{"response":{"docs":[{"id":"bcas_bcmss0837_853","title":"Court filings: District Court, findings and recommendations of the special master re: proposed settlement agreement, as amended, draft copy; District Court, Pulaski County Special School District (PCSSD) motion for court approval of addition to Northwood Junior High School","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":["1989-10-20"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Court records","Education--Arkansas","Educational law and legislation","Educational planning","School districts","School integration","School improvement programs","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: District Court, findings and recommendations of the special master re: proposed settlement agreement, as amended, draft copy; District Court, Pulaski County Special School District (PCSSD) motion for court approval of addition to Northwood Junior High School"],"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/853"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript 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_965","title":"Framework for Excellence: Plans for implementing Educational Priorities in the North Little Rock School District, 1989-90","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":["1989-07"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Educational planning","Educational law and legislation","School improvement programs","Student assistance programs"],"dcterms_title":["Framework for Excellence: Plans for implementing Educational Priorities in the North Little Rock School District, 1989-90"],"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/965"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nfifth year of six year plan (1985-1991),\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n~ramewori or 'E~e{{ence PLANS FOR IMPLEMENTING EDUCATIONAL PRIORITIES INTHE NORTH LITTLE ROCK SCHOOL DISTRICT 1989-90 Fifth Year of Six-Year Plan (1985-1991) July, 1989 J' ramework._, for 'E~e[fence Plans for Implementing Educational Priorities in the North Little Rock School District Mr. James Smith Superintendento f Schools July, 1989 Introduction ..... Task Force Membership. TABLE OF CONTENTS Task Force Steering Committee. Act 7 of 1983 ... Goals for Arkansas Educdtion. Philosophy .... Student Learning Goals Prioritization of Needs .. District Improvement Plans .. PRIORITY #1: To better meet the needs of . minority children. Priority #2: The implementation of ...... . compensatory education programs. Priority #3: The development of a written, sequential curriculum for language arts and mathematics. Priority i4: The planning for implementatiun of 7-8, 9-10 and 11-12 secondary programs at the beginning of the 1990-91 school year. Page i ii iii iv V 2 3 4 6 7 23 36 42 School Improvement Plans . Northeast Senior High School. Ole Main Senior High School Central Junior High School .. Lakewood Junior High School Ridgeroad Junior High School .. Rose City Junior High School .. Skills Center ..... Amboy Elementary School . Argenta Elementary School Belwood Elementary School . Boone Park Elementary School .. Crestwood Elementary School Glenview Elementary School. Indian Hills Elementdry School. Lakewood Elementary School .. Lynch Drive Elementary School . Meadow Park Elementary School . North Heights Elementary School Park Hill Elementary School . Pike View Elementary School Pine Elementary School .. Redwood Elementary School Rose City Elementary School Seventh Street Elementary School. Baring Cross Center ......  . . 46 47 50 53 57 60 71 76 79 s4 . . . 88 91 97 101 106 111 122 126 129 136 141 147 153 159 163 166 INTRODUCTION The Six-Year Educational Plan for the North Little Rock School District for 1985-1990 was developed in response to Act 7 of 1983, an act to provide for planning for educational improvement by local school districts, The planning process was directed by a Planning Task Force which was made up of citizens, students, school board members, teachers, and administrators. The process, following state guidelines for the implementation of Act 7, included: gathering information concerning District needs and learner goals from parents, students, and educators\nanalyzing this information in conjunction with other appropriate data\nestablishing Student Learning Goals\nidentifying District Priorities\nand formulating District Improvement Plans, This document covers the fifth year of the District's Six-Year Plan, It contains District Improvement Plans for 1989-90 and School Improvement Plans for 1989-90, The School Improvement Plans have been developed by each school. Parents, educators, and students (if appropriate) were involved in the process of gathering data concerning the school's programs, analyzing the data, identifying needs, setting priorities, and formulating school improvement plans. Systematic planning for educational improvement has made a positive impact during the four years of the implementation of the Six-Year Plan, Students, parents, and educators have carefully studied the results of the work done this year and have used this information in planning for improved learning opportunities for the students of North Little Rock during 1989-90. i Lajuana Lovelace Leigh Anna Gosser Leon Barnes Shirley Cleek TommGy aither Wanda Taylor Vicki Stephens Joe Austin Doyle Crownover Pat Siegel Russell Hawkins Saundra Harris Thelma Banks Kathy Turner Ozy Murphey Earnest Ford Virginia Wallace Leon Wilson Marilyn Whee1 e r Cynthia Mel ton Debbie Austin Jo Stewart Esther Crawford Fran Jackson Margaret Pope Anita Smith NORTLHI TTLER OCKPU BLICS CHOOLS Framework for Excellence TASKF ORCEM EMBERSHIP STUDENTS Jon Jones Roderick Thomas CITIZENS Carol Wilson Terrance Renaud Bob Russell Jane Davidson Jack Ruggles EDUCATORS Jess Walker Andrew Power Bert Watson Bill Garvin Winnie Talley James Smith Gale Bossier Al ice Stovall Kathy Morledge Kay Johns Portia Power George Condray Jane Ford Doyne Ward Jeff Huddleston Mary Worley Judy Binz Mable Bynum ii Suzanne Stephens Christy Godwin A 11 an Tegethoff Shirley Stancil Phoebe Adams Lillian Ross Jim Wetherington Bill Ballard Margaret Glover Jim Morris Mary Carolyn East James Zeigler Diane Zook Ken Brooks W. A. Tucker Jerry Massey Johnny Kellar Holly Ha 11 Bettye Balmaz Betty Murray Diane Crites Susie Jackson Linda Wi1 s on Jim Dyer Linda Elliott NORTH LITTLE ROCK PUBLIC SCHOOLS Framework for Excellence TASK FORCE STEERING COMMITTEE Dr. Joe Austin, Chairman Mr. Leon Barnes, Board Member Dr. Jess Walker, Elementary Principal Mr. Bill Ballard, Secondary Principal Mrs. Carol Wilson, Parent Mr. Jon Jones, Student iii ACT 7 of 1983 1ST EXTRAORDINARSYE SSION \"AN ACT TO PROVIDE FOR PLANNINGF OR EDUCATIONAILM PROVEMENBTY THE LOCAL SCHOOLD ISTRICTS OF THE STATE OF ARKANSASA\nNDF OR OTHER PURPOSES.\" BE IT ENACTEDB Y THE GENERALA SSEMBLYO F THE STATE OF ARKANSAS: Act ofS E1C9T8I3O.\"N 1. The Title of this Act shall be \"The Educational Planning SECTION 2. (a) Each school district in this State shall, by July 1, 1985, develop and file with the Department of Education a six-year plan for improving its educational programs. This plan shall be developed with both staff and community input, be compatible with statewide educational goals and reflect the specific needs of the local community, and be reviewed and updated every two years. The updated plan shall be filed with the Department upon adoption. (b) By October l of each school year, each school district shall repo~t to its patrons on the district's progress toward realizing the goals and noobtjeedc tivepsr oblemse t aroeuats . in its long range plan and on proposals for correcting (c) In addition to the districtwide educational plan, each school ~ithin the district shall annually develop, with staff and community input, a plan for improving its educational programs. (d) The State Department of Education shall adopt guidelines for the implementation of the Act and shall provide school districts with such oasf sistthains ce Act. as may be needed to enable each district to meet the requirements iv NORTH LITTLE ROCK PUBLIC SCHOOLS Framework for Excellence GOALSF OR ARKANSAESD UCATION GOALI : HELP EACHL EARNERM ASTERB ASIC SKILLS IN: a. Reading--providing students with the necessary basic reading skills in order for them to function at their maximum potential. b. Basic math skills--providing students with the necessary basic skills in mathematics in order for them to function at their maximum potential. c. Communication (speaking, listening, writing, and body language)-developing skills to enable students to effectively use all models of expression including listening. d. Problem solving--developing skills to enable students to function effectively in dealing with problem solving situations of the present, as well as the future. GOALI I: HELP LEARNERSA CHIEVEF UNCTIONAULN DERSTANDINOGF ECONOMIAC ND OCCUPATIONASLK ILLS ANDO PTIONS, TO INCLUDE: a. Providing career information with emphasis on the respect for the dignity of work. b. Providing opportunity to develop job entry skills. c. Understanding of economic concepts with special emphasis on how they relate to management of time, money, and personal resources. GOALI II: HELP EACHL EARNERD EVELOPT O THE FULL RANGEO F HIS/HER POTENTIALB Y: I a. Fostering and encouraging creativity through the Arts (Music, Art, ~rama, etc.). b. Developing specific learning skills including critical thinking, decision-making and the use of scientific methods to facilitate independent lifelong learning. GOALIV : HELP LEARNERPSR OGRESST OWARBDE COMINHGE ALTHYR, ESPONSIBLE,A ND HUMANCEIT IZENS THROUGH: a. Understanding levels of government and the need for individuQl participation. b. Developing a sense of personal and civic responsibility. c. Understanding, stewardship, appreciation, and awareness of our natural, social, economic, and political heritage. d. Understanding world cultures. e. Developing self-discipline, moral values, and a respect for the rights and property of others, including those who think and act differently. V (Goals for Arkansas Education continued) GOALV : HELPL EARNERMS AINTAINH EALTHFULLI VING THROUGH: a. Maintaining good physical and mental health. b. Developing the capacity for creative use of leisure time. c. Developing positive and realistic self-concept and family living skills. vi PHILOSOPHY The North Little Rock School District assumes the responsibility of providing its students with an opportunity to develop into fullyfunctioning, contributing, productive members of a democratic society. We believe that when individuals take advantage of this opportunity, they will grow to have an acceptance of self and others, will be equipped to make decisions, think critically, solve problems, and respond appropriately to experiences and life-situations. It is the intent of the North Little Rock School District to provide the human resources, programs, facilities, equipment, and materials that, in concert with the home and community, will enable this growth. The students who depend on the North Little Rock School District for providing their opportunity for formal education and training are the central focus of all efforts and decisions of the District. -2- NORTH LITTLE ROCK PUBLIC SCHOOLS STUDENTL EARNINGG OALS 1. Each student develops communication skills necessary to function successfully in society. 2. Each student develops high ethical and moral standards for dealing with others. 2. Each student develops skills and practices of responsible citizenship. 2. Each student develops proper respect for the rights, feelings, and opinions of others. 5. Each student develops a sense of responsibility for his/her own personal actions and behaviors. 6. Each student develops the desire for lifelong learning. 7. Each student develops sound techniques for decision-making and problem-solving. 8. Each student develops the practices of good consumerism. 9. Each student develops a feeling of self-worth and dignity. 10. Each student develops skills and attitudes necessary to enter an occupation or continued education. 11. Each student develops understanding of the concepts and principles of science and mathematics. 12. Each student develops an appreciation for the American heritage. 13. Esyascthe msst.u dent develops an understanding of governmental and political 14. Each student develops knowledge of our economic system. 15. Each student develops proper attitudes toward resource, conservation, and the natural environment. 16. Each student develops sound practices of mental and physical health. 17. Each student develops the ability to adjust to a changing world. 18. Each student develops abilities and attitudes for the proper use of leisure time. 19. Each student develops an appreciation for art, music, drama, and other cultural arts. -3- NORTH LITTLE ROCK PUBLIC SCHOOLS PRIORITIZATION OF NEEDS 1. The improvement of programs that teach basic communications skills. 2. The development of a written sequential curriculum for all subjects in grades K-12. 3. The development of programs for the improvement of study skills. 4. The development/improvement of programs that teach decisionmaking/ problem-solving. 5. The improvement of programs that teach basic computation and other math skills. 6. The development/improvement of remedial programs for slow learners. 7. The improvement of programs/operations that lead to better student behavior. 8. The addition of professional support staff such as counselors, nurses, attendance officers. 9. The development of preschool learning experiences for youngsters who are educationally/economically/socially deprived. 10. The development/improvement of programs that foster responsible citizenship. 11. The development of programs that foster improved student a~tendance. 11. The provision of instructional specialists to provide support to the teaching staff. 13. The development/improvement of programs that prepare students for employment upon graduation. 14. The development/improvement of programs that motivate students to be lifelong learners. 15. Development/improvement of programs that teach students to get along with each other. 16. Development/implementation of a comprehensive staff evaluation system. 17. Improvement of attitudes and morale of North Little Rock staff members. -4- 18. Improvement of communications between schools and community. 19. Improvement of school environment in order that students enjoy school more. 20. Improvement in quality of the school food services. 21. Development/improvement of programs that teach students to be good consumers. 22. Development of a comprehensive study for utilization of school buildings. -5- DISTRICITM PROVEMPELNATN S FOR 1989-1990 ,, ___ N_o_r-th--L~i_t_t_l_e_R_o_c--:k-S,--c D_l,__1i-0s_~oti--rcl -t----,DcciccSccTR ICT Fil'E- YEAR UPDATE TO SIX-YEAR PLAN--~--- Advisory Committee:------Sha ron Williams _I _, I Pu la ski County 1989-1990 July, 1989 Educ at ionn I Priority 1/_1 __ Goal: To better meet the needs of minority children Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Staltt or lncl CoI No. I. Pre-referral activities A. Gather data on special education membership by race/sex/handicap/school to determine the extent of over-representation of minority children. B. Report findings to District's staff. C. Conduct mini-in-service sessions on pre-referral activities with faculty of schools where data reflects overrepresentation oroblems. llupon1lblllty (!Jho will coorJlnul:!7) Dr. Stephen Phaup Dr. Stephen Phaup Dr. Stephen Phaup D. Develop plans for imple- Principals menting pre-referral activities in schools special education exists. E. Implement pre-referral Principals activities and monitor for effectiveness. where overrcpresentatiol of minority children in --~----------------_,___ ---------- lnservlce Activity None Preschool inservice with staff Mini-in service programs on pre-referrol activities Eva)u  tJon of Activity (Evahution ln1tn.1.,1tnt, teat Ing d,ua, flnhhrd product, appropriate othrr) Statistical report Inservice feedback compilation Inservice feedback compilation Completed plans Written reports on activities and effectiveness Conclu1lon1, flndll\\Jr.l or Statu o( Activity I 00 I North Little Rock School District Pulaski County DISTRICT FIVE-Yl:AR UPDATE TO SIX-YEAR PLAN l'J89-l 9'J0 Advisory Committee: Sharon Williams Steve Phaup July, l989 Educiltion~l Priority II l Go.il: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Object Ive: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. StI or Loe.al CuI No, - --- --- -------T-\"------,--- -----------------------------, v1luatlon o( Activity ([v1lu  tlon l,urruaet\\t, A,ct lvhy or TIM Line 91upon  lblllly testing dt, flnhh.:d (llho 1.1111 coorJlnatcJ) tnser-v1ce Activity ------ ------------~-------- F. Dc,velop Teacher Assistance Teams (TAT). I. Consult with Directot of the Arkansas Special Education Resource Center (ASERC) and arrange TAT training. 2. 3. Select and train TAT coordinator and key administrative personnel. Pilot TAT program in one elementary school a. Select school for pilot program b. Train staff of pilot school Dr. John Moore Dr. Stephen Phaup Esther Crawford Jane Brown . one Dr. John Moore TAT training Dr. Stephen Phaup Esther Crawford Jane Brown Dr. John Moore Dr. Jone Moore Dr. Stephen Phaup Esther Crawford Jane Brown District trainer TAT training product,  rprorrlte other) Record of meeting Inservice feedback compilation Inservice feedback compilation ConcluatoC'I  , rlndln or St.alu  of Act tvlty 1 ' I v:, I NortlJ Lictle Rock School Di.strict ?ulaski County DISTRICT P IVE-YEAR UPDATE TO SIX-YEAR PLAN 198')-1')90 Advisorv Committee Sharon Williams July, 1989 Steve Phaup Educntinnnl Priority~-- Goal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Object ivc: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Stal or loc,l CoI Ho. Act,vlty or Tl- Lin Ae  pon  lblllty (IJho will coorJln.atc1) lnservlce Actlvlty c. Monitor and assist, District None with implementa- trainer tion of TAT program d. Evaluate pilot effort Dr. John Moore None II. Multicultural Education A. Phase I AWARENESS I. Identify eight people Dr. John Moore to attend training sessions on multi-cultural education conducted by Dr. Jame, Banks. 2. Attend the Multicultural Training Program conducted by James Banks. Dr. John Moor\u0026lt; Same as activity John Moore committee. 3. Appoint a dist~ict Dr. multicultural -------~ [v  lu  tton of Act lvlty (Evaluation ln  tn.i.,ent, teat Ing dt, I lnl  hed product, rprorrhu other) Anecdatol records Evaluation report People identified Record of attendance Committee members identified Conclu  lon  , Flndln,.1 or Statu  of Act lvlty -------- - i !. 0 I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989- I Y'JO Advisory Committee: Sharon Williams Steve Phaup Esther Crawford Jane Brown July, l 989 bluc.ll ional Priori Ly II l c\n0 ,1 I: To better meet tl,eneeds of minority children John Moore Objective: By May l990, the District will have implemented strategies/programs to better meet the needs of minority children. State Of local Coal filo. Act lvh)' or TJ- Line Kupon,lbtl lty (Uho wlll coorJlnateJ) lnservlcr Act1vltJ [valu,tton of Activity {[Y1lu1tton lnatru  ent, tntlng d,1t1, flnl,hed p1oduct, rprorrl.ate other) ------------f---------1------------L---------- 4. Schedule mi,etings with Esther the multicultural Crawford committee, to view a Jane Brown video tape by Dr. Banks, discuss multiculticultural education, and dev.,lop a district plan. 5. Meet with representatives from Little Rock and Pulaski County to discuss their plans for multicultural education. Dr. John Moore Est her Crawford Jane Brown 6. Meet with Director of Dr. John Moore the Pulaski County Educational Cooper-ative Service Center to discuss ways the Coop will assist and coordinate training of leaders from the three districts. Record of meetings Record of meetings Record of meetings Conclu  lon,, Flndlni,\n, or Statu1 of Act lvlty Norch Little Rock School District PulJ~ki Countv DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN I 989- I 9'JU Advisory Committee: July, 1989 Educ,1tion,li Priority /I l Coal: To better meet the---\n-eeds of minority children Sharon Williams Steve Phaup Esther Crawford Jane Brown John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. [Ylu1tlon of Activity Sttt, or Jluponlbll lty (Ev1lu1tlon JnatruMent, Loc,l Act f111ty or TJ9tC Line In.service Acttvlty Cone I ua ton,, Find In~ te,tlng dua, rlnhheJ or Statu  o( Activity CoI Ho. (Uho will coorJlnatc:1) product, rprorrl,te otl1er) --- \u0026gt;-- 7. Identify two people to Dr. John Moore Record of meetings meet in Seattle, Washington with James and Cherry Banks. 8. Meet with deans of the Dr. John Moore Record of meetings various colleges in central Arkansas to determine what is available now or will be available in the near future in multi-cultural education college courses. 9. Identify existing Jo Stewart Books and materials multicultural profes- identified sional books and materials in each school's media center. lO. Conduct a multicultur- Dr. John Moore Record of meetings al information meeting with Dr. James Banks. ------ - ---- - - ,..-.'..,. I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-19')0 Advisory Committee Sharon Williams Steve Phaup July, 1989 Educ.iLional PrinriLy /i_l __ Coul: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Obj eel ive: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. - --- -- Cvluuton of Activity St  tir or upon,Jblllty (Ev  lu  tlon ln1lru.,ent, Loc1I Acttvlty or n- Line Inser-vlce Activity Conclu  lon, flndlnJ. te1tlng dt, flnl1h~d or Statu of Act hlty Co.al Ho, (llho \"'111 coorJlnue?) product, rprorrhte other) --- ---- - 11. Conduct a district- Esthrr Same as activity Record of meetings level multicultural Crawford orientation for Jane Brown administrators. The session wil 1 include viewing and discuss in! video tape by Dr. Banks, \"An Intro-duction to Multi-cultural Education. \" 12. Conduct building-level Building Same as activity Record of meetings multicultural orienta principals tion in service sessions for staff. The sessions, which will be conducted by principals, will include viewing and discussing Dr. Bank's video tape, \"An Intor-duction to Multi-cultural Education. \" -I w I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAP PLAN 1989-1990 Advisory Committee: Sharon Williams Steve Phaup S1ale Loc.11 Co.11 July, 1989 Educ.1tion,1I Priority II I Coal: To better meetui\"eneeds of minority children Jane Brown Esther Crawford John Moore Objective: By May I 990, the District will have implemented strategies/programs to better meet the needs of minority children. Evaluation of Acttvlty ., Reponalbtllty (Ev,luat Ion lnt ruMent, Act lvt ty or TIMt: Line- lnservlce A.cttvlty Conclu  lona, flndln~ teat Ing data, rtnhhtd or Statua o( Act lvlty Ho, (11110 wf11 coorJlnucl) product, rprorrhtt other) 13. Conduct a multi cul- Jo Stewart Same as activity Materials fair held tural materials fair for principals, teachers, and media specialists. 14. Inform textbook Esther Committees informed adoption committees Crawford of the need to care- Jane Brown fully evaluate the quality of multicul-tural and ethnic view points presented in textbooks. 15. Attend workshops on Jane Brown multicultural Record of meetings 16. Disseminate in forma- Jo Stewart Information dissemi- . tion related to nated current research on multicultural educa- ~j tion, learning styles, and teaching strategies. - - -- ------ --- North Little Rock School District Pulaski County DISTRICT PIVE-YMK UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: Sharon Williams July, 1989 Steve Phaup Ec.luc.1t ional Priority II I Go.11: To better meet tne needs of minority children Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. ----------,-------------- ------~------------,------------, State or Local Co,1 Ho. ,kttvlt)' or TJ- line leron, lbl 11 ty (llho wlll coorJln.ate1) lnae.rvlce. ActJvlty - -- ---- ---------------+--------t----------- B. Phase I I IJEVEJ.OPMENT I. Define multicultural education as it will be used districtwide. Jo Stewart 2. Develop district goal, Jo Stewart for multicultural education. 3. Begin to identify Jo Stewart the major multicul tur-al concepts that will be taught. 4. Identify stories in Jo Stewart the newly-adopted basal readers that lend themselves to the teaching of multicultural concepts and code these in the books. tv,lu1tlon of Activity (11,luat Ion Jn1tru.-e.nt, te.1tfng d,ua, rtnhh1,d p,oduct, rprorrhte otl,er) Definition written Coals developed Concepts identified Stories identified Conclualon, rlndlnJt or Sttu of Acthlty l -I '-\" I TO SI -YEAR PLAN======::.::.::\nAdvisory Committee: ___ ~-- Pulaski County 1989-1990 July, 1989 /:\u0026lt;Juc,H ion.,J Priority 1/_L_ Goal: To better meet the needs of minority children Sharon Williams Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Stal\" or Evaluuion of Activity Loc.11 Activity or TIM LJnt, Rupon,Jblllty Inservlc.e Activity (Ev.1l uat Ion ln,t Tu.,ent  Conclu,lon,, flndln1t, Co.al No. (Uho \"Ill coocJln.1tc7) te,tlng d.ata, flnl,hed or Statua of Act lvlty product, rprorrl.a1e other) s. Communicate to Jo Stewart Books coded principals and teach-ers findings regard-ing multicultural stories. Teachers will code these in the books. 6. Identify library books Jo Stewart List distributed listed in the basal readers which lend themselves to the teaching of multi-cultural concepts. Distribute lists to each teacher. 7. Purchase a copy of Dr. John Moore Books purchased Dr. Banks' mul ticul-tural training manual for each building. 8. Purchase selected ! Jo Stewart Books purchased multicultural pro- 1.Principals fessional books and encourage principals to purchas additional books. -- - ----- -- North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: July, 1989 f::\u0026lt;luca t iona I Priority fl l Goal: To better meettrieneeds of minority children Sharon Williams Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Evalu.atlon of Actlvlcy Stale or Activity or Tl111e Line Rupon,jbtl lty ([valuation Jn.cruin~nt, Locl ln,ervtce A\u0026lt;:t!vlty Conclualons, FlndlnR tettlng d_.ta, (lnhhed or Slatu  of Activity Co.11 No. (Uho will coocJln-'tc1} product, rprorrl.ite other) 9. Develop a plan for Jo Stewart Plan developed using literature to Nova Staggs teach multicultural Esther concepts. Specific Crawford books will be identi- Jane Brown fied for each grade level and content area. Strategies for using the books as teaching tools will be developed. 10. Provide grade level Esther Sessions conducted and departmental Crawford discussion sessions or Jane Brown multicultural educa-tion. Demonstration less ions may be included in the sessions. 11. Provide district and lJo Stewart Same as activity Sessions conducted building level ins er- Esther vice sessions on any Crawford aspect of multi- Jane Brown cultural education. -I \"I North Little Rock School District PJlaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 AJvisory Committee: Sharon Williams Steve Phaup Stte loc.11 Co.1I July, 1989 Educntlon~J Priority I Goal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Obj cc t Ive: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. ., Activity or Tle Ltne No. 12. Identify existing student multicultural books and materials in each school's media center and develop a bibliog-raphy of multicultural books and materials appropriate for students. 13. lnco rpora te mul ci-cultural education into Teacher Expecta-tion and Student Achievement, Program for Effective Teach-ing, and Classroom Management staff development models. 14. Develop sample ele-mentary and secondary multicultural lessons. Mupon1lbll lty (llho \"Ill coorJlnatc7) Jo Stewart Esther Crawford Jane Brown Jo Stewart Esther Crawford Jane Brown lnservlce Activity Ev,luatlon of Activity (Ev1lu1t Ion ln,t ru.,ent  te,t Ing d,t,, finished product, rprorrhte other) Bibliography completed Content incorporated Lessons completed Conclu,lon,, flndlni-. or Statue of Act lvlty ---------------------\u0026lt;-------~ -------------\"------------'----------~ -I 00 I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee Sharon Williams Steve Phaup July, 1989 Educationnl Priority ll_ _ l _ Goal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. vlu.1t1on of Act lvHy SI It: or Ruponlblllty (Evlu  tlon tn1truinent 0 Conclu,ton, flndl111t1J locI Aeltvlty or Thie LJne lnservlce A.cc1vlty te~I Ing dat 11, f lnlehcd or Statu1 of Act lvlty Co.al No. (Uho will coorJlr,atc1) product, rpror,d.ue other) C. Phase III IMPLEMENTATION 1. Include examples Building Examples included which reflect cultural principals diversity in all instructional lessons. 2. Identify appropriate Jo Stewart Literature multicultural litera- Nova Staggs identified ture for teaching selected PAC IR obj ec-tives in language arts and reading. 3. Cooperate with the Esther Sessions completed. Pulaski County and Crawford Little Rock School Jane Brown Districts to provide Dr. Jess training in using Walker math manipulatives. 