{"response":{"docs":[{"id":"bcas_bcmss0837_481","title":"Incentive Schools: Monitoring","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1995/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: Monitoring"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/481"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["105 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nIncludes ''1995-1996 Incentive School Monitoring Guide,'' Office of Desegregation and Monitoring\nDate\nMarch 5, 1996 To: Incentive School Principals From: Ann Brown, Melissa Guldin, Gene Jones, Skip Marshall, Margie Powell, and Horace Smith Subject: Documentation Needed During the ODM On-Site Monitoring Visits During our visit to your school, we will need to interview you and conduct classroom observations. We will also need a workspace and a copy of the following 1995-96 records that we can take with us.                  School Map (5 copies) Discipline, Suspension, and Expulsion data by race and gender Building-level discipline plan Parent Center Committee by race, gender, and position (e.g. parent, teacher) Parent Center recommendations and an indication of the suggestions incorporated into the center The name, race, gender, and position of the parent trained to operate the center List of parent meetings including topic, time, location, and sign-in sheets A description of the mechanism designed to ensure that parents regularly sign homework List of community meetings and activities by topic, time, location, and sign-in sheets List of three key communicators by race, gender, and position Speakers Bureau roster by name, gender, race, and position, along with a list of speaking engagements including the time, location, and participant sign-in sheets Recruitment Team roster by race, gender, and position Recruitment Plan, including a list of all recruitment strategies implemented and planned Copy of the parent and student Extended Day survey, and the results of the survey Extended Day schedule Extended Week schedule Data on Saturday program participation In addition, the following records should be available for our review the day of the monitoring visit. You do not need to copy these records since we wont need to take them with us.         Documentation of staff development activities related to classroom management approaches Theme implementation plan Field Trips Building-level guidance and counseling plan An example of the monthly communications packets distributed by the Parent Center The total number of home visits conducted as of March 1996 The number of signed contracts and a description of follow-up procedures Individual student and class test profilesDate: March 5, 1996 To: From: Subject: Sterling Ingram, LRSD Director of Staff Development Ann Brown, Melissa Guldin, Gene Jones, Skip Marshall, Margie Powell, and Horace Smith Documentation Needed for the 1995-96 Incentive Schools Monitoring While most of the documentation we need can be obtained from the building administrators, we will need the following information from the districts central administration. Please furnish the following documentation by March 29, 1996.  Description of the current incentive school parent program, including program goals, objectives, timelines, and the person responsible for this program  Documentation of parent workshops including the topic, date, time, location, evaluation results, and the number of participants by race, gender, and childs school  Volunteer documentation including the number of volunteers by race, gender, and the number of hours volunteered at each school  Documentation of the mentor program including a brief description of the types of activities shared by mentors and students, the number of participants by race and gender, and the number of hours volunteered  Records of training the district conducted for mentors  List of community meetings including time, location, and copies of sign-in sheets  List of identified parent pick-up points for school functions, and an explanation of how the district publicizes this service to parents  Current membership roster for the Parent Council with members identified by race, gender, and the organization each represents  Copies of the current Parent Council monitoring instrument (highlighting any revisions made since the 1994-95 school year), 1995-96 meeting minutes, and quarterly reports  List of the Biracial Committee members by race, gender, and high school zone  Copies of the Biracial Committee meeting minutes, and monitoring schedule for 1995-96 and the current monitoring instrument (highlighting any revisions made since the 1994-95 school year)Incentive School Documentation Cont.)  Copies of the 1995-96 Planning, Research and Evaluation quarterly reports of the Biracial Committees monitoring visits  A list of all recruitment activities planned and implemented for the 1995-96 school year, including copies of any printed material distributed, lists of meetings held, tours conducted, the persons responsible for each recruitment activity, cost of individual activities, and an explanation of how you are tracking the results of all recruitment effortsMAY U6 '96 14: P. 1 Pulaski County Special School District 925 East Dixon Kcao Lrrnj: Ro\u0026lt;2\u0026lt;, AxiccJSAS 72206 (5b I \u0026gt;490-2000 Post OmS\"Box 8601 LnTu Rccx, Mkansas 72216 FAX (501) 490-0483 I.IIQ.VI: \"4\"\u0026gt;:\"'\u0026lt; 1 1 ''' 1 v' '' y' Date\nTime: zn '\"i!- To: t p) From\niJdli Number of Pages (including cover sheet):  i! Message 11 11 .1 li II 1! IHI b I H r 1 ( h r Jilll 3^11^, MAY 06 '96 14 P,2 PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock. Arkansas 72216-8601 (501) 4S0-2O00 1995-96 STUDENTS attending LRSD INCENTIVE SCHOOLS May 6, 1996 School 1 P-2 P-4 K 1st 2nd 3rd 4th 5th 6'1111 Total Franklin 0 0 0 V 0 0 0 0 Garland 0 0 0 0 0 0 0 0 Mitche1\" 0 C 0 0 0 1 1 Righcse.ll 0 0 0 1 0 0 0 1 *Kockefeller 1 1 G 3 1 0 1 0 20 *Therp are 6 hiack? at Rockefeller 1 each in the following grades: K, isr, Ord , 4th, 5th and 6th. 1 Date: June 25, 1996 MEMORANDUM From: To: Subject: Melissa Ann 1995-96 Incentive School Report After having reviewed your comments attached to the incentive school report, I thought I should explain why some topics addressed in the 1994-95 report were not covered this year. The CARE program was one of the topics omitted. Since the incentive school section of the desegregation plan makes no reference to CARE, this program has only been included based on teacher comments. Monitors have never observed the CARE program. During 1994-95, some of the procedures used in CARE at Rockefeller were revised. During that monitoring visit, the teachers reported an improved, but not perfect, program. We did not have any teacher complaints regarding CARE this spring. As a result, CARE was not included in the current report. A similar situation existed regarding instructional aides. During the 1994-95 school year, we saw several instances of aides behaving badly towards students, and those episodes were reported. This past spring we did not find the same poor behaviors. The aides may not be any better on the whole, but we did not see or hear inappropriate behavior. Lacking any evidence in that regard, we did not review aide conduct in this report. On the other hand, information regarding the ongoing CDA training for the aides in the four-year-old program is pertinent and was reported.R E T N I MEMO OFFICE To: From: Subject: Date: Gene Horace Extended Day and Week June 28, 1996 Welcome Back!! I hope you had a wonderful time during your vacation. By the time you read this memo I will hopefully be in Colorado - far away from the incentive school report. Speaking of the incentive school report, there were some concerns that Ann had regarding the extended day and Saturday program sections. She felt that the findings needed more detail. I hope you dont mind, but I took the liberty of adding to the Saturday program findings based on some of her remarks and the data contained in the accompanying chart. Please feel free to make any changes to those findings as you see fit. I also tried to contact Sterling Ingram to ask some questions about the districts evailuation of both programs, but he was out of the office for the week. You might want to check with him to see if he might be able to help address Anns questions. Sorry to intrude on your post-vacation euphoria. Thanks for your help. E-S. Aon cAtjo nenl-ionecS, tuiJer drJ-\u0026lt; 1- .rccV 4hct oo oJrtenci.G.nc. i^oGcdcL. ba lo-b^e, Ticrn cd-iAerii-^c \u0026amp;\u0026gt;)\u0026gt;\u0026lt;. i'POprcha'irivc. Shs. tCC-G oE into +^-4 IccV X. b ppcrcM iINCENTIVE SCHOOLS MONITORING QUESTIONS THESE QUESTIONS WILL APPLY TO ALL FIVE SCHOOLS 1. INCENTIVE SCHOOL PROGRAM PARENTS COUNCIL. A. B. C. D. NAMES AND PHONE NUMBERS OF ALL MEMBERS BY SCHOOL. MINUTES OF MEETINGS INDICATING THE DATE AND LOCATION OF THE MEETING, WHICH MEMBERS ATTENDED AND SUBJECTS DISCUSSED. DATES AND TIMES COUNCIL MEMBERS REPORTED TO LRSD BOARD OF DIRECTORS AND THE JOSHUA INTERVENORS. WHAT SPECIFIC MONITORING ACTIVITIES HAVE TAKEN PLACE? 2 . DEVELOP AN INCENTIVE SCHOOL PLAN FOR EACH SCHOOL, A. B. HAS A PLAN BEEN DEVELOPED FOR EACH SCHOOL FOR THE 95-96 SCHOOL YEAR? WHO IS RESPONSIBLE FOR THE DEVELOPMENT AND IMPLEMENTATION OF THE PLAN? 3 . DEVELOP CURRICULUM SPECIFIC TO THE INCENTIVE SCHOOLS. A. HAS THERE BEEN AN UPDATED CURRICULUM FOR THE 95-96 SCHOOL YEAR? 4 . ENSURE THE AVAILABILITY OF ADEQUATE RESOURCES TO MAINTAIN ACADEMIC PROGRAMS. A. B. HOW MUCH MONEY IS BUDGETED TO UPDATE BOOKS, MATERIALS AND OTHER RESOURCES FOR THE INCENTIVE SCHOOLS? DISTRICT LEVEL AND SCHOOL LEVEL. WHAT SPECIFIC PLAN HAS BEEN DEVELOPED FOR THESE BUDGETS? WHAT IS CURRENT STATUS ON SPENDING TO FULFILL THIS PLANS? 5 . STAFF DEVELOPMENT ACTIVITIES. A. WHO IS RESPONSIBLE FOR THE DEVELOPMENT OF STAFF DEVELOPMENT PLANS FOR EACH INCENTIVE SCHOOL? HOW ARE PEOPLE SELECTED FOR STAFF DEVELOPMENT ACTIVITIES AT EACH SCHOOL? HOW MUCH MONEY HAS BEEN BUDGETED FOR INCENTIVE SCHOOL STAFF DEVELOPMENT? AT THE DISTRICT LEVEL AS WELL AS THE SCHOOL LEVEL? 6 . WRITING TO READ AND SCIENCE LABS. A. WHAT IS THE CURRENT STATUS AT EACH SCHOOL? HOW MANY CHILDREN ARE PARTICIPATING IN EACH PROGRAM AT EACH SCHOOL? WHO STAFFS THESE PROGRAMS AT EACH SCHOOL, BY NAME AND NUMBER OF HOURS PER DAY/PER WEEK. HOW IS THE7 . 8 . 9. 10 . PROGRESS OF EACH STUDENT MEASURED? FOREIGN LANGUAGE PROGRAMS. A. WHAT IS THE STATUS OF THIS PROGRAM AT EACH SCHOOL? HOW MANY STUDENTS ARE INVOLVED. HOW IS THE PROGRESS OF EACH STUDENT MEASURED? HAS A BUDGETING PLAN BEEN IMPLEMENTED TO DETERMINE HOW TO BEST SPEND THE MONEY? HOW MUCH MONEY IS BUDGETED TO MAINTAIN THIS PROGRAM? AT THE DISTRICT LEVEL AND THE SCHOOL LEVEL? EXTENDED DAY/WEEK PROGRAMS. A. B. WHAT IS THE STATUS OF THIS PROGRAM AT EACH SCHOOL? DO EACH OF THE SCHOOL PROVIDE A HOMEWORK CENTER? WHAT SPECIAL PROGRAMS ARE BEING OFFERED AT EACH SCHOOL? HOW MANY PEOPLE ARE INVOLVED IN EACH PROGRAM AT EACH SCHOOL? HAS A BUDGET PLAN BEEN DEVELOPED FOR EACH PROGRAM? HOW MUCH MONEY HAS BEEN BUDGETED FOR EACH PROGRAM? AT THE DISTRICT LEVEL AND THE SCHOOL LEVEL? HOW MANY STUDENTS PARTICIPATE IN EACH PROGRAM. WHAT PARENTAL INVOLVEMENT PROGRAMS ARE NOW FUNCTIONAL IN EACH SCHOOL? HOW M7\\NY PARENTS ARE INVOLVED ON A REGULAR BASIS? FIELD TRIPS. A. B. C. D. WHAT SPECIFIC FIELD TRIPS HAVE BEEN PLANNED FOR THE 1995-96 SCHOOL YEAR BY SCHOOL? WHAT EDUCATIONAL AND/OR CULTURAL EXPERIENCES ARE ANTICIPATED BY EACH FIELD TRIP? WHAT BUDGETING PLAN HAS BEEN DEVELOPED FOR FIELD TRIPS FOR EACH SCHOOL. HOW MUCH MONEY HAS BEEN BUDGETED FOR EACH AT THE DISTRICT LEVEL AS WELL AS THE SCHOOL LEVEL? WHO CO-ORDINATES THE FIELD TRIP PROGRAM AT EACH SCHOOL? HOW IS THE TRANSPORTATION EXPENSE HANDLED? INSTRUCTIONAL AIDES A. B. C. D. E. F. HOW MANY AIDES ARE LOCATED AT EACH SCHOOL? HOW MANY ARE FULL TIME? WHAT ARE THE QUALIFICATIONS OF EACH AIDE? WHO IS RESPONSIBLE FOR SUPERVISING EACH AIDE? IS THERE A PEER TUTORING PROGRAM WORKING AT EACH SCHOOL? HOW MANY STUDENTS ARE INVOLVED? HOW MUCH TIME DO THEY SPEND TUTORING? HOW MANY AIDES PER STUDENT ARE IN EACH SCHOOL? WHAT BUDGETING PLAN HAS BEEN WRITTEN FOR EACH SCHOOL TOG. IMPLEMENT THE STUDENT SUPPORT PROGRAMS? IE: INSTRUCTIONAL AIDE TRAINING,PEER TUTORING ETC. HOW MUCH MONEY IS BUDGETED FOR THESE PROGRAMS AT THE DISTRICT LEVEL AND THE SCHOOL LEVEL? 11. INCENTIVE AND RECOGNITION PROGRAMS A. WHAT PROGRAMS ARE ACTIVE IN EACH SCHOOL? HOW MANY STUDENTS ARE INVOLVED? WHAT GUIDELINES ARE USED TO DETERMINE HOW STUDENTS ARE SELECTED? WHO MAKES THE SELECTION? 12. STUDENT ACHIEVEMENT A. WHAT ARE THE RESULTS OF EACH STUDENT'S ACHIEVEMENT OVER HIS/HER ATTENDANCE IN EACH SCHOOL? HOW DOES THIS PERFORM7\\NCE MEASURE UP TO OTHERS IN SAME SCHOOL? AND OTHER INCENTIVE SCHOOLS. 13 . STAFFING A. USE ODM REPORTS. 14 . ATTITUDES/MORALE A. WHAT IS THE OVERALL FEELING OF STAFF, PARENTS, STUDENTS, AND COMMUNITY ABOUT EACH SCHOOL? AND WHY? 15 . TEACHER STIPENDS/INCENTIVES A. INCENTIVE SCHOOL TEACHERS WERE EXPECTED TO REPORT BACK TO WORK FIVE DAYS EARLIER FOR INSERVICE TRAINING? WHO RECEIVED THAT TRAINING? WHO DID NOT? ARE ANY PLANS BEING MADE TO PROVIDE TRAINING FOR THOSE THAT MISSED IT? WHAT PLAN WAS DEVELOPED TO BUDGET THE STIPENDS FOR EACH SCHOOL? HOW MUCH MONEY HAS BEEN BUDGETED BY THE DISTRICT AND THE SCHOOL? WHO CONTROLS THE SELECTION OF THE PERSON(S) TO RECEIVE A STIPEND? IS THERE AN ADDED CONTRACT BETWEEN THE DISTRICT AND THE INDIVIDUAL THAT SPELLS OUT THE TERMS SUCH AS THE AMOUNT OF MONEY TO BE PAID OUT, THE DURATION OF THE CONTRACT, RESULTS EXPECTED, ETC? WHAT IS THE PURPOSE OF THIS METHOD OF PROVIDING INCENTIVES? WHAT ARE THE RESULTS? 16. OTHER INCENTIVE SCHOOL ACADEMIC ACTIVITIES. A. HAVE ALL OF THE STUDENTS BEEN INVENTORIED IN THE LEARNING STYLES INVENTORY AT ALL SCHOOLS? HOW ARE THEY BEING USED BY THE CLASSROOM TEACHER?B. C. PARENT HOME STUDY GUIDES HAVE BEEN DEVELOPED AND ARE DISTRIBUTED? WHAT ARE THE RESULTS OF THESE HOME STUDY GUIDES? AND WHY? HAS A PARENT CENTER BEEN ESTABLISHED AT EACH SCHOOL? WHAT IS THE PURPOSE OF SUCH A CENTER? WHAT ARE THE RESULTS OF THE CENTER AT EACH SCHOOL? HOW DO YOU MEASURE THE RESULTS? 17. PARENT INVOLVEMENT. A. WHAT PROGRAMS ARE AVAILABLE AT EACH SCHOOL TO INVOLVE PARENTS? WHAT IS THE PURPOSE OF EACH PROGRAM? HOW ARE THE PROGRAMS TO BE MEASURED FOR EFFECTIVENESS? WHAT ARE THE RESULTS? AND WHY? 18. SOCIAL AWARENESS. A. WHAT PROGRAMS ARE BEING UTILIZED TO ALLOW EACH STUDENT TO GROW IN THEIR AWARENESS OF ACCEPTABLE BEHAVIOR AND THE ABILITY TO LIVE 7\\ND WORK WITH OTHER PEOPLE? HOW ARE THESE PROGRAMS MEASURED FOR EFFECTIVENESS? WHAT ARE THE RESULTS AND WHY? 19. SPECIFIC QUESTIONS ON BUDGETS A. FRANKLIN 1) . 1120-0110 REGULAR CERTIFICATED 2) . 3) . 4) . 5) . ACTUAL 94/95= BUDGET 95/96= $608,517 $512,101 20.00 FTE 18.00 FTE 1120-0117 STIPENDS ACTUAL 94/95= BUDGET 95/96= $24,731 $46,881 1120-0120 REGULAR NON-CERTIFICATED ACTUAL 94/95= BUDGET $94,180 $47,918 1120-0416 SUPPLIES-SUPPLY CENTER ACTUAL 94/95= BUDGET 95/96= $10,676 $24,064 1195-0120 REGULAR NON-CERTIFICATED ACTUAL 94/95= $84,195 BUDGET 95/96= $116,617 12.00 FTE 6.00 FTE 1.00 FTE 11.80 FTE 95 y6 = REGARDING THE INCREASE IN THE BUDGET FOR THE STIPENDS ANDTHE SUPPLIES, IS THERE A WRITTEN PLAN TO DEFINE WHERE AND HOW THIS MONEY WILL BE SPENT AND WHAT FOR? IN DETAIL? REGARDING THE REGULAR NON-CERTIFICATED BUDGETS FOR BOTH 1120 AND THE 1195 CODES. HOW MANY OF THESE ARE INSTRUCTIONAL AIDES AND HOW MANY ARE SUPERVISION AIDES? ARE THERE ENOUGH INSTRUCTIONAL AIDES TO MEET THE MINIMUM REQUIREMENTS BUDGETED? B. GARLiAND 1) . 1120-0117 STIPENDS ACTUAL 94/95= BUDGET 95/96= $40,734 $60,000 IS THERE A WRITTEN PLAN TO DESCRIBE IN DETAIL HOW, WHEN AND TO WHOM IS THIS AMOUNT OF MONEY GOING TO BE PAID? THE ENROLLMENT AT GARLAND FOR THIS CURRENT YEAR IS 255 STUDENTS INCLUDING THE FOUR YEAR OLD PROGRAM AND KINDERGARTEN. THIS IS JUST SLIGHTLY OVER $235 PER EACH STUDENT. C. MITCHELL 1) . 2) . 1120-0110 REGULAR CERTIFICATED ACTUAL 94/95= $405,164 BUDGET 95/96= $436,618 12.00 FTE 16.67 FTE 1120-0120 REGULAR NON-CERTIFICATED ACTUAL 94/95= BUDGET 95/96= $123,187 $ 94,919 18.60 FTE 10.50 FTE 1120-0311 INSTRUCTION SERVICES ACTUAL 94/95= $ 0 BUDGET 95/96= $ 13,791 1120-0331 PUPIL TRANSPORTATION ACTUAL 94/95= BUDGET 95/96= $ 19,328 3,750 1120-0410,-0416 SUPPLIES ACTUAL 94/95= BUDGET 95/96= $ 17,413 $ 25,206 THERE APPEARS TO BE SOME MAJOR SWINGS IN THE BUDGETS FOR THIS YEAR AND THE SPENDING OF THE PREVIOUS YEAR. IS THERE A WRITTEN PLAN WITH THE DETAILS TO SUPPORT THESE BUDGET ITEMS? ROCKEFELLER 3) . 4) . 5) . D) . $1). 1120-0117 STIPENDS AGTUAL 94/95= BUDGET 95/96= $ 71,219 $ 23,781 2) . 1120-0120 REGULAR NON-GERTIEIGATED AGTUAL 94/95= BUDGET 95/96= $173,108 $180,618 17.40 FTE 19.50 FTE APPEARS TO BE A SHIFT FROM THE FOUR YEAR OLD PROGRAM TO THE ELEMENTARY PROGRAM 3) . 1120-0331 PUPIL TRANSPORTATION AGTUAL 94/95= BUDGET 95/96=\n$ 31,723 $ 11,350 4) . 1120-0410/-0416 SUPPLIES AGTUAL 94/95= BUDGET 95/96= $ 40,344 $ 50,263 5) . 1195-0120 REGULAR NON-GERTIFIGATED AGTUAL 94/95= BUDGET 95/96= $ 23,474 $ 38,101 1.00 FTE 3.80 FTE ARE THERE WRITTEN DETAILED PLANS TO SUPPORT THESE BUDGETED NUMBERS? E. RIGHTSELL 1120-0110 REGULAR GERTIFIGATED AGTUAL 94/95= BUDGET 95/96= $346,684 $335,187 15.00 FTE 12.00 FTE 2) 1120-0117 STIPENDS AGTUAL 94/95= BUDGET 95/96= $ 39,054 $ 17,621 1120-0120 REGULAR NON-GERTIFIGATED AGTUAL 94/95= BUDGET 95/96= $ 62,046 $ 31,844 5.50 FTE 3.50 FTE 1) . 3) . 4) . 1120-0331 PUPIL TRANSPORTATION AGTUAL 94/95= $ 10,767 BUDGET 95/96= $ 13,1005) . 1120-0410/-0416 SUPPLIES ACTUAL 94/95= BUDGET 95/96= $ 18,763 $ 24,450 ARE THERE ANY WRITTEN DETAIL PLANS THAT SUPPORT THESE BUDGETED ITEMS?07/15/1996 15:05 501324' SI LFSD  STUE'ENT ASSISNM PAGE 02 : Tkihft, \\/l ~'/olunh^r /-/Burx. Sc/\\nl bP 5 'V UALR ScX\u0026lt;fli\nl tz-T Let t-iJ \u0026lt; 1 5Xc/U\u0026lt; Ce) H_ C?-\u0026lt;x{\u0026lt;A-C \"hj^v/Tl p/Vt e ij iCi^-z\\ ^S'A Fvfst CAtt^^h- bP\u0026lt;-'\\kUvA\n\u0026gt;C Om^p^^A ps^ P^\\ iaie7n\u0026lt;'^ D lAr^ U It s4 Fbl I ^h'is4( Alp Ha Phi Alph^ Xj//i 1 ^bek Pclice, zArSSC, A^pVxA. Alphp\\ fvvIvF^ Vo- T^cK I. PsK Ccv\u0026gt;^oAl SS =''-''\\07/15/1'396 15:05 5013'24:\n81 LRSD STUDENT ASSIGN RAGE 02 W5 111^.0^ UAIR Z'-f' Lc:\\ (\\cj^ leav'd FnJa ) SXc/Ix/' Ic^ 'Fi'v't^ L4/VlR Co IV'C ).. c/ ^c[ \"b\u0026gt;6tt2!l 'RDe''S SxfS-f E)/Tp-hs4 Pic-aHU/tcC W S ^sVzlL \u0026lt;. tAitcb.lL 31^.^'i) I \" f^C ps\u0026gt; Pb'^ fiieTHp- \n3 \u0026amp;dqA(f 30Ci.2i iAr\u0026gt; Fbl i.s4 Xw,/ia/-\\, I AiphA Ph\nAipP^ feVxck 'Poiice f AlpVxA. ^App-rv. AlpX^i f'O^^vc \\Jo ~ 'Te cL c, I .o The report contains lots of good work. Many of the subjects are covered very thoroughly and are well written. 1 really like what youve done to present a more longitudinal view of the districts progress, with attention to what weve found in previous years compared to what we see now. Wlien we do that, were getting to some of the things Orfield noted the district wasnt doing for itself. Were getting better, but some of the old syntax problems still crop up: for example, tense inconsistency, wordiness, using overuse of certain words (a pox on \"observed!\"), redundancies, some awlcward sentence construction. Dont overuse the semicolon, and also dont use it when a colon is really correct. Check with one of our punctuation guides to clarify. Wlien it makes sense, keep the format consistent from one years report to the next. Even style and wording in charts should remain the same as along as it still works. In the intro, keep the wording we worked out in the last staffing report on the July 10, 1992 Court Order on our 1992 report. Also, unless the order of the table of contents needs to be changed, maintain that from year to year. The role of the social workers and how effectively they are being used is not addressed in this report. We supported the fight to get them into these schools, and weve noted problems with their integration into the schools in past reports. Why are they essentially ignored in this report? Tills omission needs to be corrected. Weve also noted several problems the aides in the past, and have made recommendations about them. Last year we especially noted some problems at Mitchell. Yet the aides are mentioned primarily only in conjunction with whether or not they are present in their proper numbers. What gives? Fix it please. What happened to comments about CARE? Weve had quite a bit to say about that in the past, especially at Rockefeller, but this year it was completely ignored. Please add it. Keep the findings in the same order as the requirements that precede them. (See the first page in Programs and Operations for an example.) Some sections, notably parent involvement, are very brief and dont cover all the aspects of the requirements. Some provide a stark contrast to what was more thoroughly covered last year. Much will have to be fleshed out in this section. Also, especially in parent involvement, the recommendations cover aspects of district actions-or lack of action--that arent noted in the findings. Some parts of some requirements arent addressed in the findings. No part of a requirement should ever be ignored. In some places comments appear in the summary and conclusions that are not predicated by con'esponding information in the findings.Ive notated in the Programs and Operations section my concerns about the wording on the headings, and also about setting up an organization expectation through strict segmentation. Im not convinced that the way the summary and conclusions are done in the parent involvement section is going to work. The format only serves to highlight the skimpiness of certain subsections. Id go with strict narrative. Tense consistency remains a continuing problem, especially in some sections. Tlie word \"observed\" is overused ad nauseam, \"monitored.\" \"Incentive school\" is also overdone as is1994-95 INCENTIVE SCHOOLS MONITORING GUIDE Office of Desegregation Monitoring United States District Court Heritage West Building 201 East Markham Little Rock, Arkansas Ann S. Brown, Federal MonitorEnrollment  The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Discipline, Suspension, and Expulsion  Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27)  Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23)  Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175,184)  Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184)  Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23)  Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23)  Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Facilities  The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129)  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Programs and Operations  The four-year-old program uses High Scope or a comparable curriculum model and incorporates a parent component into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10)  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153)  Fresh, imaginative themes are established based upon each school's unique strengths. (ODM 1992 Report, pg. 20)  Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15)  Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156)  Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg-156)  Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)  The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4)  The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172,180)  The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) Page 2 The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25)  The extended day program, which is based on information gleaned from SEP'S, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Cumulative records document both host and guest school's participation in Saturday programs. (ODM 1992 Report, pg. 25)  Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179)  Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan. pp. 153, 176, 183\nODM 1992 Report, pg. 32)  Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186)  Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year, (ODM 1992 Report, pg. 32)  Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184)  The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) Parent and Community Involvement  A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208)  The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39)  The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management. Page 3 pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209)  Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39)  Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg- 38)  Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132)  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan. pp. 209-210)  The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38)  Require at least two or more home visits. (LRSD Plan, pp. 206, 211)  The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38)  Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157)  The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29)  The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211)  The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote Page 4neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151)  The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224,225)  The Biracial Committee will fiimish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225)  The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223)  Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)  The Biracial Committee's monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) Parent Recruitment  The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219)  Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57) Page 5 The district's recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan. pp. 215-216, 220-222)  Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216,222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29)  The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) Rockefeller Early Childhood Magnet School  The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan. pg. 12)  The early childhood program is an integral part of the whole school, not a separate or \"add-on' tl program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13)  The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12)  At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12)  The countys teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12)  Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Page 6 Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13)  The district allows students who attend the Rockefeller program for three-year-olds to continue on into the program for four-year-olds and the grades beyond. Siblings of students already in the early childhood program may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  Explore developing Rockefeller as a year-round, full-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Double Funding  Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdistrict. Plan, pg. 4)  The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg- 1) Page 71995-96 INCENTIVE SCHOOLS MONITORING GUIDE OFFICE OF DESEGREGATION MONITORING Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Ann S. Brown, Federal MonitorENROLLMENT  The incentive school program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) 1DISCIPLINE, SUSPENSION, and EXPULSION  Data related to student discipline is disaggregated and reviewed to address issues of racial disparity. (Interdis. Plan, pg. 27)  Discipline data is carefully collected and the discipline program closely monitored in order to make modifications that are indicated by formative as well as summative information. The district analyzes the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. The district identifies and emulates these factors and closely scrutinizes progress toward reducing the number of students suspended or expelled as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23)  Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175, 184)  Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184)  Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23)  Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23)  Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32)  Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) 2GUIDANCE AND COUNSELING  Social skills are taught, when appropriate, through the core instructional program. The total school staff\" serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)  The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180)  Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32)  Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184)  The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) 3FACILITIES  The district provides clean and safe facilities and makes all repairs fundamental to maintaining the incentive schools. (LRSD Plan, pg. 129)  All of the incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering. (ODM 1992 Report, pg. 43) 4PROGRAMS AND OPERATIONS  The four-year-old program uses High Scope or a comparable curriculum model, and a parent component is incorporated into the program. (LRSD Plan, pg. 152)  Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10)  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153)  Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15)  The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156)  Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg- 156)  The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4)  The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184)  The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) 5 The extended day program, which is based on information gleaned from SEP's, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Cumulative records document both host and guest schools participation in Saturday programs. (ODM 1992 Report, pg.25)  Saturday programs are developed to enhance learning. These programs include but arent limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) 6PARENT AND COMMUNITY INVOLVEMENT  A Parent Center in each school provides resources and materials which are recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208)  The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39)  The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209)  Parent training activities are documented by topic, time, and location along with the number of participants by race, gender, and the child's school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed. (ODM 1992 Report, pg. 39)  Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents race, gender, and the school their child attends. (ODM 1992 Report, pg 38)  Parent volunteer programs and school/business partnerships are developed and expanded. (LRSD Plan, pg. 132)  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210)  The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38)  At least two or more home visits are required. (LRSD Plan, pp. 206, 211)  The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38)  Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157)  The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) 7 The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211)  The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151)  The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225)  The Biracial Committee furnishes copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) prepares quarterly reports that summarize all monitoring visits. The superintendent shares the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225)  The Biracial Advisory Committee, with the advice of marketing and advertising experts, serves as the steering committee for incentive school recruitment. The committee reviews bimonthly recruitment reports from the desegregation office, evaluates the program quarterly, and recommends needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223)  Before July 1 of each year, the district convenes a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee consists of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)  The Biracial Committee's monitoring instrument includes a recruitment assessment. (ODM 1992 Report, pg. 5) 8PARENT RECRUITMENT  The district informs the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district distributes highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219)  Recruitment is an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57)  The district's recruitment strategies include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school establishes a speakers bureau and helps the district develop a brochure highlighting their school. Meetings are held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222)  Parent recruiters focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29)  The LRSD maintains a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well thought-out, interrelated process\npresents a firm timetable in its recruitment plan and strictly adheres to it\ndevelops a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincreases the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) 9ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL  The Rockefeller Early Childhood Magnet Program is available to children from six weeks to four years of age. The program serves as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12)  The early childhood program is an integral part of the whole school, not a separate or \"add-on\" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13)  The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12)  At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12)  The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12)  Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12)  Rockefeller's early childhood education policies are evaluated in terms of their impact on desegregation and educational goals. The parent committee on early childhood education evaluates policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13)  The district allows students who attend the Rockefeller three-year-old program to continue on into the four-year-old program and the grades beyond. Siblings of early childhood students may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  The district will explore developing Rockefeller as a year-round, full-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) 10FINANCE AND BUDGETING The district ensures that those who are responsible for managing programs and budgets have a working knowledge of the process and are completely involved in it throughout the year. (October 1994 Court Order, pg. 5) 111995-96 INCENTIVE SCHOOLS MONITORING GUIDE OFFICE OF DESEGREGATION MONITORING Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Ann S. Brown, Federal MonitorENROLLMENT The incentive school program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) 1DISCIPLINE, SUSPENSION, and EXPULSION ' Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27) Carefiilly collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative^s well as summative, information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled,as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, ^5, 184) Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) '* Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23) Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. /77 186) 2GUIDANCE AND COUNSELING Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157) The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180) Study skills training enhances skills in test taking, listening, and studying. Test taking skills are being taught and students practice test taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32)  Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184) The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) 3FACILmES The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering. (ODM 1992 Report, pg. 43) 4PROGRAMS AND OPERATIONS The four-year-old program uses High Scope or a comparable curriculum model and a parent component is incorporated into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10) The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153) * Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153, ODM 1992 Report, pg. 15)  The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg, 156) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg- 156) The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4) The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) 5The extended day program, which is based on information gleaned from SEP's, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest schools participation in Saturday programs. (ODM 1992 Report, pg.25)  Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) 6PARENT AND COMMUNITY INVOLVEMENT A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39)  The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209)  Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Participant's feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed. (ODM 1992 Report, pg. 39)  Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) ' Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132)  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210) The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38) Require at least two or more home visits. (LRSD Plan, pp. 206, 211) \" The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38) ' Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) 7The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30) Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211) The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38) A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213) The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151) The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) \u0026lt; The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225) The Biracial Committee's monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) 8PARENT RECRUITMENT The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57)  The district's recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PT A groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222)  Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) 9ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12) The early childhood program is an integral part of the whole school, not a separate or \"add-on\" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13) The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12) At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12) The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12) Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13) The district allows students who attend the Rockefeller three-year-old program to continue on into the four-year-old program and the grades beyond. Siblings of early childhood students may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  Explore developing Rockefeller as a year-round, lull-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) 10OFFICE OF DESEGREGATION MONITORING Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 1993-94 INCENTIVE SCHOOL MONITORING GUIDE Monitors GuideSIX YEAR ENROLLMENT COMPARISON School 88-89 89-90 90-91 91-92 92-93 93-94 FramMio Elwn Stack 364 343 428 352 300 Whto 28 72 S9 71 SO 40 Olh\u0026amp;f 12 S: 8 8 Garland Elem Ish Elem CIftsad after 1992*93 school yaf. Mitchell Elem Rij^ttsell E)etn: Rockefeller Elem Stephane Bem Tolaf\n% Qk Black White Other Total % BIk Black White Other Total % BIk Black White Other Total % BIk Blade White Other Total %Sik Black White Other Total % BIk Slack: White Other Total %Slk: 442 94 276 23 299 92 178 19 197 i90 220 41 261 84 196 45 241 81 255 45 300 85 227 8 233 97 448 507 8^ 345 81 83 84 88 87 268 211 262 233 181 15 18 15 17 3 2 11 2 6 21 285 240 279 256 205 94 88 94 91 88 157 142 188 182 7 4\n5 0 3 0 164 146 200 187 96 97 94 9 220 133 285 232 215 19 24 27 28 12 0 0 0 4 3 239 207 312 264 230 92 88 91 88 93 194 191 282 2391 184 16 a 92 215 33 2 250 86 226 0 :1i 226 100 1 6 4 iil! 1935 99 HI 289 ill 240 189 195 71 5 271 72 190 12 0 202 94 98 96 97 282 250 240 116 104 93 5 7 7 403 361 340 70 69 71 235 202 141 9 7' 3 1 0 245 209 98 97 in 145 97 Grand Total Black White 1,766 207 1,643 162 1,455 189 1,962 253 1,690 220 1,261 155 Other 0 18 26 20 27 38 Total % BIk 1,973 90 1,823 90 1,670 87 2,235 88 1,937 87 1,454 87 The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated.  Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools.STAFFING The selection and support of quality staff members will be critical factors in the success of incentive schools. Carefully planned staff-selection criteria and procedures will provide the quality personnel capable of successfully attaining the goals and implementing the programs and curriculum of these schools. (LRSD Plan, pg. 190) Progress is being made toward racially balancing both the certified and non-certified staff. (ODM 1992 Report, pg. 6) Position Black 1992-93 White Total % Black M F M F Siafh Certified Non-certified Total Percent jE^sssroom Teachers: Early Childhood Primary Intermediate Total Percent  Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features. In order to focus on racially balanced staffing, the district must have distinct goals, explicitly defined objectives, coordinated strategies, timetables, and benchmarks against which to measure progress. Without a comprehensive but specific plan for hitting its targets, the district will achieve racially balanced staffs only by happenstance. Although many aspects of staffing are beyond the control of administrators and their best laid plans, they can nevertheless make many useful assumptions and forecasts based on such factors as past staff turnover patterns and anticipated retirements.  Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the schools staffing committee. Although the LRSD must hire new staff and relocate some employees each year, the districts current practice of personnel assignments to the incentive schools is counterproductive to establishing a high quality school staff through a rigorous screening process. No employee should be assigned to an incentive school without first having been informed of the strong commitment and specific responsibilities required of staff at that school. Nor should staff be assigned to an incentive school unless they have been screened and recommended by the building staffing committee and principal. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators, and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruiting quality staff, and determines hiring procedures. (LRSD Plan, pg. 190) A staffing needs assessment process determines staff selection based upon the needs and interests of the student population. Factors to be considered include the number of students per grade level, their race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs. (LRSD Plan, pg. 190) The district must staff the schools in accordance with equitably meeting the identified needs of the staff and students in a particular school, making decisions regarding plan-recommended staff positions based on criteria linked to a current needs assessment of the individual school. The district is required to determine the need for alternative classrooms and establish them where necessary. (May 1992 Order, pp. 41-42)  Institute staffing needs assessment as an annual process in the incentive schools. The assessment process for determining staffing needs in the incentive schools should be more than a perfunctory exercise in complying with the letter of the desegregation plan. A well designed and conducted needs assessment is an excellent means of determining how best to serve incentive school students while meeting the districts need for fiscal responsibility. Annually assessing the staffing needs in each incentive school will allow the district to stay abreast of the changing needs of each incentive schools population, help indicate the progress made on a comprehensive long-range strategic plan, and support general budgeting processes.  Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data. Whatever specific form it takes, the assessment should be a user-fnendly document that guides the staffing committee to certain logical conclusions based on the evidence generated by the assessment document. Data alone does not automatically show a certain need. The key is whether the needs assessors can translate \"data\" into 'information\" that suggests the level of need for certain specific positions.  Train principals and staffing committees in procedures for effectively assessing staffing needs. Training before initiating the staffing needs assessment can mean the difference between task success and failure. Training should include at least the purpose of the assessment process, types of data to be gathered, an orientation to the assessment instrument itself, introducing materials and people available to help in the process, and a \"walk-through\" of the process that includes how to analyze, correlate, and report the results. Involve the LRSD Human Resources Department as an integral part of the assessment process. Given the experience and expertise that should be resident in the districts Hiunan Resources Department (HR), that staff should be involved in the needs assessment process. Ultimately, it is Human Resources that will develop job descriptions and coordinate recruitment and hiring for positions identified by the needs assessment process. Involving HR on the \"front end\" should help ensure smooth continuity of the entire staffing process. Full-time positions recommended in the desegregation plan include classroom teachers, counselor, media specialist, music, art, P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, and assistant principal. (LRSD Plan, pg, 191) The district uses a current needs assessment of each school to determine the plan-recommended positions that should be filled, whether additional or different positions may be needed, and the need for alternative classrooms. (May 1992 Order, pp. 41-42) Each school has an appropriate number of instructional aides, based on a ratio of two aides to three classrooms if no kindergarten through sixth grade class has more than 20 students, or a one- to-one aide-to-classroom ratio if any classroom, K though six, has more than 20 students. (May 1992 Order, pg. 34)  Develop specific, comprehensive job descriptions for instructional and supervision aides. Each incentive school is unique in its expectations of the aides who serve in the building. Written job descriptions will help delineate specific job responsibilities. A clear understanding of job responsibilities will enhance the working relationships between teachers and aides, as well as provide the basis for performance evaluations and developing growth plans.  Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques. The training should be pre-service, so aides begin the year well-prepared and confident, as well as ongoing throughout the school year so aides knowledge can expand along with the awareness they gain from their day-to-day experiences. Tailor the training to the district needs of the instructional aides and supervision aides so that both their common and individual job responsibilities and challenges are addressed.  Provide teacher inservice training in the effective use of instructional aides that includes team-building activities for teacher and aide teams. The district must not assume that the act of pairing teachers and aides automatically produces an effective instructional team. Guided team-building activities give teachers and aides an opportunity to discover more about each other, identify and workout areas of potential conflict, and develop mutual understandings. Furthermore, training will familiarize teachers with the appropriate role of the instructional aide so teachers can determine the most effective ways in which their classroom assistants can foster a positive learning environment.TEST DATA The parties shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable school than on others. (Interdis. Plan, pg. 6)DISCIPLINE, SUSPENSION, and EXPULSION School Short-term Suspensions Black White Long-term Suspensions Black White Expulsions Sont-Homes Black White Black White M F M F M F M F M F M F M F M F Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27) Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative as well as summative information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23) Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23) Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23)  Make an effort to pair aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team.  Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics that include behavior management techniques and other subjects that will contribute to the aides effectiveness. Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32)GIFTED AND TALENTED ENROLLMENT The district devotes special attention to identifying and placing in gifted and talented programs black students and students from low and middle socio-economic levels. (LRSD Plan, pg. 58) Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes. (ODM 1992 Report, pg. 18) Black White School Total % Black M F M F Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens  Increase the amount of time the gifted and talented program specialists spend in the incentive schools so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program.FACILITIES The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129)  Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet.  Repaint the interior of Ish, if the school remains open. The spot-painting completed during the summer of 1992 improved the appearance of the building, but the walls need a complete paint job.  Repair or replace the leaky roof in Mitchells reading room.  Replace the loose floor tiles in Mitchells hallway.  Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell.  Repair the floor and wall in Rightsell classroom 3-B, and then replace any damaged carpet.  Take steps to correct the remaining drainage problems at Rightsell, including relocation of any downspout draining toward the foundation.  Make sure all incentive school principals are aware that district funds are available to improve landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings. All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering. (ODM 1992 Report, pg. 43)PROGRAMS AND OPERATIONS The incentive school program promotes and ensures academic excellence in schools that have been difficult to desegregate. The incentive school program compensates the victims of segregation and serves as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. (LRSD Plan, pg. 149) A comprehensive long-range strategic plan has been developed for implementation of the incentive school program. (ODM 1992 Report, pg. 20) Each district will make a quarterly report to the Office of Desegregation Monitoring. (Interdis. Plan, pg. 6) The four-year-old program uses High Scope or a comparable curriculum model and a parent component is incorporated into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10) The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program.  Increase the involvement of area colleges and universities by naming active higher education representatives to the task force. Reading and oral expression are infused throughout all curriculum areas. (LRSD Plan, pg. 152) Reading comprehension and reading for meaning are stressed at every grade level. (ODM 1992 Report, pg. 32)  Base staff development activities on areas of demonstrated need. Some teachers may need more training than others in a given area in order to succeed. Now that the new curriculum has been in place for a full school year, principals should be able to determine which teachers need additional assistance.  Utilize Teacher Assistance Plans (TAP) for those teachers who need the help available through the TAP approach. Teachers who are unable to effectively deliver instruction in any curricular area should get immediate help\nassistance should not be reserved for those in imminent danger of dismissal.  Encourage principals and assistant principals to attend subject area inservice meetings so they, too, are well informed and understand the new curriculum. Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153)Each school as a program specialist to support the thematic emphasis. (May 1992 Order, pg. 41) Fresh imaginative themes are established based upon each schools unique strengths. (ODM 1992 Report, pg. 20)  Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year.  Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily or permanently deviate from a particular plan provision.  Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences.  Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the districts programs. Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15) The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156)  Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom.  Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures. Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  Capitalize on the districts resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program. For some years, the LRSD has maintained a very popular and successful elementary international studies program at Gibbs Magnet School. At every grade level, foreign language instruction is an integral part of this schools program. Administrators and program developers should tap the cumulative expertise of the Gibbs staff to assist the incentive schools. Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program.  Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum. The Spanish teachers can develop daily 10 minute lessons to help classroom teachers reinforce the Spanish instruction provided by the foreign language teacher. The minilessons could also include activities centered on cultural materials.  Increase the amount and improve the quality of Spanish language materials available in each school. Once foreign language teachers are employed, they should be able to work with the districts Foreign Language Supervisor and the IRC Incentive School Specialist to acquire a variety of Spanish language materials, including computer software. The quality and quantity of foreign language materials available to schools has increased dramatically in recent years, so the district should have little difficulty locating many fine resources to enhance Spanish instruction. Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153) The district uses Computer Managed Instructional Technology (CMIT) to track student progress. (LRSD Plan, pg. 153) The district uses computer-generated criterion referenced tests for student assessment. (LRSD Plan, pg. 154)  Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993-94 school year. The district has had a year to pilot the program and work out some of the bugs. Administrators should be able to design an effective training program and support system that can help each school use the new technology for the purpose intended in the desegregation plan. The school emphasizes a classics reading program and uses the basal reader to augment the classics. (LRSD Plan, pg. 154) Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those wifti disabilities. (LRSD Plan, pg. 156)  Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum.Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)  Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourager can be so important to a childs development that every student who needs or wants a mentor should have one.  Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors. New school volunteer recruits are usually highly motivated to help children and want to get \"on the job\" right away without having to wait a lengthy period for a formal group training. Volunteers should not have to delay their service any longer than is absolutely necessary in order to receive training and orientation. Having on-site training available can expedite the period between volunteer sign-up and getting to work. However, because adequate training is so vitally important to the quality of a program and school volunteers success in meaningfully helping children and teachers, under no circumstances should the scope and quality of volunteer training be compromised or circumvented for the sake of expediency. Any job worth doing for kids is worth doing well, and volunteer jobs are no exception. The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4)  Abandon the practice of limiting three- and four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school busses. The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180)  Treat and teach career skills development as an integral part of school life. School personnel should consistently point out relationships between all school activities and the world of work. They must also stay informed of changing job markets and have up-to-date labor market information so they can give their students the best possible instruction. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180)Extended year is a continuation of the regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest schools participation in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179)  Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it.  Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend.  Seek broad-based input from incentive school staff, parents, and students to leam what course offerings or other program features make summer school most appealing to prospective participants.  Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and then act decisively upon what the evaluation reveals.  Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit.  Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed.  Consider implementing the recommendations made by the extended year administrative staff in the districts summary report.  Encourage partnered schools to develop some joint projects and co-activities so students will leam how to plan, organize, and cooperate on activities that they develop. Shared ventures could help increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects. Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety. The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) The extended day program, which is based on information gleaned from SEPs, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play.  Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. Its developmentally and emotionally healthy for students to participate in wholesome activities just for fun. Compacts provide students access to community support programs, such as volunteers and preprofessionals from colleges and universities, and assistance from social agencies. (LRSD Plan, pp. 175, 183) Students have access to a wide spectrum of community-based programs. (ODM 1992 Report, pg- 39)  Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training.  Allow principals to contact and select pre-professionals from institutions of higher education when the opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesnt make sense for a good opportunity to get lost in bureaucratic wastelands.  Expand contacts with and widen access to the variety of community-based programs designed to support children and families. Study skills training enhances skills in test taking, listening, and studying. Test taking skills are being taught and students practice test taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32)  Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish to transfer elsewhere, they are not necessarily unfit or incompetent\nthey may simply not be suited for the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there.  Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each students learning path and to help determine the effect of the variables these profiles record. Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184) The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) The school collaborates with the Arkansas Department of Human Services (DHS) and Department of Health. (ODM 1992 Report, pg. 27)  Make sure that each incentive school has a full-time certified guidance counselor on staff throughout the school year.  Decide each incentive schools need for a social worker, then staff accordingly.  Require incentive school counselors to meet as a group on a regular basis. Such meetings will provide an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers.PARENT AND COMMUNITY INVOLVEMENT The district will establish an incentive school parent program to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include\ndesigning and administrating a needs assessment to determine community interests and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and mentorships between parents and teachers. (LRSD Plan, pp. 178, 189, 206, 207)  Assign a district employee the responsibility for fully developing and implementing the plan requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria.  Follow up to provide appropriate assistance to survey respondents who have expressed interest in receiving specialized help from the district, such as obtaining their GED.  Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Center, as a means for providing education opportunities for parents. A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the childs school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed. (ODM 1992 Report, pg. 39)  Evaluate the parent workshops offered to determine if they are meeting the plans goal of helping incentive school parents understand and carry out school expectations.  Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly. Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PT A meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210) The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38) Home and school communication is evident at each incentive school. Parents attend school activities and monthly school meetings and serve as volunteers. The staff formulates early indicators and early intervention programs using alert and success cards to update parents on their childs needs and achievements. Parents have access to the school through identified transportation pick-up points within the school community. (LRSD Plan, pp. 174, 176, 183, 184, 188, 206, 210-211) Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents race, gender, and the school their child attends. (ODM 1992 Report, pg. 38)School 1993-94 Volunteers Hours BM BF WM WF Unidentified Total Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens TOTAL Parents are asked to sign all homework assignments on a daily basis. (LRSD Plan, pp. 174, 183, 210) Mechanisms are established at each school to ensure that parents regularly sign homework. (ODM 1992 Report, pg. 38) Require at least two or more home visits. (LRSD Plan, pp. 206, 211) The staff documents the number and date of visits to each students home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38) School 1993-94 Home Visits Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens TOTAL Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, guardian, or other), and a brief description of the results of the contact or any other pertinent information.  Train incentive school principals and staff to serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement.  Develop transportation policies and procedures, ensiuing that principals are aware of this service, know how to identify parents transportation needs, and understand how to arrange for it to support parent participation where needed. Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211) The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  Provide parents with current school year contracts to sign when they register their children in the incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that the either the school, the district, or both dont place much value on the contracts or parent commitments. A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator cant be expected to carry out their responsibilities effectively.  Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made.  Develop job descriptions for the speakers bureau and key communicators that clearly identify the job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job. The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151) Create job descriptions for council members that clearly identify the districts expectations of the council, membership responsibilities, and the amount of service time involved.  Outline the councils organizational structure and its working and reporting relationship to the school board, district administrators, the incentive schools, and other monitoring entities.  Provide a comprehensive orientation for the council at the beginning of each school year so all members will understand their role, district policies and procedures, communication channels, and what district resources and support are available.  Develop and cany out a specific plan for meeting council obligations that includes goals and objectives, tasks, timelines, persons responsible, and evaluation criteria that address the councils desegregation plan obligations.  Develop a monitoring instrument for council use that conelates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its legal obligations.  Help the council develop monitoring and reporting procedures, guidelines, and schedules that provide members clear direction for their monitoring tasks.  Coordinate monitoring activities with other internal monitoring groups including the district biracial committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of time and other resources. The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)PARENT RECRUITMENT The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57) The districts recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222) The LRSD will establish a speakers bureau to target parents of four-year-olds\nidentify a database of four-year-old white residents within Pulaski County by July 1991 for targeted marketing\nand develop a method of identifying and making systematic contact with parents of newborns and children up to three years of age. (Marketing Plan, pp. 8, 10, 11) Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222) All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) The LRSD will\nestablish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) The LRSD Incentive School Marketing Plan includes the following strategies: implementing a tracking system\nprioritizing target audiences\nholding promotional training sessions at each incentive school\nand developing an open house program. Additional strategies include developing an annual communications program to highlight staff and student achievements\ncreating a communications process between each school and the district to encourage systematic input of newsworthy events\nand pre-testing communication materials prior to production. (Marketing Plan, pp. 5-7, 9, 12, 14, 15-17, 18) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) The Biracial Committees monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) Evaluate the means parent recruiters are using to inform the community about the incentive schools hotline, then analyze the findings to determine more effective ways to heighten awareness of this service. For example, district recruiters could distribute the hotline number to patrons as part of presentations about the incentive schools. The number could be featured in television and radio public service announcements\nit could also be placed in brochures or other printed materials to inform parents of the hotline service.  Ensure that prospective parents receive information about the incentive schools by expanding the target audience. Parents and their children are the primary customers of the districts services, so the LRSD must ensure that its message about the incentive schools is reaching the potential consumers. One way recruiters could expand their targeting efforts is by making presentations about the incentive schools to groups that include parents, such as neighborhood associations, churches, civic and social organizations, and the districts Partners in Education.  Assign specific district employees the responsibility and accoimtability for fully developing and implementing all the districts recruitment obligations identified in the desegregation plans, marketing plan, and court orders. The district must demonstrate its commitment to the incentive schools by identifying specific individuals who are responsible for incentive school recruitment, and adjusting job descriptions as necessary to reflect the duties required of these employees. Further, the district should hold these employees strictly accoimtable for implementing recruitment strategies for the incentive schools.  Develop a system to ensure that employees responsible for incentive school recruitment receive all monitoring reports and court orders that deal with the incentive schools. Before employees can be held accountable for the districts legal obligations, workers must know what they are. Employees working with incomplete or outdated information will not be able to do the thorough job that is necessary for successfully desegregating the schools.  Establish parent recruitment teams in each incentive school, staffing the teams according to qualifications and job descriptions that clearly state the team charge, the districts expectations, qualifications (such as skills, experience, or school affiliation), the amount of time involved, and the precise duties anticipated.  Implement an orientation and training schedule for the recruitment teams that utilizes the skills and expertise of parents and district personnel who have a track record of successfully promoting desegregation. The district will be wise to capitalize on the inhouse expertise that abounds in the experiences of parents and employees who have learned what works. These veterans can give suggestions, guidance, and support to others.  Utilize up-to-date enrollment and school capacity data to develop a plan to target specific schools and neighborhoods for recruitment to the incentive schools.The voluntary transfer aspect of the desegregation plan is a strong ally in promoting school racial balance if the district will capitalize on this feature of their plan. For example, parent recruiters and school recruitment teams can target westside schools with high white enrollment, acquainting parents with the featiu'es of the incentive schools that offer special advantages and conveniences for downtown workers who commute from the western areas. Schools having a high percentage of white enrollment, like Otter Creek or Terry for example, could be the focus of a neighborhood blitz.  Survey white parents in LRSD and PCSSD to find out what features they consider when selecting a school and what would prompt them to request a desegregation transfer to an incentive school for their children.  Develop a comprehensive and detailed annual recruitment plan for each incentive school. This plan should reflect each schools individual needs while also capitalizing on the schools strengths. It should take into account districtwide enrollment distribution and survey feedback from parents on what prompts them to choose a certain school for their children. It should include all the districts legal recruitment obligations\nspecify goals, objectives, and timelines\nidentify persons responsible for each step of implementation\nand delineate evaluation criteria. For example, because the best salesperson for any school is a satisfied parent, the district could focus its recruitment strategy on the parent recruitment teams in each building. Then, each team could work with the district to develop a plan that includes the districts legal obligations along with areas of interdistrict collaboration. These teams, along with the biracial committee, could regularly evaluate the effectiveness of the recruitment.  Annually identify specific recruitment goals for each incentive school and regularly track the headway made toward each goal. Each year recruiters ne\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_1139","title":"Little Rock School District Planning, Research and Evaluation: Extended Program Evaluations","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1995/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning","Educational statistics","School improvement programs","Student assistance programs"],"dcterms_title":["Little Rock School District Planning, Research and Evaluation: Extended Program Evaluations"],"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/1139"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["218 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n{r!cei\" ~ J / 1. - IZ - fr' ~o,-A LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION EXTENDED PROGRAM EVALUATIONS 1995-96 ()D,M eo,\nve. a i)CC . I 2 I I (ff? 5 I LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION EXTENDED PROGRAM EVALUATIONS 1995-96 Program Name EXTENDED PROGRAM EVALUATIONS (Alphabetical Order) Academic Progress Incentive Grant Academic Support Program Alternative Learning Center Booker Arts Magnet Carver Math/Science Magnet Central International Studies Communications Services Dunbar International Studies Four-Year Old/City Wide Early Childhood Gibbs International Studies Henderson Health Sciences Magnet Human Resources Mann Science/Arts Magnet McClellan Community McClellan Business/Communications New Futures (Teaming) Parkview Science/Arts Magnet Transportation (Special Education) Vocational Education Williams Magnet Program Name: Administrative Summary APIG/Focused Activities Implementation Plan 1995-96 Program Description and History From 1991-1994: The Academic Incentive Grant Program was intended to provide funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disproportionality in academic achievement among groups formed on the basis of race, gender, and economic status. Each area school would be able to apply for a total of $75,000 over a three-year period. This amount would be issued to the schools in increments of $25,000 each year, and the carryover of funds would be permitted. Area schools may receive funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disparities in academic achievement among groups formed on the basis of race, gender, and economic status. Teachers, building administrators and patrons would participate in the development of the local school proposal. Grant proposals should avoid additional personnel costs to the extent possible. The District would not assume responsibility for continuing costs that occur after the expiration of the funding period. Approval Criteria: A panel reviewed all applications according to the following: (1) A detailed and wellplanned proposal\n(2) appropriate goals and objects\n(3) We/I-documented need\n(4) innovativeness\n(5) potential for replicability\n(6) realistic budget\n(7) quality of evaluation\n(8) ability to continue after grant period ends\n(9) documentation of teacher, administrator, and patron involvement during proposal development\nand, (10) use of volunteers and/or collaborative efforts with businesses, outside organizations, etc. Focused Activities - Each area school could have a fundamentally sound and strong basic education program. Each area school would also have the option of developing focused activities (which may center around a theme) after appropriate community and parental involvement. All focused activities must promote the desegregation objectives ordered by the court. The elementary area schools (Non-incentive and non-interdistrict) received an annual allocation for implementing the focused activities for the school year. The purpose of the focused activities was threefold: (1) to promote the school as a \"community of learning\" among parents, staff and students\n(2) to provide enrichment opportunities at the building level\n(3) to ensure equitable opportunities for participation in the elementary area schools. The focused activities of each area school would be integrated into the core curriculum or reflected in the school's environment and day-today activities. The academic performance of area school students would indicate achievement gained partially as a result of enrichment experiences provided by the core program and enrichment 'activities. Area school students would participate in ongoing, 1 meaningful enrichment activities that complement and extend the core curricular activities. All area schools would be viewed by the community as providing equitable and excellent educational programs. A business case on APIG/Focused Activities was submitted to the Little Rock School District Board of Directors and approved on April 12, 1995. (The recommendation in the business case stated that the Little Rock School District will redirect its effort to provide equitable opportunities to elementary area schools by eliminating the grant writing process and providing additional funds through annual appropriations in each area schools' operating budget. Annually each elementary area school would be funded $20 per student as of the October 1 enrollment. Funds could be allocated at the beginning of the new school year and adjustments will be made after enrollments are verified later in the year. The goals of APIG, Focused Activities, Extended COE and the Desegregation Plan have been combined in such a manner that the spirit and intent of the two grant proposals are maintained.) (Area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curriculum. The regular operating budget in twenty-three (23) area elementary schools will be supplemented with an allocation of $20 per student.) Recommendations: Continue to give Area Schools the opportunity to enrich their programs with the twenty dollar per student allocation in their budget. The process has only been in place for one year. 2 II I I I I I I I I ADMINISTRATIVE SUMMARY PROGRAM NAME: Academic Support Program PROGRAM DESCRIPI'ION: The purpose of the Academic Support Program is to provide support for participating students in grades one through twelve in the areas of reading, language arts, and mathematics. The program reinforces and enhances the academic achievement of these targeted students. The support is provided by certified reading specialists and English and mathematics teachers in the regular classroom, in additional classes, and in labs. All of the District's remediation programs are part of the Academic Support Program. All such programs are located at the individual school sites, except the Metropolitan VocationalTechnical Education Center. The Academic support Program offers a variety of options to individual schools for providing accelerated reading/language arts and mathematics learning experiences for students identified through a process using multiple criteria. The program is characterized by providing either direct or indirect services to identified students through additional classes, smaller class sizes, or in-class assistance at the secondary level and in-class assistance or limited pull out at the elementary level. The Language Arts Plus and Math Plus Programs are intended to reinforce regular instruction exclusively and to focus on specific student deficits. The Plus Programs add an enrichment class to schedules of targeted students. This concept utilizes . the services of regular English and mathematics teachers in whose classes the targeted students are enrolled. The Language Arts Plus and Math Plus teachers teach up to four regular periods and during the remaining periods provide tutorial and accelerated learning experiences for all academic support students enrolled in each of their regular classes. Average class size is not to exceed 15 students per period in the teachers' plus class periods. The Language Arts Plus Program approach reduces the number of separate reading classes and the number of language arts students per teacher. The Math Plus Program approach also provides a reduced number of math students per teacher. RECOMMENDATIONS: Recommendation 1 It is recommended that all schools be directed to follow the model as it is written. Administrative entities should work together to insure adequate inservicing of principals and registrars so that program design is clearly understood. Administrative Summary Page 2 Recommendation 2 It is recommended that the instructional supervisors have a greater role in program design, program implementation, and related staff development and technical assistance. The academic Support Program is designed to complement the instructional efforts of the district's language arts and mathematics departments. To maintain the integrity of these efforts makes it imperative that program supervisors exercise increased involvement in the Academic Support Program. Recommendation 3 It is recommended that the district investigate more cost efficient alternatives to the current Academic Support Program at the secondary level. On a short term basis, Math Plus at the tenth grade level can be eliminated. These students are a rather homogeneous group since all failed Algebra I in junior high school. Senior high school Algebra I teachers should utilize instructional strategies appropriate for strengthening algebra concepts. Similar alternatives should be explored for reading/language arts. The district should explore consolidating resources at lower grade levels by eliminating services at the secondary level.  I I  I ACADEMIC SUPPORT MODIFIED PROGRAM EVALUATION Evaluation Focus What follows is a modified program evaluation of the Little Rock School District Academic Support Program intended to address specific concerns at the secondary level. The current Academic Support Program was designed and implemented following a 1992 court order, in which the district was directed to redesign its support system for students with learning needs in the areas of reading/language arts and mathematics. The current concerns about the Academic Support Program have to do with perceived departures, Jrticularly at the secondary level, from the program design. Such departures may endanger the integrity of the Academic Support Program, by violating the goals of the desegregation plan with regards to student achievement and by failing to fully serve students who should be targeted in appropriate ways. Specifically, this program evaluation has been conducted to address questions about implementation of the program, administration of the program, and future funding of the program at the secondary level. In this context it has been necessary to modify the District's evaluation format in order to limit the focus of the analysis process to these three specific concerns. Therefore, the evaluation does not attempt to address the full scope of the current Academic Support Program. Secondary Program Description Purpose The purpose of the Academic Support Program is to provide support for participating students in the areas of reading, language arts, and mathematics. The program reinforces and enhances the ,icademic achievement of these targeted students. The support is provided by English, reading, and mathematics teachers in additional classes. Scope and Content All of the District's remediation programs are part of the Academic Support Program. All such programs are located at the individual school sites, except the Metropolitan Vocational-Technical Education Center. The Academic Support Program offers a variety of options to the individual schools for providing accelerated reading/language arts and mathematics learning experiences for students identified through a process using multiple criteria. The program is characterized by providing services to identified students through additional classes at the secondary level. Secondary Academic Support Pro~arn Secondary schools implement the Academic Support Program according to one of the following possible approaches: APPROACH ONE For students identified with severe reading problems, a reading class is available in five of the junior high schools to assist them in mastering fundamental reading skills and to stimulate their interest in reading. APPROACH TWO NIA APPROACH THREE The Language Arts Plus and Math Plus Programs are intended to reinforce regular instruction exclusively and to focus on specific student deficits. The Plus Programs add an enrichment class to schedules of targeted students. This concept utilizes the services of regular English and mathematics teachers in whose classes the targeted students are enrolled. The Language Arts Plus and Math Plus teachers teach up to four regular periods and during the remaining periods provide tutorial and accelerated learning experiences for all academic support students enrolled in each of their regular classes. Average class size is not to exceed 15 students per period in the teachers' plus class periods. The Language Arts Plus Program approach reduces the number of ~ eparate reading classes and the number of language arts students per teacher. The Math Plus Program approach also provides a reduced number of math students per teacher. EXTENDED SERVICES-SECONDARY To support and extend learning opportunities for targeted students, the academic team concept is supplemented by making available to these students before-school, at lunch, and after-school instructional services. Additionally, some sites may schedule periodic extended weeks in order to provide a practice and review session on Saturdays. Principals may use flexible scheduling of staff to provide some of their extended day services. The implementation of academic support programs may vary from school to school in design. However, the following common critical elements are evident in every program: instructional strategies including higher order thinking skills, close observance of time on task, use of the District's approved curriculum with appropriate materials and resources, a positive school climate that includes conveying high expectations for all students, parent involvement designed to assure a collaborative partnership between parents and school, problem analysis consisting of collecting, analyzing and disaggregating student data, and monitoring/evaluation. Yew staff members participate in development activities that assist them in use of curriculum guides as well as appropriate staff development activities for targeted students. 2     I I I Participants/Beneficiaries Target students are initially identified from the student population scoring in the lower quartile on the annual student assessment. Multiple criteria, including student grades, teacher recommendations, and student records are used to select students from the eligible population to participate in the Academic Support Program. Program Goal The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstream setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Specific objectives have been developed in order to accomplish the program goal. One of the objectives is to identify and serve students who are at-risk in language arts and mathematics. In '.):-der to meet this objective at the secondary level, several assumptions are made: 1) funding will be available for program activities 2) schools will implement the approved reading and language arts/math plus model 3) students will be identified and selected in a timely manner for the program using multiple criteria 4) staff development will be provided for teachers participating in the program 5) appropriate records will be kept on students to measure progress and meet federal and/or state regulations 6) instruction, evidence of learning, and record keeping will be monitored on a regular basis Evaluation The limited evaluation will address three aspects of the Academic Support Program: l) degree of implementation at the secondary school level during the 1995-96 school year 2) administrative coordination 3) external funding 3 Evaluation Criteria The evaluation criteria for the modified program evaluation for the Academic Support Program consists of: I) the extent to which the secondary schools are implementing the reading and language arts/math plus model. Data about the number of students served at each school compared to those eligible, the number of students in each reading language arts plus and math plus class, and the number of students who aren't in their regular language arts or mathematics teacher's plus class. 2) a listing of major program activities with a time line and the person(s) who initiated/implemented the activity. This listing will illustrate current administrative control of the Academic Support Program. 3) a description of program components and the cost of each component for the 1995-96 school year. Evaluation Results Evaluation results reflect data gathered from several sources. These data have been compiled and analyzed and yield the following results, presented in correspondence with the previously stated aspects. Aspect I Degree of Implementation at the Secondary School Level During the 1995-96 School Year Each secondary school (all junior and senior high schools) was surveyed to determine the total number of Language Arts Plus and Math Plus classes, the total number of students enrolled in each class, and the total number of students enrolled in the classes who are not being served by their regular English and/or math teachers. The surveys produced the following results: Among the eight junior high schools, there are 37 Language Arts Plus classes and 42 Math Plus classes. The total number of students enrolled in the Language Arts Plus classes is 352. Of these students, 27 are not served by their own English teacher. The total number of students enrolled in the Math Plus classes is 437. Of these students, 80 are not served by their own math teacher. Table A and Table B Among the five senior high schools, there are 36 Language Arts Plus classes and 9 Math Plus classes. The total number of students enrolled in the Language Arts Plus classes is 343. Of these students, 95 are not served by their own English teacher. The total number of students enrolled in the Math Plus classes is 72. Of these students, 2 are not being served by their own math teacher. 4 I I I TABLE A LANGUAGE ARTS PLUS ENROLLMENT SCHOOL TEACHER PERIOD ENROLLMENT # MISPLACED STUDENTS Fair High Hall 6th 12 3 Fair High Gray 6th 7 Fair High Peters 5th 15 2 Fair High Pickering 1st 8 8 Fair High Earleywine 4th 7 Fair High Thompson 6th 11 8 McClellan High B. Gray 6th 11 McClellan High McDonald 1st 8 McClellan High Tatum 1st 6 McClellan High Jones 2nd 8 4 McClellan High Hawkins 4th 6 McClellan High Paul 4th 9 UcClellan High D. Gray 3rd 8 Parkview High Henry 3rd 7 2 Parkview High Kready 3rd 12 3 Parkview High Bailey 6th 7 Parkview High Rague 3rd 16 Cloverdale Jr. Burnette 6th 9 Cloverdale Jr. VanPelt 1st 11 Mabelvale Jr. Credit-Banston 3rd 8 Mabelvale Jr. Lee 5th 6 Mabelvale Jr. Hastings 4th 5 Mabelvale Jr. Price 6th 2 Mabelvale Jr. Toledo 7th 9 Mabelvale Jr. Wolfe 1st 7 Mann Jr. Bell 7th 12 Mann Jr. Gamer 1st 11 Mann Jr. Davis 4th 7 Mann Jr. Davis 5th 9 Southwest Jr. Smithson 7th 14 Southwest Jr. McCuien 2nd 14 l-:r,ntral High Paxton 5th 8 Central High Hammons 3rd 14 Central High Nash 5th 14 Central High Sain 1st 13 Central High Prewit 1st 9 9 Central High Prewit 2nd 8 8 Central High Prewit 3rd 13 13 Central High Prewit 4th 12 12 Central High Prewit 6th 10 10 5 SCHOOL TEACHER Dunbar Jr. Rizzardi Dunbar Jr. McLeroy Dunbar Jr. Richardson Dunbar Jr. Richardson Dunbar Jr. Richardson Dunbar Jr. Mundy I\n1mbar Jr. Mundy Dunbar Jr. M. Smith Dunbar Jr. M. Smith Dunbar Jr. Flynn Pulaski Hts. Jr. Bodenhamer Pulaski Hts. Jr. Sparling Pulaski Hts. Jr. Ross Hall High Milloway Hall High Easter Hall High Hawkins Hall High Carter Hall High Runshang Hall High Gage Hall High Norman Hall High Walton Hall High McKinnon Hall High Maddison Henderson Jr. Williams Henderson Jr. Williams Henderson Jr. Olsen Henderson Jr. Olsen Henderson Jr. Palmer Henderson Jr. Williamson Henderson Jr. Key Henderson Jr. Key Forest Hts. Jr. McCree Forest Hts. Jr. McCree Total Jr. High Classes 37 Total Sr. High Classes 36 *Estimated from average PERIOD ENROLLMENT # MISPLACED STUDENTS 1st 9 2nd 11 2nd 7 4th 7 5th 9 1st 9 6th 9 I st 12 5th 8 6th 11 2nd 8 6th 11 4th 12 1st 7 3rd 9 2nd 14 5th 10 6th 5 3rd 5 2nd 5 4th 11 1st 5 1st 13 13 5th 10 6th 9 5th 10 6th 11 3rd 15 2nd 8 1st 7 7th 8 3rd 14 +14 5th 13 +13 Total Jr. High Enrollment 352 Total Sr High Enrollment 343 Average Enrollment 9.5 + 11 of McCree's 27 students have her periodically as a team teacher\n16 don't have her at all. 6 I I I I II I I TABLEB MATH PLUS ENROLLMENT SCHOOL TEACHER PERIOD ENROLLMENT #MISPLACED STUDENTS Central High Carr 1st 4 Central High Schlesinger 1st 8 Central High Schlesinger 3rd 8 1 Fair High Eskola 2nd 8 Fair High Feldman 3rd 13 1 Hall High Daniell 4th 4 Hall High Thompson 5th 9 McClellan High Larkin 2nd 10 McClellan High Larkin 6th 8 Dunbar Jr. Robinson (8th) 6th 9 Dunbar Jr. Flanigan (7th) 7th 8 Dunbar Jr. Newton (7th) 5th 8 Dunbar Jr. Cowell (8th) 2nd 8 Forest Hts. Jr. Gray (7th) 6th 7 7* Forest Hts. Jr. Gray (7th) 7th 7 7* Forest Hts. Jr. Nichols (8th) 1st 10 10* Forest Hts. Jr. Nichols (8th) 2nd 8 8* Henderson Jr. Burkepile (7th) 4th 7 Henderson Jr. Burkepile (8th) 5th 10 Henderson Jr. Grant (7th) 3rd 11 Henderson Jr. Grant (7th) 6th 6 H~nderson Jr. Thompson (8th) 7th 14 Henderson Jr. Ellington (7th) 1st 14 Henderson Jr. Slater (8th) 2nd 15 Mabelvale Jr. Lindberg (7th) 3rd 8 Mabelvale Jr. Dunbar (7th) 7th 11 Mabelvale Jr. Clark (8th) 7th 15 Mabelvale Jr. Webb (8th) 1st 10 Pulaski Hts. Jr. Allmon (7th) 1st 13 1 Pulaski Hts. Jr. Allmon (7th) 5th 11 ~ Pulaski Hts. Jr. Drake (8th) 2nd 11 Pulaski Hts. Jr. Drake (8th) 3rd 13 Southwest Jr. Ezell (7th) 2nd 9 Southwest Jr. Ezell (7th) 3rd 11 Southwest Jr. Kline (8th) 4th 10 Southwest Jr. Morgan (8th) 4th 12 7 SCHOOL Southwest Jr. Mann Jr. Mann Jr. Mann Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. ....C. loverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Total Jr. High 73 Total Sr. High 51 TEACHER Tidmore (7th) Moore (8th) McSwain (7th) Levin (8th) Benson (7th) Skidgel (8th) Skidgel (8th) Gately (7th) Gately (8th) Gately (7th) Reedy (7th) Reedy (7th) Klais (8th) Klais (8th) Klais (8th) Parkview- No Math Plus Classes PERIOD ENROLLMENT #MISPLACED STUDENTS 3rd 16 5th 15 6th 8 4th 15 7th 9 2nd 4 I 4th 14 2 4th 6 3 5th 10 10 6th 12 9 1st 11 2 4th 7 3rd 12 7 6th 10 4 7th 12 9 Total Jr. High 383 Total Sr. High 493 Average Enrollment 9.8  All Forest Heights Math Plus students are scheduled with a part-time \"team teacher.\" 8 At the secondary level, there are a total of 73 Language Arts Plus classes with a total enrollment of 695 students. The average class size is 9 .5 students. TABLEC \"ELIGIBLE\" versus \"SERVED\" LANGUAGE ARTS PLUS STUDENTS *POPULATION POPULATION PERCENTAGE SCHOOL ELIGIBLE SERVED SERVED CLOVERDALE 159 20 12.5% DUNBAR 144 92 63.9% FOREST HEIGHTS 140 27 19.0% HENDERSON 165 78 47.3% MABELVALE 122 37 30.3% MANN 98 39 39.8% PULASKI HEIGHTS 142 31 21.8% SOUTHWEST 146 28 19.2% CENTRAL 446 101 22.6% FAIR 304 60 19.7% HALL 317 84 26.5% McCLELLAN 296 56 18.9% PARKVIEW 134 42 31.3% TOTAL 2613 69S 27.0% *Includes grades 7-12. There are a total of 51 Math Plus classes with a total enrollment of 509 students. The average Math Plus class size is 9.8 students. TABLED \"ELIGIBLE\" versus \"SERVED\" MATH PLUS STUDENTS  *POPULATION SCHOOL ELIGIBLE CLOVERDALE 164 DUNBAR 124 FOREST HEIGHTS 136 HENDERSON 146 MABELVALE 104 MANN 82 PULASKI HEIGHTS 143 SOUTHWEST 136 CENTRAL 279 FAIR 161 HALL 137 M.::CLELLAN 154 PARKVIEW 63 TOTAL 1824 *Includes grades 7, 8 and 10. POPULATION SERVED 107 33 32 77 44 38 48 58 20 21 13 18 0 S09 9 PERCENTAGE SERVED 62.2% 26.6% 23.5% 52.7% 42.3% 46.3% 32.4% 42.6% . 7.2% 13 .0% 9.5% 11.7% 0.0% 28.0% {, The total number of students at the secondary level being served during the 1995-96 school year is 1,204. Of that total secondary student population tested, using the SAT-8, during the spring of 1995 4,299 fell below the 36th NCE, which is the cut-off for Academic Support Program service eligibility. 3,095 more students are eligible for service than are actually being served. Aspect 2 Administrative Coordination A review of the Academic Support Program activities reveals that there are 32 specific events which must be compiled for full implementation to occur. There are a number of specific events that may be categorized into 7 specific function categories. These ?function categories correspond to duties assigned to the following district entities: Federal Programs, R.~ading/Language Arts Department, Mathematics Department, Assistant Superintendent of Secondary Schools, and building-level principals. A number of the events require coordination of functions by two or more district entities in order to ensure that the events are fully completed. Table E, Table F and Table G. Academic Support language arts plus and math plus administration is presented in detail in Table G. Primary tasks are listed in five major categories: application preparation, student selection process, monitoring, personnel and evaluation. Each tasks shows a start and finish date and the name of the person or persons responsible for its completion. There are remaining coordinating functions that must be reconciled between Table F and Table G. 10 TABLEE TITLE I EVENTS - CROSS REFERENCED BY FUNCTION PROGRAM EVENT -J)e\nvelop program proposal Submit proposal for approval/funding Disseminate recommendation forms Share program information Conduct pre-identification process Draft student schedules Review SA T-8 results Identify pool of students Select students to be served Develop master schedule Schedule students in classes Notify parents Develop schedules for teachers Keep program records Monitor program implementation Deliver program Evaluate program / assess needs Reconcile funding and program proposal Provide technical assistance to teachers Provide technical assistance to supervisors Provide technical assistance to principals ui\u0026gt;velop model choices/curriculum/materials Select program staff Determine staff roles Provide staff development Keep abreast of state/federal regulations Serve as a liaison with state and federal officials Advise LRSD Program Supervisors on changes, etc. Monitor program to ensure funding integrity Document funding integrity Manage program budget Coordinate audits MO - Monitoring (Regulatory/Compliance) BM - Budget Management SD - Staff Development PD - Program Design MO X X X X X X X X X 11 BM SD PD EV TA X X X X X X X X X X X X X X X X X X X X X X X X X X X X X EV - Evaluation TA - Technical Assistance IM - Implementation X X X X X X X X X X X X X IM X X X X X X X X X X X ? .A 1.-- La_ TABLEF CRITICAL EVENTS RECOMMENDED ADMINISTRATIVE COORDINATION EVENT -l)c,velop program proposal Submit proposal for approval/funding Disseminate recommendation forms Share program information Conduct pre-identification process Draft student schedules Review SAT-8 results Identify pool of students Select students to be served Develop master schedule Schedule students in classes Notify parents Develop schedules for teachers Keep program records Monitor program implementation Deliver program Evaluate program/assess needs Reconcile funding and program proposal Provide technical assistance to teachers Provide technical ~sistance to supervisors Provide technical assistance to principals uc\u0026gt;velop model choices/curriculum/materials \u0026gt;- ~elect program staff Determine staff roles Provide staff development Keep abreast of state/federal regulations Serve as a liaison with state and federal officials Advise LRSD Program Supervisors on changes, etc. Monitor program to ensure funding integrity Document funding integrity Coordinate audits FP LA/MA - Federal Programs - Language Arts and Mathematics Departments - Principals COORDINATION PROVIDED BY LA/MA,FP FP LA/MA LA/MA,FP LA/MA PR LA/MA,PR PR PR PR,AS PR PR PR, LA/MA FP, PR, LA/MA LA/MA, PR, FP, AS PR LA/MA, FP, PR, AS FP LA/MA FP LA/MA,FP LA/MA PR, LA/MA, AS LA/MA LA/MA FP, LA/MA, AS FP FP FP FP FP PR AS - Assistant Superintendent for Secondary Schools 12 TABLE G LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT - LANGUAGE ARTS PLUS/MA TH PLUS FY95-96 ID N1m ,i\n.-hedu\"\"' \"fun Sc.,.,.uled Finish Resource Names 1 ~~PUc,t,.T{Qtt ~l~BAIIQN 2/1/96 5/24/96 Adams/Promm Manager ' 2 Procram Description 4/24/95 5/l/95 Adams/Prlnclpal/Glascow/Parker l Budcet Summary 6/17/96 6/28/96 Adams/Hllhollen 4 Submit Project to Board 7/5/96 7/11/96 Superintendent/ Adams 5 Submit to ADE 7/25/96 8/15/96 ADAMS 6 STUDENT SELECTION PROCESS 11/1/94 7/5/95 ADAMS 7 Modify Dau lnstnimenu 11/15/94 1/l/95 Adams/Glascow/Parker 8 lnservlce Counselon 2/7/95 2/7/95 Adams/Glascow/Parker 9 Selection Deslcn l/1/95 l/10/95 Adams/Pro,ram Hanacer 10 Adoption Process l/10/95 l/ll/95 Adams/Glascow/Parker 11 Distribute Student Analysis 4/l/95 4/7/95 Adams/Suff FY95-96 13 LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT - LANGUAGE ARTS PLUS/MA TH PLUS FY95-96 ilme esource ilmes t2 Administer Student Anillysls Tuchen 1] Collect DilUI 4/17/95 4/18/95 PrfnclPill 14 Score Student Anillysls 4/20/95 4/28/95 Adilms/Surf 15 Develop Milster List 5/8/95 5/15/95 Adilms/Glils1ow/Pi1r1ter 16 Collect Sunford-Elsht Scores 5/5/95 6/5/95 Adilms/)ilclcson/Buson/Rumns 17 Collect Tucher Recommendiltlon Forms 5/5/95 6/5/95 Glils1ow/Pi1r1ter 18 Submit Forms To Office of Federal Prosrams 6/6/95 6/9/95 Gli111ow/Pi1r1ter 19 Composite Scores 6/1/95 6/16/95 Adilms/Pro,rilm Hilnil\u0026amp;er 20 Select Needy Studenu 6/19/95 6/21/95 Adilms/Pro,rilm Hilniller 21 Aademlc Performance level 6/26/95 7/5/95 Chapter 1 ll Rei. Tuchen/Glils1ow/Pi1r1ter MONITORING 7/1/94 8/JQ/95 AlMMS FY95-96 14 TARI I-\" G LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT LANGUAGE ARTS PLUS/MA TH PLUS FY95-96 ID Name llidllNIUl\"41 :uart icneau1ea finish ltesource Names 2J COMPLIANCE: student selectlon, student PEP, parent 7/1/94 8/J0/95 Adams/Prosram Hana1er/Spedallsts authoriutlon, staff collabontlon, parent Involvement, student sndes, student attendance, student behavior, pupil/teacher ratio 24 PROGRAM PROGRESS: prosress or lack of prosress, stares 9/1/94 6/4/95 Adams/Glas1ow/Parker/Prosram of Improvement, recommendatlon(s), follow-up Hana1er/Spedallsts 25 Honltorin1 Reports To Office of Federal Prosrams-BlHonthly 10/12/94 6/1/95 Glas1ow/Parker/Prosram Hana1er/Speclallsts 26 STAFF DEVELOPMENT: pre-school or orientation workshops, 8/22/95 5/12/96 ADAMS/GLASGOW/PARKER/SPECIALISTS contlnulnr and periodic lnservlce, specialized technlcal assistance, new personnel lnservlce, review of evalmtlon with school staff 27 Rudln1 8/15/95 6/4/96 Parker/Speclallsts 28 Rudln1/unrua1e Arts Plus 8/15/95 11/14/95 Adams/Speclallsts/ Adams 29 Classroom Teachers Instructional Practices 8/22/95 11/13/95 Parker/Spedallsu JO Mathematics 8/22/95 6/J/96 Glasrow/Speclallsts JI Classroom Tuchen Instructional Practices 8/22/95 11/13/95 Glasrow/Speclallsts J2 Hath Plus 8/15/95 11/14/95 Glas1ow/Speclallsts ll PERSONNEL: CHAPTER I /TITLE 7/3/95 6/28/96 ADAMS I/COMPENSATORY EDUCATION FY95-96 14 JS 16 17 ]8 19 40 41 41 44 LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT - LANGUAGE ARTS PLUS/MATH PLUS FY95-96 ame Job Vaancy Announcement Appllatlon on FIie Interview Vaancy Document Vaancy Document Copy to Office of Federal Proarams Personnel Roster: Chainres, Replacemenu, Corrections Reconcile Compensaitory Eduatlon Personnel Vaancy List to Personnel Office COMPENSATORY EDUCATION EVALUATION Compensaitory Eduatlon/Chaipter 1 Information Management Program Summatlve Data FY95-96 16 7/l/95 7/3/95 7/l/95 7/3/95 7/l/95 4/l/95 4/l/95 5/JL25 8/22/94 10/20/94 6/l/96 Robinson/ Adams 6/l/96 Prlnclpal/Glasrow/Parker 6/l/96 Prlnclpal/ Adams/Hurley 6/l/96 Hurley 6/l/96 Adams/Mllhollen/Hurley 4/3/95 Adams/Hurley 5/1/95 ADAMS 6/30/25 ADAMS 6/15/95 Adams/Bates 6/15/95 Prorram Manager/Adams TABLE G LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT LANGUAGE ARTS PLUS/MA TH PLUS FY95-96 IP Name :l(nl!\u0026lt;IUI .... :uart :1cneau1ea t1nun llesource Names 45 StanfordElcht Reports 5/16/95 6/1/95 Jackson/Beason/Conley 46 Impact Summary 6/1/95 6/15/95 Proaram Mauser/Adams 47 Sustained Gains 6/1/95 6/15/95 Pro,rahl Mana,er/Adams 48 Sustained Growth 6/1/95 6/15/95 Pro,nm Mauser/Adams 49 Two Year Student Study 6/1/95 6/15/95 Proaram Mana1er/Adams FY95-96 Aspect 3 External Funding Students may receive supplemental assistance in a reading class or language arts plus class as is shown in Table H. In 1995 $665,200 was the expenditure in reading only from Title I funds. In addition, $247,816 was the expenditure for language arts plus classes funded by Compensatory Education. Math plus expenditures were $290,221. Combined costs from both funding sources was $1,203,257. In 1996, reading and language arts is funded only by Title I and math is funded only by Compensatory Education. The difference in expenditure levels between 1995 and 1996 is j\n~72,860. The decrease in funding resulted in a decrease in FTEs, as well, between FY95 and FY96. For the Language Arts Plus and reading the net decrease was 16 FTEs over the 2-year period, while for Math Plus the decrease in FTEs between FY95 and FY96 totaled 4.8 FTE's. If continuing to serve 30 per cent of the identified students in a plus class environment remains the norm, funding levels for these classes must remain at $700,000. (State Compensatory funding of $250,00 will not be awarded in FY97. In addition, Title I funding could be reduced by 10 percent in FY97.) Also, provisions must be made for salary increases and benefits. TABLEH ACADEMIC SUPPORT SECONDARY SCHOOL FUNDING SOURCE BUDGET FUNDING SOURCE FY9S FrEs FY96 FrEs TITLE I READING/LANGUAGE ARTS $665,220 19.2 $510,128 11.0 READ-ONLY READ/LAP MATH -0- -0- -0- -0- COMPED. 32 TEACHERS READ/LAP $247,816 7.8 (2 READ TEACH.) 44 MA TH TEACHERS $290,221 10.4 $185,989 5.6 TOTAL SI,203,2S7 37.4 $696,117 16.6 NOTE: Sr. High schools/Pulaski Heights Jr. High not eligible FY96. 18 Obstacles to Goal Attainment 0:: .\nacles to goal attainment are indicated by relationship to the three aspects which are the focus o: : 1is evaluation. The obstacles are as follows: i. .. Degree to implementation at the secondary level during the 1995-96 school year  Lack of staff development component for inservicing principals and registrars on bow to schedule students and classes.  Inconsistency in use of placement forms and multiple criteria to determine eligible student population.  Inconsistency in adherence to written Academic Support Program description.  Lack of involvement in program design and management at instructional supervisor level. ')) Administrative coordination  Lack of consistent communication among administrative entities: Assistant Superintendent of Secondary Schools, Director ofF~deral Programs, Director of Reading/Language Arts, Director of Mathematics/Science, and Building . Principals.  Lack of clear delineation of roles and duties among all administrative entities.  Inconsistency in interpretation of Academic Support Program design.  Inconsistency in program implementation from site to site. 3) External funding  Decrease in federal and state controlled funding.  Lack of clear communication of how different program components are funded: which teachers are paid with what funds?  Lack of clear understanding of what funds are available for materials, supplies, staff development, and technical assistance.  Lack of clear communication on state and federal regulations, laws, and guidelines. 19 II Recommendations Recommendation 1 It is recommended that all schools be directed to follow the model as it is written. The administrative entities should work together to insure adequate inservicing of principals and registrars so that program design is clearly understood by everyone. The current Academic Support Program was written to comply with a 1992 court order. The program description is very specific with regard to school implementation possibilities. Recommendation 2 It is recommended that the instructional supervisors have a greater role in program design, program implementation, and related staff development and technical assistance. The Academic Support Program is designed to complement the instructional efforts of the district's language arts and mathematics departments. To maintain the integrity of these efforts makes it imperative that the program supervisors exercise increased involvement in the Academic Support Program . .Recommendation 3 It is recommended that the district investigate more cost efficient alternatives to the current Academic Support Program at the secondary level. On a short -term basis, Math Plus at the tenth grade level can be eliminated. These students are a rather homogeneous group since all failed Algebra I in junior high school. Senior high school Algebra I teachers can utilize instructional strategies appropriate for strengthening algebra concepts. Similar alternatives should be explored for reading and language arts. The District should explore consolidating resources at lower grade levels by reducing or eliminating services at the secondary level. 20 Addendum To The Extended Evaluation For Alternative Leamini Center Program being evaluated: In-School Suspension, Alternative Learning Center: Curriculum Offering, Attendance Patterns/Rates, and Behavior Modification Procedures. Data collection: Area Classification Objective 1: Number of repons from office file. Support Objective 2: Evaluation of daily sign-in logs and attendance Jog held in office attendance file. Support Objective 3: Evaluation of the information made available for review by visiting monitors. Filed in office bookcase. Desegregation Objective 4: Evaluation of the Alternati'.'e learning Center Mission Package, intake conferences, counseling, orientation program, individualized lesson plans, In-School Detention, In-School Suspension, activity clubs, and field trips. Curriculum Objective 5: Evaluation of disaggegated enrollment data immediately after each enrollment change. Filed as \"ALC- ROLL\". Desegregation Objective 6: Evaluation of behavior modification sanction log book filed in principal's office.  