news clippings\nDeveloping a Research Agenda in Arts Education A national conference in May 1992 in Annapolis, Maryland, launched the process of developing a research agenda for the next decade in arts education. The conference, convened by the U.S. Department of Education and the National Endowment for the Arts, brought together policymakers, teacher educators, artists, and representatives of arts professional organizations. Follow-up meetings are planned in different regions of the country. Designing a National Arts Education Dissemination Network To improve dissemination of quality arts education programs to those on education's \"front lines,\" the John F. Kennedy Center for the Performing Arts, under a contract from the National Endowment for the Arts, has begun work to design a U.S. Department of Education Office of the Secretary Lamar Alexander, Secretary Agnes Warfield, Deputy Chief of Staff Office of Educational Research and Improvement Diane Ravitch, Assistant Secretary and Counselor to the Secretary Francie Alexander, Deputy Assistant Secretary Theodor Rebarber, OERI Associate National Endowment for the Arts Office of the Chairman Anne-Imelda Radice, Acbng Chairman Office of Policy, Planning, Research, Budget Margaret Wyszomirski, Director Mindy Berry, Senior Policy Analyst Arts in Education Program Douglas Herbert, Acting Director national arts education dissemination network. When fully implemented, the network will provide referral services, dissemination of exemplary programs, and a nationwide telecommunications network linking educators interested in the arts. For more information: 232-219-2050 For Additional copies: 800-424-1616 202-219-1513 (Washington, DC metropolitan area) Photographs: panel 1, Robert L. Dean III, State College, PA panel 4,  Michael P. Smith, New Orleans, LA, for Young Aspirations/Young Artists (YA/YA), arts and social service organization that trains inner city youth in the visual arts Children's art: Courtesy of Luxmanor Elementary School, Rockville, MD panels 7 and 8, unsigned panel 3, Monica Amieva panel 5, Shannon Carroll The copyrighted photograph may not be used without specific permission of Michael P. Smith. Oeslgn\nC}mlhlf Heam Dorfmin Mayim OAS92-OI6 ED/OER]2-M NATIONAL ENDOWMENT FOR^i^THE ARTS Produced by the U.S. Department of Educa\u0026amp; and the National Endowment for the Arts. ' A,merica 2000 Arts PartnershipAMERICA 2000 Arts Partnership Dance, theater, music, the visual arts... Through each of its disciplines, art represents a distinct way of exploring and understanding our common humanity and surroundings. Secretary of Education Lamar Alexander has said: \"If I were helping to rethink the curriculum of a school in my hometown, I would want instruction in the arts to be available to every student.\" Yet today, a rigorous and comprehensive education in the arts is available to only a fraction of our children. AU students can benefit from appropriate arts instruction. For students with disabilities, gifted children, those with limited English proficiency, as well as all others, the arts are an important part of a well-rounded education. Acting Chairman of the National Endowment for the Arts Anne-Imelda Radice believes that: \"Infusing the aeative spirit of the arts in our schools is an important part of revitalizing American education.\" A good arts curriculum helps students understand our nation's evolving cultural heritage as well as those of other civilizations. The arts enhance creativity and cultivate each studenf s ability to make informed aesthetic judgments. Additionally, the arts can be used to enhance teaching and learning in all subjects. Properly integrated, arts education helps students develop an appreciation for individual arts disciplines as well as for how those disciplines relate to other subjects. To improve students' knowledge, appreciation, and skills in the arts, the U.S. Department of Education, with the National Endowment for the Arts, is working to advance the AMERICA 2000 Arts Partnership. James D. Wolfensohn, Chairman of the John F. Kennedy Center for the Performing Arts, has agreed to head a group of private citizens to propose options for the Partnership. The AMERICA 2000 Arts Partnership as presently envisioned will include the following seven major components. % . \"t:  Developing World Class Standards in the Arts The U.S. Department of Education, the National Endowment for the Arts, and the National Endowment for the Humanities have joined to support a national effort to develop World Class Standards that describe the knowledge, skills, and understanding that all students should acquire in the arts. These voluntary, national standards will complement similar standards in science, mathematics, English, history, geography, civics, and other subjects. National standards in the arts will establish a dramatic vision of what is possible and will encourage teachers and students to strive towards the best in arts education for all children. Standard-setting in the arts will be coordinated by a consortium of four organizations: the American Alliance for Theatre and Education\nthe Music Educators National Conference\nthe National Art Education Association\nand the National Dance Association. The effort will be broadbased involving respected individuals from a variety of backgrounds who are interested in arts education, including nationally recognized educators and artists. Involving AMERICA 2000 Commimities The U.S. Department of Education will work with AMERICA 2000 communities to emphasize the importance of the arts for all students and to help local coalitions improve arts education. Priority will be placed on developing comprehensive and rigorous school curricula in the arts. Community arts institutions and organizations will also be enlisted as partners to broaden students' access inside and outside of school to a wide range of arts experiences, including museums, lectures, live performances, and local artists. Communities will be encouraged to consider including the arts as part of their AMERICA 2000 education strategies. The National Endowment for the Arts, with its partners, the 56 state arts agencies, encourages and funds the creation of collaborative partnerships between state and local arts organizations and the education community. Helping States Implement High National Standards The U.S. Department of Education supports states in the creation of their own K-12 curriculum frameworks based on the voluntary, national standards in the arts. These frameworks will constitute the state's own vision of the education every child should receive, helping to ensure every child the opportunity to learn the arts. They will provide the basis for improving teacher education, professional development, and assessment. Creating a National Center for Alts Education The U.S. Department of Education supports the creation of a National Center for Arts Education, which will involve respected school professionals, scholars, and artists in research and in projects to improve arts education. The Center's activities may include: helping to provide professional development for teachers\nsupporting artists in schools\nassisting in the development of World Class Standards in the arts\nbuilding a national resource network of exemplary programs, curricula, research, and ideas made available through videos, software, printed materials, and other means. The Center will also work with AMERICA 2000 communities and recognize outstanding local initiatives. Expanding the National Assessment of Educational Progress (NAEP) In cooperation with the National Endowment for the Arts, the U.S. Department of Education plans to expand the National Assessment of Educational Progress (NAEP) to include assessment of students' knowledge and abilities in the arts. Preliminary work to develop an assessment framework will begin in July 1992. Support for this phase of the national arts assessment is being provided by the National Endowment for the Arts in collaboration with the Getty Center for Education in the Arts, a program of the J. Paul Getty Trust. Plans call for the NAEP arts assessment to be in place by 1996. Development will be coordinated with the parallel effort to develop World Class Standards describing what all students should learn in the arts. The new assessment will be informed by NAEP's experience assessing the arts in the 1970s, as well as by current exemplary assessments in different states and localities. Individual Approach to a World of Knowledge November 3, 1999 received Mr. John Walker Attorney at Law 1723 Broadway Little Rock, AR 72206 MOV 4 18S9 OFFICE OF DESEGMiQH MONITORINS RE: FOI Request of October 27, 1999 Dear Mr. Walker: Your request for information on consulting services regarding the development, review, and/or implementation of educational programs for the past two years required the expenditure of many, many hours of staff time. That is why we could not have possibly responded by Friday, October 29, as you initially requested. We had to request, wait for, verify, and then organize reports from about 20 different administrators and their secretaries in the preparation of the attached information. To the best of my knowledge, the attached report is accurate. We included, although your request was not clear, the consultants we have paid to conduct teacher training. You also requested copies of correspondence with the listed consultants. To the best of my knowledge, the attached copies are an accurate report. If other correspondence exists, we were unable to identify it at this time. We tend to communicate with our consultants by telephone. Both Dr. Ross and Dr. Roberts have communicated with us, most generally, face to face in meetings. I am attaching a couple of hand-written comments from Dr. Roberts. Thats all I have. I am responding, however, only for the Division of Instruction. Other Divisions may have additional information. Please note that Phale Hale is Sadie Mitchells consultant, not mine. We included in our report what the District has paid him since you specifically named him. I did not attempt to locate correspondence with him. 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax\n501-324-2032 John Walker - FOI Request November 3, 1999 Page Two We do not require a vitae to be submitted by our consultants. Nor do we have written contracts with all of them except, to my knowledge. Dr. Steve Ross, Dr. Terrence Roberts, and some of the mathematics and science consultants. Should you wish to review the Success for All training contracts with the University of Memphis, you may do so in the office of Mr. Leon Adams, Director of Federal Programs. Mr. Junious Babbs is the person to see for Dr. Ross and Dr. Roberts contracts, science information. Dennis Glasgow can provide the mathematics and I have, in good faith, tried to comply with your request. If you have additional questions about this information, please contact my office. Yours truly, Bonnie A. Lesley, Ed.D Associate Superintendent BAL/adg Attachments cc: Dr. Les Gamine Junious Babbs Brady Gadberry Sadie Mitchell ^Ann Brown, ODM Chris Heller Clay Fendley Leon Adams Dennis GlasgowConsultants for School Years 1998-1999 and Fall 1999 Name Address Telephone Engaged Learning 941 Brynwood Drive Chattanooga, TN 37415 (423) 870-5624___________ Marcy Anderson 1016 Normal Avenue Chattanooga, TN 37405 (423) 265-7635___________ Debbie Silver 188 Trace Drive Ruston, LA 71270-3449 (318)255-9321___________ Mary Mantel 2500 River Road #56 Marysville, Ml 48040 (810)364-1365___________ Makitso Inc. P.O. Box 548. Charlotte, TN 37036-0548 (615) 789-4995___________ Elaine M. Andrus 15385 Pleasantview Drive Colorado Springs, CO 80921 (719)488-2138 Sharon Harris Faber 7240 Sheffield Place Cumming, GA 30040 (770) 205-6389___________ Dr. Steven Ross University of Memphis P.O. Box 100 Dept. 313 Memphis, TN 38148-0313 (901)678-5645___________ Mary Franklin 103 W. K Street, Apt. A Russellville, AR 72801-3454 501/964-0862 Amount Paid 98-99: $8,650.00 99-00: $ 600.00 98-99: $2,750.00 99-00: $ -0- 98-99: $1,600.00 99-00: $ -0- 98-99: $1,600.00 99-00: -0- 98-99: $1,600.00 99-00: $1,800.00 98-99: $1,600.00 99-00: 98-99: -0- -0- 99-00: $1,000.00 98-99: -0- 99-00: $750.00 98-99: $1,500.00 99-00: $1,800.00 Person Contracting Linda Young-Austin Linda Young-Austin Linda Young-Austin Linda Young-Austin Linda Young-Austin Linda Young-Austin Linda Young-Austin Linda Young-Austin Gene Parker Topic Paideia Seminar Planning Workshop Paideia Seminar Planning Workshop Middle School Staff Development Middle School Staff Development Middle School Staff Development Middle School Staff Development Middle School Staff Development Fair High School In-service K-3 Summer School Content Area Reading 1Name Address Telephone AVID Center McConaughy House 2490 Heritage Park Row San Diego, CA 92110 Kim Mitchell 3607 Willow Lane Paragould, AR 72450 870/236-8182__________ Margaret Harlety 3901 Lochridge Rd. No. Little Rock, AR 72116 Beverly Gilbert 1102 Oak Meadow Blvd. Jonesboro, AR 72401 Cathy French 6613 Beacon Little Rock, AR 72207 501/666-0807___________ Dr. Mary H. Mosley UCA-Dept. - Curriculum \u0026amp; Instruction 36 White Oak Drive Conway, AR 72032 501/450-5461___________ Linda Rief 23 Edgerly Garrison Rd. Durham, NC 03824 J. Stone Creations Educational Materials P. O. Box 233 6 La Mesa, CA 91943-2336 619/465-8278___________ Linda Calk 1010 Bold Ruler Ct. El Paso, TX 79936______ Gibann Tam -ittle Rock Writing Project Dept, of Rhetoric \u0026amp; Writing UALR 2801 S. University Little Rock, AR 72204 Amount Paid 98-99: $1,875.00 99:00: -0- 98-99: $ 300.00 99-00: -0- 98-99: $350.00 99-00: -0- 98-99: $300.00 99-00: -0- 98-99: $350.00 99-00: -0- 98-99: $300.00 99-00: 98-99: -0- -0- 99-00: $4,500.00 98-99: -0- 99-00: $2,000.00 98-99: -0- 99-00: $1,100.00 98-99: $ 200.00 99-00: $400.00 Person Contracting Dr. Bonnie Lesley Pat Price Dr. Kathy Lease Pat Price Judy Teeter Pat Price Gene Parker Pat Price Dr. Bonnie Lesley Marie McNeal Topic Regional Development Center Training/ Presentations on AVID Kindergarten Inservice Teacher Training Stanford 9 Workshop Staff Development Kindergarten teachers Staff Development 2\"'' grade teachers Guided Reading and Balanced Reading Middle School Reading Writing Workshop Animated-Literacy Foreign Language Inservice Writing to Show Learning 2Name Address Telephone Suzanne Dilday Little Rock Writing Project Dept, of Rhetoric \u0026amp; Writing UALR 2801 S. University Little Rock, AR 72204 Dr. Tommy Boley 41 Stratford Hall Cr. El Paso, TX 79912 915/833-8145___________ Lloyd Hervey UCA 1313 Gains Conway, AR 72032 501/450-5538 Employee Directions, Inc. 1100 No. University Little Rock, AR 72204 501/664-4507___________ Barbara Stafford 4600 Glen Valley Little Rock, AR 501/324-2300___________ Stacy Blacknall #2 Chimney Rock Little Rock, AR 501/324-1400___________ Wanda Baskin 8000 W. 24'^ Little Rock, AR 501/324-4100___________ Dr. Linda Watson 1201 Cache River No. Little Rock, AR 501/324-2170___________ Dr. J. J. Lacey 6412 Shirley Little Rock, AR 72204 501/664-7912 Amount Paid 98-99: $200.00 99-00: 98-99: -0- -0- 99-00: 16,100.00 98-99: $200.00 99-00: -0- 98-99: $1,272.50 99-00: -0- 98-99: $ 1,500.00 99-00: -0- 98-99: $ 300.00 99-00: -0- 98-99: $ 300.00 99-00: -0- 98-99: $ 900.00 99-00: -0- 98-99: $ 100.00 99-00: -0- Person Contracting Marie McNeal Pat Price Suzanne Davis Marion Woods Marion Woods Marion Woods Marion Woods Marion Woods Marion Woods Marion Woods Topic Writing to Show Learning Grade 4 and Middle School Reading/ Writing Workshops Mahlon Martin Goals 2000 Grant - Discipline Mahlon Martin Goals 2000 Grant Leadership Profile Mahlon Martin Goals 2000 Grant - Foreign Language \u0026amp; Diversity Mahlon Martin Goals 2000 Grant - Computer Instruction Mahlon Martin Goals 2000 Grant- Computer Instruction Mahlon Martin Goals 2000 Grant - Discipline________ Mahlon Martin Goals Test Data 3Name Address Telephone DSG Consulting 10809 Executive Center Little Rock, AR 72211 Phale Hale 2300 M. Street, Ste. 750 Washington, DC 20037 202/296-3500 Dr. Terrence Roberts 932 South Oakland Ave. Pasadena, CA 91106 310/578-1080 ext. 221 Dr. Steven Ross College of Education University of Education 115 Brister Library Memphis, TN 38152 901/678-3413 Dr. Paul Smith 125 Winnwood Rd. Little Rock, AR 72207 501/664-0203 Jackie Stage Wakefield Elementary 75 Westminster Rd. Little Rock, AR 72207 501/455-6263 Lori Delk Joe T. Robinson High 21501 Highway 10 Little Rock, AR 72212 501/757-2400 Shari Coston 1001 Lakeshore Drive Hot Springs, AR 71913 870-525-7456 Morris Coston 1001 Lakeshore Drive Hot Springs, AR 71913 870-525-7456 Amount Paid 98-99: $ 8,750.00 99-00: 98-99: -0- -0- 99-00: $12,000.00 98-99: $ 5,250 99-00: $15,500.00 98-99: $3,000.00 99-00: $6,685.00 98-99: $157.50 99-00: -0- 98-99: $105.10 99-00: 98-99: -0- -0- 99-00: $112.86 98-99: $1,350.00 99-00: $900.00 98-99: -0- 99-00: $800.00 Person Contracting Marion Woods Dr. Les Carnine Junious Babbs Junious Babbs Marie McNeal Marie McNeal Marie McNeal Patricia Killingsworth Patricia Killingsworth Topic Motivating Teams Lab Schools - Fair, McClellan, Cloverdale Middle, \u0026amp; Mabelvale Middle Revised Desegregation and Education Plan Revised Desegregation And Education Plan Using the Computer to Teach Social Studies Arkansas History Standards and Block Scheduling Investigations Math Training Investigations Math Training 4Name Address Telephone Davis Hendricks 3616 Idlewild No. Little Rock, AR 72116 501-758-2595___________ Louene Lipsmeyer 312 North Wood row Street Little Rock, AR 72205 501-664-2244___________ Dianne Wood 13531 Saddle Hill Drive Little Rock, AR 72212 501-569-3443___________ Laura Dillard More Than Software P. O. Box 2317 Benton, AR 72018-2317 501/315-7900___________ AVID Center McConaughy House 2490 Heritage Park Row San Diego, CA 92110 Dr. Steven Ross University of Memphis P. O. Box 100 Dept. 313 Memphis, TN 38148-0313 (901)678-5645_________ Grants and Contracts University of Memphis P. O. Box 100 Memphis, TN 38148-0313 (901)678-5645 Amount Paid 98-99: -0- 99-00: $750.00 98-99: $300.00 99-00\n-0- 98-99: $900.00 99-00: $600.00 98-99: $6,500.00 99-00: -0- 98-99: $7,500.00 99-00: -0- 98-99: $12,382 99-00: -0- 98-99: $ 86,300 99-00: $104,440 Person Contracting Vanessa Cleaver Yoriko Lola Perritt Patricia Killingsworth Lucy Neal Mable Donaldson Leon Adams Leon Adams Topic NSF Board Training/Planning Session STC Science Training Investigations Math Training Winnebago Library System Consulting Services Regional Development Center Training on AVID Evaluation of Success for All Training for Success for All 5READING/LANGUAGE ARTS/FOREIGN LANGUAGES/ESL DEPARTMENT Instructional Resource Center 3001 South Pulaski, Little Rock, AR 72206 Phone (501) 324-0526, 324-0510 Fax (501) 324-0504 May 10, 1999 Ms. Linda Rief 23 Edgerly Garrison Rd. Durham, NH 03824 Dear Linda, What a pleasure it was to visit with you by telephone last week! I, too, fondly remember the time we worked together years ago. I am really looking forward to working with you again. I do want to confirm that you will provide the reading/writing workshop training for our middle school language arts teachers on August 9, 10, 11, 1999. Your fee will be $1,500 per day for a total of $4,500 plus all related expenses. I know that you would like for our teachers to have copies of Breathing In Breathing Out and Writing Toward Home. Are there any other books or materials the teachers should have? Please let me know, if so. I am enclosing a copy of our LRSD Middle School Standards, and I will forward the new language arts standards as soon as they are printed. I will also be in touch to discuss in greater detail plans for the three day meeting. Sincerely, Gene Parker, Jr. c: Dr. Bonnie Lesley I \"An Individual Approach to a World of Knowledge August 19, 1999 Ms. Linda Rief 23 Edgerly Garrison Rd. Durham, NH 03824 Dear Ms. Rief: 1 had planned to attend at least part of the training that you provided for the Little Rock School District teachers, but other duties kept me av/ay. As a former English teacher and curriculum specialist, I have a high interest in the work you do. In fact, I think 1 was one of the first people to buy Seeking Diversity. t Anyway, 1 want to take this opportunity to thank you for coming to Little Rock. Our teachers greatly appreciated your presentations, and I know they will all be more confident as a result. We know we will need for you to come back, and we hope you will be able to do so. Thank you again. Sincerely, Bonnie A. Lesley, Ed.D Associate Superintendent for Instruction BAL/adg 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax\n501-324-2032 SOCIAL STUDIES DEPARTMENT Instructional Resource Center 3001 South Pulaski, Little Rock, AR 72206 Phone (501) 324-0514 Fax (501) 324-0508 TO\nFROM: Gibann Tam (Rich Reynolds Office) Lisa Joyce, Secretary (Marie McNeals Office) DATE: May 12, 1999 SUBJECT: Inservice Information The sr. high teachers participating in the writing inservices will be from all subject areas in their schools. There will only be two workshops and these will be the same. Below is the workshop title and description. Writing Across the Curriculum and Preparing for Performance Assessment The states new assessments are, for the most part, performancebased, reflecting the curriculum frameworks that focus on higher- order thinking skills. Every teacher, therefore, needs to teach students how to write according to the models of their discipline, writing to learn, as well as writing to demonstrate learning. I hope this helps. If you need additional information. Gene Parker, Jr. who is Director of English, Reading and Foreign Languages for the Little Rock School District may be able to provide you with more in-depth details. His number is 324-0510 and his e-mail address is GXPARKE@lrsdadm.lrsd.kl2.ai.us.August 18, 1999 Lorie Delk 5 Midwood Court Little Rock, Arkansas 72205 Dear Lorie, Occasionally, in the world of education, we encounter quality individuals who represent the highest degree of being a dedicated and truly committed master teacher. One who sees herself as an extension of the classroom and possessing the knowledge and skills that will help others become successful teachers. You are such a person. Lorie, thank you for the presentation that you gave to the LRSD high school social studies teachers Thursday, August 12, 1999. Your instructional expertise, the sharing of the strategies and valuable teaching techniques will be of great benefit to our teachers as they implement the block schedule at their schools. The time and effort that you put into the planning and the implementation of your presentation is evident by the positive feedback given by the teachers. I appreciate your commitment to social studies education and your colleagues in the Little Rock School District. I hope that we will have similar activities. Again, thank you and you are to be congratulated for all that you do to promote excellence and academic improvement for students. Sincerely, Marie A. McNeal Director of Social Studies Education MAM/lj C: Frank Smitht aeas:-' j Little Rock School District August 6, 1999 Ms. Lorie Delk 5 Midwood Court Little Rock, Arkansas 72205 Dear Ms. Delk: Thank you for agreeing to serve as a presenter for the Little Rock School District Social Studies teachers. August 12. As I mentioned in our phone conversation, the inservice will be held at Parkview Magnet High School, 2501 John Barrow Road. We will first meet at 8:30 a.m. in Babbs Hall, which is located in the north wing of the building. The world history and AP European teachers will assemble as a group at 10:30 a.m. in room #8-205, however, you are welcome to come at any time prior to 10:30 a.m. Shailey Shah, the world history teacher from Hall High (your co-presenter) and Linda Kamara, an AP European teacher will also be in that room. Ms. Kamaras presentation will focus on teaching AP Euro in the block (some of our world history teachers will also be teaching AP European history). You and Ms. Shah will address teaching world history in the block. This would include sharing lesson plans, strategies, materials to use and interactive student learning rather than lecturing the entire class time. Anything that you have found successful for students of world history. Since we only have an hour for lunch, I will arrange to have lunch delivered to the school for all of the presenters. This will also give us the opportunity to visit and discuss any last minute details along with making copies Of any handouts. After the presentation, I will process the forms for your stipend of $112.86, our district fee that we discussed. Please contact me if you have not received a check by September 13, 1999. I am looking forward to seeing you on August 12 and again, tliank you for agreeing to this task. Please contact me at work (324-0514) or at home (455-2996) if you have any questions. Sincerely, Marie A. McNeal Director of Social Studies MAM/Ij C: Linda Kamara Shailey Shah SIO West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 g \\^\\  LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 August 17, 1999 TO: John Walker Ann Brown Terrence Roberts Steve Ross Frank Martin, CTA FROM\nDr. Bonnie Lesleyi'^ssociate Superintendent for Instruction SUBJECT: Review of Proposed Policies and Administrative Regulations I am attaching for your review three separate packages relating to the revision of our Board policies and administrative regulations. Part I Part I includes for your information and reference copies of policies already adopted by the Board of Education this past year. They are as follows\nlA IB IC ICA ID IGA IGB IGBA IGC IGE IHAL IHBA IHBB IHBDA IHBH IHCA IHCC Academic Content Standards/Benchmarks Academic Freedom School Year School Calendar School Day Curriculum Program Alignment and Coherence Educational Research Grant-Funded Projects Pilot Programs Curriculum Guides Religion in the Schools Special Education for Students with Disabilities Gifted and Talented Education Remedial Instruction Alternative Education Programs Summer School Pre-Advanced Placement and Advanced Placement Courses, Grades 6-12Memo - Review of Proposed Policies and Administrative Regulations August 17. 