4: Provide staff train- Dr. Jess Same as activity Sessions conducted ing on teaching Walker strategies which appeal to all learning styles when teaching math PACIR objectives. I -I \"I ' North Little Rock School District 0 ulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEJIR PLAN 1989-1990 Advisory Committee: July, 1989 Educational Priority f_l __ Goa 1: To better meet the needs of minority children Sharon Williams Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Evluat!on o( Act Iv tty State or LocJil ActJvlly or 11.,, Ll\"r lupo\"1Jbllhy lnsrrvtce Activity (Ev1lutlon l\"ltruMrnt, Conclu1lon1, fl\"dln1t1 lr:11 In\u0026amp; dt, flnllhrd or S1atu1 o( Activity CoJil No, (llho will coorJlnatc7) product, Jirprorrhtr othrr) 5. Conduct building-level Building Same as activity Sessions completed in service sessions on principals student participation Jo Stewart with sponsors of all extracurricular activity groups in the secondary schools. 6. Study multicultural curriculum units Jo Stewart Programs assessed developed in other school districts for possible district use. 7. Obtain multicultural Jo Stewart Unit collected units of study in language arts and math which can be infused into the regular curriculum. 8. Utilize resource Jo Stewart Record of resource people who represent Ann Kincl people on file diverse cultures. Building principals -- .___ --- I N 0 I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPUATE TU SIX-YEAR PLAN 1989-1990 Advisory Committee Sharon Williams Steve Phaup F.dur,nional Priority 11_ 1_ _ Coal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. StI or loc,l Coal No. --- 9. Incorporate multicultural literature into appropriate content areas. JO. Keep a record of all multicultural education activities at each building level. II. Inform parents and other conmunity members of the District's involvement in multicultural education. luponelblllty (Uho wit I coorJ1natel) Jo Stewart Nova Staggs Building principals Jo Stewart Scha rmel Bolling III. At-risk programs A. To review the District's Dr. John Moore None strategies for dealing with at-risk youth through committee meetings by September 30, 1989. lnservtce Activity [valuation o( Activity (t'.,,1elu11lon ln  rrucnt, tutlng data, flnhhcd product, rprorrhte other) Multicultural literature utilized Record of activities on file Con tac ts made Committee Reports Conclualon, rtndln~ or Statu or Activity I N. ,. North Little Rock School District Pul,iski County DISTRICT ~rvE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 \\dvisory Committee: July, 1989 Educational Priority // l Goal: To better meettneneeds of minority children Sharon Williams Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. [Yh,.tlon of Acthlty Stte or leponlbll lty (Evlut Ion lnt ruent  Cone lu Ion,, Find lo,_, local Acthlty or Tl- Line lnservlce A.c:tlvlty test1n1 dat, flnhhed or Statu or Act IYlty Coal Ho. (Uho will coonJlnatef) product, rprorrhte other) B. To continue the role of Sharon None Trained staff person the at-risk youth Williams person in place coordinator in each secondary school. C. To continue and refine Sharon None Team reports the role of the early Williams identification/inter-vent ion teams (IMPACT) in the six secondary schools and to expand the work of the school-based prevention teams in the six secondary schools and the six elementary schools with teams. D. To expand the School- Sharon School-based Pre- In service feedback based prevention Team Williams vention Team Train- compilation P,ogram into five addi- Cycle tional elementary I schools ,,,~::] __ - ------- -~ I N N I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: Sharon Williams Steve Phaup July, 1989 Educational Priority il Goal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Stale: or Local Co.al Ho. E. To provide on-going training to at-risk youth coordinators and personnel trained in IMPACT, School-based Teams, and Refusal Skill! Training. F. To supervise the activities of Student Assistance Counselor Rupon1Jblllty (llho wll l coorJlnatcl) Sharon Williams Sharon Williams lnservlce A.ctivt1y On-going inservice determined through needs assessment None EvalunJon of Activity (Evaluation lntrusient, re,tlng data, rtnhhed product, rprorrlare other) lnservice feedback compilation Student Assistance Counselor/District Staff feed back Conclu  lona, flndln,t  or St.atu1 of A.ct tvlty I N w I North Little Rock School District Pulaski Countv Educational Priority U 2 DISTRICT FIVE-YEAR UPDATE TO SIX-YTAR PLAN 1989-1990 July, 1989 Advisory Committee: Esther Crawford. Bill Ballard Letitia Martin Barbara Gilkey Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or [valuation ot Activity Local Activity or Thie Llne .. ponJblllt)' Inservlce A.ct1vlty (v,luatton lnuru .. ent, Conclulon,, flndlnR Co.al No. (Who will coorJlna1c?) te,tlng dao, flnhhed or Statu o( Activity product, rprorrh111 oth11r) Local 1. Chapter I Program A. Determine the schools Director of Names of schools that will receive Elementary presented to the Chapter I services. Education, Assistant Superin- Coordinator- tendent for Instruc- Instructional tion. Services B. Determine the Chapter I Director of Plan submitted to services in selected Elementary Assistant Superin-schools. Education, tendent for [nstruc- Coordinator- tion. Instructional Services C. Determine locations for Director of Information presence, three additional Elementary to the Assistant computer labs. Education, Superintendent for Coordinator- Instruction. Instructional Services I I N \"I ' North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee : Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey July, 1989 Educational Priority ll_2 __ Coal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State oir Local Coal No. D. E. F. C. Acthlt)' or 11- ltnt Decide on a tutorial program to use in grades one and two. Confer with Chapter I Advisory Board regarding proposed program. Write Chapter I applica-tion for District ap-proval. Present application to the Arkansas Department of Education. lluporulblllty (llho vlll coorJlnue?) Di,\n,.:Ctor of Elementary Education, CoordinatorInstructional Services Coordinator- Instructional Services, Parent Coordinator Coordinator- Instructional Services Coordinator- Instructional Services lnstrvice Activity C...aluat1on o( Activity (Evaluation lnatruent, teat ln1 data, ffnhhed product, rprorrlue other) Tutorial program in place. Meetings conducted. Application submitted to the Assistant Superintendent for Instruction. ~pplication submitted Concl,,nlon  , Flndln111,  or SUllH of Activity I North Little Rock School District \"ulaski County Educational Priority D 2 DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July, 1989 Goal: The implementation of compensatory education programs. 1 Advisory Commiccee: Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Seate or Louil Cu,1I No. Acthlty or Thie Linc Kuponalblllty (llho wlll c:oorJlnatc1) Inservtce Ac.ttvlty h.tuuJon of Activity (f:valuuton lnatrucnt. teu Ing dua, finished product, rprorrtuc otl,cr) Conch1alona, FlndlnR or Statu of Activity r----ir-----------------t-------+----------1---- I N Ln I ,.- l H. Order equipment and materials. I. Determine staff needs and make any staff changes. J. Expand the computer labs at Boone Park. CoordinatorInstructional Services, CoordinatorInstructional Computers Assistant SuperintendenlePersonnal, Director of Elementary Education, CoordinatorInstructional Services Director of Elementary Education, CoordinatorInstructional Services, CoordinatorInstructional Computers Purcha~~ orders on file. Staff assignments on file. Expansion completed. I N a, I North Little Rock School District P11l11ski Countv DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Commitlee: Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey Educational Priority ll __ 2 __ July, 1989 Coal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stt\" or Loe.al Co.ti Mo. ActhJty or TJ..c Lin lupon1JblJlcy (Ul,o wJIJ coorJJnatel) lnurvlce Activity K. Install computer labs in Coordinatorthree additional schools. Instructional Computers L. Share program information Director of with elementary princi-pals. M. Share program information with Chapter I Staff. N. Confer with staff about any changes in assignments. Elementary Education, Coordinator- Instructional Services Coordinator- Instructional Services Assistant Superintendent Personnel, Director of Elementary Education, CoordinatorInstructional Services 111formation session will be conducted in July, 1989. Information session wi 11 he conducted in August, 1989. hluulon of ActJvlt)' (Ev1lu1tton ln  cru ent, tot ln1 d.tt.t, ftnhhtd product, rprorrl.1u other) Labs installed. Meeting conducted. Meeting conducted. Conferences held. Conclu1lon, Flndlntt or Stuu, or Acl lvlty I -\".J ' I School District Educational Priority U_ _ 2_ _ DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July, 1989 ~dvisory Committee: Esther Crawford. Bill Ballard Letitia Martin Barbara Gilkey Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or [uluatton of Actlvtty local Acth1t)' or Tl- Linc llupon  lb111ty ln.tervice Activity (Evaluation ln1tru111cnt 0 Conclualona, rtndlnA Coa I No. (llho wtll coorJlnateT) t1ut Ing data, ftnhhcd or Statua of Acthlty product, rprorrl,tc other) o. Conduct training sessions Director of Sessions will be Sessions conducted. for principals and com- Elementary conducted in August puter lab aides. Education, and September, 1989. Coordinator- Instructional Services, Coordinator- Instructional Computers P. Conduct training sessions Director of Sessions will be Sessions conducted. for principals and staff Elementary conducted in August involved in tutoring. Education,\n1ncl September, 1989. Coordinator- Instructional Services, Coordinator- Language Arts Q. Inform District Staff Building Building level meet- Meetings conducted. about Chapter l programs. Principals ings will be con-ducted. R. Implement the program. Building Program implemented. Principals I I N 0, I Nurtli Little Rock School District Pulaski County Educational Priority O 2 DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July, 1989 Advisory Committee: Goal: The implementation of compensatory education programs. Esther Crawford. Bil 1 Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Stitt or loc,t co.,I No. Acthlty or TIM Line S. Monitor the program. T. Evaluate the program. luponalbfl lty (lllto vii I coorJln1tel) Building Principals, Director of Elementary Education, CoordinatorInstructional Services, CoordinatorInstructional Computers Assistant Superintendent Instruction, Director of Elementary Education, CoordinatorInstructional Services lnurvtce Acttvlly [uluuton of Activity (v1lu1t Ion 11,.t ruent, tt:1tln1 d1t1, flnhht-d product, rprorrlue other) Monitoring reports on file. Utilize annual Chapter l evaluations Conclu1lon1, flndln1111 or Sutu1 of Activity I I I I I N \"I ' \\ \\ I I :vu, t.l1 Llttlt:' Rock Sc/1001 Dl:aitrlct Pulaski Count_v DISTRICTP'IV '-YEAR UPDATE TO SIX-YE.OR PLAN 1989-1990 Advisory Couunitt.~~: Esther CratN'ford Bil 1 Balla rd Letitia Martin Barbara Gilkey Educational Priority U __ 2 __ July, 1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Sttc or loc.111 CoI Ho. ActlYlty or TJ111c Linc lcpon1lbl I tty (llho 111) I coorJlnuel) U. Determine Chapter I needs Assistant for 1990-91. Superintendent Instruction, Director of Elementary Education, CoordinatorInstructional Services In.service Activity I EvluacJon of Activity (Evalut Ion lnu ru .. cnt, testln1 du1, (lnlshcd product, rprorrluc otl,cr) Conduct a needs assessment. Conclu1lon1, flndln~ or St.1tu1 of Acthlty I I w 0 I North Little Rock School District Pulaski County Educational Priority U 2 DISTRICT FIVE-Yl:J\\K UPUATE TO SIX-YEAR PLAN 1989-1990 July, 1989 Advisory Cor.unittee: Goal: The implementation of compensatory education programs. Esther Crawford Bi 11 Bal la rd Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensalory education programs. Stc .. or Loc,l Co41 No. Acttvtcy or Tlc Linc II. Summer School A. Dvelop criLcria for student selection. B. Develop program guidelines. C. Hire staff. luponelbll lty (Uho vJII coorJlnatd) Director of Elementary Education, CoordinatorInstruclional Services Director of Elementary Education, CoordinatorInstructional Services Assistant Superintendent Personnel, Director of Elementary Education, CoordinatorInstructional Services lnservtce A.cttvtty [valu,tton of Acttvlty {Evaluat Ion lnat ruacnt  teltlng d.-r,, flnhhcd product, rprorrluc other) Submit criteria Lo Assistant Superintendent for fnstruction. Submit program guidelines to Assistant Superintendent for Instruction. Staff hired. Conclualoru, flndln~ or Statu, of Activity ---,,L--T .-.: ..-:..-:..-::...-~-----_-_~-r ' I I w i . Aav..1.sory ...o. mm:a:~tec: Pula:-:,J...i County 1989-1990 Esther Crawford Bill Bal lard Letitia Martin Barbara Gilkey Educational Priority U 2 July, 1989 Goal: The implementat~ compensatory education programs. Objective: To improve student achievement through compensatory education programs. Co.11 No. Ruron,lbll lty (11110 will coorJlnlt(!f) lnservlce Act lvlty Ev1lu1tJon ol Activity (Ev1luat Ion lnttru\"'ent, te1tl111 du1, (lnhhrd D. Communicate with patents Director of E. F. G. about the program. Elementary Compile a list of students to be served. Order materials and supplies. Train summer school staff. Education, Coo..-dinatorInstructional Services, Supervisory Staff Coordinator- Instructional Services Coordinator-lnstructio, w l Services, Summer School Principal Director of Elementary Education, CoordinatorInstructional Services, Summer School Principal, Supervisory product, rprorrhtt other) Communication data on file. List of students on file. Purchase orders on file. Conduct sessions Record of inservice prior to the heginninJschedule on file. of summer school and l throughout the summer as needed. Conch,nlon,, r1ndln1t oc Su,tu, of Activity I I w N I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YMR PLAN 1989-1990 July, 1989 Advisory Committee: Educational Priority #_2 __ Coal: The implementation of compensatory education programs. Esther Crawford. Bil 1 Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Stet, or Loe el Au lttlty or 11 .. , Line Coel Ho. H. Imp) ement th\" program. I. Monitor the program. J. Conduct program evalu-ation activities. Re1pon1lbl I lty (llho .,Ill c:oorJln,1ef) Summer School Principal Director of Elementary Education, Coordinator- Instructional Services, Summer School Principal Coordinator- Inst ructiona I Services, Summer School Principal In.service Act1vlty [v1llutton of Activity (veJvuJon lnuru1r1rnt, te1tln1 du, flnhhed product, rprorrluc otl1er) ll'rogram implemented. ~onitoring visits conducted. Evaluation reports on file. Concl, ... ton,, rlndlri1111 or sruv, of Activity I w w I Pulaski County Educational Priority U 2 July, 1989 Coal: The implementat~ compensatory education programs. Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Stal t or hluatJo\" of Activity (Ev1lu1tlon ln1tru.,,nt. loc,l ActJvlty or Th1t Lint Ruron,tblltty In.service Activity testll'I\u0026amp; du. fJ,.hh,d Co~ I No. Conclr,ulon,, rt\"dln,ta (llho wilt coorJJna1el} product, rprorrl.ut other) or Stltua of Activity III. Early Prevention of School Failure A. Develop a program Director of Submit program pro- proposal for the 1989- Elementary posal to Assistant 90 school year. Education Superintendent for I. Continue program in five schools. Instruction. 2. Expand program to five additional schools. B. Determine costs and Assistant Information on file. identify funding Superintenden~ sources. Instruction, Director of Elementary Education, Coordinator- Instructional Services C. Confer with principals Director of Conferences conducted. and staff regarding Elementary program and training. Education t I w ~ I North little Rock School District Pulaski C\"inty DISTRICT FIVE-YEAR UPDATt,\n'f U SIX-HAR PLAN 1989-1990 July, 1989 Advisory Committee: Educational Priority U __ 2 __ Goal: The implementation of compensatory education programs. Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Stal, or Loe, I co .. 1 Ho. Activity or Tlc Linc D. Order training and program materials. E. Conduct training sessions. F. G. Implement the program ten schools. Monitor the program. Jtupon,lbl I Icy (llho will coorJln,1el) Director of Elementary Education, CoordinatorInstructional Services lnnrvlce Activity haluttlon ot Activity (valuation lnurucnt, te1t1n1 dua, flnhhcd product, rprorrl,1c ocher) Pl1rcl1ase orders 011 file. Director of Elementary Education Two days of inservice Sessions conducted. will be conducted in Director of Elementary Education, Building Principals Director of Elementary Education, Building Principals prior to the begin-ning of school, and a one day session will be conducted during 1 ht vear. Program implemented. Monitoring reports on file. Conc:lualon,, rlnJlo,:, or Statue of Actlvl1y I I w V, I Educational Priority fl 2 July, 1989 Coal: The implementation--\nr compensatory education programs. Letitia Martin Barbara Gilkey Objective: To improve student achievement through compens ory education programs. Slle or [v1lu\u0026amp;tlon of Activity Activity or Tl.,e Line Rur,on,Jblllty (E-.,,lu1tlon ln,tru .. ent, Conct..ulon,, Flndln11,1 Loc,I lnservtce A.ctlvlty te.11tlng d,lta, flnhhed Co.ii Ho. (llho wJII coorJfntc7) product, rprorr hte otl1er) or Sc1Cu1 of Activity H. Evaluate the program. Director of Evaluation reports Elementary submitted to Assis- Education, Lant Superintendent Building for rnstruction. Principals, Coordinator- Instructional Computers I w al - North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Educational Priority# 3 July 1989 Goal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for language arts. ltue or Loul CHI No. SECONDARAYC TIVITIES Ac:thll)' or r, .. LJH Complete final draft of curriculum guides for grades 7 and 8. Fall, 1989. Provide inservice for 7-8 grade teachers on implementation of curriculum guides. Fall, 1989. Finalize work on curriculum guides for grades 9-12 (begun in summer of 1989). Spring, 1990. Code textbooks to objectives for grades 9-12. Spring, 1990. Develop a plan to use literature to teach multicultural concepts. Spring, 1990. luponlliltl lty (Who vtll coor.tlneld) Language Arts Coordinator, members of Language Ar ts Commit tee Language Arts Coordinator Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator, Directors, Coordinator of Instructional Materials -~ lnurvtcc Activity Inservice on implementation of the guides. haluutol'I of Acrtvll1 {[1i1luuJon lnI ru-..nt  Ult ln1 du. tint.hid product, rprorrhu ocher) Distribute guides. Inservice conducted. Final drafts prepared. Plan developed. Advisory Co1111ittee: John Moore Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker Concht  ln. rtft41n or lcat1H of Au hltJ a------...~---- ...........=..=...=. ==--..--:-=-=-===:=-=-=-:\\1'.:'.\"':\"::-::-:--_:- : - :- :-- -= - -_ =---_-= ---~-=- -- =, --===-==-=:. :.:.:.:..:..-:-.----,- 0 ohn Moor--:_-:_~_~ ___ _ I w -..J I North Ltttfo Rock School Distr1ct PL.1 1::\nki County July 1989 Educatlonal Priority I_\n__ Coal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for language arts. SECONDARYA CTIVITIES St or Loul Coal No. Acttvtty or ti .. Un IHponalbllll)' {Uho viii coordlnate1) lnaervtcc Act1v1ty Develop reading pretests for Language Arts grades 7 and 8\nlanguage arts Coordinator, pretest for grade 7. Summer, members of 1990. Language Arts Committee Develop pretest bank items for Language Arts grades 9-12. Summer, 1990. Coordinator, members of Language Ar ts Committee Distribute curriculum guides for Language Arts grades 9-12. Fall, 1990. Coordinator, members of Language Ar ts Committee Continue to work on Middle Language Arts School and Secondary Coordinator Restructuring Committees. 1989- 1990. Provide inservice and any other Language Arts I nserv ice on assistance to principals and Coordinator improving language teachers on improving arts instruction. instruction in the language arts program. On-going. Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker haluuton of Actlv1t1 ([valuation Jntru-nt. Concluln fh1dlna Uttn1 d ttnhhd or Stuua of ActhJty product. rpco(lrh1c other) Pretests developed. Pretests developed. Guides distributed. Inservice provided. ' I w co I .. \\ North Little Rock School District DISTRICT FIVE-YEAK Ul'IJA'fl,\nlO SIX-YEAR PLAN 1989-1990 Pulaski County Educational Priority l____i_ July 1989 Coal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for language arts. State or Local Coal No. 2 K-6 ACTIVITIES\n.utwlty or Tl .. Line Distribute remaining objectives in language, literature, listening, speaking, and learning strategies, K-6. Fall, 1989. Distribute D.C. lleaLh textbook coding sheets for all objectives for grades 1-6. Fall, 1989. Develop group and individual checklists for basic objectives. Fall, 1989. Finalize work of reading pretests for grades K-2 and 4. Fall, 1989. Finalize work on language arts pretests for grades 4 and 5. Fall, 1989. luponelblllty (Uho will coordlnuo?) Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator, members of Language Arts CommiLt:.ee lnuf'Vlcc Activlcy DistribuLe and review language arts objectives, K-6. Study D.C. Heath codings for language arts objectives. h1luatlon of Actlvtty ([oh1UJon ln1tru .. nt. 01tln1 duo, flnhhtd product, rprorrhc ocli,c) Objectives for remaining areas included in guides along with objectives from the fall of 1987 and 1988. Inservice conducted. Checklists developed, distributed, and implemented. Final draft of reading pretests. Final drafts of language arts pretests for grades 4 and 5. Advisory Committee: John Moore Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker Conclu  Jon  , fh1dl11a or ltatua of Actlvlq, I w \"I ' North LJttl Rock School D1str1ct Pula ,kl County July 1989 Educational Priority 1 __ 3 __ Coal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for language arts, Stat or Local CoI No. K-6 ACTIVITIES Ac:tl\"lt)' or Tl .. Una ... ,onalblllt)' (Uho viii coordinate?) Identify D.C. Heath selections Language Arts for use in teaching multicultural Coordinator, concepts. Fall, 1989. committee of Monitor use of curriculum guides, pretests, other test results, and school improvement plans. Ongoing. teachers and Media Specialists Language Arts Coordinator, Principals Provide intensive staff Language Arts development training and Coordinator, assistance to individual teachers Principals and principals in selected buildings to assist in improving instruction in areas of concern. On-going. Develop a plan to use literature to teach multicultural concepts. Spring, 1990 and On-going. Language Arts Coordinator, Di rec tors, Coordinator of Instructional Materials Inservice and assistance for improving instruction in language arts. l\"luuton of A\u0026lt;thlt)' ([\"aluatlon lnatru  ant. tut1111 data. ftnhhed produc:t  rprorrlata other) Selections identified. Inservice conducted and assistance provided. Plan developed. J hn Moor Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker Conclualon fl11dln11 or IUtu of Ac:t hhy , 0 I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: Educational Priority ll 3 Goal: The development ofawritten, sequential curriculum for language arts and mathematics. Object fve: St r lo\u0026lt;al CoI .... To design and implement a curriculum for mathematics luponelltl Illy (Uho viii coorJfnl1) July 1989 lnurvtce Actlvtt1 John Moore Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs. Co-Chairman Jess Walker, Co-Chairman [uluatlo111 or Acthlt)' ([welual Ion fnll n,eftt, te  t ln1 d  t  , flnhhrd ,,oduct, rprorrhtr other) Conch,elon  , rlndll'IK  or sutu  of A\u0026lt;thlty --------1---------+--------------i Publish and distribute the revised Math curriculum guides for grades K-6 Coordinator during Fall of 1989-90 Continue training for the use of math curriculum components Continue to place special emphasis ,n teaching an objective based ~urriculum by working directly ~ith principals and teachers ~uring 1989-90 school year \\ Math Coordinator/ Elementary Principals Math !coordinator \\ Inservice elementary principals and K-6 teachers on how to interpret the coding in he revised guides ~uring 1989-90 school vear ~rovide inservice to eachers K-8 on the se of manipulatives o teach math concepts ~uring 1989-90 school r,,ear \\ Completed guides K-6 Evaluation instrument Dates of visits to schools J I .I. ,_ ..... I North little Rock School District Pulaski County /JISTRLCT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: Educational Priority H 3 Goal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for mathematics Stt or local Coal No. Activity or Tl...e LI,,., hpontlbl I tty (llho will coonJlnue1) Assist principals and teachers Math with school improvement plans and Coordinator with the implementation of the plans during 1989-90 school year. Purchase computer software for Computer curriculum management during 1989- Services 90 school year. Department Continue to test to determine Math mastery of objectives and to Coordinator determine learner needs and District needs during the 1989-90 school year. Continue to revise and update the math curriculum guides for secondary schools during the 1989-90 ~chool year. Begin compiling math objectives and test items on computer for curriculum management during the summer of 1990 Begin developing PACIR tests for secondary math courses during 1989-90 school year. Math Coordinator and Math Committees Math Coordinator/ Computer Services Dept. M-ath Committees M-ath l'\"\"'oordinator July 1989 lnservice A.ctfvlty John Moore Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs, Co-Chairman Jess Walker, Co-Chairman valuation or Activity {Evaluation lnUruent, te  tlng data, flnhhrd Conclu .. on FlndlnJI: or Statua of Acttvltr product, rprorrhte othl'r) Dates of visits Purchased products Testing dates Revised Guides Data entered on computer Draft copies of test ' I .tN I \\ North Little Roe~ School Oistrict Pulaski County Educational Priority U 4 DISTRICT FIVE-YEAR UPDATE TO SIY-YEAR PLAN 1989-199D July 1989 A~visory Committee: John Moore Jane Brown Coal: The planning for implementation of 7-8, 9-10, 11-12 secondary programs at the beginning of the 1990-91 school year. James Morris Ginny Wiseman Billie Jo White Anita Cameron Objective: To plan specific steps for the implementation of the proposed reorganization of secondary schools 7-8, 9-10, 11-12, in August, 1990. Stt or local Coal No, \\ Acthlt)' or ri- Lin I. Preliminary Report~ A. Each High School Committee will submit a preliminary report to the High School General Committee- June 9, 1989 B. Each Middle School committee will submit a preliminary report to the Middle School General CommitteeJune 9, 1989 C. High School General Committee will review all preliminary reports and respond to the coonnittee with approval and/or concernsJune- August, 1989 D. Middle School General Coonnittee will review all preliminary reports and respond to appropriate committees with a~~TovaL and/or concerns-lupo\" 9lblllty (Uho will coorJlnau:1) High School General Committee Chairmen Middle School Committee Chairmen High School General Committee Middle School General Committee lnscrvice Activity haluuton ot ActJvtty ([valuatlon Jn  tn,nt, tut ln1 data, f!nhhird product, rprorrlat other) Preliminary Plan submitted to High School General Committee Preliminary Plan submitted to Middle School General Committee Responses to each High School and General Committee on file Responses to each Middle School Committee on file Conclwatona, rlndlna  or Sutua of Activity ' ' ,I, . w I Norch Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July 1989 Advisory Committee: John Moore Jane Brown Educational Priority U __ 4 __ Coal: The planning for implementation of 7-8, 9-10, 11-12 secondary programs at the James Morris Ginny Wiseman Billie Jo White Anita Cameron beginning of the 1990-91 school year. Objective: To plan specific steps for the implementation of the proposed reorganization of secondary schools 7-8, 9-10, 11-12, in August, 1990. State or haluatlon of Acthtty local Act hit)' or TiM Line lupon1Jblllly In.,ervice Act1v1t)' (Ev1lu1tlon ln1truent 0 Coal No. (Yho vtll coorJlnate1) tut ln1 dat1 0 (tnhhed product, rprorrlate other) II. Report to Secondary Staff Content area Reports completed A. High school content chairmen areas will report to the appropriate department- August, 1989 B. Middle school content Content area Reports completed areas will report to the chairmen appropriate departments- August, 1989 c. High school general High School Reports completed committees will report general to high school staff committee members- chairmen August, 1989 D. Middle School general Middle School Reports completed committees will report general to Middle School staff committee members- chairmen August\u0026gt; 1989 ' Conch11ton1, findln,i.1 or St1tu1 of Activity ' ,,I,, .. I l ~orth Little Rock School 01Rtrict Pulaski County Educational Priority 0 __ 4_ DISTRICT FIVE-YEAR UPDATE TO sr:\n-YEAR PLAN 1989-1990 July 1989 Advisory Committee: John Moore Jane Brown Coal: fhe planning for implementation of 7-8, 9-10, 11-12 secondary programs at the beginning of the 1990-91 school year. James Morris Ginny Wiseman Billie Jo White Anita Cameron Objective: To plan specific steps for the implementation of the proposed reorganization of secondary schools 7-8, 9-10, 11-12, in August, 1990. St or Loe.al Activity or TtN Linc CoI No. III. Finalizing Recommendations A. Each committee will meet to finalize recommendations- September, 1989 B. Final reports will be submitted to the High School and Middle School General Committees- October 9, 1989 IV. Recommendations will be made to the Restructuring Task Force- November 15, 1989 V. Recommendations will be submitted to the Superin-tendent- December 15, 1989 VI. Board of Education will receive all recommendations A. Recommendations to Board of Education B. Board will act on _\\ ,:e.commendati.ons 1-  po,ulbtllt)' (Uho will coorJlna1ci1) Convnittee Chairmen Convnittee Chairmen High School and Middle School Gen-eral Connnitte Restructuring Task Force Chairman Superinten-dent of Schools Board of Education tnurv1ce A.ccivlty CvaluatJon of Actlvtty ([val uat ton lnat ruaent  tutln1 d.