Desegregation Objectin 2.: Evaluation of curriculum offerings filed with the Arkansas Department of Education through Forest Heights Junior High School. Evaluation of grades filed for each student by the alternative school faculty. Information maintained in the office files. Curriculum Alternative Learning Center Extended Program Evaluation Revised: l l /10/95 Primary Leader: Dr. Anderson, Assistant Superintendent Secondary Leader: Dr. Marshaleck, Principal Chair: Dr. Anderson, Assistant Superintendent Program Name: In-School Suspension Partial Specific Areas of Study: (Operation of Alternative Education Center) 1.) Curriculum Offered 2.) Attendance Patterns/Rates 3.) Behavior Modification Procedures J I.RSD - J\\I.C - EXf-l'ROI WPS Purpose Alternative Learning Center Extended Program Evaluation Program Description School Operations includes the total integrated learning experiences which meet the academic, social, and developmental needs of all LRSD students in a desegregated educational setting. Central office staff and principals of the schools collaborate to ensure quality educational program planning for all students with the support of staff, parents, and the larger community. Scope and Content The Alternative Leaming Center provides learning experiences for students of the district's junior high schools who have demonstrated continued lack of success in the regular classroom setting after educational and behavior modification strategies have been applied. Students are offered a full academic load with smaller classroom settings and individualized lessons. Assessment and testing during orientation offer each teacher tools to modify classroom strategies to include the learning styles of each student. Attendance is stressed by providing door-to-door bus service for each student. Behavior modification programs are included to motivate students to become successful. Participants/Beneficiaries All students of the district's junior high school are eligible to be considered for placement into the alternative school setting. The Hearing Officer, principals, counselors, parents, or students may make application through the District Alternative Screening Committee. Students, who continue to be unsuccessful at the regular school setting in spite of modifications made by each junior high school's staff, may be assigned to the alternative school for another chance. Causes for lack of success at the regular school setting may include: lack of attendance, inattention, misbehavior, social stresses, personality conflicts, or other academic needs. One classroom of special education self-contained services is also provided. The remaining students of each junior high school benefit by having disruptions and distractions, caused by unsuccessful students, reduced. Principals and teachers may concentrate on academic strategies in the classroom instead of interruptions from misbehaving unsuccess students. When alternative school students, who become successful, are returned to the regular school setting classroom disruptions should be reduced. LRSD  ALC  EXT-PRO I. WPS Pase. 2 Program Goal The intent of the school operations goal is to provide equitable educational opportunities for all students in the LRSD. Specific objectives have been developed in order to specify what is to be accomplished to implement the program goal. 1. Provide communications with recommending junior high schools, advisory board, alternative faculty, and C'entral office supervisors at least once each month. 2. Maintain student attendance rates above seventy-five percent. 3. Maintain availability of information for desegregation monitoring. 4. Develop school-based objectives, discipline policy, and behavior modification program. 5. Provide statistical information on race, gender, grades, awards, discipline, and schedules at least once each month.  6. Maintain records of counseling interventions, parent involvement, and due-process procedures for behavior modification. 7. Provide curriculum offerings to assist alternative students to become successful and continue progress toward passing to the next grade level. Evaluation Criteria 1. Evaluate the number of reports submitted to the district's junior high schools, central office supervisors, alternative school advisory board members, and alternative school faculty. 2. Review of attendance rosters. 3. Maintain alternative school pro-file handbook. 4. Review of school-based objectives, discipline policies, and behavior modification procedures. 5. Review statistical information on race and gender for roll, grades, awards, discipline, and other areas. 6. Evaluate the number of reports of counseling interventions, parent involvement, and due-process procedures. LRSD - ALC - EXr-PROI.WPS 7. Evaluate curriculum offerings. Evaluation Results Objective 1: Reports to the district's junior high schools, central office supervisors, alternative school advisory board members, and alternative school faculty have been completed and submitted nine times in the first twelve weeks. Reports have been submitted an average of three per month well in excess of once each month. Discussion: Objective has been met. The Student Assignment Office, Communication Office, and Special Education Office has been added to the distribution list. Objective 2: Attendance rates for the first twelve weeks are as follows:  Attendance days= Number of days in attendance for all students during a week. Attendance Average Days in Days* Attendance Roll .. Percent Week 60 12 12 Week 1: 100% 5 65 13 13 Week 2: 100% 5 57 14 16 Week 3: 87.5% 4 71 14 19 Week 4: 73.6% .. 5 79 16 19 Week 5: 84.2% 5 80 20 26 Week 6: 76.9% 4 151 30 33 Week 7: 90.9% 5 175 35 39 Week 8: 89.7% 5 139 35 42 Week 9: 83.3% 4 224 45 50 Week 10: 90% 5 139 46 50 Week 11: 92% 3 226 45 50 Week 12: 90% 5 ** All weeks except week four were well above the seventy-five percent goal. Last year the average at the alternative school was fifty to sixty percent. Discussion: Several student were assigned to the alternative setting due to poor attendance at the regular school. School buses pick up each student at his/her home. Buses are returned for students when necessary. Parents are called each day when a student is absent. We have one student who presently has 100% attendance since the first day of this school year. Object has been met. I.RSI) - 1\\1.C - l:XT-J\u0026gt;ROI WJ\u0026gt;S Objective 3: Three ring binder library was established to maintain all information available for desegration monitors or other evaluators. The binders include: 1. Alternative Leaming Center Advisory Board 2. Court Referrals Book 3. Discipline Log Book 4. Evaluation Reports Book 5. Extended Evaluation Book 6. Federal Programs Book 7. Funding Information Book 8. Serious Incident Reports Book 9. Leave/Absentee Book 10. Office ofDesegration Monitoring Book 11 . Office File Book 12. PROFILE 13. Program Budget Document 14. Safety and Security Book 15. Special Education Book 16. Substitute Book 17. Vacancy Lists Book 18. Visitor's Sign-in Book 19. V.I.P. Sign-in Book Discussion: All information needed to evaluate the effectiveness of the alternative program is maintained in an immediate access system. Objective met. Objective 4: School~based mission, objectives, discipline policies, and behavior modification are published in the Alternative Learning Center Mission Package. Other behavior modification procedures include: 1. Extensive one-on-one parent-student-principal intake conferences are required prior to enrollment. Each intake conference includes development of academic and behavior modification plans, completing a contract, and establishing requirements for success at the alternative school. 2. Parent-student-counselor intake conferences are held with each entering student to refine modification plans, assess individual needs, and provide guidance for success while at the alternative school. 3. A three day orientation (transition) program is required prior to attending regular classes at the alternative school. During orientation students are evaluated, assessed, and tested to determine placement in each class and underlying factors such as learning styles and needs. In addition, classes on motivation, ALC rules and regulations, and Students' Rights and Re,\\ponsibilities Handbook are included. 4. Each teacher is prepared to provide individualized lesson plans. Students are given opportunity for success during each class period. Progress is measured in small increments which allows our children-at-risk to develop patterns of l.RSD - i\\LC - EXT-PRO! WPS Page: 5 success. These patterns should allow each returned student to become successful at the regular school setting. 5. Level Zero (In-school detention) is provided to prevent classroom disruptions at the alternative school and the regular school setting when they return. During Level Zero self-control and disciplined behavior is stressed. This self-contained classroom environment is modified to provide more individual structure and order. 6. Level One (In-school suspension) is provided as an alternative to outof- school suspension. During this self-contained classroom students are required to complete normal academic lessons under strict supervision. 7. The ALC Student Handbook Mission Package teaches responsibility for individual actions. Knowledge of and adherence to rules and regulations will enable each student to become successful when returned to the regular school setting or when given the opportunity for future employment. 8. Academic related field trips to Central Flying Service and Aerospace Education Center provide an opportunity to demonstrate social skills when dealing with the public and to be exposed to high-tech career fields. 9. Activity Clubs are included to develop hands-on skills and to motivate students to attend school. Activity clubs change from time to time depending on the specific needs at the time. The clubs presently available are 1) Electronics Club, 2) Weight-lifting Club, 3) Scrabble Club, 4) Game Board Club, 5) Basketball Club, 6) Science Club, and 7) Current Events Club.  Discussion: Behavior modification is integrated into every aspect of the alternative school system. The ultimate goal is to return successful students to the regular setting and to'have them remain successful throughout the future years. When students are not successful, in spite of behavior modifications or disciplinary sanctions, other alternative strategies are addressed through the district's Hearnig Officer or the district's alternative screening committee. Over all, students disrupt the classroom much less then years past. Time-on-task has improved. Student grades have improved. Signs of student success, such as, excitement, motivation, grades, and getting along have improved. However, some students still bring disruption to the campus through gang-related behaviors and belligerent attitudes. These behaviors have the most serious disruptive impact on the alternative program. Students who engage in gang-related disruptive behaviors must be separated to prevent serious fighting. In years past we had the support of the \"Delta Service Project\" of Americorps. This year \"Delta Service Project\" did not provide service. The alternative school needs another supervisor to maintain Level Zero and Level One in separate rooms. Recommend the immediate approval of one extra instructional aide for the alternative school to supervise Level One students. Objective met, except supervision of Level One. fl, I.RSI) - /\\l.C - EXT-PRO I.WPS Page. 6 Objective 5: Student enrollment changes weekly. During the following dates the percentage of black enrollment started at eighty-five percent and is presently seventyseven percent. p E R C E N T 100 - 90 85 r-- 80- 701- ,-,- 60 8/28 . . 75 ~ 9/5 % of Black Students Each Enrollment - --- - - - - - 81 84 81 r-- 79 - 79 - r-- ~ r---~ ,-- I I ~- r- ....... -- -- -,- -- ,-- 9/19 9/25 10/3 10/9 10/16 10/30 11/6 As Of Dates D %Black - Discussion: Last year the percentage of blacks was well above 85% most of the year. This year the percentage remains around 80% so far. Objective met. Objective 6: Counseling reports are maintained and show an average of four students coun!'ielled each day since the beginning of the 1995-96 school year. Counseling included both group (Heal, Behavior Modification, and Health) and individual. Parent . involvement includes every intake conference and return conference after a sent-home or suspension. Discipline records are maintained in the principal's office and show each disciplinary conference held by the principal. One hundred seventy-five disciplinary conferences were held since the beginning of this school year. Of the conferences fortynine (28%) resulted in disciplinary sanctions. Race/Gender BM BF WM WF Disciplinary Sanctions By Race and Gender Number of Sanctions 30 4 15 none Percent of Sanctions Percent of roll 61% 56% 8% 10% 31% 19% 00% 4% I.RSIJ - ALC - 1:XT-l'ROI.Wl'S Page: 7 Discussion: The number of sanctions remain high, although somewhat less than the past years. The percentage of sanctions for the groups of students by race and gender remain similar Jo the percentage of students on roll. Objective met. Objective 7: Curriculum offerings include the four main subjects plus Health and Keyboarding/Computers. Subject Offering Number Sections Grade Level English English (Reg) 4031 5 7-8-9 Science Earth Science 6535 2 7 Life Science 6550 2 8 Physical Science 6545 1 9 Math Mathematics 4510 2 7 Pre-Algebra 4515 3 8-9 Social Study Geography 7065 2 7 American History 7030 2 8 Civics 7040 1 9 Computers Typing/Keyboard 5550 2 7 Business Education 5510 2 8 Computer Science 5010 1 9 Health Health/P.E/ 3020 5 7-8-9 Spec. Educ. Non-categorical 7580 6 7-8-9 During the first quarter one student received a 3.5 GPA, one student received a 3.0 GPA, and one student received a 2.8 GPA. Ten students (21%) received a 2.0 GPA or above. The following GPA's were compared by race and gender: Average GP A's including every student Average GPA's excluding students with 0.0 GPA BM 1.46 BM 2.04 BF 1.83 BF 1.83 WM 1.27 WM 1.78 WF 2.20 WF 2.20 Discussion: The curriculum offerings at the alternative school are sufficient to provide progress toward graduation. Students grades are approximately average in all subcategories (close to 2.0 GPA). Students are prepared to reenter their regular school setting after successful completion of the alternative school courses. However, improvement in attendance and motivation may result in a hands-on creative class. Studies indicate that students with motivational problems show improvement when offered lessons according to their learning styles. Hands-on style of teaching has produced gains in alternative pro!,\u0026gt;Tams nation-wide. We have a room set aside for woodworking: yet, it is not being used because no qualified instructor is available. Including \"Wood-Working\" or \"Arts and Crafts\" into our curriculum would provide experience in J? II I ,.. 0~. , \nJ LRSD - /\\LC - EXT-PRO I. WPS P\u0026amp;[lC 8 job-related skills. Recommend an additional instructional aide, who enjoys woodworking and crafts, be added to the faculty and a hands-on creative class be added to the curriculum. Objective met, except hands-on creative classes. Obstacles to Goal Attainment The obstacles encountered are indicated below by specific objective: Objective 4: (Behavior _Modification) The additional cost of an extra instructional aide to supervise Level One would cost the district about 10,000.00 per year. Objective 7: (Curriculum) The district is in financial distress. The inclusion of one teacher to provide a hands-on creative class would cost approx. $25,000.00 per year. This increase, at this time, would be difficult to justify. However, an instructional aide, who could supervise wood-working as an activity, instead of a class, would provide the training in job-related skills for about 10,000.00 per year. Recommendations Increase the number of instructional aides at the Alternative Leaming Center by two. One instructional aide is needed to supervise the Level One program. One instructional aide is needed to provide a hands-on creative class such as wood-working or arts and crafts. Revised 11/30/95 BOOKER ARTS MAGNET SCHOOL EXTENDED PROGRAM EVALUATION ~E!!l Description School Operations includes the total integrated learning experiences which meet the academic, social, and developmental needs of all Little Rock School District students in a desegregated educational setting. Central Office staff and principals of the schools collaborate to ensure quality educational program planning for all students with the support of staff, parents, and the larger community. Purpose Booker Arts Magnet School introduces students to and strengthens students' experiences in the arts. By utilizing the arts to complement the regular academic program, students develop an understanding of the interrelationships among  the disciplines and their place in students' lives as a whole. - Scope and Content Booker Arts Magnet School provides an infusion of visual art, music, creative movement, and drama into the Little Rock School District K - 6 curriculum. Classroom teachers facilitate this integration on a daily basis. Arts specialists assist classroom teachers with this integration and teach classes in their specialty areas such as visual art, creative movement, music, recorder, and orchestra. The goals of Booker Arts Magnet School are to nurture students' learning\nto encourage personal expression\nto use the arts to motivate achievement\nto foster self-discipline inherent in artistic achievement\nto provide opportunities for students to achieve in artistic disciplines such as visual art, music, creative movement, and drama\nto relate all fields of learning to academic achievement\nto encourage the development of poise and self-confidence\nand to involve parents in students' educational programs. Participants/Beneficiaries Students in grades K - 6 in the Pulaski County area who attend Booker Arts Magnet School. Program Goal The intent of the School Operations goal is to provide equitable educational opportunities for all students in the Little Rock School District. Evaluation Criteria Objective L 1. Meet the guidelines related to the extracurricular and cocurricular activities. 1.2 Comparative review of data regarding numbers of applicants and participants by race. 2. Develop and implement the school recruitment plan. 2.2. Increase in the number of students participating in nontypical programs. 4. The school profile will reflect equitable representation of the school population. 4.2. Track the utilization of the program in order to determi~e the number and cost. Eval~ation Results Objective L 1. All students and patrons were informed about cocurricular/ extracurricular activities available for students. 1.2. Printed information concerning extracurricular/cocurricular activities was made available to parents. 2. The School Recruitment Plan was developed and implemented. 2.2. A steady increase in the number of students, particularly minority students, in the orchestra and recorder programs has occurred. 4. All barriers to equitable participation of students were identified and addressed. The barriers were removed with the exception of a lack of orchestra instruments to accommodate the increased interest in the program. 4.2. All costumes and instruments are available to students at no cost. However, an adequate number of instruments was not available. Objective L: To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. Monthly Calendar of Events, the Parent/Student Handbook, Orchestra Program and Recorder Program applications, daily announcements, and memos to parents fully informed all students and parents of co-curricular and extracurricular fine and performing arts activities for students. Enrollment in orchestra and recorder classes has dramatically increased (133% and 135% respectively) over the past two years. This increased interest has created a shortage of instruments. Booker Arts Magnet School has always provided the use of instruments to students free of charge. Currently, 215 students are enrolled in the orchestra program with only 60 instruments available for usage. A shortage of 45 violins, 26 violas, 28 cellos, and 14 basses exists. More interest is anticipated as students are provided with additional performance opportunities. An inadequate and insecure storage system for instruments is in use. Parents and staff have also expressed  great interest in reinstating piano labs as a part of regular music instruction. Booker Arts Magnet School's enrollment is well below its capacity of 656. The enrollment was 595 during 1993-94 school year. It dropped to 574 on October 1, 1994 and then fell to 555 on June 5, 1995. Utilizing the school recruitment plan, staff and parents have made great efforts to increase enrollment. However, the October 1, 1995 enrollment is sti~l far below capacity. The fine arts program at Booker Arts Magnet School is virtually the same as when the program was initially implemented in 1982. The student population and patrons' vision for the program have altered greatly since its inception. Thus, a change in the program is necessary. Discussion Objective 7 was partially achieved. Because parents and students were fully informed of available co-curricular and extracurricular activities, an increase in enrollment in orchestra and recorder classes occurred. This increase further accentuated an existing problem shortage of orchestra instruments. A lack of sufficient instruments is a barrier to equitable participation. Reinstating the use of piano labs is also perceived as a need by staff and patrons. The arts program ls a critical component in the recruitment of students to Booker Arts Magnet. Enrollment has dropped over the last few years. Changes in the school program and extensive use of recruitment stra~egles are necessary to bring the student population back to capacity. Evaluation Criteria Objective ll 1. Assessment of individual school improvement plan will show an increase in student achievement and a reduction in disparity by race and gender. 1.1. Formulation of guidelines, plans, and interventions. 1.2. Disaggregated outcome-based data. 1.3. Outcomes evaluations conducted on a comparative basis. 1.4. (Report will be used to make and implement recommendations of corrected actions) 1.7. Assessment process and remediation plans for areas in need of improvement. Objective ll 1. A five-year Comprehensive Outcomes Evaluation Plan  was developed and is revised periodically. 1.1. Guidelines and strategies were developed to lead to specific achievements increases and interventions for students. 1.2. Student achievement and discipline data disaggregated. 1.3. Comprehensive Outcomes Evaluation plan ~as updated monthly. 1 . 4. Students' progress was monitored through the use of interim reports, report cards, classroom assessments, and classroom monitoring reports. 1.7. Annual report listed assessment process and remediation plans tor areas in need of improvement. Objective.!]_: To ensure school-wide planning and individual academic achievement\nto address disparities, individual needs and student success, and to provide staff development on an ongoing basis. After an extensive review of test data, data indicated that over the last two years students scoring at or below the 25th percentile increased by 4.58 per cent and students scoring above the 50th percentile increased by 5.05 percent. Further analysis of the Stanford 8 achievement data indicated that minority students scored significantly lower on standardized tests than non-minority students. Booker Arts Magnet School's Comprehensive Outcomes Evaluation plan includes actions to further i nfuse the arts into the curriculum to increase student achievement and reduce disparity by race and gender. Discussion Objective 13 was partially achieved. Research data indicates that infusing the arts into the curriculum gives teachers more teaching skills and resources, increases positive feelings among students toward learning, enhances and reinforces concepts in other subject, and gives variety and breadth to instructional activities in the classroom. Integration of the arts into the curriculum of students experiencing difficulty in school enabled them to become relaxed and allowed them to discover and appreciate their strengths. Annual extended pre-school inservice strongly influenced student achievement as evidenced by increased standardized test scores during the early years of the arts magnet program when such inservices were held. Computer technology has increased since the first computer lab was established using Comm.adores. The Academic Support Program Tandy Lab reinforces reading and math while the other lab provides enrichment and reinforcement for all areas of the curriculum. The current computer lab functions _with many different and outdated computers and software. New hardware and software is essential to compliment the existing fine arts program and the future of the performing arts program. Obstacles to Goal Attai!!.ment Objective L: The objective was partially achie-ved due to lack of funds. Objective!~: The objective was partially achieved due to lack of funds. Recommendations Recommendation~ Drama should be incorporated in the curriculum at Booker Arts Magnet School. Objective 1: To provide opportunities for all students to develop poise and self-confidence and to creatively ~xpress themselves through the inclusion of drama into the curriculum. Evaluation Criteria: comparative profiles. Yearly analysis of participation data and Expected Benefits: The student population at Booker ~rts Magnet School will increase. Booker Arts Magnet School will receive positive feedback from patrons and community. Impact Analysis: The inclusion of drama into the curriculum at Booker Arts Magnet will positively impact student enrollment. The inclusion of drama into the curriculum will positively impact the Desegregation Plan and Court Orders by recruiting students to the school program, thus increasing enrollment and attracting ,2./ additional non-black students. Patrons have long been favorable to the inclusion of drama into the program. The inclusion of drama is not anticipated to pose any risk to the current school program. However, not including drama in the program will serve as a deterrent in the recruitment process. As patrons now have an opportunity to consider many and varied magnet school programs for their elementary children, it is critical to make each program as attractive as possible. The inclusion of drama will strengthen the entire school program at a time when enrollment is below capacity. Resources Analysis An additional full-time teacher certified in drama will be necessary to implement the change from fine to performing arts. Inservice for current staff members will also be necessary. (See Recommendation 2, Objective 1 for further explanation). In addition, copies of plays/programs, materials for costumes, and materials for sets will also be needed. The cost to implement this objective will be approximately $35,000.00 annually. Force Field Analysis Staff, students, patrons, community members, and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. The inclusion of drama will assist Booker Arts Magnet School in becoming the only performing arts magnet elementary school in the central Arkansas area. Detractors of the recommendation will be those individuals who oppose any additional funding to magnet schools. General Implementation Plan If this recommendation is approved, implementation will begin in July, 1996. The principal will make a recommendation for staffing and order necessary materials. A program design will be developed for the inclusion of drama in the arts program. Objective 2: To expand the instrumental music program at Booker Arts Magnet, thus increasing the number of students having an opportunity to participate. Evaluation Criteria: comparative profiles. Yearly analysis of participation data and Expected Benefits: The student population at Booker Arts Magnet School will increase. Booker Arts Magnet School will receive positive feedback from patrons and community. Impact Analysis: Expansion of the instrumental music program and reinstatment of piario instruction at Booker Arts Magnet will positively impact student enrollment. The Desegregation Plan and Court Orders will be positively impacted by the expansion of this program. Patrons have long been favorable to the expansion of the existing program and also to the reinstatment of piano instruction. The changes in this program are not anticipated to pose any risk to the current school program. In fact, the failure to implement these changes will serve as a deterrent in the recruitment process. Due to the wide range of parental choices among magnet school programs today, it is necessary to offer as attractive a program as possible to patrons. The timing of this expansion will aid in increasing student enrollment to near capacity. Resources Analysis Additional orchestra instruments are necessary for implementation of this objective. Also a secure storage system and yearly maintenance are necessary. Multi-station piano labs are also needed to accommodate a full class. The cost for the additional instruments is approximately $18,481.50. Yearly repair and maintenance costs are $2,5000.00. Cost for the storage system is approximately $29,384.00. Cost for a piano lab to accommodate a full class is -~46,000. The total cost for implementation of this objective in 1996-97 is approximately $41,921.00\nfor 1997-98, $53,031.50\nfor 1998-99, $5,333.00, and for 1999-2000, $3490.00. Force Fi eld Analysis Staff, students, patrons, community members and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. Detractors of the recommendation will be those individuals who oppose any additional funding to magnet schools. General Implementation Plan If this recommendation is approved, implementation will begin in July, 1996. Instruments will be purchased over the next four years. Storage will be purchased in 1996-97. Piano labs will be purchased in 1997-98. The principal will order the necessary equipment and services. Objective~: To expand the use of artists-in-residence to enrich the arts curriculum Evaluation Criteria: Classroom visitation Expected Benefits: The students will be exposed to many and varied mediums of expression in the arts. Booker Arts Magnet School will receive positive feedback from patrons and community, and enrollment will increase. /I 1-... ,., o ,...,,./\nJ---------~~-------------------------------~ Impact Analysis: The utilization of artists-in-residence at Booker Arts Magnet will positively impact achievement in the arts and student enrollment. The utilization of artists-in-residence will positively impact the Desegregation Plan and Court Orders by recruiting students to Booker Arts Magnet, increasing enrollment (specifically, non-black students). Patrons have provided positive feedback about the utilization of artists-in-residence since the opening of Booker Arts Magnet. The expansion of the use of artists-in-residence is not anticipated to pose any risk to the current program. However, failure to implement the use of artists-in-residence will serve as a deterrent in the recruitment process. As patrons now have an opportunity to select among a plethora of magnet school programs, it is essential that Booker Arts Magnet School offer the most attractive program possible in order to increase student enrollment to capacity. Resources Analysis Stipends for various artists-in-residence are needed to implement this objective. The anticipated cost will be $10,000.00 annually. Force Field Analysis: Staff, students, patrons, community members, and the Little Rock Sc h.c ol district will be in support of the recommendation due to the anticipated benefits of the program. Detractors of this recommendation will be those individuals who oppose any additional funding for magnet schools. General Implementation Plan: If this recommendation is approved, implementation will begin in July, 1996. The principal will locate artists-inresidence, contract with them, and monitor utilization. Objective~: To utilize up-dated brochures, flyers, and community workshops to recruit students to Booker Arts Magnet. Evaluation Criteria: Increased enrollment Expected Benefits: Student enrollment will increase. Non-black patrons will be attracted to Booker Arts Magnet. Waiting lists will increase in size. Impact Analysis: The utilization of updated brochures, flyers, and community workshops will positively impact student enrollment at Booker Arts Magnet. The Desegregation Plan and Court Orde.rs will also be positively impacted by the increase in enrollment. Patrons will respond positively to recruitment efforts and assist in these efforts. No risks are anticipated for the current program. Failure to make recruitment efforts will result in a D loss or no growth in enrollment. As all schools are participating in recruitment efforts to attract students, it is in the best interest of Booker Arts Magnet School to publicize program offerings. Resources Analysis Funds to print new brochures, flyers, postage, and materials for community workshops are needed to implement this objective. The anticipated costs will be $5000.00 annually. Force Field Analysis: Staff, students, patrons, community members and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. Detractors of this recommendation will be those individuals who oppose any additional funding for magnet schools. General Implementation Plan: If this recommendation is approved, implem-entation will begin in July, 1996. The principal will oversee updating of the brochure, procure printing services, mail flyers, and purchase materials for workshops. Recommendation~ Inservice will be provided to staff on program design and mission of school to ensure commitment to program. Objective~: To ensure school-wide commitment to program by staff to increase student achievement. Evaluation Criteria: implementation Formulation of revised program design and Expected Benefits: The staff will have a clear understanding of the program design and provide complete support to the arts program. The students will be the major recipients of an infusion of the arts in the basic curriculum. Complete infusion of the arts will give teachers more teaching skills and resources, increase positive feelings among students toward learning, enhance and reinforce concepts in other subjects, and give variety and breadth to instructional activities in the classroom. Impact Analysis: This recommendation impacts the total program of Booker Arts Magnet School. Without total support of the staff, the program will not be successful and students will not reach their total capacity for learning. This recommendation would have a positive impact on the Desegregation Plan and the Courts by providing a totally committed staff that utilizes the arts to provide students with successful experiences.  Resource Analysis: Stipends for 3-day workshop@ $50.19 per teacher (48) per day= $7,227.36. Force Field Analysis: Staff, patrons, community members, and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. Detractors of the recommendation will be those individuals who oppose any additional funding to magnet schools. General Implementation Plan: If the recommendation is approved, implementation will begin in July, 1996. Inservice will be scheduled by the principal. Objective: To ensure more integration of the arts into the curriculum\nto address disparities, individual needs and student success, and to provide staff development on an ongoing basis. Evaluation Criteria: Core group of teachers selected Expected Benefits: Integration of the arts into the curriculum will be beneficial to student performance. Impact Analysis: Without a core groups of arts infusion enthusiasts would  be virtually impossible to implement a change in the schedule and arrangement of classes to ensure more integration of the arts into the curriculum. Resources Analysis: Stipends for three-day planning session@ $50.19 per teacher (10) per day= $1,505.70. Force Field Analysis: Staff, students, patrons, community members and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. Detractors of the recommendation will be those individual who oppose any additional funding to magnet schools. General Implementation Plan: If this recommendation is approved, implementation will begin in July, 1996. Planning workshop will be scheduled by the principal. Recommendation~ The computer lab at Booker Arts Magnet should be updated. Objective 1: To provide a computer lab with hardware and software that will enable Booker Arts Magnet School students to reinforce and enrich the basic curriculum. Evaluation Criteria: Data will reflect an increase in student performance, positive discipline and attendance. Expected Benefits: Students will be able to utilize the computers and software to enrich and reinforce the basic curriculum as well as the arts curriculum. ~mpact Analysis: With the addition of the new computer technology, students at Booker Arts Magnet School will be able to take the arts infusion to newer heights. Students will be able to use computers to illustrate reports, to create art, to compose music, and to extend their knowledge of artists and their compositions. Without the new technology, students will not be able to develop technology skills needed for success in the 21st Century. Resources Analysis: There would be no personnel changes. The approximate cost would be $130,000 for the computer lab. Force Field Analysis: Students, staff, patrons, community members, and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. General Implementation Plan: If this recommendation is approved, implementation will begin in July, 199~ with completion of the project in 2000-01. Business Case is recommended yes no Plan modification is recommended yes no Overall recommendations are likely to have what type of budgetary impact: No budgetary impact Increased costs Decreased costs I 1TTLI\" R C\u0026gt;CI\u0026lt; S CHOOi DISTRICT CARVER MAGNET SCHOOL Addendum/Needs Assessment Report Carver's program being evaluated is the educational technology component. The data collected is derived from the quarterly report of Carver's Program Budget Document for 1994-95, staff needs assessment surveys and the Technology Team composed of the Principal, Media Specialist, Science Specialist, Math Specialist, Computer Specialist, Curriculum Specialist, Primary teacher and Intermediate teacher. Extended Evaluation Section VI Recommendations Carver will have a state of the art educational technology program designed and implemented which will include: 1. Selection/installation of new hardware/software 2. Staff development training Area Classifications Objectives 1. All carver students will Curriculum improve achievement, self and esteem and accomplishment Desegregatio:i through computer-assisted individualized learning. 2. Teachers will improve understanding and the use Curriculum of technology as a tool to and enrich the curriculum as Desegregation they link technology usage to the school improvement goals. I. Program Description School operations include the total integrated learning experiences which meet the academic, social, and developmental needs of all Little Rock School District students in a desegregated educational setting. Central office and staff Principals of the schools collaborate to ensure quality educational program planning for all students with the support of staff, parents, and the larger community. Purpose: To increase student educational achievement by improved use of educational technology through staff development and computer system up-grades. Scope and Content: The program will encompass the following components: Technology Inventory - a complete listing of current educational technology available at the school will be created. The inventory will identify: * Types and capacities of individual computers and internai computer networks * Software programs installed on school computers * Placement of the computers across the building . * Levels of student utilization of school technology * Building capacity (wiring) for additional network installation Core Team Selection - Staff from Carver will be selected to as a core team of trainers to the entire educational staff. team selection will include teachers, administrators, and specialists. serve Core topic Consultant - An independent computer consultant with expertise in educational technology will be contracted to assist in the development of the core Team training curriculum and other program activities. The consultant will be selected based on referrals from other school districts where similar programs have achieved cost-effective success. The consultant will work in conjunction with the Instructional Technology /Library Program at the LRSD Instruction Resource Center (IRC). The IRC is the district's inhouse resource for staff development, topic area supervision, and other staff/curriculum enhancements. Based on a review of the school technology inventory, interviews with teachers and other assessments, the consultant will provide the following services: * Development of a training curriculum for the core team * Development of a training curriculum for the entire educational staff * Recommendations on additional school-based networks - what they could do and how they could be used * Recommendations on implementing a central administration network that would allow teachers greater efficiency in accessing and maintaining student files * Identify program with proven effectiveness for minority and/or low scoring students * Recommend programs on interactive and literature based instruction, student portfolio assessment, and other areas. * Recommend an effective process for use of existing and new technological resources to meet program goals, particularly individualized instruction and classroom scheduling . . Core Team Training - The core team will receive intensive training in computer systems, effective usage of educational technology, selection of appropriate hardware systems and software programs to meet school needs, and techniques for sharing this information with others. The training of the core team will be guided by the program consultant and IRC specialists from the LRSD. Core Team members will attend off-site seminars and workshops, as well as follow a self directed course of study at the school. Training of the core team will establish them as effective trainers for the full school staff. School Staff Training - Training of the entire school staff will progress in relation to the capacity building of the core team. Under direction of the District's IRC specialists and the program consultant, a training curriculum will be developed utilizing oneon- one contacts, as well as small group and full staff presentations by the core team. A secondary team will also be established, creating an umbrella effect to facilitate the training process and clarify the learning for the teachers. Particular assistance will be provided by the IRC contract with Jostens, a company with established computer programs and networks at Carver. Through the IRC-Jostens linkage, specific assistance can be developed to increase teacher understanding and utilization of the installed programs. Both the core team and full staff training I\\,..._ ,.. o_,  ... ,\nJ process is designed to overcome the common school tendency to buy new hardware/software but inadequately train people to use it. Selection/Installation of New Hardware/Software Based on recommendation from the IRC staff and the program consultant. New equipment will be purchased and installed. Then, the Carver staff will be appropriately trained in its usage. Specialized software will be chosen for distinct administrative and educational needs. The programs will be selected based on the educational research and recommendation of the IRC staff, the program consultant and Carver's faculty and administration. Participants/Beneficiaries: All students will improve achievement through computer-assisted individualized learning. All students will improve self esteem and accomplishment but particular emphasis will be on students with low test scores on standardized tests. Teachers will improve understanding and use of technology as a tool to enrich the curriculum. II. Program Goal The intent of the school operations goal is to provide equitable educational opportunities for all students in the Little Rock School District. III. Evaluation Criteria 2. To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to support that belief. 1. Utilization of the school climate survey 1.1 Agendas of meetings 2.1 Reports of Supervisors, Assistant Superintendents 2.3 Staff Development rosters 2.3 Quality of education survey results 3.1 Completion of program design 3.2 School profiles and monitored building plans 4.1 Development of and sharing of school-based objectives, discipline policies, etc. 4.2 Statistical improvement in student behavior and achievement  3. To develop and implement policies which influence school climate and improve discipline and student attendance while meeting individual student needs and learning styles. 1. Comparative data annual school report for student attendance and student management quarterly reports 1. Quarterly discipline management reports that will reflect a decrease in behavior referrals and suspensions 2.1 Quarterly reports should include positive as well as negative reports which show an increase in the citizenship honor roll in elementary schools. 7. To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. 1. Meet the guidelines related to the extracurricular and co-curricular activities 1.1 Log of announcements, media usage, other community contacts 2. Develop and implement the school recruitment plan 3.1 Yearly (annual) analysis of participation data and comparative profiles 10. To give school principals sufficient authority to improve schools and to advocate for students, and to hold them accountable for results and opportunities for all students. 1. Principal Evaluation Process 1.1 Conduct of staff development 1.2 Principal Feedback 1. 3 Assistant Superintendent evaluations of school climate and programs and principal management of these 14. Provide staff development on an on going basis to staff and information to parents relative to student success. 1.1 Provision of staff development Evidence of enhanced classroom instruction with improved student performances IV. Evaluation Results Objective 2: To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to support that belief. Result: Active, well attended PTA meetings, school improvement teams, use of closed circuit T.V., news programs featuring \"at risk\" students, partnership utilization of AETN, weekly grade level/Specialists planning meetings attendance at professional conferences, and the development of the Student/Parent handbook were evidence of this belief. Every room in the facility is utilized to its maximum capacity. The GT Specialist shares a room with the two Curriculum Specialist. The Special Education specialist shares a room in the afternoon with the Speech Specialist. Carver could use an expanded wing of rooms to accommodate our 600 plus students and teachers. Objective 3: To develop and implement policies which influence school climate and improve discipline and student attendance while also meeting individual student needs and learning styles. Result: Positive discipline practices and training through in-service, student handbook presentations, committee reviews, Pupil Service Team interactions, Good Citizens Teas, home visits and the Caught Being Good program reinforced this objective. Funds from our Rockefeller Grant for School Improvement were used to provide inservice training in the Discipline with Dignity approach.  Objective 7: To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. Result: All children and parents were provided knowledge of all extra and co-curricular activities through the monthly Carver Courier, mailed to all households. Each family received a magnet proclaiming our years theme \"Healthy Lifestyles\" with monthly mail-outs and student work to stick to their refrigerator and learn along with their children. Carver's success stories were published throughout the year in the local paper and on television. Sixth grade students, teachers and parents attended Space Camp in Huntsville, Alabama for the first time as an added opportunity for learning more about the Young Astronaut Program. I Objective 10: To give school principals sufficient authority to improve schools and to advocate for students, and to hold them accountable for results and opportunities for all students. Result: This was accomplished through attendance at local and national conventions and transference of the latest educational strategies to staff and revitalization of Carver's curriculum. The institution of our monitoring program for all children scoring in the 25th percentile and it's cooperative/collaborative staff approach moved children's scores upward and bolstered their self esteem. Objective 14: Provide staff development on an on going basis to staff and information to parents relative to student success. Result: All parents are scheduled for parent conferences two days of each school year. Additional parent conferences are scheduled whenever a child's grades drop below a C average or when behavior problems begin to effect classroom climate. v. Obstacles To Goal Attainment Objective 2: Objective achieved. Necessary resources were provided to support a climate based on the belief and expectation that all children can and do learn.  This achievement would be greater with physical expansion of our building and improved educational technology. Our Desegregation Settlement capacity is 613 students. October 10, 1995 we had 626 students. {see Attachment) Individualized computer instruction would supplement teacher instruction and improve learning opportunities for all students. Objective 3: Objective achieved. Carver developed and implemented policies which improved school climate and discipline and attendance while meeting individual student needs and learning styles. This achievement would be greater with improved . educational technology. Attendance and discipline would be improved as we would increase student performance by low achievers. Computer programs offer immediate results and positive feedback which raise a child's self esteem and increase motivation for class  participation. Objective 7: Objective achieved. The school program provided and ensured opportunities and encouragement to all students to participate in extra curricular and co-curricular activities and assessed the results of school practices, paying special attention to their impact on minority and disadvantaged students. This achievement would be greater with improved educational technology. The hands-on approach and individualized learning process available through computers is especially effective in increasing student performance of low achievers. Objective 10: Objective achieved. The Principal had sufficient authority to improve the school and advocate for students and showed accountability for results and opportunities for all students. This achievement would be greater with improved educational technology. Gains projected for students will be equally evidenced by teachers. Their confidence in use of technology will motivate an increased commitment to student learning. Computers would become another tool for both instruction and learning. Objective 14: Objective achieved. Staff development was provided on an on going basis as was information to parents relative to student success. These achievements would be greater with improved technology. Staff surveys the last two years show educational technology to be a high priority with this staff and parents. Computers would become another tool for both instruction and learning. VI. Recommendation Carver will have a state of the art technology program designed and implemented which will include: 1. Selection/installation of new hardware/software 2. Staff development training Objective 1: All Carver students will improve achievement, self esteem, and accomplishment through computer-assisted individualized learning. Evaluation Criteria: Standardized tests, portfolio assessment, logs.  (Stanford, ABACUS)' improved attendance, teacher evaluation, grade and discipline  Expected Benefits: 1. Hands-on approach and individualized learning process available through computers is especially effective in increasing student performance by low achievers. 2. Computer programs off er immediate results and positive feedback which raise a child's self esteem and increase motivation for class participation. 3. Children are generally more willing to take a chance with a computer as opposed to raising their hands in class. 4. Keyboarding and the neatness of computer printers offer a sense of accomplishment to students as they struggle to develop penmanship skills. 5. Computers can offer 3-D imagining concrete conceptualization for pre operational and concrete operational students. (Especially important to under achievers and helpful in bridging the disparity gap.) 6. Students can gain a community and global awareness using computers for communication with E-mail. 7. More self-directed learning after knowledge of how to access different systems. Objective 2: Teachers will improve understanding and use of technology as a tool to enrich the curriculum as they link technology usage to the school improvement plan goals. Evaluation Criteria: Teacher/student usage log, computer evaluation reports for parent contact of student progress, improved student performance on all test. Expected Benefits: 1. Teacher training in classroom management skills for adequate student time - on task at classroom computers, particularly for students with low test scores. 2. Computer assisted administration such as programs for grade book management or student portfolio compilation and assessment. 3. Teacher confidence in use of technology and sense of accomplishment in assisting student development will motivate and increased commitment to student learning. 4. Computers will become another tool for both instruction and learning. 5. Teachers access to latest information at a moments notice will allow for immediate monitoring and adjustment. 6. Lends itself beautifully to enrichment as well as remediation. 7. Teachers are no longer isolated in the classroom or building. Internet will allow for global communication and perspective. Objective 3: Advanced Carver students and students with special academic requirements will have their needs met through the audiographic teleconferencing form of distance learning. Evaluation Criteria: Standardized tests, teacher evaluation, improved attendance, and discipline logs. Expected Benefits: 1. Students with special needs will participate in here-to-fore particularly in the areas of science. have the opportunity to unavailable coursework, foreign languages, math and 2. Classroom teachers will be able to provide a broadened range of individualized instruction in a high-quality, cost-effective way. Impact analysis: Carver Basic Skills/Math Science Magnet School, offers a K -  6 process-focused curriculum with special enhancements to the core curriculum that attract students from Little Rock, Pulaski County and North Little Rock. An upgraded state of the are computer technology program can only serve as an added attraction to white students who often choose to attend private schools. The recruitment of white students to the District is one of the goals of the Desegregation Plan. The District is under court order. During the 1994-95 school year Carver was one of three schools to raise out overall score average and to decrease our number of student in the lowest quartile. Disparities still exist. School staff have identified the reduction of these disparities as a priority objective in the school improvement plan. It is also a goal of the Desegregation Plan. The improved knowledge and use of computer technology by staff and students will allow us to do this more successfully. ~ 'JI, - a White - 1994 Stanford Achievement Test Mean Percentile Rank Total Math Total Reading Complete Battery Black White 0 - . White - Black White Other Brade K 57 52.6 43.8 3.5 Grade 1 67 52.2 38.8 8.9 56 93 95 67 92 93 60 93 93 Grade 2 84 48.8 51.1 63 92 44 80 52 89 Grade 3 90 50.0 45.5 4.4 51 85 89 44 75 82 45 82 89 Grade 4 92 50.0 47.8 2.1 59 82 71 :51 78 71 59 84 73 Grade 5 96 51.0 48.9 47 89 31 80 43 88 C3rade 6 87 58.6 39.0 2.2 69 92 99 39 88 98 54 91 98 Total 573 51.8 45_4 2.7 This educational technology program recommendation addresses five areas listed in the National Education Goals: 1. School Completion - The program outcome of greater educational success and appreciation of the school environment by elementary school students will carry over to the high school level and contribute to the goal of a 90 percent graduation rate. Increased familiarity with educational technology will facilitate student learning in their high school years when such technology takes on a predictably larger role in the overall learning environment. 