1999 Page Two IHCDA IHD IIB IJ IJOA IJOC IJOCA IKACA IKB IKE IKEC IKF IKFA IKFC IMB IMCA IMH Opportunities to Earn College Credit Adult Education Programs Teacher-Student Ratio Instructional Resources and Materials Field Trips School Volunteers School-Based Mentoring Programs Parental Visits and Conferences Homework Promotion and Retention of Students Award of Credit General Education Graduation Requirements, Effective for the Graduating Class of 2002 Early Graduation Graduation Requirements for Handicapped Students Teaching about Controversial/Sensitive Issues Distribution of Materials and Literature Through Schools Class Interruptions Part II Part II includes copies of two policies under consideration by the Board: IG IKC Curriculum Development, Adoption and Review Class Rankings/Grade-Point Averages IG is on the August agenda for approval-second reading. IKC is on the August agenda for approval-first reading. Part III Part III includes drafts of proposed administrative regulations that have been designed to implement the adopted policies. These regulations have had considerable review already by interested parties and large numbers of staff. In some cases we have simply converted informal documents into more formal language. Some regulations are completely new. lA-R ID-R IGBA-R IGE-RI IHBB-R IHBDA-R IHCC-R IHCDA-RI Academic Content Standards/Benchmarks School Day: Student Schedules Grant Funded Projects Curriculum Guides Development Gifted and Talented Education Intervention/Remediation Pre-AP and AP Courses Concurrent EnrollmentMemo - Review of Proposed Policies and Administrative Regulations August 17, 1999 Page Three IJ-Exhibit IJ-RI 1J-R2 IJOA-R IKB-R IKC-R IKEC-RI IKEC-R2 IKEC-R3 IKEC-R4 IKE-R IKF-RI IKF-R2 iKF-R3 IKFA-R IMH-R Instructional Materials\nExhibit Textbook Adoptions Library Media Center Materials Selection Field Trips Homework Guidelines Class Rankings/Grade - Point Averages Dual Credit and Summer Enrichment Correspondence Courses Credit by Examination Basic Combat Promotion and Retention Graduation (Class of 2000 and 2001) Graduation (Class of 2002 and Beyond) Special Education Graduation Early Graduation Class Interruptions If you have imput or suggestion or questions about any of these proposed administrative regulations, we must hear from you no later than Wednesday, September 8, 1999. In the near future I will be sending you another set that are almost ready to share. As you can see, the policy revision process is a monumental undertaking, and it has required a great deal more time than any of us anticipated. Thank you for the time we know this review will require. We welcome your suggestions to improve the quality and effectiveness of these policies and regulations. BAL/adg Attachments cc: Dr. Les Carnine (memo only) Brady Gadberry (memo only) Junious Babbs (whole packet) Clay Fendley (memo only) Dr. Vic Anderson (memo only) Sadie Mitchell (memo only) Chris Heller (memo only)LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 August 26, 1999 TO: FROM: SUBJECT: John Walker Terrence Roberts Steve Ross Ann Brown Frank Martin Dr. Bonnie Les!ey Associa:e Superintendent, for Instruction Guidelines for School Improvement Planning Attached for your information is a copy of a new publication from our Division of Instruction, Guidelines for School Improvement Planning. This booklet is a supplement to the Handbook for Campus Leadership Team that was distributed at the Principals and CLT Institute in late July. It is a response to many requests that we write down the step-by-step process to craft a school improvement plan. We will, no doubt, need to revise it for next year, so we would welcome any suggestions that you might offer for its improvement. Attachment BAL/rcm cc: Les Carinine (memo only) Brady Gadberry (memo only) Junious Babbs (memo only) Chris Heller Clay Fendley A w TO\nFROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 1, 1999 John Walker Dr. Terrence Roberts Dr. Steve Ross Ann Brown Frank Martin, CTA Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT\n1999-2000 Title I Plan Many changes were made this past spring and summer in our Districts Title I program so that it is more coherent with, supportive of, and supplemental to the Districts regular education program. In addition, we cut significantly the Districtlevel budget so that more funds were available to allocate directly to the schools. The new state accountability system, ACTAAP, and our LRSD Collective Responsibility Plan and Quality Index require more attention to improvement at the school level and, therefore, more resources there. I am attaching a copy of the District Plan that Leon Adams filed with the Arkansas Department of Education on August 31. We can, of course, amend our plan through a process, and we are already thinking about next year. If you have questions or suggestions for improvement, we would be happy to hear from you. BAL/adg Attachment cc: Dr. Les Carnine Junious Babbs Brady Gadberry Sadie Mitchell Dr. Victor Anderson Chris Heller Clay Fendley LITTLE ROCK SCHOOL DISTRICT LNSTRUCTION.AL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 August 17, 1999 TO: John Walker Ann Brown Terrence Roberts Steve Ross Frank Martin, CTA FROM: Dr. Bonnie Lesleyj^Associate Superintendent for Instruction SUBJECT: Review of Proposed Policies and Administrative Regulations I am attaching for your review three separate packages relating to the revision of our Board policies and administrative regulations. Part I Part J includes for your information and reference copies of policies already adopted by the Board of Education this past year. They are as follows: lA. IB IC ICA ID IGA IGB IGBA IGC IGE IHAL IHBA IHBB IHBDA IHBH IHCA IHCC Academic Content Standards/Benchmarks Academic Freedom School Year School Calendar School Day Curriculum Program Alignment and Coherence. Educational Research Grant-Funded Projects Pilot Programs Curriculum Guides Religion in the Schools Special Education for Students with Disabilities Gifted and Talented Education Remedial Instruction Alternative Education Programs Summer School Pre-Advanced Placement and Advanced Placement Courses, Grades 6-12 Memo - Review of Proposed Policies and Administrative Regulations August 17, 1999 Page Two IHCDA IHD IIB IJ IJOA IJOC IJOCA IKACA IKB IKE IKEC IKF IKFA- IKFC IMB IMCA IMH Opportunities to Earn College Credit Adult Education Programs Teacher-Student Ratio Instructional Resources and Materials Field Trips School Volunteers School-Based Mentoring Programs Parental Visits and Conferences Homework Promotion and Retention of Students Award of Credit General Education Graduation Requirements, Effective for the Graduating Class of 2002 Early Graduation Graduation Requirements for Handicapped Students Teaching about Controversial/Sensitive Issues Distribution of Materials and Literature Through Schools Class Interruptions Part II Part II includes copies of two policies under consideration by the Board: \nIG  IKC Curriculum Development, Adoption and Review Class Rankings/Grade-Point Averages IG is omthe August agenda for approval-second reading. IKC is on the August agenda for approval-first reading. Part III Part III includes drafts of proposed administrative regulations that have been designed to implement the adopted policies. These regulations have had considerable review already by interested parties and large numbers of staff. In some cases we have simply converted informal documents into more formal language. Some regulations are completely new. lA-R ID-R IGBA-R IGE-RI IHBB-R IHBDA-R IHCC-R IHCDA-RI Academic Content Standards/Benchmarks School Day: Student Schedules Grant Funded Projects Curriculum Guides Development Gifted and Talented Education Inten/ention/Remediation Pre-AP and AP Courses Concurrent EnrollmentMemo - Review of Proposed Policies and Administrative Regulations August 17, 1999 Page Three IJ-Exhibit IJ-Rl IJ-R2 IJOA-R IKB-R IKC-R IKEC-RI IKEC-R2 IKEC-R3 IKEC-R4 IKE-R IKF-RI IKF-R2 ' IKF-R3 IKFA-R IMH-R Instructional Materials: Exhibit Textbook Adoptions Library Media Center Materials Selection Field Trips Homework Guidelines Class Rankings/Grade - Point Averages Dual Credit and Summer Enrichment Correspondence Courses Credit by Examination Basic Combat Promotion and Retention Graduation (Class of 2000 and 2001) Graduation (Class of 2002 and Beyond) Special Education Graduation Early Graduation Class Interruptions If you have imput or suggestion or questions about any of these proposed administrative regulations, we must hear from you no later than Wednesday, September 8, 1999. In the near future I will be sending you another set that are almost ready to share. As you can see, the policy revision process is a monumental undertaking, and it has required a great deal more time than any of us anticipated. Thank you for the time we know this review will require. We welcome your suggestions to improve the quality and effectiveness of these policies and regulations. BAL/adg I Attachments cc: Dr. Les Carnine (memo only) Brady Gadberry (memo only) Junious Babbs (whole packet) Clay Fendley (memo only) Dr, Vic Anderson (memo only) Sadie Mitchell (memo only) Chris Heller (memo only)LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 August 26. 1999 TO: John Walker Terrence Roberts Steve Ross Ann Brown Frank Martin FROM: Dr. Bonnie Lesley.'Associate Superintendent, for Instruction SUBJECT\nGuidelines for School Improvement Planning Attached for your information is a copy of a new publication from our Division of Instruction, Guidelines for School Improvement Planning. This booklet is a supplement to the Handbook for Campus Leadership Team that was distributed at the Principals and CLT Institute in late July. It is a response to many requests that we write down the step-by-step process to craft a school improvement plan. We will, no doubt, need to revise it for next year, so we would welcome any suggestions that you might offer for its improvement. Attachment BAL/rcm cc: LesI[carinine fmemo only) Brady Gadberry (memo only) Junious Babbs (memo only) Chris Heller Clay Fendley I I Guidelines for School Improvement Planning Supplement to the Handbook for Campus Leadership Team Developed by the Division of Instruction Little Rock School District August 1999 II 1998 Gonoocaiion Gonueniion Genier ! I 1 I ICall to Order T^rogram ..................................|ohn Riggs LRSD School Board Member Presentation of Colors ................................ROTC Unit Parkview Magnet High School National Anthem .....................................Katherine Signaigo Student, Parkview Magnet High School Invocation ........................Rev. Charles Moore Teacher, Mann junior High School Emploj'ee Memoriam Dr. Vic Anderson The \"Gold Star\" Club Recognition Sadie Mitchell Performance \u0026amp; Roll Call Cheerleaders McClellan, Hall and Central high schools Welcome Back lunious Babbs leannie Price, PTA Council President Janet Jones, President, Greater LR Chamber of Commerce Vice Maj'or Michael Keck Jan Fells, Student Bodj' President, |. A. Fair High School Remarks ludy Magness, LRSD Board President Address Dr. Les Carnine, Superintendent \"What About the Children? Roshunda Nelson Attendance Secretaiy, Cloverdale Elemental^ Announcements and Praj^er Dr. Bonnie Leslej^JICemoriam 1997'-9S Clara Dee Austin Kathleen Dunbar Pats}/ Douglas Mentha L. Gilliams Vickie Gra}' Sandra Head Scharlotte Hervej' Jerry L Jackson George Robinson. |r. Lena WilliamsStar C?\u0026gt;Oyears or more in \u0026gt; 0 Frances Ables Ruthie Acklen Sam Blair Dennis Brant Donald Bratton Emanual Brooks Norman Callaway Eleanor Coleman Kathryn Cross Branton Daniel Martha Daniel Shirley Davis Martha Douglas Dana Duncan Lenora Dyer Earlene Fowler lanet Chant lean Gilbert Catherine Gill Peggy Gray Carolyn Hall Shirley Hall Everett Hawks Stella Hayes Betsy Henderson Hazel Hicks Richard Horton Sandra Hoff Georgia Hoffman Maty Huddleston Ann Hurd Emogene lames Sheriye Keaton Laura Landers Geraldean Lewis Maiy Lusby Fannie Mason lames Matthis Robert McDonald Lona McKinnon Emmaline Miller Ella Mobley Bobbie |. Norman Lou Ethel Nauden Martha Pace Willie Paige Lorene Phipps Paulette Putt Linda Smith Shirley Stewart Charlotte Teeter Enoch Tims Marilyn Turner Roy Wade Edna Wiley Roger Williams Eula Willis Leonard Willis Karen Wisener Rose Wright Sponsors Arkla City of Little Rock First Commercial Bank Friday, Eldredge \u0026amp; Clark NationsBank Simmons First National I St. Vincent Infirmary \u0026amp; Health System Stephens, Inc I I \u0026amp;x/iiSiiors 1 ALLTEL Little Rock Teachers Federal Credit Union NEA Valuebuilder Southwestern Bell Wireless Sprint PCS VALICI special^/lan^s io i/ie Gonoocaiion Gommiiiee I Leon Adams Dr. Vic Anderson Hi lunious Babbs Frances Cawthon i Doug Eaton Brad}/ Gadberry Zeornee' Herts Gail Hester Mike Iones Marian Lace_y Lucy Lyon Morlin McCoy Debbie Milam i Sadie Mitchell Darral Paradis 1 Suellen Vanni RECEIVED AUG 2 4 1999 Little Rock School District OFFICE OF DESEGREGATION MONITORING August 12, 1999 Ann Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Mrs. Brown: The Little Rock School District will hold a staff convocation at the Statehouse Convention Center on Wednesday, August 18, to welcome staff members back for the coming school year. Our convocation keynote speaker will be Ernest Green, formerly of Little Rock, who now serves as Managing Director of Public Finance for Lehman Brothers in Washington. I would like to extend to you an invitation to join us at 9:00 a.m. on August 18 for Mr. Greens address. Please advise Suellen Vann, 324-2020, if you will be able to join us. I anticipate the program will end at about 11:15 a.m. Sincerely, ceslieXv. Camme Superintendent of Schools 810 West Markham Street Little Rock, Arkansas 72201  (501)324-20009 A'' 08/11 '/'Mf'lijt-\naTIONS PAGE 01/01I Arkansas Democrat ^Cpazctk  ----- SATURDAY. AUGUST 15, 1998 Cnovrifiht  1998. Arkansas Democrat-GR^PttP \"/ Assembly gets 3,000 Teachers up for job: LR schools *?   Continued from Page IB portant job in the world, School , Board President Judy Magness - told the teachers just before intro- ~ ducing Superintendent Les Car- j nine, You have the awesome op- , portunity to shape our world, our (^nation and our community, r Next Thursday, as students I rive at your classrooms, some are i going to be really excited, some arc t going to be shy, some will be blase, t some are even pnincf tn ho ar- mental change, something can happen. Schools created by an empowered faculty and community may not look or work like traditional schools, he said, and long-standing rules and regulations will likely be waived as administrators, teachei-s and parents develop new ones, \"They wont look like the schools we attended, and I think that is great he said, The differentiation and diversity will be our strength, not our weataess. Carnine used a film from clip the 1989 movie Henry V to emphasize his call. In William Shakespeares play, the young King Henry rallies *' BY CYNTHIA HOWELL ' 5* excited, some are ARKANSAS DEMOCRAT-GAZETTE I gng to be shy, some will be blase ' Song, dance and some words ^rj going to be belliger- f'rom Shakespeare were used Fri- * 1 ?tog to be day morning as more than 3,000 ?ut each Little Rock School District em- ^ese ployees celebrated the beginnine creators handiwork and only of the 1998-99 school year with a  convocation at the State House Convention Center, - -----------------w Teachers wearing school T-  Pmycs happens only rarely in shirts and visors waved school  district, Carnine, who assumed baimers or clapped to the beat of  duties last Oc- was nosnunaa Nelson at rock music piped into the cav- ^r the meeting, tendance secretaiy at Cloverdale emous hall. Colored spotlights ! sed it^Friday to urge the em- Elementary who sang \"WTiat About scanned the room, decorated ^th become leaders and in- the Children nat About red, white and blue balloons and *'^tors at their campuses to better arrangements of white gladiolas * 5?* educational needs of all motivate  students. one of these students, each one, is his tired and small band of English- -------------------against the French, telling his  children, followers that this is their day and An assembly of all school district opportunity in histoiw to do \" ----------------   what is right. our best is good enough for these ijtober, had pushed for the meeting. Also participating in Fridays program was Roshunda Nelson attendance Ig Otliers welcoming the employees ( were Jeannie Price, PTA Based on my observation. I think Little Rock is a great place, said Carnine, previously superin- p \u0026gt;uc nocx V.XC aosBuiuiy wiin in Wichita Falls, Texas, I Little Rock \n1 . can to our young people. Perky high school cheerleaders t problem we have is that it School Board member John Riggs IV, his image magnified on two large screens flanking the stage, opened the assembly with  '^'^nita uttie Vice Mayo7 the ringing of an old-fashioned ' ^1^ we are offering the best we Fells, student school bell. President at J.A. Fair High Problem convocation concluded unit, called the roll of district schools * PJ5^ enough for ^e presentation of school distriei r and divisions, generating employ- e 21st centuiy. Society has given bearing the districts new .m' ee cheers in response. Staff mem- ' awesome task. It has put a   P\" or Aemendous burden on our shoul- more years were recognized, and pF because we want all of our employees who had died within children to have an education al- the past year were remembered. I believe you have the most im- we bers who have worked for 30 See TEACHERS, Page 3B though we have never done that be- . fore, I think we can do it, and I think the window of opportunity is opening for all of us. JJ The district is beginning the new school year with a revised desegregation and education plan, as well as a plan to establish school-by- school leadership teams of staff, parents and community members to advise principals on improving student achievement, I want you to know that I really believe that the goal of teachers, students, parents and principals must be to seize the opportunity to make something significant happen for their students, Carnine said Through empowerment and funda- dated logo to each employee. The assembly was funded in part ArH^sponsors, including ^kla, the city of Little Rock, First Commercial Bank NationsBank Simmons First National Bank St toand Health Svi ! toe Friday, i Eldredge and Clark law firm.L SRO PAGE 02 n DIVCITY\"TEAM MEMBERS r Name I Adams, Leon j Baldwin, Marion Brown, Ann_____ I Cleaver, Vanessa I Crawford, Kevin ! Creer, Donna f Dooley, Vivan I Eggleston, Deana j Flanigan, Laura ~ I Glasgow, Dennis j Guldin, Melissa PKirklin, Theresa  Lucker, Liz_______ [ McCoy, Eddie B, McCoy, Morlin I Milam, Debbie : Patterson, Keisha iPaul, Annita ~ f Powell, Margie j Ruffins, John______ Swanson, Margo ~ I Teach, Patty_____ Walker, Stephanie I Washington, James Location . Federal Programs ^jcClellan Community Education ODM Science _______ nformation Services __\u0026gt;1agnet Review Committee  I looker - Counselor Student Registration athletics_____________ 4ath f Science_______\" )DM_______________ Student Registration Office Communities In Schools itle I - Specialist (PREf Child Nutrition gps OPS '  lath / Science )DM nformation Services lealth Services J tudent Registration Office Ij hild Nutrition____________ H imbudsm^ I hope that the spellings, phJne #'! any changes, please let me k|ow. ? T Phone , * 324-2110 ' I 570-4149 1 376-6200^^ 32^522 I I 324-0503 I 758-0156 + 324-2482 324-2408 1324-2427\n324-0520 t I 376-6200 324-2272 I 324-0519 ~ , 324-0542 ! j 324-2250 324-2297 ! 324-2292  7324-0518 ' 376-6200~n j324-2056 I 324-2161 ~324-2Q46 1 i 324-2250  324-2014 I le #'s, and locations are correct. If you have We will be setting up a montlly lunch for us to get together. L:? O' Thursday (ii:45 a.m.) is hast for you. We'll notify you of tne location as soon as possible. NAME: EMAIL: ii ___ PHONE: Thursday of each month .4* Thursday of each month Thanks, Deana (324-2408 or dnikeath@sfu|sn.Irsd.kl2.ar.us)83/07/2000 11:04 501-324-2281 LRSD SRO PAGE 03 UTT -E ROCK SCHOOL DISTRICT STUB ENT registration OFFICE 501 SHERMAN STREET J -ITTLE ROCK, AR 72202 MIRCH 1,2000 TO THE PARENT OF: Current School Number Last Name, First Name (of students) Street Address City State Zip ASSIGNED SCHOOL: s grade (2000-2001)*- MAP GRID: Dear Parent. gfl^-^m^ffiORTANT LETTER fIr STUDENTS ANn AND woodruff ELEMENTARY SCHO( ------------ PARENTS OF MABEL VALE STFPHFyg LETORIS BELNG LIPDATED TO under  of 18  CHECK-IN. All students xVIA^H^tSo'S2T2272).%ch21ilS: Jn^i^n^e ^gisttation Office, AFTER child will be assigned to the school connected n thp 'i \u0026gt; on where the student lives. Ifafemily moves, the (ch,,,, be8,  SlJ) S 7 \"\" *\u0026gt; f 'oil xMARCH 12,2000 (324-2272). School you may inquire in the Student Registration Office. AFTER Stidents Mabeh^ale, Stephens, and V oodruff Elementary- Please note the following dates: as Stephens Elementary School.) July 20-21, 2000 August 1, 2000 August 8, 2000 (10:00 a.m. - 7:00 p.m.) STUDENT CHECK- IN Teachers Report to School Students First Day If you have any questions, please feel free to ca 1 the school. Student Registration Office (324-2272) or your childs assigned Mabelvale Elementary' Stephens Elementary School (Garland) Woodruff Elementary School assumes promotion 455-7420 671-6275 671-6270 PLEASE KEEP THIS LETTER FOR YOUR rf IQRDS03/07/2000 11:04 501-324-2281 LRSD SRO PAGE 02 Ln riE ROCK SCHOOL DISTRICT STI DENT REGISTRATION OFFICE SOI SHERMAN STREET LITTLE ROCK AR 72202 MARCH 1, 2000 TO THE PARENT OF: Current school number Last name, First Name (of student) Street address City state zip ASSIGNED SCHOOL: GRADE (2000-2001)*\nMAP GRID: Dear'Pareoi: THIS LETTER IS VERY IMPORT UVT. PLEASE READ THE ENTIRE LETTER. Your child has been assigned to the S' hool listed above for the 2000-2001 school year. Each school will - - -------- - JwaAutvi i-flVU :\u0026gt;cnuoi WLU welcome students and parents dunng t e districts annual CHECK-IN, which will be held on August 2-3 at each school. Sfjdcnt m\u0026amp;tmation mu t be verified\nlockers, class schedules, PTA information and other opportunities wUl be available to p rents. At that time, to the distna nrovide At that time, studems rtew to the district must provide jnwnmuzation records, All students ur Jer the age of 18 must be accompanied by a parenvgiiardifln If your child was not assigned to a Si hool requested under die Optional Enrollment process, the childs name has been placed on *e waning asis for those schools you selected. You mav inquire in the Student Registration Office about your childs losition on a waiting list AFTER MARCH 12, 2000 Please notify the Swdent Registration Office if you rant your chuds name removed from a waiting list. Other options may be available. If interested, plea\ns contact a Parent Recruiter ar 324-2272. Special Circumstances Transfer applic the Student Registration Office from tions for middle and senior high school students will be available in Vfarch 6 through March 17, 2000. Such transfers are subject to desegregation and capacities at each : :hool. Students in grades6-12 may apply only once each year and must apply between March 6 a id March 17, 2000.   Special Clrcunutances Transfers. Tramponation will HOT be provided for School assignments are made based c i where die student lives. If the family moves, the child will be assigned to the school connected to t le femilys new address. Parents are responsible for keeping the school informed and notifying the scho il when changes occur. NOTE: If the address listed above is not *e , ...... -------------------o--------- 11 uiv ustcu aoove is not me correct addiM^you must process a hange of address form at your childs school or at the Student Registration Office. Bus service for th first week of school - classes begin August 21  is provided for the   ---------- ''O*** X,* - IS uiuviucu tut UIC student s address of record. Any farm les changing their address after July 24 wUl not be guaranteed bus service for the first two weeks of schoo , Please keep this letter for your reco\nds. If you have questions concerning the infomaiion provided this Ifttfpr n r-stll -JOOO a.V- . .. ?__ this letter, please call (324-2272) or \u0026amp; (324-2281) the Student Registration Office. in Assumes promotion03/07/2000 11:04 501-324-2281 LRSD SRO PAGE 01 STUDENT registration OFFICE j little rock school district 601 SHERMAN ST. LITTLE ROCK AR 72202 PHONE: 324-2272 FAX: 324-2281 FAX COVER SHEET I To: f. I I 1 Fax Number: *3 { (J From: ^bias i I Date\n3'^-OD ! f f # Pages Including Cover Shebt: Re: rvT - cc: *r { i i- 1 I r ! ioy/2\n8/?ooo 08:23 3240567 JQD PAGE 0: III li!! I. li !i r 1 I Utility Standards \u0026lt;n cc \u0026lt;Q \u0026lt; cn o/the Standards U Utility Standards The utility standards are intended to ensure that an evaluation will serve the information needs of intended users. These standards are as follows: UI U2 U3 U4 .1. Stakeholder Identification Persons involved in or affected by the Evaluation should be identified, so that their needs can be addressed. va]fuator Credibility The persons conducting the evaluation should be both trustworthy and competent to perform the evalu-atiotii so that the evaluation findings achieve maximum credibility and acceptance. Infarmation Scope and Selection Information collected should be broadly selected to address pertinent questions about the pro-graini and be responsive to the needs and interests of clients and Other specified stakeholders. Values Identification The perspectives, procedures, and rationale u^ed to interpret the findings should be carefully described, so that bases for value judgments are clear. 