-ta, flnhhed product, rprorrhtc other) Minutes of meetings on file Final reports on file Recommendations on file Recommendations on file Recommendations on file Minutes of Board Meeting Concluaton  , flndln~ or Sutua of Act lvJty .I. ,. u, I .Vorch Little Rock School District Pulaski County Educational Priority II 4 DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July 1989 Goal: The planning for implementation of 7-8, 9-10, 11-12 secondary programs at the beginning of the 1990-91 school year. Objective: To plan specific steps for the implementation of the proposed reorganization of secondary schools 7-8, 9-10, 11-12, in August, 1990. Advisory Coflll\"nittee: John Moore Jane Brown James Morris Ginny Wiseman Billie Jo White Anita Cameron Stat or [vduation or Activity locI Act lvity or Ti- Line lltuponlblllty In  ervlce Activity (Evalu  C Ion int rurnt  Conch,alon  , flndlna Co,11 No. (l4ho wtll coorJJnatc1) testln1 data, flnhhrd or StUu of Acclvll)' product, rprorrlU other) VII. District personnel will District Plans completed plan for the implement a- Administra-tion of recommendations- tors February-August, 1990 VIII. Implementation of plans District Plans implemented for reorganization- personnel August, 1990 SCHOOIML PROVEMPELNATN S FOR 1989-1990 ..I.. .,,. I l'I N l1w.it io11.d 1'1 iorit.v II_!_ _ The improvement of programs that teach basic lani\nuage arts skills. 1m!! Ill, Sue Beach, Chairperson Jerry Copeland Debbie Cornwell Mary Beth Cox Jim Gray Cricket Hicks Pl,jlct ivl': To i\u0026lt;lcntif) arp\nis of weakness. To implement teaching strategies that will improve skills and test scores m\"Jsured by MAT6 in the spring of 1990. Ann McCollum :,1 .. 1 r or I or,1 c,.J I N..i. ALt lvll)' or Tl- Lina State There will be an evaluation of l the findings of the sophomore teachers. (January, 1990) nronetblllty (111.o viii coorJlnteP) Sophomore Teachers ParcntH of studenls who score Sophomore below tlte 25th percentile in 2 or T~~chcr~ more areas will be notified. (March, 1990) Jn1er-vtc:e Activity heluetlon of Activity ((veluetlon lnlrucnt, tr1tlng dt, flnhhrd product, rJ1rl'lr1 IJte other) Teachers will compare MAT6 results and share successes. Lnvite pare11ts to a inscrvice activity. MAT6 Con\u0026lt;lu1lon1, flnJln111 or Sttu of Ac! 1\"11)' I ,I, _ 00 I I Norlin: 1.,l lligh School /\\~HJll,\\I. ~\\l'll1llll. Pl.AN c's,.j,1\n111)- -- l 1JH1J-l'lfl() rl11.1_l1 I ii I I,_ l~~-~~~~12 lli.tri~ t J'd1w:1t inn\n1l Prinrily 0_ _ 2_ _ Cn.11: To address discrepancies between scores of black and white students on basic computation and other math skills. Dinah K~nn~\u0026lt;ly, Cl1Jirp~rs011 Ron Brown Jon Robbins John Narkinsky Kay Ewart Clhjl'CL iv\u0026lt;': To decrease the disparity between the scores of black .1nd white students on the Mathematics MAT6 by increasing the black students' scores 3%. Brenda Sullivan Sue Bledsoe ~I I II' Of lut.11 t .... , , ... An Iv Icy or 11- I.J11e luron,lblllty (Uho .. ,11 c.-.o,.Jlnlcl) [Yaluulon o( AcflYICy ([..,aluac Ion lnat rurnt, 1r1111 ln1 d.ua, flnlht'J prnJ11r1. rJH1\u0026gt;rrl.011 011,rr) Cun.lu1l1\u0026gt;n1. rtt1.Jl\"a or s, .. , .. , of Actl.,lly -- ------------..---------+------------ ---------- -- --- -------- Local 5 A computer listing will be done to show 10th gr~de students who ~corPd in the lower quartile on tit, 1989 MAT6, the areas of wcal,ncss, and the current te:1chcr A practice test will be given early first semester Computer assisted instruction will be used in the classroom and computer lab Students will use skill maintenance worksheets in the multiple-choice format Teat taking techniques will be taught prior to the MAlb Math teachers of 10th grade students Principal, Math Dept. Chairperson, and Committee Chairperson Principal, Math Dept. Chairperson, and Committee Chairperson Principal Math Dept. Chairperson, land Commit tee Chairperson Principal, Math Dept. Chairperson, ~n~\\ (\".On\"\\,..'\\ t I.:._,,.. Math department meetings - one per month will be used to share information with teachers of sophomores Practice test Computer assisted instruction Worksheets - an activity in class Worksheets on test taking techniques MAT6 given to all 10th graders in April 1990 MAT6 given to all 10th graders in April 1990 MAT6 given to all 10th graders in April 1990 MAT6 given to all 10th graders in April 1990 MAT6 given to all 10th graders in Apri.l 1990 I ~ \"I ' Northeast lll8h_Scl10(,}l _ _ _ (.'i1 /1.,11 I) tJ.,, 1 I, 1 ii I I U,~,_I _f\n, l~1~n1 __ 1Ji.:_t ri_,,_r Fd11r,1tin11:d Priority II 3 ANNIIAI. SCllfllll r1 ,\\N l'JR'J-1 'J')O Gocil: The continued development of programs, policies, and practices that lead to better student behavior in school. Ohj\u0026lt;'cLivc: To improve programs that promote better student behavior. SI I I 01\" I oc .a I c .... 1 t1,J. Local 7 August 1989 - June 1990 ltron1Jbl I hr (lllio wlll coocdlnuar) Glen Amis Terry Laughinghouse ln.tervlce Activity To facilitate cooperation between the two high schools, joint meetings will be held at least once each semester between similar groups at Ole Main and Northeast. (This is for a smooth transition with the merger of the two schools in 1990.) Patsy Pearson, Chairperson Glen Amis Peggy Clemons Marilyn Grymes Patrina Greenway Terry Laughinghouse Gretchen Watson [v1luulon of Activity ([v1lutlon ln1t1\"uaent. tetlna d.-11, flnhhtJ Conclulon1, rlnJln or St .atu1 ol ACI lvll )' pl\"oduct, rprorrt..11 otl,er) By Committee , ,I. ,, 0 I _Ole Maio HJ\u0026amp;h School (School) NnrLh l,i ll le Rock School Jlislricl F.ducational l'riorlty P __ 1 __ i\\Nf'UAL SCIJOOI, PLAN 1989-1990 Goal: The improvement of programs that teach basic Language Arts skills. Objective: To idenlify those tenth grade students scoring below average and help them to improve in this area. Sll or Loc.1l Co.al Ho. RuponJbll ltJ (Ul.o wlll cooirdJ\"cof) I. Designate a committee to 1. Principal coordinale thls learning goal. 2. By the end of September the 2. CommitteP committee will have received chair and a list of students that computer scored below average on the services last MAT-6 test. 3. By the end of the first .1. Committee grading period a suggested chairperson remediation plan will be presented to the staff. 4. The outlined activities 4. Department will be presented to the chairperson targeted students. 5. The MAT-6 test scores will be 5, Commit tee individually compared with previous test scores. lnoervlcc Acthll7 1. None 2. Committee planning time 3. Staff meeting 4. None 5. None School Advisory Committee: Jim Morris Sue Perry Jackie Ryan Linda Fuller Nova Staggs Kathy Gault - PTA President [valuation o( Acthlt7 (Cvaluotlon ln1tn1-nt. tot Ina dato 0 flnhh.,4 product rprorrhto other) Conclualono, rlfldlnK or Stotu ol Acthlt7 I. Committee list 2. Computer list of designated students 3. Written plan of suggested activi-ties 4. Documentation of class activities 5. The results of the test scores com-parision will be presented to the staff\nI V\u0026gt; ' \\ \\ \\ ~ ---~---------.,~-----1\\NNUI\\L SCIIOOL l 0 t.l\\l'I (ScJ,oul) 1989-1990 North LI l c Jc Rock Sc:honl Dlst,lct: Educational l'rlority 1 __ 2_ Coal: The improvement of programs that teach Basic Computation and other Math skills Objective: To identify those tenth grade students scoring below average and help them improve their math skills. S1 t or Local CoI No, 5 Ac:t lwlt)' or Tt- Lin, 1. Designate a committee to coordinate this learning lupon lld 1 It r (Uho vlll uorJlnatof) ln  rvlce ActJvlty IJ.. Principal 1. None I '~ Sc.:hoo.1 J\\dvlHory Com,nLLLc.c.: Jim Morris, Principa1 Roy Spradlin Quilla Lanes Jo Lynda Hoggard Jess Walker Rita Murchinson [Yalu.clon of Activity ([v  lu  t Jo\" ln1C f'u nt  tntlna dat. 0 flf,t.h,J Con,du  lon  , rlflJlna,  or Stuu, of Act tvlty produc:1,  rp1orrh1  other) 1. Committee list 2. By the end of September the ~committee will have received Committee chair and computer services 2. Committee planning 2. Computer list of 3. 4. 5. a list of students that scorec below average on the last MAT-6 test. By the end of the first grading period a suggested remediation plan will be presented to the staff. The outlined activities will be presented to the targeted students. The MAT-6 test scores will be individually compared with previous test scores. 13. 4. 5. time designated student~ Committee 3. Staff meeting 3. Written plan of Chairperson suggested activit-ies Department 4. None 4. Documentation of chairperson class activities Committee s. None s. The results of the test scores com-parison will be presented to the staff , I V, \"I ' Ole Main High School (School) North Little Rock School District Educational l'riorlty D ___ 3_. Coal: To help identified at-risk students and problem-solving skills. /\\NNU/\\L SCIIOOJ. PLAN 1989-1990 increase decision-making School Advisory Cmnmlttee: Jim Morris, Chainnan Linda Fuller Marjorie Kirby Quilla Lanes Nonnan Denney, Phyllis Doer Parent Ben Harper Monica Davis Objective: Through Core-Team process, identify at-risk students and direct to proper support facilitators co increase decision-making, problem and Mildred Standley Natalie Porter Darlene Little s, .,  , local Co.11I No. 4 solving skills. Act hltJ or TJ .. LI\" 1. Use Student Referral to Core Team and Teacher Response forms to identify at-risk students. 2. Use Peer-Referral Box for student referrals by peers. lupouUdlllJ ln  ervlcc A.ctJvltJ (llho wlll uorJlneteJ) b.. Principal 1. Staff meeting 2. Staff 2. Staff meeting 3. Complete Core Team Process to 3. Administra- 3. Training sessions refer student to proper ion facilitator for help 4. At-risk students participate 4. Family Ser- 4. None in counseling vices and District Staff Carl Moore [.,.hutlon of ActlvltJ (Cv  h1atlo111 llru-ftl 0 teatl1  fh1hheJ proJ1.c:t, r,,orrhu other) 1. Identified students 2. Referral box 3. Maintain log of contacts and group membership 4. Improvement in grades, or attentl ance, or behavior of participants over prior grading periods Coftch1aloft FJ,.J111~ or Sltu of ActhllJ I V, w I r H1gh_,._.h (Sch,H\u0026gt;l) Nore.It l.ilth. R,,ck School Vl_~tricL Educational Priority II _l_ School Advisory Commlttce: Debbie Hardison, Chairman Ellen Brown Rose Christian Coal: Olivette Dettor The improvement of programs/operations that lead to improved student behavior. Jean Crumby Pat Havlin Objective:To develop strategies to decrease inappropriate student behavior. Shedrick Warren State or Loe.al Coal No. Local 117 - Activity or Tlae Un 1. Continue to assign lockers next to first period teachers' room at the beginning of the school year. 2.Conduct locker checks at least once during each grading period. ~- Teach hallway behavior at beginning of school year and as needed throughout the year, with strict and consistent enforcement. 4. Strict, consistent enforcement of all handbook rules and procedures. 5. Teachers assign detention hall for infraction of classroom rulei 6. Inform the faculty, student body, and parents about IMPACT team at the beginning of the year. ponlbl 1 lty (Uho wtll coordlnete7) Administration Admin/Staff Admin/Staff Staff/ Admin. Committee to .meet with Mrs. Morledge IMPACTT eam Inservlce Actlvlty None Ev.aluatton of Activity (valuat ton Inst ru-nt  test Ing d.ata, f lnhhed product, rprorrlau, other) Locker list on file ~ritten locker check Calendar of locker guidelines/procedures lists on file. Conc:luton, flndlnR or Stuu of Activity I.Review lesson strategy at preschool inservice. 2.Consistent visibilit~ of staff/Admin. in 1allways \u0026amp; outside. Thorough observa ton of hallway behav or. Lesson strategy en file. Teach handbook at the beginning of each semester. Preschool workshop None Maintain discipline referrals and follow up Maintain D----Hall records and followup Maintain records on students referred to IMPACTan d follow-up activities. , I ,V,, .. I Central Junior High School __ _ (School) NorLh Litt le Rock Sehool Dist_ri_1:_ Educational Priority #___1._ ANNUALSC llOOLP LAN 1989-1990 School Advisory Committee: Debbie Hardison, Chairman Ellen Brown Rose Christian Goal: The improvement of programs/operations thakt lead to improved student behavior. Olivette Dettor Jean Crumby Pat Havlin Objective: To develop strategies to decrease inappropriate student behavior. Shedrick Warren Stace or Local CoI No. 117 Activity or TIM Line Local 7. SAC class to begin at 8: 15 and end at 3:20 8. Alternative plan to be developed after 2 SAC assignments lupon  lblllty (Uho wfll coordlnue1) Conrnittee to meet with Mrs. Morledge and District Admin CO!TITiittee to meet with Mrs. Morledge. lnerv1ce Activity None None [uluuton of Activity (Ev  luatton lnatruaent, te  t Ing data, Unl  hed product, rprorrt.ua other) Maintain SAC record Maintain discipline SAC records. Conclualona, Ftndln1. or Statua of Act lvl t)' I\n-:::==================-.--,-n-,-):-:_-:_-:_-:_-:_-:_-:_-:_-:_-:_-:_-::_-=_.-_=_.-=_-_=_-_=_-=:._-= -=-=-=-=_- =-=-=-=-=-=-=-=-=---:':.:.-:-':':\"\"-:-:-::() uI , u, I Snr th l,il_l ':._c:__Rc1_c_k_.:,c\nc\n,.!,.!li!s_t\u0026lt;ri.yl\u0026lt;L) I Educational Priority P_ .2 Coal: Margaret Moore, Chair Joyce Lymna Nancy Sheehan John Tate To address discrepancies between scores of black and white students on Science MAT-6, Carolyn Millican Phil Lee Objective: To decrease the disparity between the scores of black and white students on the Science MAT-6 by increasing the black students' scores 3%. Esther Beavers Sttc or Loot Co,.1 No. State l Local 5 Act Jvlty or Tl- Llrie 1. By September of 1989 a vocabulary list of important scientific terms will be developed in the areas of disparity. 2. Beginning in Septembec of 1989 there will be a \"science word of the week\" listed and read on the daily student announcements. 3. Beginning in Sept. 1989, all subject aceas will emphasize the use of gcaphs and charts in gathering data where appropciate 4. Continue to emphasize co-operative learning in the classroom. h,pon  lbl I lty (Uho \"'11 coorJlnue1) Corrmittee Principal will choose a word from the list to be typed on announcements. All staff members. Science staff. lnservlce Activity EveluatJon of Act lvlty (valu1tlon lnuru.,ent, test Ing d.1t1, finished product, rprorrluc other) List developed during List distributed to preschool inservice all teachers. in August 1989. None MAT-6 test scores of 1990. None MAT-6 Test scores of 1990. Inservice by Pat MAT-6 Test Scores of Havlin (or other 1990. staff) on coopecative learning. Conclu1lon1, flndln11,1 or Statu o( Activity ___ L_ _____________ --1------~-----------'----------'--------~ I I V, a, I ____ Centr:al Junio_r:_f! i_g_h (Schoo 1) .S c-h-o--ol North Little Rock ~-_h..co_o_l_:L::..lt::.:s::.:LrJ:E_L_ Educational Priority ll 3 /INNU/IL SCHOOL PL/1:-1 [989-[990 School Advisory Committee: Laura McGhee, Chair Marti Thompson Drew Mashburn Coal: Address discr:epancies between Social Studies MAT-6. the scores of black and white students on Cindy Schilb Cindy London Reva Battles Leon Davis Objective: To r:educe dispar:ity between social studies test scor:es of black and white sLudents by raising black student grade equivalency 3% S1 1 e or ,, C.0 .. 1 t,10. ILocal 5 -- - - ------r---- AcllVlly or Tl- Line 1. In August, 1989, develop specific sLrategies to alleviate disparaties of scores between white students and black studenti in strands in which the disparit: is 15 percent or greater. 2. In September 1989 begin implementation of the strategies 3. Evaluate the strategies per:iodically throughout the school year. 4. Conduct an inservice activity in cooperative learning by October 31, 1989. - - Repon  lbl I lty (Uho vii I coorJln,11tt'l) Social Studies department Social Studiei Dept. Staff Staff l ----- --- lnservlce Acttvlty None None None Staff Workshop - - - [v  luetton of Activity (Ev,hutlon ln1tru.,ent, te,tln1 d_.t,, flnhhed product, rprorrl,.u other) April 1990 MAT-6 Objectives on file. Teacher made assessment tools. Evaluation Survey -- CcH1clu1lon1, rlndtn~ or Statu  o( Act lvlty ' I I V_, _, I t A~Fwnnn _VI f',I I 01? HI nH ~ Hnnt (.\"frho1d) Nc,rth Little Rock 8clic\u0026gt;ol District Educational Priority II J Coal: To improve programs/operations that lead to better student behavior. Objective: To decrease the number of referrals to the office b\u0026gt; 15\"/.. State or Local Coal t'o. Local 7 Act tvt ty or TIM Line Di sc i p 1 i n e comm i t tee w i 1 1 me e t throughout school year to maintain focus on improving disc ipl 1ne. Rules and procedures to be presented to students in class level assemblies and English classes. Students will be given handbook test. b. Increase recognition of responsible student behavior. Rupon  lbtllty (Who will coordinate?) Assistant Principal Principal Assistant Principal ~- P.A.W.S. School-based team Principal to work on positive self-esteem Donna Hall of students. ,. Recognize students with 'Outstanding Citizenship each nine weeks. Newl et ters to parents and posted 1n halls. ~- Work w1 th students that are assigned to the SAC class on expected behavior. Donna Hal 1 Assistant Pr1nc1pal Cindy Quarry Insuvlce Activity irst meetino will be l!ur i ng pre-s~hool ~ctivities and then bn monthly basis. !'ldministrators. to meet with English eachers during prel\nchool week. P.A.W.S. will develop brograms for student ecognition. Present inservice on how to promote selfesteem. ~r1ter1a for giving itizensh1p grades to presented during preschool activities. SAC supervisor w i 11 be given tra1n1ng in t,ow to deal with !students 1n SAC. ~-~~--------------------'-------- chool Adv lRor Jim Oyer, Pr1nc1pal Jeff Huddleston, English Faith Burke, Special Education Judy Dace, Career Orientation Kay Ramey, Mathematics Shannon Hamilton, Counselor Billie Jo White, Media Specialist Roy Bishop, Social Studies Lucy Stephens, Parent/PtA President Ev.tuation of Actlvlty (Evaluation lnatruent. testing data, (lnhhed product, approrrhte other) Minutes of meetings  i 11 be on f i 1 e . Student test results ~ill be placed in their folders. Newsletters will t,e sent to parents with 1 ist of students. District personnel to be invited. Newsletters and announcements ,oi 11 be on f i 1 e. Statistics will be Ion f i 1 e. Conclualona, finding or Status of Activity _J ' I u, 00 I U\u0026gt;KEWOOJDl-\" IIOR HIGH SCHOOL (Scho\n-ff -- -- - ~ Little Rock School District J\\NNll/\\LS CIIOOLP LAN 1989-1990 2 Edu cat ii9,ia be\\:.'e~'Hr,Wn{ ,..pP-\u0026lt;Wemetn of remed 1 a I programs for Goal: slow learners. Objective: To decrease the number of students scoring below average on the ~T-6 test by 101/., Stt or locI CoI No. Acth1ty or Tl\" Line Jlupon1Jbllhy (Uho viii coordinate?) b\ni :~\nA.tr.S:---scnoo1 oasea team uonna Hal 1 will sponsor peer-tutoring for slow learners. Inservlce. Activity None Jim Oyer, Pr,ncip~,hool Advisory Committee: Jeff Huddleston, English Faith BurKe, Special Education Judy Dace, Career Orientation Kay Ramey, Mathematics Shannon Hamilton, Counselor Bi 1 1 i e Jo Wh i t e , Hedi a Spec i a I i st Roy Bishop, Social Studies Lucy Stephens, Parent/PIA President EvaluatJon of Activity ([valuuton ln1truent. test Ing dta, (lnhhed product. rprorrhte other)\n:,cneau, e or peer-tu tor Ing techniques w I I I be on f i I e . Conclu1lon1, Flndtn~ or Statu of Acllvlty 2. Present inservice on webbing techniques for teachers of all classes. Susan Fendley Susan Fendley will D1str1ct personnel 3. Use computer software to encourage slow learners and improve basic sK1lls. Pr Inc I pa 1 4. Invite minority race speakers Kay Ramey from business coownunity to speaK to basic classes. 5. Inservice by special education Faith Burke teachers on techniques to use Pam Turpin with slow learners. 6. Establ 1sh parent group to Principal provide tutoring for students. 7. Success of objective will be Principal evaluated on ~T-6 test to be given April 1990. present 1 nserv Ice wi 11 be Inv I ted to on webbing techniques attend inservice. None None lnserv1ce by Sp Ed teachers. None None Schedule of classes using computer lab will be av\u0026amp;ilable. Records of Volunteer! will be available. District personnel will be invited to attend inservice. Records of tutoring sessions will be on f i 1 e. HAT-6 scores will be avai !able for statistics. I I I , I V, 'I LAKEJn~o fNIO\" HI H (Sclu\u0026gt;ol) H'D=-.o-i----------\"'ANNOAL=..C,i:UofJT PI..I\\H----- . hnol l\\dvl 1989- /\u0026lt;)\u0026lt;JO Jim Dyer, Pr1nc1paf Nnrch Litt le Rc\u0026gt;ck 8C\"h\u0026lt;\u0026gt;c\u0026gt;l District Educational Priority // 3 Goal: The development of programs for the improvement of stud)' ski I ls. Objective: To increase the number of black students passing all areas of of the MPT by 101/.. Jeff Huddleston, English Faith Burke, Special Education Judy Dace, Career Orientation Kay Ramey, Mathematics Shannon Hamilton, Counselor Billie Jo White, Media Special Roy Bishop, Social Studies Lucy Stephens, Parent/PIA Pres Evaluation of Acthlt)' Comm lt tC\u0026lt;\": ReeponJbtltty lnservlce Activity (Evluuion lnitruent, Conclualon  , rlndlnR {llho will coorJJnatC!l) teSllng dt  , finh hed or Statu  of Activity State or Local Act lvlty or Tt- Line \"-\"-t------------------f,--------jf-------------1-__:_'_'o__\"'_'.:__.:_r:_.:_o:_r'_:':_:'_:'__:o:_:\u0026lt;.:_l:_:\":_\u0026gt;~-----------...J Coal No. Jeff None Minutes c,f the meetings ,., i 11 be on f i 1 e 3 1. Committee will meet through-out school year to focus on improving study ski I Is of sfoo, 1 earners. 2. Provide unit in each class on techniques of learning strategies and study skills of SQ3R. 3. Inservice on attitudes of teachers towards working with minority students and slow 1 earners. 4. Computer software on study skills will be used with sloo, learners. 5. Develop study sheets to correlate obJectives. 6. Success of objective will be evaluated on MPT to be given in March 1990. Huddleston Pam Turpin Faith Burke Shannon Hami 1 ton Principal Inservice by SP Educ de par tmen t. Cooperative Learning Inserv1ce Director of Secondar Education will be invited to in-servic,. District personnel will be invited to inservice. In-s.ervice on how to District pers.onnel use the computer lab. will be invited to attend inservice and observe operation of the lab. Cindy Quarry None Copies of study shee s will be available. Pr1nc1pal None MPT results wi 11 be available. i I , I ?\"' RIDGEROADJ UNIOR HIGH (School) North Little Rock School District Educational Priority O_i__ ANNUAL SCHOOL PLAN 1989-1990 School Advisory Coonnittee: Kathy Burris Jennifer Bishop Vicki Dokes Mrs. Linda Huey Bonnie Moody Linda Chancellor Roy Watts Gregg Thompson I Goal: To attain improved basic skills for the 1989-90 school year test scores in the area of science Debra Butler I Nannette Howell Louis Odom Objective: To increase the number of students achieving basic skills competency in the area of science by three (J) percent, as measured by the Minimum Performanc~ Tests to be administered in March, 1990 Dorothy Williams Ruth Clinton Jane Jackson Marilyn Scott ltau r Local c\n.0.1 ... I Ar:UwUp er T.t UN \u0026amp;.a,oHIIIIJlty (Wllo wlll coori0Mte1) Sample questions, similar to Science Depart those on the MPT will be included ment Faculty, in class work, homework, and on Administration chapter and unit tests. Higher and District order thinking skills will be Personnel promoted by questioning technique,. luervtc ktblty Pre-school in-service in higher order think ing skill questioning techniques will be conducted. Faculty conferences will be !held as needed. 1 .. 1.,,.ttoa ef Ac:Uvttr (lwla,aU .. tnae  t. ttta 4t ftahh.. pr .. uct. rprorrlt etlNr) Copies of sample questions will be on file. Test taking skills will be addressed across the curriculum. School Faculty ~est taking skills in ~eacher lesson plans and Administra-~ervice early in the will reflect test Keyword identification will be addressed in each area of the school curriculum. tion ~chool year will be taking skill lessons. \"'aculty onducted. ~uilding level coprdination meetings petween core departments OCeacher lesson plans ~ill reflect keyword ~dentification being ~ddressed. ~ common method for teaching transSchool Faculty rore department ex- eacher lesson plans ~er of learning will be incorpor- and Administra- hange of ideas to .111 reflect teaching ated into the curriculum. ion ~each definition part 9of transfer skills. ~ocabulary and spell-ng rules across the urriculum will be ~ngoing C:O..Ch1alou. flNla er ltah1a el kl htty \\. \\ Rl.DGE..ROAD JUNlOX lllCfl (School.) ANNUAL SCHOOL PLAN 1989-1990 North Little Rock School District Educational Priority 6 l Goal: To attain improved basic skills test scores in the area of science for the 1989-90 school year Schoo1 Advisory Comm~ttee: Ka thy Burris Vicki Dokes Bonnie Moody Roy Watts Marilyn Scott Tennifer Bishop Linda Huey Linda Chancellor Gregg Thompson Objective: To increase the number of students achieving basic skills competency in the area of science by three (3) percent, as measured by the Minimum Performance Tests to be administered in March, 1990 Debra Butler Nannette Howell Louise Odom Dorothy Williams Ruth Clinton Jane Jackson State oC\" Local Coal No. Acthtt, or TJM Lh leaponaJbU tty (Yho viii coordtnaut) Special materials will be utilizedScience Departin presenting the specific objec- ~enc and Facultives not mastered O'll the 1988-89 y MPT. Those objectives are: 7-2.l 8-5.2 8-6.2 8-2.l 8-5 .1 8-7.l Define cell terms Identify weather instrumenti Identify water cycle Define earth history terms Define meterology terms Define universe/astronomy terms ~-8.l Define energy/natural resource terms 8-4.2 Recognize agents of erosion omputer assisted instruction in specific science objectives will ~e made available to students to ~einforce the material presented n class. Teachers will be able o provide individualized assisance in the above listed objecives. School Administration and Science Depart ment Faculty lnaarvice Act1v1ty Worksheets, diagrams, transparancies, tape recordings, review games, and vocabulary flash cards will be developed by the science department and shared in departmental meetings. Teachers will receive proper instruction in the use of computers and software by district/ building computer service personnel. !lvation. of \u0026amp;ctlvttr ([valu.uto h1atruaen1:, taat1n1 data, ftahtM:d product, rprorrlata other) Copies of materials will be kept on file Records will be kept by teachers of the progress made by students receiving computer assisted instruction. Condualona, flndlna or Stah1  of Acthtty l--- __ _,__ _______________ __._ ______ .., __________ __.___ ________ ~--------~ , l I a- \"I ' North RIDGEROADJU NIOR HIGH (School) Little Rock School District Educational Priority 1_1__ ANNUAL SCHOOL PLAN 1989-1990 Goal: To attain improved basic skills test scores in the area of science for the 1989-90 school year School Advisory Cononittee: Kathy Burris Jennifer Bishop Vicki Dokes Linda Huey Bonnie Moody Linda Chancellor Roy Watts Gregg Thompson Debra Butler Nannette Howell Louise Odom Objective: To increase the number of students achieving basic skills competency in the area of science by three (3) percent, as measured by the Minimum Performance Tests to be administered in March, 1990 Dorothy Williams Ruth Clinton l.tet. .e.r . Goel ... I ActhltJ er Ti LIM Department head meetings will be lteld as needed to ~oordinate materials and skill development instruction between Ridgeroad and Central Junior High. I ... ,_.u.utt, ( ... wtll CNdJ .. teT) School Administration and Department Heads laaenlc lcth'ltJ None Jane Jackson Marilyn Scott lwalvatlH ef kllU:J (hel..aU lt,,_ ,. Utl I .. ,., ll  t.a.. ... O.YCl 0 .., .......... tMr) Records kept in Department Head files C..C:lualon  Fladla er Ital  el kthltJ I \"w' I (School) ANNUAL SCHOOL PLAN 1989-1990 School Adv1sory Comm1ccee\nMary Taylor John Jeu North Little Rock School District Wilene Rigsby Linda Chancellor Susan Miller Educational Priority I 2 Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 achievement test to be administered in April, 1990 Steve Duke Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Wayne Thompson Pat Morris Sharon Kimbrell ,,.,. ., Loc:al Coal llo. a.po-  t~U ltJ (.,._ wlll CNr4lutet) lwal.,..t1ott er AcUvUJ ftvalwaUN taat....,.  t, 1-  t11 ,.,  Uaht.. pr .. uct  rp.