2. Student Achievement and Citizenship - Program outcomes of increased educational attainment in reading and math support the goals of students leaving grade 4 with demonstrated competency over challenging subjects.  3. Science and Math - Program outcomes of student improvement in mathematics will contribute toward the national goal of becoming first in the world in this area. 4. Disciplined Schools - Program outcomes of establishing a structured classroom environment where students have scheduled time for individualized computer assisted learning will contribute to an overall environment that promotes self discipline and goal setting and is conducive to learning. 5. Teacher Education and Professional Development Program outcomes of increasing teacher capacity in use of educational technology offer teachers direct access to the knowledge and skills needed to instruct and prepare all American students for the next century. This educational technology program recommendation addresses the state of Arkansas and the Little Rock School District Learner Outcomes. In 1991 the Arkansas Board of Education published a set of Learner Outcomes that are directly supported by program goals. These include: 1. Students will acquire core concepts and abilities from the sciences, the arts, humanities, mathematics, social studies, language arts, foreign languages, physical/health education, practical living studies and existing/emerging technologies. 2. Students will apply various thinking/problem solving strategies to issues related to all subject matter fields and to real life situations. 3. Students will exhibit/demonstrate attitudes and attributes that will promote mental, physical and emotional health. 4. Students will demonstrate good citizenship and function as positive members of the local, national, and world community. Also in 1991, the LRSD published a set of eight Student Learning Outcomes, four of which are directly supported by the program. These outcomes state that all students who graduate from the 12th grade will: The 1. 2. 3. 4. 5. 6. 7. 8 .  9. 10. 11. 1. Adequately master reading, writing, speaking, listening, communicating, critical and creative thinking, and mathematical skills sufficient for effective, efficient functioning. 2. Locate and use needed information from printed materials and/or other resources. 3. Identify problems and needs, apply problem solving strategies, and analyze information for meaning and/or action. 4. Use tools of technology at an effective, efficient, flexible, and adaptable level. risks of not implementing the program are: Increased white flight Increased disparity on standardized tests Stagnant math/science program Teacher frustration with technology Inadequate computer skills of teachers and students Lower test scores Falling further behind students from other states and countries in computer technology Inability to use the encyclopedia in the computer lab because the present system needs more memory space than we have Loss of instructional time in lab due to inadequate and inconsistent operation of all the aged computers Limiting the opportunities for addressing research based learning styles of African Americans. (Kinesthetic and visual) Limiting the opportunities for teaching Lazar's intelligences: Analylitical, Inter/Intra Personal, Auditory, Artistic, Muscle Memory \u0026amp; Spatial With Arkansas leading the nation in the area of Computer technology and many other districts in the state already connected to world wide networks, we at Carver in a Math/Science magnet are falling farther behind by the minute. The time is right for us to offer our students the opportunity to not only compete with others in the state, but to lead as is expected in a Math/Science Magnet school. We needed this technology program yesterday. Resources Analysis: Personnel: A core team of 8 - 10 present staff members with keen computer technology interest will be selected. The core team will receive training in computer systems, effective usage of educational technology, selection of appropriate hardware systems and software programs to meet school needs, and techniques for sharing this information with others. The training of the core team will be guided by the program consultant and IRC specialists from the LRSD. core Team members will attend off-site seminars and workshops, as well as follow a self directed course of study at the school Training of the core team will establish them as effective trainers for the full school staff. Training of the full school staff will progress in relation to the capacity of the core team. Under direction of the District's IRC specialists and the program consultant, a training curriculum will be developed utilizing one-on-one contacts, as well as small group and full staff presentations by the core team. A secondary team will also be established, creating an umbrella effect to facilitate the training process and clarify the learning for the teachers. Particular assistance will be provided by the IRC contract with Jostens, a company with established computer programs and networks at Carver. Through the IRC-Josten's linkage, specific assistance can be developed to increase teacher understanding and utilization of the installed programs. Both the core team and full staff training process is designed to overcome the common school tendency to buy new hardware/software but inadequately train people to use it. The Media Specialist, Math Specialist, Science Specialist and Computer Specialists will be the leaders of the core team and the five year implementation. Financial Analvsis: Year 1 Year 2 Year 3 Year 4 Year 5 96 - 97 97 - 98 98 - 99 2000-2001 2001-2002 28,130.00 28,130.00 28,130.00 28,130.00 28,130.00 Total for 5 years of $140,650.00 Sources of revenue funding are the North Little Rock, Pulaski County, and Little Rock School Districts and the State of Arkansas and other possible grants. Carver's Science and Math Specialists are working on two grant proposals at this time. Force Field Analysis: The primary supporters of this recommendation are the present parents of carver Students and perspective parents. All students and staff of Carver will support this endeavor. The East Enc Community Development Corporation will also be a supporter. Perhaps community night classes could be offered at Carver in computer technology to increase the knowledge and skills of those parents, students and other community members of this area. The courts and the ODM should support this recommendation as it will only serve to enhance the Desegregation Plan. General Implementation Plan: Year One . RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON{S) 1. Select core team November 1996 Principals 2. Select consultant February 1997 Core team IRC Specialist 3. Perform inventory March 1997 Consultant Computer \u0026amp; Media Specialist 4. Determine May 1997 Consultant software needs IRC Specialist 5. Design network to June 1997 Consultant support software IRC Specialist needs ,.._ . ,. :J Year Two . RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON(S) 1. Upgrade cable August 1997 Consultant and electrical IRC Specialist needs 2. Purchase saver September 1997 Consultant and components IRC Specialist Principal Procurement 3. Purchase October 1997 Consultant software IRC Specialist Core Team 4. Purchase October 1997 Principal computers for Consultant library IRC Specialist Procurement 5. Train core team January 1998 IRC Specialist Independent in-service groups Core team Year Three: RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON(S) 1. Purchase August 1998 Principal computers for Consultant lab IRC Specialist Core team Procurement 2. Train classroom May 1999 Core team teachers Year Four. RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON{S) 1. Purchase August 1999 Principal remaining Consultant computers for IRC Specialist classrooms Core team Procurement 2. Train remaining May 2000 Core team faculty members Year Five: RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON{S) 1. Purchase August 2000 Principal remaining Consultant computers for IRC Specialist classrooms Core team Procurement 2. Train new staff October 2000 Core team members 3. Evaluate the December 2000 Consultant project Core team IRC Specialist Principal \"The Most Beautiful High School in Am~rica\" Central High School 14th and Park Streets Phone 376-4751 INTERNATIONAL STUDIES MAGNET PROGRAM In-depth Program Evaluation Program Description Little Rock, Arkansas 7220: The International Studies Magnet program at Central High is designed to prepare students to function effectively in the global comrnuni ty. Through this program, students develop awareness and knowledge so that they can relate to people of other cultures and countries, learn to communicate proficiently in at least one foreign language, develop skills for analyzing complex global issues, and have a solid working knowledge of history and geography. Purpose For more than three decades, the Little ~ock School District has experienced many social problems which resulted from racial and ethnic imbalances in the district. To complicate matters, the demographic, economic, and sociological features have been in constant change. Seemingly, many of the middle class and the upper-middle class parents are unwilling to support and are ready to abandon the public education system of Little Rock. A condition 2 of blight and desertion has been created by this behavior. In an effort to counteract this systematic cycle of neglect and abandonment, the International Studies Magnet program was established, beginning the fall semester of the 1990-91 school year. Scope and Content The International Studies Magnet program at Central High School serves as a culmination for international studies, representing those students who have developed through the programs at Gibbs and Dunbar and those who enter the IS Program at the high school level. The Central High School IS program and students will focus on interdisciplinary and multiperspective strategies that will increase the students' awareness and acceptance of all aspects 0 world cultures--from economics and global issues to humanities and geography. Students will recognize and accept their relevance in today's world and will develop the ability to function in and contribute to an interdependent global community of trade and cooperation. Participants/Beneficiaries Primarily, the students enrolled in IS courses are the participants and beneficiaries of the IS program. However, the Central student body at large will benefit and participate from the program and will be able to take IS courses where space is available. 3 Moreover, the entire Central family, the Board of Directors, the district, the Pulaski County School District, and Pulaski county at large will benefit from the positive impact that the International Studies Magnet program will have. Program Goal The intent of the International Studies Magnet program is to provide equitable global educational opportunities for all students enrolled in the program as well as other Central students whenever space is available. It is further intended to facilitate the achievement of racial balance by encouraging, recruiting, and retaining white students from the North Little Rock and Pulaski County School Districts. Also, the program will be further balanced by recruiting black students who are already in the Central zoning area. Evaluation Criteria The evaluation criteria to be used as set forth by the district is as follows: 1. The magnet component of the program will result in the further desegregation of the school by attracting M-to -Mand out-of-zone students to the program. 2. The identification of the magnet program costs for personnel, supplies, equipment, materials, staff development, etc. will be determined. The cost per 4 None Attendance Zone and M-to-M Students Black White Other Total 237 118 23 378 International Studies Magnet Students Black White Other Total 27 87 9 123 As the above data shows, Central has attracted -377 out-of-zone and M-to-M students. This number comprises 24% of the school's entire enrollment, which is 1,588 students. There are 528 white students enrolled this school year. Out of that number, 118 are M-to Mor out-of-zone, which comprises 22% of the entire white student enrollment. This information is based upon the data provided by the Student Assignment Office. Additionally, the IS Magnet was assigned 175 seats. Of that number, 123 seats are filled, which is 70% of the allotted space. Objective 2: [Identify the magnet program cost for personnel, supplies, equipment, materials,staffsf development, etc. Determine the cost per student based on magnet participation levels.] Thecostst incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program, and the achievement of the participants. Discussion 1. The cost of the Magnet program a. Personnel - No additional cost was incurred for personnel. The teachers and the specialist were already a part of the I 5 equipment, materials, staff development, etc. Determine the cost per student based on magnet participation levels.] The cost incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program, and the achievement of the participants. Discussion 1. The cost of the Magnet program a. Personnel - No additional cost was incurred for personnel. The teachers and the specialist were already a part of the faculty. The specialist was not compensated monetarily for the duties she performs. She was merely given one period off per day to perform magnet school duties. b. Supplies - Teachers will be able to purchase all of the supplies needed to effectively facilitate the teaching of their students. The cost for supplies has not been determined. c. Equipment - Some foreign language teachers have requested VCR's to facilitate the teaching of their classes, which would be shared with other IS teachers in their proximity. No equipment has been purchased at tn\nc ~\n~0 d. Materials - The amount of $1,990.00 teaching materials. e. Staff development - Monies have not development. 2. The cost incurred in delivery of the mag minimal, and the benefit to students was 5 equipment, materials, staff development, etc. Determine the cost per student based on magnet participation levels.] The cost incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program, and the achievement of the participants. Discussion 1. The cost of the Magnet program a. Personnel No additional cost was incurred for personnel. The teachers and the specialist were already a part of the faculty. The specialist was not compensated monetarily for the duties she performs. She was merely given one period off per day to perform magnet school duties. b. Supplies  Teachers will be able to purchase all of the supplies needed to effectively facilitate the teaching of their students. The cost for supplies has not been determined. c. Equipment Some foreign language teachers have requested VCR's to facilitate the teaching of their classes, which would be shared with other IS teachers in their proximity. No equipment has been purchased at this time. d. Materials - The amount of $1,990.00 has been spent on teaching materials. e. Staff development Monies have not been spent for staff development. 2. The cost incurred in delivery of the magnet program was minimal, and the benefit to students was outstanding. 6 a. There are 123 students enrolled in the IS Magnet program for the 1995-96 school year. The budget allocated for the operation of the program was $7,435.00. The cost for each student enrolled is $60.45. b. Many of the students enrolled at Central are the highest in not only the Magnet program but in the state, also. Without the IS Magnet program, Central would not have the number of Merit Scholars, etc., and many of our most gifted students would have to attend elsewhere. obstacles to Goal Attainment Objective 1: The objective stated in item number one was not completely fulfilled. The IS program attracted 123 white students out of the 175 seats allotted. The program needs to be expanded and more resources provided for staff development, equipment, etc. Objective 2: In terms of the goals of the IS Magnet program as stated in objective number two, the rewards far outweighed the investment in the program. Recommendations It is recommended that the International Studies Magnet program be augmented as stated below in reference to objective one (1) and two (2) . I I I Recommendations It is recommended that the International Studies Magnet program be augmented as stated below. It is recommended that the IS program be established as a node on the Internet. The Internet was initially created for use by the Department of Defense in 1969. Since then, it has grown to include educational institutions and corporations, as well as any other type of establishment one could think of. It is the largest collection of computer networks in the world, connecting well over 17 million people worldwide. As we are quickly moving out of a manufacturing economy and into an information economy, it is important that we give students the tools to compete in the real world. It is nigh impossible to do so without giving them access to adequate equipment and services. In 15 years, one will not be able to survive in this society without the aid of a computer. An unlimited amount of information is contained within the Internet. It is said that man's knowledge doubles every four to five years. More than likely, in some form or another, this rapid influx of information will be archived electronically along with the vast amounts of information that man has accumulated over the centuries. Any information on any subject may be found on the Internet. From important research data from leading colleges and universities to over 75% of all government documents that can be viewed (and some that can not) by the public are all archived electronically and available on the net. One could, with only a few keystrokes, be able to look up everything on a given Congressman, President, or 7 J1 --- , ... ::,------------------~~~~-------------- 8 any other government official. One could even correspond to the official via E-mail. If not for the Internet, finding vast amounts II of this type of information and this level of involvement in government, just short of actually voting, would be a daunting task, to say the least. The Internet is also about people. Through the Internet, students are able to experience the ambiance of distant cultures with the touch of a button. Students would be able to log onto the databases of top universities, accessing all kinds of information on just about anything one could think of. The net could be integrated into all aspects of student life. School based organizations could (i.e. clubs, the Wellness Clinic, etc.) communicate with similar organizations of other schools, trading ideas and suggestions. More importantly, a bond would be established between our school and other schools worldwide. The . departing seniors would no longer have to fear going somewhere distant for, more than likely, they will already have been reassured by a welcoming face from a friend at the intended destination. A working relationship could be established between Central and other schools. The community could also be involved. Information on government programs, entitlements, revitalization grants, etc. can easily be found electronically. The benefits of installing a networked, school-wide system that would be able to access the Internet would greatly outweigh the costs . Many schools, the Arkansas School for Math and Science and Clinton Elementary, for example, have already been networked 9 and are established as nodes on the Internet. The Internet is for everyone to use, and the district would be doing its students, as well as the community and future generations to come, a great disservice by not investing now in such a rich commodity. The International Studies Magnet program consists of 18 teachers. There are 119 students enrolled in the program. Of these students, only one percent is black. A balance at the school could be achieved by having the black students who meet the requirements of the IS program declare themselves as IS students. In that the program was designed to achieve racial harmony, the ration between black and white students should be balanced. Even though the IS program impacts approximately 50% of the schools' population through the enrollment of students in the IS English, IS Drama, foreign language and social studies courses, the program itself needs to be balanced. The IS program at Central should be continuation of Gibbs and Dunbar International Magnet Schools. Thus, more leadership is needed to make the bond a reality. In addition, the IS program needs leadership to strengthen the curriculum coordinate the program with the staff and students, provide resources and training the international studies to the staff, and increase the visibility of the program for the Pulaski County community at large. In order to be successful in these endeavors, the coordinator needs to be given a ten month contract and a one-half day teaching load. The coordinator should teach two classes in the morning and have a one hour preparation time. The afternoons will be devoted 10 to the IS activities and related business in the area designated at office space for the coordinator. Expected Benefits Not only will meeting the objectives set forth benefit the IS Magnet population, but it will also benefit the student body at large. Also, of the paramount importance, if will increase the white student enrollment. Further, the quality of the program and the effective teaching methods used will improve student achievement and will enable students to be more agreeable to attending Central High School. Impact Analysis The International Studies Magnet program will be supported by technology that will motivate and stimulate students as they progress in understanding the global village concept while developing academic skills. Resource Analysis Provided is a listing of .hardware and software that must be purchased to join the Internet. Included is the projected budget for staff development of teachers, etc. (see attachment). Force Field Analysis The primary supports of these recorranendations will be the Central High family, the district, the Board of Directors and the Pulaski County community at large. Those who oppose will be persons who do not promote the global village concept or integration. Also, since the IS program will I I 11 attract students who might have enrolled in the Pulaski County School District and the North Little Rock School District, they should be considered detractors. Since the IS program will bring positive publicity to Central High, a noted school worldwide, it is expected that the city of Little Rock will have a positive response. Date 11/95 4/96 4/96 5/96 5/96 8/96 6/97 Negative reactions can be reduced by all .those involved. General Implementation Plan Timeline Activity Plan presented to Board of Directors for Approval Bid for Hardware/Software Opened Hardware/Software Ordered Hardware/Software Installed Additional Materials/Supplies Ordered Staff Development Begins On-going Monitoring/Assistance Provided Evaluation of Current Theme Implementation Person(s) Responsible Superintendent Purchasing Purchasing vendor Theme Specialist Theme Specialist Vendor Coordinator Principal Coordinator CurriculumSupervisors Central High School International Studies Magnet In-depth Program Evaluation Recommendation and check-off of the budgetary impact statement Business Case is recommended yes --~no Plan modification is recommended yes __ _,no 12 Overall recommendations are likely to have what type of budgetary impact: No budgetary impact Increased costs Decreased costs Central High School International Studies Maqnet In-depth Program Evaluation ADDENDUM Program Description . The International Studies Maqnet proqram at Central  Hiqh School,. is designed to prepare students to function effeot'-ively in the qlobal community. Through this program, students de~elop awareneas :and knowledge so that they can relate to people of '. other cultures .and countries, learn to communicate proficiantly. in at leat .,one foraiqn language, develop akills for analyzing complex global issues, and have a 1olid working knowledge of history and geography. How the Data Was Gathered  The data in this evaluation is .based upon the 1-m.formation obtained .. from the Student Assignment Office, centralsAttendance Offtce, International Studies files, and a questionnaire given to students in International studies courses. Recommendations It is recommended that the International Studie Magnet proqram be augmented as stated below. Curriculum The curriculum of the International Studies  Magnet needs to: be expanded to attract more student\u0026amp; by adding D\\ore di1ciplina1 - to _-- t he Magnet program, establishing a continuum between Dunbar and ... central, and. :by makinq the IS program a node on the Internet. Additionally, the coordinator needs to be provided with time to strengthen the curriculum, coordinate the program with staff :and student , provide resources and training for the members of th IS staff, and increase the visibility of the program for the Pulaski eounty community at large. Desegregation Becomin9 a node on the Internet, expanding the oour1e offering  , and providing more time for the coordinator' position w.111 facilitate the desegregation of central High Sobool. Havinq acca to the Internet will virtually ensure an increase in enrollment. The best schools, teachers and coursea without regard . to 9eography, distance, resources, etc. will be. available to tha atudents. Installing the Internet, expanding the\nproqram to include other disciplines, and provid1nq ample time for the coordinator will serve as the \"magnet\" . -needed to attr.ct the  necaaaa.ry enrollment. Addendum Central High School International Studies Magnet Paga 2 Support Area 'l'he Guidance Department needs to be added to the IS Mac,nat ataff. In that they are the staff members responsible for enrollin9 atudents in the program and helping to recruit them for it, -tima need to be provided for in-service so that they can be fully aware of what the program involves . . Also, the vice-principala need to ba cognizant of the requirements for enrollinc\nin tha IS proqram and to be abreast with the concepts of the proqram ao that they can, also, assist in the recruitment of students~ fl'harefore, traininq needs to be provided for the vice-principals a well. ADMINISTRATIVE SUMMARY PROGRAM NAME: Communications PROGRAM DESCRIPTION: The Communications Department of the Uttle Rock School District is responsible for both internal and external communications for the largest school district in Arkansas. These responsibilities include communications among students, employees, the Board of Directors, parents, the news media. the business community, and all city residents. A major responsibility of this program is to fulfill the public relations function as outlined in the desegregation plan. With limited personnel and equipment resources, the Communications Department successfully fulfills its publication responsibilities, including newsletters, school calendars, brochures, and news releases. However, community outreach, recruitment, and dissemination of information via broadcast methods are not successful due to underutilization of Cable Channel 4 and lack of video production capabilities. RECOMMENDATIONS: . It is recommended that additional resources be committed to video production to improve recruitment efforts and community outreach through better utilization of Cable Channel 4. This will result\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_678","title":"Little Rock Schools: McClellan Community High","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1995/2002"],"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","McClellan Magnet High School (Little Rock, Ark.)","School management and organization","School improvement programs","Student assistance programs","School facilities"],"dcterms_title":["Little Rock Schools: McClellan Community High"],"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/678"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["79 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nOld Glory' MAY 19 1995 Ms. Ann Brown \u0026amp; Staff Office of Desgregation 201 E. Markham, Suite 510 Heritage West Bldg. Little Rock, AR 72201 Office of Desegregation Monitoring  1' You are cordially invited to attend the Open^iouse. and (Dedications^ oftfic .'?V ' T\\\u0026gt;' f ! I 5 \u0026gt;* TV 1 i 1I C[inic T uesday May 30,1995 4:00 - 6:00 p.m. McClellan Health Clinic 9417 Geyer Springs Road t. 111 h, 5 R.S.V.P. 570-4149 by May 25 ieL Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 March 6, 1995 Mr. William Fields, President McClellan Community School Advisory Council 9910 Ramona Little Rock, AR 72209 Dear Mr. Fields: As I'm sure you are aware, the desegregation plans and court orders place a great deal of importance on the Community School Program as a means for desegregating McClellan High School. The school district is obligated to involve the McClellan Community High School Advisory Council in making decisions about the program's operations and funding. Court Orders issued on December 30, 1992 and August 26, 1993 have been particularly explicit about the role of the Advisory Council, including budget planning and adjustment. I am very interested in determining how the Advisory Council has been operating, and especially the extent to which the Council has been involved in decisions that affect the school. I will appreciate your forwarding to me the following information immediately: 1, 2. 3. 5. 6. 7. 8. 9. 10. Copies of the Council minutes up to the present time, begiiming with the 1993-94 school year. A list of current Council membership by race, gender, and affiliation (such as school employee, business person, retiree, etc.), and the date each member joined the Council. A list of current officers and date of election. Bylaws and the date they were ratified by the Council. Council guidelines for selecting new members. Council guidelines for electing officers. A list of standing committees and a brief summary of their responsibilities. The job description of the program coordinator. Any other information that would be helpful in assessing the make-up and activities of the Council.March 6, 1995 Page Two Also, you may be aware that a business case, which would significantly change the McClellan Community School Program, was recently presented to the Little Rock School District Board of Directors. Please write a short description telling me how the advisory council was involved in developing this or any other business case that proposes to change the community program or its funding. Thank you very much for your assistance. If you have any questions, please do not hesitate to call. Sincerely yours, A Ann S. Brown cc\nJodie Carter/:a RECE!VEC Office of Desegregasion Moniic MAR 8 1995 ig Community Education A beacon of hope for our children's future... \\ Presented by: .V The McClellan Community Education Advisory Council \\ February 23, 1995 Community Education: A Smart Investment for the Little Rock School District Introduction J. Southwest Little Rock residents dont have to look too far to see the effects of drugs, crime and gang activity, but they also dont have to look too far to see a beacon of hope...right in their own backyard. Some would say the era of neighborhood schools is long gone...but try telling that to the community who benefits daily from the programs and activities provided by Community Education. It is difficult during times of critical financial cutbacks, for the Little Rock School District not to seek cuts from its many programs. But it is also critical to take note of the programs that do work and are effective, and to take responsibility for exploring feasible financial strategies to keep them alive. One must also keep in mind the long-range outcome of these decisions, and the immediate effects they can have on the community. The City of Little Rock, the U.S. Department of Education, area businesses, churches, and community organizations have demonstrated their support for Community Education in the form of dollars and resources. These contributions directly impact not only Little Rock School District students, but the community in which they live. The following approved business case is being submitted by the Community Educations Advisory Council Executive Committee, noting that the business case submitted by the McClellan Community School Principal was factually erroneous, did not involve Communitv Education staff or Advisory Council members in its development, and was submitted without the staff or Councils knowledge or approval. The following business case is being submitted as/amStcat^i?pfen1or^the^^ Education program, and the following recommendations are hereby set forth by the Community Education Advisory Councils Executive Committee to be considered by the Little Rock School District Board, Administration, and Beacon School Steering Committee: 1. lo merge Community Education programs and services wwiitthh the BBeeaaccoonn SScchhnonoll program at Cloverdale Junior High\n2. To merge Community Educations inventory and other community resources with the Beacon School program at Cloverdale Junior High\nand 3. To modify Community Educations personnel and operating budget to reflect a % cut of its 1994-95 budget paid by the Little Rock School District It is the position of the Community Education Advisory Council that these three dations will ensure the continuation of Community Education programs and services. This modification plan will provide the Little Rock School District with $80,000 in budget cuts through a collaborative effort with the City of Little Rock and other community partners. The plan will also provide a well-trained, highly qualified and motivated program staff to recommen-cuts work in a collaborative effort with the Beacon School Program, including over $100,000 in inventory and community resources. Its truly a win-win proposition! Community Education: A Smart Investment for the Little Rock School District The Proposed Solution The following proposal will outline a strategy for each recommendation that will maintain Community Educations current programs, services, and obligations to the Southwest Little Rock community, as well as afford the Little Rock School District with much needed budgetary cuts. Recommendation #1 To merge Community Education programs and services with the Beacon School program at Cloverdale Jimior High School. Overview of Current Programs and Services Community Education is a community-based program that provides a wide variety of programs, services, and recreational activities to Central Arkansas residents, in particular residents of Southwest Little Rock, by utilizing an existing school facility to serve the community after school, evenings, and weekends. Community Education is a concept that provides opportunities for all local community bers, schools, and organizations to become partners in addressing educational and community concerns. The Community School is open year-round with educational opportunities' available to all residents of Central Arkansas. The Community School, in collaboration with other community agencies, provides academic, extracurricular, sports, health, social services, college and work force preparation programs for citizens of all ages, particularly Little Rock School District youth. mem- The goals of the Community School are: to provide programs and services that meet the needs of the community it serves\nto utilize existing school facilities, after school hours, for the provision of programs and services\nand to offer a variety of classes focusing on educational and personal enrichment, prevention, health, recreation, vocational, and job skill development through the reallocation of existing community resources. The Community School currently provides the following programsJ^sCTvices 3^_______ to the Little Rock School District, the City of Little Rock, and the surrounding community. resources reflecting many of the goals of the Beacon School Program! operates after school, evening, summer, and weekend hours\norganizes positive recreational and socialization opportunities for children and youth\nprovides after school tutoring and homework help program for all ages\noffers summer day camp for children ages 6-12\nCommunity Education: A Smart Investment for the Little Rock School District provides summer jobs for youth\norganizes various community projects such as^nfey and June Bug Days\ncoordinates ACT Lock Ins and Care packai K packages for college students (encouraeine students to stay in school)\nprovides a wide range of health and wellness services\noffers GED, literacy programs, and other educational opportunities for older youth and adults\nand encourages positive community involvement and family participation. The Southwest Little Rock Healthy Family Center a.- -The Healthy Family Center program model is designed to develop, implement, and support a comprehensive, community-wide education, prevention and intervention program for children, youth and families in the Southwest Little Rock area, one of the most troubled neighborhoods in the Little Rock School District. The Center will provide direct prevention/ intervention services to participants aimed to reduce factors that contribute to drug and , alcohol use, abuse, and addiction, teen pregnancy, gang involvement, and school dropouts. The programs and activities provided at the Center offer an^ternative to drugs, gangs, and violence. Through membership in the Center, youth earn ^(Qlloalr^sr\u0026lt;.//jj^^:s and other incentives for participation and performance in approved educatiioonnTTddrruugg pprr\u0026lt;evention, life skills, conflict resolution, support groups, and other self improvement classes and activities, in addition to community service work. This service model is based on integrating the existing services, talents and resources of school personnel, service agencies and organizations, churches, businesses and corporations, local and state governments, parents, neighborhood ' associations and civic groups to meet the needs of high risk youth in the Southwest Little Rock area. Community Education has received a federal grant for a two year period from the U.S. Department of Educations Drug-Free Schools and Communities Emergency Grant Initiative to implement the Healthy Family Center program, much in line with the Beacon School Program model, /Ci A comprehensive case maanaageemeentt prrogrraam iiss onee off ttlhe main components of the Healthy Family Center. Trained adult mentors serve as facilitators of peer support groups to identify needs, discuss problems, situations, and other issues that affect the daily lives of young people. The adult mentors are managed by licensed case managers who provide additional counseling services, referral to services, and follow-up care to youth participants and their families. The Community School s Healthy Family Center brings in the resources of community agencies, organizations, and service providers to meet the needs of youth and family participants. The following list represents the magnitude of resources that are currently offered through the Health Family Center, as well as the collaboration that exists between the Healthy Family Center and other SWLR service providers. 4 Community Education: A Smart Investment for the Little Rock School District The Parent Center The MELD Program (Minnesota Early Learning and Development) Program provides parenting and prenatal classes, role modeling, mentors, and support groups, health checks, drug information, meals, and other support services provided by The Parent Center, a Division of Centers for Youth and Families\nThe Step Up Center Substance abuse assessment and referral services for youth who have been identified as using/ abusing drugs and/or alcohol\nand substance abuse support groups for youth and their families are provided by The Step Up Center\nThe Little Rock School District , A Mobile Resource Unit travels throughout the Southwest Litde Rock area providing substance abuse information, WIC services, AFDC and food stamp applications, immunizations, flu shots, blood pressure checks, and other primary health services provided in a collaborative effort with the Arkansas Department of Health, the Little Rock School District, the Rice Depot, Little^Roc^ightog. Back, and the Arkansas Department of Human Services. \"Creative Solutions for Arkansas, Inc. A computerized on-line information, referral, and tracking system that will link the Healthy Family Center, the above service providers, and thirteen (13) area schools via modem to an exclusive network that will enable users to share information regarding the needs of youth participants and their families, and to establish a more responsive service delivery system for the Southwest Little Rock community. Developed and provided by Creative Solutions for Arkansas, Inc. The Healthy Family Center program is currently operating out of McClellan High School, and provides programs and services Monday - Friday from 4:00 p.m. - 9:00 p.m., and Saturdays from 9:00 a.m.  1:00 p.m., and organized Saturday evening activites as well. The Healthy Family Center has a program staff of 42 individuals who schedule, develop, coordinate, and manage the programs and services provided after school hours. Program staff includes: A Healthy Family Center Coordinator A Information Management Coordinator Three (3) Case Managers Fifteen (15) Support Group Mentors (10) Peer Tutors A Creative Expression Coordinator Two (2) Security Officer^ Four (4) Healthy Family Center Youth Staff A Summer Camp Coordinator during the summer 5Community Education: A Smart Investment for the Little Rock School District Three (3) Summer Camp Curriculum Specialists One full-time Summer Health Services Specialist during the summer Community Education will receive over $500,000 for a two year period to staff and operate the Healthy Family Center. A smooth transition of the Community Educations Healthy Family Center program to the Beacon School Program could occur without endangering the guidelines of grant funds, if this recommendation obtains School Board approval. Recommendation # 2 To merge Community Educations inventory and other community resources with the Beacon School prograamm aatt CClloovveerrdale Junior High. nas that the  /VvLh.  The Advisory Council recommeni le entire inventory of Community Education be merged with the Beacon School Program (see attach^ inventory list) as welTas other com-munity resources that'have Been\"gene'rated by Community Education. Communi^t^ducation leveraged the following community resources and support, more than/tripplmgme Little Rock School Districts investment: Federal Grant................................ Class Tuition.................................. Corporate Donations................... City Tax Allocation......... ............ Community Festivals................... Agencies Support......................... Neighborhood Associations....... 2 Cool 4 School Summer Camp Medical Donations........................ Total............................................ $235,000 (2 years) 50,000 8,500 5,000 10,300 4,150 275 7,250 100,000 $420,475.00 Thousands of citizens have visited and participated in Community Education programs, classes, and activities. Supportive participation by community members translates into support for the Little Rock School District. Recommendation # 3 To modify Community Educations personnel and operating budget to reflect a 55% cut of its 1994-95 budget paid by the Little Rock School District, The Advisory Council is submitting the following modifications to the Community Education budget that is funded by the Liule Rock School District, The recommendation is thnrTKe  Little Rock School District maintain two (2) full-time positions, two (2) part-time positions, and $ 10,000 of operating expenses for office, brochure and postage expenses. The Advisory 6 Community Education: A Smart Investment for the Little Rock School District Council requests that the following positions be funded by the modification plan: Full-Time Positions Program Director Office Manager/Bookkeeper Part-Time Positions Technical Writer Receptionist Name Brenda Scrimager Rhetta Mayfield Name Susan Williams Pam Adcock The Little Rock School District will cover the cost of a copy machine, telephone, program ( supplies, and fax service. (See attached budget for specific figures and budget totals.) Implementation Plan April 1, 1995 Community Education will be moved to the Beacon School site and a smooth transition of programs and services will occur at Cloverdale Junior High School. May 1, 1995 All Community Education inventory and other community resources will be merged with the Beacon School Program. June 1, 1995 Implement Healthy Family Center summer program and continue programs and services. Hire additional staff with city funds. August 1, 1995 Conduct 6 month review from participating community agencies and organizations and submit evaluation status report to the Little Rock School Board and the Beacon School Steering Committee. Summary This proposal is being submitted as a modification plan to the McClellan Community Education programj,,to.be-c-onsidered-in4ieu-of deletionrhy-thc-tkl ~ .to.be-c-onsidered-m4ieu-ofdeletionrby-thc-trttl\u0026lt;Ro It is the recommendation of the Advisory Coundlth\nRock School Board and Ad- mmistratioi lat Community Education and its programs, resources, and ^aff, merge with the Beacon School program at Cloverdale Junior Higf^SchooI in order to develop a unified, collaborative program that will best serve e youth and families of Southwest Little Rock and the surrounding area. It is the primary intent of the Advisory Council to ensure that Community Educations programs and services continue, that the Healthy Family Center program is a success, and that the hard-work, dedicated staff of Community Education continue their work in Southwest Little Rock. The investment of the Litde Rock School District in Community Education is minimal in comparison to the resources, support, and funds that opportunity for us all. are in turn leveraged. This is a unique 7McClellan Community Education Proposed Budget 1995 - 1996 Fiscal Year FUNDED THROUGH LITTLE ROCK SCHOOL DISTRICT Budget Line Item ADMINISTRATION: Director Office Manager/Secretary Technical Writer (Part Time) Receptionist (Part Time) Fringe Benefits Total Administration Budget Amount $44,321.04 $19,667.76 $6,760.00 $5,200.00 $8,024.10 $83,972.90 OPERATIONAL EXPENSES: Printing Supplies Total Operational Expenses $5,000.00 $5,000.00 $10,000.00 TOTAL PROJECTED BUDGET $93,972.90 FUNDED THROUGH CITY OF LITTLEROCK Budget Line Item ADMINISTRATION: After School Activities Coor. Youth Workers (4 part time) Evening Supervisor (part time Fringe Benefits Total Administration Budget Amount $6,240.00 $13,572.00 $8,736.00 $2,183.92 $30,731.92 OPERATIONAL EXPENSES: Print Brochure (2 times) Class Brochure Layout Total Operational Expenses $3,000.00 $400.00 $3,400.00 TOTAL PROJECTED BUDGET $34,131.92 TOTAL PROPOSED BUDGET $128,104.82t McClellan community EDUCATION ftI E i 1 hf H i M I E C I N RI I \"T S E Y /g mm C O M R U R 1995-1996 X E o McClellan Community High School Office of Community Education 9417 Geyer Springs Road Little Rock, Arkansas 72209 Phone: (501) 570-4149 XI o co in co McClellan Community Education is designed to develop a partnership between the school and community in order to provide educational opportunities and services to McClellan students, parents, other patrons, Little Rock School District employees, residents of Southwest Little Rock and neighboring communities.tCIKBBBBg LITTLE ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100  Little Rock, Arkansas 72209 February 26, 1996 RECEIVED MAR 1 8 1996 Linda Pondexter, President Little Rock School Board 810 W. Markham Street Little Rock, AR. 72201 Office of Desegregation Mcmionng Dear Madam President \u0026amp; Little Rock School Board Members\nWe the undersigned wish to express our support for McClellan Community Education. We feel that Community Education assists the Little Rock School District in fulfilling its mission to provide quality, integrated education to all patrons by providing numerous - courses and programs. Currently, Community Education offers educational programming for people of all ages. These programs include: Community Education courses\nthe McClellan Community Education Tutorial Program\n2 Cool 4 School Summer Day Camp\nACT Workshops and Lock-in\nand a variety of activities and services. We feel that it would be a great loss to McClellan and the community if Community Education was no longer available. Please join us in support of McClellan Community Education. Sincerely, McClellan Community Education Advisory Board Members / Student Patrons \u0026lt; (Lhsvel.a ___axad\u0026amp;icd I'l/nJir/ J^hki(KaMtoL. iL3lz2ZS13OOpLjQ(:^ L- ^nMLC..~ftHzinirk/)O lk)k)-\n|X (JUni-xvin, nna.Student Patrons ~ ~ ' u Wes^Jiffidfe^ bnC^Student Patrons  a ia. 1 ,0 Ai^V \"7/z 3 J __w\\j Av-tJ\"-- I dm'] f n m? g [v^rs J (I'cprib JAiyryc ^xg?hQ \\ vrvC\\\\'\\\\\\O \u0026lt; \\^p\\a 0^ CXxkdA^ S\u0026lt;\n)^-s-___ P^T^O/V B^a-5 Id\n/ s -Student Patrons 9c\\r'\\rj')tiC P/L \u0026lt;73 ALiXAli^^^ Cr^Tli^ W l\u0026lt;i7Lf^l. arilL^iC 'IZZo'i P lC k CaV \u0026lt;1-. \\ 1^ trc ,tS'yo^i:xA^^c'gd~*^^'3 1 #?(vt: ~itTi\\ ^ZKY)^^ /6 2^. ^-^Sl \u0026lt; klUl^ j^ocU. 7^202. JS^'^ P,.k\u0026lt;tt'^ 3C:)2 7^. /(x\u0026gt; f S kkri __U,^C\u0026lt;S\u0026gt; ^hOMlAA. F\\!)M \u0026lt;37'-Ilb f^/e,Q/e '/Z'zoq \\^\\ s. \\xX^\u0026amp;\\g^ 5io^-^r6^ r n r?\\ /v\\I\\ O nr^fv^o QC^ijiiix qi(\\u yr^oodv.V 9^ n^ql\\jar^i^ ft\\(K'r-c\\AS LrO-^ Student Patrons (:^:(r/r\u0026lt;r'GS 7=^9 5+v^ick lav id (L\\j. ! .P \" -  XI Phillips 2_ I KromIi (Tr^-r5p i v\\no. tno.(b/\u0026gt;\u0026gt;i.) Ll^. '?e2M 71, ^\u0026lt;17^ WvaJ/lcM. /..ft. 777Jfl /fl0r74.l\u0026lt;A-(lf\u0026lt;l W k.K iPmp.50n \u0026lt;^roi Kpiff))- P ).?. lif\u0026amp;h-brn'iL____LZ____1SS\u0026gt;c77 hasLc-J^^ llfeti/oti) 1^^. JJi. 7^7.01^1 Adult Patrons iCLVWVj,^^ Ai P/McA-f^^e, LoAp'Wu^ /'reZ//^ /) Ulf , /7e7so ~S/f(i7s6 a u'\u0026lt;7l' '^4' 72c: ? C Oti^ , t\\(^ ~iai\u0026amp;b D 7!^^ i44/^ e,^,2A L/7 7^7. 7zzg7o f^iTuj ^f7YyxPA7()Qin ^pJjj.yyyi DnVfc Li-M^ ^^cki I 7a0x^6 jbV?v^ Ucdl^c^ (d\u0026gt; JlZ^J '770^ 72^/7. ^X)AB77^y\\J\\aAK^j]PJazz\n?y^, 77ib!^ zTs., 1 7a -7A:i6\u0026lt;/ u 3/7 '^,7^ '/\\^ LjdiX'J a-t\u0026gt;i \u0026lt;7 C'- if7^ \u0026lt;4 774L^74 7\u0026gt;772(i4 cAQ/\\(^\u0026lt;i \u0026lt;^cu}lcrk^i5^i7e} M. MfM.ijr, i2. 7^b2s- icfa ^/?, fie / (TctM^ I401 uJakt^i.rx: LiMj,7Lj!',M'J^M cStg-phoG^^ LairnA ftibr i^h-V CLr. CA\u0026gt;Qe^~^3^lp -7^-^ fd Y)~W\u0026lt;jA^ g. ^/IjT^'yryd^ ( ^(jol7rdn7i.(J- ^/\n^t,3777 '77^7':i Adult Patrons v^/-7u/7 7^-71')^!^^ 7 7/,^ SbO. '7'^') -C- ciicY-iy u. Ed. \u0026amp;.)C 'tnrbe^ IoId^ ^^6fci/ib(Ar r4tS 7 i- 1 iir. /' . ,^ , -lastD^ /'lAA Z/.7 ! n C^J- 'Z Alo^c/e-^ 714 !/) / C A 72 ZlZf/C, A7C7^7c4, .ji.^tun Y/^1 lfO\u0026lt;^ (\u0026lt; L^ r c /,C-/.i^ ^C, ' A/L/, /AcJA^ ?W ^1_________p/L, o/nO^fy, :iiC 1/^1/ 77ai^f\\ /iscrn^tiamhf^AT^-C}/.Adult Patrons + cAv^ywiAOiu pvclj. l_/L.-l'!--l- fogwj^s m:.bp(\u0026gt;\u0026gt;aQ,Cktc o\ni\\p'\n^ yz-^,z'j !i.llJ A. WL s\n_: ^/ 17}kib-. /' 72~/^ VlljdY Y.2.\u0026gt;/- 'lv'.,i 23'^lil-rt^.tt.-lltoH :-------..........  i ^ro KU n (Uffl\u0026lt;: M -,-zM  AA foy jf /)^ h / /j A A J [) l\\p A , f J^/t- 6-/2/p2- k^^Ok ru ^6//iA\u0026lt;zPi2\\^ ]\u0026gt;r, m\\A PO. UP. ,nd iPlD^7^C)Q ___1^007. 2^ j!^^' 2./^-/^ ^Mx^^ACk, /r}.^r}JP,I^.A^^ 27^-^ -f 1^11 'rCrff^p/tW jo=/^\u0026lt;^^^^Ld:j2 /2c^ C\\. Y \u0026lt;^fCi /Lt r16~vt ^Ztl J UJI PrtzM WtJ? !.- IaJ 1 V A Adult Patrons r/K? iVe^r ^STutzzW, ulX '[V\\(xA^AJl^JrJ^ (ja 1^/0 2 \u0026lt;y I SoLA-//ui?c.z.. L.!?. nSLAC^t ________f-O./^j41^15^M13.\n:iN-i\u0026gt;/3y UOzr. \u0026amp;.rk^2^ l^iJ^ ------------------------ Cjy^a 'Ti YajX^. 172.J3Z2^ \u0026gt; Va3.oI(\\c^x.5^ Qk\\ fbii /Ij l-l? '7'f'i.^'^ JL /y^ '2:i^2crs^ St^r-Lonrrl 'A k c AgspAdc. /^AMryJk l^Ll^-------------- lAJ^'vula. j-il(.i Oi^D, a \u0026lt;A\u0026lt;./\u0026gt;^ ' ^Idd/xfa/^ 1)/. 7-2S/j=1 '-m/j/u^yhMAJ- 1. //1135 \"Kt'\u0026gt;nJimi/i\\^iJ^JJ- ^A'AM'/jI'k^ '1jli. 2oo2^Oku // Adult Patrons /^iz-r S 7i^i------------------------- ^l?)lb'i/fA(ld hii/liDffl, Ac. l'0aL\\ l6j^, 4^. \\^JLlJLj O.iJ^___\u0026gt;^ao l^nLAli^^lJ:^ (tc 1^00 y^- Bl/v^Olf' iTt 1^'/ fyjL^ /o M,(K7' r. CxV'A^Srj .^Ci /^fhDxtA \u0026amp;iij^ Bif^i.n.d ZK 7,?\u0026lt;^^3~ 'noaoc^^y' KVIk^iuuI U) Ajlhuwl- 5^ rM .y^y yl/y y^ay Q'uKy ^^^e(rc-cL \u0026lt;,i/?/)^ 7Adult Patrons 15^/ '7^\u0026lt;^c /Lua. ^/1/1 \u0026lt;: IC ^^QVYf\\.\u0026amp;,^^ ^yteA. OVyif^k^Xi^^ , -\n^5//) ysi^3 5^/ McClellan Community Education 1996-1997 Revised Budget Administration: Full Time Employees: Director Office Manager Receptionist Total Full Time 38,404.56 20,663.13 11,558.00 $ 70,625.69 Full Time Employee Benefits: Retirement (12%) Hospital ($1,963.00) Life ($65.00) Di Lt (.587%) State Tax ($65.00) Hospital Indenity ($67.00) Dental (205.00) $ $ $ $ $ $ $ 8,475.08 5,889.00 195.00 414.57 195.00 201.00 615.00 Total Benefits Total Administration Salary and Benefits $ 15,984.65 86,610.34 Part Time Employees: Night Supervisor Security Total Part Time Salaries 8,640.00 8,677.50 17,317.50 FICA Total Administrative 6,727.65 $ 110,655.49 MCE Tutorial Program $ 28,602.17 Total Projected Expenses $ 139,257.66 $ $ $ $ $ $ $ $ $30,000 Operating Expenses are to be paid from Community Education's current Activity Account which has acccumlated to $53,160.06 since 1991. Page 1McClellan Community Education Student Programs McClellan Student Council ACT Tutoring Services ACT Lock-In McClellan CE Tutorial Program - A.M. \u0026amp; P.M. McClellan CE Homework Help Program 2 Cool 4 School Summer Day Camp Healthy Family Center Mentoring Case Management Educational Enrichment - 'Creative Arts Program' Tutoring Program LRSD Students K-121. 2. 3. 4. McClellan community education Community Education Program Needs/Interests Assessment Spring 1996 Have you ever taken a Community Education class? 