23 I i: 09/28/2000 08:23 3240567 I JQD PAGE 03 5 3 I I I I I J I I I ! J t j I c c -( a CJ II 14 I f U5 UTILITY STANDARDS h 1. i: i: !. i: I !: I\nr il ! I' I I- U7 Report Clarity Evaluation reports should clearly describe the program being evaluated, including its context, and the purposes, procedures, and findings of the evaluation, so that essential information is provided and easily understood. Report Timeliness and Dissemination Significant interim findings and evaluation reports should be disseminated to intended users, so that they can be used in a timely fashion. Evaluation Impact Evaluations should be planned, conducted, and reported in ways that encourage follow-through by stakeholders, so that the likelihood that the evaluation will be used is increased. I 1 I L J F I ? I i09/28/2000 08:23 3240567 JQD PAGE 04 I Feasibility Standards i I-i Summary ^the Standards I-i F Feasibility Standards The feasibility standards are intended to ensure thatjan evaluation will be realistic, prudent, diplomatic, and frugal. Theistandards are as follows: Fl Practical Procedures The evaluation procedures should be practical. to keep disruption to a minimum while needed information is obtained. I F2 Political Viability The evaluation should be planned and conducted with anticipation of the different positions of various inter-est\ngroups, so that their cooperation may be obtained, and so that possible attempts by any of these groups to curtail evaluation operations or to bias or misapply the results can be averted or coimteracted. F3 Cost Effectiveness The evaluation should be efficient and produce information of sufficient value, so that the resources expended can be justified. I I\ni 63 09/28/2000 08:23 3240567 JQD PAGE 05 I: f I iI I I Propriety Standards Summary of the Standards P Propriety Standards The propriety standards are intended to ensure that an evaluation will be conducted legally, ethically, and with due regard for the welfare of those involved in the evaluation, as well as \u0026amp;ose affected by its results. These standards are as follows\nI Pl Service Orientation Evaluations should be designed to assist organizations to address and effectively serve the needs of the full range of targeted participants. ,1 P2 Formal Agreements Obligations of the formal parties to an evaluation (what is to be done, how, by whom, when) should be agreed to in writing, so that these parties are obligated to adhere to all conditions of the agreement or formally to renegotiate it. I P3 Rights of Human Subjects Evaluations should be designed and ct^ducted to respect and protect the rights and welfare of human subjects. I P4 Human Interactions Evaluators should respect human dignity apd worth in their interactions with other persons associated with an evaluation, so that participants are not threatened or harmed. 81 09/28/2000 08:23 3240567 JQD PAGE 06 I -1 1 I Ji'' j V: 1 82 i\n1' I' I I PROPRIETY STANDARDS 1:1  ? if f. if -O TJ 33 O 33 X m 5 \u0026gt; O cn I f i r ! I- I I. i II I r i I. I ( I i: I i I i I PS Complete and Fair Assessment The evaluation should be complete and fair in its examination and recording of strengths and weaknesses of the program being evaluated, so that strengths can be built upon and problem areas addressed. P6 Disclosure of Findings The formal parties to an evaluation should ensure that the full set of evaluation findings along with pertinent limitations are made accessible to the persons affected by the evaluation, and any others with expressed legal rights to receive the results. P7 Conflict of Interest Conflict of interest should be dealt with openly and honestly, so that it does not compromise the evaluation processes and results. P8 Fiscal Responsibility The evalxiators allocation and expenditure of resources should reflect sound accountability procedures and otherwise be prudent and ethically responsible, so that expenditures are accounted for and appropriate. t. i-  I i I09/28/2000 08:23 3240567 JQD PAGE 07 S' si ft Accuracy Standards I I Summary of the Standards ir~\" I' A Accuracy Standards The accuracy standards are intended to ensure that\nan evaluation will reveal and convey technically adequate information about the features that determine worth or merit of the program b^ing evaluated. The standards are as follows\nAl I I ''Ir\nA2 Program Documentation The program being evaluated should be described and documented clearly and accurately, so that the program is clearly identified. I pontext Analysis The context in which the program exists should be examined in enough detail, so that its likely influences on the program can be identified- I K.' A3 A4 Described Purposes and Procedures The purposes and procedures of the evaluation should be monitored and described in enough detail, so chat they can be identified and assessed. Defensible Information Sources The sources of information used in a program evaluation should be described in enough detail, so that the adequacy of the information can be assessed. 12509/28/2000 08:23 3240567 JQD PAGE 08 126 AS A6 A7 I II S' \u0026amp; a o X o (fl o X o (fl accuracy standards Valid Information The infonnation gathering procedures should be chosen or developed and then implemented so that they will assure that the inteipretation arrived at is valid for the intended use. Reliable Information The information should be chosen or jathering procedures developed and then implemented so that Si reliable for the intended information obtained is use. sufficiently SJy stematic Innufuoirwmaaitrioonn TI nhee imnrfoorrmmaattiioonn ccoolllleecctteedd,, processed and reported in an evaluation should be systematically reviewed and any errors found should be corrected A8 Analysis of Quantitative Information Quantitative uiforma-  , ----------------- X*******-*******^ UUVlIUd.- ton in an evaluation should be appropriately and systematically analyzed so that evaluation questions are effectively answered. A9 Analysis of Qualitative Information in an evaluation should be Qualitative information appropriately and systematically analyzed so that evaluation questions are effectively answered. AIO Justified Conclusions The conclusions ation should be explicitly justified, so that stakeholders reached in an evalu- All assess them. can ^partial Reporting Reporting procedures should guard against distortion caused by personal feelings and biases of any party to the evaluation, so that evaluation reports fairly reflect the evalu-ation findings. A12 Metaevalnation The evaluation itself should be formatively and summatively evaluated against these and other pertinent standards, conduct is appropriately guided and, on completion, stakeholders can closely examine its strengths and weaknesses. 2- fficevEDfUBLiC FORUM W gZOOG TO OF OBEGROQNMomijya NOVEMBER 29, 2000 PARKVIEW MAGNET HIGH SCHOOL 2501 JOHN BARROW ROAD 6:00 P.M. UNTIL 8:00 P.M. WE NEED YOUR INPUT EXPRESS YOUR THOUGHTS AND IDEAS ON COMMUNITY NEEDS IN THE AREAS OF CULTURAL AND TOURISM\nECONOMIC DEVELOPMENT\nEDUCATION, YOUTH AND SENIOR STRATEGIES\nENVIRONMENT AND LAND USE\nGOVERNANCE AND LEGISLATIVE ISSUES\nHOUSING\nINFRASTRUCTURE\nPARKS AND RECREATION\nPUBLIC SAFETY, CRIME PREVENTION AND EMERGENCY RESPONSE\nRACIAL AND CULTURAL DIVERSITY\nREGIONALISM ISSUES AND TRANSPORTATION. High School Course Selection A IHigh School Courses, 1999-2000 Little Rock School District I I The Little Rock School District (LRSD) has revised its course offerings and graduation requirements in order to better prepare our students for higher education or career opportunities. Future LRSD graduates will benefit from these changes as they finish their high school program having completed more courses. The timing of these changes coincides with the Fall, 1999 consolidation of our four-year high school program by the movement of ninth grade students to the senior high schools. Since graduation credits are earned in grades 9-12, ninth grade students will able to consult with high school counselors about their courses throughout the four years they are enrolled in high school. The following pages present courses alphabetically by subject area. Please note that many courses that were formerly offered in a limited number of schools are now open to everyone, except for some of the magnet courses. Also, parents and students will be pleased to learn Advanced Placement courses are now available at every school. We encourage students to discuss courses with their counselors, teachers, principal or assistant principal in order to make informed decisions. A summary of the new graduation requirements, which go into effect with the class of 2002, is also included. The requirements are presented in a table that also lists current graduation requirements. 1High School Courses, 1999-2000 Little Rock School District Credit-Earning Options for LRSD Students In addition to the credits that students may earn in the traditional high school day at each of the LRSD high schools, students may alternatively earn high school and/or college credits in all of the following ways: 1. High school credits may be earned for courses taken in grade 8: Algebra I or Geometry taken in grade 8 Foreign LanguageLevel I or II taken in grade 8. 2. One unit may be earned each summer in the districts Summer High School program. 3. Credits may be earned in the LRSD Evening High School. 4. Dual-enrollment for high school and college credit is available at all high schools. 5. Concurrent high school and college credit may be earned in designated courses at Hall High School. 6. Two units of credit may be earned through approved correspondence courses. 7. Concurrent high school and college credit may be earned for approved correspondence courses. 8. College credit may be earned for certain correspondence courses taken while in high school. 9. Preparation courses for the GED or high school credits and a high school diploma may be earned by selected students at the Accelerated Learning Center. 10. Advanced standing/credit at Pulaski Tech, ITT, and Arkansas State University at Beebe may be earned for successful completion of certain LRSD high school and/or Metropolitan courses. 11. College credit may be earned by attaining a minimum score of 3 on Advanced Placement Examinations. 12. High school credit may be earned during pre-approved summer institutes sponsored by colleges and universities. 13. High school credit may potentially be earned through approved online courses. Approval of one or more programs is pending. 14. High school credit may potentially be earned through earning a minimum grade on an end-of-course examination (credit by examination). Approval of this option is pending. 2'r Art 99-2000 Course No. 021000 022000 022002 022004 022006 024000 022001 021008 022008 025000 025002 Abbreviated Title Description Grades Prerequisites Credit INTRO TO ART ARTDESIGN GRPHC DSGN PAINTING WATERCOLOR GREAT ART SURVEY ART DRAWING 1 DRAWING 2 STUDIO ART AP ART HIST AP Introduction to Art ArtDesign Graphic Design Painting Watercolor Creative Art Survey of Fine Arts Drawing I Drawing II Studio Art AP Art History AP ArtParkview Magnet only 99-2000 Course No. 022003 023003 022010 022012 Abbreviated Title POTTERY A POTTERY B POTTERY JEWELRY Description Pottery A Pottery B Pottery Jewelry 9 10-12 10-12 10-12 10-12 12 9-12 9-12 10-12 11-12 11-12 Grades 10-12 10-12 10-12 10-12 None Introduction to Art Introduction to Art Drawing I Introduction to Art Introduction to Art, Painting, and Watercolor None None Drawing I Painting or Drawing II and Teacher Recommendation English II Pre-AP .Prerequisites 1 1 1 1 1 1 /2 1 1 1 1 Credit 024008 023002 022014 023004 DRAWING 3 OILS CRAFTS FIBER 3-D DESIGN 022005 021010 PRINTMAKING ART HIST Drawing III Oils CraftsFiber Three-Dimensional Design Printmaking Art History 11-12 11-12 10-12 11-12 10-12 9-12 Drawing I\nParkview only Pottery A\nParkview only Drawing I\nParkview only Drawing I and teacher recommendation\nParkview only Drawing II\nParkview only Painting\nParkview only Drawing I\nParkview only Pottery I\nParkview only Drawing I\nParkview only None\nParkview only /2 % 1 1 1 1 1 1 72 1 3Business Education 99-2000 Course No. 031001 031003 031004 031019 031005 032005 032002 032004 033004 032007 032009 033002 032011 032013 033016 033006 033008 033010 033012 031015 032015 032006 031017 032017 033001 033003 033005 033007 I 033009 Abbreviated Title Description Grades Prerequisites Credit KEYBOARDING KEYBD APPLS KEYBD/APPL COMPTECH iNT WORD PROC A WORD PROC B WORD PRO A/B COMP ACCT 1 COMP ACCT 2 DATABASE MGT SPREADSHEETS OFFICE MGT RAPID WRTG A RAPID WRTG B BUSINESS LAW JR EXEC TRNG COE-RELATED COE-RELATED COE-COOP OJT PROGAMMING A PROGRAMMING B Keyboarding Keyboarding Applications Keyboarding and Keyboarding Applications (full year) Computer Technology: Introduction Word Processing A Word Processing B Word Processing I Computerized Accounting I Computerized Accounting II_____ Database Management Spreadsheet Applications______ Office Management Rapid Writing A Rapid Writing B Business Law Junior Executive Training Cooperative Office Education- Related Cooperative Office EducationRelated (Early Bird)_______ Cooperative Office Education -OJT Programming A Programming B 9-12 9-12 9-12 9-12 9-12 10-12 10-12 10-12 11-12 10-12 10-12 11-12 10-12 10-12 11-12 11-12 11-12 11-12 9-12 10-12 COMP BUS APPL DESKTOP PUB A DESKTOP PUB B MULTiMEDiA BANK/FiN PRIN BANK/FiN OPR BANK/FIN MKG BANK/FIN LAW Computerized Business Applications______ Desktop Publishing A_______________ Desktop Publishing _____________ Multimedia Applications in Business________ Banking and Finance Principles Banking and Finance Operations Banking and Finance Marketing Banking and Finance Law 10-12 10-12 10-12 11-12 11-12 11-12 11-12 11-12 None Keyboarding None Keyboarding Keyboarding____________ Word Processing A______ Keyboarding____________ Overall C\" average: Keyboarding____________ Computerized Accounting I Keyboarding Keyboarding Word Processing B______ Keyboarding____________ Rapid Writing A_________ Foundation Core________ Computerized Accounting I Keyboarding: plus one additional unit in Bus. Ed. Keyboarding\nplus one additional unit in Bus. Ed. Concurrent enrollment in Coop. Education-Related_________ Keyboarding_______________ Keyboarding and Programming A________________________ Keyboarding, Word Processing A and Word Processing B Keyboarding and Word Processing A__________ Keyboarding and Desktop Publishing A___________ Word Processing A and B Computerized Accounting i (Suggested) Banking and Finance Principies Banking and Finance Principles Banking and Finance Principles 72 72 1 'A 72 72 1 1 1 /2 % 1 72 72 1 1 1 1 1 72 72 1 72 /2 72 72 72 72 72 4Business EducationMcClellan Hig 99-2000 Course No. 032019 032021 Abbreviated Title Description h only Grades Prerequisites Credit B ETIQOETTE INTRO TO BOS 033014 034002 033011 ECONOMICS BOS FINANCE INTRN BOS 032023 ENTREPRNSHP Business Etiquette Introduction to Business Economics Business Finance International Business Entrepreneurship 10-12 10-12 11-12 12 11-12 10-12 Communications 99-2000 Course No. 051100 055100 051102 Abbreviated Title Description Grades None\nMcClellan High only None\nMcClellan High only None\nMcClellan High only Economics\nMcClellan High only Foundation Core\nMcClellan High only Foundation Core\nMcClellan High only Prerequisites 'A 1 1 % A Credit COMMUNICA 1 COMMON 1U ESL COMMON 1 Communication I Communication I ESL Communication I 9-10 9-12 9-10 052100 053100 052102 053102 054102 052104 052106 COMMUNICA 2 COMMUNICA 3 DEBATE 1 DEBATE 2 DEBATE 3 PUB SPKG GRP DYNAMICS Communication II Communication III Debate I Debate II Debate III Public Speaking Interpersonal Skills and Group Dynamics DanceParkview Magnet 99-2000 Course No. 121000 122000 123000 124000 123004 122004 121004 Abbreviated Title DANCE TECH 1 DANCE TECH 2 DANCE TECH 3 DANCE TECH 4 DANCE ENSBLE HIST DANCE MENS DANCE Description Dance Techniques I Dance Techniques II Dance Techniques lil Dance Techniques IV Dance Ensemble History of Dance Young Mens Dance 10-12 11-12 10-12 11-12 12 10-12 10-12 Grades 9-12 10-12 11-12 12 10-12 10-12 9-12 None Hall High only\nUniversity course Concurrent enrollment in ESL English\nHall High only Communication I Communication II Communication I Debate I Debate II Communication I Communication I Prerequisites Parkview only Dance Techniques I\nParkview only Dance Techniques II\nParkview only Dance Techniques III\nParkview only Parkview only Parkview only Parkview only 1 1 1 1 1 1 1 1 1 Credit 1 1 1 1 1 1 1 5Drama 99-2000 Course No. 051200 051202 Abbreviated Title DRAMA 1 DRAMA 1 IS Description Grades Prerequisites Credit 052200 053200 052202 052204 DRAMA 2 DRAMA 3 STAGE CRAFT INTERPCOMM Drama I Drama I International Studies Drama II Drama III Stage Craft Interpretative Communication 9-12 9-12 10-12 11-12 10-12 10-12 None None Central High only Drama I Drama II None Communication I 1 1 1 1 1 1 DramaParkview Magnet 99-2000 Course No. 052206 Abbreviated Title MIME Description Grades Prerequisites Credit Mime 10-12 052208 052210 052212 052214 CLASSIC STDY ACTING CHILD THTR THTR HISTORY Classic Scene Study Acting Children's Theater Theater History 10-12 10-12 10-12 10-12 Drama I and teacher permission\nParkview only Drama I\nParkview only Drama I\nParkview only Drama I\nParkview only None\nParkview only 1 1 1 1 1 Driver Education 99-2000 Course No. 081007 Abbreviated Title Description Grades Prerequisites Credit DRIVER ED Driver Education 9-12 Taught in summer school only 1/2 6English '99-2000 Course No. 051000 052000 053000 054000 051002 051004 Abbreviated Title LANG ARTS 1 + LANG ARTS 2+ LANG ARTS 3+ LANG ARTS 4+ ENG 1 ENG 1 PRE-AP Description Language Arts Plus I Language Arts Plus II Language Arts Plus III Language Arts Plus IV English I English I Pre-AP Grades 9-12 10-12 11-12 12 9-12 9-12 Prerequisites Credit 052002 052004 ENG 2 ENG 2 PRE-AP English II English II Pre-AP 10-12 10-12 053002 053004 ENG 3 ENG 3 PRE-AP English III English III Pre-AP 11-12 11-12 055004 ENG 3 AP English III AP 11-12 055006 ENG3APU English III APU 11-12 054002 054004 055008 055014 055010 054006 055012 054008 053001 053006 053008 052001 052003 ENG 4 ENG 4 ENG4AP ENG 4 APU ENG4AP ENG 4 IS ENG 4 IS AP CRT WRTG/MAG TECH WRTG RESEARCH MULTICUL LIT BIBLE AS/IN LIT ACT PREP ENG English IV English IV (Early Bird) English IV AP English IV APU English IV AP (Early Bird) English IV International Studies English IV International Studies AP Creative Writing and Magazine Production Technical Writing Research for the 21 Century Multicultural Literature The Bible as/in Literature I ACT Preparation: English 12 12 12 12 12 12 12 12 11-12 11-12 11-12 10-12 10-12 None None None None None Teacher recommendation English I English I or I Pre-AP\nteacher recommendation English II English II or II Pre-AP\nteacher recommendation English II or II Pre-AP\nteacher recommendation English II or II Pre-AP\nteacher recommendation\nHall High only English III English III English III or III Pre-AP English III or III Pre-AP or III AP\nHall High only\nUniversity course English III or III Pre-AP English III English III or III Pre-AP Parkview\nGrade of B In regular English III or C in English III Pre- AP\nOther schools: Eng. Ill English II or II Pre-AP English II or II Pre-AP English II or II Pre-AP English I or I Pre-AP\nHall High only English I 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1/2 1 1 1/2 I 1/2 7English-as-a-Second Language (Hall High only) 99-2000 Course No. 051500 052500 053500 054500 051502 052502 053502 054502 051102 151000 151002 152002 153002 154002 131000 132000 133000 Abbreviated Title Description Grades Prerequisites Credit ESL English 1 ESL English 2 ESL English 3 ESL English 4 ESL LA PLUS 1 ESL LA PLUS 2 ESL LA PLUS 3 ESL LA PLUS 4 ESL COMM 1 ESL INTRO SS ESL CIVICS ESL WRLD HIST ESL US HIST ESL US GOVT ESL PHYS I ESL BIOL I ESL CHEM I ESL English I ESL English II ESL English III ESL English IV_________ ESL Language Arts Plus I ESL Language Arts Plus II ESL Language Arts Plus III ESL Language Arts Plus IV ESL Communication I ESL Introduction to Social Studies ESL Civics ESL World History ESL United States History ESL United States Government ESL Physics I ESL Biology I ESL Chemistry I Family and Consumer Science 99-2000 Course No. 091000 091001 091003 091005 091002 091007 093007 091009 092010 091011 091013 093008 094008 Abbreviated Title Description FAM\u0026amp;CONSCI H\u0026amp;INT DSN HUMAN REL MNG RSRC FAM DYNAMICS FD \u0026amp; NUTRI FOOD SCI CHILD DEVEL CHILD CARE PARENTING CLOTH MGT FD PROD MGT 1 FD PROD MGT 2 9-12 10-12 11-12 12 9-12 10-12 11-12 12 9-12 9-12 9-12 9-12 10-12 10-12 9-12 9-12 9-12 Grades Family and Consumer Science Housing and Interior Design Human Relations________ Managing Resources Family Dynamics Food and Nutrition Food Science Child Development Child Care and Guidance Management Services Parenting Clothing Management Food Production, Management, and Services I Food Production, Management, and Services II 9-12 9-12 9-12 9-12 9-12 9-12 11-12 9-12 10-12 9-12 9-12 11-12 12 Identification ESL English I_______ ESL English II_______ ESL English III______ Identification________ Concurrent enrollment in ESL English II Concurrent enrollment in ESL English III Concurrent enrollment in ESL English IV Identification________ Concurrent enrollment in ESL English I_____ Identification________ Identification________ Identification Identification Identification Identification Identification Prerequisites None None None Foundation Core None_________ None_________ None None_________ Foundation Core Foundation Core None_____________ None\nMcClellan High only Food Production, Management, and Services I\nMcClellan High only_________ 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Credit 1 /2 /2 % 1 /2 /2 72 1 72 /2 1 1 8I I t I I I I Foreign Languages 99-2000 Course No. 061100 062100 063100 064100 065100 064102 065102 064104 065104 061200 062200 063200 064200 065200 064202 065202 064204 065204 061300 062300 063300 065300 064300 065302 061400 062400 065406 Abbreviated Titie Description Grades Prerequisites Credit 063400 064400 065400 064402 065402 064404 065404 FRENCH 1 FRENCH 2 FRENCH 3 FRENCH 4 FRENCH 4 AP FRENCH 5 FRENCH 5 AP FRENCH 6 FRENCH 6 AP GERMAN 1 GERMAN 2 GERMAN 3 GERMAN 4 GERMAN 4 AP GERMAN 5 GERMAN 5 AP GERMAN 6 GERMAN 6 AP LATIN 1 LATIN 2 LATIN 3 LATIN 3 AP LATIN 4 LATIN 4 AP SPAN 1 SPAN 2 SPAN 2 U SPAN 3 SPAN 4 SPAN 4 AP SPAN 5 SPAN 5 AP SPAN 6 SPAN 6 AP French I French II French III French IV French IV AP French V French V AP French VI French VI AP German I German II German III German IV German IV AP German V German V AP German VI German VI AP Latin I Latin II Latin III Latin III AP Latin IV Latin IV AP Spanish I Spanish II Spanish II 9-12 9-12 9-12 10-12 10-12 11-12 11-12 12 12 9-12 9-12 9-12 10-12 10-12 11-12 11-12 12 12 9-12 9-12 9-12 9-12 10-12 10-12 9-12 9-12 9-12 Spanish iii Spanish IV Spanish iV AP Spanish V Spanish VAP Spanish Vi Spanish Vi AP 9-12 10-12 10-12 11-12 11-12 12 12 None French I French il French III French III French IV French IV or IV AP French V French V or V AP None German I German II German III German III German IV German IV or IV AP German V German V or V AP None Latin I Latin II Latin II Latin III Latin III or III AP None Spanish I Spanish I\nHall High only\nUniversity course Spanish II Spanish III Spanish III Spanish IV Spanish IV or IV AP Spanish V Spanish V or VAP 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 I I 9Health and Physical Education 99-2000 Course No. 081001 081003 081005 081002 201000 202000 203000 204000 201002 202002 203002 204002 Abbreviated Title Description Grades Prerequisites Credit HEALTH PHYS ED 1A PHYS ED IB PHYS ED 1 ATHLETICS G1 ATHLETICS G2 ATHLETICS G3 ATHLETICS G4 ATHLETICS Bl ATHLETICS B2 ATHLETICS B3 ATHLETICS B4 Journalism 99-2000 Course No. 051400 052400 052402 052404 053400 053402 053404 054400 054402 054404 053405 054405 051406 JROTC 99-2000 Course No. 261000 262000 263000 264000 261002 262002 263002 264002 Abbreviated Title JOURN 1 JOURN2 JOURN 2 YB JOURN 2 NP JOURN 3 JOURN 3 YB JOURN 3 NP JOURN 4 JOURN 4 YB JOURN 4 NP MASS MEDIA A MASS MEDIA B PHOTOGRAPHY Abbreviated Title AF JROTC1 AF JROTC 2 AF JROTC 3 AF JROTC 4 NS JROTC1 NS JROTC 2 NS JROTC 3 NS JROTC 4 Health and Safety Physical Education lA Physical Education IB Physical Education I Girls' Athletics I Girls' Athletics II Girls' Athletics III Girls' Athletics IV Boys Athletics I Boys' Athletics II Boys' Athletics III Boys' Athletics IV Description Journalism I Journalism II Journalism II (Yearbook) Journalism II (Newspaper) Journalism III Journalism III (Yearbook) Journalism III (Newspaper) Journalism IV Journalism IV (Yearbook) Journalism IV (Newspaper) Mass Media A Mass Media B Photography Description Air Force JROTC I Air Force JROTC II Air Force JROTC III Air Force JROTC IV Naval Science JROTC I Naval Science JROTC II Naval Science JROTC III Naval Science JROTC IV 9-12 9-12 9-12 9-12 9-12 10-12 11-12 12 9-12 10-12 11-12 12 Grades 9-12 10-12 10-12 10-12 11-12 11-12 11-12 12 12 12 11-12 11-12 9-12 Grades 9 10 11 12 9 10 11 12 None None Physical Education lA None Coach's permission Coach's permission Coach's permission Coach's permission Coachs permission Coachs permission Coachs permission Coachs permission Prerequisites None Journalism I Journalism I Journalism I Journalism II Journalism II Journalism II Journalism III Journalism III Journalism III None\nMcClellan only Mass Media A\nMcClellan only Parkview only Prerequisites Instructor's permission\nCentral High only AF JROTC I\nCentral High only AF JROTC II\nCentral High only AF JROTC III\nCentral High only Instructor's permission\nParkview only NS JROTC I\nParkview only NS JROTC II\nParkview only NS JROTC III\nParkview only 1/2 1/2 1/2 1 None None None None None None None None Credit 1 1 1 1 1 1 1 1 1 1 1/2 1/2 1 Credit 1 1 1 1 1 1 1 1 10 1 Marketing Education 99-2000 Course No. 173000 173002 Abbreviated Title MARKET ED 1 MRKTG COOP 1 173004 MRKTG COOP 1 174000 MRKTG ED 2 174002 MRKTG COOP 2 174004 MRKTG COOP 2 Description Grades Prerequisites Credit 172001 172003 173001 172005 FASHION MDS ADVERTISING RETAILING SALESMNSHIP Marketing Education I Marketing Education Coop I Marketing Education Coop I Marketing Education II (Management) Marketing Education Coop II (Management) Marketing Education Coop II (Management) Fashion Merchandising Advertising Retailing Salesmanship 11-12 11-12 11-12 12 12 12 10-12 10-12 10-12 10-12 