-oprlau titer) c:a.c:, , .... ,. ...... er ltH el kt hltJ I The language arts department will L.A. Classroom utilize the following recommend- Teachers ation in \"Tips.for Teaching\" from the MAT-6 Teacher's Manual to increase reading comprehension: l) Provide reading experiences at both the instructional and independent reading levels of students 2) Establish purposes for reading 3) Build on the reading interests nf students and use those in-tere8CS to improve reading comprehension 4) Increase the background for reading 5) Enhance the motivation to read School Admin-istration and L.A. Classroom Teachers L.A. Classroom Teachers The language arts department will L.A. Classroom utilize the following recommenda- Teachers tion in \"Tips for Teaching\" from the MAT-6 Teacher's Manual to im-prove vocabulary development: l) Students will select the word .A. Classroom in a sentence that agrees with Teachers the meaning of the sentence. Review of previous inservice and subsequent departmental meetings Guest Speakers Review of previous inservice and subsequent departmental meetings Teacher lesson plans will reflect teaching comprehension skills Teacher lesson plans will reflect teaching vocabulary skills ' I f\" ' RIDGEROADJ UNIOR HIGH (School) ANNUALS CHOOLP LAN 1989-1990 School Advisory Committee: North Little Rock School District Mary Taylor Wilene Rigsby Susan Miller Sharon Kimbrell John Jeu \\ Educational Priority f 2 Goal: To attain improvedachievement scores in the area of reading for the 1989-90 school year Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 achievement test to be administered in April, 1990 Steve Duke Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Way.,e Thompson Pat Morris Linda Chan-cellor AcctdtJ w 'II. u .. a..,-.n11tt, ,.._ will eeer1u1t) tuentce Acthlty ...... , .... , Actlwl1, Ctwaluatt- leat,...t , .. u .. .. , .......... . .., ... ,  .,..,.,.,hH et111,n) C:O.CI- fl .. laa er ltat I \u0026amp;c:tlllf 2) Students will determine if meaningful sentence words agree with the meaning of the story. 3) Students will read stories that relate a number of words to a particular topic 4) Students will locate and classify selected words from stories being read 5) Students will identify and provide synonyms for words or expressions that take on a special mea~ing in a particular story content. L.A. Classroon Teachers The language arts department will L.A. Classroom utilize the following recommenda- Teachers tion in \"Tips for Teaching\" from the MAT-6 Teacher's Manual to im-prove spelling skills. 1) Students will be taught the study method: \"Look at the word. Say the word, close your eyes and try to see the word. Write the word. Check the wot:d 11  Review of previous inservice and subsequent departmental meetings Teacher lesson plan, will reflect teaching spelling skills i I ANHIJAL SCHOOL PLAN 1989-1990 -----Schooi Adv1sory Mary Tay1or Wilene Rigsby Susan Miller CoUDD::1.t::tee: Educational Priority I 2 Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 achievement test to be administered in April, 1990 Steve Duke Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Wayne Thompson Pat Morris Sharon Kimbrell llatl- f Actt.hr John Jeu Linda Chan-cellor ltt  Local Goal ... .......,,. .... (.._viii uotutet) INnlce ActhltJ (r.-.1 .... ,,_ 1  , ....... 1  , .. u .. ... , ......... . ~, ........ ...... 2) Students will be challenged to locate and correct mispelled words in passage,\nthat have been deliberately copied incorrectly. 3) Students will be grouped for a cooperative effort to write a paragraph or short essay using their spelling words. L.A. Classroom Teachers The language arts department will L.A. Classroom Review of previous specifically address reducing the Teachers study disparity in MAT-6 Test ~~or~s in the following areas, as outlined in the Ridgeroad School Improve~ e)lt Plan: H-3 Usage (8th and 9th) ~0-01 Subjects and Predicates (8th and 9th) ~0-02 Adjectives and Adverbs (8th and 9th) ~0-03 Direct Objects (8th and 9th) 4-012 Sequencing (8th and 9th) ~4-02 I~ferential Comprehension (8th and 9th) 4-021 Inferred Meaning (8th and 9th) ~4-023 Main Idea (8th and 9th) Progress meetings as needed throughout the year fl'N11c:t  -,,ropl\"lete t\"'-r) Teacher lesson plans !will reflect specific 1idstruction to the strands addressed in the School Improvehnent Plan t-lAT-6 test scores ... t- f ac., .. u, , I a, a, I RIDGEROADJ UNIOR HIGH (School) North Little Rock School District ANNUAL SCHOOL PLAN 1989-1990 School Advisory Committee: Mary Taylor John Jeu Wilene Rigsby Linda Chancellor Susan Miller Educational Priority I 2 Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Steve Duke Yvonne Whalen Renee Nelson Clancy Mdlwell Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 achievement test to be administered in April, 1990 Richard Alexander ltt er Local C.OI ... AtU..ttr ..- l'J UN C4-03 Critical Analysis (8th and 9th) C4-031 Drawing-Con~lusions (8th and 9th) C4-0l Literal Comprehension (8th) C4-0ll Detail (8th) The language arts department will utilize MAT-6 test format in vocabulary, reading comprehension and spelling, as illustrated in the administrator's manual, whenever appropriate throughout the year. Students in the reading program will be remediated specifically in reading passages at the 5-6 and 7-8 levels, as outlined in the School Improvement Plan. Co~puter assisted instruction at the appropriate level will be given a~l students enrolled in the reading program. ... ,.. .... 1.,, (.,._ wUl c..dlMt  I) tuant.c. Actblt7 L.A. class- Review of previous room teachers inservice Reading None teacher Reading Review of previous teacher and inservice Computer lab assistant Way,ne Thompson Pat Morris Sharon Kimbrell lal...aUoa f ActtllJ (twali.att .. tlr-- t IHUa .. ,  flhM. ,.. ... ,  .,.-.,r-lau  t.,.r) Teacher lesson plans will reflect teacher use of MAT-6 format Teacher made tests and worksheets Student records kept by reading department MAT-6 test scores Student records kept ~y lab assistant C...Cl  I.-, ,. .. , ... er ltat .. el kthltJ I I .e.r_, , I HIVCEROAJJ JUNIOR HICill (School) North Little Rock School District Educational Priority 6 __ 2_ ANNUAL SCHOOL PLAN 1989-1990 School Adv~sory Comm~ttee: Mary Taylor Wilene Rigsby Susan Miller Steve Duke Sharon Kimbrell Jnhn Jeu Linda Chancel-lor Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Waype Thompson Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 tes~ to be administe.-ed in April, 1990 Pat Morris Suu r Local Coal No. ... po .. 1ti,t1tt, (Ullo Ill coor41lftAtd) Activities in other areas of the Classroom curriculum, as follow, will be teachers implemented to reinforce reading skills: 1. 2. Test taking skills, including pretest orientation, time management, problem-solving and anxiety reduction will be taught in core subjects. Students in math will be given word problems to practice transfer of reading comprehension skills. Core subject teachers Math teachers luervice ktbtty Test taking skills inservice early in 1989-90 school year Department meetings 3. Students in history will read Social Studies Department meetings and select important facts in teachers a paragraph to practice trans fer of reading for purpose skills. 4. Students in science will Science Department meetings practice vocabulary words using definition parts to reinforce definition instruction in language arts. As the middle school reading ~rogram is restructured, building ~evel meetings will be held to ~oordinate materials and skill eachers Reading teacher None laluaitto ef ActbltJ (t,,.luaitloa t Hnae  t. teatla 41ata, fl  lat..4 ro41uct, pprotrlate tMr) Test taking skills handouts and overhead transparancies on file Classroom observations Classroom observations Classroom observations Minutes of meetings C:O.dualNa, fla4la~ r Statue f Act hltJ , I a, co I RIDGEROADJU NIOR HIGH (School) North Little Rock School District Educational Priority 1 __ 2 __ ANNUALS CHOOLP LAN 1989-1990 School Advisory Coounittee: Mary Taylor Wilene Rigsby Susan Miller Steve Duke Sharon Kimbrell John Jeu Linda Chancellor Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Wayne Thompson Obj~ctive: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 test to be administered in April, 1990 State or Local Co.I No. I At:UltJ or t1M Lh development plans for the 1990-91 program. Reading department meetings will be held between Ridgeroad and Central Junior High as needed throughout the year to coordinate materials and skill development instruction. leponiblllty (Who ttlll coordl-tel) lnaervice Activity School admini- None stration and reading teachers Pat Morris ,--~uo  , AcU.1tU:y ([valuattoa laatruaent  Uat h\u0026amp; data Unhhed product. rprorrlata otl .. r) Record kept in reading department files Cone ha- FI..S In~ or ltatua of Acthlty i I \\_ ~lf~ROA t fl r1R /lLJ'll r.-~~ ~chooi~)~==---- AN'NUAL H L PLAH----------- School Advisory Penny Beasl.ey Shirley Bowers Brian Breeding Comm.1.t:t:ee: 1989-1990 North L1ttle Rock School D1str1ct Educational Priority I __ J_ _ Goal: To improve programs and operations that lead to better student behavior Objective: To reduce the total number of students displaying inappropriate behavior by three (3) percent Sue Brummett Curt Derden Mark Hays Linda Hazelwood Carol Hicks Sally Huey-student Co,\n_nie McCann Suzie Ritchie Richard Woods Gregg Thompsbn .,.,. ... Local Coal ... Acthf.lJ  II u .. ... ,..  ~uo, (Ilia will caortutO luen1ce Ac.ti.tty lalYoatlM ., Ac:UUr (llwat ... u- ltruaet , .. u  ,u . ,. ... ._.. fro4uct. appropriate ether) C..Clud ... , rt .. l\u0026amp; H ltat..a al Ac.tlttr I. IV I \"\"I '' Develop a test covering expected ntudent behavior and administer it to all students during the first week of 1989-90 school year School Administration and Staff To have staff members select in- IMPACT Team dividual students of their choic, for implementation of a positive reinforcement program for target ed students To further develop classroom and School Adminbuilding- wide student recognitior istration and and reward programs Staff Improve consistency from room to room on targeted student behaviors (class rules) Cooperatively develop individual behavior plans for students who chronically display inappropriat, behavior (involving staff and peers) Building Discipline Committee School Administration and staff Discussed in preschool in-service Copy on file, record, on file Selections to be Records on file conducted during pre-school in-servic and throughout the year. To be discussed throughout the year as needed August of 1989 Selections of team members to be made in September of 1989 Records on file Records on file Behavior records on 'ile '-------'-------------------'-------...J------------'----- -------~---------~ I RIDGEROADJU NIOR HIGH (School) North Little Rock School District Educational Priority 1 __ 3 __ ANNUAL SCHOOL PLAN 1989-1990 School Advisory Committee: Penny Beasley Suzie Ritchie Shirley Bowers Richard Woods Brian Breeding Gregg Thompson Sue Brummett Goal: To improve programs and operations that lead to better student behavior Curt Derden Mark Hays Objective: To reduce the total number of students displaying imappropriate behavior by three (3) percent Linda Hazelwood Carol Hicks State r Local Coel ... kthltJ or IJM UM Evaluate the overall success at the conclusion of the 1989-90 school year le,oen111,, (.._ vUl coorlutet) luenic ictbltJ School Advisor August of 1989 Committee for Priority 113 Sally Huey-student Connie McCann tnh,ntoa of \u0026amp;cl lwltr (hlu.aUo l.rn-. t u., .... ... , . ,. ....... product appropriate otller) Behavior records on on file c .. dwalona. flodln11, or ltalY  of kt htcr 1 ' : I --.J I Educational Priority U_1 __ r..: SCHOOi~ 1989-1990 Goal: The continued development of programs, policies, and practices that lead to better student behavior at school and related activities. ~ Schoo1 Advisory Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Ken Kirspel Objective: The number of referrals to the office by teachers for disruptive behavior (excluding referrals for tardies) will be decreased by five percent. State or Local Coal No. Lo~al :~::~t~~~eac::~~~~eb~~a:!:~/ throughout the school year to maintain focus on improved behavior/discipline. Explain handbook, building policy, classroom rules, and evaluate content by the testing of each student at the beginning of the school year. Conferences will be called for the teachers, counselors, administrators, and parents of the students who are demonstrating chronic behavior problems and/or assigned to SAC. Establish a committee and a system to reward students for good citizenship. leepone1bll lty (llho vJll coordlnte?) Administration and Staff Administration and Staff Administration and Counselor Student Behavior/ Discipline Committee lnaervice Activity Inservice will be presented at the beginning of the school year and throughout the year. Report to faculty on reward system. [valuation of Actlvlty (Evaluation lnatruNnt teatln1 data. flnlahed product, rprorrhu other) Report on file. Test on file. Documentation of conference record. Records of students receiving rewards. Conclusions, Flndlnll or Sotua or Act lv1tJ .I. ... N I Rose City Junior High School (School) North Little Rock School District ANNUALS CHOOLP LAN 1989-1990 Educational Priority O_j__ Goal: The continued development of programs, policies, and practices that lead to better student behavior at school and related activities. School Advisory Committee: Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Ken Kirspel Objective: The number of referrals to the office by teachers for disruptive behavior (excluding referrals for tardies) will be decreased by five percent. Stat or Local Coal No. Actlwilf or T1 .. LlM ... po.-Jlttlity (W'ho will coordt-ul) Periodically schedule small Administration student group meetings to and Counselor emphasize expected behavior and/or to explain school policies as well as to motivate students. Develop packet of materials to assist students assigned to SAC in understanding expected school behavior. Administration Counselor, and SAC Supervisor lnervice Activity twaluaU.o of Actlvt.ty ([valuatioa laauuaent. uatl\u0026amp; data, fl\"tahed product, rprorrlata other) Schedule of meetings on file. Packet of materials on file. C.O.c::lualoaa, Ftndlna  or Statua of Act tvtty I -..J w I Educational Priority U 2 ANNUAL. SCUOOI~ PLAN 1989-1990 School Advisory Committee: Goal: The development and implementation of programs and activities designed to enhance minority students' learning skills in orrler to raise scores on standardized tests. Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Ken Kirspel Objective: By April 1990, in MAT-6 test strands with a disparity rate of 15 percent or greater in 1989, the number of black students scoring below average will be decreased by ten percent. Stal or Local Co.-1 No. 5 Activity or TJM Lln Send results of the MAT 6 and Local MPT (showing the disparties between test scores of black students and white students) to parents/cover letter. Develop better methods of communication between the school and the parents {possible by adding an additional phone). Form a committee of minority teachers to discuss areas of concern with parents. Develop study materials and sample tests in each department (which would address disparties). a.pondbJl tty (\"ho will coordtnato7) Committee Counselor All Teachers Minority Teachers Develop small groups (minority) Teachers to work on attitudes, morale, Counselor test taking skills and study skills with parent participation. lnrvice Activity ..,aluuioit of Acthlty (Evaluattoa lntruMnl, testtna data, rtnhhed pl\"oduct, rpl\"orrt.t other) Test results on file in the counselor's office A list of parent conferences/contact placed in the Guidance Office. Participant evaluation strategie Department meetings Check list of mastered skills Concludon. Flndlna or Sutu of Acthlty , l \\ Rose City Junior High School (School) North Little Rock School District Educational Priori ll_2 __ ANNUALS CHOOLP LAN 1989-1990 School Advisory Committee: Goal: The development and implementation of programs and activities designed to enhance minority students' learning skills in order to raise scores on standardized test. Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Ken Kirspel Objective: By April 1990, the MAT-6 test strands with a disparity rate of 15% or greater in 1989 will be increased by ten percent. State or Local Coal Ho. \\ ActhHy or TJM Line luponeJ.bU Uy (Uho vtll coordinate?) Develop and set up programs with Counselor community organizations (churches  Teacher/ civic organizations, ect ... ) Coordinator to create study groups and tutoring programs. lnserv1ce Act1vity Evaluation of Acthlty (Evaluation lnatruMnt, tuttna data, ftnhhitd product, arprorrbte other) Number of students using the study group and tutoring other students. Concludona, rtndlnA or Statu of Acthtcy I I I -.J V, I (School) North Little Rock School District Educational Priority #_J __ ANNUAL SCIIOOL PLAN 1989-1990 School Adv~sory Committee: Goal: The development and implementation students improve MPT scores. of school-wide strategies to help Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Objective: By the end of the 1989-90 school year, students will exhibit an Ken Kirspel improvement of MPT scores in comparison with 1988-89 MPT test results. Slat or Local eo.1 No. I A \u0026amp; B State Activity or TiM Line lupon  Jbtl ity (l,lho wUl coordtnta1) Generate a letter expressing Committee/ concern about improving test Secretary scores, to be mailed to parents prior to the 1989-90 school year. Expand use of sample tests and the All teachers use of practice questions in test format in each department. Incorporate test-taking skills All teachers into lessons throughout the year. Require all 8th grade students to complete computer diskette \"Test Taking Skills Made Easy.\" Teachers and Chapter 1 aide Develop and use educational games All teachers and exercises in each department to help review knowledge in each content area. Require all 8th grade students to All MPT core see video \"Making the Grade.\" teachers Recognize student achievement of Counselor and improvement goals with awards and PTA activities. In  ervice Activity hluUon of Acth,ity (Evalutton lnatruNnt, uatlna dat flniahed product, rprorrlau other) Letter on file in Counselor's office Departmental meetings Completed checklist of skills taught Printout of results List submitted by departments to be kept on file in the library. List of all students who have viewed the film. MPT scores on file. Condusiona. find lnA or Statue of Actlvlty _I _, I Skills Center IINNU/\\LS CIIOOLP L/IN 1989-1990 School Advisory Committee: (School) North Little Rock School District Educational Priority U__1_ Goal: DEVELOPMENT/IMPROVEMOEFN T STUDENTST O GET ALONGW ITH PROGRAMTSH ATT EIICH EACH OTHER, Objective: TO PROVIDEP OSITIVE REINFORCEMENATC TIVITIES WHICHW ILL INCREASE APPROPRIATES OCIAL ANDA CADEMICB EHAVIORS. Sllt or (valuttJon of Actlvlcy ((.,aluatJon ln,tru.,tnt, lncI Activity or Tl.,, Lint Rtaponalbl I lty Inser-vlce Ac:tlvlty testing dt, !lnhhtd Co.111 No. (Uho \"'111 coorJln.itcl) product, rprorrl.u, other) 15 1) Positive reward system for Skills Social \u0026amp; Prevoca-exemplary behavior. Center Staff tional Information Battery. Sub-Test 2) Send letter by mail Skills Job Related Behavior to parents. Center Staff 3) Separate statement at Skills Count to see mid-term about conduct. Center Staff decrease in di sci-pline slips 4) Citizen nf the week on Skills Friday from each class. Center Staff Posted with picture in hall. 5) Tangible reward at the end Skills of each month. Center Staff Pattie Benight Anita McJunkins Bell Russell Hawkins Loretta Schnarr Jimmie Smith Sara McCormack Brenda Holt Dorothy Mosley Conclu1lon1, flndln,., or St.uu, of Act !,,,tty ..I_ , .._, I ----_::_::_::_::_::.::.::.::.::.::.::.::.::.::.::--=--1,1 ..s,r.,NrnNnrU~ A PL/\\~N\n::=============--s:'c::':hoo 1 Adv f..s o r y Comm 1 t: t: e e : --~\"'fktT _T___ . __gj-i-:~c'~-'e~~,r-,,- 0 - 1 ,,-),---------- 1989-1 990 Nor:th Litcle Rock Sclluol District Educational Priority 1 __ 2 __ Coal: THE DEVELOPMENT/IMPROVEMEONFT P ROGRAMTS HAT PREPARE STUDENTS UPON GRADUATION Objective: TO DEVELOPA VOCATIONALP LACEMENTPR OGRAMF OR 11TH ANO 12TH GRADES( IMPLEMENTED1 988-89). State or loc,11 Activity or TJme Lint Rt1pon111bll lty Inservtce Activity Co,11 ~o. (11110 ulll coor\u0026lt;.llnatc7) 13 l) Train students in Skills maintenance, clerical and Center food service. Staff 2) Place students in Job Skills Training Partnership Act Center contracted jobs when Staff work-ready . I Evaluulon of ActtYlty ((valuat Ion ln  tru,.,tnt, test Ing data, ! lnlshtd product, arprorrl.ue other) (Pre \u0026amp; Post) Pre-employment Test \u0026amp; job search (CAPDD monitored) (Pre c, Post) Pre-employment Test \u0026amp; job search (CAPDD monitored) Pattie Benight Anita McJunkins Bell Russell Hawkins Loretta Schnarr Jimmie Smith Sara McCormack Brenda Holt Dorothy Mosley Conclualon , r Ind In~ or St,1tua or Act lvlty , .I. ., CX) I L. skn 1 s Center (School) ANNUALS CIIOOLP LAN 1989-1990 North Little Rock ,chool District Educational Priority O 3 Goal: DEVELOPMENT/IMPROVEMOEFN PTR OGRAMS STUDENTST O BE GOODC ONSlJMERS THAT TEACH Objective: TO SEE THAT STUDENTSG ET THE MOSTF OR THEIR MONEYW HENS PENDING. Sl1 or Local Activity or TJ,-lt Lin Jlupon  lblllty (Uho ,.,111 coorJlnatc:1) Coal Ho. 21 I) Coupons Skills Center Staff 2) Checks (fake) Skills Center Staff 3) Comparison shopping Skills Center Staff 4) Group shoppin!\\ for Skills identical items with Center Staff same amount of money. 5) In-House Bakery Skills to be purchased with Center Staff coupons for Behavior. \\ \\ \\ I lnser-vlce Activity School Advisory Committee: [nlunlon of Ace lvlty ([v1luulon ln1tru111ent. c  atln1 datl, flnhhed product, appl\"orrl.ate other) Social \u0026amp; Prevocational Information Battery. Sub-Test 1. Purchasing Habits 2. Budgeting 3. Banking Pattie Benight Anita McJunkins Bell Russell Hawkins Loretta Schnarr Jimmie Smith Sara McCormack Brenda Holt Dorothy Mosley Coflclu  lon  , rtndlnJ. or Statu1 ol Act lvlty .I. ... \"' I '\"'''' ,t ry School ,.\\NNl1Al Sl'l/001. 11 ... \\N (Sc:lu,ol) 1989 I 990 Nnrt II J,i t l le Roe k 8c:ltool DJt.\nr_r_~:_!_ Educational Priority # __ 1 __ Coal: The improvement of programs/operations that lead to better student behavior. Objective: By April, 19QO, students will improve behavior through oositive reinforcement. local Coal No. Local H7 State q4 Activity or- T1M Un 1. Praise cal ls wi 11 be made to parents from classrooms with the use of cordless phones. 2, A \"Behavior Drill\" will be periorlically announced by the Principal. Awards wi 11 be presented to students for exemplary and/or improved behavior. 11:epontbt I tty (Uho wtll coordinate!?) Staff Principal 1. Hall passes will he issued Staff to control movement between classrooms. lnservlce Activity Schnul /\\\u0026lt;lvl.!--tnry CnmmfLtc~: Tammy Collier Tami Eggensperger Jeni fer Faught Terrie Gipson Kay Hogan Mandy Hyatt Kathryne Jordan Darlene Kelley C i ndy Me J ton Nancy Porter Michel le \\.lard Janet \\.la rren Jane Ford Evaluulon of Activity (valuation lnHruent. tf!stlng data, (tnhhed product, rprorrlate other-) Conclulona, rtndlnR or Statu of Activity Student behavior wil be man i to red for improvement. Improve ments will be recorded during a staff meeting each nine weeks. Positive responses from students will be recorded during a staff meeting each nine weeks. Improvement in ti me on task and unnecessary disruptions wi 11 be noted during a staff meeting each nine weeks. 4. Ideas will be shared on posi- Staff tive reinforcement and student Two staff members per Ideas will be record month will share at ed and given to each responsibi 1 i ty. least two ideas on staff member. positive reinforce-ment and/or minimizinq unnecessary movement in the ha 11 s . ~ -----------------'----------'---------------''-------------'----------~ , l I 00 0 I Amboy Elementary Schoel ANNUALS CIIOOLP LAN 1989-1990 School Advisory CommiLtee: -- (Seho-~) ------- NnrLh LiLtle Rork School DisLrict F.ducational Priority II 2 Coal: The improvement of programs that increase reading comprehension, ObjecL ive: Faye Ashberry Susan Branch Lee Annette Buck Kim Gore Ashley Ingalls Norma Morrow Rebecca Richman Suzie Shaunfield Sandra Thompson Jane Ford By the end of the 19q9-90 school year, activities will be developed and implemented to improve targeted skills of sequence, main idea, drawing conclusions and using synonyms, antonyms, homoPyms and _ ~ ___ c:,:o~.!.!n:.t-=e~x_.,_tc__ !cc:~..~'1--.!-u--~-e-,:-.-.\n-s-!-.-c-.-,-_--. ---------------,-------------, Stte or Loc:.111 CoI No. Act lvlt)' or Thoe Lin Local 1. Lessons on specific skills QJ will be identified and highlightec State in the basal teacher's edition for #l each grade level at the beginning of the school year. 2. A Hake and Take \\forks hop wi 11 be conducted by the end of the second nine weeks to develop activities for specific skills at each grade level. 3, A resource file of additional ~ctivities will be compiled and stored in the media center by the end of the t~ird nine weeks. 4. HECC software programs wi 11 be used to provide student applicatioh of reading skills. Appropriate ltupon  lbl l lty (Who vii I coordlntcl) Reading Cammi ttee Reading Cammi ttee Reading Cammi ttee Media Spec i a 1 is t and Gifted/ ~oftware wi 11 be reviewed and l Talented ~opied for a 11 grade levels. Resource Teacher p. Addi ti ona 1 materials wi 11 be Principal Durchased to reinforce specific and Media ,ki11s. Spec i a 1 i st \\ Inu,rv1ce Activity Sta ff Media Specialist and Gifted/Talented Resource Teacher I uluatlon or Activity (vlut Ion lnu ruaent, teUlna dat, flnlahed product, rprorrl.lte other) 19~8-89 HAT6 test scores will be compared with scores for 19~9-90 to deter mine overall effectiveness of these activities. Same Same Same Purchase orders wi 11 be on file. Concluatona, flndln11, or Statu of Act lvlt)' i I (X) ' Aml..!.!.?r_/~_~fr y ~~!.!_po I (Sc/Jool) ANNt.lAli sc11on1. l'l.AN 1989-1990 School Advisory Commiccee: North Little Rock School District Faye Ashberry Susan Branch Lee Buck Educational Priority U 2 Goal: The improvement of programs that increase reading comprehension Objective: By the end of the 1989-90 school year, activities will be developed and implemented to improve targeted skills of sequence, main idea, drawing conclusions and using synonyms, antonyms, homonyms and context clues. Kim Gore Ashley Ingalls Norma Morrow Rebecca Richman Suzie Shaunfield Sandra Thompson Jane Ford State or [v.tuation of Acth1t)' (Evluatlon lntruent, Louil Act ivlty or Tl- Linc \"-eponalbl 1 lty Inservice Activity Conclulon, Flndlnit Co.11 No. (1'ho wlll coordinate?) teiitlng d.at  , flnhhed or Statu  of Activity product, rprorrhte other) 6. Book Swaps. On the first Hrs. Inga 11 s A sign-in sheet for Tuesday of each month starting in and P.T.A. each class wi 11 be October, students wi 11 bring volunteers kept during book books from home to swap for a swaps. book of their choice. Books wi 11 be provided for students 1-iho do not have books at home. , I 00 N I ___ Amboy Elemen1:__?ry School (School) /\\NNU/\\L SCIIOOL PL/IN 1989-1990 School Adv Lsory Committee: North Little Rock School District Nancy Mars~all, Chairperson Carolyn Allen Educational Priority #_ _ 3 Goal: The improvement of programs that teach language and writing. Objective: Ry April, 1990, students will improve MAT6/MPT scores in the area of language. Activities will be developed and implemented to help students uti 1 ize language ski 1 ls in their writing. Ruponlbllity lnaervlce Activity Christie Hunter Lois Latting Jill Lawhon Kathy Ridgeway Judy Wa 11 ace Evaluation of Acthlty (Evaluation lnatruent. reulng dal  , ftnt  hed Stce or local CoI No. (Uho will coordinate?) prCJduct, rprorrhu other) Conclulions, Flndh1~ or Stat1..1 of Activity  Local 1. Al 1 language teachers wi 11 Teachers 19q8-g9 MAT6 and MPT test scores will be compared with scores for l9R9-90 to deter mine the overall effectiveness of these activities. \\ QI teach a unit of writinq after ead State skill unit. This will be evalu- #I ated by notations in lesson plans which indicate \"Writing Unit.\" 2. Each teacher will select two papers per month to honor students who use capita 1 i za ti on ski 11 s in the content areas. These papers ~ill be displayed in the media on the \"Capita 1 i ze It Roa rd.