44 Yes If not. Why not?  no interest 4 not affordable 24_ no free time 90 No 26 didnt know about classes A no transportation 9 inconvenient time __ other\nplease explain What are the best days for you to attend classes/activities? Monday 47 Thursday 46 Saturday 55 Tuesday 14 Friday Do you prefer a class/activity that meets: 83 once a week 31 twice a week 18 on weekends  5. If on-site child-care were available while you attended class, would you take advantage of it? 26 Yes 77 No 6 If yes, what are the ages of your children needing childcare? 9 7 0-3 years 4-6 years _ 6-12 years 7. Do you have a problem with transportation which would prevent you from taking a class? Yes ^No 8. Are you most interested in taking a course: 3^ to refresh knowledge and skills of present job. 48_ to increase possibility for promotion in present employment. 41_ to learn skills required for different employment. 9 to return to college. 78_ for personal improvement or recreation. 9. Of the following classes/activities, please check the ones which interest you. A. RECREATION AND SPORT 4 Bridge 1^ Modem Dancing 1^ Square Dancing 10 Tennis 12 Softball 11 Basketball 2 Mens Calisthenics 4 GymnasticsZTumbling 6 Chess  Ballet W Ballroom Dancing Golf U Volleyball Fishing 8 Wildlife/Hunting 4_5 Acrobics/Gym exercise B. C. D. DO IT YOURSELF 15 Plumbing 25 Landscaping/Lawn care 2D Fashion design 27 Interior decorating 16 Small engine repair 27 Foods/cooking 36 Auto care for women _2 Other ENRICHMENT COURSES 28 Reading improvement 5 Creative writing 14 Estate planning/wills 14 Oil/watercolor painting 13 Quilting _8 Stitchery 10 Guitar _5 Community theatre _P Macrame 4 Choral group 16 Foreign language _8 Advanced photography _2 Other HUMAN RELATIONS 13 Single parenting First aid/CPR _1 Coping with divorce Self-esteem 39 Home repairs 3^ Gardening 2i Upholstery 19. Sewing 11. Carpentry 16 Cake decorating 20 Furniture refinish/repair Speed reading Family finance 9 Jewelry making 5 Basic design in art 4 Leather craft 9 Knitting/crochet 10 Wood working 23 Flower arranging 1 Decoupage 5 Great books 1^ Basic photography 13 Calligraphy 13^ Parent effectiveness 1 Pre- \u0026amp; post natal Stress management 12 Family relations 3 Support groups (AA, NA, Co-Dependency, Cocaine Anonymous, ACoA) E. EDUCATION EMPLOYMENT 47 Introduction to Computers 23 Small Business Development _5 Electrical Technology _4 Real Estate _5 Professional Child Care 3 Food Service 27 Data Processing 11 Teaching Assistant n Literacy 19 Office Management _5 Commercial Drive Licensing 4 Basic Retail Clerking _6 College Math, Algebra 26 Accounting 23 24 2 Tj-ping/Kejboarding Clerical/Secretarial Marketing Patient Care Aide 16 Social Work Assistant 3 Building/Construction 2 Dental Assistant 3 Pilot License Testing 10 Banking 10 _5 0 Speed Writing Graduate courses Other 10. If there are other classes/activities which you are interested in, please list them. Tourism, air bursh painting, piano lessons, video production classeszor AD I i i / . 1 I f /1AJJ3 11. Please rank the top three (3) concerns you have for your communi ty/neighborhood. 14. Please check your appropriate age group and sex. 6_3_ Drugs 2^ Unemploym^ _3J Poor Citjf Se^cei 9 Health Cime  2 Public Transportation Violence 6 Houaing I Ediicationa! system \"\"41 Crime'*- H, Lack of recreation 1^ Lade of adult education opportunities 9 Lade of community pride 1^ Lack of afterschool program for youth 12. Would you be willing to serve on the Community Education Advisory Council to address problems and concerns of this community and school? 9 18-23 32^ 26 -45   3r 46 -'53 36 + ll'-Nto'  \"Il  Female IS. If McClellan'Community Education classes were discontinued, would you: 23 Yes 72 No 13. If yes, please give us your name, address and daytime phone number. Name: - \" 78 consider it a loss.   Q not care. . - - 47 be disappointed. .'i. 72 expect a replacement. _5 give up on continuing your education. 4 figure that it was in the best interest of the Little Rock School District. 4 other (please explain) See below Address:\nu City, State: y,. Zip: Daytime phone number: 16. In support of McClellan Community Educaiton, I have enclosed a donation of: . $5.00 j:r.- 2 $10.00 _$25.00  .,' 4 I - other: $ m\nQuestion 15 Other: - Find another class - Oomnunity will lose excellent opportunity for learning. - Search for another way to get trining to inprove - Consider producing a 60 second publication service video to air oncable for informing the community about classes. 3I\nI IRepresentative Edward F. Thicksten P,O. Box 2019 Alma, AR 72921-2019 301-632-2117 Business 501-632-4288 Residence 501-632-2149 FAX STATE OF ARKANSAS COMMITTEES CHAIRMAN Joint Budget DISTRICT 11 Part of Crawford County MEMBER Education State Agencies and Governmental Affairs Joint Committee on Energy March 11. 1996 Ms. Linda Ponde.xter. President Board of Directors Little Rock School District S10 West Markham Street Little Rock, Arkansas 72201 Dear Ms. Pondexter: I am writing to you and the members of the Board of Directors of the Little Rock School District concerning the McClellan Community Education Program. Please accept this letter as a statement of my support for the continuation of this valuable education program, which provides a myriad of educational services to the students of McClellan High School as well as to the surrounding community. In addition to working with the community to foster a strong learning environment and providing supplemental instruction to students who score below the 25th percentile on the Stanford 8 Achievement Test, the Director, Ms. Marion Baldwin, is actively involved in the development of programs and activities that address the educational needs of McClellans students. Ms. Baldwin also serves as an advisor to the McClellan Student Council. As the Chairman of the House Joint Budget Committee, 1 understand the difficult choices that must be made to ensure fiscal stabilitv and responsibility. However, I would encourage you to consider the totality of benefits provided bv the McClellan Community Education Program and continue to fund this worthwhile program. Thank vou for vour consideration in this matter If 1 may be of further assistance to y ou regarding this or an\\ other matter, please do not hesitate to contact me Sincereh. Edward F Thicksten State Representative cc: Dr. Henry Williams Ms. Marion Baldwin Jennifer Edwards 9211 Oak Grow Lana Utlla Rock, AR 722096222 Taiaphons (501)560-2067 To Whom It May Concern: It has come to n^ attention that the LRSD is considering cutting community education as a way of dealing with its budget crisis. I think that this would be an incredible loss to those of us who have utilized the community education program. I personally took the ACT prep course. My guidance counselor recommended the program to me after I took the PSAT and did very well on tny verbal section, but showed some problems with the mathematics section. After taking the prep course, I took the December ACT and scored a 30, this was the first time I had taken the ACT. The prep course for the ACT proved to be of enormous value to me. I received scholarships to attend TCU in Fort Worth, Hendrix in Conway, and UCA in Conw^. TCU and UCA both invited me to participate in die Honors Programs. These programs are for those students who are identified as having an enormous potential for contributing academically and socially to the university community. I am currently a member of the Honors Program at UCA. I have maintained my ACT scholarship for the four years I have been at UCA. I am a member of Alpha Chi, Psi Chi, and Who's Who, in part because of my participation in the Honors Prograco. The ACT prep course has proved invaluable to me. For a simple fee of S50.00, my parents and I have saved $8,000.00 in tuitioa Aldiougb the results will not be the same for every student, I strongly believe that the ACT prep course is a necessary part of the community education progranL ft can make the difference from being conditionally admitted, to being unconditionally admitted, ft has been my experience that this can make a big difference for many students. Sincerely, March 7, 1996 Mrs. Pat Leach McClellan Community High School Office of Community Education 9417 Geyer Springs Road Little Rock, Arkansas 72209 Dear Pat: Word Perfect 5.1 offered by the Thank you for teaching me --- McClellan Community High School Office of Community Education. I wanted to tell you how much easier you have made my workload. I can do a memo in less than ten minutes. I*7h came to this position at HUD in November 1995, it took me two hours, and I was wasting so much paper trying to learn. came to When I But when you told us about the \"magic\" key, (Fl) the first day you taught, it changed my whole life! I also appreciated the individual time The class was fun. 1 --- you gave to me when I did not understand how to do Your patience and calm voice were so much something, appreciated. Pat, be sure to our first day of class, to help us. tell Donna Larking that she was very good on She, also, gave us individual time Mrs. Roby's cookies were good, too! Sincerely, Carolyn Henry Multifamily Housing Representative Department of HUD 1/ cc: Mrs. RobyThrough the process of community education the Community Education Office fosters community support for McClellan Community School and the Little Rock School District. Via planned programs and activities the Community Education Office enhances community involvement and coordinates an education service for the community.For information regarding currently offered Community Education courses or to suggest possible course offerings for the future, please contact our office located at 9417 Geyer Springs Road Little Rock, Arkansas 72209 Phone: (501) 570-4149* r A/C'f'*^'/ \u0026lt; Zi Po X, -^ f ft _ _Jn.- \u0026gt;\u0026lt;A-  * 1 McClellan community EDUCATION i c I O N Mt N I E T S c o M P U E R S nmw E N R I R E C R E A I O N l_ TVI N 1 i i 1 1 1995-1996\u0026gt;^0'' S\nV. LITTLE ROCK SCHOOL DI John L. McClellan Community High School 9417 Geyer Springs Road February 26, 1996 Phone 570-4100  Little Rock, Arkansas 72209 RECE5VED Linda Pondexter, President Little Rock School Board Slow. Markham Street Little Rock, AR. 72201 MAR 1 8 1996 Office of Desegregation Monitoring Dear Madam President \u0026amp; Little Rock School Board Members: We the undersigned wish to express our support for McClellan Community Education. We feel that Community Education assists the Little Rock School District in fulfilling its mission to provide quality, integrated education to all patrons by providing numerous courses and programs. Currently, Community Education offers educational programming for people of all ages. These programs include: Community Education courses\nthe McClellan Community Education Tutorial Program\n2 Cool 4 School Summer Day Camp\nACT Workshops and Lock-in\nand a variety of activities and services. We feel that it would be a great loss to McClellan and the community if Community Education was no longer available. Please join us in support of McClellan Community Education. Sincerely, McClellan Community Education Advisory Board Members lyvAjM) L 7 1 i I Student Patrons SOiMLAnkLO 7^ Al __/'l/rs}ir/ k^kovAflc (Lh^le,. /oh/i^ (^i^- ZSzii QJTL r ZZjJiLiik ''\u0026amp;tnMLL1Ht]ij.O^ 'Y^tri^cL^ Ikk'^k-__ (JjTli'XVin, vnj. W7^ M  V@ JStudent Patrons Sc(\u0026gt;}iP~^_________ 6^\u0026lt;3/k2. ___________ I IStudent Patrons a 1 p txh, '^iVy P/z 13 coCi^ \u0026gt;^i(l_______________\\ ,____I_ m r g i v^tTs C\\?A ilticer5t'z JAtVyr ^bo \\C\u0026gt; \\vrvpV\\V\u0026lt;r^ AZ/c/-\\ol/:^5 '\\^p\\n Vgicx-^ ov 0f\\Aui5jA. iSz^ \u0026lt;-S H 5 Pq.(7| PEEOSJOAllM ^rPpP(f\\ b(5nPkVfn'f^Student Patrons ^3/)^ Pc f'-ljlf^AA K, 7A.t.U.'tfA [ __^i/J!^ .. 7J yJi\u0026lt;l-XTLH. LlvUlfia^ic lo. L,^J-Li\u0026gt; . -72.^! ^Sf^ Ylts t^trC .vS^XIg^x'x^v^cTcP^^B^ (.\u0026gt;?fvL .\u0026lt;}:LiLSbu\nU)^4^eck 72202. ^/YY}^ IG 2.^ X}\\k^ OtimA 363 /Jrf'/^fbdc /(jy fS ktn ,Cf^'A\u0026lt;kQi. kXD GiSt^s \u0026lt;\"\u0026gt;3 \\^V S .^MaJc/X. A)7/i, (\u0026lt;J-/-Oii\u0026amp;-17Zoq , . \\ kXirw^^Xt^jA BEibLJDeerJLacxhxj^^ jnpif\\C\\C\u0026gt;i TALe.Q-^ Khalifl Ph.ll.p-j Student Patrons 6^T^r\u0026lt;\u0026lt;S S4 yvi'ck (c\\v C,\\j, L^.f^ (ifitjz (Viu'e nAO.(b/h.tj L.^ 'IZ'lO'l Q'z:2(\\^ 2L_\u0026amp;u4ii_2iSJn^li^^ a3{, /pOpgl/A\u0026lt;\\jl W ffiQpa)D_^XlJLUDt-24^^ \npf^elrr i^rh'd L ^9S)O? i^eAi/oui pR. lji.. 7^7.a'j^Adult Patrons ftddi I) 1^4/7^ w 7 At/',/!\u0026lt;' 7:ic7C i44/^ At^.7ZZG6, flmj-nxii @jvHPA\u0026gt;6?^lr) '^pdij_Yr)(i DnV\u0026amp; Li-Me 4-! 0 e J/IAAre?7 {7',Ac3f 4^^, A^f^ 4^1 J/\\AAre?e-t e :i^ XzVTs^LQO^ /j cSxMt Ey2^ I^LU^ ly\u0026gt;^. A^6 'QQ I 740^ Y ^^AA^-VA^A^A^Adj AAaa^. '^/^./^. 41^1 ,7/// Z^4/^\u0026gt; A A ______ 'j/?^wA'4i4cyi' s/'n tmia __7f p * 3/^ 72^/^ 2k. !' lid. \u0026gt;^J^- ^(^15 fy}aJi4i k, -i)~ro7__ UJoackon cS\n)tspPwA\u0026lt;vl^irru Albri\u0026lt;jh-^ dr. L7, ^(\u0026amp;^aJ is \\/\u0026gt;dcc Ld^ Lk\u0026lt;^ IS -7^-^/?) ^/lj2AArry(7\u0026lt;r^ 3 ] ) ?)^)ri' Dr, 7)r,Adult Patrons Hp.n iu, /Q G\u0026gt;h. 1^0 4 A- Ar S bOMb-w-ub/^ NL pp puA A^/Ainy/AAA- Al yA/ 14 -tg. (}i^ XA CXy AfLzxl Io1o?\u0026gt; _An L.JC '^^0 3 ^// i.l'l''' -'-i :r 1 (^I^tAAOiy^ 44,, C^.xJ\u0026lt;\u0026gt;i4v^ / 0/^K^ c^^^y\\.fsLiA.^ L-) ^ I V SJj, ( 'c/ C} b. 0(\u0026gt;i/i^h____2 Ahc'rd^e/} C'J- 15 L, -z Q4 \u0026amp;. 7M AJlA, ArL f \u0026lt; ( f 2^/// ?k^ ____________p/b Oj//A(^^ qAA!/ (k^/i 'i\u0026gt; 3 ,-^#Z/ /V. '?:iA.D VT^/ar 4/LAdult Patrons . y^/l  222^2. eAvo^m^ q3\"iqiiz\n'D^.:^c, e/t. 7^t- fofaaicJ^ii rw, h)O^a.P\u0026gt; ,(M n\nno?s \u0026lt;2 C^atrtA s^. XQ^ WL 2 U. fh.UL haki2Biii\u0026amp;2i2\u0026lt; \u0026lt;ir7fjr^(\u0026lt;__ 7/ ij^kTtr. OiKt,^,A/?M- ')^2^.7' ,' yAl/JCckJl--Ik--.. ZA- 727jJY 23^ kA A. L7U.aH !DCi S^/r - C~[^ 7 2.7.'0^ ______________^(\u0026gt;90/^/./^AC y:3. I oy ^^lQ\u0026lt;L3iyy^^Ca^'ry^____^6/yAc\n^C2i4\\(^ Ivy'^C^/l^kk UO, ,nd iDlDlJc ^ij'/ /f/ __7^\n'6f Mx^Ck. 5?0/OreAA. /n.ii^n^.Q.A^. 1^i Ar, 'A,Adult Patrons A/|z\u0026lt;.ric/t U^Ob LdLL7?Ai^ '^OlVWI (1a 1^/02 ^OLVWt 6a f Pazm AU^x i7}ci^6i 'T^lTfx:^ 6^? c I ^c^7Zui?cZ nSL^C(\\ /f),(i^}iL^]/T/cil-J/JiAM-__7-^^^ 3''3~(:\u0026gt;6 ) j?s.^'V.^x^.Qsfc.iQi. X/T. 7^'^7 J'-^J3Z3^ iA3.biRnxc^ Qk\\ .Vj?iCOick).P I 7 J 7? '^ 0 2C,0 77. /-J 1/1/ SfriAJfwl -QA k i-AgSpAdf tAAZVdirw.llg IH O' - a s '77i-3as.- ^5-0 ( ^1 7^..Z'2SXi.'=1. 7/iAjL7/Kft^ //7a 07^ 7\u0026lt;i J(7^3^/) 77]F^i/r77(^ Sou2..I I I I I I I I Ss I Si '/1f^ IB //\" Adult Patrons hrlfiM'Ac,\n^2. ::? i J t^i'\u0026lt;^'^ i-t^-c- L 1^___UM hOA g4at. t^\u0026lt;' 1^. I.H.I, O.lIX- IbvUAli^il^l 1  \\ f / U^vyvvVtZt^Myy ,2--^ i . cl /2. ciVA\u0026gt;Hsrf + \u0026lt;^1 /^pzMvx^ ^Ccuv r)e\u0026amp;rMeoc\u0026amp;^- '^l-y)\u0026lt;y^ -*4 .2 Ai? MjM/ -r- Miiw'ntiTin f'ftMiiHMwrfliiirn'tiiTariit Adult Patrons 15^1 *7 ^/1/1 \u0026lt; /b\u0026lt;^J QVYrs.x\u0026gt;.^^ ^x^yizXvn fOSoo b5j^) fr)a}j^jAk-(14 1:25.:^^ y^i^3McClellan Community Education 1996-1997 Revised Budget Administration\nFull Time Employees\nDirector Office Manager Receptionist 38,404.56 20,663.13 11,558.00 Total Full Time $ 70,625.69 Full Time Employee Benefits\nRetirement (12%) Hospital ($1,963.00) Life ($65.00) Di Lt (.587%) State Tax ($65.00) Hospital Indenity ($67.00) Dental (205.00) $ $ $ $ $ $ $ 8,475.08 5,889.00 195.00 414.57 195.00 201.00 615.00 Total Benefits Total Administration Salary and Benefits $ 15,984.65 86,610.34 Part Time Employees\nNight Supervisor Security Total Part Time Salaries 8,640.00 8,677.50 17,317.50 FICA Total Administrative 6,727.65 $ 110,655.49 MCE Tutorial Program $ 28,602.17 Total Projected Expenses $ 139,257.66 $ $ $ $ $ $ $ $ $30,000 Operating Expenses are to be paid from Community Education's current Activity Account which has acccumlated to $53,160.06 since 1991. Page 1McClellan Community Education Student Programs McClellan Student Council ACT Tutoring Services ACT Lock-In McClellan CE Tutorial Program - A.M. \u0026amp; P.M. McClellan CE Homework Help Program 2 Cool 4 School Summer Day Camp Healthy Family Center Mentoring Case Management Educational Enrichment - Creative Arts Program' Tutoring Program LRSD Students K-12McClellan community education Community Education Program Needs/Interests Assessment Spring 1996 1. Have you ever taken a Community Education class? 44 Yes 2. If not. Why not? no interest 4 not affordable 24 no free time 90 No 26 didnt know about classes A no transportation 9 inconvenient time __ other, please explain 3. What are the best days for you to attend classes/activities? 67 Monday 47 Thursday 46 Saturday 55 Tuesday 14 Friday 4. Do you prefer a class/activity that meets: 83 once a week 31 twice a week 18 on weekends 5. If on-site child-care were available while you attended class, would you take advantage of it? 26 Yes 77 No 6 If yes, what are the ages of your children needing childcare? 9 T 0-3 years 4-6 years _ 6-12 years 7. Do you have a problem with transportation which would prevent you from taking a class? B DO IT YOURSELF 15 Plumbing 25 Landscaping/Lawn care 20 Fashion design 27 Interior decorating 16 Small engine repair 27 Foods/cooking 26 Auto care for women _2 Other C ENRICHMENT COURSES 28 Reading improvement 5 Creative writing 14 Estate planning/wills 14 Oil/watercolor painting 13 Quilting Stitchery 10 Guitar _5 Community theatre _P Macrame 4 Choral group 16 Foreign language _8 Advanced photography _2 Other D. HUMAN RELATIONS 13 Single parenting 22 First aid/CPR 1 Coping with divorce 31 Self-esteem M Home repairs Gardening 21_ Upholstery 19 Sewing 11 Carpentry 16 Cake decorating Furniture refinish/repair Speed reading Family finance 9 Jewelry making 5 Basic design in art 4 Leather craft 9 Knitting/crochet W Wood working 23 Flower arranging 1 Decoupage 5 Great books Basic photography 13 Calligraphy Parent effectiveness 1 Pre- \u0026amp; post natal 40 Stress management Family relations _ Yes IOOno 8. Are you most interested in taking a course: 3^ to refresh knowledge and skills of present job. 48_ to increase possibility for promotion in present employment. 41_ to learn skills required for different employment. 9 to return to college. 78_ for personal improvement or recreation. 3 Support groups (AA, NA, Co-Dependency, Cocaine Anonymous, ACoA) E EDUCATION EMPLOYMENT 9. Of the following classes/activities, please check the ones which interest you. A RECREATION AND SPORT 4 Bridge Modem Dancing Square Dancing 10^ 1 ly 2 Tennis Softball Basketball Mens Calisthenics 4 Gymnastics/Tumbling h Chess 4 Ballet W Ballroom Dancing (\u0026gt; Golf Volleyball Fishing 8 Wildlife/Hunting Aerobics/Gym exercise 47 Introduction to Computers 23 Small Business Development _5 Electrical Technology _4 Real Estate _5 Professional Child Care 3 Food Service 27 Data Processing 11 Teaching Assistant _0 Literacy' 19 Office Management _5 Commercial Drive Licensing _4 Basic Retail Clerking _6 College Math, Algebra 26 Accounting ^3 T^Tjing/Keyboarding ^4 Clerical/Secretarial 10 Marketing Patient Care Aide 16 Social Work Assistant 3 Building/Construction 2 Dental Assistant 3 Pilot License Testing 10 Banking 10 Speed Writing 5 Graduate courses 0 Other ___ 10. If there are other classes/activities which you are interested in, please list them. Tourism, air bursh painting, niarro lessons, video production classes11. Please rank the top three (3) concerns you have for your communi ty/neighborhood. 14. Please check your appropriate age group and sex. 62 Drugs Unemployment 3 Poor City Services 9 Healthcare 2 Public Transportation W. Lack of adult education opportunities 9 Lack of community pride 12 Lade of afterschool program for youth Violence 6 Housing 20 Educational system 41 Crime H Lack of recreation 2 32 32 18 18-25 26-45 46-55 56 + n. Male 34 Female 15. If McClellan Community Education classes were discontinued, would you: 12. Would you be willing to serve on the Community Education Advisory Council to address problems and concerns of this community and school? 23 Yes 7^ No 13. If yes, please give us your name, address and daytime phone number. Name: 78 consider it a loss. 0 not care. 47 be disappointed. 22 expect a replacement. _5 give up on continuing your education. 4 figure that it was in the best interest of the Little Rock School District. 4 other (please explain) See below Address: City, State: Zip: Daytime phone number: 16. In support of McClellan Community Educaiton, I have enclosed a donation of: _ $5.00 2 $10.00 _$25.00 other: $ Question 15 Other: - Find another class - Cemmunity will lose excellent oppoirtunity for learning. - Search for another way to get trining to inprove - Consider producing a 60 second publication service video to air oncable for informing the conmunity about classes.Representative Edward F. Thicksten P.O. Box 2019 Alma. AR 72921-2019 501-632-2117 Business 501-632-1288 Residence 501-632-2149 FAX DISTRICT II Part of Crawford County COMMITTEES STATE OF ARKANSAS CHAIRMAN Joint Budget MEMBER Education State Agencies and Governmental Affairs Joint Committee on Energy March 11. 1996 Ms. Linda Pondexter, President Board of Directors Little Rock School District S10 West Markham Street Little Rock, Arkansas 72201 Dear Ms. Pondexter: I am writing to you and the members of the Board of Directors of the Little Rock School District concerning the McClellan Community Education Program. Please accept this letter as a statement of my support for the continuation of this valuable education program, which provides a myriad of educational services to the students of McClellan High School as well as to the surrounding community. In addition to working with the community to foster a strong learning environment and providing supplemental instruction to students who score below the 25th percentile on the Stanford 8 Achievement Test, the Director, Ms. Marion Baldw in, is actively involved in the development of programs and activities that address the educational needs of McClellan s students. Ms. Baldwin also serves as an advisor to the McClellan Student Council. As the Chairman of the House Joint Budget Committee, 1 understand the difficult choices that must be made to ensure fiscal stability and responsibility. However, 1 would encourage you to consider the totality of benefits provided by the McClellan Community Education Program and continue to fund this worthwhile program. Thank you for y our consideration in this matter If 1 may be of fiirther assistance to y ou regarding this or any other matter, please do not hesitate to contact me Sincereix. Edward F Thicksten State Representative cc\nDr Henry Williams Ms. Marion Baldwin Jennifer Edwards 9211 Oak Grove Lane Utile Rock. AR 722066222 Telephone (501) 560-2007 To Whom It May Concern: It has come to attention that the LRSD is considering cutting community education as a way of dealing with its budget crisis. I think that this would be an incredible loss to those of us who have utilized the community education program. I personally took the ACT prep course. My guidance counselor recommended die program to me after I took the PSAT and did very well on my verbal section, but showed some problems with the mathematics section. After taking the prep course, I took die December ACT and scored a 30, this was die first time I had taken die ACT. The prep course for die ACT proved to be of enormous value to me. I received scholarships to attend TCU in Fort Worth, Hendrix in Conw^, and UCA in Conw^. TCU and UCA bodi invited me to participate in the Honors Programs. These programs are for those students who are identified as having an enormous potential for contributing academically and socially to the university communify. I am currently a member of the Honors Program at UCA. I have maintained my ACT scholarship for the four years I have been at UCA. I am a member of Alpha Chi, Psi Chi, and Who's Who, in part because of my participation in die Honors Program. Ilie ACT prep course has proved invaluable to me. For a simple fee of S50.00, my parents and I have saved 58,000.00 intuition. Althou^ the results will not be the same for every student, I strongly believe that the ACT prep course is a necessary part of the community education program. It can make die difference from being conditionally admitted, to being unconditionally admitted. It has been my experience that diis can make a big difference for many students. Sincerely, J *March 7, 1996 Mrs. Pat Leach McClellan Community High School Office of Community Education 9417 Geyer Springs Road Little Rock, Arkansas 72209 Dear Pat: Thank you for teaching me Word Perfect 5.1 offered by the McClellan Community High School Office of Community Education. I wanted to tell you how much easier you have made my I can do a memo in less than ten minutes. workload. When I it took me camo to this position at HUD in November 1995, two hours, and I was wasting so much paper trying to learn. But when you told us about the \"magic\" key, (Fl) the first day you taught, it changed my whole life! came The class was fun. I also appreciated the individual time you gave to me when I did not understand how to do Your patience and calm voice were so much something, appreciated. Pat, be sure to tell Donna Larking that she was very good on She, also, gave us individual time our first day of class, to help us. Mrs. Roby's cookies were good, too! Sincerely, Carolyn Henry Multifamily Housing Representative Department of HUD I i 1/ cc: Mrs. Robyc 5 lUi a E o McClellan Community High School Office of Community Education 9417 Geyer Springs Road Little Rock, Arkansas 72209 Phone: (501) 570-4149 ol 111 BCl o 03 in \u0026lt;D McClellan Community Education is designed to develop a partnership between the school and community in order to provide educational opportunities and services to McClellan students, parents, other patrons. Little Rock School District employees, residents of Southwest Little Rock and neighboring communities.Through the process of community education the Community Education Office fosters community support for McClellan Community School and the Little Rock School District. Via planned programs and activities the Community Education Office enhances community involvement and coordinates an education service for the community.For information regarding currently offered Community Education courses or to suggest possible course offerings for the future, please contact our office located at 9417 Geyer Springs Road Littie Rock, Arkansas 72209 Phone: (501) 570-4149Willie J Edwards 9211 Oakgrove Ln Little Rock, Ar. 568-2887 pager 399-6111 Z/.y- '  rtB 2 .. 1995 CltiCO c! J\niirr. kuiuEianng 0 February 23,1995 Dr. Williams: I would to like to ask your help in a matter of great importance to me and a number ol other individuals. I have been with the McClellan Advisory Board since it's start .We have worked hard to bring about change for the better in our school and community. We had a wonderful relationship with the director and school board prior to August 93 In, or around, August of 93 the director, Malla Dagget, resigned. Brenda Scrimager was selected as the new director in December of 93. It was rumored then that this director, Brenda Scrimager, was telling different individuals that she would not work with this advisory board and counsel. It has become apparent that this rumor was true. Since Ms Scrimager was awarded this position, we have not had timely meetings and she has re\u0026amp;sed to follow bylaws, giving verbal degrading of advisory board and school administration and teachers that don't agree with her. It has come to light recently that the last board election was also rigged. I was informed today, February 23, at 8\np.m that she has now elected her own set of officers to help her proceed with her agenda. Please look into this matter because Community Education is one of the best things to come along in this district. Thanking you in advance, Willie J EdwardsL, i LITTLE ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road  Phone 570-4100  Little Rock, Arkansas 72209 Era Lao H MEMORAKDCM TO: Advisory Council FROM Scrimager DATE: February 27,1995 MAR Ci'ica d 1995 :cc'? RE: Executive Council elections Whoops my fault, this memo was found under my desk - Im sending the results of the Executive Council elections. If you have any questions please call me at 570-4149, I thought some of you may have forgotten because I havent heard from you in such a long time. D fe'. LITTLE ROCK SCHOOL DISTRICT f.-i'x\"' B E John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100  Little Rock, Arkansas 72209 MEMORANDUM A a TO: Advisory Council members MAR - 1995 FROM: ^^^'l^enda Scrimager ICI DATE: January 15, 1995 RE: Board elections Listed below are the names of the new C.nmmunity Education Executive Board. President - Bobby Thomas Vice President - John Twyford Secretary - Paige Beavers Treasurer - Kelly TuckerMarch 1, 1995 OHic- Vi This is just a reminder that the next Advisory Council meeting will be Thursday March 16, 1995. The meeting will last from 6:00 pm to 8:00 pm in the Media Center.\nMlf f 9 1995 LPSL 'SUPTS OF\"ICE Oc: t1PP 09 35 10:11 QdWti  Mi '.liCi\"'':} / 254 FOl DRAFT I t i McClellan community education iPRooRAM  The District remains supportive of the' \"community school\" concept which links citizens and their schools together in wavs that are mutually beneficial.  n conanunity school  The District has provided full financial support for four years providing time for the maturation and development of potential community partnerships. As articulated at the inception of the program, the district was to sustain the concept for limited period (need to verify the exact nu^^ of years in original planning framework) while practice and outside financial resources were  I  The District will provide one additional year of financial support allowing additional time for the status of self-sufficiency to attained. This would provide a total developmental time period of five years which is adequate for the community education concept to be embraced, adopted, and supported by the gowmunity. i According to the budget figures produced by the community advisory council, anticipated r6Ve~iiz..----- tuition will meet or exceed ^50,000 council indicates a projected dtS^ approximately $90,000. inusfi^enerated from class/coursa \u0026gt; The community advisory ict operational budget of  The District will provide a budget of $40,000 to assist the commxxnity advisory council in the operation of the community education program for one additional year with the understanding that self-sufficiency must be attained by the 96-97 school year. program will remai.h housed at the McClellan High School. District will provide technical assistance to the Comunity Education Program in the form of grant writing expertise in securing funding sources. to assist review will take place mid-yelr so that all parties \" info-r-m-e-d-- -a-s- -t-o- --t-h-e- oprrooagrreessss bbeeiinnog mmaadn ea ktAowuaarv,d! achieving self-sufficiency status. The Distr4 will work with the McClellan Community Education to ensure that the integrity of the governance, and operations of the Community Education Program originally defined are recognized. Advisory -C structure, as ffencf. Little Rock School District MEMORANDUM To: From: Date: Subject: Ann Brown, Federal Monitor Russ Mayo, Associate Superintendent jijtL August 15, 1995 Response to memorandum of August 9, 1995 4UG / 5 J995 Office of Dose^ The following is a response to your memorandum of August 9, 1995. My response to each of the three items is as follows: 1. We did not feel it necessary to do a plan modification for the McClellan Community School because all components of the program are being offered. We could find no reference to a minimum amount of money that must be budgeted for the program. Some money will come from other sources for this next school year. That which appears in our plan is more an historical account than specific action to be taken. The only exception is on page 94 as you 2. 3. have noted\nWe have reviewed page 94 of the desegregation plan relating to the McClellan Community School. The appropriate items from that page have been added to our list of obligations. I have requested a report of the status and progress of the McClellan Community School. When I receive it, 1 will forward it to you\nand. As noted in item 1 above, obligations relating to McClellan Community School have been added to the list. It now appears as a listing. If you have other questions, please let me know. C: Dr. Henry P. Williams, Superintendent Chris Heller, LRSD Attorney Jerry Malone, LRSD Attorney U.MCCLELDOCOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: August 9, 1995 To: From: Russ Mayo irown Subject: McClellan Community School As Im sure you know, the McClellan Community School program was incorporated into the current LRSD desegregation plan at the behest of the Little Rock School District Board of Directors, with the concurrence of the parties and the approval of the Court. As such, it is an important aspect of desegregation in the district. 111 appreciate the following current information about McClellan: 1. Please explain the statement, which appears in your July 13, 1994 memorandum to Dr. Williams, that \"McClellan was a reduction which does not require a plan change.\" 1 am puzzled by this assertion, because the desegregation plan clearly establishes McClellan as a community school, and court orders (for example, those of August 4, 1992 and December 30, 1992) have reemphasized the importance of the community school, the Advisory Council, and an adequate budget for the program. 2. Page 94 of the LRSD desegregation plan promises that ODM and other groups will regularly receive reports on the progress of the community school and any recommendations for changes. Please forward to me the school districts report on the status and progress of the McClellan Community School for the 1994-95 school year. 3. 1 note that the McClellan Community School is among those desegregation obligations that does not appear in your listing of \"Obligations from the Pulaski County Desegregation Case\" dated August 1995. Because the community school has been prominently featured in both the desegregation plan and court orders, please explain why it was omitted from your listing. Tlianks for your assistance. z c\u0026gt;z// e-/\u0026gt;/ Little Rock School District MEMORANDUM RECEIVED To: Ann Brown, Office of Desegregation Monitoring From: Russ Mayo, Associate Superintendent Date: September 5, 1995 Subject: McClellan Community School Report SEP 7 ms Office of Desegregaion Mcni\nipg Attached is the McClellan Community School Report you requested in your memorandum of August 9, 1995. C: Henry P. Williams, Superintendent Victor Anderson, Assistant Superintendent - Secondary PnnitaMcClellan Community Education Fiscal Year End Report for 1994/1995 Prepared August 16,1995 McClellan Community Education (MCE) has been in existence since the 1990-1991 school year. Initially a Three-Year Plan was developed which set for the goals of the program. Since its inception, MCE has provided a variety of programs and services to the community. By expanding the use of the school facility MCE as an anchor for the community. serves Program operations for 1994-95 were slightly impeded by the absence of an active director. Office personnel were challenged to maintain community support, input and participation. However, with the guidance and support of the McClellan Community School Advisory Council and a $265,000 grant to establish the Healthy Family Center (HFC) MCE was successful in its efforts toward these following goals: Goal 1. To enhance the educational format at McClellan through eradication of racial disparities on test scores. ACT Language taught by Shirley Ferguson with nine enrolled. ACT Math taught by Anita Henson with 15 enrolled. ACT Reading taught by Shirley Ferguson with 10 enrolled. ACT Science taught by Monica Parish with 16 enrolled. After school tutoring through HFC with 52 enrolled. Goal 2. To expand participation in Advisory Board. 8,000 class brochures mailed in the fall and spring announcing classes. 1,400 HFC monthly newsletters mailed announcing classes and services. 1,400 Summer Camp brochures mailed. 130 weekly MCE campus newsletters distributed on campus and to Advisory Board. Goal 3. To expand the use of the well-child clinic. Healthy Clinic renamed the Mala Daggett Health Clinic. Nurse Theresa Bour replaced by Karen Terry. Dr. Sam Schultz came for medical services on Tuesday afternoons. New COPE Representative is Mary Gupton who coordinates early childhood services. Established a new day care, IMAGE Day Care, at 65th and Butler. McClellan mothers and children were feed into the program. Day Care ran by Pastor Harville.Deborah Sweat, College of Nursing, come every other Friday for services, population and community of the goals and objectives of II Iw Qvl Offered classes taughf by local businessmen, community leaders, and senior citizens. Ron Walls taught Critical Thinking, Betty Turner taught Communications, Dr, James Parins taught Grant Writing, Rob Thrope taught Investments in the 9O's, Henry Rambert taught Ladies Car Maintenance, John Sanders taught Ballroom Dancing, Lisa Buckner taught Brochure Design, rack Carmichael taught Developing Your Child's Self-Esteem A _ I  . . X _  \u0026gt; a** * Caroline Stanley taught Diamonds Are a Girl's Best Friend Jan Dean taught Yoga, Clergy involved the Community Education and Pastor Harville, program are William Reids MCE Director attended PTSA meetings and fielded questions from PTSA members. Goal 5. To expand the use of the School's facilities. Increase the number of recreational classes. .,^11 K II L-  -------------- Recreational classes offered were volleyball, ballroom dancing and yoga. Established the HFC after school tutoring program. Held the 2 Cool 4 School Summer Day Camp on campus. Advertisement in class brochure for organizations, HFC, and PTSA. Task Force lifted canopy surrounding the auditorium, resurfaced the tennis court, and installed awnings on corridor walkways. successful in meeting some of its goals for the 1994-95 fiscal year. With meaningful input from the MCE Advisory Counal. collaboration with local businesses and organizations, and the support of the McClellan Community School and its patrons, MCE is currently in the process of establishing objectives for the 1995-96 fiscal year. Holding to the principle that education is our most valuable resource and believing that the educative process is the most important means of meeting individual and community needs MCE has conducted evaluation of campus resources. an II?patrons enroll in our computer courses. This requires that we have the most up-to-date computer technology available. Currently this is not the case. Attached is a needs request which was presented by the McClellan Business Department. Prior to the change in leadership for MCE, 15 computers were ordered (P.O. attached). This purchase order was cancelled however without Principal Jodie Carter's knowledge by the previous director. As a result of this action, MCE will be impaired in its delivery of services. an Since this time the McClellan Community Advisory Board has selected interim director. With the assistance of the MCE staff, HCF staff, McClellan Community School and the input, support and participation of the community, Marion Baldwin, Interim Director, is dedicated to the challenge of putting community education back on track.CKM ATTACHMENT 1 Little Rock School District In order to upgrade the McClellan Business Department, we need the following: Replace two computer labs with computers with 8 memory - Total number of computers in lab - 45 computers - Cost of each computer approximately $2,000 each. Printers Color and Laser 8 Printers - Approximate cost $10,000 Third Lab - Replace 12 computers - $2,000 each Two keyboarding rooms - Transfer equipment in the two labs to the two keyboarding rooms. (six new printers needed - Cost $2,000) Junior Executive Training and Marketing Classroom - Add ten computers Cost $2,000 for each computer Add four printers - Cost $1,400 New software needed for all classrooms - Cost approximately $5,000 ****** We do not meet the minimum standards required by the state of Arkansas. We must have memory of 8 or above to meet standards, teach WordPerfect 6.1 to meet standards. Also, we must At the present time, we have 80 computers, meet the required standards. Only eight of the computers 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361LITTLE ROCK SCHOOL DISTRICT 'encoi E37 INVOlCeiN TRIPLICATE TO: LITTLE ROCK4OMOOL DISTRICT ACCOUNTS PAYABLE 10 WEST MARKHAM LITTLE ROCK, AR 72201 INfHUmES PERTAaiMa TO THIS ORDER , i KaaetMtcmnmtPUKCH/iSiNG V^_,lRTMeNT. LITTLC ROCK SCHOOL DISTRICT, tseo t STHSTRerr. LITTLE ROCK, AR 72202, PHONE NUMR (901) 324-2230.  SEE TERMS ANO CONDITIONS BELOW u PURCHASE ORDE P/0 75001'19' IMPORTANT PURCHASE ORDER NUMBE MUST APPEAR ON ALL INVOICES, PACKAGES AND CORRESPONDENCE TO\nCOMPUTER WAREHOUSE 4000 LANDERS Rd AD S'.'171: 0 NORTH L.ITTLE ROCK. AR ^SHIP TO: LITTLE ROCK SCHOOL DISTRICT SUPPLY CENTER WAREHOUSE 1000 EAST SIXTH STREET DATE: 'ai 1? 525 LITTLE ROCK. AR (301) 324-2230 TuhN JEFFERS (Dellvwy Houra 8:M AM-3:30 PM) ATTN: COMMUNITY ED REQUIRED: 6/01/9S SHIP\nFOB LITTLE ROCK REQ: OOOO0O7B5 lANiT*  Ol'AN . I v r rnnt  I DESCRIPTION I DISCOUNT T UNIT PRICE TOTAL: 1 EA 1.74Q,0000 \u0026lt;?6 . 20.00 CWI ^i8S- i.N COMPUTERS, TOWER VERSION EA 99.0000 1 ,^85.00 SOUNDBLAS \"ER 16 VALUE EDITION 15 EA .0000 1,1Q5.00 CSlOOO tech speaker KIT EA 19.9500 299,25  AVI-CSIO u TECH HEADPHONE KIT ** T95-133 *** -4.^ Sub Total Taxes . 1 \"3^ '5 1,751.26 Pd. TOTAL 30,940.61 **********+ ORDER MUST BE IN ONE SHIPMENT, RECEIVED . INVOICE RECEIVED NO LATER THAN 6/9/95 IF YOU SHOULD HAVE ANY QUESTIONS, PLEASE call, r- rrv AT (501) 324-2260. THANKS   ACCOUNT 16.00.00.3100.01 \u0026lt;560 AMOUNT 30,940.61 AS, CONDITIONS \u0026amp; INSTRUCTIONS: T'-f%rchaae vaNd only arhen signed by Director of Purchasing. 2. Goods to be deMvarad F.O.B. as per address in SHIP TO block. 3. Order may be cancaSarf lor poor delivery or if items are not as specified. 4. District will not honor any commitment made without a purchase order. 0. 5. Priof Io Of Included with shipment, please send Material Safety Data Shaal^^^lproducts conuinino haierdout aubatances or shipment may be refused. \u0026gt;' '.\u0026lt;ye * 'A. -  -____. _________.uB /A T 6. Pnce increase or iocreaees in shipping cost in excess of $25 above total P.O. must receive prior school district approval. 7 Do not overship or substitute without prior Purchasing Department approval SCHOOL/DEPT. COPY APPROVED Purchasing Director mBBB s Al lAunntivi J LITTLE ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100 * Little Rock, Arkansas 72209 MEMORANDUM TO: FROM: DATE: SUBJECT: Dr. Vic Anderson, Associate Superintendent Secondary Schools Little Rock School District Jodie Carter, Principal McClellan Community High School August 16,1995 McClellan Community Education Director's Position The McClellan Community School Executive Board met Monday, August 14, 1995 and determined that Marion Baldwin will be the Interim Director. Advertisement for the Director's position will begin so that the vacancy may be filled. c: Dr. Richard Hurley, Director Human Resources RECE!V='' ***4$^ SEP ii I 1995 Office of Desegregation Monitoring ROCK SCHOOL !' DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100  Little Rock, Arkansas 72209 AGENDA McClellan Community School Advisory Council Meeting Monday, September 25,1995 6:00 p.m. McClellan Media Center 1. Call to Order 2. Roll Call 3. Vote on Potential Board Members (Mitchell Moore, Leatrice Russ, Charley, Hilton, Jr., Loletha Wilkins, Herbert Louks, Dudda Sanders) 4 Director's Report inclusive of Financial Report 5. Re-establish Committees 6. Tailgate Party Summary 7. Report on $50,000.00 City Grant 8. Report on Task Force Monies ($5,000.00) 9. Memorial for Mahlon Martin to SVIMC Cancer Center William Fields Kelly Tucker Nancy Reedy Willie Edwards Rosemary Lawson Bobby Thomas Jo Powell 4. EXTENDED EVALUATION of the MCCLELLAN COMMUNITY HIGH SCHOOL BUSINESS/COMMUNICATIONS MAGNET PROGRAM November 13, 1995 PROGRAM PBSCRIPTION PURPOSE The Business/Communications Magnet Program at McClellan Community High School was developed in the spring of 1992 as a means of achieving the desegregation goals of both the school and the Little Rock School District. The business/communications theme was selected because of McClellans already-existing business program, the largest in the district. The program was designed to serve students in McClellans attendance zone, students from other LRSD attendance zones, and students in the North Little Rock and Pulaski County Special School Districts. The program seeks to provide students with a comprehensive and equitable educational program that will 1) lead to a thorough knowledge of business and communications concepts, and 2) provide marketable skills in various fields of business and communications. SCOPE AND CONTENT McClellans Business/Communications Magnet Program actually consists of two separate programs of study: one in business and one in communications. However, since these two areas share many concepts and skills, several courses fall into both areas. Each of the two programs contains three strands from which students may choose. Although the strands share many of the same courses, there is enough difference to allow students to explore their specific interests. The three strands in the Business Magnet Program are:  Business FYinciples and Management  Marketing and Advertising  Economics and Finance The three strands in the Communications Magnet Program are:  Oral Communications  Written Communications  Visual/Product Communications In each of the six strands, students must complete prerequisites (1 unit), requirements (3/4 to 4 units), and electives (1to 2 units). There is a recommended, year by year plan for completing7 McClellan Magnet Page 2 these courses. If a student completes the 1 unit of prerequisites and 5'/4 units of required and elective courses, he/she is declared a magnet completer. The title \"Magnet Graduate\" is then placed on the diploma and final transcript, and the student wears a white cord with their graduation gown, signifying completion of a special course of study. PARTICIPANTS/BENEFICIARIES Any McClellan student may enter the Business/Communications Magnet Program providing they show interest in the program and voice their intent to complete a magnet strand. (If a students admittance into the program would cause the racial balance to go out of established boundaries, their name would be put on a waiting list\nthey can still enroll in magnet classes.) Students from outside McClellans attendance zone as well as students from the North Little Rock and Pulaski County Special School Districts may enter the program. At this time, however, only white students from these areas may enroll in the program due to the fact that McClellans overall racial balance is out of compliance with current guidelines. There are currently 203 students enrolled in the program, with 32 seniors, 112 juniors, and 59 sophomores. The racial balance is 58.6% black and 41.4% white. PROGRAM GOAL There are two program goals, or objectives, to be dealt with in this extended evaluation. 1. 2. The magnet component of the program will result in the further desegregation of the school by attracting M-to-M and out-of-zone students to the program.\" \"The costs incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program and the achievement of the participants.\" EVALUATION CRITERIA Evaluation criteria for this extended evaluation are whether each of the above program goals can be demonstrated to be in the affirmative.  McClellan Magnet Page 3 EVALUATION RESULTS Evaluation results reflect data gathered from several sources. These data have been compiled and analyzed and yield the following results, presented in correspondence with each of the previously stated program goals (objectives). OBJECTIVE 1 \"The magnet component of the program will result in the further desegregation of the school by attracting M-to-M and out-of-zone students to the program.\" TABLE 1 M-to-M and Out-of-Zone Students at McClellan (Fall, 1995)* Black White Total Out-of-Zone 98 31 129 M-to-M (NLR) 1 0 1 M-to-M (PCSSD) 7 7 0 Total 98 39 137 from Student Assignment statistics (11/8/95) and the Board of Directors Meeting Agenda (10/26/95) DISCUSSION Table 1 shows that McClellan has attracted 137 M-to-M and out-of-zone students for the current semester. Of 177 non-black students enrolled at McClellan this fall, 39 (22%) of them have been attracted from other attendance zones or from out of the district. The total of 98 out-of- zone black students is curious, given that McClellans black percentage would be out of compliance even if the only black students enrolled were from the schools attendance zone. If these 98 out-of-zone black students had not been placed at McClellan, the schools black percentage would stand at 78% instead of the current 80%.McClellan Magnet Page 4 OBJECTIVE 2 \"The costs incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program and the achievement of the participants.\" Part A: Participation Rates TABLE 2 Participation Rates in McClellans Magnet Program for Each Year of Existence October 1992 57 October 1993 67 October 1994 150 October 1995 203 TABLE 3 October 1 Enrollment Figures for McClellan Since 1990 1990 1023 1991 1000 1992* 985 1993 886 1994 897 1995 904 First year of Magnet Program TABLE 4 October 1 Enrollment Figures for Other LRSD Area High Schools 1993 1994 1995 Central 1879 1637 1591 Fair 918 917 905 Hall 976 1031 928McClellan Magnet Page 5 Discussion, Part A McClellans Magnet Program continues to grow in popularity. Table 2 shows that enrollment in the program has almost quadrupled in the 3*/i years of its existence. Table 3 shows that a downward trend in McClellans enrollment ended soon after the inception of the magnet program and the extensive recruitment efforts related to it. While McClellan has enjoyed a slight increase in enrollment since 1993, the other LRSD area high schools have all shown a decrease, as seen in Table 4. Part B: Achievement of the Participants 1. McClellans overall scores on the Stanford Achievement Test have shown a general improvement since the Magnet Program began in the 1992-1993 school year. TABLE 5 McClellan Stanford Achievement Test Scores, Comparison Data for 1993-1995 10th Gr. BASIC BATTERY lOth Gr. COMPLETE BATTERY 1993 1994 1995 1993 1994 1995 Black 38.7 41.1 39.6 37.4 39.6 39.6 White 53.5 47.1 55.2 53.6 47.8 56.4 Overall 42.8 42.0 43.7 41.7 41.8 43.8 nth Gr. BASIC BATTERY nth Gr. COMPLETE BATTERY 1993 1994 1995 1993 1994 1995 Black White Overall 36.8 50.4 41.5 37.8 53.6 41.9 39.9 52.3 42.9 36.2 50.8 41.1 36.7 53.4 41.1 39 51 42McClellan Magnet Page 6 2. The Magnet Program has contributed to the honors and awards won by McClellan, its teachers, and its students. School Honors On December 2, 1995, McClellan will be named the recipient of the prestigious National Programs of Excellence in Business Education Award. Competing with schools from across the country, McClellan was chosen as the outstanding example of quality in business education in the United States for 1995. This award that names McClellan as the top business education high school in the country for 1995 will be presented at the national convention of the American Vocational Association in Denver. Teacher Honors McClellans Stephens Award winners for 1993 and 1994 were teachers in the Magnet Program. The innovative methods used in their magnet courses - Economics 1 \u0026amp; 11, Marketing, and Marketing Management - are part of the reason these teachers were singled out for these awards. Several Teacher of the Year awards have been shared by three McClellan magnet teachers since 1992. There have been five state level awards: Business Teacher of the Year, Vocational Teacher of the Year, Marketing Teacher of the Year, New Business Teacher of the Year, and New Vocational Teacher of the Year. There have been three national level awards: Region IV American Vocational Teacher of the Year, Region IV New Vocational Teacher of the Year, and Southern Business Education Teacher of the Year. Student Honors Involvement in the Magnet Program or in magnet classes has contributed to the success of several students and student groups. In 1994 and 1995, students in the magnet course Junior Executive Training have won first place honors at the Arkansas Executive Business Games. McClellans chapter of the Future Business Leaders of America is the largest chapter in Arkansas and it has won more awards than any other state chapter for the past several years. All FBLA members are involved to some degree in magnet courses\nalmost all magnet students are members. At the National FBLA Conference in 1994 and 1995, the skills students have gained in their magnet courses have contributed to the winning of several awards, including the award for top Annual Business Report in the country for 1995. Since the inception of the Magnet Programs, magnet students have used their business skills to achieve leadership positions in FBLA on the district and state level: District VIII president (twice), vice president, and parliamentarian\nand state vice president (twice) and president. National honors for individuals have gone to two students involved in the magnet program. In both 1994 and 1995, McClellan students were named the National Region 4 Outstanding Business Education Student by the American Vocational Association.McClellan Magnet Page 7 McClellan magnet students are also achieving on another level. Magnet teachers have received feedback numerous times through letters or phone calls as to the high skill levels found in their students. Employers tend to find McClellan magnet students better prepared for the workplace, both in business skills and human relations skills. Discussion, Part B As shown in Table 5, for the three years since the magnet program began, Stanford Achievement Test scores at McClellan have improved. The magnet program has in all probability contributed to this improvement. The substantial amount of equipment and materials brought into the school with the magnet program has benefited not only magnet students, but also a majority of nonmagnet students. A great many non-magnet students enroll in magnet courses, and almost every McClellan student benefits from the magnet computer labs. Increased levels of learning  and thus increased test scores ~ may be directly related to the magnet-funded equipment and materials. The entire student body is reaping the benefits of magnet funding. The magnet program has also contributed to an increase in school honors. For a young program such as McClellans to win a national award for excellence is a testament to the hard work and dedication of the magnet teachers and staff. Word of the program has spread statewide, and now nationwide. This positive reputation draws attention to McClellan teachers and students and may contribute to their selection as honorees in various categories. With the upcoming national award, this winning trend should continue and increase. OBSTACLES TO GOAL ATTAINMENT OBJECTIVE 1 \"The magnet component of the program will result in the further desegregation of the school by attracting M-to-M and out-of-zone students to the program.