Mathematics 99-2000 Course No. 111000 112000 112002 Abbreviated Title Description Grades 112004 112006 112008 113002 113004 113006 113008 115000 114000 115002 115006 115004 112001 None None None Marketing Education i Marketing Education i Marketing Education i None\nMcClellan High None\nMcClellan High None\nMcClellan High None\nMcClellan High Prerequisites 1 1 1 1 1 1 A 72 Credit ALG I________ ALG II ALG II PRE-AP GEOMETRY GEOM PRE-AP CONCEPT GEOM PRE-CALCULUS TRiG/ADV ALG TRiG PRE-AP STATISTiCS STATS AP CALCULUS CALC AB AP CALC AB APU CALC BC AP ACT PREP\nMATH Algebra I Algebra II Algebra II Pre-AP Geometry Geometry Pre-AP Concepts of Geometry Pre-Calculus Pacesetter Mathematics T rigonometry/ Advanced Algebra T rigonometry/ Advanced Algebra Pre-AP Statistics Statistics AP Calculus______ Calculus AB AP Calculus AB APU Calculus BC AP ACT Preparation\nMathematics 9-12 10-12 9-12 10-12 10-12 10-12 11-12 11-12 11-12 11-12 11-12 12 11-12 11-12 12 10-12 Eighth grade mathematics Algebra I Algebra I Pre-AP or teacher recommendation Algebra I Algebra I Pre-AP or teacher recommendation Algebra I Algebra II\nParkview, Hall, and McClellan only Algebra II and Geometry Algebra II Pre-AP and Geometry Pre-AP Algebra I and Geometry or Concepts of Geometry Trig/Adv. Algebra Pre-AP (may be concurrent)\ncalculator required Trig/Adv. Algebra Trig/Adv. Algebra Pre-AP (may be concurrent) Trig/Adv. Algebra Pre-AP\nHall High only\nUniversity course Calculus AB AP None 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1/2 11Music (Vocal, Band, Orchestra) 99-2000 Course No. 121000 121002 122002 123002 124002 122004 121100 121102 122102 123102 124102 122006 123006 121200 121202 122202 123202 124202 121001 121006 Abbreviated Title Description Grades Prerequisites Credit NOVICE CHOIR CHOIR 1 CHOIR 2 CHOIR 3 CHOIR 4 MADRIGALS NOVICE BAND BAND 1 BAND 2 BAND 3 BAND 4 JAZZ BAND 1 JAZZ BAND 2 NOVICE ORCH ORCHESTRA 1 ORCHESTRA 2 ORCHESTRA 3 ORCHESTRA 4 SURVEY MUS MUS APPREC Novice Choir Choir I Choir II Choir III Choir IV Madrigals Novice Band Band I Band II Band III Band IV Jazz Band I Jazz Band II Novice Orchestra Orchestra I Orchestra II Orchestra III Orchestra IV Survey of Fine Arts-Music Music Appreciation MusicParkview Magnet *99-2000 Course No. 121300 122300 121302 122302 123302 Abbreviated Title Description 124302 122304 123304 124304 121306 122306 121400 122400 123400 125400 125402 123308 124308 CADET BND 1 CADET BND 2 VARSITY BAND CONC BAND 1 CONC BAND 2 CONC BAND 3 SYMP BAND 1 SYMP BAND 2 SYMP BAND 3 INST ENSEM VOC ENSEM MUSIC THRY 1 MUSIC THRY 2 MUSIC THRY 3 MUS THRY 3AP MUS THRY 4AP LAB SINGERS 1 LAB SINGERS 2 Cadet Band I Cadet Band II Varsity Band Concert Band I Concert Band II Concert Band III Symphonic Band I Symphonic Band II Symphonic Band III Instrumental Ensemble Vocal Ensemble Music Theory I Music Theory II Music Theory III Music Theory III AP Music Theory IV AP Lab Singers I Lab Singers II 9 9-12 10-12 11-12 12 10-12 9 9-12 10-12 11-12 12 10-12 11-12 9 9-12 10-12 11-12 12 9-12 9-11 Grades 9 10 9 10-12 11-12 12 10-12 11-12 12 9-12 10-12 9-12 10-12 11-12 11-12 12 11-12 12 Audition Audition Choir I Choir II Choir III Audition Audition Audition Band I Band II Band III Audition Stage Band I Audition Audition Orchestra I Orchestra II Orchestra III None None Prerequisites Audition\nParkview only Cadet Band I\nParkview only Audition\nParkview only Audition' Parkview only Concert Band I\nParkview only Concert Band II\nParkview only Audition\nParkview only Symphonic Band I\nParkview only Symphonic Band II\nParkview only Audition\nParkview only Audition\nParkview only None\nParkview only Music Theory I\nParkview only Music Theory II\nParkview only Music Theory II\nParkview only Music Theory III AP\nParkview only Audition\nParkview only Audition\nParkview only 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1/2 1 Credit 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 12Science 99-2000 Course No, 131000 131002 131004 Abbreviated Title Description Grades Prerequisites Credit 132000 132002 132004 133000 133002 133004 135002 135004 133006 135006 135012 135008 134000 135010 133008 133010 ESL PHYS I PHYSICS I PHYS 1 PRE-AP ESL Physics I Physics I Physics I Pre-AP 9-12 9-12 9-12 ESL BIOL I BIOLOGY 1 BIO 1 PRE-AP ESL CHEM 1 CHEMISTRY 1 CHEM 1 PRE- AP PHYS 2 AP PHYS 2 APU ANAT\u0026amp;PHYS BIOL2AP BIOL 2 APU CHEM 2 AP GEOL/SPACE ENV SCI AP ADVSCI RSRCH ARSRCH PRE- AP ESL Biology I Biology I Biology I Pre-AP ESL Chemistry I Chemistry I Chemistry I Pre-AP Physics II AP Physics IIAPU Human Anatomy and Physiology Biology II AP Biology II APU Chemistry II AP Geology and Space Science Environmental Science AP Advanced Science/ Theoretical Research Advanced Science/ Theoretical Research Pre- AP ScienceParkview Magnet 99-2000 Course No. 133101 Abbreviated Title Description 133103 133105 133107 133109 133111 MICROBIO Microbiology QUAL ANALY STATS/WRTG ENV HEALTH ANAT\u0026amp;PHYS ORG CHEM Qualitative Analysis Applied Statistics and Technical Writing Environmental Health Human Anatomy and Physiology Organic Chemistry 10-12 10-12 10-12 11-12 11-12 11-12 12 12 11-12 12 12 12 12 11-12 11-12 11-12 Grades 11-12 11-12 11-12 11-12 11-12 11-12 Identification\nHall High only None Completion of/or concurrent enrollment in Algebra II Identification\nHall High only None Teacher recommendation Identification\nHall High only None Algebra II or II Pre-AP Physics I Pre-AP or Physics I with teacher recommendation Physics I Pre-AP\nHall High only\nUniversity studies Biology I Biology I Pre-AP or Biology I with teacher recommendation Biology I Pre-AP\nHall High only\nUniversity course Chemistry I Pre-AP or Chemistry I with teacher recommendation Completion of two years of high school science Biology I or Biology I Pre-AP and Chemistry I or Chemistry I Pre-AP Teacher recommendation and completion of Pre-AP courses. Teacher recommendation and completion of Pre-AP courses Prerequisites Biology I Pre-AP\nParkview only Chemistry I Pre-AP\nParkview only Algebra II\nParkview only Biology I Pre-AP\nParkview only Biology I Pre-AP\nParkview only Chemistry I Pre-AP\nParkview only 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Credit 1/2 1/2 1/2 1/2 1/2 1/2 13Social Studies 99-2000 Course No. 151000 151002 151004 151006 152002 152004 152006 153002 153004 153006 155006 155008 155010 154002 154004 155001 155003 151008 151010 151012 153001 155005 155012 155016 153003 155007 155014 154006 152008 153008 153009 153010 151014 153012 Abbreviated Title Description Grades Prerequisites Credit ESL INT SOCST ESL CIVICS CIVICS CIVICS PRE-AP ESL WRLD HST WORLD HIST W HIST PRE-AP ESL US HIST US HIST US HIST US HIST AP US HIST APU US HIST AP ESL US GOVT US GOVT GOV\u0026amp;POLAP COMP GVT AP GLBL STUDIES WRLD GEOG WRLD GEOG PRE-AP PSYCHOLOGY PSYCHOLOGY U PSYCH AP PSYCH APU SOCIOLOGY SOCIOLOGY U EURO HIST AP WRLD CULTURE AFR/AFR AM H ECONOMICS SERV LRNG PEER HELP GLBL STDS IS US HIST IS ESL Introduction to Social Studies ESL Civics Civics Civics Pre-AP ESL World History World History World History Pre-AP ESL United States History United States History United States History (Early Bird) United States History AP United States History APU United States History AP (Early Bird) ESL United States Government United States Government US Government and Politics AP Comparative Government AP Global Studies World Geography World Geography Pre-AP Psychology Psychology U Psychology AP Psychology APU Sociology Sociology U European History AP World Cultures Africa n/African American History Economics Service Learning Peer Helping and Facilitation Global Studies IS United States History IS 9-12 9-12 9-12 9-12 9-12 10-12 10-12 10-12 11-12 11-12 11-12 11-12 11-12 10-12 10-12 11-12 11-12 9-12 9-12 9-12 11-12 11-12 11-12 11-12 11-12 11-12 12 12 10-12 11-12 11-12 11-12 9-10 10-12 Identification\nHall High only\nelective credit only Identification\nHall High only None Teacher recommendation Identification\nHall High only None Teacher recommendation Identification\nHall High only None None Teacher recommendation Teacher recommendation\nHall High only Teacher recommendation Identification\nHall High only None Teacher recommendation\nUnited States History AP or Civics Pre-AP Teacher recommendation\nUS Government and Politics None None Teacher recommendation None None\nHall High only\nUniversity course Teacher recommendation Hall High only\nUniversity course None None\nHall High only\nUniversity course Teacher recommendation\nWorld History Pre-AP or United States History AP None None McClellan High only Approval of teacher None\nHall High only None\nCentral High only None\nCentral High only 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1/2 1/2 1 1 1 1/2 1/2 1 1 1/2 1/2 1 1 1 1 1/2 1 1 1 14 ef Trades and Industry '99-2000 Course No. 172103 171100 172100 171001 172102 173102 173104 174104 173108 173110 173112 174108 174110 174112 173120 173122 173124 174120 174122 174124 173126 173128 174126 174128 172130 173130 174130 Abbreviated Title Description Grades Prerequisites Credit WRKPL READY EXP IND TECH CARPENTRY EX EAST LAB BASMECHDRAW ADVMECHDRAW ARCH DRAFT ENGIN DRAFT CCE REL 1 CCE COOP 1 CCE COOP 1 CCE REL 2 CCE COOP 2 CCE COOP 2 ICT REL 1 ICT COOP 1 ICT COOP 1 ICT REL 2 ICT COOP 2 ICT COOP 2 GCE REL 1 GCE COOP 1 GCE REL 2 GCE COOP 2 COMM ART 1 COMM ART 2 COMM ART 3 Workplace Readiness Exploring Industrial Technology Carpentry Exploration Environmental and Spatial Technology Lab Basic Mechanical Drawing Advanced Mechanical Drawing Architectural Drafting Engineering Drafting Coordinated Career Education I Coordinated Career Education Coop I Coordinated Career Education Coop I (afternoon) Coordinated Career Education II Coordinated Career Education Coop II Coordinated Career Education Coop II (afternoon) Industrial Coop Training I Related Industrial Coop Training I Coop Industrial Coop Training I Coop (afternoon) Industrial Coop Training II Related Industrial Coop Training II Coop Industrial Coop Training II Coop (afternoon) General Coop Education Related I General Cooperative Education Coop I General Cooperative Education Related II General Cooperative Education Coop II Computerized Commercial Art I Computerized Commercial Art II Computerized Commercial Art III 10-12 g 10-12 9-12 10-12 11-12 11-12 12 11-12 11-12 11-12 12 12 12 11-12 11-12 11-12 12 12 12 11-12 11-12 12 12 10-12 11-12 12 None None None McClellan High only None Basic Mechanical Drawing Basic Mechanical Drawing Basic Mechanical Drawing None Concurrent enrollment in Coordinated Career Education I Concurrent enrollment in Coordinated Career Education I Coordinated Career Education I Concurrent enrollment in Coordinated Career Education II Concurrent enrollment in Coordinated Career Education II None Concurrent enrollment in Industrial Cooperative Training l-Related Concurrent enrollment in Industrial Cooperative Training l-Related Industrial Cooperative Training I Concurrent enrollment in Industrial Cooperative Training Il-Related Concurrent enrollment in Industrial Cooperative Training Il-Related None Concurrent enrollment in General Coop Education I- Related General Coop Education I Concurrent enrollment in General Coop Education Il- Related One unit of high school art\nParkview Magnet only Computerized Commercial Art I\nParkview Magnet only Computerized Commercial Art II\nParkview Magnet only 72 1 1 72 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15Metropolitan Courses 99-2000 Course No. 162001 162100 163100 164100 162102 163102 164102 162104 163104 164104 162106 163106 164106 162108 163108 164108 162110 163110 164110 162112 163112 164112 162114 163114 164114 162116 163116 164116 162118 163118 164118 Abbreviated Title Description Grades Prerequisites Credit WRKP READY AUTO BODY 1 AUTO BODY 2 AUTO BODY 3 AUTO TECH 1 AUTO TECH 2 AUTO TECH 3 CULINARY ART1 CULINARY ART2 CULINARY ART3 COMMER ART 1 COMMERART 2 COMMERART 3 C-A DRAFT 1 C-A DRAFT 2 C-A DRAFT 3 PRINTING 1 PRINTING 2 PRINTING 3 COSMTLGY 1 COSMTLGY 2 COSMTLGY 3 ELECTRONICS 1 ELECTRONICS 2 ELECTRONICS 3 MED PROFS 1 MED PROFS 2 MED PROFS 3 WELDING 1 WELDING 2 WELDING 3 Workplace Readiness Auto Body/Paint Technology I Auto Body/Paint Technology II Auto Body/Paint Technology III Automotive Technology I Automotive Technology II Automotive Technology III Culinary Arts I Culinary Arts II Culinary Arts III Computerized Commercial Art I Computerized Commercial Art II Computerized Commercial Art III Computer-Aided Drafting I Computer-Aided Drafting II Computer-Aided Drafting III Computer Graphics/ Printing Technology I Computer Graphics/ Printing Technology II Computer Graphics/ Printing Technology III Cosmetology I Cosmetology II Cosmetology III Electronics I Electronics II Electronics III Medical Professions I Medical Professions II Medical Professions III Metal Fabrication I (Welding) Metal Fabrication II (Welding) Metal Fabrication III (Welding) 10-12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 Metropolitan only_____ None\nMetropolitan only Auto Body/ Paint Technology I\nMetropolitan only________ Auto Body/ Paint Technology II\nMetropolitan only_______ None\nMetropolitan only Automotive Technology I\nMetropolitan only_________ Automotive Technology II\nMetropolitan only_________ None\nMetropolitan only Culinary Arts I\nMetropolitan only Culinary Arts II\nMetropolitan only None\nMetropolitan only Computerized Commercial Art I\nMetropolitan only Computerized Commercial Art II\nMetropolitan only None\nMetropolitan only Computer-Aided Drafting I\nMetropolitan only Computer-Aided Drafting II\nMetropolitan only________ None\nMetropolitan only Computer Graphics/ Printing Technology I\nMetropolitan only Computer Graphics/Printing Technology II\nMetropolitan only None\nMetropolitan only Cosmetology I\nMetropolitan only Cosmetology II\nMetropolitan only None\nMetropolitan only Electronics I\nMetropolitan only Electronics II\nMetropolitan only____________________ None\nMetropolitan only Medical Professions I\nMetropolitan only Medical Professions II\nMetropolitan only_________ None\nMetropolitan only Metal Fabrication I (Welding)\nMetropolitan only Metal Fabrication II (Welding)\nMetropolitan only (Metropolitan courses continued next page) 72 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 J 16 r If  Metropolitan Courses - continued from previous page 99-2000 Course No. 162120 163120 164120 162122 163122 164122 162124 163124 164124 162126 163126 164126 Abbreviated Title Description Grades Prerequisites Credit RADIO BRDCT 1 RADIO BRDCT 2 RADIO BRDCT 3 CONSTRUCT 1 CONSTRUCT 2 CONSTRUCT 3 TV PROD 1 TV PROD 2 TV PROD 3 DIESEL TECH 1 DIESEL TECH 2 DIESEL TECH 3 Radio Broadcasting I Radio Broadcasting II Radio Broadcasting III Residential Construction I Residential Construction II Residential Construction III TV Production I TV Production II TV Production III Diesel Technology Services I Diesel Technology Services II Diesel Technology Services III 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 None\nMetropolitan only Radio Broadcasting I\nMetropolitan only Radio Broadcasting II\nMetropolitan only None\nMetropolitan only Residential Construction I\nMetropolitan only Residential Construction II\nMetropolitan only None\nMetropolitan only TV Production I\nMetropolitan only TV Production II\nMetropolitan only None\nMetropolitan only Diesel Technology Services I\nMetropolitan only Diesel Technology Services II\nMetropolitan only 3 3 3 3 3 3 3 3 3 3 3 3 17Special EducationResource Room 99-2000 Course No. 191000 192000 193000 194000 191002 192002 193002 194002 191004 192004 193004 194004 191006 191008 191010 192012 191014 192014 192016 193014 194014 Abbreviated Titie Description Grades Prerequisites Credit ENG 1 RR ENG 2 RR ENG 3 RR ENG 4 RR READ 1 RR READ 2 RR READ 3 RR READ 4 RR MATH 1 RR MATH 2 RR MATH 3 RR MATH 4 RR PHYS SCI RR BIOLOGY RR HEALTH SCI RR EARTH SCI RR CIVICS RR WRLD HIST RR W GEOG RR US HIST RR US GOVT RR English I RR English II RR English III RR English IV RR Reading I RR Reading II RR Reading III RR Reading IV RR Mathematics I RR Mathematics II RR Mathematics III RR Mathematics IV RR Physical Science RR Biology I RR Health Science RR Earth Science RR Civics RR World History RR World Geography RR U.S. History RR U.S. Government RR 9-12 10-12 11-12 12 9-12 10-12 11-12 12 9-12 10-12 11-12 12 9-12 10-12 9-12 9-12 9-12 10-12 10-12 11-12 12 None English I RR English II RR English III RR None Reading I RR Reading II RR Reading III RR None Mathematics I RR Mathematics II RR Mathematics III RR None Physical Science RR None None None None None None None 1 1 1 1 1 1 1 1 1 J__ 1 1 1 1 1 J__ J__ 1 1 1 1 18Special EducationSelf Contained 99-2000 Course No. 191100 192100 193100 194100 191102 192102 193102 194102 191104 192104 193104 194104 191106 192106 193106 194106 191108 192108 192110 193108 194108 191112 191114 191116 191118 192112 192114 192116 192118 193112 193114 193116 193118 194112 194114 194116 194118 Abbreviated Title Description Grades Prerequisites Credit ENG 1 SC ENG 2 SC ENG 3 SC ENG 4 SC READ 1 SC READ 2 SC READ 3 SC READ 4 SC MATH 1 SC MATH 2 SC MATH 3 SC MATH 4 SC PHYS SCI SC BIOLOGY SC HEALTH SCI SC EARTH SCI SC CIVICS SC WRLD HIST SC W GEOG SC US HIST SC US GOVT SC COMM DOM 1 DOMT DOM 1 VOC DOM 1 REC/LEIS 1 COMM DOM 2 DOMT DOM 2 VOC DOM 2 REC/LEIS 2 COMM DOM 3 DOMT DOM 3 VOC DOM 3 REC/LEIS 3 COMM DOM 4 DOMT DOM 4 VOC DOM 4 REC/LEIS 4 English I SC English II SC English III SC English IV SC Reading I SC Reading II SC Reading III SC Reading IV SC Mathematics I SC Mathematics II SC Mathematics III SC Mathematics IV SC Physical Science SC Biology I SC Health Science SC Earth Science SC Civics SC World History SC World Geography SC U.S. History SC U.S. Government SC Community Domain I Domestic Domain I Vocational Domain I Recreation/Leisure I Community Domain II Domestic Domain II Vocational Domain II Recreation/Leisure II Community Domain III Domestic Domain III Vocational Domain III Recreation/Leisure III Community Domain IV Domestic Domain IV Vocational Domain IV Recreation/Leisure IV 9-12 10-12 11-12 12 9-12 10-12 11-12 12 9-12 10-12 11-12 12 9-12 10-12 9-12 9-12 9-12 10-12 10-12 11-12 12 9 9 9 9 10 10 10 10 11 11 11 11 12 12 12 12 None English I SC English II SC English III SC None Reading I SC Reading II SC Reading III SC None Mathematics I SC Mathematics II SC Mathematics III SC None Physical Science SC None None None None None None None None None None None Community Domain I Domestic Domain I Vocational Domain I Recreation/Leisure I Community Domain II Domestic Domain II Vocational Domain II Recreation/Leisure II Community Domain III Domestic Domain III Vocational Domain III Recreation/Leisure III 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 19Classes of 2001 and Prior English4 units Oral Communication1 unit Social Studies3 units or 2 units of Social Studies and 1 unit of vocational/technical studies: (1 unit of Civics or American Government and 1 unit of American History. If a third unit of social studies is taken, it must be a world focus course. World History must be taken to be eligible for Academic Challenge Scholarship Program.) Summary of Graduation Requirements Accelerated Learning Center Requirements, Effective Fall 1998 English4 units Oral Communication1/2 unit Social Studies3 units (1 unit of World History, 1 unit of U.S. History, % unit of Civics or Government) Class of 2002 (freshmen in fall 1998) English Language Arts4 units ESL English I, English I or English I Pre-AP\nand ESL English II, English II or English II Pre-AP\nand ESL English III, English III, English III Pre-AP, or English III AP\nand ESL English IV, English IV, or English IV AP Oral Communication1 unit Communications I Social Studies3 units Civics and World History and United States History Recommended Common Core and Career Focus, Class of 2003 English Language Arts4 units ESL English I, English I or English I Pre-AP\nand ESL English II, English II or English II Pre-AP\nand ESL English III, English III, English III Pre-AP, or English III AP\nand ESL English IV, English IV, or English IV AP_________________ Orai Communication1 unit Communications I_____________ Sociai Studies4 units Civics and World History and United States History and One additional unit from: African/ African-American History (1), European History AP (1), U.S. Government and Politics AP (1/2), Comparative Government (1/2) Economics (1/2) Sociology (1/2)________________ 20Classes of 2001 and Prior Mathematics3 units (3 units to include Algebra I) Science3 units (At least one unit shall be in life science and one unit in physical science. All required science units must provide hands-on laboratory experience for students a minimum of 20 percent of instructional time.) Physical Education1/2 unit Health and Safety1/2 unit Accelerated Learning Center Requirements, Effective Fall 1998 Mathematics3 units (1 unit of Algebra or its equivalent and 1 unit of geometry or its equivalent) Science3 units (at least 1 unit of Biology or its equivalent and 1 unit of a physical science) Physical Education1/2 unit Health and Safety1/2 unit Class of 2002 (freshmen in fall 1998) Mathematics3 units Algebra I and Geometry or Concepts of Geometry and One additional unit based on algebra and geometry knowledge and skills. Science3 units Physics I and Biology I and Chemistry I Recommended Common Core and Career Focus, Class of 2003 Mathematics4 units Algebra I and Geometry and Algebra II and One advanced unit. Students are strongly encouraged to take a mathematics course during their senior year. Science4 units Physics I and Biology I and Chemistry I and One additional unit Physical Education1/2 unit Physical Education A Health and Safety1/2 unit Health and Safety Foreign Languages2 units Physical Education1/2 unit Physical Education A Health and Safety1/2 unit Health and Safety 21Classes of 2001 and Prior Fine Arts1/2 unit Vocational/Technicai Education 1 unit may substitute for 1 unit of social studies Accelerated Learning Center Requirements, Effective Fall 1998 Fine Arts1/2 unit Class of 2002 (freshmen in fall 1998) Fine Arts1 unit One unit from art, dance, drama, or music Technology Applications1 unit One unit from Keyboarding Applications (1/2), Word Processing A (1/2), Word Processing B (1/2), Database Management (1/2) Desktop Publishing A (1/2), Desktop Publishing B (1/2), Programming A (1/2), Programming B (1/2), Computerized Business Applications (1), Computerized Accounting II (1). Recommended Common Core and Career Focus, Class of 2003 Fine Arts1 unit One unit from art, dance, drama, or music Technology Applications2 units Two units from Keyboarding Applications (1/2), Word Processing A (1/2), Word Processing B (1/2), Database Management (1/2) Desktop Publishing A (1/2), Desktop Publishing B (1/2), Programming A (1/2), Programming B (1/2), Computerized Business Applications (1), Computerized Accounting II (1). 22Classes of 2001 and Prior Electives5 /a units Total: 21 units (15 of the units must be taken in high school) Accelerated Learning Center Requirements, Effective Fall 1998 Career Focus3 units Three specified units from one of the following areas: Humanities Sciences Fine Arts Administrative Services Business Management Finance Marketing Coordinated Career Education Child Care and Guidance Management Services Food Production, Management, and Services Family and Consumer Sciences General Cooperative Education JROTC Trades and Industry Electives3 units Total: 21 units Class of 2002 (freshmen in fall 1998) Career Focus3 units At least three specified units from one of the following areas: Humanities Sciences Fine Arts Administrative Services Business Management Finance Marketing Coordinated Career Education Child Care and Guidance Management Services Food Production, Management, and Services Family and Consumer Sciences General Cooperative Education JROTC Trades and Industry Electives4 units Total: 24 units Recommended Common Core and Career Focus, Class of 2003 Career Focus4 units At least four units from one of the following areas: Humanities Sciences Fine Arts Parkview MagnetArts8 units Parkview MagnetSciences5 units, plus yearly project McClellan High5 % specified units. Total: 27 units 23Published by the Little Rock School District Curriculum Instruction Department December, 1998 I kxvc\\ Marshall From: Sent: To: Subject: Diane Vibhakar [dvibhakar@alltel.net] Monday, September 17, 2001 8:33 AM Undisclosed-Recipient:\nFw: Invitation to \"Save Our Schools\" Forum with LRSD Superintendent Ken James FYi-  Original Message----- From: Zach Polett \u0026lt;poldirect@acom.org\u0026gt; To: Siva Soora \u0026lt;sisoora@yahoo.com\u0026gt;\nmatthew Aurilio \u0026lt;aurilios@alltel.net\u0026gt;\nBrittany Bailey \u0026lt;labailey@aristotle.net\u0026gt;\nKevin Daneshmandi \u0026lt;kdanesh104@aol.com\u0026gt;\nChuck Desjardin \u0026lt;desjardincharlesl@exchange.uams.edu\u0026gt;\nDana Dussing \u0026lt;tanddberry@aristotle.net\u0026gt;\nSatish Duvvuru \u0026lt;satish.duvvuru@protechsoft.com\u0026gt;\nPaul Fleming \u0026lt;pdfleming@cromweil,com\u0026gt;\nJim Fullerton \u0026lt;jaycfulle@mann.lrsd.k12.ar.us\u0026gt;\nJay Gandy \u0026lt;gandyjay@exchange.uams.edu\u0026gt;\nJudy Garner \u0026lt;smiledr747@aol.com\u0026gt;\nAndrea Garrett \u0026lt;a_garrett@natmedsys.com\u0026gt;\nLouise Gutierrez \u0026lt;ramses33@aol.com\u0026gt;\nManu Khushlani \u0026lt;khushalaniM@prodigy.net\u0026gt;\nDr. Madhusudhan Kunapalli \u0026lt;k.madhusudhan@med.va.gov\u0026gt;\nGinny Kurrus \u0026lt;ginkurrus@aol.com\u0026gt;\nBarbara D. Levin \u0026lt;bedlevin@juno.com\u0026gt;\nVan Light \u0026lt;vanl@aristotle.net\u0026gt;\nChetty Mamandur \u0026lt;cmamand@infomath.com\u0026gt;\nGinny McMurray \u0026lt;vlmcmurray@aristotle.net\u0026gt;\nKim Montez \u0026lt;akmontez@aol.com\u0026gt;\nAlice Muawad \u0026lt;jfmuawad@aol.com\u0026amp;g Sent: Saturday, September 15, 2001 1:42 PM Subject: Invitation to \"Save Our Schools\" Forum with LRSD Superintendent Ken James \u0026gt; PLEASE ATTEND THIS IMPORTANT COMMUNITY MEETING TO LEARN HOW WE CAN SAVE THE \u0026gt; FUNDING BASE FOR OUR PUBLIC SCHOOLS \u0026gt; ^*********** \u0026gt; \u0026gt; ACORN Hosts \"Save Our Schools\" Forum \u0026gt; \u0026gt; ACORN, in cooperation with the Little Rock School District, is hosting a \u0026gt; \"Save Our Schools\" community forum to educate the public about the damage \u0026gt; that current City Hall proposals for Tax Increment Financing (TIF) Districts \u0026gt; would do to the funding base of our local schools. \u0026gt; \u0026gt; The \"Save Our Schools\" forum will be held on: \u0026gt;  \u0026gt; Monday, September 17 \u0026gt; 7:00 p.m. \u0026gt; \u0026gt; Rockefeller Elementary School \u0026gt; 700 E 17th Street (in downtown Little Rock) \u0026gt; \u0026gt; Speakers at the forum will include: \u0026gt; \u0026gt; \u0026gt; \u0026gt; \u0026gt; Little Rock School District Superintendent Kenneth James Little Rock City Director Genevieve Stewart Little Rock City Director Johnnie Pugh Attorney John Walker State Senator John Riggs Little Rock School Board Member Baker Kurrus Little Rock Classroom Teachers Association President Clementine Kelley 1, \u0026gt; \"If you really want to hear the truth and be informed about what these TIF \u0026gt; proposals can do to our schools and community services, come on out,\" said \u0026gt; City Director Genevieve Stewart. \"Citizens voices need to be heard on this \u0026gt; important issue which can affect the future of all our children.