\" 3. Each language teacher will select two students each nine :weeks to receive 11Gramrnar-Grams: 11 one student whose written work demonstrates mastery of language objectives, and one student whose written work shows greatest im- l provement in language objectives. \\ Teachers Same Teachers Same I 00 w I \\ L -'lmboy fcmc-ntc1ry School (.5c:lmal) Norl11 Little Rock 8c:hool Distri t Educational Pciority # __ 3 __ /\\NNUAI, SCl/001,,, PI./\\N 1989-1990 Coal: The improvement of programs that teach language and writing. School AdvLsory Comm.i.t:tee: Nancy Marshall, Chairperson Carolyn Allen Christie Hunter Lois Latting Jill Lawhon Kathy Ridgeway Objective: By Apri 1, l'l\u0026lt;JO, students wi 11 improve MAT6/MPT scores in the area of language. Activities will be developed and implemented to help students utilize language skills in their writing. Judy Wallace State or Locl Coa I No. Act hlty or TfM Line 4. A school-wide essay contest will be held once each semester ~irst week of December and Hf March.) The essays will be judged by a selected school committee. (This committee will be randomly chosen and will represent upper and lower grades.) Skills to be judged are: capitalization, ending punctuation, commas, pronoun usage, verb usage, usage of contractions and usage of a and an. One winner from eachgrade\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_976","title":"Framework for Excellence Progress Report: Implementation of Priorities in the North Little Rock School District, 1988-1989","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":["1989-07"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","School improvement programs","Educational planning","Student assistance programs"],"dcterms_title":["Framework for Excellence Progress Report: Implementation of Priorities in the North Little Rock School District, 1988-1989"],"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/976"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nFramework for Excellence PROGRESS REPORT Implementation of Priorities in the North Little Rock School District 1988-89 July, 1989 ' I Framework for Excellence Progress Report 1988-89 J arnes Smith Superintendent of Schools July,1989 I I I I ' TABLE OF CONTENTS Introduction ..... . Task Force Membership. Task Force Steering Committee. Act 7 o! 1983 ... Goals for Arkansas Education Philosophy. Student Ledrning Goals Prioritizdtion of Needs .. District Improvement Plans Priority #1: The implementation of . cumpensatory educcttion programs. Priority #2: The d~velopment of a written, sequential curriculum for language artb and mathematics. Priority #3: Planning strategies to deal .... with at-risk students. Page i ii iii iv V 2 3 4 6 7 25 30 School Improvement Plans . Northeast Senior High School. Ole Main Seniur High School c~ntrdl Junior High School. Ldkewood Junior High School Ridgeroad Junior High School. Rose City Junior High School .. Skills c~nter .... Amboy Elementary School Argenta Elementdry School Belwood Elementary School Boone Park Elementary School. Cr2stwood Elementary School Glenview Elementdry School. Indian Hills Elementary School .. Lakewood Elementary School ... Lynch Drive Elementdry School Meadow Park Elementary School Nurth Heights Elementdry School . Pdrk Hill Elementary School Pike View Elementary School .. Pine Elementary School .. Redwood El~mentary School Rose City Elementdry School . Sev~nth Street Elementary School. Baring Cross Center ... 32 33 36 40 44 47 51 55 58 62 66 70 73 77 80 84 91 94 97 103 108 114 119 122 127 130 I I I I II I! II II II INTRODUCTION The Six-Year Educational Plan, \"Framework for Excellence,\" for the North Little Rock School District for 1985-1990 was developed in response to Act 7 of 1983, an act to provide for planning for educational improvement by local school districts. The planning process was directed by a Planning Task Force which was made up of citizens, students, school board members, teachers, and administrators. The process, following state guidelines for the implementation of Act 7, included: gathering information concerning District needs and learner goals from parents, students, and educators\nanalyzing this information in conjunction with other appropriate data\nestablishing Student Learning Goals\nidentifying District Priorities\nand formulating District Improvement Plans. The School Improvement Plans were developed by each school. Parents, educators, and students (if appropriate) were involved in the process of gathering data concerning the school's programs, analyzing the data, identifying needs, setting priorities, and formulating school improvement plans. This Progress Report for 1988-1989 covers the fourth year of the implementation of the District Six-Year Plan. The process of identifying District needs, planning carefully to meet those needs, and assessing programs and activities in terms of meeting identified needs is making a positive impact on improving learning activities for North Little Rock students. The information contained in this report has been utilized in formulating specific improvement plans for 1989-1990. i NORTLHI TTLER OCSKC HOOLS MODEFLO RI DENTIFYIPNRGI ORITIES TABLIE DEVELOP GOALS FOR STUDENT LEARNING DISTRICT PRIORITIES SURVEY PARENT, EDUCATOR, STUDENT OPINION ii I-' I-' \u0026gt;-' NORTHL ITTLER OCKS CHOOLS PRIORITYID ENTIFICATION TABLEII STEERING COMMITTEE COMMITTOEFET HEW HOLE .) Lajuana Lovelace Leigh Anna Gosser Leon Barnes Shirley Cleek TommyG aither Wanda Taylor Vicki Stephens Joe Austin Doyle Crownover Pat Siegel Russell Hawkins Saundra Harris Thelma Banks Kathy Turner Ozy Murphey Earnest Ford Virginia Wallace Leon Wilson Marilyn Whe1ee r Cynthia Melton Debbie Austin Jo Stewart Esther Crawford Fran Jackson Margaret Pope Anita Smith NORTLHI TTLER OCKP UBLICS CHOOLS Framework for Excellence TASKF ORCME EMBERSHIP STUDENTS Jon Jones Roderick Thomas CITIZENS Carol Wilson Terrance Renaud Bob Russell Jane Davidson Jack Ruggles EDUCATORS Jess Walker Andrew Power Bert Watson Bi Garvin Winnie Talley James Smith Gale Bossier Alice Stovall Kathy Morledge Kay Johns Portia Power George Condray Jane Ford Doyne Ward Jeff Huddleston Mary Worley Judy Binz Mable Bynum iv Suzanne Stephens Christy Godwin Allan Tegethoff Shirley Stancil Phoebe Adams Lillian Ross Jim Wetherington Bill Ballard Margaret Glover Jim Morris Mary Carolyn East James Zeigler Diane Zook Ken Brooks W. A. Tucker Jerry Massey Johnny Kellar Holly Hall Bettye Balmaz Betty Murray Diane Crites Susie Jackson Linda Wilson Jim Dyer Linda Elliott ! NORTH LITTLE ROCK PUBLIC SCHOOLS Framework for Excellence TASK FORCE STEERING COMMITTEE Dr. Joe Austin, Chairman Mr. Leon Barnes, Board Member Dr. Jess Walker, Elementary Principal Mr. Bill Ballard, Secondary Principal Mrs. Carol Wilson, Parent Mr. Jon Jones, Student V ACT 7 of 1983 1ST EXTRAORDINARSYE SSION \"AN ACT TO PROVIDE FOR PLANNINGF OR EDUCATIONALIM PROVEMENBTY THE LOCAL SCHOOL DISTRICTS OF THE STATE OF ARKANSAS\nAND FOR OTHER PURPOSES.\" BE IT ENACTEDB Y THE GENERALA SSEMBLYO F THE STATE OF ARKANSAS: SECTION 1. The Title of this Act shall be ''The Educational Planning Act of 1983.\" SECTION 2. (a) Each school district in this State shall, by July 1, 1985, develop and file with the Department of Education a six-year plan for improving its educational programs. This plan shall be developed with both staff and community input, be compatible with statewide educational goals and reflect the specific needs of the local community, and be reviewed and updated every two years. The updated plan shall be filed with the Department upon adoption. (b) By October 1 of each school year, each school district shall report to its patrons on the district's progress toward realizing the goals and objectives set out in its long range plan and on proposals for correcting noted problem areas. (c) In addition to the districtwide educational plan, each school within the district shall annually develop, with staff and community input, a plan for improving its educational programs. (d) The State Department of Education shall adopt guidelines for the implementation of the Act and shall provide school districts with such assistance as may be needed to enable each district to meet the requirements of this Act. vi NORTHL ITTLE ROCKP UBLIC SCHOOLS Framework for Excellence GOALSF OR ARKANSAESD UCATION GOALI : HELP EACHL EARNERM ASTERB ASIC SKILLS IN: a. Reading--providing students with the necessary basic reading skills in order for them to function at their maximum potential. b. Basic math skills--providing students with the necessary basic skills in mathematics in order for them to function at their maximum potential. c. d. GOALII : a. b. c. GOALII I: a. b. .Q9AL IV: a. b. c. d. e. Communication (speaking, listening, writing, and body language)-developing skills to enable students to effectively use all models of expression including listening. Problem solving--developing skills to enable students to function effectively in dealing with problem solving situations of the present, as well as the future. HELPL EARNERAS CHIEVEF UNCTIONAULN DERSTANDINOGF ECONOMIACN D OCCUPATIONASLK ILLS ANDO PTIONS, TO INCLUDE: Providing career information with emphasis on the respect for the dignity of work. Providing opportunity to develop job entry skills. Understanding of economic concepts with special emphasis on how they relate to management of time, money, and personal resources. HELP EACHL EAFJIERD EVELOPT O THE FU1..LR ANGEO F HIS/HER POTENTIALB Y: Fostering and encouraging creativity through the Arts (Music, Art, Drama, etc.). Developing specific learning skills including critical thinking, decision making and the use of scientific methods to facilitate independent life-long learning . HELP LEARNERPSR OGRESST OWARBDE COMINGH EALTHYR, ESPONSIBLE,A ND HUMANCEI TIZENS THROUGH: Understanding levels of government and the need for individual participation. Developing a sense of personal and civic responsibility. Understanding, stewardship, appreciation, and awareness of our natural, social, economic, and political heritage. Understanding world cultures. Developing self-discipline, moral values, and a respect for the rights and property of others, including those who think and act differently. vii (Goals for Arkansas Education continued) GOALV : HELP LEARNERMS AINI'AINH EALTHFULLI VING THROUGH: a. Maintaining good physical and mental health. b. Developing the capacity for creative use of leisure time. c. Developing positive and realistic self-concept and family living skills. Viii PHILOSOPHY The North Little Rock School District assumes the responsibility of providing its students with an opportunity to develop into fullyfunctioning, contributing, productive members of a democratic society. We believe that when individuals take advantage of this opportunity, they will grow to have an acceptance of self and others, will be equipped to make decisions, think critically, solve problems, and respond appropriately to experiences and life-situations. It is the intent of the North Little Rock School District to provide the human resources, programs, facilities, equipment, and materials that, in concert with the home and community, will enable this growth. The students who depend on the North Little Rock School District for providing their opportunity for formal education and training are the central focus of all efforts and decisions of the District. NOPTH LITTLE ROCK PUBLIC SCHOOLS STUDENTL EARNINGG OALS 1. Each student develops communication skills necessary to function successfully in society. 2. Each student develops high ethical and moral standards for dealing with others. 2. Each student develops skills and practices of responsible citizenship. 2. Each student develops proper respect for the rights, feelings, and opinions of others. 5. Each student develops a sense of responsibility for his/her own personal actions and behaviors. 6. Each student develops the desire for lifelong learning. 7. Each student develops sound techniques for decision-making and problem-solving. 8. Each student develops the practices of good consumerism. 9. Each student develops a feeling of self-worth and dignity. 10. Each student develops skills and attitudes necessary to enter an occupation or continued education. 11. Each student develops understanding of the concepts and principles of science and mathematics. 12. Each student develops an appreciation for the American heritage. 13. ach student develops an understanding of governmental and political systems. 14. Each student develops knowledge of our economic system. 15. Each student develops proper attitudes toward resource, conservation, and the natural environment. 16. Each student develops sound practices of mental and physical health. 17. Each student develops the ability to adjust to a changing world. 18. Each student develops abilities and attitudes for the proper use of leisure time. 19. Each student develops an appreciation for art, music, drama, and other cultural arts. -3- NORTH LITTLE ROCK PUBLIC SCHOOLS PRIORITIZATION OF NEEDS 1. The improvement of programs that teach basic commu~:cations skills. 2. The development of a written sequential curriculum for all subjects in grades K-12. 3. The development of programs for the improvement of study skills. 4. The development/improvement of programs that teach decisionmaking/ problem-solving. 5. The improvement of programs that teach basic computation and other math skills. 6. The development/improvement of remedial programs for slow learners. 7. The improvement of programs/operations that lead to better student behavior. 8. The addition of professional support staff such as counselors, nurses, attendance officers. 9. The development of preschool learning experiences for youngsters who are educationally/economically/socially deprived. 10. The development/improvement of programs that foster responsible citizenship. 11. The development of programs that foster improved student attendance. 11. The provision of instructional specialists to provide support to the teaching staff. l3. The development/improvement of programs that prepare students for employment upon graduation. l4. The development/improvement of programs that motivate students to be life long learners. l5. Development/improvement of programs that teach students to get along with each other. l6. Development/implementation of a comprehensive staff evaluation system. 17  Improvement of attitudes and morale of North Little Rock staff members. -4- 18. Improvement of communications between schools and community. 19. Improvement of school environment in order that students enjoy school more. 20. Improvement in quality of the school food services. 21. Development/improvement of programs that teach students to be good consumers. 22. Development of a comprehensive study for utilization of school buildings. -5- DISTRICSTI X-YEAPRL AN , ~ I North Little Rock Scbool District l'ulaski County Educational Priority U __ l __ SCHOOL llIS'l'RICT PLAN 1988-19!l9 Goal: The implementation of compensatory education programs. Advisory Committee: Ballard, Bill Crawford, Esther, Chairman Kincl, Ann Martin, Letitia Moore, John Phaup, Steve Smith, James Objective: To improve student achievement through compensatory education programs. Staggs, Nova Stat or Local Co.a) No. 6 I. Acth1lJ' or TJ- LJU Chapter 1 Program A. Develop a plan for continuation of the Chapter 1 program in all District kindergarten classes and in first and second grade classes in fourteen schools. B. Develop an alternate Chapter 1 program for three pilot schools. 1. Eight station computer labs 2. Aide for each lab 3. Serve students in grades 1-6 C. Present proposal for District approval. Jupontbll lty (Uho vJll coordlnatol) Director of Elementary Education Coordinator of Instructional Services Director of Elementary Education Coordinator of Instructional Services Assistant Superintendent for Instruction ln.senke Activity Stewart, Jo Walker, Jess Williams, Sharon [uluatton of Activity (Evaluat Ion ln1t runt  te1t1n1 date, ftnhhcd product, rprorrLlu other) Conclu1ton1, Flndlna or Stu11o1 of Activity Plan submitted to The plan was develAssistant Superinten oped and submitted. dent for Instruction Plan submitted to The plan was develAssistant Superinten oped and submitted. dent for Instruction Plan submitted to Superintendent The plan was submitted to the Superintendent. -------- -- ------ ----- --- ~-- ----- --- --- ___________ __,____ ______ _ ' : l North Little Rock School District Pulaski County Educational Priority# l SCHOOL DISTRICT PLAN 1988-1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or Local Coal No. l Acttvlty 01' TJ Un h1pon1Jblltty (lilho wll I .:oord lnuol) Inurvic Activity D. Confer with Chapter l Coordinator of Advisory Council regardin: Instructional proposed program. Services E. Present proposal to Arkansas Department of Education for approval. F. Communicate with elementary principals and current Chapter I staff about program proposal. G. Order equipment and materials. Coordinator of Instructional Services Director of Elementary Education Coordinator of Instructional Services Coordinator of Instructional Computers H. Determine staff needs and Directors of develop a plan for utilizing surplus staff in other District programs. Elementary and Secondary Education f',ssistant Superintendent ~for Pc.rsonnQ.1 l Conduct a session with principals. Conduct a session with aides. Cvaluuton of Acchtty ([.,,aluac ion lnat ru-nt  le.it Ina data. flnhhed product, rprorrlua oth1r) Meeting conducted Proposal submitted Sessions conducted Purchase orders on file Staff utilization plan on file Conclu1lon1, Flndln10 or St.tu, of ActlvJcy The proposed plan was shared. The proposal was submitted to the ADE. Information was shared with principals and staff. Equipment and materials were ordered. Surplus staff members were assigned jobs in the District. I , J \"J ' Norch Little Rock School District Pulaski County 'SCllvv,.-ur,,..,-1\u0026lt;TCT 1'1.:MI 1988-1989 Educational Priority U __ l __ Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs, State or Local CoI No. -- I. Train lab aides. J. Inform District staff about the Chapter 1 programs. K. Implement program . L. Monitor program. aupo111lbll lty (Uho vtll coordlnatol) lnaervicc Activity haluuton of Act1Ylty ([valuat ton 1natn,1aant  te1lln1 data, flnhhcd product, rprorrt.u other) Conclualol'la, Ftndln\" or Sttua of Act lvJty Coordinator of Conduct initial train ~raining sessions Instructional ing sessions before conducted Computers implementing program. Training sessions were conducted at the beginning of the year and during the year Director of Elementary Education Building 'Principals Building Principals, Director of Elementary Education, Coordinator of Instructional Services, ,ordinator of Instructional Computers Conduct additional sessions throughout year, Conduct pre-school informational sessions. Informational sessions conducted as needed. Staff was informed. Program implemented ~he program was implemented. Monit ng reports on fil,: [l'he program was fOnitored throughout he year, --~- -------- -----------~----- I 0 I North Little Rock School District Pulaski County Educational Priority ll_ _ l_ SCHOOL DISTRICT PLAN 1988-1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stat or Local Coal No. Act hit)' or TJ .. Lin M. Evaluate program. N. Determine Chapter 1 program needs for 1989- 1990. luponaiblllty (Uho wlll coordlnacol) Assistant Superintendent for Instruction Director of Elementary Education, Coordinator of Instructional Services Assistant Superintendent for Instruction Directors of Elementary and Secondary Education, Coordinator of Instructional Services 1nserv1c A.cttvlt)' baluu Ion of Act lvlty (yaluatton lnatru-nt. testln1 dt  , flnhh1d product, ar,pro(lrlHa other) Conclualona, flndlnaa or Stat\\,, of Aulvlty Program stunmary Program summary re-reports and evalua- ports and evaluation tion results on file results will be com-pleted during the summer. Record of meeting to Plans for 1989-90 discuss needs on fil, are being developed. I ,,i!~~~~~~========~~=========~=====~s~c~11~o\no~L:\nD~!=,S~'[~'R~l~C\n,,~l'~P~[~,A~N:=--==-=-==~...'.:Nor th Uttle Rock School District 1988-1939 .-. I -I Pulaski Count Y Educational Priority H___L_ Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stt or Local eo.1 No. Activity or n- Ltu II. Elementary and Secondary Summer School A. Develop criteria for student selection. B. Develop program guidelines. C. Hire Staff. - - - ponJblJ Jt)' (Uho vlll coordlnuo1) !Directors of Elementary and Secondary Education, Coordinator of Instructional Services Directors of Elementary and Secondary Education, Coordinator of Instructional Services Personnel Department, Directors of Elementary and Secondary Pducation, K.\noordinator of J[nstructional l,ervices Insel\"Vice ActJvlly EvaluatJon or Acthlty (fvalutlon intrunt. teat Ina dua, flnhhed product, rprorrhte other) Conclu1iona, rtndlnR  or Statue of Au lvt t)' Submit criteria to Criteria for selecAssistant Superinten- tion was submitted. dent for Instruction Submit program guide- Program guidelines lines to Assistant were submitted. Superintendent for Instruction Staff hired Staff was hired. I !... N I North Little Rock School District Pulaski County Educational Priority O_ _ l_ _ SCHOOLD ISTRICT PLAN 1988-1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Slat or Local CoI No. I lupon1tbll lty (Who wlll coorJlnaul) D. Communicate with parents Directors of about the programs. Elementary and Secondary Education, Coordinator of Instructional Services E. Compile a list of students to be served. Di rectors of Elementary and Secondary Education, Coordinator of Instructional Services F. Train summer school staff. G. Order materials. District Instructional Staff, Summer School Principals District Instructional Staff ln1ar-vlce .U:tivlty Conduct inservice sessions prior to the beginning of summer school and throughout the summer as needed. Evaluuion of Activity ([..,aluatfon Jn1tru1nt. tutln1 data. (lnhhcd product, rprorrJue other) Communication data on file List of students on file Record of inservice schedule on file Purchase orders on file Conclu1Jon1, Flndln11\n1 or Statua or Act hhy Written and oral communication occurred. Parent meetings were held in each elementary school. Lists of students served is on file. Inservice sessions were conducted. Purchase orders are on file. I , .!..... , I North Little Rock School District Pula~ki County ffi/Oul. ,,y5,,, .T Pl~ l 988-1989 Educational Priority U __ I_ Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs State or Loul Coal No. Acthlt)' or Tl .. Lln luponatbll tty (Who will coordlnato7) H. Implement the programs. Summer School Principals and Staff I. Monitor the programs. J. Conduct program evalution activities. Summer School Principal, Di rectors of Elementary and Secondary Education, Coordinator of Instructional Services Summer School Staff, District Instructional Staff Insa(\"\\l'iC:e Activity [valuuJoft ot Acttvtty (fvaluatlon lnatruMnt, tutlna chta. flnllhcd product, rproJ'lrlu othar) Program implemented Conclu.ton   flndln or Statua of Act hit)' The programs were implemented. Monitoring reports or The programs were file monitored regularly. Evaluation reports on Program evaluation file reports are on file. l \\ North Little Rock School District Pulaski County Educational Priority O __ l_ SCHOOL DISTRICT PLAN 1988-1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stt or locI eo.1 No. \\ ActJvtty or n- Una luponJblllty (Uho will coordln.to1) III. Early Prevention of School Failure A. Collect specific infor- Director of mation about the pro- Elementary gram. Education J. Reading material 2. Michelle French 3. Educators who have used the program B. Develop a cost figure Director of per classroom and iden- Elementary c. n. tify funding sources. Education, Coordinator of Instructional Services Present program for District approval. Determine pilot schools and classrooms. Assistant Superintendent for Ins tructio, !Director of lementary Education, !Coordinator of \\Instructional -~_e1:vice.s \\ [nservlce: Activity haluatlon of Acctvtty (Evaluation Jn  trunt, te  t Ina data, ftnt  htd product. rprorrll other) Conclu1ton1, Flndlna  or Sta tu  ol Au lvlty Information on file Early Prevention of School Failure information is on file. Information on file ~rogram plans sub\" 1itted Schools selected I Cost figures were developed. Chapter 2 was the funding source. Program was submit- , ted for approval. Schools were selected. I I ..,. I North T.lccle Rock School District Pula::.ki Count Educational Priority P __ J __ SC//CJOI l\u0026gt;ISTIHC/' PLANS 1988-1989 Coal\nThe implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or Local CoI No. - -- -- luponJblllty (Mho vlll coordlnuo?) Inurvlc:e Activicy E. Develop program plans. Director of Elementary Education, Coordinator of Instructional Services F. Confer with principals and staff regarding program and training. G. Order training and program materials. Director of Elementary Education, Coordinator of Instructional Services Coordinator of Instructional Services ~eet with staff to share program information. Evaluation of Aci:1v1ty (EvluuJon Jn,tn,-nt, teltlna data, flnt,hcd produce, rprorrhu other) Plans on file ~eetings conducted Wurchase orders on file H. Conduct training sessions. Director of Elementary !Education ~wo day inservice ~essions conducted for all staff in- I. Implement program Director of c.lementary Ed., l::oordinaLor of ~olved in the program f'lll be held. . ns L. Services 'l .lementary I\u0026gt;, J.ncipal.s - -- Program implemented Conclu.tona, flndlna or Statue of Act lvlty Program plans are on file. Information about the program was shared with principals and staff. Purchase orders are on file. Training sessions were conducted in August, 1988. Program was implemented in September, 1988 . I \"I ' North Little Rock School District Pulaski County Educational Priority 0 __ 1_ SCHOOL DISTRICT PLAN 1988-1989 Coal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stet or Locel Caal No. \\ la  p0n1lb1l lty (Who vf 11 coo rd lnato1) J. Monitor program. Director of Elementary Education, Elementary Principals K. Evaluate program. Director of Elementary Education, Coordinator of Instructional Services, Elementary Principals L. Determine whether to Assistant M. continue program in Superintendent pilot schools for 1989- forinstruction 90 school year. Develop plans for program expansion for 1989-90 school year, if feasible. Assistant Superintendent for Instruction I In1ervic~ ActJvlty [w.tuuJon ol Actlvlty CEv  luat ton ln1t ru  ant, o,t ln1 data, flnhhcd product, rprorrhca other) Monitoring reports on file Evaluation reports on file Conclualon  , Flndln or Stu,u ol Activity Program was monitored Reports are on file. Program plan on file The decision was made to continue the program in the pilot schools for the 1989 90 school year. Program plans on fil, Program plans to expand the program to five additional schools are on file. I , I ' I ...., I North Little Pock School Distrlcc Pulaski Coun SCI/OOI. DISTRICT PLANS 1988-1989 Educational Priority U __ l _ Goal: The implementation of compensatory education programs. Objective\nTo improve student achievement through compensatory education programs. Stat or 1.oul Coal No. Acth1lJ' or Tl- Lina lupon1lb1l I l)' (Ullo wlll coordln  tal) IV. Computer Labs A. Develop proposal for l\u0026gt;irectors of B. expanding computer labs lementary and in two elementary school,Secondary and in three junior high ducation, schools (30 station labs).\"'oordinator of Present the proposal for District approval. Instructional ~omputers l\u0026gt;irectors of !Elementary and !Secondary ducation C. Determine funding sources. Assistant f,uperintendent 1or Instructior D. Communicate with District)irectors of staff regarding program, :lementary and Secondary ~ducat ion, Principals lnrvlce Act1v1t1 Conduct building inservice sessions. ------------- -- -- --- -- . ---------- [vduation of Acthdc,( Ev1Juatloa tn1tru-11t 0 t11tln1 d1ta, flnhhed product, rprorrl,u1 other) Proposal on file Conclu1ton1, flndln1u or Statu  of Acthdt)' Proposal was developed for three junior high schools and two elementary schools. ~roposal presented to The following were ~ssistant Superinten- approved: two 30 dent for Instruction station labs, a 15 Funding secured station lab, and a 13 station lab. Funding was secured through Chapter 1, Chapter 2, CCVE, and District. Record of sessions on Building inservice file sessions were conducted. .!... (X) I \\ North Little Rock School District Pulaski County SCHOOL DISTRICT PLANS 1988-1989 Educational Priority 0 __ 1_ Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or Loul Coal No. \\ Acthhy or Tl .. Un E. Order equipment and materials. lupon,Jbtl I ty (Uho wtll coordlnuo?) Coordinator of Instructional Computers Inun1lcc ActivltJ F. Install computer equip- Coordinator of ment. C. Assign aides to junior high computer labs. H. Train lab aides. I. Implement program J. Monitor program Instructional Computers Director of Secondary Education Coordinator of Conduct training Instructional sessions throughout Computers the year as needed Building Principals Building Principals , Directors of Elem. \u0026amp; Sec. Education, Coordinator of \\ \\nslructionn1. _\\~ ...::.i,.\n_'\"~~....!!' fvluatfOft of Acthlry (haluac Ion lnurunt, taat Ina dat., f lnhhtd product, rprorrlue other) Purchase orders on file Labs installed Assignments made Sessions conducted Conclu1lona, rtndlna or Seu 11, of Act hrlty Purchase orders are on file. Labs were installed. Aide assignments were made. Training sessions for lab aides were conducted. Lab schedules on fil, Programs were implemented. Monitoring reports on file Programs were monitored on a regular basis. ..'.. \"I ' North Ltc.c.le !fock School District Pulaski Count\\' SCHOOL DIS l'R !CT Pl.AN 1988-1989 Educational Priority # __ I __ Coal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. [valuat1011 ol Activity State or ([valutJon inuru-nt. local ActhJty or TJ- Ltn luponaJblllly lnur-vtcc A.ctJ.vity t11tln1 d1t, flnhhed eo.1 Ho. (Who will coordln\u0026amp;to1) product, rprorrlt other) K. Evaluate program. uirectors of Evaluation data on Elementary and file Secondary Education L. Determine whether to Directors of 'Proposed plans on pursue the implementa- Elementary and file tion of 30 station com- Secondary puter labs in additional Education schools for the 1989-90 school year. I 1 I -- --- . - ---~ Condualona, rJndln\"' or Statu of Activity Informal program evaluations were conducted. Plans include the expansion of two elementary labs.  