\" This objective has been met to a small degree. Perhaps the biggest obstacle to attaining this goal was the high percentage of black students already present at McClellan at the inception of the magnet program in 1992. McClellan has had the highest percentage of black students of all LRSD high schools since 1990. This results mainly from the fact that McClellans attendance zone is heavily black. A year before the magnet program began, Student Assignment reported that McClellans satellite zone was 100% black and the remainder of McClellans zone wasMcClellan Magnet Page 8 around 65% black. It is understandable, then, that when the magnet program began in 1992, McClellans black population was at 67%. At that time, however. Central, Hall, and Parkview were still below the 60% level. Because other LRSD high schools had a more racially balanced population, the out-of-zone and out-of-district white parents may have simply refused to consider McClellan as a viable choice. As the percentage of black students in McClellans attendance zone, and thus at the school, has continued to grow, white parents from other zones and districts may continue to ignore McClellan as a choice for their children. Since McClellans attendance zone is saturated, with no room for new housing developments, and since there is a trend in the zone toward an increasing black population, this obstacle will become more and more difficult to overcome. McClellans current black population stands at 80%. To reduce its black component to even 65%, McClellan would have to attract about 210 additional white students from other zones and districts. This would be difficult for even the strongest magnet program. Unfortunately, McClellans magnet program has recently been weakened. Other LRSD high schools may now offer the courses Desktop Publishing / and II, two of the specialty courses that originally set McClellans program apart from other schools. At the same time, nothing has been added to the McClellan magnet curriculum to replace the loss of these two courses. This reduces the attraction of the McClellan program, providing another reason why parents would not look to McClellan as a choice. As more technology becomes available to all high schools, this trend will most probably continue. Much of McClellans current magnet curriculum may eventually be available at the other LRSD high schools. Unless a policy is adopted of continually adding new or more advanced courses to the McClellan magnet program, the program will eventually have no drawing power at all. A weakened magnet program and an attendance zone with a high black component: These are two serious obstacles to the achievement of Objective 1. OBJECTIVE 2 \"The costs incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program and the achievement of the participants.\" McClellan has been successful in increasing participation rates in the Business/Communications Magnet Program. Its magnet students - and non-magnet students -- have found success on many levels. However, many of the same obstacles to Objective 1 also apply here. Part A: Participation Rates At the time of the magnet programs inception in 1992, McClellans high black component (67 %) mirrored the black component of McClellans attendance zone (above 65 %). If McClellan had originally been given a more racially balanced attendance zone, and had thus kicked off theMcClellan Magnet Page 9 new magnet program with a racial balance similar to Central, Hall, or Parkview, one could speculate that more white parents from outside the zone and district might have considered McClellan as a viable choice. As already stated, this attendance zone problem continues to be detrimental to McClellan today. Part B: Achievement of the Participants Many factors, from state-of-the-art equipment to hard-working teachers and students, have contributed to the achievement thus far of McClellans magnet participants. As stated previously, this success has spread to the entire school. The hard work will continue, but the unbalance attendance zone and the weakened program may make it more difficult to attract students into the program. These weak areas will eventually begin to diminish success levels. RECOMMENDATIONS Recommendation 1 It is recommended that McClellans attendance zone be adjusted in such a way as to bring its black component more into line with the attendance zones of the other LRSD area high schools. OBJECTIVE The objective of Recommendation 1 is to provide McClellan with a more racially balanced attendance zone. Evaluation Criterion Evaluation criterion for this objective is whether McClellans attendance zone becomes more racially balanced. Expected Benefits McClellan will have an attendance zone with a racial balance more in line with the other LRSD area high schools. This new zone make-up will result in a more racially balanced student population for McClellan. This will in turn be an additional selling point for the school and its magnet programs. With a continuation of McClellans rigorous recruitment program, the racial balance of the school should experience even more improvement. Impact Analysis This recommendation will support the Desegregation Plan by providing McClellan with anMcClellan Magnet Page 10 attendance zone with a racial balance that is more in line with the other LRSD area high schools. This change in zones would most certainly be unpopular with the schools which would lose students. There is the argument, of course, that McClellans zone has been unbalanced from the beginning, and that McClellans extremely high black percentage demands quick and perhaps severe action. Risks of taking this recommendation include the possibility of patrons who are unhappy at the thought of their children attending McClellan. McClellans rigorous recruitment program, already in place, could offset much of these complaints. The risk of not taking this recommendation is that the racial balance of McClellans attendance zone will continue in the same direction, making the task of desegregating the school even more difficult. Resources Analysis Implementing this recommendation would take much study and planning by a number of district personnel. Board members, and possibly patrons. Force Field Analysis The primary supporters of this recommendation would be the staff of McClellan and the people of Southwest Little Rock. There is a large degree of unity in the neighborhoods of Southwest Little Rock, and these citizens could be mobilized to support this move. The main forces against this recommendation, of course, would be the schools that would lose students, as well as some of the parents whose children would be involved. The first force could be dealt with by comparing the racial balance of the other schools with the racial balance of McClellan\nthe fairness of this recommendation would be difficult to argue with. The second force could be influenced or won over by McClellans recruitment efforts. General Implementation Plan The officials assigned to carry out this recommendation would need to look at several possible ways of altering McClellans attendance zone, listing the benefits and drawbacks of each. Viewpoints of the principals of affected schools would need to be sought. Public forums might be held. Recomipendation. 2 It is recommended that the LRSD adopt a policy by which a new magnet course will be added to a schools magnet curriculum when one of their existing magnet courses is put into the general course offerings of the LRSD.McClellan Magnet Page 11 OBJECTIVE The objective of Recommendation 2 is to maintain or increase the ability of magnet programs to attract out-of-zone and M-to-M students. Evaluation Criterion Evaluation criterion for this objective is whether this policy is successful in maintaining/ strengthening magnet programs so that they remain attractive to out-of-zone and M-to-M students. Expected Benefits Magnet programs will continue to grow and be strengthened, allowing them to attract new students. Impact Analysis The most important positive impact of this recommendation is that magnet programs will be maintained or strengthened, allowing them to continue to attract out-of-zone and M-to-M students. This will support the Desegregation Plan. The risk of not taking this recommendation is that the LRSD may appear to be purposely weakening magnet programs which the courts have set up to further the desegregation efforts. Resources Analysis At McClellan, no new personnel will be needed unless there is major growth in the size of the student body. Existing magnet staff would teach any new courses. Many McClellan magnet teachers welcome the chance to take further training needed for new curriculum demands. The cost of new magnet courses would vary depending on many factors. The fact that a new magnet course is being added, according to this recommendation, means that a previous magnet course is now being expanded to all schools. The district should consider the cost of adding a new magnet course at the same time that they consider the cost of expanding an existing magnet course to all schools. Force Field Analysis The primary supporters of this recommendation will be magnet school personnel and supporters. These people should be enthusiastic about the chance for their program to grow. The primary detractors may be LRSD officials concerned about the costs of adding to the magnet curriculum. These costs, of course, can be avoided by choosing not to expand magnet courses to all schools.McClellan Magnet Page 12 General Implementation Plan When the LRSD considers expanding a magnet course to all schools, the magnet program from which the course is taken should be notified and asked to propose ideas for new courses to replace the course. The regular guidelines for new course proposals  form, timelines, etc. -- would be used.  Business Case is recommended___yes___no  Plan modification is recommended___yes___no  Overall recommendations are likely to have what type of budgetary impact: No budgetary impact___ Increased costs___ Decreased costs___G/- John L. McClellan Community High School A Business and Communications Magnet School RECESVFH FEB 7 1996 Principal\nJodie T. Carter Assistant Principals: Brenda Graham Everett Hawks Cherrie Walker Office of Desegregation Monitoring Dear Parents: The time has come! You and your freshman must decide which high school will best meet your needs. Academic offerings, specialty courses, athletic programs - these are all important factors to examine. How does McClellan rate in these areas? Academically, McClellan is equal to any high school in Arkansas. Our Honors Programs  Advanced Placement courses in English, American History, European History, Biology, and French, as well as Honors classes in several subject areas - thoroughly prepare students for success in college. Several of our teachers have won Stephens Awards for excellence in the classroom, and we have several winners of national and state teacher-of-the-year awards. McClellan is academically sound! McClellans Business/Marketing Department was recently chosen as the top program in the nation for 1995-96! This award reflects the advanced and comprehensive instruction available in computers, business concepts, and communications that is available from our Business/Communications Magnet Program. This program has value for all students, regardless of their plans after high school. Knowledge of computers and good written and oral communication skills are necessary for success in almost any college endeavor or career. Our Magnet Program provides these skills. Well-equipped and well-staffed, this program has proven invaluable to many of our graduates. The strength of our athletic program is shown by recent Conference Championships in football, basketball, girls volleyball, and girls track. Our teams also compete successfully on the state level\nwe were State Champion Runners-Up in basketball (1993) and football (1994), and we are currently ranked near the top in the state in basketball. In addition to athletic skill, our coaches also teach character, as evidenced by our winning of the 1994 Conference Sportsmanship Award. Please examine the enclosed materials\nsee if McClellan might be the place for you. Call us at 570-4121 to schedule a visit or to talk to teachers, parents, or students. We want you to learn firsthand what McClellan Magnet High School can offer you! Sincerely, Steve Geurin Magnet Coordinator 9417 Geyer Springs Road  Little Rock, Arkansas 72209  Phone 570-4100McClellan The Three Business Magnet Programs Means Business! THE POWER OF CHOICE... Every choice is the right choice when McClellan magnet students select an area of study. With six magnet strands to choose from in the fields of Business and Communications, McClellan students can spend their time exploring possibilities instead of facing limitations. 1 Business Principles \u0026amp; Management For careers and college study in business ownership and management, accounting, financial services, etc. Students take these required courses:  Computer Tech: Business Applications  Computerized Accounting I  Introduction to Business  Junior Executive Training 2 Marketing \u0026amp; Advertising For careers and college study in retail management, advertising, sales, marketing research, media, etc. 3 For careers and college study in banking, accounting, stocks and bonds, financial services, etc. Students take these required courses:  Economics I \u0026amp; II  Junior Executive Training  Money \u0026amp; Banking  Computer Tech: Business Applications  Introduction to Business THE POWER OF KNOWLEDGE... With over 225 computers on campus, many of which are networked in state-of-the-art labs, McClellan provides a potential for learning that is unlimited. McClellan Business Magnet graduates-with their high degree of computer literacy and business sense-have more power in the tough world of higher education and careers. Elective courses include:  Business Law  Advanced Desktop Publishing  At FBLA GOALS UTIL1ZEO Students take these required  Advertising  Fashion Merchandising  Introduction to Business  Marketing  Marketing Management courses: Elective courses include:  International Business \u0026amp; Banking  Computer Tech: Database FIND OUT MORE... Call McClellan's Magnet Coordinator at 570-4121, or visit our campus at 9417 Geyer Springs Road. We think you'll be pleasantly surprised! Jt Elective courses include:  Business Etiquette  Entrepreneurship All magnet courses are available to any interested McClellan student. Enter The The Three Communications Magnet Programs Communications f EVERY CHILD IS DIFFERENT... Parents have always known it. Now at McClellan, we're addressing this fact by offering Communications Magnet programs in written, oral, and visual communications. Based on their own individual preferences, students can choose an area of study that will help them express their unique ideas in an exciting and productive way. A WELL-ROUNDED EDUCATION... Whether experiencing the excitement of broadcasting with our daily students-produced television news program, cultivating writing skills in our Communications Writing Lab, or creating works of art in our screenprinting/airbrush studio, McClellan Communications Magnet student are never at a loss for exciting educational activities. When combined with our Advanced Placement and Gifted \u0026amp; Talented courses, plus our in-depth computer curriculum, the Communications Magnet Program produces students who know how to communicate for success.! !\\ k I .1 . i 0 . 1 Written Communications For careers and college study in advertising, law, journalism, television production, technical writing, etc. Students take these required courses:  Journalism I  Journalism II  Technical or Creative Writing  Word Processing I \u0026amp; II Elective courses include:  Mass Media Independent Study  Desktop Publishing All magnet courses are available to any interested McClellan student. 2 Oral Communications For careers and college study in television and radio, public relations, law, speech pathology, interpreting, etc. Students take these required courses:  Communications I  Public Speaking  Drama I  Mass Media I \u0026amp; II Elective courses include:  Drama II  Debate s 3 Visual/Product Communications For careers and college study in commercial or graphic art, advertising, interior design, architecture etc. Students take these required courses:  Art Design/Graphic Design  Advertising  Introduction to Painting  Mass Media I \u0026amp; 11  Introduction to Art Elective courses include:  Architectural Drafting  Screen Printing/Airbrush John L. McClellan Community High School A Business and Communications Magnet School Little Rock School District 810 West Markham Street Little Rock, AR 72201 Non-Profit Organization U.S. Postage PAID Permit No. 2608 Little Rock, AR BROWN, JONATHAN M 1201 WELCH ST LITTLE ROCK AR 72202 i 11 It iiII II IIi! IlHililliiliilllllilllilJohn L. McClellan Community High School A Business and Communications Magnet School RECEIVES? fcrr.- FEB 7 1996 Principal: Jodie T, Carter Assistant Principals: Brenda Graham Everett Hawks Cherrie Walker Office of DesegregaiiOii Moniionng fcuJb. . Dear Parents: The time has come! You and your freshman must decide which high school will best meet your needs. Academic offerings, specialty courses, athletic programs - these are all important factors to examine. How does McClellan rate in these areas? Academically, McClellan is equal to any high school in Arkansas. Our Honors Programs - Advanced Placement courses in English, American History, European History, Biology, and French, as well as Honors classes in several subject areas - thoroughly prepare students for success in college. Several of our teachers have won Stephens Awards for excellence in the classroom, and we have several winners of national and state teacher-of-the-year awards. McClellan is academically sound! McClellans Business/Marketing Department was recently chosen as the top program in the nation for 1995-96! This award reflects the advanced and comprehensive instruction available in computers, business concepts, and communications that is available from our Business/Communications Magnet Program. This program has value for all students, regardless of their plans after high school. Knowledge of computers and good written and oral communication skills are necessary for success in almost any college endeavor or career. Our Magnet Program provides these skills. Well-equipped and well-staffed, this program has proven invaluable to many of our graduates. The strength of our athletic program is shown by recent Conference Championships in football, basketball, girls volleyball, and girls track. Our teams also compete successfully on the state level\nwe were State Champion Runners-Up in basketball (1993) and football (1994), and we are cunently ranked near the top in the state in basketball. In addition to athletic skill, our coaches also teach character, as evidenced by our winning of the 1994 Conference Sportsmanship Award. Please examine the enclosed materials\nsee if McClellan might be the place for you. Call us at 570-4121 to schedule a visit or to talk to teachers, parents, or students. We want you to learn firsthand what McClellan Magnet High School can offer you! Sincerely, Steve Geurin Magnet Coordinator 9417 Geyer Springs Road Little Rock, Arkansas 72209 Phone 570-4100rj McClellan 77ze Three Business Magnet Programs Means Business! THE POWER OF CHOICE... Every choice is the right choice when McClellan magnet students select an area of study. With six magnet strands to choose from in the fields of Business and Communications, McClellan students can spend their time exploring possibilities instead of facing limitations. THE POWER OF KNOWLEDGE... With over 225 computers on campus, many of which are networked in state-of-the-art labs, McClellan provides a potential for learning that is unlimited. McClellan Business Magnet graduates-with their high degree of computer literacy and business sense-have more power in the tough world of higher education and careers. FIND OUT MORE... Call McClellan's Magnet Coordinator a t 570-4121, or visit our campus at $417 Geyer Springs Road. We think you'll be pleasantly surprised! 1 Business Principles \u0026amp; Management For careers and college study in business ownership and management, accounting, financial services, etc. Students take these required courses:  Computer Tech: Business Applications  Computerized Accounting I  Introduction to Business  Junior Executive Training Elective courses include:  Business Law  Advanced Desktop Publishing All magnet courses are available to any interested McClellan student. 1 SVC j - i I i 2 Pag, ieit 2 Marketing \u0026amp; Advertising For careers and college study in retail management, advertising, sales, marketing research, media, etc. Students take these required courses:  Advertising  Fashion Merchandising  Introduction to Business  Marketing  Marketing Management Elective courses include:  Business Etiquette  Entrepreneurship 3 For careers and college study in banking, accounting, stocks and bonds, financial services, etc. Students take these required courses:  Economics I \u0026amp; II  Junior Executive Training  Money \u0026amp; Banking  Computer Tech: Business Applications  Introduction to Business Elective courses include:  International Business \u0026amp; Banking  Computer Tech\nDatabase CLUB /McClellan Means Business! THE POWER OF CHOICE... Every choice is the right choice when McClellan magnet students select an area of study. With six magnet strands to choose from in the fields of Business and Conununications, McClellan students can spend their time exploring possibilities instead of facing limitations. THE POWER OF KNOWLEDGE... With over 225 computers on campus, many of which are networked in state-of-the-art labs, McClellan provides a potential for learning that is unlimited. McClellan Business Magnet graduates-with their high degree of computer literacy and business sense-have more power in the tough world of higher education and careers. FIND OUT MORE... Call McClellan's Magnet Coordinator at 570-4121, or visit our campus at 9417 Geyer Springs Road. We think you'll be pleasantiy surprised! 1 The Three Business Magnet Programs Business Principles \u0026amp; Management For careers and college study in business ownership and management, accounting, financial services, etc. Students take these required courses:  Computer Tech: Business Applications  Computerized Accounting 1  Introduction to Business  Junior Executive Training Elective courses include:  Business Law  Advanced Desktop Publishing FBLA GOALS UTILIZED MM All magnet courses are available to any interested McClellan student. 2 Marketing \u0026amp; Advertising For careers and college study in retail management, advertising, sales, marketing research, media, etc. Students take these required courses:  Advertising  Fashion Merchandising  Introduction to Business  Marketing  Marketing Management Elective courses Include:  Business Etiquette  Entrepreneurship 3 For careers and college study in banking, accounting, stocks and bonds, financial services, etc. Students take these required courses:  Economics I \u0026amp; II  Junior Executive Training  Money \u0026amp; Banking  Computer Tech: Business Applications  Introduction to Business Elective courses include:  International Business \u0026amp; Banking  Computer Tech: Database CLDB ... ' LRSD ADMIN. BULDING Fax:1-501-324-2032 May 20 96 17:07 P. 01/01 PRESS RELEASE 'J 4 PRESS RELEASE Jai.i fcjr\nLe firs^ annuv1 H'? * ?\nIT \"ration SatvrJ.^ June 8. 1935 4.1 cm s .rri. tc 5 0 . m . .rstfi'pue -Ciallar. 'ctiTi'.nuni cy Klah -ocated 4 L. (^ay^y 'if .OC 31C''uO   ,6 Ai'kc ij  MCcXC.\\ Wn^r,. *?!*? .a, -.'cpartm-ent ey Sapr.ist rr/j z of Hirr\u0026gt;-*.r i srv-ces, ci Health. Baptist\n4edina 0*\" Cftvrch, ano \"a.nv o *er aganc: . .. e R'\nc .ci-ocl Lx.at\"-.. .: through ^he Healthy Frirr'  \\ er.tt'rgsncy gra f unc7\nnograr. of * 5. Eepar ,!ie. J-or Drug Iree Sch 'Ol? shq CorT..'.n j .. provioe f r .i n fcieakf.i sjf I nd 2u2Z^\\ !vi nun\n, matrons.. :3 J rh i.'*. ! i. a  r-Rf\n'. t, certification. and ex.\n. th r f :: n f\u0026lt;z !: i on adou t ser'/t ces I zivs-z to Ij.it t:2e Rc^k Fi-Oi Co LhS'  rrst regi strance. Door px,23 very honr. Be eur to jom the Healthy 3*iffi.Uy uelehr atxon on Saturday, June 8, 199s KdClellan Coiiuaunlty High Sehool. sen Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: January 25, 1995 To: Jodie Carter, Principal, McClellan High School From: Horace Smith, Associate Monitor, Office of Desegregation Monitoring Subject: Magnet Program Information As part of ODMs ongoing monitoring of secondary schools with magnet programs, I would like to receive the following information regarding the McClellan High School Business/ Communications Magnet Program by Friday, February 10, 1995. If you have any questions or concerns, please dont hesitate to call me at 376-6200. Thank you for your assistance. Documentation Requested  For each year since the programs inception, magnet program enrollment by race, sex, and grade level.  1994-95 magnet program course enrollments by course title, race, sex, and classification.  For each year since the programs inception, the number of students new to the school attracted as a direct result of the magnet program by race, sex, and grade level.  1994-95 magnet program staff by race, sex, and the title of the magnet courses they teach.  Furnish an existing comprehensive magnet program description (e.g. philosophy, goals, objectives, structure, curriculum) and any literature describing individual course offerings.  Documentation of yearly recruitment activities by the school (e.g. recruitment committee meetings, presentations, site visits to the school by potential parents and students, recruitment visits by staff to other schools) since the programs inception.,7 Sc? 1 J f995 Office of Oese3rs33i\ncii (viociionny ^OU /:\\(Ze COlSPiALLV iNAZireP ro COMl Ff^z\u0026gt;A^, C^PT. 15, 6:00 T^.H. e\u0026gt;y \u0026gt;iC:LCLAtj CDUCAHOW ^oLn J^cClellan CommunUiiji \\\\ie7tjTy A Business/Communications Magnet TELEPHONE 570-4100  9417 GEYER SPRING ROAD  LITTLE ROCK, ARKANSAS 72209 September 22, 1995 SEP 2 7 1995 Dear Friends: Office of Desegregaiiofi Monitoring On Sunday, Auditorium October will be 1, 1995, dedicated the at Oma G. John L. Business/Communications Magnet High School. 'tfacovelli McClellan The program will start at 3 p.m. honoring Mrs. Oma G. Jacovelli who was a dedicated public servant. Mrs. Jacovelli worked untiringly for the Little Rock and Pulaski County Schools and was a special friend to education in all areas. Because of her commitment to our schools. it is very fitting that McClellan's Auditorium is being renamed in her honor. Please join the faculty and staff of McClellan, the Little Rock School Administration, the Little Rock School Board, and the Jacovelli family at this dedication ceremony and at the reception to follow. .incerelyV ^die Carter \"Principal og/^jygs 13:36 501 324 2023 LRSD COMMUNICATI  ODM 002/002 I 1 ! i y J I Little Rock School District ( 1 1 Media Advisory I i September 29, 1995 Dedication of Oma G. JacoveUi Auditorium For more information: Dina Teague, 324-2020 1 i i The auditorium at McClellan Business/Communications Magnet High School will become \"The Oma G. JacoveUi Auditorium\" during a dedication ceremony Sunday, October 1 at 3:00 p.m. at the school. ! Mrs. JacoveUi was a member of the LRSD Board of Directors from December of 1987 until her death last March. She was a founder of the Community School which is located at McClellan High School and was a strong advocate for all schools in southwest Little Rock. i Family members, LRSD administrators and board representatives, members of the school staff, and other community leaders will speak at the dedication ceremony. ### I ! i-.c \u0026lt; I LITTLE I \u0026gt;4 I I ' ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100 Little Rock, Arkansas 72209 October 15, 1995 Ms, Ann Brown Office of Desegregation Monitoring 201 East Markham Little Rock, AR 72201 PCT 1 7 1995 Office of Desegrasaiioc. Dear Ms. Brown: Thank you very much for coming to McClellan on Sunday, October 1, to help dedicate the Oma 0. Jacovelli Auditorium. We know that you are a very busy person, and we appreciate your helping us make this an outstanding day for the family and friends of Oma. She would have loved the day I Your speech was fantastic I You were truly superb. The family. administration/faculty/staff, and friends of Mrs. Jacovelli were so excited about the remarks made on that day. You are such a caring person, and we thank you sincerely. It was very special. Also, thank you very much for the many things that you do for our school and for all the schools in Pulaski County, made a difference, and we appreciate you very much. You have really If we can ever do anything for you, please do not hesitate to let us know. We all care all John L. McClellan so much, and we will continue to work very hard to bring the best education possible to our students. Sincerely, Phy 14. its Smit id acul t yTS t a f f / and Administration A Business/Communications Magnet G .1 d .3B!?I Jsi/ G iiuonri^ Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 November 20, 1995 Mr. Jody Carter, Principal McClellan Community High School 9417 Geyer Springs Road Little Rock, Arkansas 72209 Dear Jody, The Office of Desegregation Monitoring is preparing a monitoring report on the secondary schools in the Little Rock School District which have magnet programs: Central High School, Dunbar Junior High School, Henderson Junior High School, and McClellan High School. 1 am writing this letter to ask your assistance in gathering data and in establishing a schedule for monitoring visits. The report will be written in eleven sections: (1) enrollment and recruitment, (2) staffing, (3) themes, (4)curriculum and instruction, (5) discipline, suspensions, expulsions, (6) guidance and counseling, (7) student achievement, (8) parent and community involvement, (9) facilities, (10) transportation, and (11) finance and budget. To the extent it is practicable, the report will focus on the magnet program and its effects. We will gather much of the data from district files but will need your assistance in collecting information available at school. I will visit with you in person before the monitoring visit to discuss procedures and to establish a monitoring date. Please have these items available to us during the monitoring visit: 1. A copy of the master schedule 2. Class enrollments for courses identified as magnet offerings 3. Program and course descriptions for magnet offerings as available 4. Curriculum guides for magnet curriculum as available 5. Textbooks and manuals used in magnet courses 6. Descriptions of enhancements of the magnet program as available 6. Brochures and other printed material related to student recruitment and parent involvement 7. A building floor plan.We will also need your help arranging interviews with appropriate staff in these areas: 1. Guidance and counseling 2. Magnet curriculum 3. Recruitment 4. Parent and community involvement 5. Desegregative effects of the magnet program. The district staff have offered to assist with data collection regarding enrollment, discipline, achievement, transportation, and budget. I will call you soon for an appointment that will allow us to clarify issues related to this report and to establish a schedule of monitoring visits. Gene Jones Associate Monitor Office of Desegregation Monitoring United States District Court  Eastern District of Arltansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 MEMORANDUM Date: November 28, 1995 From: Gene Jones To: Jody Carter Subject: ODM Monitoring Visit This memorandum is to confirm Thursday, December 7, 1995, as the date for the ODM monitoring visit to McClellan High School. The ODM staff will arrive at 9 a.m. and remain until the relevant data for the magnet program has been compiled. We will come to your office for a brief conference with you or those you designate. Please be prepared at that time to direct us to those staff members with access to information necessary for monitoring the items on the monitoring guide as we discussed during our recent visit. Thank you for the hospitality and candor you have shown us during this process.Office of Desegregation Monitoring Uniled States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 December 11, 1995 Mr. Jody Carter, Principal McClellan Community High School 9417 Geyer Springs Road Little Rock, Arkansas 72209 Dear Jody, Thank you for the hospitality extended to the ODM monitoring team last Thursday. The information packets you prepared for us made the visit workable and enabled us to gather the needed information quickly and handily. Steve Guerin was particularly helpful to me in gaining and understanding of why programs developed in their unique ways. The classroom visits gave us a one-day view of the magnet programs that will be useful in analyzing the desegregative effects of your efforts. The students were orderly and helpful to us as we moved around the campus. The result of the monitoring will be a report on the four LRSD secondary schools with magnet programs. We expect it to be issued in the spring of 1996. Your good work at McClellan is apparent, and I wish you continued success. Sincerely, Gene Jones, Associate Monitor12/11/95 10:52 QoOl 324 2023 LRSD COMMUNICATI ODM 002/004 -.1 Little Rock School District News Release McClellan Named Top Business School in the Nation December 11,1995 For more information: Dina Emfinger, 324-2020 LITTLE ROCK  McClellan Business/Communications Magnet High School was named the recipient of the 1995 National Programs of Excellence Business Education Award at the National Vocational Conference in Denver, Colorado on December 2. This award signifies that McClellan's business department is the top business education program in the nation. As the winner, the department received a 'plaque, a $1,000 award, and an all-expense paid trip to the conference for one member of the department. Entries for the award were judged in many areas including business faculty, facilities, curriculum, departmental philosophies and objectives, student organizations, honors, award, and recognitions. Recommendation letters from principal Jodie Carter, students, and personnel from the State Department of Education were included in McClellan's entry. The McClellan High School business program offers more business courses and has more instructors dedicated to its business department than any other school in the state. In addition to the high school offerings, McClellan provides an excellent program of adult classes. (more)12/11/95 10:53 501 324 2023 LRSD COMMUNICATI @003/004 ODM ' McClellan Named Top Business School in the Nation December 11,1995 Page two of three The business program also supports the largest Future Business Leaders of America (FBLA) chapter in the state and one of the largest Distributive Education Clubs of America (DECA) chapters. McClellan business students have won hundreds of awards from both organizations and are elected to their respective state and district offices each year. \"I think that the selection committee was impressed that it did not take a brand new school with endless resources to create a such a successful program,\" said Phyllis Smith, business department chair. \"The determination and teamwork of our staff members are what make our business program an outstanding one.\" Students see that teachers will give extra time needed to make each project successful. The business faculty makes every effort to do their part to carry out the activities necessary to help students flourish and learn. Ms. Smith and Tony Hunicutt attended the conference in Denver. Other members of the business department are Angela McCallie, Shirley Hodges, Audrey Sinith, feri Bob King, Nancy Leslie, Pat Leach, and Brenda Stuckey. ' Ms. Smith is currently the President of the National Association of Classroom Educators in Business Education. She is also the local advisor and District VUI (FBLA) Coordinator in Arkansas. In 1992, Mrs. Smith was named the FBLA Advisor of the Year, and she was honored on the state and national level.  She has been named the Arkansas Business Teacher of the Year twice and was named the National Economics Business Teacher of the Year in 1986 and National Business Teacher of the Year in 1988. McClellan Business/Communications Magnet Program High School enrollment is open to students living in its attendance zone and to other students who wish to apply for the magnet program. In addition to the magnet program, McClellan offers a full standard curriculum, advanced placement courses, a gifted and talented program, and honors classes. McClellan also hosts a Community (more)12/11/95 10:54 Q501 324 2023 LRSD COMMUNICATI ODM 004/004 McClellan Named Top Business School in the Nation December 11,1995 Page three of three School which offers tutoring programs, ACT prep courses for McClellan students, night classes for all ages, and summer programs for children and teenagers. Pre-registration for the 1996-1997 school year will be February 5-16,1996. For more information on enrollment, call McClellan at 570-4100, or the LRSD Student -Assignment Office at 324-2272. NOTE: Dr. Henry Williams will recognize Jodie Carter and Phyllis Smith of McClellan High School and will congratulate diem on receiving this award by presenting a Superintendent Citation to the school at the regular board meeting December 21. on ###1.2/11/95 10:52 501 324 2023 LRSD COMMUNICATI ODM @002/004 . r I 5 3 Little Rock School District News Release McClellan Named Top Business School in the Nation December 11,1995 For more information: Dina Emfinger, 324-2020 LITTLE ROCK  McClellan Business/Communications Magnet High School was named the recipient of the 1995 National Programs of Excellence Business Education Award at the National Vocational Conference in Denver, Colorado on December 2. This award signifies that McClellan's business department is the top business education program in the nation. As the winner, the department received a plaque, a $1,000 award, and an all-expense paid trip to the conference for one member of the department. Entries for the award were judged in many areas including business faculty, facilities, curriculum, departmental philosophies and objectives, student organizations, honors, award, and recognitions. Recommendation letters from principal Jodie Carter, students, and personnel from the State Department of Education were included in McClellan's entry. The McQellan High School business program offers more business courses and has more instructors dedicated to its business department than any other school in the state. In addition to the high school offerings, McClellan provides an excellent program of adult classes. (more) I12/11/9J5 10:53 501 324 2023 LRSD COMMUNICATI ODM 0003/004 I ! McClellan Named Top Business School in the Nation December 11,1995 Page two of three The business program also supports the largest Future Business Leaders of America (FBLA) chapter in the state and one of the largest Distributive Education Clubs of America (DECA) chapters. McClellan business students have won hundreds of awards from both organizations and are elected to their respective state and district offices each year. \"I think that the selection committee was impressed that it did not take a brand new school with endless resources to create a such a successful program,\" said Phyllis Smith, business department chair. \"The determination and teamwork of our staff members are what make our business program an outstanding one.\" Students see that teachers will give extra time needed to make each project successful. The business faculty makes every effort to do their part to carry out the activities necessary to help students flourish and learn. Ms. Smith and Tony Hunicutt attended the conference in Denver. Other members of the business department are Angela McCallie, Shirley Hodges, Audrey Smith, Jeri Bob King, Nancy Leslie, Pat Leach, and Brenda Stuckey. Ms. Smith is currently the President of the National Association of Glassroom Educators in Business Education. She is also the local advisor and District Vin (FBLA) Coordinator in Arkansas. In 1992, Mrs. Smith was named the FBLA Advisor of the Year, and she was honored on the state and national level. ' She has been named the Arkansas Business Teacher of the Year twice and was named the National Economics Business Teacher of the Year in 1986 and National Business Teacher of the Year in 1988. McClellan Business/ Communications Magnet Program High School enrollment is open to students living in its attendance zone and to other students who wish to apply for the magnet program. In addition to the magnet program, McClellan offers a full standard curriculum, advanced placement courses, a gifted and talented program, and honors classes. McClellan also hosts a Community I (more)12/11/95 10:54 501 324 2023 LRSD COMMUNICATI ODM @004/004 McClellan Named Top Business School in the Nation December 11,1995 Page three of three School which offers tutoring programs, ACT prep courses for McClellan students, night classes for all ages, and summer programs for children and teenagers. Pre-registration for the 1996-1997 school year will be February 5-16,1996. For more information on enrollment, call -McClellan at 570-4100, or the LRSD Student Assignment Office at 324-2272. NOTE: Dr. Henry Williams will recognize Jodie Carter and Phyllis Smith of McClellan High School and will congratulate them on receiving this award by presenting a Superintendent Citation to the school at the regular board meeting December 21. on j i ### I IO'- w ep AGENDA McClellan Community School Advisory Council Meeting Monday, March 25,1996 6:00 p.m. McClellan Media\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_917","title":"''Status Report,'' North 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":["1995-01/1995-03"],"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","North Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","Educational law and legislation","School discipline","School employees","School enrollment","School facilities","School improvement programs","Student activities","Student assistance programs","Gifted \u0026 talented"],"dcterms_title":["''Status Report,'' North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/917"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["reports"],"dcterms_extent":["228 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\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_1482","title":"\"Strategic Planning Process, Implementation Phase,\" Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1995"],"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","Education--Arkansas","Education--Finance","Education--Standards","Educational innovations","Educational law and legislation","Educational planning","School employees","School enrollment","School improvement programs","School integration","School management and organization","Student activities","Student assistance programs","Parents"],"dcterms_title":["\"Strategic Planning Process, Implementation Phase,\" Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1482"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["185 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_735","title":"Title 1","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1995/1999"],"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","School improvement programs","Educational statistics","Educational law and legislation"],"dcterms_title":["Title 1"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/735"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["121 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nDate: June 12, 1995 To: From: John Walker , Brown 6 Subject: LRSDs New Title I Grant Per your request, heres some information on the LRSDs new Title 1 proposal. Unfortunately, its not very much. The memo from Leon Adams to Hank Williams was distributed at the Board Agenda Meeting on June 8, 1995. Item 2 on the second page refers to eight pilot schools. We understand those schools to be Bale, Brady, Cloverdale, Rightsell, Rockefeller, Watson, Wilson, and Western Hills. Chicot may be added after it is rebuilt. Item 3 refers to four elementary schools. I have no idea which ones they are. Item 4 refers to three private schools, which are Catholic Schools. The district has to do this and its pretty routine. Apparently, two companies have gotten the districts business for the new computers and software that are to be purchased under this grant: CCC and New Century. 1 know very little about either one of these businesses. We have not been able to determine whether the district followed its customary bid process in awarding contracts to these vendors. As you may know, Lucy Lyon is the employee who supervises the districts school-based computers. 1 have no idea whether she or either Dennis Glascow (math supervisor) or Gene Parker (reading) were involved in selecting this new equipment and software, or how its supposed to fit with the LRSD curriculum or other remediation programs. Apparently, this grant represents changes in the districts Academic Support Program, at least as far as the pilot schools go. Leon insists that the pilot schools eagerly volunteered to participate, but we understand that at least two principals (one of whom is at Western Hills) knew nothing until they were notified they were among the lucky participants. Its possible that none of the principals in the pilot schools saw this \"opportunity\" coming, and they may not all be entirely enthusiastic. We know of no particular criteria that was used to identify the schools, other than they \"volunteered.\" It seems that the program will target 4th, Sth, and Sth graders, but many principals would usually rather target the earlier grades in a prevention vein. Supposedly, the vendors have cited \"research\" that points to the older children being better able to use computers as a remediation tool. If thats true, it could be partially because computers werent introduced to that pool of students in their earlier grades. Younger children can certainly use computers very successfully, as has been demonstrated at Rockefeller School, where computers are used in the early childhood program. In my opinion, a lot of questions about this Title 1 Budget justification are unanswered. Although some of my staff have talked with Leon and Hank about this since you and I talked, we still have little solid information. Supposedly, Hank is upset that test scores are not good this year, and he wants to take drastic steps. My fear is that this may be PAL Revisited, just more of the same old stuff at great new expense. Enc.LITTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM STREET LITTLE ROCK, ARKANSAS June 22, 1995 TO: 1 FROM: Board of Directors Leon A( Federal Programs THROUGH: Henry .ent SUBJECT: ESEA TITLE I 1995-^6 DISTRICT PLAN The ESEA, Title I Plan is prepared for submission to the Arkansas Department of Education by July 1, 1995. the Program Abstract. Attached is a copy of The 1995-96 Title I funding will be determined by the District's last year's allocation of $4,299,095. The final allocation will be based the total number of eligible students in the Little Rock School District. Title I funds are used to improve educational opportunities for children to meet challenging content and performance standards. It is recommended that you authorize the administration to submit the 1995-96 Title I Plan to the Arkansas Department of Education.BUDGET JUSTEFICATION - ESEA, TITLE I, 1995-96 The District will emphasize early intervention and remediation strategies in reading and mathematics during the 1995-96 school year. More attention is focused on intervention strategies with children in grades one and two. In addition, a variety of school-based and district-wide workshops for teachers will be conducted. 1. Neglected and delinquent students in two institutional centers will receive tutoring services funded by this Plan. 2. Reading and mathematics instruction is a combination of pull-out, in-class, and computer assisted instruction. Students will receive primary instruction from the regular classroom teacher with assistance provided by specialists. Eight schools will initiate a pilot program consisting of computer assisted instx-uction in math and reading, grades 4-6. Students in grades 1-3 will receive instruction by the regular classroom teacher and the instructional specialist. Four elementary schools are designated as Title I Schoolwide Programs, serving all students. To meet student needs, the schools will focus on identified strategies by teachers and parents. These programs support four para-professional aides in one school, and one certified teacher in each of the three remaining schools. Provisions are made to serve educationally deprived children attending three private, nOn-profit, elementary schools within the District that have elected to participate in this year's Title I Plan. 5. Support and community services focus on improvement of instruction through workshops, program monitoring, and parent activities. Parent Involvement is school based and designed to assist parents in becoming partners in their child's education. The Title I allocation for 1995-96 will be based on last year's amount of $4,299,095. These funds will be used to cover costs of employees' salaries, benefits, computer hardware/software, supplies, and administrative support. 3 . 4 .LITTLE ROCK SCHOOL DISTRICT MEMORANDUM To\nBoard of Directors Through: From: Date: Dr. Henry P. Williams, Superintendent Russ Mayo, Associate Superintendent June 22, 1995 Subject: Desegregation Update June. The attached information represents the desegregation update for the month of ^YI (JU UZSii OCMU k .1 (jV( J QosjVoCcc' .Little Rock School District Desegregation Update Board of Directors Meeting June 22,1995 LRSD Biracial Committee The Bi-racial committee began monitoring on May 2,1995. The monitoring visits to all Incentive Schools were completed by May 31, 1995. Each Incentive School was monitored one (1) time during the second semester. A final report will be prepared. /V it+rt iTION Registration immer months at the Student Assignment Office. August registration will be held on August 8 - 9, 1995 in the schools. The registration hours will be 8:00 a.m. - 6:00 p.m..gm i- 0*9/07/95 16:54 50) 324 2023 E1002/003 5\n. r f I 'X I.RSn COMMVNICATI -^^-4 ODM iueaOi^EEj'' Little Rock School District News Release '--ii TITLE 1 PARENT INVOLVEMENT KICK-OFF CELEBRATION September 1,1995 For more information: Dina Teague, 324-2020 The Little Rock School District (LRSD) will host a Title 1 Parent Involvement Kick-Off Celebration on Saturday, September 16, from 9\n00 to 10:30 a.m. in the Instructionai Resource Center at the comer of Sixth and Ringo Streets. The event is held to encourage parents to become more actively involved in the education of their children. More than $100 in door prizes will be awarded and refreshments will be served. Title 1 parent activities are coordinated through the federal Programs Office of the LRSD. Title 1 is a federally funded program that provides financial assistance to District schools to meet the special needs of educationally disadvantaged children at the preschool, elementary, and secondary school levels. The purpose of Tide 1 is to enable schools to provide opportunitie^for children served to acquire the knowledge and skills contained in the state's challenging content staiidards and to meet the challenging state performance standards, which standards are those developed for all children. (more) .F 810 West Markham Street  Little Rock, Arkansas 73201  \u0026lt;501)324-3000 \u0026gt;1 . '. -i ' it- 5  '\u0026gt;1 7! $  * I 09' 0^ O.j 16:55 501 .i?4 2O-.\n.\u0026lt; niiM 003/003 1\nL\u0026lt;  i o \u0026lt;Come Celebrate With Us ! \u0026amp; K illl t/ 3 .^5 LRSD Title! Parent Involvement Kick-Off Date: September 14, 1996 Balloon Release Time: 9:00 A.M.- 9:30 A.M. Meeting received Time: 9:30 A.M. - 10:30 A.M. Place: LRSD Resource Center 30th St. and King Dr. Agenda SEP 1 3 1996 Office of Desegregation Monitonr McClellan High School Band William R. Stiles, Band Director Geyer Springs Twirlers LaAngela Brewster, Sponsor Baseline Bears Drill Team Donna Fudail, Sponsor Balloon Release ey o 9  Guest Speaker: Judge Marion Humphr. Circuit Court-First Division Annual Title I Parent Summit LRSD Title I Parent Involvement fVe invite you to come and make a difference! Date: Location: Time: November 11,1995 Washington Magnet -115 W 27th St 8:30 A.M. 9:00 A.M. Pre-Summit activities and continental breakfast Parent Summit - General Session Theme: Connecting Families and Schools Key Note Speaker: Mr. Bradley Scott - San Antonio, TX. - Parents as the critical key: Opening the door to your childs success (Mr. Scott is the Director of the Desegregation Assistance Center - South Central Collaborative. He has 25 years experience in Education, Race and Human Relations, Interpersonal/Intrapersonal Communication.) Mini - Sessions Counselors, Parents, Scout Directors, Ministers, HIPPY Director, and DARE will speak on the following topics: 1. 2. 3. 4. 5. 6. The home, school, and community connection Motivation What parents can do to help improve academic achievement. What parents can do to change negative behavior. Prepare students for future challenges, world class citizenship Goals 2,000, an America 2,000 community There will be activities and a story teller for Title I children. I. Ji j?*!   \"L I  tow, * 3- ffl A? t M ro i ffw\n#\nf  to Fii M\n,-* :7 Tips for Parents and Families 1. Take a time inventory , find the extra time you need so the family can learn together. Commit yourself to learning something with your children. 2. Commit yourself to high standards and set high expectations for your children. Challenge them in every possible way to reach for their full potential. 3. Limit television viewing, especially on school nights. 4. Read together. It is the starting point of all learning. 5. Make sure your children take the tough courses at school and schedule daily time to check homework. 6. Make sure your child goes to school every day and support community efforts to keep children safe and off the street late at night. 1. Set a good example and talk directly to your children, especially your teenagers, about the dangers of drugs and alcohol and the values you want your children to have. Such personal talks, however, uncomfortable they may make you feel, may save their lives. Title I Parent Involvement LRSD Title I Parent Center Instructional Resource Center (formerly Ish School Bldg.) 3001 S. Pulaski St. Little Rock, AR 72204 (501) 324-0525 Catherine J. Gill, Parent Involvement Coordinator LRSD Title 1 Parent Center We will make every effort to:  Train parents to be advocates for students in their schools (Le.) team building, group processes, and ultimately trainers of other parents.  Connect home, school and community.  Train parents to share responsibility for their childs education.  Involve more parents in the decision-making process.  Train parents to be pro-active rather than re-active.  