\" \u0026gt; For more information, call Zach Polett at 664-9259 or 376-6451. \u0026gt; 2lo:Ms. Ann Marshall From:Clay Fendley Friday Law Firm Page 2/5 AGREEMENT FOR PROTECTIVE ORDER This Agreement arises out the Little Rock School District Desegregation case, U.S.D.C. No. LR-C-82-866, Hereinafter, \"LRSD\" shall refer to the Little Rock School District and \"Joshua\" shall refer to the Joshua Intervenors, attorney John Walker and any agents or employees of the Joshua Interv'enors or attorney John Walker. LRSD and Joshua will be collectively referred to as the \"parties.\" IT IS HEREBY AGREED: 1. LRSD shall make available for review correspondence, e-mails and other documents obtained from LRSD principals for the purpose of responding to Joshua's August 13, 2001, discovery' request. It is understood that the documents to be provided may include student information and personnel infonnation which the LRSD considers confidential. Accordingly, the parties agree that all conespondence, e-mails and other documents provided to Joshua in response to Joshua's August 13, 2001, discovery' request shall be considered Confidential Discovery Material and shall be used only for the purposes of the Little Rock School District desegregation case (including any appeals) and not for any other purpose whatsoever. Confidential Discovery Material shall not be given, shown, made available, or communicated in any way to anyone except those persons to whom it is necessary for purposes of the Little Rock School District desegregation case. 9 Confidential Discovery^ Material may not be disclosed to any person other than: (a) Counsel of record of the parties to this litigation\nPage 1 of 4 I t 1 i\nXUZUUZUI 15:04 To:Ms. Ann Marshall From\nClay Fendley Friday Law Firm Page 3/5 (b) Paralegal, clerical, and other such personnel employed or retained by, or working under the supervision of, counsel of record of the parties to this litigation. (c) Consultants or expert witnesses (as defined in Fed. R. Civ, P. 26(b)) engaged by counsel of Joshua\n(d) The Court and court personnel\nand (e) An other person or entity as to whom counsel for LRSD agrees in writing, or whom the Court directs shall have access to such information Counsel for Joshua may disclose Confidential Discovery Material to the class representative only to the extent that disclosure is necessary in order for counsel for Joshua to understand the meaning or context of the Confidential Discovery Material and only after counsel for Joshua has made a good faith attempt to understand the document without assistance from the class representative. Counsel for Joshua shall provide LRSD's counsel with written notice identifying documents which have been disclosed to the class representative within ten (10) days of disclosure. 3. All persons to whom Confidential Discovery Material is disclosed or bv whom Confidential Discoveiy Material is used, shall be informed of and agree to be bound by the terms of this Agreement and shall take all necessary precautions to prevent any disclosure or use of Confidential Discovery Material other than as authorized by this Agreement and shall agree to submit to the personal jurisdiction of the United States District Court, Eastern District of Arkansas, on any issue relating to compliance with the Agreement. Counsel subject to this Agreement shall take all reasonable steps necessary to advise any person to whom Confidential Discovery Page 2 of 4 tid/Bb/ai lo:Ms. Ann Marshall FroazClay Fendley Friday Law Firm Page 4/5 Material may be disclosed, or by whom it may be used, of the terms of this Agreement and, m addition, before disclosure of any Confidential Discovery Material, shall obtain from any person described in subparagraphs 2(b), 2(c), and 2(d) herein a written affidavit of acknowledgment that such person has reviewed a copy of this Agreement and will comply with its terms in all respects. Such original signed affidavits shall be retained by counsel of record and a copy provided to opposing counsel within seven (7) days of execution. 4. If Joshua wants to use Confidential Discover}' Material for a purpose Other than the Little Rock School District desegregation case, the Confidential Discover} Material at issue shall be treated as Confidential Discover}' Material until LRSD agrees in writing that the information and/or documents may be used for another purpose or the United State District Court presiding over the Little Rock School District desegregation case issues an order authorizing Joshua to use the information and/or documents for another purpose. 5. Nothing in this Agreement shall prevent Joshua from producing any document or information in his, her, or its possession in response to a lawful subpoena or other compulsory process\nproUded that notice shall be given to LRSD at least fourteen (14) business days prior to the return date of the subpoena or other compulsor}' process, or, if the subpoena or other compulsory process has a return date of less than fourteen (14) days, notice shall be given to LRSD in writing or by telephone as soon as possible but in no event later than forty eight (48) hours prior to the return date. Page 3 of 4 j, i i 1IB/OB/Ul xa.-Mi fo:Ms. Ann Marshall FromiClay Fendley Friday law Firm Page 5/5 6. Nothing in this Agreement shall be deemed as a waiver by LRSD of any privilege, a waiver of its right to object to production of information or documents on the basis that said information is not subject to discovery under the Federal Rules of Civil Procedure, or of its right to object to the introduction of information documents into evidence. or 7. Within ninety (90) days after the conclusion of hearings on Joshua's objection to LRSD being released from Court supemsion, all Confidential Discovery Material and documents containing or reflecting information designated as Confidential Discov^ery Material, including but not limited to copies, summaries and excerpts, shall be returned to LRSD or at the option of LRSD all such Confidential Discovery Material shall be certified as having been destroyed, provided that counsel may retain their work product, copies of court filings and official transcripts and exhibits, provided that the Confidential Discovery Material contamed therein will continue to be treated as provided herein. 8. This Agreement be effective immediately upon execution by the parties and shall survive the conclusion of this litigation. 9. The parties agree to file a joint motion for entiy^ of a protective order consistent with the terms of this Agreement. John C. Fendley, Jr. Attorney for LRSD John W. Walker Attomev for Joshua DATED\nDATED\nPage 4 of 4 I:iB/oa/Bi lozm lozrts. Ann Marshall Fro:Clay Fendley Friday Law Firn Page 1/5 FRIDAY, ELDREDGE \u0026amp; CLARK A LanTED LIAMLm PARTNERSHIP ATTORNEYS AT LAW 2000 REGIONS CENTER WO WEST CAPITOL Lil ILEROCK, ARKANSAS TELEPHONE (501) 374.2011 FAX NO. (501)376-2147 facsimile Is legallv phvlimd and conHdentM InlonnaUon Baf^ abmie. If the reader of this is not i^phmt ate heteby mtlHea that any dlsiinlnatlon. dlstrtbution or copy of the tnansnM^sttlelly prohibited. If you liansmiltal to us at aoove aaaross vfa the United States Postal Service. Thanh you. Date: Time: Pages: 10/8/01 15:03:42 5 To: Fax #: Ms. Ann Marshall 3710100 From: Clay Fendley Subject: Message: E-mails Dear Mr. Walker: We have ready for your review the e-mails of principals through March 15, 2001. There ar e a total of 5454 e-mails. We will make them available for your review on a computer in ou r office. Please call and let me know when you want to begin reviewing the e-mails. I am attaching the Agreement for Protective Order which you agreed to sign at the Octobe r 2, 2001, hearing. Please bring the signed agreement with you when you come to review the e-mails. We appreciate your cooperation. Clay Fendley Friday, Eldredge \u0026amp; Clark 400 W. Capitol, Suite 2000 Little Rock, AR 72201 E-mail: fendley@fec.net Direct Phone: 501-370-3323 Direct Fax: 501-244-5341F-733 T-346 P-002 FEB 05 02 13:13 LitUe Rock School District Pupil Services Di irtment ^^jssss^i Januioy 2002 Memo / TO: Selectxd ilt^ Princes \u0026amp; Counselors fROS\u0026amp; Jo Evelyn El ector- Fi^ Sendees Department TBROUGH: Junious Superintaident fat Aiauustra^ Servtoes SUBJECT: CcuQsding frogram Court Documcntaticai The Friday Law Firm catalogued fite School Counsding Program docameaats received fiem your athool as Aowa below. Cbqt Foodley, lead aitoRtey, is now requesting that schools fiiat did not sutsnit sU counseling program doenmeots in December must do so now. We are hying to gri everything in befiira the next conrt hearing is scheduled. Ccmselors did not submit moodily reports and counsatiog coumet logs ftr 1999*2000 and 2000-01 will need to recreate friin. tfaev records. The Guidance Folds shoaid be s useful resource to estaUish when yi^ h^d kttdividual and/s groip contact with the students. Completing and maintaining these records is not opdcmal. Th^ verify that the counsels is inqilemeniing your guidance plan and providing contact and needed et^ppeort to aU snidnrits. Again, we want to emphasus: that Ote is\u0026amp;rmatimi collected via the Conmelor Contact Log is genoic and dierefiire is not confideatiaL There ia no reason why those contact cannot be shared andpaiticulariy in acouitcase. Student ID numbers may be sdbstitiited for names if yon with. Preparing and snfamitting the moodify CcMnsdors Raport to the Principal is not pptionaL Again, it provides documoKation to verify service ddivery to all stodeots and otiier customers as well as documoit tiiat your counseling program plan, is bring inqrleeneccted. Prior to January2001, when the oounseiots * mcmthly K^MCting fixm was revisad, you were supposed to haw used the original hnn, Counsdcis' Meotitlv Report to Adminiatratars, \u0026amp;t repenting purposes. A cqiy is esdosed fir your refoenoe. A. copy a the firm mt in your Counsders Commhgidve Program Planning Giiidf\nSyscm Support Section. Prior to Jamaiy 2001, we had not requested dint you send a copy of your mondify rqxtft to Pupil Sovices. However you were eaqiected to {stpare die r^iort each mootb a^ submit to your piiws^ (s) as well as maujtsinacr^forycRff files. Listed below are the counseling docamcats that are still needed fi-om you \u0026amp;r the court hearing. } Cuidcnce Plan (riCiS99-'2a\u0026gt;M Moadi^^ Reports tz\u0026lt;999-2000 Cmotfdor Contact Logs 999-2000 .20O0-2Q01 2000-2001 __9K)0-200) Safo^^\u0026amp;tdidl FiaiKes CbV'dion Joaea Dr. Marian Lsoq' aLITTLE ROCK SCHOOL DISTRICT draft administrative DIRECTIVE\nEGAD Effective: October 1, 2001 the use and deletion of electronic MAIL the electronic work place, the shift the ways they share ideas, transmit as .0 the performance of tasks associated The District due\nS to explore practices and less^She\" Snd \u0026lt; effective e by forcing pannerships with others ac^roTsSatoX^Sn?,^: Purpose The specific purposes of this directive To ensure that the District To ensure that the Districts are: To ensure an orderly and efficient purging of extraneous mail. s electronic mail system is used appropriately\ns electronic mail system works efficiently\nand process for the reasonable and timely Inappropriate Use Xoteinappropriate and are not permitted on the District A. B. C. f employees because messages are not entirely secure- Ss.  or pictures\nAssisting a campaign for election ' D. E. promotion of or opposition to elections and business\nof any person to any office or for the any ballot proposition including union F. Engaging in practices that threaten may introduce a virus)\nViolating copyright laws\n'enguage\nthe network (e.g., loading files thatdraft G. H. I. J. Using others' passwords\nTrespassing in others' folders, documents Employing the network for , or files\ncommercial purposes\nor Promoting, supporting or celebrating religion or religious institutions. Review of Files and Communications AS such, network adminisiX may^SXranX\"''''*\" transmitted through the netwodt to maintain that flies stored on DisATseX'weX\"e\"'' \"\"\" that staff members are ensure not expect Network administrators will supen/isor who will take aDDraorili2^HT' behaviors to the employee's P mail =PFmpriate action. Violations mav result in a inQ\u0026lt;= nf cz-ncaoo e-mail system and/or disciplinary action. ----------- . Any other reports of 's may result in a loss of access to the ^rinq and Deletion of Electronic Messages and File.q impact on the efficiency of the system. every - a great negative If users want to save files kept in inboxes- -Sent Items, and Deleted itemsheyZS te 3er.'\nnnpl fniriare ___i-rxi. , yue one of the other computer programs or drives. personal folders or folders in appropriately stored in software fifteen (15) days after it from the Microsoft Outlook was sent or received. Any mail or files - be lost to the The effective date of this directive i: to allow any e-mail that they wish to save to folders. assistance in setting-up folders to the Teachers Lounge\" section of the LRSD \u0026gt; tf toher assistance is needed, please contact thi LRSoSSSn save e-mail, they should refer to website for step-by-step directions. Department.Friday Eldredge \u0026amp; Clark HERSCHEL H. FRIDAY (1922-1994) WILUAM H. SUTTON. P.A. BYRON M. EISEMAN. JA. P.A. JOE D. BELU P.A JAMES A. aUTTRY. P.A FREDERICK S. URSERY. P.A OSCAR . DAVIS. JA. P.A JAMES C CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A PAUL a. BENHAM 111. P.A LARRY W. BURKS. P.A A WYCKUFF NISBET. JA. P.A JAMES EDWARD HARRIS. P.A I. PHILUP MALCOM. P.A JAMES M. SIMPSON. P.A JAMES M. SAXTON. P.A J. SHEPHERD RUSSELL HI. P.A DONALD H. BACON. P.A. WILUAM THOMAS BAXTER P.A. BARRY E. COPLIN. P.A. RICHARD D. TAYLOA P.A. JOSEPH S. HURST. JR.. P.A ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER. P.A LAURA HENSLEY SMITH. P.A ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN III. P.A MICHAELS. MOORE. P.A DIANES. MACKEY. P.A WALTER M. EBEL III. P.A. KEVIN A. CRASS. P.A. WILLIAM A WADDELL. JR., P.A SCOTT J. LANCASTER. P.A M. GAYLE CORLEY. P.A. ROBERT 8. BEACH. JR.. P.A J. LEE BROWN. P.A JAMES C. 9AKEA JA. P.A ATTORNEYS AT UAW A LIMITED LlAStUTY PARTNERSHIP wMrw.frjdayfirm.com 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX 501-378.2147 HARRY LIGHT, f.. SCOTT H. TUCKER. P.A. GUY ALTON WADE. P.A. PRICE C. GARDNER. P.A. TONIA P. JONES. P.A. DAVID D. WILSON. P.A. 3425 NORTH FUTRALL DRIVE, SUITE 103 FAYETTEVILLE. ARKANSAS 72703-4811 TELEPHONE 501-695-2011 FAX 501-895-2147 JEFFREY H. MOORE. P.A DAVID M. GRAF. P.A CARLA GUNNELS SPAINHOUA P A JOHN C. FENOLEY. JA. P.A. JONANN ELIZABETH CONIGLIO. P.A A CHRISTOPHER LAWSON. P.A. GREGORY D. TAYLOA P.A TONY L. WILCOX. P.A FRAN C. HICKMAN. P.A. BETTY J. DEMORY. P.A LYNDA M. JOHNSON. P.A JAMES W. SMITH. P.A. CUFFORD W. PLUNKETT. P.A. DANIEL L. HERRINGTON. P.A. MARVIN L. CHILDERS A COLEMAN WESTBROOK JA ALLISON J. CORNWELL ELLEN M. OWENS JASON B. HENDREN BRUCE a. TIDWELL MICHAEL E. KARNEY KELLY MURPHY MCQUEEN JOSEPH P. MCKAY ALEXANDRA A IFRAH JAY T. TAYLOR MARTIN KASTEN BRYAN W. DUKE JOSEPH G. NICHOLS ROBERT T. SMITH RYAN A BOWMAN TIMOTHY C EZELL T. MICHELLE ATOR KAREN S. HALBERT SARAH M. COTTON PHILIP B. MONTGOMERY KRISTEN S. RIGGINS ALAN G. BRYAN orcouMseL B.S. CLARK WILLIAM U TERRY 208 NORTH FIFTH STREET BLYTHEVILLE. ARKANSAS 72315 TELEPHONE 870-782-2808 FAX 870-782-2018 WIUIAM U PATTON. JR. H.T. LARZELERE. P.A. JOHN C. ECHOLS. P.A. A.O. MCALLISTER JOHN C. FENOLEY. JR. LITTLE ROCK TEL 501-370*3323 FAX S01-244-S341 September 21, 2001 ( Via Facsimile \u0026amp; Mail ) received SE? 2 'ZSB Mr. John W. Walker 1728 Broadway Little Rock, Arkansas 72206 'It Dear Mr. Walker: In response to your letter dated September 19,2001, enclosed please find the Administrative Directive pertaining to the use and deletion of e-mails. The specific purposes of the directive are outlined therein. We do not intend to notify all of Little Rock School District personnel to save all e-mails. That is neither reasonable nor necessary. Please let us know if you have any additional questions or concerns in this regard. Sincerely, Jj^nri C. Fendley, Jr. y JCF/bgb cc: Di\u0026gt;Ken James ^s. Ann Marshall I F:\\HOME^BBrown\\fendJcY(LJlSD\\wllter4 iLwpd I06/12/21302 0 /\n46 bOi-624-2022 LKbD COMMUNICAIlUNb HAtSt. 01/01 810 West Markham Little Rock, AR 72201 Phone: Fax: (501) 447*1025 (501) 447-1161 DATE: August 12, 2002 TO: Central Arkansas Media Cynthia Howell, Arkansas Democrat-Gazetts FROM: Suzi Davis, EnglLsh Director SUBJECT: Professional Development for Teachers MESSAGE: We have some top-notch folks coming to work with our English, Foreign Language, Communication, Drama and Journalism teachers today and tomorrow, August 12 and 13. I hope you will find time to drop by and visit us and see for yourselves the great and enthusiastic teachers with whom I work and the quality of inservice in which they are participating. Our training schedule is below: High School English, Communication, Drama and Journalism teachers will be at the IMAX Aerospace Center learning about Rubrics and Performance Based Assessments. Amy Benjamin, author and trainer from New Yor\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_1282","title":"'Policy Revisions,'' 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":["1999"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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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","School improvement programs","School principals"],"dcterms_title":["School improvement status"],"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/791"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \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 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501)324-2131 RECEIVED AUG 31 1999 August 26, 1999 OFFICE OF DESEGREGATION MONITORING TO: John Walker Terrence Roberts Steve Ross Ann Brown Frank Martin FROM: Dr. Bonnie Lesley'Tkssociate Superintendent, for Instruction SUBJECT: Guidelines for School Improvement Planning Attached for your information is a copy of a new publication from our Division of Instruction, Guidelines for School Improvement Planning. This booklet is a supplement to the Handbook for Campus Leadership Team that was distributed at the Principals and CLT Institute in late July. It is a response to many requests that we write down the step-by-step process to craft a school improvement plah. We will, no doubt, need to revise it for next year, so we would welcome any suggestions that you might offer for its improvement. Attachment BAL/rcm cc: Les Carinine (memo only) Brady Gadberry (memo only) Junious Babbs (memo only) Chris Heller Clay Fendley REC J 5 * ftS if Guidelines for School Improvement Planning AUG 3 I lC OfECCr Supplement to the Handbook for Campus Leadership Team Developed by the Division of Instruction Little Rock School District August 1999School Improvement Planning This draft of the guidelines for School Improvement Planning is the result of a commitment made by the Little Rock School District to consolidate all the planning requirements at the school level so that when a school designs its annual and long-range School Improvement Plan, it is satisfying district requirements, Title I requirements, and ACSIP requirements. To the extent possible, the LRSD uses the language and definitions of ACSIP and ACTAAP to reduce confusion. The School Improvement Plan that you produce will serve also as the Title I plan for the schools involved in that program. In some cases, to satisfy federal and state requirements. Title I schools will also submit some supplemental information to the School Improvement Plan. See p. 68 in the Handbook for Campus Leadership Team for the LRSD planning calendar. Page 65 is a glossary of planning terms that may also be helpful. School Performance Report If you study the ACTAAP document that is included in the back of your Handbook for Campus Leadership Team, you will see references in that paper (p. 10) to the School Performance Report or, as we may call it, the Building-Level Report Card. See also pp. 16-17 in the Handbook in the local section on Collective Responsibility. The School Performance Report, mandated in law in the last legislative session, will be published annually by the ADE, mailed to all parents, and included on the ADE web pages. This report is a part of the overall ACTAAP system and is included in what is required under Public Reporting of results. The indicators on the School Performance Report are the same, in many cases, as the Performance Indicators in ACTAAP, but they include some additional ones as well. It is important for everyone to understand that we have both this Public Reporting document or School Performance Report and the ACTAAP accountability system that includes a separate set of indicators, a reward system, and a sanction system. They are two different things, but there are overlaps in the indicators in some cases. The challenge, then, of the Campus Leadership Team is to develop your School Improvement Plan in ways that will impact not only the Performance Indicators under ACTAPP and the LRSD Quality Indicators, but also the indicators that will be reported on the School Performance Report. The first School Improvement Reports will be published based on the 1999-2000 data, and they are to be available no later than September 15, 2000. You are going to want to show growth in as many of the indicators as possible, of course, so your School Improvement Plan is a vehicle to achieve those improvements. A list of the indicators that ADE will be required by law to report follows\n1Elementary Schools The report for elementary schools shall include three-year trend data and allow parents or guardians to compare the schools performance with state and national averages in areas and shall include, but not be limited to, the following measures: A. School safety B. Discipline C. Norm-referenced test results D. Criterion-referenced test results E. Percentage of students promoted to the next grade level F. Certified staff qualifications G. Total per-pupil spending H. Assessment of the local taxpayer investment in the school I. J. K. district Percentage of students eligible to receive free or reduced price meals Average salary of staff Average attendance rates for students Middle and High Schools The report for middle and high schools shall include three-year trend data and allow parents and guardians to compare the schools performance with state and national averages in areas which include, but not be limited to, the following: A. School safety B. Discipline C. Norm-referenced test results D. Criterion-referenced test results E. Percentage of students promoted to the next grade level F. Certified staff qualifications G. Per-pupil spending H. I. J. Assessment of the local taxpayer investment in the school district Percentage of students eligible to receive free or reduced price meals Average salary of the staff K. Average attendance rates of students L. Drop-out rate\nM. Graduation or completion rates N. College remediation rate (for high schools only)\nand 0. Collegiate admission test results 2School districts may prepare and distribute supplemental materials concerning the information contained in the school performance reports, and the LRSD will do so. step 1: Review/Revise the School Mission Statement Mission statements are dynamic and should periodically be reviewed to determine whether changes should occur and to keep the school mission aligned with the LRSD Mission. Step 2: Baseline Data\nTaking Stock Collecting, Profiling, and Analyzing Data Conduct a comprehensive data collection and analysis of the baseline data for each of the ACTAAP and Quality Indicators for your school. (See reprints of pages for elementary schools, middle schools, or high schools at the end of this document.) Fill in the Your Results column with the baseline data as a first step in this process. You may wish to add pages to include other data, including data to address from the School Performance Report. Your analysis must include a careful disaggregation of the trend and baseline data (by race, gender, socio-economic status, LEP/non-LEP, Sped/non-Sped, etc.) You may wish to group the indicators by subject, program, or grade level to determine the preponderance of evidence about your schools performance for each sub-group. Think of yourselves as detectives at this step of the work. Gather evidence, including evidence revealed from other data you may have availablesuch as grades, portfolio assessments, survey information, other program assessments (i.e., computer lab test results), etc. You should also examine data.related to indicators that are not listed in the Quality Indexparent involvement data, for instance, or teacher attendance rates, or percent of students participating in co-/extra-curricula activities, or how high school students are using their electives, etc. These other indicators undoubtedly have implications for some of the broader areas of achievement. Do not indulge in finger-pointing or blaming. Your business is to improve, not to dwell on the past. Stay focused on the kinds of discussions that make a difference in student achievement: curriculum, staff development, supervision, instructional programs, student assessment, action research, program evaluation, instructional budget. 