I N 0 I North Little Rock School District Pulaski County Educational Priority U l SCHOOL DISTRICT PLAN 1988-1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stat  or L.4ul Coal No. v. After School Four Week Tutorial Program for Eighth Grade Students A. Study Minumum Performance Test scores to determine students in need of remediation. B. C. D. Develop program guidelines. Develop a bussing plan. Communicate with parents regarding the program. lupontblltty (Uho wtll coordtnau1) Director of Secondary mducation, [Coordinator of Inst. Services ~uilding 'Principals , freachers !Director of Secondary !Education !Director of !Secondary !Education llirector of lSecondary Ed. , ~uilding Principals \\)i 'Cecto-r of econ.dary\\ 1\n..,.d ~~ \\~-------- E.valuatioft of Ac:lhtry (Evaluation lnatru-nt. uattn1 dat., flnhh~d product, rprorrhta other) Test data on file uidelines on file ~ussing plan on file ~ommunication data pn file 1,taff hired Conch1ato11a 0 flndlnA oc Statua of Acllvlq MPT score~ were\n-1na 1 yzcd. Guidelines were developed. Russin~ p 1 an w,1s developed. l\nnrcnts were informed regdrcl lng tutorial program. TutoriRl staff was hi..red. - I N ', Norch J.lttlP Rock School D1titr1ct P11l.1skl County ducat1onal Pr1or1ty 1 __ 1_ SCIIOOI DI ST1'' ILT PLAN 1988-1989 Coal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or locl Coel No. Ac:ltvHy or TJM LIH F. Train staff. G. Develop tutorial schedule. H. Implement the program. I. Monitor the program. J. Evaluate the program. 14ipoHlliilJh)' (Who wJll coorcllnau?) Building Principals Building Principals, Teachers Building Principals , Teachers Director of Secondary Education, Building Principals Director of Secondary Education , Assistant Superintendent for Instruc- :oo ___ _ / lnn,ic Acttvhp Conduct training sessions for all teachers as needed [veluetlo of Acthtt)' ([valuatJo l.cr-t. Utln1 clta, flnhhecl ,rocl .. c1, flprorrh1e other) Training sessions conducted Schedules on file Program implemented Monitoring reports on file Evaluation data on file Coaclt,et ... , ft41n or ltatuo or Acch11, TuLoria) stdff was trained. Schedule was developed. Tutorial prop\nram was implemented. The program was monitored. The program was evalunted on the basis of Lhe second MPT nd11:i11isLrnLio11. r I N N I North Little Rock School District Pulaski County Educational Priority 0 __ 1 __ SCHOOL DTSTRICT PLANS 191lb-l989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stt or local eo.1 \" VI. Actlvlt)' or ti .. Un Staff DevelopmenL Programs A. Classroom Management for new elementary and secondary teachers. I. Develop training schedule. 2. Communicate with teachers about the program- 3. Develop observation schedule. 4. Implement training program. aeapon  lbll lty (Who will coocdlnatol) Directors of Elementary and Secondary Education Directors of Elementary and Secondary Education Principals, District Instructional Staff !Directors of \"'onc'. u. ct training condary ducation and ~essions (two days) Eva.1.uat.C!. \\.he ~ lementary QTO\u0026amp;Tam irectors of \\ , tm,n\\. .~..-..., nn,\\ [vduatlon ol Acthltr ([valuation ln  tru 11t, t  H Ina data, rtnhhad prod .. ct, rprorrht other) Copy of schedule on file Communication data on file Copy of schedule on file Wrogram implemented \\Evaluation data on ~l\\( Conclu  lon  , flndln,:  or Stuu, of Ace hlty ,\\ tr 1i.1inf prdgr,un fur 1ww P 1 lmentar~ t\u0026lt;:achers an\u0026lt;l J modified program for 1ie\\Y sccon\u0026lt;l:iry LLnchers ~ere co nd uc t ed .. WrlttE:'.'n communication is on file. Observntion sch0dL1leb werC' developed. l'rni11in!1 progra1ns were cun\u0026lt;lucLed. 11\\l-~)1-m,1\\ ind fur1n.1\\ -.,  \\o, ot D ...... 'o I I N w I North Little Ro k Scltool D1str1 t l'ulcJskl Count SC'IUX)T. D 1 .SH{ I (\nT Pl.i\\NS l 988-1989 Educational Priority l __ l_ Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or Local Coal Ho. luponelblllty (Uho will coordlnatol) lnurvlc kt1vit7 Evaluation or Acthhy (Eveluetton tnetruent, teetlna dta, Unhhtd B. Program for Effective Teaching Training for new Elementary and Secondary Staff. 1. Develop training schedule. 2. J. 4. 5. Communicate with teachers about the program. Develop observation schedules. Implement the pro-gram. Evaluate the Directors of Elementary and Secondary Education Directors of Elementary and Secondary Education Principals, District Instructional Staff !Directors of econdary taff ~ lementary and product, rpror,.i..,e othtr) Copy of schedule on file Communication data on file Copy of schedules on file r.onduct training ~rogram implemented sessions (seven days) Evaluation data on file program irectors of lementary and !Secondary ----------------- (!-l-duc-at-io-n- -~--- ---- ------------ C.Oncluetona, flndln or Statue of Activity A training schedule was developed. Written communication data is on file. Observation schedule, were developed. The program was implemented. Evaluation data is I on file. _ ' I .\",', .. I North Little Rock School District Pulaski County Educational Priority O __ I_ School District Plans 1988-1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stt or Local Col No. \\ Activity or- Tl .. Lin C. Teacher Expectatjons and Student Achievement. aupon,Jbtl lty I (Who wtll coordlntot)I lnurvlce A.cc1v1ty 1. Seek outside funding ~ssistant sources. Superintendent 2. Develop training schedules. 3. 4. s. Communicate with staff regarding training. Select participants. Conduct training sessions. for Instruction Directors of lementary and !Secondary !Education !Directors of Elementary and Secondary !Education !Hrectors of !Elementary and Secondary !Education !Directors of !Elementary and Secondary \\Education Conduct training ~essions (5 training sessions per cycle) \\ halu  tton of Acchlty (fvluatJon lnurunt, te1tln1 data, flnhhcd product, rprorrhu otlu:r) Program funded Conclu1ton1, flndlna oc Stat11a of Acthlt7 Wunding through the ~ulaski County Cooper ative was obtained. Copy of schedules on frraining schedules file ~re on file. ommunication data on~ritten communication file ~ata is on file. ~ists of participants~ists of participants pn file ~re on file. Sessions conducted ~-:vn1.u.nci on. c:ln\\.a n,, Sessions were conduc ted for 31 elementar and 13 secondary teachers. F..,,, 1 ... ,, 1\".:.! I \"\" V, I I EducacJona l1 r1or1ty I 2 Coal: n,l '11..vl lopr:wnt-,-,-,-,.,, it t.:n, Sf.\u0026lt;JU 'Ill i.11 c11rrjculw1 for larv:11a,\nL' 11rls nrH/ 1,1thlM,Jtic~. ObJecttve: '!'o dcsir,n and implement a c11rriculun for Jann11.1gc arts. Suce or Local Cual No. K-6 ACTIVITIES Ace awu, or TJ .. U11 rrn 1mll'lL finnl c.:r,1f: of object ivcs for rL'111.ti11i111~n n'.\"ns of lnngu\n1ge nrts, V.-(,. F,111, 19:J:J. ConLinue to provic.!C' inservicc for imnlcml'ntc1tion of lan 11,u,1ne arts ohjccLives for r,r.1dcs, J~- 6. ,Ii roup,hou t I 933-1 939. Edit LC\"'SL.S for rendinn ohjcctivLs: l~, l, .2, l1, .1nd 5. l'a 11 , I 'J8a. ConLinue to develop ltsts for lannunne nrLs objectives for '\\rn\u0026lt;les J-6. F~ll, 193!1. ... , ..... 1111tt, (Who 111Jll coordinac  1) ! .. ,,nr,uar,c /\\rLs  Coordinator l.an~u:-i~c /\\rts Coordinator Lan'1uage /\\rts Coo:-t.linatnr ant! Clcracntar\" Co11MiLLee Langungc /Ins CoonlinaLor nnd C:onnittec \")ixLrU111tP lanruar,e arts 011.ic.ctive._, for :-(,. InsPrvice on iM11l~n0ntnLion of lanit1apc nrls objectives. John lloore JJffil'S Sm i. l h ~\n:-, t her Cr.,wf ord Steve Phaup 1arsha Paul Ja nc llrown [11,~cne 1.Jisc 1:a therj ne l!arvcy NOVil s ta~~s Jes~\n\\!alker fuluatton ol A.ctlvJCJ (fvaluacton Jneru, .. ,.,  u1111'11 dua. finhhad product, rprorrlaca ol111r) Ohjectivc-s fur 1\u0026lt;r1nin in~\n1n.,1 inclut.lcc..1 in 1~uiliLs a I 011 1~ \\Ji l ii ohj(Ctives for \\ff i Lin\u0026lt;~ f ro111 Lt 11 of 1987. Inscrvir.c conc.!urtcd. l'inal ,:rnft of Lests for rcadh1~ ohjecLivcs. Preliminary Jrnfts of LCSLS for lan:~ua~e ar:...s obj cc Li VL'S. Co11cll,al ''\"''\"II or Ital\" of A.Uhh,- Draft of reading objecLives distributed in the !'all of 1988. Evaluation of District-wide preschool inservice sessions on file. Final draft of reading test for grade 5 prepared. Coordinator and committee will prepare tests for K-2 and 4 Language arts tests for J and 6 compleled Fall, 1988. -- ------ __________________.,_ __ _____ _ I .J. ., \"I ' North Little Rock School District Pulaski County Educational Priority I 2 SCHOOL DISTRICT PLAN 1988-1989 Coal: The ,!cvL lopr.a-nto'Tnurittcn, .sc\u0026lt;1uential curriculum for lann11.1gc .:1rls and n:1tltenatics. Objective: To ,1esi'ln :ind i!Jplcmcnt n curricul11m for l.1niu.:11e arts. Stt or l.ocel eo.1 J'G. \\ 1:-6 ACTIVITil:S Adninister fiPl\u0026lt;! t~sls for renclinr, and lnn,~uap.l arts ohJ\u0026lt;1 Ctivt.1s, J:-6, nncl tvc1l11nte re!-.it1lts. Spring, 1969. Use t!ata fron testin~ pronram, iMJ\u0026gt;lcmcnLation of objectivPs, and other sources to assess J en!\"'ner and pro~rnm needs, l~- 6, and be!1in rencw.:il process. Sprinn, 1989. l ..,.. ...... ,,)' (1,lho wUI coordtnual) Langua~i~ Arts Coordinator Lannuagc Arts Coordinator, Dirnctor of Elementarv Educ a Lion, nnd Principals \\ [uluatton ol AcUwUy ([welue1Jo11 lnarru-111, Utln1 11bt, fJnhhd product, rprorrlu otl,,r) Co clwI rt  ,Una or llUw ., Au hlt1 Tes Ls aclm i 11is tcn.d. Tests admini::iterLd for reading and language arts objectives for 3 and 6. Le.:.1rner and pro~ram needs assessed. Learner/program needs assessment ongoing. I I _\"_' , I EducacJon:11 Pr1or1Cy I 2 Coal: TIH dLVc\u0026gt;lopmenc~written, sequC?ntiaJ currjculu1.1 for language arts and mathematics. Objective: Tr 1esign and implement a curriculum for language arts. Stt or Locl Coal No. S ECOtIDARYA CTIVITIES Act h1t)' oc Tl .. LJae Continue to jdcnLify objectives for all areas of la11guaqe arts, grades 7-8. 1988-1989. Survey all English/language arts teachers, 9-12, to identify objectives to be included in the District curriculum. Spring, 1989. Coordinate curriculum ~ork at the secondary level with realignment of schools. b1poAlbl I It)' (\u0026amp;Ibo will coordln.te?) Language Arts Coordinator and Secondary Committee Language Arts Coordinator Director of Secondary Education, Coordinator, Committee, and appropriate District staff. lnervlce ActlvltJ Workshops for identifying objectives. John Moore James Smith EsLher Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker (v .. utlon of Actholly Uvluu Ion ln1tru-nt  Ult Ina dat. f lnhh1d product, rprorrt.11 otli1r) Preliminary draft of objectives for 7-8 developed. Survey results on file. Coth1el rJadlnA or lt  tw of Au hi CJ Final draft of all objectives for grades 7-8 prepared. Survey of teachers has not been conducted. Curriculum commit tee has provided updates to hoth language arts restructuring committees throughout the year. ' I N 00 I North Little Rock School District Pulaski County SCHOOL DISTRICT PLAN 1988-1989 Educational Priority O 2 Goal: The developmentofawritten, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for mathematics Seit or Wc,I Coal No, ActJvJty or TJw Un lupon1lblllty (\\.lho vJl 1 coo rd lnatol) lnervlce Activity Advisory Committee: John Moore James Smith Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs, Co-Chairman Jess Walker, Co-Chairman tv,tuuion of Actlvltr ([v1luat1on ln1trv .. nt 0 tutln\u0026amp; data, flohh1d product, rprorrl.ue othrr) Conchulon1, rJndln~ or Statu1 of Actlvlcr Continue training for the use of math curriculum qualities, Math Coordinator Provide inservice Evaluation Instru- In-serviced new principals during Provide commercially prepared materials (calculators, computer software, kits, etc.) to assist teachers to teach objectives during 1988-89 school year. Math Coordinator Continue to test to determine Math mastery of objectives and to Coordinator determine learner needs and District program needs during the 1988-89 school year. Began to compile a test bank of test items for objectives in grades K-8, concentrating on grades 3, 6, and 8 during the 1988-89 school year. Math Coordinator \\ \\ for new teachers and ment administrators on how to use the math cur-riculum guides during the I 988-89 school year. Purchase orders Testing dates Completed project Fall of 1988-89. Principals inserviced new teachers during 1988-89 school year. Purchased calculators. Renewed and updated computer license for computer software at District level. Didnot purchase kits. Tested all students K-8 on PACIR Tests during 1988-89 school year. Received test items from the North West Cooperative. Continued to revise test item, on PACIR Tests K-8. Have not compiled test banks of test items due Stu or Loc.-1 eo.-1 Ho. 2 - str ct Educational .rJority I 2 Coal: The developmentofawritten, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for mathematics A,ctJVlty or TJ .. LJna luponeJbU lty (\"ho wJll c:oordlntal) Continue to revise and update the Math math curriculum guides when Committee needed during the 1988-89 school year. Continue to monitor the use of the math curriculum guides Math Coordinator/ Building Principals 1988-1989 InurvJc Act!vJt7 (valuuton of Acthh1 ([oluatton ln1tru  1nt. tutln1 d  ta. flnl  htd product. rprorrJ11 oLhtr) Revised product Dates of visits Respond to individual request for inservice Math Coordinator Provide inservice Dates of inservice for teachers as requested during 1988-89 school year. Conclu1lon rtndl\"1t or Stuu, of A\u0026lt;tlvJty Still in the process of revising and updating guides. Visited all schools. Visited schools on a needs basis. I I \\\n\u0026gt; 0 I North Little Rock School District Pulaski County Educational Priority #__J__ SCHOOL OISTlUC'l PLANS 1988-1989 Goal: Planning strategies to deal with at-risk students Advisory Committee: Sharon Williams, Chairman Steve Phaup Ja11 Brown Esther Crawford John Moore Objective: By May of 1989, to raise the awareness level of all school personnel regarding at-risk students. Stal or Local eo.1 No. To develop a comprehensive list of at-risk characteristics by August I, 1988 ponalblllly (Who wtll coordtnuol) S. Williams To develop in-service programs J. Moore to raise awareness of District personnel regarding at-risk students by August 15, 1988 To establish an on-going committee to develop new programs or strategies to deal with at-risk students by August 1, 1988. To establish a component of the elementary counselors' work plan to include strategies for dealing with at-risk youth by September I, 1988 To designate, train, and provide one hour of release time for one person in each secondary school to coord~nate at-risk youth act \\.v \\t. \\\\ . b)l ~ottt:embe\n,:- \\  \\ \\ J. Moore S. Phaup S. Williams \\ \\ lnur-vtce ActJvlt)' None Inservice on highrisk characteristics None In-service planning Sessions with Elementary Counselors In-service on atrisk youth programs 1,1aluatfon of ActhlSy ([..,aluecJon tnuru-,11. tttna dlt flnl  hotd prod11cl, rprorrlt other) Completed list of high-risk characteristics District in-service feedback form compilation Committee Reports Completed Work Plan Feedback forms on training provided. Staff person in place Conclualone, ftr,dln~ or Statu, of Acthlq, Completed-lisL of cl1nracteristics on file. C:ompleted-ngendc1s and feedback data on file. CL1rrentlv heinr dnne thru Pul.Co. Coali- 1 ion for Youth atDisL\n2nd NLR Community 1eam for Substance Abuse Prevent ion. I 1Completed-contai11ed in school guidance plans\nalso, Crisis Response Plan. Completcd-Ench secondary sciloo l hns one person design. iLcd as al-risk vouth coordinillor. Nanu .. s n f V\\H1rd i-n., 1 \u0026lt;\u0026gt;1 .1,, 1\\11 I 11, .I. .. ' N rth Lfctlc Ro,k Sc/1001 District /'ulusk1 County Educational Priority I..........J..._ sc11001 I\u0026gt; IS fH. I l T PLAN  1988-1989 Goal: Planning strategies to deal with at-risk students Objective: By May of 1989, to raise the awareness level of all school personnel regarding at-risk students. S1a1 or Loul Cual No. To train early identification/ intervention teams in 5 secondary schools (Lakewood Junior High currently has a team), school-based prevention teams in 6 elementary schools, and refusal skills teams in all elementary schools by September I, 1988. I l .. pontbll lly (1'ho will coordlnato1) S. Williams lnervke Activity School-based Prevention Team Training, IMPACT Training, and Refusal Skill Training [waluuton or Actlvhy ([vduac ion tnac runc  1e1t ln1 data, rtniahed product, rprorrlt other) lnservice Feedback compilations To provide on-going training to personnel identified in strategies 4 and 6. S. Williams On-going inservice Inservice Feedback determined through compiled needs assessment Conclulone, findln,ia or Statua of Aclt.dty C'-\u0026lt;\u0026gt;i\u0026gt;1plcLeci-J:.--1cshe condnrv school hc1s an eorlv ldentificatlm1/ refeiral team Lraine\u0026lt;l Seven eleI11enL.1rv schoo 1 s lrnvc schoo 1- based prevention teams. Refusal Ski 11. Trnining fur all elementary couns~lurs has been provided. Feedback data are on [i]\". CompJ eLec.1-lwo c Luster retreats l1av0 i\u0026gt;cen cumnl cted. Feedback data are on file. -----~---------- ---- SCHOOIML PROVEMPLEANNT S I w w I l'.!.LL.h.UllU~-~'~Ql__- __ _ (.'it.\"l,noJ} .!!::..!..llt_! _ _l...!_l_!_r R,\"k' Scltoo1 Dlt.t.r1rt .11.:rt1U,\\l. !\nCIIOOI .. PLAN 1 988-1989 School Advisory CommJttee: Cl1~ryJ D~nf~ls, Ch:iirper~0n Debbie Cornwell t:clur:,t ''\":?:il PclorJty I I Gary Davis Coal: To promote pns~tt!rudc.,\nrnr:f boost IT'orale nf f\nJculty members. Sal 1 ie Langford Louise Cammack ilary McCullough O~Ject Ive: To have teachers become .ictively involveJ in 1,l.1nned activitcs Bettye WJlliams that will create ,,]casanL exp\u0026lt;\"rienct?s. SIUe OJ Loc-I r .. 1,.1 Ho. 1. 2 3. Ser 01t P..tls Br,wkfast B\"d.ty System 5 While El~phant Tr..1rlc 6 Fcnturc-A-Teacl1er h,r,on,lbt I It)' (llh11 will col'.lrJlnto?) AttituJe Committee Departmental Attitnd ...... Con.mi tttt! Attitude: Cummittce Altitude Cllffiffiitt....-1.! Altitude Comn:itl re l,uc,vlcc A,.\n.tJvJry Sc~ re t Pa 1-C if t exchnnr,c Once a month faculty brccikf.,~t tvlution of Activity (vl1HC ton lntru-nr  ,,utln1 1bt, flnhhtJ proJuc-t, rprorri.,, other) Faculty Evdluat i 1n at end of the year Faculty Evaluation c1t end of tht! vc..ar Committee wll l select FJculty [valuation d bu\u0026lt;lJy [or tl1c new at end of the y~~r tuachrrs-to help get Ll1~m uc\u0026lt;1uatnted with the school Faculty members pnrtiriputing i11 1.:.1sld on show Foculty members will ~wnp iLems u~a bi1lletin beard l n lomgc for spccia inf.1rmation on tcncl1\u0026lt;!rs Faculty Ev3J11~tlon at end of tl,e yc3r faculty Evaluation at end of the year F..1culty Evaluatlon at end of the yc.,r C.Oncluelon, rlndlr,11, ur St Hue ol A\u0026lt;l ,.,,,,. I. 51% of staff participated in a successful Secrrf Pal prt,gram. 2. Departments cv:1.L .... ,I to have enj oyabl~ brc:i.kf.:1st\n, :ind lun,.:lh 111 3. JOO% particip,1tio11 of new tea~l!crs nnd selected buddies. 4. Thi~ ~oal has not been ~ct but will be by the closing of Sl.'1,vol. 5. Due Lo lack of interest this g03l was not met. 6. Th~ bulletin boor, was used in more effective ways. ---- --- _______ ,_ ___________ .1_ ___________ , ' ,I. ,, ~ I (School) Norlh Little Ruck School Dlstrict ANNUAL SCIIUUL PLAN 1988-1989 Educalional Priority O 2 Coal: The Improvement ~ograms/Ope.rot. i0ns '-11at Lt...1d Lo netter Stud~11t Bel1Jviur. ObjecLlve: Tn lmrro,c Programs that l'ro,.,. Le Better Student BLl,avior. StI or Loc:al Coal Ho. 7 Local 1. Augu~r, 1988 - June, 1989 2. August, 1988 - Tune, I 9tl9 ]. January, 1989 \\ ponlblllty lnearv1ca Activity (Who v11I coordlnatol) Jim Gray Co11sistc11tly enforce rules about hals, rJJios, food, drinks in the builJ lr.g Sue Bennclt Kathy Smith \\ To ai\u0026lt;I li1\n1LriLul\n1LJon of RLu\u0026lt;lc11Ls new to the community and 11ew LO \"-:0rlhe~:::.t by appointing \"Bud\u0026lt;lie:.i'' T0 reward students with no more than four absences and with no Disciplinary Referral--:, n Sock Hor or Pizn Party will be  tanned at end of fali semester - if succegsful, commit Let wlll do in spring \\ School Adv lsnry Conunittee: GreLt:i1en Wol5on, Ch.1irrcrsc~:1 K~thy Smilh Uin.:th Kennedy Arlean RobcrtGon Sue BcnncLt Jon Robbins Jim r.rny aluuf.on of AcChlEy ([valuat Ion lnatru-11t, taat1n1 data, flnhh14 ConcluaJona, fh1dln11\n or Sutua of Act lvlty p10Juc:t, rprorrhta oth1f) By Committee By Committee By Committee 1. Llnti te\u0026lt;l success. School Store for snack~ an\u0026lt;l Pepsi macl1incs contribut~\u0026lt;l to fvcd .'.lnd \u0026lt;lr 1 .1ks : n h11ild ing. ll.1Ls\nincl L.1d Lus improved. 2. Jlu\u0026lt;ldfos for fall semt:slcr were ilpiJOint ~d in GuidJn~e. Good response. Should be continued .. 3. Fall semester Piz'-\u0026gt;a Par Ly\n253 ~tudenrs eligible Feb. 10. Very success f., 1. Should be continued. Spri11g semesterMay 19, Movic-122 students eli~iblc. I w u, I I\\NUUAI :,, r,oor. l'l.J\\N L'J88-l')IJ9 Y-1..i:..tr!..,:.!.. J-'.JucatJnnal Prlorlcy t J Coul: The Devclop,,u.rnt-of Programs for t\n,c Improvement of jtudy Ski] ls. Objective: To give students, teac.:1,crs and parents tools to improve the students' study hJhits . School Advfoory CtHnmlttee: J.\n111 Scholl, Ch~,irpc1 Sue Bled:\nClc Brenda Sull iv ... n Patsy Pearson Mab1\" Bynum Patrina Greenway David Kaufman .----.----------------..--------.--------------.------------.----------~ SlI or Lncal lo\u0026lt;ul 11,., 3  .. pol'llblllty (11110 11l1l coor,llnato!) [vdution of Actlvlty lnser-vlce. Arttvlty ([.,aluallon lntru-nt, Conclulon , rlndll'IA ,  ,1,.. dt, fll'lhhJ ors,.,.,. ol AClhlty product, rprorrlt 01l1tr) Lo_c_a_,l- ------------------r--------1-------------l---------- ---- -------! l. To get Jn(orm~tio11 to pRrcnts about way!Jo lv impro1. 1e their rldlc.l's st .. !y h.:Jbits, either ii1 a ,nailing or in local newspaper 2. To have each teachC't perRonalize study skill~ necess.'.lry to do well in his subject and present these the first week of school to clossc~ J. Make avaJlaLle in guidance nrlJitJonal n:aterJ,Jt\nto be be l1sed by teacl1ers, ~tud~nts and p3rents t\" help with sLudy s\nkilh Committee Committee Deportments Committee Plan leLL~r ~r advcrtJBemcnt Give \"workshl!ets\" to departments to help t 0 ad,crs prepare study skllJs lists Orgnnlze m3t1~rials anJ li.!ave in guidnnce ----------- F~edback/Staff ~d P.'.lrents Feedback from departments Fe edL .. ~ k/ Staff ~\nnd Parents Parent of eat.h cl1ild rec~ i ed mailing on s11ccessful study hnhits a11J l1ow to help children study. Every teacher got 8uggc~tion sheets for indiviJualizin~ her/his area to help students study. Materials on file in Cuidan-c for stuJent parents, teachers tl, help improve study skills. I I \\\n) a, I Ole Main High School ---- (School)-- - North Little Rock School District Educational Priority #___i_ Coal: To provide recognition and staff. ANNUAL SCHOOL Pl.AN l 988-b9 for outstanding achievement of students School Advisory Committee: Marjorie Kirby-Chairperson Bruce Watterson Sue Perry Gary Goss Bill Garvin Scharmel Bolling Objtc l i.vc: A process that will make the school and community aware of the achievements of Ole Main students and staff. Stt1: or Loe.al Co.al No. 19 \\ Ace l1tJ or Tlac Lin M.uponell.lllty (Uho ,,ill coocdlnte1) I. Organize a committee I. Principal of students and staff that wil: coordinate the program. 2. Committee will establish the 2. Committee guidelines for determining the standards for recognition. 3. Process will be presented to 3. Committee the staff and students by September 15. 4. Committee will coordinate the 14. Committee process during the year. 5. The committee w1ll actively 15. Committee seek suggestions from several and student avenues in order to identify \\ council as many achievements as possible. \\ lnur-vlce ActJvlt:, I. None tz. None 13. Staff meeting and student council meeting. ~-None 5. None \\ Cv lut Jon or Act lvl t y ([ve lul Ion lnt rucnt  tutlna dt flnhhcd product, rprorrhtc other) Conch.1ton, rlndln,- or Statu o( Activity l. Committee named. 1. Committee met prio to the opening of school. 2. Standards presented. 2. Decision was made to make a greater use of local newspapers and distric newsletters. 3. Activity meetings 3. Information was presented in regular meetings. 4. Bulletin boards, trophy cases, etc. set up at least monthly. 5. Evaluate the suggestions presented. \\ 4. Achievements were published and posted in the building. 5. Did not accomplish I w -..J I 1/\u0026lt;lu.::iclonal l'rlorlty 1 __ 2 __ ANHUl\\t. ~ 11nnr .. ,-~H 1988-69 Co:.1 J: To increase the use of the media center by teachers and students O1,jcc tlvc: Teachers will schedule use of the library or computer lab more frequently because they will be more familiar with the materials, equipment and services available. School Adv l!'t'Of\" y Comm l L tee. Damaris Purtl(..-Chalrpcrson Sandra Joyce Roy Spradlin Sue Perry Jo Stewart s,   , [ult,llon of AcllYllJ (Ch,el I ln,1 ru-nt  Local hI In\u0026amp; Je\u0026amp;o. I lnhh.,J Acl hi CJ or Tl- LIH ... , .... ,1111 ltJ c  , Ho. (Ul.o wll I coorJlndof) 16 l. August 1988 - Open House for I.Purtle/Joyce l. teachers 2. September 1988 2.Purtle/Joyce 2. 3. Spring and Fall Newsletter ).Purtle/Joyce 3. 4. English Orientation - 4.Purtle/Joyce 4. Fall 1988 5. Computer lab workshops 5.Purtle/Joyce 5. tnun,Ju ActlltJ p,0J11ct. rpurl'l1 01h,r) C.nch,eln. fl,uU,.1 or Slatu o( Acthllr -1----------~-----------j Opportunity to l. Participation and view new material. s materials checked of IMC materials, out will indicate review equipment success of open operation, etc. house. Students will be 2. Checklist and instructed on observation of rules and pro- student use. cedures of library To acquaint 3. Request for teachers with materials will activities arriv- indicate success ing during the of letter. year. Students in Englis classes will be taught the class-h4. English teachers will test material covered ification system, IS well as other library skills co v-ered in the text. l. Held open house which allowed teachers to view and check out new materials. 2. All study halls participated in the library orientation. 3. Lists of new materials were distributed to teachers. 4. English classes were given orientation and tested by teachers. Workshops will be p, Requests for com- ~- The computer lab provided to snail puter instruction was scheduled for ' I I,) 00 I Ole Main High School (School) North LI l l lc Rock School llistrict ANNUAL SCIIOOL l'LAN 19118-\u0026amp;9 F.\u0026lt;lucntlonal l'riorlty 1 __ 2 __ Coal: To increase th use of the media center by teachers and students. 01,j,c t lvc: Teachers will schedule use of the library or computer lab more frequently because they will be more familiar with the materials, equipment, and services available. s,   , lcl Coal \"- \\ S. Computer lab workshops \\ lu,-llollhy 011 .. vtll c-r.lh, .. 1) S.Purtle/Joyce S.Continued \\ groups or individual~ who request it. Teachers and/or students will receiv~ instruction on apple works, print shop or other software currently available in the media center or IMC collection t.,.h111le111 t Acl hltJ (ll11atl ltr11i1-t  '\" ..... r ... , .. ._  ., pro4uc:t, rpr .. ,-ri.u other) S.Continued \\ subsequent use of computers will indicate success of workshops. C..cl ri ....... . or Slt of Act hltJ S.Continued classes 267 periods up from 168 periods in 87/88 and only 64 periods in the 86/87 school year I I .I. ., \"I ' -,. h'\\I Eclu1.,tional Priority II__J._ Coal: To formulate a building level plan to help students that return from drug counselling. Obj,ctive: To reinforce the \"Just Say No\" program philosophy when a student returns to school. Stte. or local CoI No, Act lvlty or TJ .. Un 1. In september a plan will be presented to the staff. The purpose will be to ensure that continuous contact will be made to reinforce the drug counselling program. 11:e  pon  lblllty (Uho will coordlnto7) In  ervice Activity 1. Principal ~. Staff meeting 2. By October 1 training sessions 2. Faffiily Q. Training sessions for staff members will be Services scheduled. Agency and district staff. 3. After a student returns from suspension, a staff volunLeer will have on-going contact with the student to reinforce the \"Just Say No\" phliosophy. 3. AdminisLra- 3. None tion staff ~\u0026lt;ho,,J I\\Jv lt'tinry Cnmm It t c.(: J fm Morris-Ch\u0026lt;-l I nna.n Counselors Family Services Agency Sharon Williams [valu  tJon or Act Iv tty ([vdutton ln  tru-.ent  tetlng data, flnhhl'd product, rprorrlu other) l. The number of staff members willing to enter into this project Canclu  lon, rlndln,ta or Sta tu  of Act lvlty 1. Discussion of the problems and goals were presented in in a faculty meeting. 2. Schedule presence, 2. Did not occur because school staff members had same training. 3. Maintain a log of 3. Decision was made contacts. to not maintain a log but steps were ta ken to ensure that positive reinforcement was given .   , \u0026amp;, ,  ,  ,  r Family ~- Staff and volunteer 4. To be determined 4. The Core-Team process is a building priority for the 1989-90 SC hool year. will evaluate the student contacts to determine if progress has been made. Services meeting and district staff. - - ~ -------J--------------''------------'--------------' ' Central Junior High School (School) ANNUALS CHOOLP LAN 1988-1989 North Little Rock School District Educational Priority O 1 Goal: The improveme~prograns/operations student behavior. that lead to improved Objective: To develop strategies to decrease inappropriate student behavior. State or Local eo .. 