Make available all kinds of materials imaginable to help our children succeed in school.The Parent Express August 27, 1996 Vol. I No. 1 Greetings from the Little Rock School District Title I Parent Involvement office, located at 3001 S. Pulaski St. (formerly Ish School) , now the IRC building. We are so excited this year to have a separate Parent Center that will house basic books, brochures, cassette tapes, educational games, magazines, puzzles, take home books, and videos. We extend a personal invitation to you to come and see what we are doing for parents and students. The Book Mark is a brief description of our goals for the Parent Center. The Student Prescription will enable the Parent Center staff to fill the student's prescription tailored to the needs of the student. The 1996-97 Calendar of activities will enable you to be informed and involved in all our activities for the school year. The TV Diet sheet is a reminder to encourage students to cut back on TV viewing. Parents should monitor the quality as well as the quantity of television programs for their children. LRSD Title I Parent Involvement sa 9fficQ Sep 4 ^996 r|H| Your Famjjy It is time to put your child on a Television Dief^ During the summer, your kids may have developed the habit of watching more television. Now that school has started, its time to put them on a \"TV diet.  The National PTA notes that children who spend four or more hours watching television every day:  Don work as hard in school.  Dont read as well. AUG 2 9 1996  Don H have as many hobbies. OtfiCQ of Monitoring ^^^Qgation  Don H play as well with friends.  Are more likely to have high cholesterol.  Are more likely to gain weight. As the school year begins, set up a schedule to limit the time your child spends watching TV. Some families give each child a certain number of tickets, each good for 30 minutes of TV. Others have a strict rule - no television after dinner on school nights. Think about the plan that will work best for your family. And don't forget that the more TV you watch, the more your kids will. Source: National PTA LRSD Title J Parent InvolvementDate August 21 August 28 September 7 September 14 September 24 October 26 November 12 November 23 December 3 December 7 January 11 January 18 January 25 January February 8 February 15 February 22 March 9 April 5 April 12 May 3 May 18 1996-97 Title I Parent Involvement Dates Day Wednesday Wednesday Saturday Saturday Tuesday Saturday Tuesday Saturday Tuesday Saturday Saturday Saturday Saturday Saturday Saturday Saturday Sunday Saturday Saturday Saturday Saturday Meeting PAC Executive Board PAC Executive Board Key Facilitators Meeting Parent Involvement Kick-Off Key Facilitators Meeting Title I Parent Involvement Mandated Meeting Task Force Facilitators Training Super Saturday Parent Training Title I Parent Involvement Parent Training Super Saturday Parent Training Super Saturday Parent Training Super Saturday Parent Training Super Saturday Parent Training Mid-Winter Conference-Hot Springs Super Saturday Parent Training Super Saturday Parent Training Super Saturday Parent Training Parent Involvement Day Super Saturday Parent Training Super Saturday Parent Training Super Saturday Parent Training Title 1/VI Awards Picnic Time 4:00 P.M. 4:00 P.M. 9:00 A.M. 9:00 A.M. 4:00 P.M. 9:00 A.M. 5:30 P.M. 9:00 A.M. 5:30 P.M. 9:00 A.M. 9:00 A.M. 9:00 A.M. 9:00 A.M. 9:00 A.M. 9:00 A.M. 9:00 A.M. 2:00 P.M. 9:00 A.M. 9:00 A.M. 9:00 A.M. 11:00 A.M.Date Little Rock School District Title I Parent Resource Center Prescription Parents Do Make A Difference! Teacher Students Name Phone# Grade School Subject Skill(s) Needed Dear Parents, Your childs teacher has noted that he/she needs home assistance with the above skill(s). You can help! Bring this prescription to the LRSD Title I Parent Resource Center, 3001 S. Pulaski St. (formerly Ish School).  The Title I Parent Coordinator will provide you with free activities for you to use at home with your child. The Parent Center will be open daily to lend assistance to parents and students in the areas of Reading and Math. Very shortly you will receive a list of all materials housed in the Parent Center, available on a check-out basis. For more information, please call 324-0525. Sincerely, Catherine J. Gill, Parent Involvement Coordinator ,07/2741999 15:26 3240567 JQD PAGE 02 Individual A.pproacb to a World of Knowledge\" July 27. 1999 Mr. John Walker, Esq. 1723 Broadway Little Rock, AR 72206 Dear Mr, Walker: I am fonwarding your requests regarding information about the District's Title I program to Mr. Leon Adams, the Director of Federal Programs. The final draft of the District plan is not, I know, complete. He will finish it in time to submit it to ADE on or before August 15. Mr. Adams has received the school plans, and I do not have copies of them. Also, Mr. Adams conducted the parent involvement meetings, so his office will need to provide you with that information. The multiple administrative meetings that Mr. Adams referred to in his J. presentation to the Board of Education last week were for the following purposes\n' To review the impact on the elementary schools of continuing to provide some level of services to grade 6 at the following middle schools: Mablevale, Forest Heights, Henderson, Pulaski Heights, and Dunbar. Both Southwest and Cloverdale Middle Schools must be 2. 3. served since they are over 75 percent poor. Mann receives no Title I funds since it is a magnet. We decided to continue serving grade 6. To consider the options of schools whose prior commitments for technology purchases exceeded the 1999-2000 allocation. There is no real option except for the schools to pay their debts. To identify schools where Title I staffing costs would have to occur in order for the schools to stay within their budgets and to review processes to achieve those cuts. Mr. Adams and Dr. Hurley worked on this plan. 810 W Markham  Little Rock, Arkansas 72201  ww5lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 . 07/27./1999 15: 26 3240567 JQD PAGE 03 Mr. John Walker July 26, 1999 Page Two In summary, schools made decisions to cut staff for one or more of the following reasons: 1. What they were doing was not working to improve student achievement, so their plan took a different approach. 2. Escalating costs of teacher salaries and benefits caused staffing costs to exceed allocations for 1999-2000. 3. Costs associated with lease-purchase agreements for technology labs exceeded the allocation. 4. Any school that does not make adequate yearly progress must, by federal mandate, commit at least 10 percent of its allocation to professional development. There may be other reasons that I am not aware of since I haven't seen the plans, but the ones listed above are the ones we discussed. I trust you will follow up with Mr. Adams for answers to your other questions. Yours truly, Bonnie A. Lesley, Ed.D Associate Superintendent for Instruction BAL/adg cc: Dr. Les Gamine Chris Heller Brady Gadberry Junious Babbs Leon Adams Dr. Richard Hurley Ann Brown ,07/27/.1999 15:26 3240567 JQD PAGE 04 JOHN W walker R.4LPH WASHINGTON M.ARK BURNETTE AUSTIN PORTER. JR John W. Walker, P.A. Attorney AT Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 SUPEfllNTENI f^KTDl fPTinM JUL 2 6 jggg lEMT Via Facsimile324-0504 July 23, 1999 Dr. Bonnie Lesley Associate Superintendent for Instruction Little Rock School District 3001 South Pulaski Little Rock, AR 72201 Dear Dr. Lesley: Would you please provide a copy of the Districts ESEA Title I Plan includine the current implementation plan for each of the school. In other words, we would also like to know how each respective school intends to implement the program. In addition, I would also like to have a copy of the recommendations and/or findings of the administrative review team that monitored the program for approximately six weeks. Finally, would you please provide a Hsting of all members of the Title I teams at each of the schools by position, race and gender along with the team members at the District level with the same information. Thank you for your attention to this request. Sincerely, , John W. Walker JWW\njs 07/27/1999 15\n2b 3240567 JQD PAGE 05 JOHN W. WALKER RALPH Washington MARK BURNETTE AUSTIN PORTER. JR John w. walker, p.a. Attorney At Law 1'23 Broadway LnrtE Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 Via Facsimile - 324-2146 July 23, 1999 Dr. Leslie Gamine Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Les: It is good to see Drs, Roberts and Ross involved with the District in staff development. Each of them is highly competent and communicative. Their work will be useful. I am writing to remind you that this use of their services was not what we contemplated in our settlement agreement. The effectiveness of their presentations rather demonstrates the loss the District has sustained by their relative non-use in the contemplated planning process. Because the matter may still be fixed, though the time schedule may have to be modified, I request a meeting with Mr. Heller, Dr. Roberts, Dr. Ross, a school board designee and you so that we may address the obvious fundamental failing of the plan. On another matter, in observing the presentation of Dr. Lesley, I am left to querty whether some other assignment may not be appropriate for her than as the instructional leader for the District. A fair review of her interactions with the principals can be made if you devise a review instrument at once for all of the participants in the principals meetings and them rate the presenters in content, delivery and effectiveness. Furthermore, because of Dr. Lesleys intent to use past discriminators in imponant positions and because of the quarry I raise herein, I would be remiss in meeting my responsibility of monitoring efforts of Dr. Lesleys department were not materially increased. I believe that she would profit, if you choose not to reassign her, from by extensive association with and assistance from Drs. Roberts and Ross. Without it, the grandiose goals which you announced at the Board meeting last night for student achievement are in peril, if not doomed.K8 07/27/1999 15:26 3240567 JQD PAGE 06 I Sincerely, rwwjs cc\nDr. Bonnie Lesley LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501)324-2131 RECEIVED TO: FROM: SUBJECT: November 17, 1999 Dr. Steve Ross Dr. Terrence Roberts Ann Brown John Walker Clementine Kelly, CTA NOV 3 0 1993 OFFiCEOF DESEGREGATION MONITORINS r. Bonnie Lesley, Associate Superintendent for Instruction Proposed New Policy and Regulations for Title I I am attaching for your review and feedback copies of early drafts of a proposed new policy and regulations to govern our Title I programs. We already have similar documents in place for special education, gifted/talented education, and ESL. If you have questions or suggestions for improvement, please get those to me by Tuesday, December?. BAL/rcm Cc: Les Carnine Junious Babbs Sadie Mitchell Brady Gadberry Victor Anderson LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IHAR TITLE I PROGRAMS The Little Rock School District is committed to the effective use of Title I funds to assist in ensuring that all students meet the rigorous curriculum standards and benchmarks established by the state and the District. Title I programs are to be administered in accordance Avith all federal, state, and local regulations, and they are to be tightly aligned with the LRSD Strategic Plan, the Revised Desegregation and Education Plan, both state and District accountability systems, and the Campus Leadership Plan. Regular education, special education, and English-as-a-Second Language program staff at both the District and school levels share collective responsibility for design, planning, implementation, monitoring, and evaluating results of the program interventions funded through Title 1. Representative parents of Title I students must also be included. Interventions funded through Title I are to be included in the School Improvement Plans that Campus Leadership Teams submit annually so that planning processes are integrated and coherent. The Districts Title I Plan must be approved by the Board of Education annually prior to its submission to the Arkansas Department of Education. The Director of Federal Programs shall include for the Boards approval the following: 1. 2. 3. 4. 5. 6. 7. 8. 9. Amount of the Districts allocation\nAmount of carry-over from previous year\nMandated amount to be allocated to private and parochial schools located within District boundaries\nTotal amount reserved for administrative costs and program support at the District level\nAmount available for allocations to schools\nAmount of per student allocation to individual schools\nDescription of interventions to be funded at each school\nEvidence of mandated parent participation in the design of the District plan\nEvidence of use of research and results of Title I program evaluation findings in the design of the District and school-level plans. MOV 0 1999 OmCEOh DESEGREGATION MONlTORiNLITTLE ROCK SCHOOL DISTRICT NEPN CODE: IHAR-R TITLE I PROGRAMS Purpose The Little Rock School District is committed to the effective implementation of federal and state regulations regarding the design and administration of the Districts Title I program. The purpose of these regulations is to establish, within federal and state parameters, the procedures for the design and implementation of the LRSD Title I (district- and school-level) plan so that it is aligned and coherent with the regular education program and so that it supports all students achievement of the rigorous curriculum standards established by Arkansas and the LRSD. Title I programs must also be carefully aligned with the LRSD Strategic Plan, the Revised Desegregation and Education Plan, Smart Start, Arkansas Consolidated School Improvement Planning (ACSIP), Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP), the National Science Foundation (NSF) project, and the Campus Leadership Plan. Collective Responsibility for the Success of Title I Programs Central office staff share with school-level staff the responsibility for the success of the Title I programs. All members of the Division of Instruction, regardless of fundin: source, are expected to be knowledgeable about Title I federal, state, and local g regulations\nabout the LRSD schools improvement plans (which include Title I funded interventions)\nand about their role in supporting the success of those schools in ensuring that all students achieve the Arkansas and LRSD curriculum standards/benchmarks. The School Improvement Team and the Teaching and Learning Team are charged with special responsibility to provide professional development, technical assistance, research, data analysis, monitoring, and other support to principals and Campus Leadership Teams. The Planning Process The District shall observe the following steps in the design of the District Title I Plan. 1. Assemble analysis of current expenditures, current student achievement data, list of schools identified for sanctions or corrective actions, free/reduced lunch data, and other critical information to determine priority needs for the following year. Who: Director of Federal Programs Manager of Financial Services Testing and Program Evaluation Staff Associate Superintendent for Instruction When\nFebruary 1 annually2. 3. 4. 5. Notify schools when cuts will have to be made in staffing. Inform principals that such decisions must be communicated to the Director of Human Resources by March 1. Who: Director of Federal Programs Director of Human Resources When: February 15 annually. Convene a series of meetings of Cabinet members and representative members of the District Title I Parent Advisory Committee to review available data, as well as possible scenarios for allocating funds to schools during the following year. Make decisions regarding school levels to be served and per-student allocations. Who: Director of Federal Programs Associate Superintendent for Instruction When: February 1^February 15 annually Assemble Title I Plan Review Committee: Director of Federal Programs  his/her designee\nDirector of Mathematics/Science or his/her designee\nDirector of Early Childhood and Elementary Literacy or his/her designee\nmiddle school specialist\nDirector of Planning and Development or his/her designee\none or more members of the School Improvement Team\nand a or a representative from School Operations. Meet to construct/review agreed-upon criteria for approval of school plans. Who: Director of Federal Programs Associate Superintendent for School Services Associate Superintendent for Instruction When: February 15 annually Conduct meetings with principals of eligible Title I schools. Provide them with the following information: (a) status of school in accountability system\n(b) copies of any changes in federal, state, or local regulations relating to governance of Title I\n(c) projected budget allocations for the following year\n(d) forms (supplemental to those required for the School Improvement Plan) for their Title I plans and budgets\n(e) instructions for completing the forms\n(f) information on how to become a school-wide project or, if not eligible, how to apply for a waiver\n(g) menus of recommended interventions (reading, writing, mathematics, school change models, etc.) appropriate for Title I funding\n(h) reminders of mandates for parental involvement in the design of the school-level plan\n(i) criteria that will be used to evaluate and approve school-level Title I plans\nO) other information to facilitate the completion of the Title I plan and budget. Who: Director of Federal Programs Associate Superintendent for Instruction When: February 15-28 annually6. 7. 8. 9. Notify Director of Human Resources of any proposed involuntary transfers of Title I funded staff for the following year. Who: Principals with support of Campus Leadership Teams When: March 1 annually Design the schools Title I Plan and Budget, in collaboration with representative Title I parents. Who: Principals and Campus Leadership Teams When: FebruaryMarch 15 annually Collect school-level Title I plans and budgets. Who: Assistant/Associate Superintendent for School Services When: March 15 annually Conduct series of meetings of Title I Plan Review Committee to review and approve plans. If a plan is not approved by this committee, then the committee shall provide immediate technical assistance to the principal and the Campus Leadership Team for the revision of the plan in a manner that will lead to its approval. Who: Title I Plan Review Committee When: March 15^April 1 annually 10. Submit approved Title I Plans to Associate Superintendent for School Services and Associate Superintendent for Instruction for their review and final approval. If improvements are required before final approval, the principal and the Campus Leadership Team must be provided with immediate technical assistance. Who: Director of Federal Programs When: April 115 aimually 11. Complete the design of the District Title I Plan and budgets for submission to the Associate Superintendent for Instruction, the Associate Superintendent for School Services, and the Manager of Financial Services for their approval. Who: Director of Federal Programs When: May 1 12. Make necessary revisions to the budgets when the District receives official notification of its allocation from the Department of Education. Who: Director of Federal Programs, with the approval of the Associate Superintendent of Instruction, the Associate Superintendent for School Services, and the Manager of Financial Services When: June 1 13. Provide Title I principals with information about their final allocations for the year, about how to do a budget amendment, the deadline for budget amendments, forms for budget amendments, and expenditure cut-off deadlines. I Who: Director of Federal Programs When: August 15 annually 14. Submit the final draft of the District Title I Plan and Budget to the Board of Education for their approval. Who: Director of Federal ProgramsAssociate Superintendent of Instruction When: July 15. Submit the completed and approved District Title I Plan and Budget to the Arkansas Department of Education for their approval. Who: Director of Federal Programs When: August 1 annually 16. Provide a summary of each schools plan to members of the Division of School Services and the Division of Instruction so that appropriate monitoring and technical assistance can be provided schools. Who: Director of Federal Programs When: August 15 annually 17. Communicate the School Improvement Plan, including its Title I components, to the school community so that everyone understands. Who: Principals and Campus Leadership Teams When: MarchSeptember annually Appeal of the Decisions of the Title I Plan Review Committee If a schools Title I plan is not approved by the Review Committee, the Campus Leadership Team may appeal that decision immediately to the Associate Superintendent for School Services and the Associate Superintendent for Instruction. The appeal must be made within five school days of the notification that the plan is not approved\nit must include a summary of research, with citations, that supports the plans implementation\nand it must be sent to both the Associate Superintendents in writing, signed by the principal and the members of the Campus Leadership Team. The two Associate Superintendents shall review the school plan and the appeal within five school days and issue one of the following decisions: 1. Uphold the appeal and approve the plan as written for implementation. 2. Uphold the appeal with conditions that are delineated for the Campus Leadership Team. 3. Deny the appeal and refer the CLT back to the Review Committee for technical assistance. Parameters for School-Level Plans The following parameters shall be observed in the development and implementation of school-level Title I plans. These parameters ensure alignment with the implementation of the Districts Strategic Plan, the Revised Desegregation and Education Plan, Smart Start, the Campus Leadership Plan, ACSIP, ACTAAP, the NSF project, and the School Improvement Plan. 1. The design of the schools Title I plan must be approved by the schools Campus Leadership Team (CLT). The schools Title I Parent Advisory Committee shall advise the Campus Leadership Team in the design of the plan, and at least two representatives of Title I parents must participate in the approval of the Title I plan in targeted assistance schools. (All parents are Title I parents in schoolwide projects.)2. Accountability for Title I is focused on reading/language arts and mathematics, with an emphasis on grades K-3 at the elementary level. Title I plans, therefore, to be approved, must reflect these areas of focus and emphasis. A priority relating to parental involvement is also recommended. The Districts PreK-3 Literacy Plan, Effective Literacy for grades 4-5, and the NSF Plan for K-5 mathematics are the basic, regular education programs for elementary schools. The grades 6-8 Reading and Writing Workshop and the new grades 6-8 mathematics curriculum are the regular program at the middle school level. The schools Title I plan must be designed to improve the percentage of children attaining the Proficient level or above on the Arkansas criterion-referenced examinations in the areas tested. 3. Schools may choose to implement Reading Recovery or Success for All to supplement the districts PreK-3 Literacy Program. The district also recommends at the elementary and middle school levels an extended-day Reading Clinic strategy to support students at the Basic and Below Basic levels of performance. Proposals to implement other supplemental language arts programs must be approved through the waiver process, and the school must show their alignment with the District curriculum, as well as the research base that would predict childrens success on state examinations if the program is implemented. 4. Schools are encouraged to invest in the staff through an emphasis on professional development that is carefully aligned with the school improvement plan and district priorities. Schools that are on school improvement status must, at a minimum, invest at least ten (10) percent of their allocation in professional development. Little Rock School District elementary and middle school language arts teachers are strongly encouraged to pursue advanced courses in the teaching of reading and rhetoric/composition, and/or to participate in the National Writing Project that is conducted at the University of Arkansas at Little Rock. Kindergarten teachers must participate in training to implement Animated Literacy. Elementary teachers are also strongly encouraged to participate in ELLA (Early Literacy Learning in Arkansas) and/or Effective Literacy training. The Reading/Writing Workshop teachers in grades 6-8 are expected to participate in the districts training for that course. Middle school content-area and related arts teachers are strongly encouraged to participate in training on reading in the content areas and/or in writing across the curriculum. Training for elementary and middle school mathematics teachers may be provided through the NSF grant, but schools wishing to supplement what the district provides are encouraged to do so. Additionally, all staff must receive extensive training in the adaptation of instruction, pacing, materials, and assessment for special education, 504, and limited-English proficient students. These populations are increasing in every school, and it is imperative that all schools become skilled in ensuring that special populations also achieve the curriculum standards/benchmarks established by the state and LRSD. 5. 6. 1. 8. Schools wishing to eliminate current Title I staff and ask that they be reassigned in regular education may do so, but the plan must be approved by the Campus Leadership Team and the Director of Human Resources. Generally speaking, such decisions must be communicated to Human Resources no later than March 1 of each year. The focus for the mandated parent involvement component for Title I is the school. The district, therefore, will begin to phase out some of its district-level activities and will, instead, concentrate on developing the capacity of Campus Leadership Teams to involve parents at the school level. Schools should ensure that parent involvement costs are included in their Title I plans and budgets. Schools with students of limited-English-proficiency should include funds to translate critical school documents and invitations to parents whose home language is other than English. Family Math and Family Reading programs are encouraged, as well as any activities necessary to embed the Parent-School Compact in the culture of the school (see the PreK-3 Literacy Plan). The District will continue its District-level Parent Advisory Committee, as well as the individual school Parent Advisory Committees. Within certain federal and state parameters schools may purchase technology to support their Title I instructional programs. Campus Leadership Teams must carefully consider how the proposed software (and hardware) will contribute to the improved performance of students relating to Arkansas and LRSD curriculum standards/benchmarks. Also, instructional technology programs are considered to be supplemental to the district program, not a replacement for it. Schools are cautioned not to over-commit their future Title I allocations in purchasing technology. If lease/purchase contracts exceed the schools allocation, then the school may lose its Title I staff or other programs for the duration of the lease/purchase contract. The district discourages the use of Title I funds for travel to most conferences. Exceptions include visiting exemplary schools that use a program under consideration or implementation by the school or for in-depth training (as opposed to awareness level only) in a priority area for school improvement or the improvement of student outcomes. Rather than spend Title I funds on out-ofdistrict trips, the school is encouraged to bring top-notch consultants to Little Rock to work with all teachers, not just the one or two who might go to the conference.9. Schools are encouraged to collaborate with each other and to leverage their Title I funds to every extent possible. Cabinet-level and curriculum staff, including the federal programs staff, should facilitate such collaboration and networking, particularly in the areas of professional development, parent involvement, summer programs, and extended-day programs. Both principals and teachers are encouraged to visit other schools in the Little Rock School District and in the immediate area that are meeting their improvement goals for information on school improvement and on specific teaching/leaming strategies. 10. Title I schools, especially those on school improvement status, may budget funds for planning retreats of the Campus Leadership Team. Title I Expenditures Once a schools plan and budget are finally approved, then the expenditures are assumed to be approved, as long as they conform to the plan. The Office of Federal Programs is to expedite and facilitate as quickly as possible the approval of all purchase requisitions. Principals should expect that purchase requests will be approved by the Director of Federal Programs within 48 hours of receipt and forwarded to Procurement. Title 1 Program Start-Up The Director of Federal Programs is expected to submit all required information to the Arkansas Department of Education on a timely basis and to secure approval of the District Title I plan at the earliest possible date. The schools Title 1 programs should be fully operational no later than October 1 of each year for maximum impact on student achievement. District Title I Parent Advisory Committee The Director of Federal Programs, the Parent/Community Team, and the Associate Superintendent for Instruction shall ensure that the District Title I Parent Advisory Committee is organized annually and that federal regulations are observed regarding the rights of parents to participate in Title I planning. Regular meetings shall be conducted to keep the members of the Parent Advisory Committee well informed about District programs and services and to listen to their feedback and input.Arkansas Democrat (gazette FRIDAY, SEPlEMBER 15, 1995 Copyngbt O UtO* Roek_NewsoaoefS. Inc. LR district to push parent involvement The Little Rock School Dis- state education goals for academic achievement. trict will host a Title I Parent Involvement Kick-Off Celebration from 9 to 10:30 a.m. Satur- * day at the districts Instructional Resource Center at Sixth and Ringo streets. The event is designed to encourage parents to become more actively involved in the education of their children. More than SlOO in door prizes will be awarded and refreshments will be served as parents are given tips on how to volunteer in their schools, how to help plan Title 1 j activities and how to work with  their children at home. Title 1 is a federally funded program designed to give children extra help in meeting IArkansas Democrat (gazette . THURSDAY, APRIL 24,1997 State to lose $2 million for schools New poverty count shaves Title I funds BY CHRIS REINOLDS 1 ARK.\\NSAS DEMOCRATXJAZETTS Arkansas public schools will lose about $2 million this fall in federal aid for poor children for extra reading and math programs. Arkansas is one of 14 states that will lose federal aid known as Title I funds. The federal government will send Arkansas $713 million for the program next year. Education officials said the change was needed because the number of Arkansas students eligible for the program has decreas^. In most other states, the number Of poor students increased. Title I money pays for teachere, summer programs, curriculum changes and other efforts aimed at helping help poor children improve their math and reading The U.S. Department of Education said Tuesday that spending in Title I will rise from $6.7 billion to $7.1 bilhon. Although thats a 6 percent overall increase, 16 states will get increases of 10 percent or more in their Title I funds. Connecticut where the gap between rich and poor school districts is among the greatest in the country, will get nearly 30 percent more fundi^ For 14 states and Puerto Rico, the amount of aid will drop. The biggest decline will be for Iowa, which will get 622 percent less. Theres good news that were moving the money, said Maiy Jean LeTendre, head of Title I at the Education Department The not so good news is that theres a lot more poor kids out there than there were before. The national distribution formula is based on a mixture of outdated 1990 census data and some 1994 updates, which have not been approved by a scientific advisory panel. In 1994, Congress called for the use of updated census estimates to See TRIE I, Page 8B Title I  Continued from Page 1B distribute Title I money. Without that requirement, money would be sent out for next year on the basis of poverty estimates taken in 1989. Clearence Lovell, associate director for Title I at the Arkansas Department of Education, said the amount of money distributed is based on the number of students in each state who receive free lunches at school. It could mean as much as a 10 percent loss for some districts. Lovell said. While Title I money is intended to help poor children, any child with reading or math problems can be eligible for the classes, Lovell said. I Congress, meanwhile, concerned i tliat the money was being spread ! too thinly, raised the amount allot- j ted toward targeted aid. That amount will increase 46 percent in 1997-1998, compared widi a 2.5 percent increase for \"basic aid, which goes to nearly eveiy school district Critics have said too much of that money goes to undeserving schools. The $7.1 billion does not include aid under some smaller Title I programs. Because of special protections in the law, the districts cannot lose all their aid in one year even if the numbers of poor children fall. But as their aid decreases over tlie years, a greater share could become available to the newly poor districts. Information for this aiticfe was contributed by The Associated Press.Arkansas Democrat (Gazelle  THURSDAY. APRIL 15. 1999 Education experts urge Title 1 revision Illi: ASSIX lAII.O IRLS.S WASHINGTON  Arguing that federal money spent on poor schoolchildren has done little to improve their progress, education officials asked Congress on Wednesday to rethink the way it spends that money. The money should go to the student, who would be free to take it to schools that work, said Diane Ravitch, a New York-based education analyst who worked for the Education Department during the Bush administration. The current system breeds bureaucracy, she said. Schools would get money depending on how many poor kids are enrolled  period. Schools that fail to educate stu- unions, want to leave the program dents shouldnt benefit from the untouched, there isnt enough re- $8 billion program commonly search to prove thats a good idea. known as Title 1, Ravitch told the House Education and Workforce Committee. The program, along an organization of large city with other federal education aid, is up for renewal by Congress this year. The money is distributed to stales and districts based on the percentage of poor students they have. Other experts testified that the program for poor students  nearly half the $13 billion in education aid the federal government sends to stales and school districts  has little to show for itself after 34 years. They cite consistent gaps in the test scores of poor and wealthy children. Lets be creative, said Maris Vinovskis, a University of Michigan researcher. Like welfare reform, lets see what works and what doesnt Although many large education groups, including teachers Vinovskis told the panel. Michael Casserly, who heads school districts, said Title 1 hasnt been all bad. As of last year, it served 71 percent more urban students than in 1994. The House and Senate arc de- $ltX) billion spent, achievement bating how to spend federal edu cation money overall. Although it and disadvantaged. Even Alan Ginsburg, an Educa- supplies on average 7 percent of a states total education budget, some cash-strapped states like Mississippi and Alabama get 15 percent to 20 percent of their school dollars from the program. Conservative lawmakers want to convert the money to grants for states to use more freely. But some Democratic members are resisting that idea, saying money not tied to a school district could follow a poor child to a school that doesnt need the money or might not spend it on the child who brought it. Its a foot in the door for vouchers, Rep. Matthew G. Martinez, D-Calif., said of the suggestion that public money be given to poor students to spend on the schools of their choice, even if money on all students, rather theyre private or religious than providing extra help to a schools. limited number. But critics complain that after more than 30 years and more than lags for students who are poor lion Department researcher, acknowledged that it was hard to measure whether the program has helped poor and disadvantaged students. He cited some gains in national test scores, but added that large gaps still remain between rich and poor students. The Title I program, the largest federal kindergarten through 12th grade program, was created in 1965 to help poor children by paying for items like reading instruction and staff hiring. The law, originally focused on remedial education, was changed in 1994 to focus on high standards. It now allows schools with 50 percent poor students to use the I IRECEiVED LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 SEP 2. 1999 Office Of DESEGREGAUON MONITORING September 1, 1999 TO: FROM\nJohn Walker Dr. Terrence Roberts Dr. Steve Ross Ann Brown Frank Martin, CTA Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: 1999-2000 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 8- A LOCAL EDUCATION AGENCY PLAN UNDER TITLE I OF THE IMPROVING AMERICAS SCHOOLS ACT OF 1994 PUBLIC LAW 103-382 Applicant District Little Rock LEA Code 60-01 Address 810 West Markham FAX No. 501-324-2287 Little Rock, Arkansas Zip Code 722W Phone No. 501-324-2110 E-Mail Address LLADAMS@LRSDADM.LRSD.K12.AR.US PART 1: ASSURANCES AND CERTIFICATIONS A. ASSURANCES I ,the undersigned superintendent for the above named local educational agency (LEA), assures the Arkansas Department of Education (SEA) that the LEA will\n1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Administer the Title I program in compliance with all statutory, regulatory provisions and in accord with plans/appiications\nHave funds/property control with public agency/private nonprofit agency\nUse proper methods of administering and correction deficiencies in programs\nCooperate in program evaluations conducted by or for the SEA or the U. S. Department of Education\nComply with fiscal control and funds accounting\nMake reports to the SEA and the Department of Education needed to carry out its duties\nAssure that opportunity for public comment on the application/plan and consideration of such comment was afforded/provided\nInform eligible schools and parents of schoolwide program authority\nProvide technical assistance and support to schoolwide programs\nWork in consultation with schools as the schools implement such plans or undertake activities pursuant to Section 1115 (targeted assistance schools) so that each school makes adequate yearly progress toward meeting State content standards and State student performance standards\nFulfill LEA school improvement responsibilities under Section 1116, including taking corrective actions specified under Section 1116(c)(4)\nCoordinate and collaborate, to the extent feasible and necessary as determined by the LEA, with other agencies providing services to children, youth, and families, including health and social services\nProvide services to eligible children attending private elementary and secondary schools in accordance with Section 1120, and provide timely and meaningful consultation with private school officials regarding such services\nTake into account experience of model programs for the educationally disadvantaged and the findings of relevant research indicating that services may be most effective if focused on students in the earliest grades at schools that receive funds under this part\nBeginning in fiscal year 1997 and in the case that an LEA chooses to use federal funds under this part to provide early childhood development services to low-income children below the age of compulsory school attendance, ensure that such services comply with the performance standards established under Section Performance standards shall be disseminated to LEAs. Develop a parent involvement plan for the district and each school. RECEIVED SEP 2 WS9 OFFICE OF DESEGREGATXN MONITORS2 B. CERTIFICATIONS I, the undersigned superintendent for the applicant school district, certify that\n1. 2. 3. 4. 5. 6. The information provided in this application to support the above assurances is correct, so far as I am able to determine. The LEA will abide by the provisions of the approved plan/application. As the prospective lower tier participant neither it nor its principals are presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from participation in this transaction by any Federal department or agency. Where the prospective lower tier participant is unable to certify to any of the statements in this certification, such prospective participant shall attach an explanation to this proposal. (Executive Order 12549, 34 CFR Part 85, Section 85.510) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress in connection with the making of any Federal grant, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal grant or cooperative agreement\nIf any funds other than Federal appropriated funds have been paid or will be paid to any person of influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of congress in connection with this Federal grant or cooperative agreement, the undersigned shall complete and submit Standard Form-LLL, \"Disclosure Form to Report Lobbying, in accordance with its instructions\nThe undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subgrants, contracts under grants and cooperative agreements, and subcontracts) and that all subrecipients shall certify and disclose accordingly. Following plan/application approval, the contract person named below is authorized to act for me in all matters concerning this program. Name of Contact Person Leon Adams Title Dir. Federal Programs Phone No. 501-324-211Q School Address 810 West Markham Street, Little Rock, AR 72201 Fax No. 501-324-2287 E-Mail Address LLADAMS@LRSDADM.LRSD.K12.AR.US Signature of Superintendent (Submit Original Signature. Please sign in BLUE ink.) Typed Name and Title LESLIE V. CARNINE, SUPERINTENDENT FOR STATE USE ONLY Maintenance of Effort Verified Accountant Date Local Program Number 96-5 Total Amount Approved $ State Program Number Approved by. Program Advisor, Title I, lASA Date Reviewed by. Reviewed by Coordinator, Title I, lASA Date Associate Director for Federal Programs Date3 PART II: PURPOSE OF TITLE I, IMPROVING AMERICAS SCHOOLS ACT (lASA) The Congress has declared it to be the policy of the United States that a high-quality education for all individuals and a fair and equal opportunity to obtain that education are a societal good, are a moral imperative, and improve the life of every individual, because the quality of our individual lives ultimately depends on the quality of the lives of others. PART III: APPLICATION {Section 1112(a)(1) A. THE GOALS FOR YEAR 2000 By the year 2000, 1. 2. 3. 4. 5. 6. 7. 8. All children in America will start school ready to learn. The high school graduation rate will increase to at least 90 percent. American students will leave grades 4, 8, and 12 having demonstrated competency in challenging subject rhatter including English, mathematics, science, history, and geography, and ever^ school in America will ensure that all students learn to use their minds will so they may be prepared for responsible citizenship, further learning, and productive employment in our modern economy. The Nation's teaching force will have access to programs for the continued improvement of their professional skills and the opportunity to acquire the knowledge and skills needed to instruct and prepare all American students for the next century. U.S. students will be first in the world in mathematics and science achievement. Every American adult will be literate and will possess the skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship. Every school in America will be free of drugs and violence and will offer a disciplined environment conducive to learning. Every school will promote partnerships that will increase parental and participation in promoting the social, emotional, and academic growth of children. Describe the efforts that will be made in the district to meet each of the Goals 2000 in general, and in Title I in particular. ('See Attachment 3a-3f) 3a Program Linkage to State and National Education Goals In each of the efforts delineated below, the Little Rock School District has not only committed its local funds to improvements, but has also aligned its Title I and other federal and state funds with its Strategic Plan and the Revised Desegregation and Education Plan approved by the federal court in April 1998. There are in the District determined and ongoing efforts to align and make coherent and seamless-to the extent possible-the various national, state, and local programs, including grant-funded initiatives, so that schools are tightly focused on the four components of Smart Start: standards, assessments, professional development, and accountability. 1. School Readiness National Goals 2000: All children in America will start school ready to learn. Arkansas Act 236 of 1991: By the year 2000, all children entering first grade will be capable of beginning first- grade work. The Little Rock School District is committed not only to preparing the children of our community for school readiness, but also for preparing our schools to be ready for the children. Multi-programs are in operation for ages 0-5: A. B. C. D. E. Infant and Toddler Program at Rockefeller Elementary HIPPY program for children ages 4-5 in 1998-99\nages 3-4 in 1999-2000 Early Childhood Education program for children with disabilities More than 720 four-year-olds received one-half day Pre-Kindergarten services in 1998-99\nup to ten additional classrooms will be open in fall 1999 in collaboration with Head Start and in the use of the Poverty Index funds newly allocated by the state. Pre-Kindergarten children will be served in the LRSDs new elementary English-as-a-Second Language program in fall 1999. LRSD has put into place for fall 1999 several curriculum changes at the kindergarten level to improve childrens readiness for first-grade: A. All kindergarten students will participate in a new phonemic awareness program in 1999-2000 called Animated Literacy. The program is research-based and reflects findings that the single best predictor of childrens ability to learn to read in grade 1 is phonemic awareness. B. LRSD has adopted two language arts programs from which schools can choose, beginning at the kindergarten level: Early Literacy Learning in Arkansas (ELLA) or Success for All (SFA). All kindergarten teachers will receive training in the ELLA or SFA implementation prior to the beginning of school. The schedule in every elementary school day will include a two and one-half hour sacred block of time for English language artsreading, writing, speaking, listening, and thinking. C. Kindergarten teachers will also begin in fall 1999 the implementation of the new mathematics and science curricula funded through the National Science Foundation grant received by the District. At least one hour daily will be spent in teaching mathematics. D. The District will administer in 1999-2000 new criterion-referenced pre- and post-tests to measure progress toward the District goal of every child reading independently by grade 3. Performance on this test will be one of the elementary school Quality Indicators (local accountability system), effective fall 1999. 2, School Completion National Goals 2000: The high school graduation rate will increase to at least 90 percent. Arkansas Act 236 of 1991: By the year 2000, the high school graduation rate will increase to at least 90 percent and the dropout rate will be reduced to accomplish this goal. ACTAAP performance goal: At least 95 percent of students will complete grade 12.3b The Little Rock School District decreased its dropout rate by 15 percent in 1998-99 through several coordinated efforts. These will continue in 1999-2000, plus other new initiatives will be implemented.. A. Expansion of the Alternative Learning Centerthe alternative school for students who, in the past, would have been suspended or expelled. Keeping as many students as possible in school and on track with their academic program helps to decrease the dropout rate. Only one student in LRSD was expelled in 1998-99, in contrast to 109 in 1997-98. B. Creation of and then expansion of the Accelerated Learning Center (ACC) for fall 1999. The ACC is an alternative program for high school students who are over-age and credit-deficient. These are students who just do not achieve well in the traditional school program, but, nevertheless, are motivated to earn a high school diploma. The competency-based curriculum enables participating students to accelerate their completion of credits. C. There is a high, positive correlation of students who participate in co- and extra-curricular activities completing the high school diploma. LRSD, therefore, worked hard in 1998-99 to increase participation in these activities. These efforts will continue in 1999-2000. D. Students who learn to read proficiently by grade 3 are less likely to drop out of school since they are less likely to experience failure and retention. The Districts new PreK-3 Literacy Program Plan has as its major goal that all students learn to read independently by grade 3. E. The District runs a massive summer school program each year to provide additional opportunities for students to make up failed courses or to earn promotion at the elementary and middle school levels. The K-3 summer school is a part of that comprehensive program. F. In fall 1999 the District will implement a new credit-by-examination policy which will enable students to make up failed courses through examination, instead of having to retake them. G. The District will make a major investment of new money into its ESL programs in fall 1999. Ten additional teachers have been added to the elementary Newcomer Centers so that class-size can be reduced and a more comprehensive, effective ESL program can be provided. The tutors who had in the past served this population will be assigned to serve students in schools without Newcomer Centers. New ESL courses in the content areas have been added at the middle and high school levels for fall 1999. A newly employed ESL coordinator will ensure ongoing professional development for all teachers serving ESL students and will coordinate a tuitionreimbursement program as incentives for teachers to earn their ESL endorsement for their teacher certificate. In addition, a tracking/monitoring system will'be established to ensure that ESL students not making academic progress will receive appropriate interventions. A full-time ESL coordinator will be employed from Title VI funds to ensure compliance with the new Resolution Agreement with OCR. H. K-12 curriculum standards will be implemented in fall 1999 in the core areas. Enhanced expectations will expose all students to the curriculum that is tested and will in itself result in higher achievement. I. The District has adopted a policy instituting collective responsibility\" for results. Collective Responsibility is one of the four variables identified by Fred Newmann and Gary Wehlage as having positive impacts on student achievement in Successful School Restructuring. 3. Student Achievement and Citizenship National Goals 2000\nAll students will leave grades 4, 8, and 12 having demonstrated competency over challenging subject matter, and every school will ensure that all students are prepared for responsible citizenship, further learning, and productive employment.3c Arkansas Education Goals, Act 236 of 1991: By the year 2000, Arkansas students will leave grades 3, 6, and 8 having demonstrated competency over challenging subject matter, and every school in Arkansas will ensure that all students are prepared, upon graduation, for responsible citizenship, further learning, and productive employment. ACTAAP established criterion-referenced tests to measure student progress in literacy and mathematics at grades 4, 6, 8, and end-of-level tests in high school. LRSD has also aligned its efforts behind the Revised Desegregation and Education Plan and the National Science Foundation project. A. B. C. D. E. F. K-12 curriculum standards and grade-level or course benchmarks have been established for fall 1999 implementation, enhancing and clarifying the academic expectations for all students. Academic achievement is the major emphasis of the Districts Strategic Plan and the Revised Desegregation and Education Plan. New K-8 language arts curricula will be implemented in fall 1999. I. ii. Grades PreK-2: Early Literacy Learning in Arkansas Grades 3-5: Effective Literacy Grades 6-8: Reading and Writing Workshop New mathematics and science curricula will be implemented in fall 1999, grades K-9. The project funded through the National Science Foundation puts a major emphasis on the enrollment of students, especially minorities, in upper-level and advanced mathematics and science courses. Effective for the Class of 2002, students must earn 24 credits for graduation, including grade-level courses in English, mathematics (Algebra l-ll and Geometry), science (Physics I, Biology I, and Chemistry I), and social studies (Civics, World History, and United States History). Effective for the Class of 2003, in order for students to earn the Honors Seal on their diplomas, they must earn 27 specified credits, take eight Pre-AP or AP courses, and earn a grade-point-average (gpa) of at least 3.5. The LRSD graduation policy requires all students to earn at least three units in an area of Career Focus. Students earning the Honors Seal must complete four units. G. The District will formalize behavior standards for all students in fall 1999. We have applied for funding to begin implementation of the Child Development Project (CDP) in eight elementary schools. CDP is a climate-building, community-building,' parent involvement, instructional enhancement, and character education program for elementary students. It is one of six nationally validated programs that show a reduction in violence and drug use among children. In addition, we have applied for a Safe Schools/Healthy Children grant to fund the training of all secondary teachers in Fred Jones Positive Discipline program. H. I. J. The District will implement in 1999-2000 its own criterion-referenced tests at grades 2-11 to measure student progress each semester in achieving the rigorous curriculum standards/benchmarks established by the District. The District will implement in 1999-2000 its own accountability system that incorporates ACTAPP but goes beyond it in establishing a local Quality Index and in providing coordinated technical assistance, support, and professional development for goals identified for improvement. The Districts Title 1 program was restructured in 1998-99 for implementation in fall 1999 of programs more carefully correlated with the new District reading and mathematics curricula. For instance, the middle schools will employ two teacher leaders to ensure the success of at-risk students in the new grades 6-8 Reading and Writing Workshop.3d K. The District will implement new PreK-12 ESL courses in 1999-2000. L. New District-adopted criterion-referenced tests in grades K-11 will be administered three times annually so that frequent checks can be made on student progress toward meeting curriculum standards/benchmarks. 