3School School Improvement Plan Year Priority 1 Supporting Data\nGoal(s)\nOne-Year Benchmark(s): 4School School Improvement Plan Year Intervention: Actions Person(s) Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget 5Step 3: Selecting Priorities Using your data analysis, make decisions about 3-5 priority areas for your School Improvement Plan. You must include the following two priorities until your school has 100 percent of the students performing at the proficient level or above on the State Benchmark or End-of-Level tests:  Improve student achievement in reading and writing literacy.  Improve student achievement in mathematics. One priority area may include all the measurements in the ACTAAP and Quality Indicators related to a program area-mathematics, for instance. Some examples of middle school mathematics performance indicators are as follows:  Performance on State-Mandated Criterion-Referenced Tests  Performance on SAT9  Performance on District-adopted CRT  Enrollment in Pre-AP courses  Enrollment in Algebra I by grade 8 Hints You may want to consider as an action an activity related to other Quality Indicatorsespecially those relating to ensuring appropriately licensed teachers or ensuring that all staff participate in 60 hours or more of professional development, as those hours relate to the planned interventions. If your priority area is mathematics, for instance, student learning would undoubtedly be impacted with better trained teachers in mathematics content, instructional strategies, and assessment strategies. In other words, you can address some of the ACTAAP and Quality Indicators without selecting them among your priorities. Be aware that you may also have a priority area that is not explicitly addressed in the Quality Indicatorssuch as  Improving parental involvement  Improving the teacher attendance rate. Remember, however, to make decisions about priorities based on data, and remember that success has to be determined with data, so start at this step with building an understanding of how success will be measured if there are no stated Quality Indicators that match the selected priority area. 6step 4\nSupporting Data Record the data that your have identified as your rationale for selecting each priority area. In other words, show your schools performance in two or more Quality Indicators that indicate your need to focus on that area as your priority. You may (and are encouraged to do so) include disaggregated data in listed your Supporting Data.\" Examples for a middle school follow: State Benchmark ExamGrade 6 Mathematics: 32% performing at or above the proficient level\n80% of those not performing at the proficient level or above are African- Americans, and 70% of those are male. SAT9 Grade 7 Total Mathematics: 23% at or above the 50^ percentile\n65% of African American males are in the lowest quartile. % enrolled in Algebra I by grade 8: 12%\nonly 3% are African American males. Note 1\nThe examples above indicate that the school must include one or more interventions designed to be effective with African American males. The interventions might include some actions related to program enhancements, to special tutoring programs, to more use of cooperative learning instructional strategies, to recruitment of African American male mentors, to an emphasis on parent involvement, or, perhaps, a special professional development program for the staff that would enable you better to understand what the root problems are and what the school can do to impact those problems. Note 2: Title I schools can also use this step to begin identifying students who require targeted assistance\" to support their achievement of the curriculum standards/benchmarks. Disaggregation of data and then an analysis of those data will enable the school to design more effective interventions. Remember that even if a Title I school decides to be a schoolwide project, the school still has the responsibility to target the lowest achievers for special assistance or programming. Step 5\nSetting Goals See the pages above with the tables for elementary, middle, and high schools. In the fourth column of those tables you will see a series of goal definitions from which to select for this section of your plan. Remember that there are three kinds of goals: 7absolute performance goals that include a specific percent of students who are expected within a given period of time to perform at a specific level\ntrend goals that establish an expected improvement of one cohort of students performance compared to last years cohort at that level (this years fourth grade compared to last years fourth grade, for instance)\nand improvement goals that establish an expected improvement of the same cohort from a pre-test to a post-test (this years sixth grade as compared to those same students in grade 4). You might also think about these three kinds of goals in this way: Performance goals are long-term goalswhere students are expected to be within five or ten years, for instance. Trend goals are one-year goalsthe typical way that we look at achievement datahow we did this year as compared to how a different cohort did last year. Trend goals set one year at a time become your Benchmarks (see Step 6 below), if you achieve your trend goals consistently over a ten-year period according to the State Indicators, you would achieve the performance goal for those indicators. Again using middle school mathematics as an example, you might choose the following goals: 100% of our schools students shall perform at or above the proficient level in grade 8 mathematics on the State Benchmark Examination. 65% of our schools students in every sub-group of race and gender shall perform at or above the 50*^ percentile in mathematics on the SAT9. At least 30% of our schools students will perform at the highest quartile in mathematics on the SAT9. 90% of our schools students shall perform at or above the K proficient level in mathematics each semester on the District-adopted CRT. 890% of our schools students will be enrolled in Algebra I by grade 8. Note: The examples above do not include every possible mathematics goal from the Quality Indicators. Your team will choose those which it sees as most important or those that you believe you can impact in this particular year. Again, if there is an achievement gap that needs to be addressed, then the school may wish to state its goal statements in terms of improvement of achievement for African American males, for instance: At least 50% of African American males who performed at Below Basic and \"Basic levels in grade 4 shall perform at or above the proficient level in grade 6 mathematics on the State Benchmark Exam. The percent of African American males enrolled in Algebra I by grade 8 shall improve from 3% to 20% in 1999-2000. ACSIP Advice in Goal Setting: Critical Questions According to the ACSIP documents, the following are important in the goalsetting process: A goal is directly linked to a priority. A goal narrows the scope of the priority. Two or three goals per priority would be advisable. Goal selection should be guided by the critical questions for Federal Programs, Special Education, and Equity. (See below, plus two additional categories: LEP Students and Parent Involvement) Goals are achievement-driven. The ACSIP \"Critical Questions follow: Federal Programs Will Title VI be used to support the plan in ways that...  Promote equitable quality education for all students?  Provide training in support of local school reform efforts?  Provide leadership in support of local school reform efforts?  Provide for technical assistance of local school reform efforts?  Involve parents, teachers, administrators and private schools in the decision-making process? 9Does the plan allow for one or more of the following areas?  Supplemental (not required by the State) technology related to the professional development to assist school personnel regarding how to effectively use equipment and software for instructional purposes?  Instructional materials programs for the acquisition and use of instructional materials?  Programs that include promising education reform components (Effective Schools Research, etc.)?  Programs to improve the higher order thinking skills of disadvantaged students and to prevent students from dropping out of school?  Provisions for gifted and talented children?  Provisions that are consistent with the Goals 2000: Education America Act?  Activities authorized under Title I, Sections 1116 and 1117, to give all children the opportunity for high performance, to establish needs assessments to perceive deficient areas, and to implement research-based actions that address deficient areas? Special Education Does the plan provide children with disabilities the appropriate modifications, adaptations, and supplementary aids and services to ensure that they have equitable access to the same curricula content as their nondisabled peers? Will the plan facilitate the improvement of the academic performance of children with disabilities? Does the plan hold an expectation of high achievement based on high standards, and does it hold students, the school, and the district accountable for learning and teaching? Does the plan guarantee educational equity for all children? Does the plan allow for flexibility in providing meaningful instruction closely linked to the general curriculum/ appropriate activities enabling all students to be successful in the real world? Does the plan ensure accountability by providing a mechanism for monitoring lEP modifications within the regular classroom? Does the plan evidence issues and ideas presented in Enhancing Student Success Through Accountability and Leadership, published by the Accountability Task Force on the Individualized Education Program and Program 10Effectiveness Evaluation, Arkansas Department of Education, Special Education (October 1998)? Does the plan address the professional development needs of all district personnel relative to meeting the needs of children with disabilities? Does the plan address the use of technology to assist children with disabilities access to the general curriculum/ appropriate activities enabling all students to be successful in the real world? Equity Are students who are educationally disadvantaged achieving at the same level as the advantaged students? Will there be evidence that teachers have high expectations for every student as a result of the plan? Are resources being provided to assist all students in attaining high levels of achievement? Are all students being challenged? Are all groups of students given opportunities and encouragement to be involved in all school programs? What evidence is there that teachers have high expectations for all students? Are resources provided to assist educationally disadvantaged students in overcoming environmental and other handicaps? What evidence is there that learning deficits of certain groups of students are overcome? Are students enrolled in all programs at the same proportions as their representation in the school population? Are academic goals the same for all groups of students? Are all student groups represented in advanced and intermediate courses? Are all constituencies of the school (teachers, administrators, parents, students, and community representatives) involved in developing school procedures that ensure equity? Parent InvolvementTitle I The District's application for Title I funds requires us to assure the state that all of our Title I schools have complied with the following mandates for parent involvement. Be sure that you have addressed each obligation. If you are currently out of compliance, then Parent Involvement may necessarily become one of your priorities. 1. The District assures that each Title I school shall jointly develop with and distribute to parents of participating children a written parental involvement policy, agreed upon by the parents that described the means of carrying 11out the requirements of parent involvement and the shared responsibilities for high student performance. 2. If the parent involvement policy is not agreed upon, the comments of those in disagreement are attached to the District plan. 3. Did each Title 1 school in the District convene an annual meeting, at a convenient time, to which all parents were invited and encouraged to attend, to inform parents of their schools participation in the Title I program and their right to be involved prior to submitting the District plan? 4. Did each Title 1 school in the District offer a flexible number of meetings in the development of the plan, such as morning or evening and provide (if funds are available) transportation, child care, or home visits, as such services relate to parental involvement? 5. Did each Title I school in the LEA involve parents in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under this part, including the school parental involvement policy and the join development of the school wide plan for their school? 6. The District assures each Title I school will provide parents of participating children the following:  Timely information about programs\n School performance profiles and their childs individual student assessment results, including an interpretation of such results\n A description and explanation used to measure student progress and proficiency levels that students are expected to meet\n Offer opportunities for regular meetings to formulate suggestions, share experiences with other parents, and participate in decisions relating to the education of their children\nand  Offer timely responses to suggestions made by parents. 7. The District assures that if a schoolwide plan is not satisfactory to the parents of participating children that those parents comments on the plan will be made available to the Department of Education. School-Parent Compact 8. The District assurds that each participating schools has jointly developed with parents of all participating children a school-parent compact as part of its parent involvement policy that outlines how parents, school staff, and students will share responsibility for improving student achievement. 129. The Compact will: Describe responsibilities of schools and parents that enable participating children to meet the states student performance standards. Describe the parents responsibilities for supporting learning such as monitoring attendance, homework completion, TV watching, volunteering in their childs classroom, and positive use of extracurricular time. 9. The District assures that parents will be provided assistance to participating parents in the areas of: Understanding the National Education Goals, State Content and Student Performance Standards, State technical assistance for schoolwide and targeted assistance school components, state and local assessment. Title I parent involvlement requirements, how to monitor student progress, and how to work with educators to improve the childs performance. 10. The District assures that parents will be provided with materials and training and coordinate literacy training to help parents work with their children to improve achievement. 11.The District assures that teachers, pupil service personnel, principals and other staff persons will be educated in the value and use of parent contributions, how to work with parents as equal partners, implement parent programs, and build ties between home and school. 12. The District assures that it will integrate parent involvement programs and activities with other pre-school programs. 13.The District assures that community-based organizations and businesses will be encouraged to form partnerships between schools at all levels. 14.The District will conduct other activities such as a parent resource center and provide opportunities for parents to hear child development and child rearing issues that are designed to help parents become full partners in the education of their children. Limited-Enqiish-Proficient Students The Office of Civil Rights will expect to see components such as the following in your school plan: Are the needs of LEP students considered in your schools plan (not just in the Newcomer Centers, but in every school where there are LEP students enrolled)? 13What evidence is there that your school is teaching English language skills and other appropriate instruction for LEP students? Are LEP students receiving instruction that is aligned with the curriculum frameworks and the appropriate grade-level or course benchmarks? Are critical documents translated into the language of students' homes? When educationally disadvantaged children are discussed and plans made to meet their needs, are LEP students included? What is the professional development plan so that all teachers who serve LEP students participate in training in ESL methodologies, assessment strategies, and cultural sensitivity? step 6: Establishing Benchmarks State Benchmark Examinations For each of your goal statements, you must establish the amount of growth that you intend to achieve this school year. According to the ACTAAP document (in reference to performance on the State Benchmark Examinations or End-of-Level Tests), p. 15, On average, each schools trend goal for annual rate of reduction in the number of students below proficient will be determined by dividing the total percent of students below the proficient level by 10. Remember that a trend goal compares the performance of one cohort of students with anotherthis years grade 8 students as compared to last years grade 8. Therefore, at least for 1999-2000, you can compute your benchmarks for the State Benchmark Examinations according to the following formula: 100% minus % of your students currently performing at or above the proficient level divided by 10 equals the number of required percentage points to meet your trend goal Assuming that you had in 1998-99 32% of the students performing at or above the proficient level: 100 minus 32 equals 68. 68 divided by 10 equals 7 points of required improvement. Your 1999-2000 benchmarks would, therefore, be as follows: 1432 (1998-99 performance) + 7 points of required improvement = 39% at or above the proficient level Note: It is important here as a part of your work to calculate exactly how many students you are required to move up to get the 7 points of improvement. Look to see how many students are at grade level and calculate how many of them would equal 7 percentage points. State your benchmark in a measurable statement that includes who, what, when, and how much. In 1999-2000, the LRSD school shall improve 7 points so that at least 39% of the students will perform at or above the proficient level on the State Benchmark Examination in grade 8 mathematics. Who\nWhat: When: grade 8 students in the LRSD school State Benchmark Examination in mathematics In 1999-2000 How Much\n7 points improvement (from 32 to 39% at or above proficient level) Then the 2000-01 benchmark would be 39% +7 = 46%. Etc. In 2000-01, at least 46% of the grade 8 students will perform at or above the proficient level on the State Benchmark Examination in mathematics. To Consider: A divisor of 10 indicates that to stay off the States identified list of schools requiring improvement, a school would have 10 years to meet the state goal of 100% of the students performing at or above the proficient level, assuming the school meets the required improvement goal each year. We in Little Rock cannot be satisfied with that time frame since our average performance is at an unacceptable level in many schools. We cannot wait 3-4 years, for instance, for a minimum of 50 percent of our students to meet the state standards. We have to accelerate our growth a lot if we are to catch up with other districts and if our kids are to be competitive with their peers not just in Arkansas, but also nationally and globally. Research on restructuring that works in terms of improved student achievement indicates that two variables that are the most powerful are as follows:  every students access to a rigorous curriculum (teaching the . ' tested curriculum, in other words, the curriculum standards/benchmarks\nalignment of teachers lesson plans with the state curriculum frameworks and district benchmarks) 15developing a true sense of collective responsibility everybody doing whatever it takes in terms of commitment to improve teaching and learning. This variable includes a strong emphasis on professional development and ongoing learning. SATO Benchmarks Computing the benchmarks for performance on the SATO is done a little differently. If the Quality Indicator you are considering is the one relating to at least 65 percent performing at or above the 50*^ percentile, then the calculation is as follows: 65% minus % of your students currently performing at or above the 50^ percentile divided by 10 equals the required percentage-point increase in the number of students performing at or above the 50^^ percentile. Assuming that you had in 1008-00 only 22% performing at or above the 50^ percentile: 65 minus 22 equals 43 43 divided by 10 equals 5 points of required improvement. (That is not five percentile points, but 5 percent more of the students tested performing at or above the 50^ percentile.) Your benchmark statement: In 1000-2000, the LRSD school shall improve by 5 percentage points (from 22% to 27%) the percentage of students performing at or above the 50^ percentile on the grade 10 SATO mathematics test. Note: Again, it is important for you to calculate exactly how many students would constitute 5 percentage points. If you are working on improving the percentage of students in the highest quartile, then you compute your benchmark as follows: 30% minus % of your students currently performing in the highest quartile divided by 10 equals the required percentage-point increase in the number of students performing in the highest quartile. Assuming that you had in 1998-99 only 4% performing in the highest quartile: 30 minus 4 equals 26. 26 divided by 10 equals 3 points of required improvement in the percent of students performing in the highest quartile. 16Calclulate how many students that would be. Benchmark statement: In 1999-2000. the LRSD school shall improve at least 3 percentage points (from 4% to 7%) in the percent of students performing at the highest quartile on the grade 5 SAT9 reading test. Most schools badly need to work on moving students from the lowest quartile to the higher levels of performance. The formula for computing the benchmark is as follows: 90% minus % of your students currently performing in quartiles 2. 3. and 4 (above the lowest quartile) divided by 10 equals the required percentage-point increase in the number of students performing above the lowest quartile. Assuming that you had in 1998-99 57% performing in the lowest quartile and only 43% above the lowest quartile: 90% minus 43% equals 47 47 divided by 10 equals 5 points of required improvement in the percent of students performing above the lowest quartile. Calculate how many students that would be. Benchmark statement: In 1999-2000. the LRSD will improve at least 5 percentage points (from 43% to 48% in the percent of students performing above the lowest quartile on the grade 7 SATO mathematics test. In General To compute your benchmark, you have to know two things to start with:  The performance goal for the performance indicatorsthe percent expected (i.e., 100% will be proficient\n65% will be above the 50th percentile: 65% will enroll in Pre-AP and AP courses, etc.)  Your schools performance last year. Step 7: Designing Interventions Now that you have your data analyzed, your priorities determined, your goals selected, and your benchmarks established, you are ready to do the real work of developing the plan for improvement. An intervention is a significant strategy, research-based program, or major initiative designed to solve the problem defined by your selected priority (definition from ACSIP document). 17Your first School Improvement Plan is both a long-term plan (3-5 years) and a short-term plan (one year). After you have thought through the long-term plan, and if you stay with it, then updating the plan one year at a time is not that difficult. Your annual plan simply deletes what is already accomplished and adds any new action steps required to implement the next years plan or adds some new interventions. Good Campus Leadership Teams are always thinking ahead two to five years, knowing that everything cannot be accomplished in one year, but getting clear about what needs to happen this year in order to take the next steps to reform during the following year. If your school does not have a long-term plan in place with which you are comfortable, then your work must be to design as quickly as possible your 1999- 2000 plan for improvement in spring 2000. There is much that you can do to align your lesson plans with the State Curriculum Frameworks and the District Benchmarks so that all students are exposed to the tested curriculum. There are programs that you can put into place early in the year for maximum impact on student achievement. There are effective teaching strategies that you can use that will enable more students to be effective learners. There are assessment strategies that you can use to check student progress frequently and then to modify and adjust your teaching so that more students are successful. All the faculty can make a commitment to form a professional community now that supports an attitude of collective responsibility for results. But begin now as well to start thinking ahead to your 2000-01 plan. Ideally, the design of effective interventions needs to begin in summer 1999 to include in the 2000-01 plan in order for there to be time for the team to do research, to visit schools where the intervention is being successfully implemented, and to involve staff and parents in ways that ensure buy-in. A part of every schools plan realistically includes a plan to plan for the next year and down the road, always looking ahead to what steps should be phased in for total restructuring. Schools that wait until the plan is almost due to begin the process are not likely to get desired improvements. Planning is ongoing, not an event. An intervention, in general, is something ne^that your school decides to do that enhances, supplements, or goes beyond the District-established programs so that the performance of targeted students improves. The implementation of ELLA, for instance, is not a school-level intervention. Neither would be the implementation of the new TERCS mathematics programs. Both are already established. You may find the following research-based criteria helpful in selecting appropriate program interventions for your school: 18What Factors Contribute to Program Effectiveness? (from Show Me the Evidence! By Robert Slavin and Olatokunbo Fashola, Corwin Press, 1998) 1. 