1 Mo. ,I, . 0 I Loca 7 ActhlCy or Tl .. Line I. Assign lockers next to first period teachers' room at the beginning of the school year. lupon1lbllt1y (Who viii coordl\"atcll Admin is t ratio 2. Conduct locker checks during Staff first period classes during the school year. 3. Teach hallway behavior at Staff beginning of school year and as needed throughout the year. 4. Train volunteers in IMPACT by September 1988. Teachers/ Administratio1 Inaerv1c A.ccivlcy None None Review lesson strategy at preschool inservice. IMPACT training. School Advisory CoimDittee: Pat Havlin, Chairman Esther Beavers Gayle Calver Fran Lewis Laura McGhee Jane Tinsley [aluatlon of Activity CCvat.ut Ion ln1t runl  u1tln1 dt flnhhd product, 1rprorrt.1t1 otld Conclu1lon1. flndlna or St1tw1 of ActhllJ' Locker list on file. uist on File. More control during lockeF !breaks. Calendar of locker lists on file. Lesson strategy on file. Training completed. Locker check must be ~one after 12:00, whe1p more custodians are o duty. ~tudents know rules, !could have been ~einforced more. IMPACT just began, 5. Inform the faculty, student body, and parents about IMPACT team at the beginning of the year. IMPACT team- Awareness infonna- }taintain records on tion provided to students referred to staff at pre-school IMPACT and follow-up olans to be implement d at the beginning of he 1989-90 school ~ear. inservice. 6. Form a committee that recommen s Administrati n None modification for the detention areas by June 1, 1988. \\ \\ \\ \\ activities. Recommendations on file. I Larger SAC room. D-Hall in teachers room is more convenient. I Educational Priority Q 2 Coal: The improvement of attitudes and morale of North Little Rock staff members. Objective: To develop activities to improve the attitudes and morale of staff members. Stt or Local Col No. Local 1. Conduct stress release 16 workshop(s) during after school inservice time. t.,pon,lbtllty (Uho will coordlnuo7) Committee Committee Inerv1ce Actlvlt7 Workshop Staff meetings il- 2. Offer energizer games after school hours periodically throughout the school year. ..... I 3. Offer Exercise Clubs during after school hours. 4. Provide student helpers through a Student Council project to help teachers in the mornings before school. 5. Organize a faculty breakfast cl,ub which meets twice quarterly. 6. Develop a faculty handbook during the summer of 1988. Committee None Committee Training for stu- Student Council dents during Student Council meetings. Committee Committee Principal Teach handbook to staff during preschool inservice time. School Adv~sory Comm~ec~~= LouAnn Chandler, Chairman Frank Boyle Shari Brown Mary Darling Laura McDowell Meg Shalek [ulutJon ol ActJwBy ([yJutlon lntru-nt 0 t11t Ina dt, flnlhd Conclu,lona, Fh1dlnA or Sttu1 o( ActlYllJ' product, rprcrrlt othr) Staff evaluation forms. List of meetings held. List of clubs offered. List of student helpers and their duties. 4 day inservice was eliminated at Distric level. Goal not met. No instructor availab e _,oal not met. Calendar of meetings Jointly sponsored wi h PASS team and sunshi e committee. Handbook on file. Handbook completed, presented in teacher packet at beginning of year. Needs to be expanded. , l Central Junior High School (School) North Little Rock School District Educational Priority 0 __ 3_ .,~1::.c.L SCHOOL !'!L'l 1988-1989 Goal: The development of programs for the improvement of study skills. School Advisory Colllillittee: Charlotte Bull, Chairman Sylvia Allen Danna Davis Debbie Hardison Drew Mashburn Judy Pflughaupt Objective: To continue the development and implementation of a plan that will integrate study skills objectives into the content areas and span all the ability range of students. :\nStal or Lour,1 eo.1 No. Local 1. 3 2. 3. 4. \\ \\ '-ponlblJ ICJ (Uho wlll coordlnata?) In May of 1988, conduct departmental meetings to standardize supply/material lists which will be distribute~ to all entering seventh grader\n. In Hay, 1988, deLermine the study skills objectives which will be taught to all students in September 1988. In May and June of 1988, conduct departmental meetings to plan teaching strategies for assigned skill. Teach study skills to students b-y departments in September 1988. \\ Department Heads Committee Department Heads Staff Inacr-v1cc ActJvltJ None None None None \\ tvaluatiof\\ o( Activity ([.,.1 lut Ion ln1uu-nt, teat In\u0026amp; data, (lnJahcd product, rprorrht other) Lists on file. Letter to parents. Coathln rl\"dln~ or St.ru1 o( .Activity Meetings held with staff. Supply list included in August parent letter. Objectives on file. Colmlittee met to determine objectives needed. Strategies on file. Skills taught. Colmlittee planned strategies for teaching skills. Me with PASS team to assign skills. Taught study skills to students not attending main event l-- w I Educac1onsl Pr1or1cy 1_ _ 3_ _ Goal: The Development of pro~rams for the improvement of study skills. Objective: To continue the development and implementation of a plan that will integrate study skills objectives into the content areas and span all the ability range of students. Stt O'C fvluation ol Ac:ttvtty l.DcI ([valuation tntru-nt, ,\\ct lvlt)' or TJ- Lina luponJbll ltJ tnaervlc:e A.c:tJvltJ tet Ina dt, flnJahd eo.1 No. (\"ho viii coordlnato1) product, rprorrlu other) 5. Conduct monthly departmental Committee None Department meetings meetings with reading held. teachers for clarification and feedback. 6. Periodically analyze data Committee None Modified plan on throughout the school year file. and modify plan if necessary. Coclu .. oN. rtndln or Statua of Activity Study skills reviewed during North Central evaluation self stud Goals met. I I I ' I.,1~lw0od .Junior High Sc  .-huol (Scl100!) llorth Lill ll' Rork School District ANNUALS CIIOOLP LAN 1988-1989 School Advisory Committee: Jim Dyer, Principal Jeff Huddleston, English Failh llurke, Special Education Jt1dy Dace, Career Orientation Educational 1'1 lorlty O__L Goal: To improve programs/operations that lead to better student Donna Hall, English, SLudcnt Counci 1 Shannon Hamilton, Counsc tor Ill llie Jo White, HC'dia Speci,1list Richard Wiseman, Uand Director Gayle Wing, Parent/PTA President behavior. Objective: To improve student behavior 1n the school setting. local C.UI No ,,I,, .. I 1. D1sc1pl1ne committee u1II meet throughout ~chool year to ma1nta1n focus on 1mprov1ng d1sc1pl 1ne. 2. Rules and procedures to be presented to students 1n class level assembl ,es and Engl 1sh classes. Students wt 11 be given handbook test. 3. \"WIN' Team to continue with emphasis on high-risk students 4. P.A.W.S.\u0026lt;Positive and Workable Solutions\u0026gt; cOIMlittee to work on positive self-esteem of students. 5. Recognize students with \"Outstanding Citizenship each ~ \\ ' nine weeks. Newletters to ,. 1\u0026gt;arents and 1\u0026gt;osted in ha\\ Is. '-lot''tl: ..,., n 5 udents that ace - ~\" Q~ .. ~~, \\ ~ ,!.~\"~\".,,., (\"_c . \\ on ponlbll ll\"t (\\lt,o will coo,dlnaull I Assistant Pr1nc1pal Pr1nc1pat Assistant Principal Principal Judy Dace Donna Ha 11 \\ fi\\ss\\stant 'i)(\" \\'C\\C\\t) \\ ln,.,rvlcc A.cl lvllJ First meeting u1 I I be during pre school act1v1t1es and then on monthly basts. Adm1n1strators to meet wt th English teachers during preschool week. [ .. ,1,.utnn or Actlvll)' f[w,l,utlon l,u1ru-nt. 1,u1ln1 d111. tlnhhd p,oJ .. ct. rporrlt 01hu) Minutes of meetings u 1 11 be on f I I e. Conclual.\u0026gt;na rl,.Jl,.11\n o, Sea tu,. of Acl 1 .. 11 r Committee met and r,ave ideas to faculty, Student test resu I ts Presented during 1st wi 11 be placed in eek of school. Handb\u0026lt; ok the Ir fo I ders. test was given 2nd we, k of school. \"WIN' Team wi I I pre- Statistics wi JI be o 1:rN team intervened o, inservice to faculty. file of students tha more students this ye1r. were intervened. A special effort was ade to reach students in need. Sharon Wi I Iiams to present inservice on how to promote selfesteem. Criteria for giving citizenship grades to presented during preschool act1v1t1es. District personnel t, P.A.U.S contributed i~ many ways to raise students self-esteem. be invited. Newsletters and Students were recognzed announcements wi 11 b\u0026lt; each nine weeks and list on file. of students with O's were sent to parents. Statlstics w1\\\\ be on t, \\e. \\ rm nya:  rr n~ f ., SAC supervisors made special. effort to to k with ~'-_\\\"\\t~t~ t.o imp-rov I I I oc.al C...I No G r,J,,r.it l011.tl l'rJ01lty I 2~ Co,11: The deve/opment/1mp1ovement of remedial programs for slow learners. O~Jcct1ve: To improve the test scores and the self-esteem of the slow learners at Lakewood.  Definition of a slow learner is one that does not pass the minimum performance test or working below capacitv l1ron1lbl I It)' ln,endce Actlvlt7 (Uho will coorJln1tol) r. r ru..: P\"' JtII Hu\u0026lt;l\u0026lt;llc~t.on, ,_.,11:Jl,,h F.lith Burke. Special t::c..lucat:ion Jucly Dace, Career Orientation Donna Hall, English, SLudcnt CounciJ Shannon Ila mi I ton, Counselor Bi.llie Jo White, ~!c\u0026lt;li., Spcc.ialist Richard Wiseman, Band Direclor Gayle \\.ling, rarcnt/l'TJ\\ Prcs\n.dent [valulllon of Activity f(v1l,11tlon lnatru-..nl, tell Ina data, flnl1hrd 1nod .. ct, rprorrl.u1 011,.r) Conclu1lona. flt1Jlo11 or S11tua of Acl lltr --------------t-------f----------l---------1 --------- I. Comm, ttee w, 11 meet throughout school year to focus on improving ski I Is of the slow learner. 2. Provide inserv,ce for teachers of bas1c/remed1al classes at the beginning of the school year on how to motivate the slow learner. 3. Develop peer tutoring for support of the slow learner. 4. Computer Lab to be used to improve test scores and remediation. Jeff lluddleston Principal Shannon ilami I ton Bi 11 ie Jo White 5. Establish a mentor program for Cindy Quarry students having difficultly 1n classes \u0026lt;students with one or more failing grades\u0026gt;. ~----------------- None Same As Act1v1ty None Minutes of the meet I ngs w I I I be on f I le Corr ittee met severa timi..:~ and contributed ideas for improvement of sl)w learners skills. Di rector of Secondar Teachers were given methods Educ al I on w' I I be to work with slow lea ners 1nv1ted to 1n-servic during inservice. Schedule of tutoring P.A.W.S developed a sessions wil I be peer tutoring rrograrr. posted. In-service on how to District personnel use the computer lab. will be invited to attend inservice and observe operation of the lab. Compter lab was used by language arts, math a1d science classes. Prio~ity was given to basic cl~sses. In-service for the teachers that wi Ii participate in the mentor program. Records w I I I be ma In P.A. W. S. developed a In en tor tained of the progra,nprogram and the facu ty throughout the year worked with students and on 1 le. having more than 2 'son lst interim report. J L\nikcwood Junior Hi1\nh School ANNUALS CHOOLP LAN (School) 1988-1989 North Little Rock School Olstrict 19 \\ CF.odaulc: atlonalI mpProrvioermityen t oOl: ,cnoo3l Env,rnoment In Order That Students EnJOY School Hore. Objective: To improve the school climate of Lakewood ,n order to have a sound educational program for the students. I . \"P. A II. S.  conrn I t tee w I I I Judy Dace focus on prov1d1ng a positive, w1nn1ng school climate. 2. Establ 1sh a c00Jll1ttee of Donna Hal I student leaders to welcome new students to the school an\u0026lt; plan activ1t1es for new students. 3. Take special efforts to sprue up the physical environment of Lakewood. 4. Develop methods that emphas1zi growth in students and facultl 5. Catch students and teachers succeeding in something and recognize the achievement. 6. Provide more fun activities for students and teachers to partlc1pate. \\ Principal Principal Jeff Huddleston \\'c\n\"\"\"' None None None None None -~ School Advisory Connni t tee: Jim Dyer, Principal Jeff Huddleston, English Faith Burke, Special Education Jt1dy Dace, Career Oricntati0n Donna Hall, English, Student Counc i 1 Shannon Hamilton, Counselor Rillie Jo White, Mc\u0026lt;lia Spcci.ali5t Richard Wiseman, Band Director Gayle Wing, Parent/PTA President M1r,111~c,, ,t \\,,_.,~ ly - meetings w111 be on f, le. Record of act1v1t1es w i 1 1 be on f i 1 e  Survey of fac1 lilies at beginning of year and at the end. Records wil I be on f i I e. Records will be on fit e. Copies of the monthly calendars w i I I be on f i I e . \\ Cor,(\"luI., rtnJln o, Stcu\nof Act 1 .. 11, P.A.W.S~tributec much to the most positiv\u0026lt; school climate according to NCA Vi, itini committee. Welcome committee cc nducted orientation rior to school, Aug. 23 Building continues to receive laudatory r marks from visitors. Progressive honor re 11 and citizenship lis were developed. Pencils were given o students for their achievements and god works. Activities were conducted throughou school year for both teachers and studenL -~ 1100\" - 1 \\ D1scr1cc Educat1onai Pr1or1cy I_! __ \\ .-NHtfAl. SCIIOOL PLAN 1988-1989 \\ School. Adv.isory Comm.J.ccee: Goal: To improve programs/operations that lead to better student behavior Barbara Dudley Cynthia Hampton Ginger Kidd Marty Moore Steve Perdue Elaine Phillips Carolyn Pierce Objective: Improve student behavior in the school setting Gregg Thompson lute OI' Local Coal Nici. 7 \u0026amp;cChlCJ N' 11 .. LIM Establish a building discipline committee for the purpose of studying and identifying desired student behavior and methods of achieving good behavior a.1,oaaO.UltJ (Ylto vlll coor4lMtet) School Administration and Staff laaH'Vlc ActtltJ 1Hl!ot41ti0tl of Actlllr (belu.attoa tr..-.t Oatla 4ata. lthhel , .. .,..,. approprl11u other) Discuss in pre-school Minutes of the in-services and meetings will be on throughout the year file. as needed Coac:lwalou. Fhwllaa air ltat11a of Ac.thltr Committee establishec behaviors identified, methods employed, committee continuing to function. Explain handbook, building poli- School Admincy, classroom rules, and evaluate istration and Discuss in pre-school Staff will compose Students were taught workshops evaluations which and tested oVer the content by the testing of each Staff will be kept on file student handbook. student Establish a team of teachers, counselors, administrators, and parents to meet with students who are demonstrating behavior problems Schedule an extra period (\"Plus\" period) periodically during the school year to emphasize expected behavior and/or to explain school policies as well as to motivate students Recognize students who have all O's and all S's School Admin- Schedule team meetistration and ings as needed Staff. Students behavioral Impact team function records available ing as of the fall of for evaluation 1988, other members will be trained as future sessions are held, School Administration and Staff Explain in pre-school Records will be kept 11Plus 11 Periods held, student behaviors/ expectations empqasized, other 11Plus\" periods scheduled. meetings of the dates of the \"Plus\" periods and the topics discussed Assistant None Lists will be prePrincipal and pared and posted. Staff Lists posted, recognition programs implemented, lists and ~---L----------------~------~----------~--- -------',:-e-c\n'O-,,\nrr~ttro,_..--,~,t=~b:r,rms--' ongoing. !- c,:, I RIDGEROADJU NIOR High (School) North Little Rock School District Educational Priority t_j__ ANNUALS CHOOLP LAN 1988-1989 Goal: To improve programs/operations that lead to better student behavior Objective: Improved student behavior in teh school setting ltt or Local Coal No. ActhitJ or TJ .. L1H a.ponaJblltty (Who vlll coordt-tal) Establish school-based counseling School Adminprogram for suspended students istration and Counselors Evaluate overall student behavior School Adminthrough the year based on disci- istration and pline documentation and staff Staff survey. \\ lnHrvice ActtvltJ None fuluatioti or ActhltJ (f:waluatloa lnatruNnt. tut I\u0026amp; 1.. ta, ftnlhd product, orprorrht othr) Counselor conference records and student behavior records will be on file. Discuss in pre-school Records will be kept inservices as well as on file. one other in-service during the year \\ \\ I Conc:h,.Son, fldln,.o or Sut1.1a o( ActhHJ Program established and will be continue To be completed in June of 1989. I ~ I \\ BlfllFNOAP J.J./lV...V.l.i.-.- -1J.J,..J.iJ. - - (S\u0026lt;\"lwol) Little Rock School District Educational Priority # __ 2 __ \\ ANNUAi. sc:110\u0026lt;.'1. 1'1../\\N 1988-1989 Goal: To develop programs that foster improved student attendance Objective: To improve student attendance Stat or Local Coal No. 11 Acttwit1 or IJ.ae LJH Daily telephone notification of absentees focusing on targeted students leponlhlltty (Who 11111 Cl.I Jlrute?) School Admin- None istration and Staff Notify parents of student atten- School Admin- None dance policy at the beginning of istration the year Notify parents by mail after the students 5th and 9th absence. School Admin- None istration and Staff Establish a reward and recognitio1School Admin- None program each nine weeks designed istration and to recognize those students with Staff perfect attendance and those who have missed no more than two days Inaarvice Activity School AdvJ.sory Commit: t:ee: Barbara Dudl.ey Cynthia Hampton Ging~ Kidd Marty Moore Steve Perdue Elaine Phillips Carolyn Pierce Gregg Thompson [uluation of AcUvUy ([valuation ltr~nt. taatl\"I clta. ftnlahad Conch,alona, ftndlnJ. or Statua of Acthlty product. rprorrhte otlir) Records will be kept Records at present re on file and a compar fleet a 1% increase ison of yearly atten in student attendance dance figures will beover 1987-88. made. Copy of policy kept ~ctivity completed. on file Dated copies of the letters will be kept on file. Records on file Parents have been notified throughout the year and will continue to be notified. ~ecognition and re~ ard programs have peen initiated and 1,,/ill continue. , RIDGEROADJ UNIOR HIGH (School) North Little Rock School District ANNUALS CHOOLP LAN 1988-1989 Educational Priority I__J__ Goal: To improve the attitudes and morale of students and staff. School Advisory Committee: Objective: Improved working and learning environment at Ridgeroad Junior High Barbara Dudley Cynthia Hampton Ginger Kidd Marty Moore Steve Perdue Elaine Phillips Carolyn Pierce Gregg Thompson l\u0026amp;H ec Local Coel Mo. 16 Ac:Uwtl)' ..- TJM LiN Survey students and staff to gather information about morale and attitudes Identify concerns and suggest possible solutions Implement selected recommendations Conduct a follow-up survey to evaluate progress of improved attitude and morale of students and staff ... ,. .. uiuu, (WM .. 111 coodlute1) Communications None Committee Staff and Discuss in faculty Communication, meetings and preCommittee school in-service Staff and Discuss in faculty School Admin- meetings and pre-istration school in-services Communications Conduct during Committee faculty meeting \\ , .. 1 ... uoa ef Acttwu, (lvIIMIU- lHr.,..t te  ll\u0026amp; u llt1l t.e pt'o41uct. pproprlal  otMr) Coadu  loa fladha  r IUht of A,c.thltJ Records of data kept The areas of communon file. ication and recognition of staff and students to continue. Records on file Records on file Reward and recogni tio It programs implemented- Programs have been implemented and plans are being made for further implementatioh. R~sults of survey on To be completed in file. June of 1989. \\ I I \\ \\ ,. , (S,ht\u0026gt;ol) ..!:!.nrth l~llt le R,uk S,:lmol _n~'!..!...!:.l.... Educational Priority I __ I __ Coal: The dcvc lupmc11t ..in\u0026lt;./ implementation of programs which promot~ .:.1n\u0026lt;l rceog11i2t! .studt!nt invulvemt:!nt in the total school program. Objective: Thi::! number of students participating in and recognized for involvement in the total school program during the 1988-89 school year will increa~ c by 10% over the number in the 1987-88 school year. c-honl Advt a..-y J\\1111 U,1h t I .J~111f.! JJrow11 Pt\u0026gt;ggy Clcmu11t. Dorothy Gantz Steve Garrison Phyllis Jans.sen Patric.:ia Kaiser Carolyn Warren Mandy Welsh s,.,. 01[ Locl eo.1 \" leeponslbtlhy (ut,o wUl coo1dlnuel) (valuation ol Actlwlty (fvluHlo lnatn, .. ,.t. Calll1 ch1a 0 finished Coch,alot1, ft111dln or Sia tu of Ac:t hlty L~L.1hl i~l1 .1 i i1111.: lt11 l' lub lAdministration dl.'.L1v1l1es .111d intramural sports\np.\nlub spon!::iors recug11ize parLicipatio11 on daily Intramural a11nuu11ceme11ts a11d bulletin sponsors b0an.b (contingent upon adminis-trator's i1pprl\u0026gt;val) encouragl! lcat.:her sponsorship by reducing duly ti1ne (contingent upon a\u0026lt;lminb\nlrc.1Lor 1 s approval...) Plan A - two 50 minute lunch shifts Plan B - schedule lirst period Lt\u0026gt; begin at 8: )U Speda l Emphasis Days (one per 9 weeks) Photo bulletin boards lo recognize participation. Suggested schedule: A. Ha11JicapJ)ed Aware11ess Day tt. Teen Talk llay C. C,ireer l),iy IJ. Fine Arts llay Special Ed. Core ll~pt. Voe. Ile pt. Fine Arts Dept Expl~111ati,,11 at preschool meeting by principal and committee chair-pc rsons None product, rprorrl other) bclwol Schedule Student Survey Studt:rnt Survey Unable to set time for club meetings or intramural sports because of bus schedule. Special emphasis days scheduled were for lfandicapped Awareness Day - November 7,L988 Career Day -May 2,198~ Fine Arts Day - May 12, 1989 Bulletin boards for each cl11b/organizatio1 were set up in the media center duri11g North Central Re-evnluation April 5-6 ~---L _________________ L_ ______ __J ___________ ..J __________ _,_ __________ _, ' Hose fjty hmlor High School (School) North Little Rock School District ANNUALS CHOOLP LAN 1988-1989 Educational Priority ft Coal: //1 The dcve lopm~d imp lcmcntat ion of programs which promo Le and recoHnizc student involvement in the total school program. Objective: The number of students participating in and recognized for involvement in the total school program during the 1988-89 school year will increase by 10% over Lhe number in the 1987-88 school year. ltt er Loni c..1 ... School Assembl ils \u0026lt;.ind Activities A. Exp.-in\u0026lt;l \"Almost Anything Goes\" IL Al low stuUcuts to sit where they w.:1nt \u0026lt;luring Pep J\\sscmb Li es C. Continue J\\wiJ rds Assemh Ly, Student of the Week, Honor Holl/Perfect Attendance Parties In.service on classroom activities which increase student involvement and recognition \\ ... ,.\".11111, (Who wtll c-oorllft  raf) Administration Special Ed. Dept. Cheerleader Sponsor llonor Society/ PTA/Student Council Goals Chairpersons lnHnlu ActhltJ Explanation pre-sthoo I ffil Principal lnservice with staff sponsored by Goals Chairpersons \\ tw  hatlo af ActhltJ (h1h1at IN 111111r ... r: u1t11 lat   fhhhe41 prolttet, rprorrf  u other) Student Survey Student Survey C..c-1 ... , .... ,. ....... oc ltat at ActhltJ 'Almost Anything Goes' assembly held ~ovember 23, 1988. Rtudents allowed to hit where they war1ted ~11 Pep Assemblies. ~wards assembly, RtudP,1t of the Month, Dnd Honor Rnll/Perfec ~tlendance Parties ~ere continued. Results from student 11rvey taken in 1987- /38 a,1d 1988-89 were ,::::.ompared and showed hP following increas s in positive student respo1tses. Activity % Increase St.:.hool Assemblies l 5% Cl11h Activities 22% Special Clc:1::.s Activities 24% Spuciill Emphas1n O.iyt-. 4 S% IIV, I I p.,.., i, Iv, If, ANHJl.14.I .. cuno,. l'I..AH J 9tJ8-l 9B9 J.11u Brown Educ-Jtlonul l'rlor.Jcy I l Coal: l11t development ,md7mp1eml'11tatfon of programs which help studt.nts to improve Pt\"ggy (' I emuns Dorothy Cnntz Steve Carrison Phy l 1 is Janssen Patti K.-:liSl:!r Carolyn Warren Mnndy Welsh tf1efr scores on standardized test~\n. Objective: By the end of the 1988-1989 school year, students will exhibit an improvement on standardized test scores as shown by the MAT 6 test results. SlI or loc:al CQal No. laponll\u0026gt;ll ltJ (I.tho will c:oordlnauf) lnervlce Activity [valuatlo of Ac:chlty ([valuat lo lnI ru-t, 1et ln1 data, flnhhed p10Juct, rpror,I otl1er) Conc:lulo rindfn,111 01 Slalua of Acl htq, -1-------------------1---------11------------+------------ Comm l t tee/ Secretary l.eucr on fiJt! in Counselor's office Pa\ncnts made aware hrough writ ten ~eLter/PTA Meeting. Ln I-\u0026gt; \u0026lt;:L11t.r.1lt.  lctler t.xpressing c-011ct.111 .ihoul improving Lest scores, lo he mnile\u0026lt;l to parenls prior to lhc 1988-89 school year. l)~velc111 and expand sample tests i11 ci1ch \u0026lt;l~partment. A 11 lenchers llcvclop list of lest takin~ ski 11: All lcachcrs ,uut i11\u0026lt;.orporc1te those skills into lessons throughout the year. Sc.:hcd11lc rcsClurce peop1e to \u0026lt;c111duct sll1\u0026lt;lent worksl1ops 011 lest laking skills. l\u0026gt;tvc I op t!duca ti ona l games and excrcis~s in each department tl, l1clp review k11owledgc in cad1 content aren. Kccl,g11izc student improveme11t with awc.1rds and nctivites. ('./'I' facilltato Al I leachcrs Counselor l'TA llepartmenta I Sample Tests formumcet i ngS lated and given in ~cience, Math, Histoq and Language Arts. Completed checklist of skills taught Participant evaluation List suhmitted by departments t,1 be kept on file in the library. 1.ist of students' scores on file in counselor's office. !resting Taking Skills overed in class-ooms and over P.A. ,ystem. ounselor met with ~tudents through 'ngl ish classes .ist n[ Games on file 'a mes and activities 'hrriecl 011t in in~ ividual classrooms. OK.- Party held for :itudents showin5 lt\nnific.:int improvenent over previous Wear. ---- ------------------ - -- -----------~------------'--------------'-----------' ' H.11s1.C. ity Junior lligh St'hool (School) North Little Rock School District Educational Priority U 3 ANNUALS CHOOL PLAN 1988-1989 School Advisory Comittee: Ann BahiJ Jane Brown Goal: l'he development and implementation of programs to decrease school dropouts. Peggy Clemons Dorothy Gantz Steve r:arrison Phyllis Janssen Patricia Kaiser Carolyn Warren Mandy Welsh Objective: To decrease the number of school dropouls hy 2 per cent over that of 1987-88. State or Loc.11 Coal No. 2 Local Activity or Tl .. Un Prnvidc inform,1L ion to .students concerning dropol1ts. a. ll.:111d-out8 \u0026lt;listrib11L d through social studies and lponllitllty (Wko wlll coordinate?) Teachers of Career Orien-career orientation classes. tation and b. Filmstrips showing vocation~ ,of Civics jobs, and career orientatio1 c. Speakers (former dropouts) to speak in appropri.:itc classes. fmplcment a \"Buddy-System\" for new and \"a L r j sk 11 SL11denLs a. Pictures uf new studenLs on bulletin board. Counselor b. Pairing responsible student, Student with potential dropouts. Council and NJ llonor Society Encourage \"at risk\" students who \\11 Staff have failed the MPT to attend Members summer school~ where the need for assistance in educ.:1Li.ona\\ \\!.t'Owt.h \\\"l c\\uv\"\"'\"''\"'\"\"l w i \\ l he a\u0026lt;.ldresse\u0026lt;.l. lnarvlce Act lvlty Committee an\u0026lt;l involvEd Leachers Training for studenu involved in 11 BuddySystem 11 \\ I [valuuto ol Act:hlty ([valuallo lnacu,-t Ul ln1 1ht., r tnhhed product, rprorrl,ua other) C.,nch1I flndlnA or Sltu of Ac11 ... 1,, -------------1 )isplayed posters, Compc1re Scplember - \"Success Is No Secret /\\pr i l, J 987-88 Stay In School\", in school year to sameaJl classrooms, hall, period in the 1988-and offices. 89 school year, re: the number of drop- Information from the outs. pamphlet, \"Why Stay In School? 11 was presented to all students. Survey of students invo]ved in the \"Buddy-System. Number of stu\u0026lt;lents participating i11 summer schoo I. Films, video tapes, and speakers were use relatP.d to career choices. Camera and film purchased. Pictures of new students were displayed in hall through library window. Sept.-April, 1988-89 Enrolln1ent - 375 Dropouts -14 - 4% There w\n:,,s a 1% increase in t.hc d..-npo\"l. .-.,t.P. \"~ Educational PrJorJty I llHHUAI, SCIIOOL PLAN J 988-1989 Goal: TIii l,'ll'Wl\\'l\",'11.ld' OF Pi~or:JV\\jfS/OPr\n:..\\l I ON!\u0026gt; TPJ\\T I.LAI) Tll un,rn S'/T/J/./\n'j lll:i!AV/01! Objective\nTO FOSTER A SENSE OF STUDENT RESPONSIBILITY FOR THEIR OWN ACTIONS .,., .. , lAlcal Coal Mo. ... ,. ... ,1111111.,. (!Ao .. u1 c1M\u0026gt;r4tnul) lwalwatl f Ac:ttv1t, ,,.,,. ........-.... . . lt I\u0026amp; 4  h, I lnhh  4 School AdvJeory eo-Jccee: l'.11 ti Ben i,l1t ,\\njL.1 :c.111111 in~\nHl..11\n{usscJ l ll,1~1kj11s I .,n (' l t.1 ~\nclrn.1 r r .I iPuaie Smilh r----\nr------------------t--------1-------------l _._ .. _. \"_,_.,_,,_:.:__,._ 01::! Cot1clu  t-- flt141A,t  or llfw f Act hll J I) :-ll lt1I ,I l\u0026gt;Ll1:1vio1 11rogr\n11:1 jn wl1iclt l)OSi l ivc hPliavior in c-I\n1::\n:s C:ln be 1c\\1:1rde\u0026lt;l in ., Ji rec L u,,v. SL uclenls can c.-1rn n r.ivcn i.H1l0Ullt of 11 f.1kc 11 ~ moncv fnr r~ood hcl1avior. ~ Unnn snv i1H~ \"x\" numlH!r of dol l.:1rs, s l udcnls cnn nurchasc \" Licker LO ., l\"'IOV ie ii t thl! weeks' end. l(c-\\-1ard sLudcnLs with cerLifi-t ,1Les f tir\n.11,1d liLll,1v i nr. Annou1uI.! \" 11 SLmlc11L \"f tile \\leek\" for til udcn ts \\Ji Lh J~ooU hcli.avior. 2) 1:cwJrd students fot :~ooJ at L~nJ.rncc. J) Make slut.lent .,ware of rruper hi rth con Lr ol methods. Use ~uest sneakers, filr1.s, poster::\n, Lapes. Fxnmple: \"It Only Tal.c!i Once. \" Skj 11 ~ Cenler SL.if F Sh.i I !ti Center S La ff Ski! I~ CenLcr Staff Inc 11.