4. Mathematics and Science National Goals 2000: U.S. students will be first in the world in mathematics and science achievement. Arkansas Education Goals Act 236 of 1991: By the year 2000, Arkansas students will be first in the world in mathematics and science achievement. LRSD has also aligned its efforts behind its Revised Desegregation and Education Plan and the National Science Foundation project that was funded in fall 1998. The LRSD applied for and received a $3.4 million dollar grant from the National Science Foundation in fall 1998 to fund, over five years, curricula enhancements in mathematics and science, professional development for teachers, new teaching materials, and tutoring and summer school support for students. NSF also has a clearly defined accountability system for the continuance of the funding. 5. Safe, Disciplined, and Alcohol- and Drug-Free Schools National Goals 2000: Every school in the U. S. will be free of drugs, violence, and the unauthorized presence of firearms and alcohol and will offer a disciplined environment conducive to learning. Arkansas Education Goals Act 236 of 1991: By the year 2000 every school in Arkansas will be free of drugs and violence and will offer a disciplined environment conducive to learning. The ACTAAP system has as a goal that all schools will be free of drugs, weapons, and violent acts. The District will formalize behavior standards for all students in fall 1999. We have applied for funding to begin implementation of the Child Development Project (CDP) in eight elementary schools. CDP is a climatebuilding, community-building, parent involvement, instructional enhancement, and character education program for elementary students. It is one of six nationally validated programs that show a reduction in violence and drug use among children. In addition, we have applied for a Safe Schools/Healthy Children grant to fund the training of all secondary teachers in Fred Jones' Positive Discipline program. Effective fall 1999, the LRSD is moving grade 6 into the middle schools and grade 9 into the high school, thereby moving hundreds of older students into the higher levels of school and making the elementary and middle schools safer. In addition, students will behavior problems are served first at the school-level through in-school suspension, then in alternative settings, at elementary,'middle, and high school levels. These alternative settings not only enable students to receive targeted help in learning how to behave while continuing to make progress academically, but also enable the students in the regular program to have an improved learning environment with the removal of troubled students. Only one student was expelled from LRSD in 1998-99. More than 97% of LRSD students had no reportable discipline infraction. We believe that the steps that we are taking ensure that LRSD schools are safe, disciplined, and alcohol- and drug-free. 6. Teacher Education and Professional Development National Goals 2000: The nations teaching force will have access to programs for the continued improvement of their professional skills and the opportunity to acquire the knowledge and skills needed to instruct and prepare all American students for the next century. Arkansas Education Goals Act of 1999: Staff Salaries: Salaries for professional educators will be competitive in the marketplace and linked with performance standards and measures. LRSD has also aligned its professional development efforts behind the Strategic Plan, the Revised Desegregation and Education Plan, and its-partnership with ASCD in the Urban Professional Development Initiative (UPDI).3e Several major initiatives in 1998-99 were undertaken to improve the quality of LRSD teachers. Linda Darling- Hammond has found in her studies that 40 percent of the variance between black and white student achievement is due to the difference in teacher quality. A. We are committed through our Revised Desegregation and Education Plan to the equitable allocation of resources.\" One of the variables that we will monitor and ensure its equity from school to school is related to teacher quality: teachers with at least eight years of experience and a masters degree. B. C. D. E. F. LRSD entered into a partnership in fall 1998 with the Association for Supervision and Curriculum Development (ASCD) called the Urban Professional Development Initiative. This Initiative enables District staff to receive professional development on how to enhance its programs to benefit all students and provides us with a network with educators in similar schools and districts with whom to share. ASCD provides rich video and print resources, as well as access to the web pages to support the work in our District. The District has established threb areas as priorities for professional development\nInstructional Strategies (especially for language arts, mathematics, and science)\nCampus Leadership (leadership skills, data analysis, action research, school improvement planning, etc.)\nand Climate (multiculturalism, prejudice reduction and diversity, classroom management, character education, etc.) The National Science Foundation has provided major funding for professional development in mathematics and science. The District used 18% of its Class-size Reduction funds for professional development leadership in elementary mathematics and for tuition-reimbursement for ESL teachers to earn ESL endorsements to their certificates. Additional Title VI funds are committed in 1999-2000 for enhancement of professional development resources and to fund training for elementary mathematics teachers. G. The District has committed more than $700,000 local dollars to fund the implementation of the Prek- 3 Literacy Program Plan and the middle school Reading and Writing Workshop, as well as the new ESL curriculum. These dollars will be spent chiefly on professional development. H. I. J. K. The District has aligned its elementary professional development programs with Smart Start and has made every effort to leverage state-provided trainin'g in every way possible. The District applied for and received a grant of approximately $170,000 from the state to fund ELLA and Effective Literacy training for teachers. The 1999-2000 Title 1 budget includes some funds for ESL training. The restructured Title I program committed more money to professional development. 7. Parental Participation National Goals 2000: Every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children. The LRSD is strongly committed to improved levels of parent involvement in both its Strategic Plan and the Revised Desegregation and Education Plan. To that end, the parent involvement programs, including those involving Title I, have been restructured for 1999-2000\n3f A. B. C. D. E. F. G. The Parent-School Compact required in Title I regulations is a part of the PreK-3 Literacy Program Plan, including a commitment to embed its use in the culture of every Title I school. The school-level Title I Parent Advisory Committees (PACs) will continue, as in the past, but will now serve as Advisory to the Campus Leadership Team, especially in issues related to the schools Title I plans. The district-level PAC will also continue to advise the District on issues relating to the District plan. The Title I parent involvement staff will join a larger work team of staff working on parent and community involvement to ensure compliance with federal Title I regulations, to ensure a tight alignment of parent/community programs with District initiatives for improved student achievement, to leverage all possible resources, to eliminate gaps and reduce redundancies, and to craft a coherent District plan, focussed on the school level, rather than on District events. The Districts new Campus Leadership Plan requires parent involvement on the Campus Leadership Teams. Title I schools have been instructed specifically to ensure that Title I parents are involved in these teams. The District has entered into a partnership with the Southwest Education Development Lab in Austin to establish a Collaborative Action Team. The single focus of this new effort will be to develop and implement a plan for increasing participation of parents in meaningful involvement in their childrens schools. The District will publish in fall 1999 a series of booklets/brochures outlining the new curriculum standards/benchmarks in parent-friendly language. These publications will be sent home with every student and also placed in strategic locations throughout the community. Funds have been budgeted in both Title I and in local budgets to ensure that critical documents for parents are translated into the language of the home. (B. 4 STUDENT ASSESSMENT {Section 1116(a)(2)} 1. 2. 3. The district is in compiiance with the state plan in assessing student progress. Yes X No How is the criteria for success in teaming being established by the LEA on the stategiven norm-referenced test (NRT) and the criterion-referenced test (CRT), and how is it being determined if students are making adequate yearly progress? Criteria for success in learning has been established in the states new ACTAAP as performing at or above the proficient level\" on the states benchmark examinations at grades 4, 6, and 8 and the end-of-level examinations administered to secondary students. To triangulate this measure, the District will employ two other methods, both outlined in the LRSD Quality Indicators (the local accountability system). The definitions of school success are defined in the Strategic Plan objectives: A.  Nine often students will meet the Districts curriculum standards/benchmarks. The measurement for this objective will be newly adopted criterion-referenced tests for kindergarten and grade 1 literacy and the grades 2-11 tests in literacy and mathematics. Tests will be administered in the fall for diagnostic purposes, at the end of the first semester to check progress and design second-semester interventions, and at the end of the year for summative evaluation. Locally made tests will also be administered at the end of the first and third nine-weeks grading periods to give teachers further information on student performance. Definitions of student performance on the CRTs will be established to align with state definitions (advanced, proficient, basic, and below basic). B. The SAT9 reports include the percent of students performing by quartile. LRSD has established the following performance objectives: that 65 percent of the students in every schools sub-group of race and gender will perform at or above the 50* percentile\nthat 30 percent of the students will perform in the highest quartile\nand that no more than 10 percent will perform in the lowest quartile. C. On both the District-adopted CRTs and the SAT9, the District will examine whether LRSD students grow at or above the growth level of students nationally. Because our students on average perform below the national average, we will be working to accelerate growth so that LRSD students catch up with their national peers. The District will at the end of the first year of a schools not achieving its ACTAAP goals institute a system of information/data gathering and follow-up technical assistance, support, and professional development to assist the school in its improvement efforts. Our plan is one of collective responsibility. That is, the District-level staff will form a partnership with each school to support its improvement and will share in the accountability for results. Describe the multiple assessment strategies used in the LEA Title I schools. If assessments change from school to school, group the schools with the same assessment strategies and describe. (May include NRT, curriculum frameworks, CRT, portfolios, or other.) See #2 above for a description of the Districts assessment strategies and definitions of success.4a Through use of the states benchmark examinations and end-of level tests, the new District CRTs administered quarterly, and the use of the SAT9 scores, the District will be able to triangulate our student achievement instead of using only one snapshot. Multiple measures will provide teachers with sufficient data to make decisions regarding instructional modifications and appropriate interventions and will provide parents and students with information that will help them pinpoint areas of required improvement. In addition to these formal assessment strategies, individual teachers and schools will continue to make use of daily observations, grades, checklists, portfolios (especially in writing), and various performances to determine student progress toward achievement of the curriculum standards and benchmarks. A new grading system and regulations will be designed in 1999-2000 to bring the grading system in alignment with the new standards and instructional programs. 4. Benchmarks set for student performance (advanced, proficient, basic, or below basic) meet the criteria set in the Arkansas State Plan for Improving Americas Schools Act. X Yes No 5. OPTIONAL Other than the assessments described in the state plan that must be complied with, what other assessments are being used? See #2 and #3 above. 6. In the regular classroom, what does the teacher do to insure that children not making adequate progress in meeting State Standards are given assistance that is in addition to the Title I instructional program? A practice that the District endeavors to institutionalize in every classroom is frequent assessment of student progress and then re-teaching as necessary to ensure that every child achieves the standards. This practice is carefully embedded in the new ELLA program, for instance, in that teachers are trained to take running records as individual students read so that frequent assessment and diagnosis can occur. In the upper grades and through high school, teachers are being trained to take students through multiple drafts of their compositions, to use cooperative iearriing strategies to conduct peer editing and then to provide teacher feedback before students turn in the final papers for evaluations. This process approach to all kinds of student vv'ork is designed to provide students with guided practice and formative evaluations so that summative evaluations can be more positive. Another practice that the District supports is collaborative planning involving all the teachers of a group of students. Title I, ESL, special education, and other special program teachers meet regularly with each other and the regular classroom teacher to ensure coordinated instruction and assessment and to provide individual children with necessary support. This practice is not yet institutionalized, but we have restructured in ways that will facilitate it better in 1999-2000, and training continues. A third practice that we have on the drawing board for development in 1999-2000 is the Personalized Education Plan for every student, including those achieving at the top levels, so that every child, with his/her parents involvement, will have his/her own improvement plan.4b The District provides the K-3 summer school for students most in need, tuition-funded summer school for older students, evening high school, and other alternatives to earning promotion/credits. In addition, some schools provide extended-day programs, tutoring, and summer programs. 7. How and how often will teachers inform parents and students about the students progress in meeting State Performance Standards? Teachers inform parents and students about the students progress on State Performance Standards by sending to the parents or guardians four mid-term written student progress reports and four nine-week grade reports and by conducting parent/teacher conferences.5 8. List the procedures that are in use to diagnose teaching and learning to assist students in making progress in meeting the State Performance Standards? Effective fall 1999, the District will implement its new K-12 curriculum standards and grade- level/course benchmarks. These benchmarks replace the old curriculum objectives that were used to set academic goals for each course. Teachers will monitor student progress toward meeting these standards/benchmarks through the assessment strategies outlined in numbers 2 and 3 above. The District will adopt in fall 1999 an instructional framework (such as Dimensions of Learning) to guide curriculum development and professional development. A priority will be to provide opportunities for teachers to acquire a wide range of research-based strategies to ensure much higher levels of student success in achieving the standards/benchmarks. The framework will include creating classrooms conducive to learning, acquiring knowledge, applying knowledge, acquiring and using higher-order thinking skills, and acquiring desired habits.of mindsuch as persistence, metacognition, and self-assessment for quality performance. Schools will be assisted in these efforts through newly established work teams in the Division of Instruction: A. B. C. Teaching and Learningcomposed of the curriculum directors for Early Childhood, English Language Arts, Mathematics, Science, Social Studies, and Career/Technical Education, plus the directors of special programs: Federal Programs, ESL, Gifted/Talented Education, and Exceptional Children. Parent and Community Involvementcomposed of the Title I parent involvement staff, plus the staff now assigned to Volunteers in Public Schools, Partnerships in Education, Adult Education, and Community Education. Planning and Developmentcomposed of staff to ensure alignment of school plans with the Strategic Plan and the Revised Desegregation and Education Plan and to ensure grant proposals are similarly aligned. D. Professional Developmentcomposed of staff in professional development, but also others as appropriate to deliver appropriatfe programs. E. Technical Assistancecomposed of staff to support the ACSIP, Title 1, and Campus Leadership processes for planning school improvement. F. Testing and Program Evaluationcomposed of staff in charge of the assessment programs and program evaluation. Programs targeted for evaluation in 1999-2000 include Title I, ESL, NSF, and middle school implementation. Several new/ teacher leaders w/ere added in summer 1999 to the staff to provide ongoing professional development and in-classroom coaching and technical assistance in A. implementing the new literacy and mathematics/science curricula: One person was funded locally to provide Reading Recovery and ELLA training. B. c. One person funded from Eisenhower funds was reassigned from general Smart Start coordination duties to reading specialist. The Title I specialist overseeing the Success for All program will be on the same work team with other reading specialists.5a D. Two mathematics teacher leaders were funded from the Class-size Reduction funds to assist elementary teachers in curriculum implementation. E. One mathematics teacher leader was funded from Title VI. F. An ESL Coordinator was funded from Title VI to coordinate several administrative duties, but chiefly to train staff in effective implementation of the new ESL programs and services. G. The Districts middle schools used parts of their Title I allocations to employ two teacher leaders to oversee the implementation of the Reading/Writing Workshop and to ensure the success of at-risk students in this new program. Again, we are making a major effort to interweave the Districts improvement efforts with those of Title I and other state/national programs so that they are, to every extent possible, seamless. To achieve that, both the programs and all staff members, regardless of the funding source for their salaries, must assume collective responsibility for the success of all students in the Title I schools. It will take everyone involved to ensure that all students learn to read independently by grade 3, and we are committed to that end. 9. Describe the revisions made in the LEAs program to assure that students will make continuous progress. The following major changes occurred in 1998-99, to be implemented in fall 1999, to ensure more academic success of all students: A. Redistrictingso that all students, except those choosing magnet schools, will attend neighborhood schools instead of being bused across town for desegregation purposes. B. Addition of up to ten more classrooms of Prekindergarten students to improve school readiness. C. Restructuring the HIPPY program to serve children ages 3-4 instead of ages 4-5 since ail five-year olds have access to a full-day kindergarten program. D. Design of K-12 curriculum standards/benchmarks in English language arts, mathematics, science, and social studies.  E. Design of new K-12 ESL programs and services. F. Design of new PreK-3 Literacy Program Plan, including professional development for teachers, purchase of new materials, restructuring of the school day, interventions, and the addition of a new phonemic awareness program at the kindergarten level. Animated Literacy. G. Design of new grades 4-5 Literacy Plan, emphasizing Effective Literacy. H. Design of new grades 6-8 Reading and Writing Workshop, using Nanci Atwells model, modified by Linda Rief. I. Restructuring of the Title I program to align it with the new District literacy and mathematics programs. J. Design of new grades K-12 mathematics and science curricula, purchase of new materials, and professional development for teachers in implementation.C. 5b K. L. M. N. O. P. Q. Design of new District Assessment Plan to include district-adopted CRTs for grades K-11. Design of new Program Evaluation Plan to target key programs for evaluation: Title I, ESL, NSF, and middle school implementation. Reorganization of Division of Instruction into work teams in support of the work of the schools. Creation of a local accountability system and Quality Indicators that incorporate the components of ACTAAP, but go beyond in creating a system in support of collective responsibility. n Implementation of the new Campus Leadership Plan with an emphasis on creating research-based school improvement plans. Restructuring of parent/community programs to align them with District initiatives\ncreating partnership with SEDL to form a Collaborative Action Team with a focus on Parent Involvement. Joining a partnership with ASCD, the Urban Professional Development Initiative, to develop an improved plan for delivering professional development to support implementation of new initiatives. RESEARCH {Section 1114 \u0026amp; 1115} List the research and provide a summary of the research on which the program is based. Research should include some or all of the following: a review of the literature on the outcomes of various academic approaches, visitations to successful sites and/or a presentation by experts in the field. The Office of Federal Programs and the Departments of Reading, Mathematics, and Professional Development review current available material and literature that may be added to school programs to help assure continuous student progress. Supervisors, specialists, and teachers provide training and workshops on the proper use of new and innovative strategies. Site visits to exemplary programs are made and written information obtained on successful programs\nschool personnel and parents, directly involved, attend state meetings. READING RECOVERY Reading Recovery was developed in New Zealand and came to the United States via Ohio State University in 1984. In the 1996-97 school year a total of 9,815 U. S. schools were using Reading Recovery in 48 states. Reading Recovery is an extensive early intervention literacy program. First-grade children who score in the lowest 20 percent of their class (based on individual measures assessment and teacher judgment) are eligible to participate. Regular classroom instruction is supplemented with daily one-to-one, 30-minute lessons for 12-20 weeks with a specially trained teacher. Reading Recovery lessons provide children with individualized instruction that focuses on their strengths, experience with books and stories, accelerated learning expectations, and strategies that help them become independent learners. Reading Recovery teachers record the details of5c every lesson they provide. Instruction continues until participants can read at or above the class average, and demonstrate the use of independent reading and writing strategies. Reading Recovery teachers record the details of every lesson they provide. Instruction continues until participants can read at or above the class average, and demonstrate the use of independent reading and writing strategies. Primary features are:  One-to-one tutoring program,  Individualized instruction, and  Specially trained teachers Results Of all students nationwide who entered Reading Recovery in 1996-97, 60 percent achieved the average of their class. Of students who received a full program with an opportunity to participate for 20 weeks, 83 percent achieved the average reading level of their class. DIRECT INSTRUCTION Direct instruction has evolved from a theory of instruction developed by Siegfried Engelmann of the University of Oregon. His theory of instruction is that learning can be greatly accelerated if instructional presentations are clear, rule out likely misinterpretations, and facilitate generalizations. Over 50 instructional programs have been developed based on this theory. Each program is shaped through field tryouts\nstudent errors are carefully evaluated and lessons revised prior to publication. The lessons are carefully scripted and tightly sequenced. The comprehensive Direct Instruction Model incorporates teacher development and organizational components needed to optimize program use. Through substantial training and in-class coaching, teachers in the lower grades learn to present highly interactive lessons to small groups. Students make frequent oral responses, and teachers monitor and correct errors immediately. Students are placed at appropriate instructional levels based on performance, so those who learn rapidly are not held back and those who need additional assistance receive it. The model calls for inclusion of students with special needs except in the most extreme cases. Primary features include:  Field-tested reading, language arts, and rhathematics curricula  highly scripted instructional strategies  extensive training Results Over the past 30 years numerous research studies on Direct Instruction have been conducted. Beginning with Project Follow Through, a large-scale federal research project that funded and examined a variety of approaches to educating disadvantaged students. The Project Follow Through evaluation found that Direct Instruction was the most effective model in all three areas studied: basic skills (reading, language, math, spelling), cognitive skills, and affective behavior. Many other evaluations conducted since then also have significant positive effects on student achievement in reading, language arts, or mathematics, as measured by a variety of standardized tests. Many of the program benefits appear to endure well past elementary school. Several studies have found that students who received Direct Instruction in grade school have higher high school test scores, graduation rates, and college acceptance rates.5d SUCCESS FOR ALL Success for All was founded by Robert Slavin, Nancy Madden, and a team of developers from John Hopkins University and was first implemented in six school in 1987. By January 1998 Success for All was in 747 schools in 40 states. Success for All restructures elementary schools to ensure that every child learns to read in the early grades. The idea is to prevent reading problems from appearing in the first place and to intervene swiftly and intensively if problems do appear. Success for All prescribes specific curricula and instructional strategies forteaching reading, including shared story reading, listening, comprehension, vocabulary building, sound blending and writing activities. Program features include:  schoolwide 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 Results Students in Success For All schools have outperformed students in control schools on reading tests\neffects have been even more pronounced for students in the bottom quartile. Numerous studies have compared scores on standardized reading tests (specifically, the Durrell Oral Reading Scale and several scales from the Woodcock Reading mastery Test) for students in Success for All schools and control schools. Results indicate that Success for All significantly improves reading performance, especially for students in the lowest 25% of their class. Compared to control groups. Success for All students score about three months higher in the first grade and 1.1 years higher in fifth grade on reading measures. A schools reading performance tends to increase with each successive year of program implementation. Evaluations also indicate positive impacts on the achievement of limited-English proficient students and students who have been assigned to special education. Retentions and special education placements decline significantly in Success for All schools. D. PROFESSIONAL DEVELOPMENT {Section 1119} 1. What kind of staff development has been and will be conducted for teachers, paraprofessionals, support staff members, parents and administrators to insure instruction is provided by highly qualified professional staff, that will enhance the chances of the students in meeting the State Performance Standards? List all professional development that is being done and what is planned? The District has established three areas as priorities for professional development:  Instructional Strategies (especially for language arts, mathematics, and science)  Campus Leadership (leadership skills, data analysis, action research, school improvement planning, etc.)  Climate (multiculturalism, prejudice reduction and diversity, classroom management, character education, etc.)5e Professional development is designed to serve teachers, administrators, paraprofessionals, and support staff by providing opportunities that promote District goals attainment, improve student achievement, employee development, and job effectiveness. Professional development is a continuous grovTth process encompassing district-wide training courses and other courses that have been designed to assist personnel with the best possible training for the improvement of student achievement. The FY 2000 school year begins with extensive pre-school professional development opportunities for all personnel. Continuous personal program development may be scheduled through the Districts Staff Development Department. Program support is provided for personnel in schools with selected models and/or strategies, such as, Great Expectations, Reading Recovery, Direct instruction. Success for All, Onward Toward Excellence II, and others. Listed are selected professional development offerings-workshops: i Teachers Classroom Management Diversity in the Classroom Basic Computer Tools Cooperative Team Learning Multiple Intelligence/Learning Styles Positive Discipline and Instruction Thematic Units Clarity with Instruction Building Study Skills and Test Taking Skills Middle Schools Literature Circles Reading Investigations in Numbers, Data, and Space Training K-4 Crusade Pre-K Teacher Insen/ice Early Childhood Technology in the Classroom - (Word, Internet, Powerpoint) Connected Math Getting Along Early Learning\nRoots and Wings Family Support Roots Training, Level Four Tutor Training Implementation Checks Refresher Training Para-professionals Updating Your Skills Classroom Tips Fred Jones Discipline Character Education Strategies Test Taking Tips5f Support Staff Customer Care Ready for the Information Age Updating Your Skills Parents Making The Parent-School Connection How To Help Your Child Improve In Reading Bridging The Gap: Elementary To Middle School Campus Leadership Smart Start Active Parenting Effective Black Parenting Common Sense Parenting Systematic Training For Effective Parenting Home School Connections The Goals of Team Misbehavior The Development of Responsibility Improving Family Atmosphere Administrators The Change Process Systems Change Model Resolving Conflicts in Teams Team Building and Maintenance Team Problem Solving Site-Based Decision Making Goal Setting and Planning New offerings for FY 2000 include\nPrejudice Reduction Standards and Benchmarks Curriculum Alignment Reading Recovery Early Learning Literacy in Arkansas Effective Literacy 2. How are staff development and parent training needs identified? To achieve the mission and objectives of the District, effective staff development and parent training are identified as paramount in support of continuous student achievement. As an on-going part of each staff development and parent training activity, participants return an evaluation. In part, evaluations help to determine the quality of the current activity as well as determining its continuing need. Second, in conjunction with local school initiated programs, campus leadership teams, including parents, determine special training needs. Generally, their concerns are about additional assistance with District program directions and individual group needs. Third, staff development initiatives are coordinated through the Districts Staff Development Department. Their continuing responsibilities are: 1. Conduct annual needs assessment to identify professional needs.5g 2. 3. Support programs to facilitate the LRSD Desegregation Plan/Strategic Plan, COE, work teams/clusters, and the culturally diverse population. Support programs to facilitate school improvement, current technology, and diversity. An outgrowth of this broad representation for developing needs, produced a pre-school initiative of more than 150 inservice sessions organized by the Division of Instruction. Reference: pages 5e and 5f (FY 2000 programs for staff and parents).6 E. GENERAL INSTRUCTIONAL PROGRAMS 1. TARGETED ASSISTED (SECTION 1115) (a) Student Selection What methods are in use by teachers in consultation with parents, administrators, and counselors to identify students in need of Title I services? Arkansas Student Selection Model X Other - Explain The District uses a modified version of the Arkansas Department of Educations Student Selection Model. Objective criteria (Student learning Profiles) in reading and mathematics are designed to determine the extent to which students have mastered skill's (content standards) by the end of the third quarter in kindergarten through grade'7. Indicators used to determine placement are: Marie Clay's Observation Survey of Early Literacy Achievement, ACTAAP, State benchmarks, District criterion reference tests, classroom grades, teachers recommendations, program assessments (unit test, Success for All, Reading Recovery, Direct Instruction). 2. (b) Description of the instructional program by using the following\n(1) (2) (3) (4) (5) (6) School Name Highly Qualified Staff Number of Students Served Instructional Area Type of Academic Program(s) Grade Levels SEE ATTACHMENT SCHOOLWIDE PROGRAMS (Section 1114) (a) Describe the planning that has takfen place for schoolwide programs in the LEA. Each of the 23 schools participating in the Schoolwide Program has formed a committee consisting of the Campus Leadership Team, principal, classroom teachers, support staff, parents and community representatives. These committees met during the school year to study and discuss data identifying: 1) test information, 2) exemplary programs, 3) professional development needs, and 4) other information impacting school environment. Each school has been a part of the Comprehensive Outcomes Evaluation Process, and some of the schools have reviewed the following: Selected Computer Learning Programs, Reading Recovery, Writing to Read, Direct Instruction, Success for All, Voyager, Helping One Student to Succeed (HOSTS), Accelerated Reader, and McRat.6a (b) Description of the instructionai program by using the foiiowing: (1) (2) (3) (4) (5) (6) School Name Highly Qualified Professional Staff Number of Students Served Instructional Area Type of Academic Program(s) Grade Levels SEE ATTACHMENT (c) Has a comprehensive needs assessment been done in each schoolwide school? Yes X No 6b E. GENERAL INSTRUCTIONAL PROGRAMS 1. 2. * ATTACHMENT (b) *T/\\ReETED ASSISTANCE SCHOOLS (Section 1115) (b) SCHOOLWIDE SCHOOLS (Section 1114) SCHOOL _________NAME Badgett Elem Bale Elem__________ Baseline Elem______ Brady Elem________ Chicot Elem________ Cloverdale Elem *Cloverdale Middle Dodd Elem________ *Dunbar Middle Fair Park Elem *Forest Hgt. Middle * Forest Park Elem Franklin Elem * Fulbright Elem Garland Elem______ Geyer Springs Elem *Henderson Middle * Jefferson Elem STA FF 1.00 1.00 2.00 1.00 2.00 2.00 1.00 1.00 .20 1.00 .20 1.00 2.00 1.00 1.00 1.00 .20 1.00 NO. STUDENTS SERVED 155 249 248 293 379 349 493 182 , 277 151 338 125 365 169 185 219 349 153 INSTRUCTIONAL AREA Read/Math________ Read/Math________ Read/Math Read/Math Read/Math________ Read/Math________ Read/Math________ Read/Math________ Read/Math________ Read/Math Read/Math________ Read/Math________ Read/Math________ Read/Math________ Read/Math_______ Read/Math Read/Math________ Read/Math King Elem 2.00 468 Read/Math TYPE OF _______________PROGRAM_____________ Intervention Remediation______________ ComputersNew Century______________ SFA, ComputersJostens (BLS) SFA, ComputersNew Century_________ ComputersJostens ________________ SFA, ComputersNew Century ComputersJ ostens McRAT, Read Recovery Intervention Remediation ___ Read Recovery________________________ Intervention Remediation______________ HOSTS_______________________________ Read Recovery, ComputersNew Century Read Recovery ___________________ ELITE, Accelerated Reader____________ Read Recovery, ComputersJostens Computers Technology Support_________ Read Recovery, ComputersTechnology Support, Accelerated Reader, STAR___ Extended Day, Intervention Remediation GRADE LEVEL PreK-5 PreK-5 PreK-5 PreK-5 PreK-5 PreK-5 6-8 PreK-5 6-8 PreK-5 6-8 PreK-5 PreK-5 PreK-5 PreK-5 PreK-5 6-8 PreK-5 PrcK-5, 6c E. GENERAL INSTRUCTIONAL PROGRAMS (cont.) Mabelvale Elem *Mabelvale Middle *McDermott Elem Meadowcliff Elem Mitchell Elem 2.00 1.00 1.60 1.00 308 343 170 221 182 Read/Math Read/Math Read/Math Read/Math Read/Math *1 Otter Creek Elem Pulaski Heights Elem .80 1.00 97 135 Read/Math Read/Math Pulaski Heights Middle Rightsell Elem Rockefeller Elem .20 1.00 1.00 454 184 272 Read/Math Read/Math Read/Math Romine Elem______ *5outhwest Middle *Terry Elem______ Wakefield Elem Washington Elem 1.00 1.00 1.00 2.00 2.00 243 388 140 291 425 Read/Math Read/Math Read/Math Read/Math Read/Math Watson Elem_____ Western Hills Elem Wilson Elem 1.6 1.00 1.00 346 224 270 Read/Math Read/Math Read/Math Woodruff Elem 1.00 184 Read/Math ComputersJ ostens_______________ Intervention Remediation, Accel. Read HOSTS________________________________ SFA________________________________ SFA, Voyager, ComputersTechnology Support______________________ Read Recovery, Accelerated Reader______ Accelerated Reader, Computers Technical Support_______________________ Intervention Remediation________________ Computers Curriculum Corporation________ Read Recovery, Accelerated Reader, ComputersTechnology Support_________ SFA, ComputersTechnology Support Intervention Remediation________________ Intervention Remediation_______________ SFA___________________________________ Direct Instruct, ComputersTechnology Support____________________ Onward To Excellence II, ComputersCCC ComputersCCC_____________________ Extended Day, ComputersNew Century, Accelerated Reader, Read Recovery______ SFA PreK-5 6-8 PreK-5 PreK-5 PreK-5 PreK-5 PrcK-5 6-8 PreK-5 PrcK-5 PreK-5 6-8 PreK-5 PreK-5 PrcK-5 PreK-5 PreK-5 PrcK-5 PreK-5 Definitions: Accelerated Reader Corporate Curriculum Corporation Direct Instruction (Accel. Read) (CCC) (bl) Jostens Basic Learning System Reading Recovery (BLS) (RR) Students Targeted to Achieve Reading Success (STAR) Effective Learning In Technical Environment (ELITE) Success For All (SFA) Helping One Student to Achieve (HOSTS)7 (d) (e) Have school support teams or other appropriate technical assistance providers been involved in the development of the schoolwide plans? X Yes__No Every school used the state checklist to develop time lines for school support and technical assistance. Each school developed distinctive Title I programs, beginning with category nine (writing the implementation plan) - thru step 12 (facilitating implementation of plan). External School Support teams will be formed for team visits to new and continuing Title I Schoolwide schools-FY2000. What reform efforts have been made in implementing the schoolwide program? Twenty-three (23) schools are identified as schoolwide. Changing school practices include extensive professional development in proven strategies for parent/family involvement, one-on-one tutoring, instruction, assessment, and classroom management. Listed are selected programs and/or strategies\nDirect Instruction, Reading Recovery, Success For All, Onward Toward Excellence II. Other District initiatives are\n2-1/2 hours Language Arts, campus leadership teams, lead-teacher coaching (elementary, middle, secondary). 3. Describe all other programs being implemented with Title I funds. (Such as extended day, preschool, summer school) F. SCHOOL IMPROVEMENT (Section 1117) (SEE ATTACHMENTS 7b, 7c) 1. How will the LEA identify a school in need of school improvement? School improvement planning will be based on student achievement, assisting identified schools where performance does not meet expectations. The district will develop a school performance report containing analyzed data from multiple criteria assessments, including:  Stanford 9 in grades 5, 7, and 10. Trend goals will be established using the annual rate of reduction in numbers of students below proficient divided by the total percentage of students below proficient by ten (10). Students at or above the fiftieth percentile will be sixty-five percent (65%). No more than ten percent (10%) of the students will fall in the lowest quartile and thirty percent (30%) will be in the highest quartile.  Student performance on the Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) expectations are one hundred percent (100%) at or above proficient level. ACT/\\AP is administered in grades 4, 6, 8. End of course tests are given for Algebra I, Geometry, and Literacy at the 11* grade level.  Expectations of student achievement as measured by the LEA Criterion Reference Test (CRT) are one hundred percent of students at or above proficient level. District level Criterion Reference Tests are given in grades 2-5 each quarter in Mathematics and Language Arts.I 7a 2. What corrective action will be taken for a school in school improvement? The District will ensure the following levels of technical assistance and or corrective actions for schools identified for school improvement by ADE.  LEA will form a partnership with each school in need of improvement and will assist and support that school in its improvement efforts.  Another level of support is the assignment of a Central Office person broker to each school in need of school improvement.  Extended day and summer school provisions will be made for students performing below grade level.  Campus Leadership Teams will play a central role in school improvement. Corrective actions will stem from data analysis on key elements of school profiles. These profiles will reflect the extent to which initiated programs are reaching desired goals. Among initiated changes will be program modification, professional development and personnel effectiveness.  Core training will consist of inservice on student assessment data (meeting needs based on data), curriculum, school evaluation procedures, parent involvement, and securing technical assistance.  The school will devote to professional developmentover two consecutive years an amount equal to at least ten percent of Title I, Part A Funds received during the fiscal year\nor otherwise demonstrate that the school is effectively carrying out professional development activities. G. COORDINATION {Section 1112(b)(4)} 1. Give specific examples of how the following Title I services are coordinated with Head Start, Even Start, local preschool programs, early childhood transition programs, HIPPY, Goals 2000, School-to-Work, ESL programs, adult education, etc.? The services of the above groups are coordinated through the District administrative staff that meets bi-monthly. Coordination of efforts among supervisors, department directors and school staff is tied together by a weekly publication-Learning Links. This composite document provides all district personnel with timely information about on-going program implementation. The Director of Federal Programs works closely with the Director of Early Childhood and the Supervisor of HIPPY. If necessary, other groups of local daycare providers are contacted to interact with the Districts early childhood personnel to provide training and transition opportunities for our district. Bi-lingual students are assessed and programs defined to meet student needs\nten ESL teachers have been hired to reduce class-size at the elementary level. Title I serves students who have academic needs and provides special services as identified. Identified District personnel coordinate program activities, The Adult Education program is located in the Adult Education Building, and cooperation will continue in the area of parent information for further literacy training.7b LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IHBDA REMEDIAL INSTRUCTION The Board of Education is committed to the philosophy that all children can achieve the State and LRSD standards and grade- or course-level benchmarks in reading/language arts, mathematics, science, and social studies. The District and each school will utilize available .resources- federal, state, and local-to provide expanded learning opportunities for all students. This priority will be accomplished through comprehensive and aggressive early intervention efforts, especially in PreK-3 reading and * mathematics, with continuing support through complementary remediation efforts on an as-needed basis to promote and sustain the standard levels of achievement. Intervention/remediation efforts of the Little Rock School District will be comprised of a ' broad range of alternatives to ensure that all. students are afforded equitable opportunities to perform at or above the Proficient level as defined by the standards of Arkansas and the Little Rock School District. 4 Adopted: Legal Reference: Arkansas Standards7c LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IGA CURRICULUM PROGRAM ALIGNMENT AND COHERENCE The Board of Education directs the superintendent to ensure that ail special curriculum/ instruction programs at the District and school levels be carefully aligned and coherent with the Districts Strategic Plan, the Revised Desegregation and Education Plan, and the regular education program that has been established. The staff responsible for the design and/or delivery of all special programs, including but not limited to, special education,JTitle I, English-as-a-Second Language, migrant education, gifted and talented education, 504 programs, alternative education programs, etc., are to ensure that their programs reflect the district-adopted grade- level/course standards and benchmarks and are coordinated with the overall curriculum' plan. Special programs shall adapt instruction, pacing, materials and assessments, as appropriate, to meet the unique needs of the students served. Special program staff shall be represented in the establishment of course standards/ benchmarks and in the development of curriculum guides. Adopted:7d The following technical assistance and support services schools requiring-improyements: are estab-li-shed for Technical Assistance and Support for Schools Identified for Improvement iSf s! YEAR ONE: WARNED The first year that an LRSD school fails to meet its performance, trend, and/or. Improvement goals. The Superintendent will ensure that staff are designated to: 1. Inform the principal, the central office broker, the Campus Leadership Team, the Cabinet, and the Boafd pf Education of the designation of the . school arid Its Implications. 2. Provide appropriate levels of technical assistance to the school as It develops and Implements Its School Improvement-Plan so that it addresses specific elements of student performance  problems and iricludes waivers of any policies or regulations that impede the ability of the school to education its students. 3. Conduct a School Improvement Audit to determine the extent to which the Campus Leadership Plan is being Implemented at the school. 4. Require the recommendations from the School Improvement Audit to be addressed in the following years School Improvement Plan, if not possible to do so immediately. 5,  Monitor regularly and conduct formative evaluations of the implementation of the School Improvement Plan, reviewing with the principal  and the Campus Leadership Team formative data and making suggestions for rfiedifications and adjustments to the implementation plan, 6. Provide the principal, the broker, members of the Campus Leadership Team, and other appropnate staff opportunities to participate in professional development activities that should lead to school Improvement Testing and Program , Evaluation Team Technical Assistance Team\nCurriculum/ Instruction Team Technical Assistance Team Associate Superintendent for School Services Associate Superintendent for School Services Professional Development Team\nCurriculum/ Instruction Team\nAssociate Superintendent for School Services / I7e s'ls-ta n cszo-upp ?4{ YEAR TWO: HIGH PRIORITY STATUS The Superintendent will ensure that staff are designated to\nA school identified by ADE that for two consecutive years falls to meet the performance, trend, and/or improvement goals. 1, Inform the principal, the central office broker, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation of the school and its implications. 2, Provide appropriate levels of technical assistance to the,,school as it develops and Implements its Schoo) Irhprovement Plan so that it addresses specific elefnents of student performance problems and Includes waives of any policies or regulations that impede the ability of the school to educate its students, , 3. Conduct a comprehensive Curriculum Audit to determine the extent to which the school is implementing the District curriculum and the quality of its interventions for students not meeting the standards. 4. Require that the recommendations from the Curriculum Audit be addressed in the following year's School Improvement Plan, if impossible to do so Immediately, Possibly mandate the implementation of specific actions, professional development, or programs to address needs identified In the Curriculum Audit and/or the analysis of disaggtegated student performance data. 5. The District shall take correctiye action during the High Priority Status Year through one or more of the following\n(b) (c) (d) Decrease the decision-making authority of the Campus Leadership Team, (b) Require participation in remedial training or professional development, and then implementating the necessary changes, Reflect the school's 10?/ performance In the evaluation of the principal, as well as teachers and other staff who contributed to the low performance of the school. Replace ths school principal,. Testing and Program Evaluation Team Technical Assistance Team\nCurriculum/ Instruction Team Curriculum/ Instruction Team\nPlanning and Development Team Associate Superintendent for School Services Associate Superintendent for School Services 1'^1 II rel 7f Year Three: Alert Status A school Identified by ADE that for three consecutive years fails to meet the performance, trend, and/or Improvement goals. The Superintendent will ensure that staff are , designated to: 1.- 2. 3. 4. Inform the principal, ths Campus Leadership  . . ... w. _____t 1 C Jl,/^OTI/ Team, the Cabinet, and the Board of Education of the designation and its Implications. Conduct follow-up or monitoring of Implementation of School Improvement and Curriculum Audit recompiendations. Mandate appropriate specific actions, proiesslonai jVlaH\\JCii.c ay^jji vjji IOV5S ^wwuw ----------------  i J development, and/or programs to address student needs. Continue to provide appropriate technical 'assistance as the school develops and implements Its School Improvement Plan. Testing and Program Evaluation Team Technical Assistance Team\nCurriculum/ Instruction Team Associate Superintendent for School Services Technical Assistance Team\nCurriculum/ instruction Team yai^^fia^\n' I J 5. The District shall take corrective action during the Alert Status Year through one or more of the following: .. (a) Decrease the decision-making authority or me Carnpus Leadership Team\n(b) Require participation in remedial training or professional development and then implementing the necessary changes\n_ (c) (Reflect the school's low performance in tne evaluation of the principal, as well as teachers and other staff who contributed to the low performance of the school.    (d) Reconstitute the school sfeff-by replacing the principal and up to 50 perde'nt of the teachers and other staff, as appropriate. Associate Superintendent for School Sen/ices L Jf X*7g Year Four: Low Performing Status A school identified by ADE that for four consecutive years falls to meet Its performance, trend, and/or Improvement goals. The Superintendent will ensure that staff are , designated to apply one or more of the following sanctions: 1. 2. 3. Revoke the authority of the school to design its School Improvement Plan. Require participation in remedial training or professional development and then implementing the necessary changes.  Refle'pt the low performance of the school in the performance evaluations of responsible staff,  Including the principal, as well as teachers and other staff who contributed to the low performance. 4, Conduct follow-up audits to determine the extent to which the school has effectively Implemented the recommendations of the School Improvement Audit and the Curriculum Audit conducted in years one and two. 5 Reconstitute the school staff by replacing the principal and up to 50 percent of the teachers ana other staff, as appropriate. __________ ( Associate Superintendent for School Services Technical Assistance Team\nCurriculum/ Instruction Team Associate Superintendent for School Sen/ices I (7h YEAR FIVE: ACADEMIC DISTRESS PHASE f STATUS A school identified by ADE that for five consecutive years fails to meet its performance, trend, and/or Improvement goals. L The Superintendent will ensure that staff are _ designated to apply one or more of the following sanctions: 1. 2. 3. 4. 5. Revoke the authority of the school to design its School Improvement\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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