2. 3. Effective programs have clear goals, emphasize methods and materials linked to those goals, and constantly assess students' progress toward the goals. There is no magic in educational innovation. Programs that work invariably have a small set of very well-specified goals ,,,, a clear set of procedures and materials linked to those goals, and frequent assessments that indicate whether or not the students are reaching the goals. Effective programs leave little to chance. They incorporate many elements, such as research-based curricula, instructional methods, classroom management methods, assessments, and means of helping students who are struggling, all of which are lied in a coordinated fashion to the instructional goals. Programs almost always have their strongest impacts on the objectives they emphasize. Effective and replicable programs have well-specified components, materials, and professional development procedures. There is a belief in many quarters that each school staff must develop or codevelop their own reform model, that externally developed programs cannot be successfully replicated in schools that had no hand in developing them, ,., In fact, over time evidence has mounted that reform models that ask teachers to develop their own materials and approaches are rarely implemented at all. Studies of alternative programs implemented under similar conditions find that the more hiohly structured and focused programs that provide specific materials and training are more likely to be implemented and effective than are less-well-specified models. , , , Although there are examples of success in models lacking clear structure, the programs with the most consistent positive effects with at-risk students are those that have definite procedures and materials used in all participating schools. Effective programs provide extensive professional development, A characteristic shared by almost all of the effective programs we identified is the provision of extensive professional development and follow-up technical assistance. Few, if any, provide the classic half-day, one-time workshops that constitute the great majority of inservice programs, especially those usually provided with textbook adoptions. On the contrary, most of the successful programs we identified provide many days of inservice followed by in-class technical assistance to give teachers detailed feedback on their program implementations. Typically, teachers work with each other and with peer or expert coaches to discuss, assess, and refine their implementations. The training provided is rarely on generic strategies from which teachers pick a few ideas to add to their bags of tricks. Instead, training focuses on comprehensive strategies that replace, not lust supplement, teachers current strategies, iEffective programs are disseminated by organizations that focus on the gualitv of irgplementation. The programs identified in their review that have been associated with consistent positive effects in many settings tend to be ones that are developed and disseminated by active, well-structured organizations that concentrate efforts on ensuring the gualitv of program implementation in all schools. These organizations, often based in universities, provide training and materials and typically create support networks among program users. 19Some examples of interventions in elementary language arts (and no school is limited to these) might include the following:  Reading Recovery  After-School Reading Clinic (one-on-one tutoring)  Accelerated Reader  Reading Across the Curriculum  Professional development for teachers in one or more of the following areas: reader-response strategies, reciprocal teaching, the writing process, McRat, assessment strategies, ESL methodologies, adaptive strategies for inclusion, etc.  Extended-Year Program  HOSTS (Helping One Student to Succeed)  Junior Great Books  Family Literacy program  Schoolwide Independent Reading Program  Reading Is Fundamental Some examples of interventions in secondary language arts (again, no school is limited to these) are as follows:  Project AVID (to improve enrollment and success in Pre-AP and AP courses)  Reading Clinic (one-on-one tutoring)  Summer enrichment program for rising freshmen  Reading in the Content Areas  Writing Across the Curriculum  Development of a schoolwide language policy  Professional development for teachers in one or more of the following areas: reader-response strategies, reciprocal teaching, the writing process, use of learning logs, assessment strategies, ESL methodologies, adaptive strategies for inclusion, etc.  Great Books  Schoolwide Independent Reading Program Waivers An intervention may also be something that the school decides to do instead of the District program. In that case, however, the Campus Leadership Team must submit and obtain approval of a waiver. See pp. 8-9 in your Handbook for Campus Leadership Team for a copy of the regulations on waivers and pp. 57-60 for a copy of the waiver application. (Call Bonnie Lesleys office for an e-mailed template for convenience.) A waiver application must include research that will predict more success for your students than the District-established program. Examples of when a waiver is required follows: the Districts instructional language arts programs for elementary schools are ELLA and Effective . 20Literacy or Success for All. If you wish to do anything else, you must secure a waiver. The districts phonemic awareness program is Animated Literacy at the kindergarten level. If you wish to do anything else, you must secure a waiver. The Districts grades 6-8 program for regular-level students is a two-period block of the Reading and Writing Workshop. If you wish to do anything else, you must secure a waiver. Schoolwide Restructuring or Reform An intervention may include a series of steps to implement a schoolwide project, such as the ones described by Dr. Steve Ross in the July 23 inservice for principals. Some examples of schoolwide change models include Boyers The Basic School, Slavin s Roots and Wings, or Great Expectations for the elementary level. Middle school schoolwide reforms include those outlined in Turning Points, SREB s Middle Grades Initiative, or Levins Accelerated Schools. Some examples of high school reforms include Sizers Coalition of Essential Schools, SREB s High Schools that Work, and the Johns Hopkins models for Talent Development High Schools. These examples are examples only, not recommendations for adoption. Each school should consider carefully which model for change would be most appropriate for that school, whether resources are available for implementation, and whether staff and parent support can be built. More information will be provided on the options available for schoolwide change for 2000-01 planning. Title I schoolwide projects are expected to adopt such a model or to design their own, using the CSRD criteria established from research on the variables that are necessary to impact student achievement. Components of Comprehensive School Reform Programs (Obey-Porter) A comprehensive school reform program is one that integrates, in a coherent manner, all nine of the following components: 1. 2. 3. 4. Effective, research-based methods and strategies. A comprehensive schooi reform program employs innovative strategies and proven methods for student learning, teaching, and school management that are based on reliable research and effective practices, and have been replicated successfully in schools with diverse characteristics. Comprehensive design with aligned components. The program has a comprehensive design for effective school functioning, including instruction, assessment, classroom management, professional development, parental involvement, and school management, that aligns the schools curriculum, technology, and professional development into a schoolwide reform plan designed to enable all students^^including children from low-income families, children with limited-English proficiency, and children with disabilitiesto meet challenging State content and performance standards and addresses needs identified through a school needs assessment. Professional development. The program provides high quality and continuous teacher and staff professional development and training. Measurable goals and benchmarks. A comprehensive school reform program has measurable goals for student performance tied to the States challenging content and student performance standards, as those standards are implemented, and benchmarks for meeting the goals. 215. 6. 7. 8. 9. Support within the school. The program is supported by school faculty, administrators, and staff. Parental and community involvement. The program provides for the meaningful involvement of parents and the local community in planning and implementing school improvement activities. External technical support and assistance. A comprehensive reform program utilizes high-quality external support and assistance from a comprehensive school reform entity (which may be a university) with experience or expertise in schoolwide reform and improvement. Evaluation strategies. The program includes a plan for the evaluation of the implementation of school reforms and the student results achieved. Coordination of resources. The program identifies how other resources (federal, state, local, and private) available to the school will be utilized to coordinate services to support and sustain the school reform. Curriculum Mapping An intervention in 1999-2000 (but a part of your data collection and analysis after this first year) that every school should do early in the school year is the \"curriculum mapping required as a part of the ACSIP process: Calendar-based curriculum mapping is a procedure for collecting a data base of the operational curriculum in a school and/or a district. Each teacher in this initial step completes a map. The format is consistent for each teacher but reflects the individual nature of each classroom. Each teacher reads the entire school map as an editor when all the maps are completed. Places where new information was gained are underlined. Places requiring potential revision are circled. The maps are next used in a planned alignment of the operational curriculum with the Frameworks and criterion- referenced tests. Note: Mona Briggs and Eddie McCoy are members of a team in the new School Improvement Department who will be trained and available to help you train key people in your school to conduct the required curriculum mapping. This activity is very important in aligning what it is that is taught with what it is that is tested. Some of the mapping has already been done at the District level. Teachers have received copies (or will in the August Preschool Inservice) of documents that display the relationship of the District grade-level and course benchmarks to the State Curriculum Frameworks, the SAT9 objectives, and to adopted text materials. The step for schools to complete includes mapping teachers lesson plans against these areas and to identify whether critical elements likely to be tested on the benchmark examinations are indeed taught before the dates of the examinations. 22Curriculum Map Content Area/Course Grade Level Page___of Month Unit Topics/Skills Strand/Content Standard (Framework) student Learning Expectation Standard (Framework)_______ LRSD Benchmark .. 23Alignment (from the ACSIP process): Step 1: All the teachers in the school map the subjects and courses they teach. Step 2: The Curriculum Alignment Document is used to categorize the results of the maps. Step 3: The findings of the Curriculum Alignment Document are summarized (e.g., 4 teachers are introducing: 0 teachers are teaching/assessing\n0 teachers are reviewing/maintaining\nStrand\nPatterns, Algebra and Functions, Content Standard 2, Student Learning Expectation: Grades 9-12, PAF.2.1. Use equations, absolute value equations, inequalities, absolute value inequalities, and systems of equations and inequalities to solve mathematical and real-world problems. Step 4: Committees of the faculty organize curricula so that concepts in the frameworks are thoughtfully and systematically introduced, taught and assessed, and reviewed and maintained. This step is part of the schools improvement plan because it is a complex process that requires extensive committee work and faculty consensus. 24Compiling Mapping Results ... Lang. Arts Framework List all strands and student learning expectations for the appropriate grade levels in this column. Not Covered Introduced Taught \u0026amp; Assessed Reviewed/Maintained 25The ACSIP documents outline the following actions to take in Editing, Auditing, Validating, and Creative Development Tasks: Gain information Avoid repetition Identify gaps Identify potential areas for curriculum integration Match with learner standards/benchmarks Examine for timeliness (taught before the test administration?) Edit for coherence Teachers are further encouraged to Edit for Repetitions:  Recognize the difference between repetitions and redundancy.  Adopt curriculum spiraling as a goal. To find possible areas for curriculum integration, teachers are encouraged to:  Peruse the map and circle areas for integration of content, skills, and assessment.  These areas can serve as the springboard for curriculum planning at the teacher/team/school levels. 26Step 8: Actions For each intervention, you need to outline the major steps that the school will take to implement the selected intervention. Remember to include: Steps to provide necessary professional development for successful implementation of the intervention. Include both the initial training, plus the follow-up or peer coaching or networking that are necessary to provide ongoing support of teachers. The plan must clearly show the relationship of any planned professional development to the successful implementation of a selected intervention. Steps to purchase or otherwise secure necessary resources, such as buying instructional materials, recruiting mentors, or soliciting used books appropriate for classroom libraries. Steps to put the intervention in place, such as identifying students to be targeted for special tutoring, consultations with parents, designing necessary forms, planning communications, collaborating with other staff, etc., etc. Steps to conduct formative evaluations (such as action research projects) so that you can modify or adjust quickly, if necessary, the implementation of the plan to ensure greater success. Steps to conduct a summative evaluation to determine the impact of your intervention on your goal(s). The continuous planning cycle includes four basic phases: plan, do, study, act. Then the cycle begins again. Taking a new look at the baseline data (see Step 1 in this planning guide) should be an outgrowth of your summative evaluation of the previous year's plan. Use complete sentences for each action statement. Begin each sentence with a verb. Some examples follow: 1. Enroll Ms. Jones in training to implement Reading Recovery. 2. Conduct schoolwide parent meeting to update them on progress of implementation. 3. Apply for a grant to purchase Accelerated Reader and ample books for program implementation. 274. Invite Pat Busbea to train our staff on ways that the whole school support Reading Recovery. 5. Set up an action research project to measure effectiveness of the Animated Literacy program at the kindergarten level. can new Step 9: Person(s) Responsible Assign someone at your school the responsibility for each action to ensure that the action step is actually implemented. Distribute leadership responsibilities, and do not assume that the only people involved are those listed. Some action steps will require committees or teams or task forces. The person listed is responsible for convening that group. Remember to include parents, as appropriate, in these groups. Step 10: Timeline Indicate the approximate time that the action is to start and when it should be fully implemented. An agenda item for the Campus Leadership Team is to monitor implementation of the plan and to conduct formative evaluations of the quality of the implementation. Interventions designed to impact the spring test results should, obviously, be in place when school starts for maximum impact. Step 11: Resources Identify the necessary new resources required to implement your intervention. Some examples follow: $14,000 for professional development $10,000 for purchase of classroom libraries 8 volunteers to assist with independent reading program 40 mentors for at-risk students Reassignment of Title I aide to parent liaison responsibilities $3000 for teacher pay to run the after-school Reading Clinic Step 12: Budget Indicate how you plan to pay for any required costs under the appropriate column. You can mix and match your funds as necessary. Examples of a budget to purchase classroom libraries follow: District $500 Title I $8000 APIG $1500 Note 1: The school must total all the entries of the three columns when the plan in complete. 28 The District column cannot exceed the amount of money in your school budget for the specified categories of expenditures.  The total of all the Title I expenditures must be no greater than your schools Title I allocation.  The total of all the entries under APIG must not exceed your APIG grant. If a school has other sources of money to fund its interventions, then a note should be made on the form to indicate the source of the other funds, such as PTA, CSRD grant, etc. Note 2. Title I schools specifically (but recommended for all schools as well) are required to include the following minimums in their budgets:  1% of the total Title I allocation must be spent on parent involvement  10% of the total Title I allocation must be spent on professional development that is clearly related to the achievement of your school goals and to the planned interventions. Step 13\nPlan Evaluation Planning how you will evaluate your plan is a critically important step in the planning cycle. You must plan for both formative and summative evaluations. Formative Evaluations Formative evaluations of the quality of your plans implementation should be conducted as a regular part of the business of the Campus Leadership Team.  Is implementation occurring according to the planned timelines?  Are the people assigned responsibility carrying through?  What evidence (surveys, observations, anecdotes, action research, interim student achievement data such as grades, CRT scores, etc.) is there that the intervention is working?  Are resources adequate?  Do formative data indicate a need for modifications or adjustments to the plan?  How well does everyone (teachers, parents, community, students, etc.) understand the intervention? How well are you communicating?  What next steps\" are suggested?  What are you learning about change and implementation of other interventions?  What additional professional development do you need to be more effective? 29What is the evidence that you will achieve your benchmark goal? Are you doing whatever it takes to get the desired results? (Remember Dr.Terrence Roberts levels of commitment? We cant just think about it, or try, or do what we can. We must do whatever it takes.) Summative Evaluation Summarize your implementation process of each intervention. Outline what you concluded to be strengths and weaknesses in the implementation. Give recommendations for next year. Summarize the impact of each intervention on student achievement. Did you achieve your benchmarks? Is there a preponderance of evidence that you made a difference with your intervention? 30Quality Indicators for Elementary Schools Baseline Year 1998-99 1998-99 1999-00 1999-00 1999-00 1990-00 1998-99 1998-99 Grade Levels 4 4 K-5 K-5 K-5 K-5 4 4 State Indicators Tier I________________ Performance on State Mandated Criterion- Referenced Grade 4 Literacy Test__________ Performance on State Mandated Criterion- Referenced Grade 4 Mathematics Test______ Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher______________ Professional Development School Safety Performance on State- Mandated Criterion Referenced Grade 4 Literacy Test Performance on State- Mandated Criterion- Referenced Grade 4 Mathematics Test Goal (Definition) 100% of a schools students shall perform at or above the proficient\" level in reading and writing literacy. 100% of a schools students shall perform at or above the \"proficient level in mathematics. Average daily attendance rate will be at least 95%.________________________________ 100% of a schools classes will be taught by an appropriately licensed teacher. 100% of a schools certified staff will complete at least 30 hours of approved professional development annually.______ Schools will be free of drugs, weapons, and violent acts. The percent of students performing at or above the proficient level in reading and writing literacy on the criterion-referenced test will meet or exceed the trend and improvement goals each year.___________ The percent of students performing at or above the proficient level in mathematics on the criterion-referenced test will meet or exceed the trend and improvement goals each year.__________________________ Your Results Growth Goal Your Growth Your Score 32Baseline Year Grade Levels 1999-00 K-5 School-Selected Indicators Tier II (Select five.) Average Daily Attendance Goal (Definition) Your Results Growth Goal Your Growth Your Score 1999-00 K-5 1999-00 K-5 Classes Taught by an Appropriately Licensed Teacher Professional Development Schools will improve their average daily attendance rate. _______ Schools will improve the percent of classes taught by an appropriately licensed teacher. 1999-00 K-5 School Safety 1999-00 K-5 Other School Selected Indicators Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually. Schools will be free of drugs, weapons, and violent acts.__________________________ Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. LRSD Elementary School Quality Indicators Baseline Year Grade Levels LRSD Indicators Goal (Definition) Your Results Grpwth Goal Your Growth 1999-00 K Performance on District- Adopted Kindergarten Literacy Test 90% of a schools kindergarten students shall perform at or above the proficient level in literacy. Your Score 1999-00 K Performance on District- Adopted Kindergarten Literacy Test 1999-00 1 Performance on District- Adopted Grade 1 Literacy Test The percent of kindergarten students demonstrating gains from the pre-test to the post-test will meet or exceed the trend goal each year.__________________________ 90% of a schools grade 1 students shall perform at or above the proficient level in literacy. 33Baseline Year 1999-00 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 Grade Levels 1 5 5 5 5 5 5 5 LRSD Indicators Goal (Definition) Performance on District- Adopted Grade 1 Literacy Test Performance on SAT9, the Norm-Referenced Reading Test_________________ Performance on SAT9, the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Reading Test ________________ Performance on SATO, the Norm-Referenced Reading Test Performance on SATO, the Norm-Referenced Reading Test Performance on SATO, the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Mathematics Test The percent of grade 1 students demonstrating gains from the pre-test to the post-test will meet or exceed the trend and improvement goals each year. 65% of a schools students in every subgroup of race and gender will perform at or above the 50'*' percentile in reading.______ The percent of a schools students in every sub-group of race and gender performing at or above the 50 percentile will meet or exceed the trend and improvement goals each year._____________________ At least 30% of a schools students will perform at the highest quartile in reading. The percent of a schools students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year.__________ At least 90% of a schools students will perform above the lowest quartile in reading. The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year.__________ 65% of a schools students shall perform at or above the 50'* percentile in grade 5 mathematics. Your Results Growth Goal Your Growth Your Score 34Baseline Year 1998-99 1998-99 1998-99 1998-99 1998-99 1999-00 1999-00 1999-00 Grade Levels 5 5 5 5 5 2-5 2-5 2-5 LRSD Indicators Performance on SATO, the Norm-Referenced Mathematics Test Performance on SAT9, the Norm-Referenced Mathematics Test_______ Performance on SAT9, the Norm-Referenced Mathematics Test Performance on SAT9. the Norm-Referenced Mathematics Test_______ Performance on SAT9. the Norm-Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Reading Test Goal (Definition) The percent of students performing at or above the 50** percentile in grade 5 mathematics will meet or exceed the trend and improvement goals each year.________ At least 30% of a schools students will perform at the highest quartile in mathematics._________________________ The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year.________ At least 90% of a schools students will perform above the lowest quartile in mathematics._________________________ The percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year.________ 90% of a schools students shall perform at or above the proficient level in grades 2-5 reading each semester._________________ The percent of students performing at or above the proficient level in grades 2-5 reading will meet or exceed the trend and improvement goals each semester._______ The percent of students demonstrating gains from the grades 2-5 reading pre-test to the post-test will meet or exceed the improvement goal each year. Your Results Growth Goal Your Growth Your Score 35Baseline Year Grade Levels LRSD Indicators Goal (Definition) 1999-00 2-5 1999-00 2-5 1999-00 2-5 Performance on District- Adopted Criterion- Referenced Mathematics Test________________ Performance on District- Adopted Criterion- Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Mathematics Test 90% of a schools students shall perform at or above the proficient level in grades 2-5 mathematics each semester. The percent of students performing at or above the proficient level in grades 2-5 mathematics will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the grades 2-5 mathematics pre-test to the post-test will meet or exceed the improvement goal each year.____________ Your Results Growth Goal Your Growth Your Score 36Quality Indicators for Middle Schools Baseline Year Grade Levels 2001-02 6 1999-00 8 2001-02 6 1999-00 8 2001-02 7 (Dunbar) or 8 2001-02 8 (Dunbar) 1999-00 7-8 State Indicators Tier I Performance on State- Mandated Criterion- Referenced Literacy Test Performance on State- Mandated Criterion- Referenced Literacy Test Performance on State- Mandated Criterion- Referenced Mathematics Test Performance on State- Mandated Criterion- Referenced Mathematics Test Performance on State- Mandated Criterion- Referenced Mathematics Test Performance on State- Mandated Criterion- Referenced Mathematics Test School Dropout Goal (Definition) 100% of a schools students shall perform at or above the proficient level in grade 6 reading and writing literacy._____________ 100% of a schools students shall perform at or above the proficient level in grade 8 reading and writing literacy. ___________ 100% of a schools students shall perform at or above the proficient level in grade 6 mathematics. 100% of a schools students shall perform at or above the proficient level in grade 8 mathematics. 100% of a schools grade 7 or 8 students who complete Algebra I shall perform at or above the proficient level. 100% of a schools grade 8 students who complete Geometry shall perform at or above the proficient level. 1999-00 6-8 1999-00 6-8 Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher At least 99% of secondary students will remain in school to complete the 12\"^ grade. Average daily attendance rate will be at least 95%.________________________________ 100% of a schools classes will be taught by an appropriately licensed teacher. Your Results Growth Goal Your Growth Your Score 37Baseline Year Grade Levels 1999-00 6-8 State Indicators Tier 1 Professional Development Goal (Definition) Your Results Growth Goal Your Growth Your Score 1999-00 6-8 School Safety 100% of a schools certified staff will complete at least 30 hours of approved professional development.______________ Schools will be free of drugs, weapons, and violent acts. Baseline Year Grade Levels 2001-02 6 State-Mandated Indicators Tier It Performance on State- Mandated Criterion- Referenced Literacy Test. Goal (Definition) Your Results Growth Goal Your Growth Your Score 1999-00 8 Performance on State- Mandated Criterion- Referenced Literacy Test. 2001-02 6 Performance on State- Mandated Criterion- Referenced Mathematics Test. 1999-00 8 Performance on State- Mandated Criterion- Referenced Mathematics 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. 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.___________ 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. 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. 38Baseline Year Grade Levels 2001-02 7 (Dunbar) or 8 2001-02 8 (Dunbar) State-Mandated Indicators Tier II_______________ Performance on State- Mandated Criterion- Referenced Mathematics Test. Performance on State- Mandated Criterion- Referenced Mathematics Test. Goal (Definition) The percent of students completing Algebra I performing at or above the proficient\" level will meet or exceed the trend goal each year. The percent of students completing Geometry performing at or above the \"proficient level will meet or exceed the trend goal each year. Your Results Growth Goal Your Growth Your Score Baseline Year Grade Levels 1999-00 6-8 School-Selected Indicators Tier II (Select five.) Drop-outs Goal (Definition) Your Results Growth Goal Your Growth Your Score 1999-00 6-8 1999-00 6-8 1999-00 6-8 Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development Secondary schools will improve the percentage of students who stay in school to complete the 12*^^ grade.________________ Schools will improve their average daily attendance rate._______________________ Schools will improve the percent of classes taught by an appropriately licensed teacher. 1999-00 6-8 School Safety 6-8 Other School Selected Indicators Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually.___________________________ Schools will be free of drugs, weapons, and violent acts.__________________________ Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. 39LRSD Middle School Quality Indicators Baseline Year 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 Grade Levels 7 7 7 7 7 7 7 LRSD Indicators Goal (Definition) Performance on SAT9, a Norm-Referenced Reading Test_________ Performance on SAT9. a Norm-Referenced Reading Test Performance on SAT9. a Norm-Referenced Reading Test_________ Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test_________ Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Mathematics Test 65% of a schools students in every subgroup of race and gender shall perform at or above the 50'** percentile in reading._______ 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.___________________________ At least 30% of a schools students will perform at the highest quartile in reading. The percent of a schools students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year.___________ At least 90% of a schools students will perform above the lowest quartile in reading. The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year.___________ 65% of a schools students in every subgroup of race and gender shall perform at or above the 50' percentile in mathematics. Your Results Growth Goal Your Growth Your Score 40Baseline Year 1998-99 1998-99 1998-99 1998-99 1998-99 1999-00 1999-00 1999-00 Grade Levels 1 7 7 7 7 6-8 6-8 6-8 LRSD Indicators Performance on SAT9. a Norm-Referenced Mathematics Test Performance on SAT9. a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SATO, a Norm-Referenced Mathematics Test Performance on SAT9. a Norm-Referenced Mathematics Test Performance on District- Adopted Criterion Referenced Reading Test Performance on District- Adopted Criterion Referenced Reading Test Performance on District- Adopted Criterion Referenced Reading Test Goal (Definition) The percent of students in every sub-group of race and gender performing at or above the so\" percentile in mathematics will meet or exceed the trend and improvement goals each year.____________________________ At least 30% of a schools students will perform at the highest quartile in mathematics._________________________ The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year.________ At least 90% of a schools students will perform above the lowest quartile in mathematics._________________________ The percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year. 90% of a schools students shall perform at or above the proficient level in reading each semester. The percent of students performing at or above the \"proficient level in reading will meet or exceed the trend and improvement goals each semester.___________________ The percent of students demonstrating gains from the reading pre-test to the post-test will meet or exceed the improvement goal each year. Your Results Growth Goal Your Growth Your Score 41Baseline Year 1999-00 1999-00 1999-00 1998-99 1998-99 1998-99 1998-99 Grade Levels 6-8 6-8 6-8 6-8 6-8 6-8 6-8 LRSD Indicators Goal (Definition) Your Results Performance on District- Adopted Criterion- Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Mathematics Test Enrollment in Pre-AP Courses Enrollment in Pre-AP Courses Enrollment in Algebra I by Grade 8 Enrollment in Algebra I by Grade 8 90% of a schools students shall perform at or above the proficient\" level in mathematics each semester. The percent of students performing at or above the proficient level in mathematics will meet or exceed the trend and improvement goals each semester.______ The percent of students demonstrating gains from the mathematics pre-test to the post- test will meet or exceed the improvement goal each year.____________________ 65% of a middle schools students will be enrolled in at least one Pre-AP course each year._______________________________ The percent of students enrolled in at least one Pre-AP course will meet or exceed the trend and improvement goals each year. 90% of a middle schools students will be enrolled in Algebra I by grade 8.__________ The percent of students enrolled in Algebra I by grade 8 will meet or exceed the trend goal each year. Growth Goal Your Growth Your Score 42Quality Indicators for High Schools Baseline Year 2001-02 2001-02 2001-02 1999-00 1999-00 1999-00 1999-00 1999-00 Gracie Levels 9-12 9-12 11 9-12 9-12 9-12 9-12 9-12 State Indicators Tier I Performance on State- Mandated Criterion- Referenced Algebra I Test Performance on State- Mandated Criterion- Referenced Geometry Test Performance on State- Mandated Criterion- Referenced Algebra I Test School Drop Out Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development School Safety Goal (Definition) 100% of a high schools students shall perform at or above the proficient\" level in Algebra I. 100% of a high schools students shall perform at or above the proficient level in Geometry. 100% of a high schools students shall perform at or above the proficient level in Reading and Writing Literacy. At least 99% of secondary students will remain in school to complete the 12'^ grade. Average daily attendance rate will be at least 95%.________________________________ 100% of a schools classes will be taught by an appropriately licensed teacher. 100% of a schools certified staff will complete at least 30 hours of approved professional development annually. Schools will be free of drugs, weapons, and violent acts. Your Results Growth Goal Your Growth Your Score 43Baseline Year Grade Levels 2001-02 9-12 2001-02 9-12 2001-02 JI State-Mandated Indicators Tier II_______________ Performance on State- Mandated Criterion- Referenced Algebra I Test Performance on State- Mandated Criterion- Referenced Geometry Test______________ Performance on State- Mandated Criterion- Referenced Literacy Test Goal (Definition) The percent of students performing at or above the proficient level in Algebra I will meet or exceed the trend goal each year. The percent of students performing at or above the proficient level in Geometry will meet or exceed the trend goal each year. The percent of students performing at or above the proficient level in Literacy will meet or exceed the trend goal each year. Baseline Year Grade Levels 2001-02 9-12 School-Selected Indicators Tier II (Select five.) Drop-outs Goal (Definition) 2001-02 9-12 2001-02 9-12 2001-02 9-12 Average Daily Attendance_________ Classes Taught by an Appropriately Licensed Teacher Professional Development High schools will improve the percentage of students who stay in school to complete the 12'** 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. Your Results Your Results Growth Goal Growth Goal Your Growth Your Growth Your Score Your Score 44Baseline Year Grade Levels 2001-02 9-12 9-12 School-Selected Indicators Tier II (Select five.) School Safety Goal (Definition) Your Results Growth Goal Your Growth Your Score Other School Selected Indicators Schools will be free of drugs, weapons, and violent acts._________________________ Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. LRSD High School Quality Indicators Baseline Year Grade Levels LRSD Indicators Goal (Definition) Your Results Growrth Goal Your Growth 1998-99 10 1998-99 10 Performance on SAT9. a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test 1998-99 10 1998-99 10 Performance on SAT9, a Norm-Referenced Reading Test 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 50*^ percentile in reading._______ The percent of students performing at or above the SO* percentile in reading will meet or exceed the trend and improvement goals each year.___________________________ At least 30% of a school's students will perform at the highest quartile in reading. Your Score 1998-99 10 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.___________ At least 90% of a schools students will perform above the lowest quartile in reading. 45Baseline Year 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1999-00 Grade Levels 10 10 10 10 10 10 10 9-11 LRSD Indicators Goal (Definition) Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9. a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Reading Test The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year.___________ 65% of a schools students in every subgroup of race and gender shall perform at or above the 50* percentile in mathematics. The percent of students performing at or above the 50' percentile in mathematics will meet or exceed the trend and improvement goals each year. At least 30% of a schools students will perform at the highest quartile in mathematics._________________________ The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year. At least 90% of a schools students will perform above the lowest quartile in mathematics._________________________ The percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year.________ 90% of a schools students shall perform at or above the proficient level in reading each semester. Your Results Growth Goal Your Growth Your Score 46Baseline Year 1999-00 1999-00 1999-00 1999-00 1999-00 1998-99 1998-99 2002-03 2002-03 Grade Levels 9-11 9-11 9-11 9-11 9-11 9-12 9-12 12 12 LRSD Indicators Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Mathematics Test Enrollment in Pre-AP and/or AP Courses Enrollment in Pre-AP and/or AP Courses Honors Seal on High School Diploma Honors Seal on High School Diploma Goal (Definition) The percent of students performing at or above the \"proficient level in reading will meet or exceed the trend and improvement goals each semester.___________________ The percent of students demonstrating gains from the reading pre-test to the post-test will meet or exceed the improvement goal each year.________________________________ 90% of a schools students shall perform at or above the proficient level in mathematics each semester. The percent of students performing at or above the proficient level in mathematics will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the mathematics pre-test to the posttest will meet or exceed the improvement goal each year._______________________ 65% of a high schools students will be enrolled in at least one Pre-AP or AP course each year.___________________________ The percent of students enrolled in at least one Pre-AP or AP course will meet or exceed the trend and improvement goals each year. 65% of a high schools students will complete the requirements to earn the Honors Seal on their diplomas. The percent of students completing the requirements for the Honors Seal will meet or exceed the trend goal each year. Your Results Growth Goal Your Growth Your Score 47Baseline Year 1998-99 Grade Levels 11-12 LRSD Indicators Goal (Definition) Your Results Growth Goal Taking the ACT 1998-99 1998-99 11-12 11-12 Taking the ACT Performance on the ACT Performance on the ACT 1998-99 11-12 1998-99 11-12 1998-99 11-12 Taking Advanced Placement Examinations Taking Advanced Placement Examinations 1998-99 11-12 1998-99 11-12 Performance on Advanced Placement Examinations Performance on Advanced Placement Examinations 65% of a high schools students will take the ACT.________________________________ The percent of students taking the ACT will meet or exceed the trend goal each year. 90% of a high schools students who take the ACT will earn a score of at least 19. The percent of students earning a score of 19 or above on the ACT will meet or exceed the trend goal each year.________________ 65% of a high schools graduates will take at least one AP examination. ____________ The percent of students taking at least one AP examination will meet or exceed the trend goal each year.________________________ 90% of a high schools students taking AP examinations will score a 3 or above. Your Growth Your Score 1998-99 12 Completion of Graduation Requirements 1998-99 12 Completion of Graduation Requirements The percent of a high schools students earning a score of 3 or above on AP examinations will meet or exceed the trend goal each year. 100% of a high schools seniors will complete all the graduation requirements prior to participation in the graduation ceremony. The percent of seniors meeting all graduation requirements prior to participation in the graduation ceremony will meet or exceed the trend goal each year. 484 PROJECTED SCHOOL IMPROVEMENT STATUS OF LRSD SCHOOLS BASED ON 2004 ACTAAP ASSESSMENT RESULTS SUMMARY:  Fifteen (15) elementary schools fully met standards for all subgroups in both mathematics and literacy. These schools are not on school improvement status.  Of the remaining nineteen (19) elementary schools that are on school improvement status, seven (7) met Adequate Yearly Progress (AYP) in both math and literacy.  Bale, Baseline, Chicot, Cloverdale (Elementary), Dodd, Fair Park, and Rockefeller met AYP for 1 year. These seven schools can come off school improvement if they make AYP next year.  One elementary school moves up to Year 3 status: Mitchell.  Meadowcliff, Rightsell, and Western Hills are projected to be on alert since they failed to meet AYP for one or more subgroups in mathematics. These schools will be on Year 1 of School Improvement should they fail to meet AYP next spring.  At the middle level Mann and Pulaski Heights Middle Schools met the adequate yearly progress standard. They will remain on Year 1 of School Improvement. The other six middle schools will move up a year on school improvement, five to Year 2 and one (Southwest) to Year 3.  All five high schools were on Alert status last year. Four of them will move to Year 1 status due to not meeting AYP in literacy and math. Parkview met AYP in literacy and math and will move off school improvement status. SCHOOLS THAT MET OR EXCEEDED THE STANDARD IN MATH AND LITERACY EOR 2004: Bale Booker Chicot Dodd Forest Park Geyer Springs Jefferson McDermott Pulaski Heights Romine Wakefield Mann Middle Parkview High School Baseline Carver Cloverdale Elementary Fair Park Fulbright Gibbs Mabelvale Elementary Otter Creek Rockefeller Terry Williams Pulaski Heights Middle RECEIVED Alr. - 2004 CFFCEOF DESEGREGATlOFi kiONITORINGSCHOOLS THAT WERE ON SCHOOL IMPROVEMENT STATUS FOR THE 2003-04 SCHOOL YEAR: Current Status (Based on 2002-03 Scores) Level/School ELEMENTARY Chicot Bale Baseline Fair Park Mitchell Wakefield Brady Cloverdale Dodd Franklin ML King Mabelvale Rockefeller Stephens Washington Watson Year 3 Year 2 Year 2 Year 2 Year 2 Year 2 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Projected Status (Based on 2003-04 Scores) Year 3 Year 2 Year 2 Year 2 Year 3 Off School Improvement Year 2 Year 1 Year 1 Year 2 Year 2 Off School Improvement Year 1 Year 2 Year 2 Year 2 Subgroup/Subj ect not meeting AYP All students: Math and Literacy All students: Math All students: Math African-American students: Math All students: Math and Literacy African-American students: Math and Literacy All students: Math and Literacy Comments Met AYP for 1 year Met AYP for 1 year Met AYP for 1 year Met AYP for 1 year Met AYP for 2 consecutive years Met AYP for 1 year Met AYP for 1 year Met AYP for 2 consecutive years Met AYP for 1 yearWilson Woodruff Meadowcliff Rightsell Western Hills MIDDLE SCHOOL Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest HIGH SCHOOL Central Hall Fair McClellan Parkview Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 2 Alert Alert Alert Alert Alert Year 2 Year 2 Alert Alert Alert Year 2 Year 2 Year 2 Year 2 Year 2 Year 1 Year 1 Year 3 Year 1 Year 1 Year 1 Year 1 Not on School Improvement All students: Math All students: Math African-American students: Ma All students: Math All students: Math All students: Math and Literacy African American students: Math and Literacy All students: Math All students: Math and Literacy All students: Math and Literacy All students: Math and Literacy African-American students: Literacy All students: Literacy All students: Literacy All students: Literacy Met Safe Harbor provision Met Safe Harbor provision 34% improvement in black studepts below basic in math compared to last year 88% of white students proficient in literacy Met AYP in literacy and math10/30/2000 11:31 5013240504 LRSD PAGE 01 LITTLE ROCK SCHOOL DISTRICT READING DEPT To: Melissa Guldin From Kris Huffman nuB 501-371-0100 Fivm: 02 Miome 501-324-0526 Datoe 10/30/00 II* CC:  Uigen*  For Rowiww  PlMMCOMMMnt  Reply  Flease Reeyele  Comments: T  SUNDAY, NOVEMBER 19, 2000  I rv ShareFest volunteers spruce up 25 schools Churches take on 2-day countywide project fi: - S' i I \\ BY JULIA SILVERMAN ARKANSAS DEMOCRAT-GAZETTE On Saturday afternoon, the sky hung low and gray, and the tem-perature hovered somewhere j around frigid. But at Robinson Elementary School on Arkansas 10, things were lookiiig brighter than ever. Courtesy of hundreds of ShareFest volunteers, many from Fellowship Bible Church, almost every available surface in the school had been painted, from the walls now covered with murals to the windows now fresh with electric blue trim. Outside the school, playground equipment was repaired, a sprinlder system was installed, a new fence was built, a new flagpole was planted and once muddied grounds were blooming with new landscaping. The kicker, according to Fellowship Bible pastor Mike High, was that  as the saying goes  the school aint seen nothing yet Today, Fellowship Bible volunteers will begin unrolling 36,000 square feet of new carpet to replace carpeting that has been in place for decades, through generations of students. Calling it a big job is an understatement High said. All the desks, chairs, tables and bookshelves have to be moved to make room for the new carpeting, and then put back again in some semblance of order for classes on Monday. But its nothing the ShareFest army of volunteers cant handle. Similar projects were taking place in public schools all across central Arkansas on Saturday, the first day of the two-day ShareFest effort in which thousands of volunteers from churches and places of worship across Pulaski County and See SHAREFEST, Page 5B . 1. i l.- t -* W as I1 I te'  j Arkansas Democrat-Gazette/BENJAMIN KRAIN Members of the Christ Lutheran Church youth group color in a volleyball court Saturday at Brady Elementary School in Little Rock. The youth were among the volunteers from Christ Lutheran and Markham Street Baptist Church who cleaned, painted and landscaped the school lor ShareFest, a two-day community sen/ice effort. Hundreds of volunteers from area churches were working to complete projects at 25 schools over the weekend. ShareFest  Continued from Page 1B its environs spend a day working on community service projects. This year, the focus is on public schools. That meant new donated carpeting at Robinson, new landscaping at Brady Elementary in Little Rock and major repairs at Boone Park Elementary in North Little Rock, to name just three of the 25 schools where volunteers planned to work. Organizers try to pair churches with schools that share their neighborhood, volunteers said. At Brady, congregants from several different churches, including Markham Street Baptist Church and Christ Lutheran Church, were busy getting their hands dirty  mulching, planting and painting inside and outside the school. David Mirolli brought along his three young sons  Dan, Drew and Vince  to help, and by Saturday afternoon, even 3-year-old Vince was carting buckets of mulch from the mulch pile over to his father, to be raked and spread around newly planted bushes. ! \"I love helping with schools and stuff, and getting them to look nice,\" said 10-year-old Dan, after hauling over a wheelbarrow full of mulch. And God would like me to do that for people who don't have nice schools and stuff His father said he also would bring the three boys to todays prayer celebration at Alltel Arena, and that all three have scoured their rooms and closets for toys to donate to the ShareFest toy drive. At Brady Elementary, Michelle Lee was finishing up planting the last of 180 pansies in flower beds around the school  pansies because they are flowers that continue to bloom throughout the winters cold. Its unbelievable, the change, she said, looking around at the school. But with all these people, you can do it\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_1478","title":"\"School Laws of Arkansas, Acts of 1999,\" Arkansas Association of Educational Administrators, Little Rock, Ark., Volume I","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Arkansas Association of Educational Administrators"],"dc_date":["1999"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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