\n1t\nLd a L l l11d.11h l 0n~oing-provided i11 :1cl ivi Lv. funds are available. (Approximately: $150.00) SPIB--Banking Job Related Behavior Awards presented lncrc.:1:.\ncd ,ll Lc11d.111t.v Awards at assembly in net ivily. U~Oll cur1:lleLJ011 or nctiviti\u0026lt;.::., 11.ivc stut.lcnts f i JI oul\nt hlrlh 1onLrnl \u0026lt;]ue:\nL io11n:1 ire. Ongoing I a0 I SKIii S CINTI.I: (School) North Litt le Rock School District ANNUALS CHOOLP LAN 1988-1989 CEodaulc:a tionalT Iii l1'rJl1o:rvl1t:y1 .ol\"ILI! IT7T' .TI'RllVl:IFNT 01' 11:oc:1t/\\:'~ TIIAT l\"'FPAl!I'. STUllFIHS ro:: 11'1'1 IIY/I1'.MT UPON C:l:AllLIATION Object tve: '('1\\ lll.\\'I I.Ill' A 1'1.A('I II NT l'l!OCl\u0026lt;A'I FOi: IlTII I, I '''Ill r1:AllFl:S .,., .... lAcel c.o., .. I) I) 2) \\ \\\n1,,J:c (JW, i1H.'S~i 1,:011u1cts for pt\u0026gt;ll'lll i.1 I ::\nll.:u.lowin g ex per icnce. 11.ikc business conLncLs for potent lid job pl,,ccmcnl with 1, district ( ic: MainLen,,ncc, Footl Service) ,ind area hnLcl~. ... ,.  1-.111,,. ,.._ wlll cHr41utef) Skllls CcnLer Staff Ski I ls CcnLer Staff \\ \\ School Advisory eo-ittee: lul\"41.I ' Acctwu, .(lw.dw,.tl. ........... ..,.. .... ,, . ,.,_ ...... pto4ucl. rprorr I other ~take , lte,I Ii :\nL of husi11es:-\ns lJliiclt Pat c i ncn Lr.ht Anila )lcJ11nkins fi\u0026lt;'I l Russel I llawkins Loretta ~chnarr .111J1rti.e Smith c..c,., ...... , ........ . or ll  lM  I Mt 1 .. 1,, - - -------- JTPA in progress will .:1llou sl1ndl\u0026gt;wi11g ,lake cla.:ckl isl of l,usincssc::. wiJJin'.~ Lo .d low plnce111c11L of sLudcnts. Ongoing JTPA 1 ANHIIAI ~C lt\u0026lt;~U l'I..AH J 988-1989 EduC-dLlnmJJ l'rJorJty I __ _ Coal: /'Ill IH\\'/.lfll':JLN'I/L'IPUO\\..-Ult:N'I ,,,. J'j~()(,/:NIS Tll,\\I Pi~IP,,:n S\"Jlfl)J:NTS HIii 1.111'\"1\\ ''II Ill' 1ll'IIN l\n/(,\\1\u0026gt;11/\\I IIIN Objective: I\" l\u0026gt;I \\ I I 01' /\\ FIii i.\"i -Ill' l'iWCl\u0026lt;Ail Fill( UI' Ttl 11111: \\'I ,\\R ,\\FTrn f.l:,\\JJl',\\I ION Local ., w.1 Mo. 11 I) l\u0026lt;lVi ,l' ,I fnl 111\\..1-1111 funn. 2) l~l'visc ii r111tsLitH1naire nrior Ln ~.r,1Jui1L inn c,mccrninp. their pl.,ns. C'l-:xit hir111\"/ \"tlul'Sl i unn:1 ire.\") ]) Administer I xiL l\"nrn1 !1rior lu\n~r-.1d11~1Lio n. Adm in i!itCI lhll'SI io1111,1irc ill(, 1'111. inlcrv.il .1ftcr gr.:u.Junlion. ..__ ~ - ~----------------- \u0026amp;eeP4Ul~lllty (Whu wll I cr41nauU /\\11 i La Ile I I C:ounsclo1 /\\nitn llel I C.ounsc I or /\\nila l\\t'I J ('uun:::.clor l\"hoetio ef Aclhlly ([.,ht lo lI r-, taa\u0026amp;lt 4ata, llnhh4 ,,o4ucl, r,.-or, lI oll.d Cnmn I tL cd nv i i\nt,1 fn1 l'I!-\n, 1luL'::\nt i Oll\\l,I i rt n1ninj lcJ. I', 1 l I i lh. 11 I i ~ II l /\\nil.i 'h ft111l.i11s lh:I I l~oss\u0026lt;:l l ll..1wki11s l.ott.'lta Selinar1- l1i!m1 ic Smi Lh Cocl-,I fldln11,a 01  , .... , A\u0026lt;t , ... ,, On file in Skills Center Office On file in Skills Center Office /\\cLu:11 nluuhcr of studenls milintili11i111 Ongoing ,1 joh to he monitored . I V, (X) I llmhoy EI cmcn ta ry (School) 1/orth Little Rock School District Educational Priority ll ANNUAL SCIIOOL PLAN 1988-1989 Goal: The improvementofprograms and operations that lead to better student behavior. Objective: Sy the end of the 1988-89 schoo 1 year, activities \"i 11 be developed and implemented that wil I motivate students to improve their classroom manners and socialization ski I ls. I ~t  t  or '\"'' Aclbdly or 11- Lin roo,lbl Illy C: .. .-1 No. I -- I I Loca I - #7 I State-i 111, I I 1. A lmi t on manners and social ski I ls wi 11 be taught in each class by the school counselor at the beginning of the school year. (Uho 1.1111 coordlnaioJ) Principal, schoo I counse I or, staff 2. Assertive discipline plans Principal and for classrooms, bus duty and cafe staff teria wi 11 be submitted to the principal during the first week of school for distribution and a sharing session. Parents wi 11 then be invited to learn about these plans at the September Open House. 3. Staff wi 11 read Assertive Discipline and participate in a discussion and viewing of the Assertive Discipline film package at inservice meetings. Principal, staff, lunch aides (bus drivers) l1. A school-wide Reward Day wi 11\\rincipal, be held at the end of each nine staff, PTA weeks. Community resources lnservlce Ac.t lvJty Same School Advisory Committee: Principal: Jane Ford Teachers: Mandy Hyatt Ka thy R i dge,-,a, Jenny Turner Support Staff: Lori lfol ler Parent: /\\nnl Si mp son [uluuton ot Activity (Ev1lu,clon lnurunt, rt1l ln1 d1t,, flnlihtd pr0J11ct, rprorrlu, othef) At a faculty meeting teacher observations of behaviors wi I I be shared and recorded. Fi !e of plans Recorder wi I I make notes of meetings. Conclu1lon,, rlndln.1,1 or Stteu1 of Act lvlty Faculty ohservations noted that social ski 11 s imp roved s i gn if i cant ly. Manners improved slightly. Plans on file. Assertive Discipline was rearl by staff anr ideas were implemente Film packaqe was not available. Records wil I be kept Records on file. of the number of children partici-pating. I \"\"I '' \\ \\ \\ f'tluc~\"lt1c\u0026gt;nitl l'r1or1c.y II Conl: 1\"11t improvt.me11L- 111 p, o,\n1 w1s .ind ,,pt..r-~H ions th.rt leac.l to bctt\u0026lt;r studt.ul bPhJvlur. Objective: By tlu.~ cnd of the 1988-89 school year, activitjcs wj J J St t or local C:,ul No he \u0026lt;levtlop\u0026lt;.\\d and implemented that will motivate students to impn1vc their classroom manners an\u0026lt;l socialization skills. 5. Good Apple Assembly will be divided into primary and intermediate programs, to be held simultaneously every Friday morning. Hrs. Ford and designated teachers wi 11 take turns pres iding over Good Apple. 6. For each Good Apple Assembly each classroom and/or teacher wi 11 select a \"Problem Solver of the Week\" and a \"Good Apple.\" The problem solver wil I wear a button, and the good apple will receive a written award. Al I winners for the month will be included in a drawing for an Amboy T-shirt or similar item. There wil I be one winner for primary and one for intermediate students la1pon1 lbl I lty (llho \"'I I I coorJlnato1) Principal, staff and PTA Principal, Slaff and PTA Jn.urvlce Act tvlty h.aluuton of Aclhlty ((valuac Ion Inti ru1t11, te1tln1 dua, flnl1haJ produc1, rprorrt.u, otlorr) Conclu1lon1, fJr1Jlnl1 or St1Cu1 of ACI lvll7 Survey response of Survey on file. children wi 11 be made at the end of the first nine weeks. Survey response of Survey on f'le. children will be made at the end of the first nine weeks. --- - -- ________________ J_ ______ ___JL_ __________ _ ' l I a, 0 I \\ Amboy Elementary (School) North Little Rock School District ANNUALS CIIOOLP LAN 1988-1989 Educational Priority O 2 Goal: To improve enrichment activities in reading. Objective: By the end of the 1~88-139 school year, we will develop and implement programs that wil I encourage reading outside the basal texts. \\1 ...  o, lrI  I Ho ocal fl \": t ,1 lC Ill I. Reading Contracts - Parents wi 11 be asked to rC'ad with or I is ten to their chi Id read on a weekly basis. Starting in Octobe teachers will send reading contracts home for parents to sign. 2. Book Swaps - On the first Tuesday of each month, starting in November, students will bring books from home to swap for a book of their choice. Books wi 11 be provided for students who do not have books at home. 3. Idea Sharing - A reading resource person wil I be invited to the school to share ideas/ activities to enrich reading in the classroom. Each teacher will implement an activity from the sharing. \\ \\ pon,lbl 11 I)' (Mho wlll coordln1te1) Teachers, parents, and students Teachers and PTA volunteer Ashley Inga I Is and other teachers \\ ln1,rvtce A.ct tvlty Resource person will share ideas during January meeting School Advisory Committee: Principal: Jane Ford Teachers: Handy Hyatt Ka thy R i dgew,, Jenny Turner Support Staff: Lori Wal !er Parent: Anne Simpson LY1lu1t Ion ot Acl hdty ,c.,,lu1tlon ln11tut1t, c.11Jn1 data, llnhhird produce, rprorrl.11, oth,r) Conclu1lon1, r111J1n,., or Sl1fut of ACI 1 .. 11 r Students wi 11 share 247 signed reading completed contracts,contracts are on and a record of the file. number of returned contracts wil I be kept. A sign-in sheet wi I I Participation was be kept during book displayed on a hall swaps. A graph bulletin board. showing participa-tion for each class will be displayed each month. Teachers will discuss student responses to activities during a staff meeting i~ March. Student responses were positive. Records on file. (.:i, louul\nJ I IL\u0026lt; I Ro, k ..:.-\nc l~o,. I ' H IVfl, Educational Pr1or1cy I J Coal: The development~tivities that will enrich science instruction. Objective: By the end of the 1988-89 school year, activities wil I be developed and implemented to improve and enrich the elementary science program. S1t or l.oc:l eo.1 \" State H3 lcponlbt I It)' (~ho \\tlll I c:ooirdlntel) I. lpach\u0026lt;'\u0026lt;', \"i 11 supply a I ist Staff and of ~cit.'nct. m(1ttrial~ appropriate science for their grade levels. This committee 1 isl will he compiled by the sci-ence corrmittee for implementing a IT'alerials supply 1 ist for the science program. 2. Teachers, parent volunteers, and students will assemble and display a variety of science experiments that will enhance and enrich unit studies at all grade 1 eve Is. 3. A school wide science fair will be held during the spring semester of the 1988-89 school year. Individual and/or group participation of students will be encouraged at all grade levels. Parent volunteers, staff, and students Staff, parent volunteers, resource people, district personnel, and students An inservice session on conducting a science fair will be held. Ttucher,: M,lncly lly.1l t Kathy Ridg\u0026lt;\",.. Jenny Turnt-1 Support Staff: Lori Wa 11 er Parent: Anne SimpSOIL [vluctlon of Acth,hy (Cvlutlon lntrucnt, tcstlftl dsts, finished produce, rprorrl.u other) Conclulona, Fh,dlnA or Slatu of Act hltr The materials supply Materials were pur- 1 ist will be compiled chased and userl in in Hay, 1988, for experiments. Purpurchase and imp le- chase orders on file. mentation at the be-ginning of the Jq88- 1989 school year. Student self-evalua- Evaluation forms on tion form file. Responses were very positive. qJ~ of ~th grarlers rassed HPT in science. Evaluation of the ~his activity was science fair will modified in that pro-include: an account jects were not judged ing of the percent- Each student that suh age of student parli mitted a project was cipation, judges' awarded a certificate evaluation of the ,f narticipation. quality and variety ,tudent responses on of entries, \u0026amp; studentfi le were very pos isel f-evaluat ion form ive. ' ~ r I Argenta r.lemcnlary (School) ANNUAL SCIIOOLP LAN 1988-1989 North Little Rock School District Educational Priority H 1 Goal: To improvethe programs that teach basic math computation and other math skills. Objectlv: By the end of 1988-1989 school year, studenls will have achieved an average of one year's growth in math. Slat or Loral Wal No. Local 5 ,k:llwlCJ' or YI .. LI .. Schedule a specific time for m~th to facilitale cooperative teaching. Utilize adults and peers to tutor in basic math skills. ... ,. .. ,.,1111, f\"'- wlll uortllftoU1) Principal and staff. Principal and staff. Purchase math facts tapes to be Principal. used in classrooms. Use school wide incentives for Staff. knowledge of math facts and counting. Set up math centers in Staff. classrooms and in the media for use by teachers and students. Administer timed math facts Staff. tests on a weekly basis in \\ each classroom. \\ \\ School Advisory Co-lttce: Denise Clark, Chairman Cindy Schilb Lois Clifton Louise Benlon Becca Carr Opal Goldsby Dr. Pat Coomes, Principal Linda White, Parent fwal1,1atlo I AclhllJ ([woluatl l111ot,.,...1. C.H toa ,., ... f lnhh4 ,ro4,,c:c, r,,orrl,10 011\u0026gt;,rJ Cood1,1ol ... , U 4111a or Ital'-' I Ac:1 i.11, Schedules on file. Schedules on file. Schcdu le for adult tutors on file. Purchase order for materials ordered. Schedules on file. Purchase orders on file. Record of incentives Records on file given will be with teachers. recorded, List of materials Materials and and activities in activities on file. centers. Teachers will chart Charts on file. or record weekly math facts results. \\ t ~- ,  ,.,, ~,ft t lo II\" J,,, ~. lui.1I 111,-1 t It_ l ,._.,JucaLln11.1l l'rlorlt:y I 1 Ludl: 1'0 1mp,ovt-CTif:--,\nrn1,f'':w1:J t/1.Jt lr\u0026gt;dCh basic math computation and olticr rr1cJU1 skills. Objective: Ry the end of 1988-1989 school year, studenls wi Jl l1uve achieved an average of one year's growth in math. ,. ., . . , L.tral 1,,c:1,JwUJ or 11- LIN ..,.... ,.. ,. .,. c..., ... lnentc Acllrit.J \u0026amp;MIio will c .. ,,u,.tH Local Revro11p childl'en to limit. Principal and 5 nt1ni1Jer of matl1 ,~roup!J per staff. Lr-acher. I '\"r'' -- -- ---~ [walvUoA I Act hrll J (lwI., lo I , ..... 1  c  c1 ... ,_, , .... , .... , ...... flAh t.. er 111 ... f kthltr ,,  ,..:,, rpurr ll 011,ar) List of mat.h groups Lists of math on file. groups on file. I A1,~.!11l:'.l I lcr,..__1 _,,_.,___1_.. :y _ cs\ni\n-\n1\u0026gt; f.HMUAL SCIIUOL PLAN 1~1111-l~H~ N,~ 1.ltt ll W111 k Schnol Ul~!..!J...!. r tJut\"JLiOu-'1 l1 1io1ily I __ \" __ To 1111prove :...lu1..h.:11L co11l.lucL w1Ltiu, clc.1:.0:Aoao!.i, t,u1 ldLn~ and l..tyi,1rounLI. Lu.,1: ,. .... . a..,  '- .... Local 7 I ,a,_ I To promote a stun,mt conduct pla11 that w1 l I e11hunce 1\nuod d1sciline. ......... ~1111, ....... ,u_c--uH 1'1111cq,,1l ,:11,d ::I al'f will senLI ticm1c a lelll'.r :~tut1rw new rules \"\"LI policies tu, Lt,,. l')tlU-89 stt,ool year. l'..tr'\"\"Ls/studenL,i will s11\nrt Lili.it L11ey have read ttie rules a11tl w111 support LIie ru Jes and procetlure:.J. tJ1,ic1pl111e form w1 ll be sent 1io111eL o uocumcnt di:.\nr-upL1ve betiav1or. 11T11ue-oul\" ror K-2\nAfter ,\ncl1ool detent1011 for 3-6. l'o~LC't'Z w1J l t)e madl! Lo roinoLe t:ood ,1 .,,c1 pl ,n.i anLI I'\" 11 pasc\ne,\nw 1 Jl l,e Ukld!! Lo ir,sUJ:'!! r.outl :\nt.uuunt conduct. 110utSli..U\\J.1.111~ Ci\\. l 't.eu 11 \\1rorr-a111 1,,1\\ \\ \\ b, \\1 \\l.1 1n \\.he ~,\npr1.n1r. to acV.1,o'-1\\l!.c..\\)'.I.!. S\\.u\u0026lt;lc.nt.t:. \"\"ho t.ypi{-y out.- l.a\\\\d \\\\W. U ha'-' lor. . Principal anti teacher:\n. Princ1p\u0026lt;1l a11LI Lt.:acllurs. ''eacher:\n. !jLaff meeting. __ _) School Adv1aory 1..0-1,,e1 Anueltc Hr\u0026gt;d!\nt.H: 1 Ct1,,ir11'\\d.O A111L...1 !'\nmi t ti c.,rol Aclin ~\n111!11y l\u0026gt;u11n EulteLa W.\nre Belly t::arnhart Betty M..rLin LJr. Pat Coo111e~, Principal jt,irley Pederson, Pflront lwdwettoo1 I MlhhJ ,... .......,.-........ ..,.-. ........ . ...... f- I , t t hl a atke1, Parents ~i~n rules anti re turn Lo sct,ool. Si1\nneLI rules will uc kct on flle. Copy will be kept on I' !le. Hontlily rtecof'd of slud1.:11L:\non file. Posted throughout l\u0026gt;ui lei 1 nv. a11d pas:-\ne\n.. .t11 c la.\nrooms. J.i!.iL ,.Jr Olll t ..i11ding. r I Ll't.1..11.~ w 1 11 Ue kept. 011 1.1.h,. C..C:I-- 1a .. 1-.e at IUI .. el AUlUJ Signed copies were kept by individual teachers. Master copies on file. HecorLls are on file 1n office. lr.dividual teachers 1\u0026lt;ept reecords ou file. Posters were made and posted by students and media staff and put in hall. Program held Ju,,e 2,\n'.)8'). \\ , . , .-1\"7 Mt ti I II I Ir   ~,rlonoI ,,,,.., r I, I 1-,lucL ,,,,,~ I l'r Jut J ty I J t.\nu~J: r,, 1111p11)V:--\n-y\n,-\nJ1 I J flld 1 .uad mnr'i.Jlt~ CJI 1'11/rf'flloJ :\ntc.Jfl' t111..n1lut'!J. Objective: To 1110L1viJl.e and reward /\\rJ~enld sLut'f m1..:rn1Jcrs. ,,. ..,. Lota I Wal ... Local 16 I V\", ' I TnscrvicP will I,\u0026lt;' prov111etl on Pdncipal Same t,~du, in 1~ !d.rP:\n:1. and committee. P1i11ripal wi 11 ,nlliate \"f1eeL i.me\" for Leacl1ers. P.T.A. and principal will conllnuc lo in1 Lia Le teact,er upprec1at.ion i.1Ctiv1 Lies. i0 lrnplPmr11l ~oci\nil acLivlLics l h1ouvhou1 t l1t'. scl1uol yr~ar tu i11tluIP bi1lllday:1 1 potlucks, t.tlin,~ ouL, J11tl pctrltc1p11t1n1~ 111 111, slulls c.1nt,ir rood pro,~ram. Principal P.T.A. a11d pr inc i pal. Principal and Committee \"Men La 1 I lea l th Our:\" Teacher appreciaLi on luncheon I o, _. ,y 1ft, I, , ( ' oJ I\\C. I lfl Trt'V.J 110.11\u0026lt;11n,1n lie Lt y Camp be J l i\u0026lt;OSJI' llom\u0026lt;Ul Jenifer f'au,1ht Kay Green Dr. Pat Coomes, Principal Dona.3 Sti rmc.111, Parent ll .. atJ el \u0026amp;H lUJ flaluall- .,... Caecla..l. , flMli 1  Uh\"'- r I- I Mthllf P..c 1, rptGr1 ht cu\u0026amp;...-) Oa t.c and t.anrtou L Inservice with of icl.,a:: on rile. Marcia Anderson on April 25, 1989. LisL on f1 le. Date on fl le. List of free times on file in office. Teacher appreciation luncheon 5-30-89. Calendar or ev\u0026lt;:nLs Calendar of events on fllc. on file. ( 1'118-19119 (School) llorth Little lock School District I \"\"I '' l lducational PrloritJ I 1 Coal: Enhance instruction through peer tutoring, Objective: to implement structured, well-monitored peer tutoring program in order to better the educational skills of at-risk students. .......... .. c..1 ... \\ l. Define the need and role of peer tutoring. 2. train and provide opportunities for students to tutor. 3. Infona parents of peer tutoring program. a) Newsletter b) P.t.A. Study groups .......,. ..... c-. .... c .. , ...... ., Principal and Teachers Principal, Teachers and Resource Person Teachers and Principal __ \\_ Effective uses of peer Tutors and Coaches. Principal: Teachers: Susie Ballard-Jac~son Barbara Hartwick, James Parker, Shirley Kelly and Katherine Keough Support Staff: Fonda Purifoy and JoAnn Layton Parents: Sharon Jordan and Marv Shuffield .. ................ u, ... .,.-...., ,.- -, .  ...... .. u . ....... . ........... ,.,.,.   o.,, The collect ion and recording of information relevant to tutoring needs Survey of program effectiveness Teacher monitoring fom Copies of letter and meetings c-, .. ,--. , .......  kt I M1h11, Tutors and coaches were chosen in grade, 3-6 based on class performance. Interest, motivation, grades, work efficiency, task commitment and improved behavior were observed. A letter was written and sessions were held with P.T.A. -- _.__ ., I I _\"_'_ , I Uucc1o .. l rr1or1~T I 2 CoJ: Extend metacognitive sk1lls of students. -UAL c..~,u,u,a,. i~-i Ol\u0026gt;Jectfve: Utilize literature to expand reading and critical thinking. ...-.. c.. ... l. Develop and teach literature lessons incorporating Higher Order Thinking Skills. a. Comparison b. Inference c. Evaluation d. Analysis 2. Observation of other teachers ..,. .. ..., ... ,.._ 111 c_,,. .... ,, Teachers and Language Arts Supervisor Principal and Teachers Distinctive elements of Higher Order Thinking Skills in Literary Studies Pr1ncipa.1t Sch.lao Adwo~, ea-ace~ Sua~e Bailard-Jackson Teachers: Support Staff: Parents: ,. .IN. .,_.I .. .A.c.ll .I. ... .... ..H.II. ........ ...U..I .... .. , .. , ....,.,. .. Oral and written coonnunication between teachers and students Observations Lesson plans Visit McRat grade level teacher Barbara Hartwick, James Parker, Shirley Kelly and !Catherine Keough Fonda Purifoy and JoAnn Layton Sharon Jordan and Mary Shuffield c.., ....... , ....... . ., ....,. ... ..,. .. Plans, observations, and communication denoted the use of Learning Links and Reading Beyond~ Basal to assist with developing Higher Order Thinking Skills. Grade level observations were done but not of McRat teachers. ' ~ I co' I Belwood Elementary (School) llorth Little lock School Diatrict AIOOJALSC HOOLP UJI 191111-1989 !.ducational Priority I 3 Goal: The Development/Improvement of programs that Teach Decision-Making/Problem-Solving. Objective: Develop decision making skills by the use of a multi-discipline approach. ....,. ,.. .. . C-1 ... \\ 1. Employ decision making skills as directed in prepared media materials- 0 TAD,\" \"Know He Know You\" and \"Tips.\" 2. Develop decision making skills through the use of printed and audio-visual media. 3. Provide an opportunity for students to select a hobby in their area of interest. \\ ........ ~110, ,.._ will .-,,1-ul) Classroom Teachers and Counselor Classroom Teachers and Hedia Specialist Classroca Teachers, Principal and Resource Persons \\ 1 ... n1.ce iklbllJ Instruction utilizing decision making materials \\ School Advtaory Coaaittee: Principals Teachers: Support Staff: Parents: ,, .. ,. .. ., ...... ..,. a..c ,.u_..1.,1 , . tetl .............. . ... ..._,_ ... , .. ,  te tllair) The increase in the ability to make decisions as observed by classroom teachers, Counselor and Principal Written and oral analysis of World Affairs Sharing and ex-changing ideas with others Susie Ballard-Jackson Barbara Hartwick, James Parker, Shirley ielly and Katherine ieough Fonda Purifoy and JoAnn Layton Sharon Jordan and Marv Shuffield ~, ....,.. . ..... er etalM ef AUhl1, The Principal, teachers and the counselor have worked to promote responsible decision making and realize the consequences. Classes used headlines in newspapers, periodicals and television programs to evaluate World Affairs. Interest was stimulated t, ough use of resource persons in music, art, engineering, politics, poetry and science. I 5 I Uuctloaal PrJorU7 , :J C:O.J I The Development/Improvement of proar- that Teach Decisian-Malctoa/Problea-Solvtns- Ol\u0026gt;Jactivel Develop deciatan salttna slttll by th use of ulti-\u0026lt;liacipltoe approach. ......... .... . , ... 4. Organize a \"Just Say Ho\" club. .............. ,.. .... _  , .... ,1 Principal. VIPS, and Drug Facilitator .,..... ............................ ................... .. ........... , .. ,laH ..... I List of students participating and activities involved c..., ....... , ....... . ... ......., ...l. .. Sixth grade students participated in \"Just Say No.\" Weekly meetings were held with the counselor and teacher sponsor. High School students also held group sessions. The club members wrote songs and skits to present in assemblies. Posters were created and mounted through the building encouraging Students to say \"No.\" We were represented as a drug free school. Held balloon parade for \"Orama Troupe.\" ' .I. ., 0 I ~ Boone Park Elementary (School) Norch Little Rock School District Educational Priority D l Goal: The Improvement of Programs Skills Objective: ANNUALS CHOOLP LAN 1988-1989 that Teach Basic Communication We will provide additional opportunities for children in the area of language arts and communications. s,.,. 0 .. Locl Act lvlt)' or 11- Lin lupon,lblllty Cu41 ~o. (111.o will coorJln,ucl) ln,u\"Vlcc Actlvlty Dis- 1. Students will participate in G~idance tric t classroom guidance sessions Counselor Goal on bette!' W3YS to communicate Ill with each other. 2. The Quest teacher will work Quest Teacher with designated classes to teach creative problem sol-ving skills. 3. All classrooms will partici- Principal and An inservice will be pate in creative writing Teachers presented co share projects and display their creative writing products during one specific ideas. month. 4. Students will participate in Classroom special event days empha- Teachers sizing language arts and com-munication. 5. Staff members will at tend a Principal An inservice will work5hop on enrichment act- focus on art and ivities in the area o( crca- music as a means of ti VI! art!.. co~munication . \\ \\ \\ \\ School Advisory Committee: Linda Shaddox, Teacher Beth Hatfield, Teacher Janice Hibbard, Teacher Jamesetta Dennis, Aide Pat Fewell, Parent Pat Siegel, Principal [valuHhn of Ac:thlty ([.,aluatlon ln  cruaant. tc,tln1 dua, (lnt.hcJ proJuct, rprol'rlUa other) This will be evalu-aced through class-room observations. This will be evalu-aced by classroom participation. This will be cvalu-aced by teacher in-put. This will be cvalu-ated by participa-tion in events. This will be evalu-aced by teacher re-sponse to the in-service. \\ C.,nclualon, flroJln or Scatua ol Act !vier This activity was completed in October and the program is on going. The Quest teacher has worked throughout the year with groups of students. Creative writing has been stressed in all classes. However all products were not displayed at one time. This activity was n, L ..:.ample te1..1 his activity was not completed. I I .I. ... i 1-..,.,,, , .,, ,. , lm11t r_,,r (Schoo.l) ANNUAL SCIIOOI.. 1988-J.989 Norch L1cclc Rock School Dlscricc Educational Prior1.ty II 2 Coal: The Improvement of Programs that Lead to Better Student Behavior Objective: We will acknowledge and positively reinforce good behavior. Stt OIC\" Loe.al Co.al No. District Goal Ill l. Actlvlty or Tl- Lin We will develop a program of student negotiators. pon1lbll lty (Who vUl coorJlnato1) Guidance Counselor lnservice A.ctivlt)' 2. We will train the lunchroom aides in skills for negotiation and mediation. Guidance Counselor and Principal Training program for the lunchroom aides 3. 4. A program of competition based on behavior will be initiated in all classes. Excellent behavior will be rewarded through assemblies, parties and certificates. Guidance Counselor Guidance Counselor 5. Individual student improve- Guidance ment will be recognized Counselor through various activities. 6. A program for discount prices Guidance at the bookstore will be in- Counselor itiated for good behavior, good grades and good citizen-ship. Schooi Adv1so~y Coram~ccee: [vah,1tio of Acchhy (Evlluatton ln1tru-nt, C11tln1 data, flnllhrd produce, rprorrl.u1 ochrr) Linda Shaddox. Teacher Beth Hatfield, Teacher Janice Hibbard, Teacher Jamesetta Dennis, Aide Pat Fewell, Parent Pat Siegel, Principal Conch .. lon1, Tlndlnit1 or Statu1 of Actlvlcy This will be evaluated by the increase in the use of appropriate language when solving conflicts. This activity was initiated in October and appears to be a success. This will be evaluated by observation of lunchroom aides' skills. This will be evaluated by documentation of the success of the competition. This will be evaluated by documentation of assemblies and parties. This activity was completed by the counselor and administrative intern. This activity was no1 deemed feasible for this school year. ~he Beaver Achievers brogram has been initiated. This will be evalu- [ndividual students ated through activ- were picked for icy completion. ~xtra activities. This will be evalu- [his activity was ated through activ- not completed due ity completion. o lack of funds. 1----J--------------~---- _ _j_ _________ _.___ ________ .1._ _______ _ ' I -..J N I Boone Park Elementary (School) North Little Rock School District Educational Priority# 3 Coal: ANNUALS CHOOLP LAN 1988-1989 The Development of Activities that Lead to Parental Involvement in the Total School Program Objective: We will provide varied activities that involve parents. State t' Loc.i Coal ,,.__ l. 2. 3. 4. 5. The staff will work with the social worker to encourage par-ents to attend workshops and make teaching aids for their children. Parents and faculty will sponsor a school carnival with door prizes and special drawings in October. Parents and faculty will sponsor a chili or spaghetti supper. Parents will be encouraged to participate in group \"rap sessions II with teachers, counselors, and Principal. A Homeroom Mothers Organization will be formed to encourage increased parent participation in \\ \\\"''o\"s so\u0026gt;oo\u0026lt; o,,,,,,,,s. po\"lblJ lty (Uho will coorJlnacol) Parent and Teacher Volun-tee rs PTA and the Staff Parent and Teacher Volunteers Principal, Counselor, Teachers Volunteers Parent and Teacher Volunteers \\ \\ lnu-..,tcc Activlty School Advisory Committee: haluatlon of A.cthlty ([\u0026lt;11lu1tlo lnuru-nt 0 tutl111 d  t., flnhhcJ proJ11CC, rprorrlu1 otl11r) This will be evaluated by increased participation in these workshops by parents from Boone Park. This will be evaluated by activity com pletion. This will be evaluated by activity completion. This will be evaluated by activity completion. This will be evaluated by activity completion. I Linda Shaddox, Teacher Beth Hatfield, Teacher Janice Hibbard, Teacher Jamesetta Dennis, Aide Pat Fewell, Parent Pat Siegel, Principal Conclu1lon1, flnJlna, or Stuu, of Ae1 lvlty A Chapter I in- :dr~~cB~o~~~~~e~:~ - May. Other inservices were presented in the district during the year. This activity was completed in October and was a great success. This activity was not completed. This activity was completed on the kindergarten level in the beginning of the year. This group was initiated by PTA in the summer but little follow up was seen. I Educational Pr1or1cy I l Coal\nThe development/improvement of programs that foster responsible citizenship A\u0026gt;rPIVAI: -~H\u0026lt;)c\u0026gt;r:  .J. 9/JIJ-J 9119 Objective: To increase knowledge of the world around us through glohal ,studies llate ef Local Coal Me. .... ,.  111111t, C\"'- wtll c-rt\"ateT) Sue SimPK\u0026gt;ns-\u0026lt;\"ha f rnerson Lor11ine  foorf\". Sharon Anderson  . JackJ e llin,~s. Kathy Ash] ev, Gale Stanlev. Sharon Keel, Mary Zakrzewski, Paula Kirspel (parent) Carma Hess (parent) lvah,aUoe f Acth,ltr ,(f .vl,.-r .l- ..,. .l. c,.r. -. ,l.. .... pro4uct, rprotrl.ua har) C..Cl11a1 .... rtMlna or ltat11 ef Acthltp 10 To present information about local cultures, government, and economics of one continent a minimum of 2 days each month by May, 1989. Staff members, September orientation To compare results students, of staff about our of the MPT in 1988 parents, and goal and activities and 1989. MPT scores increased from 65% passinz to 95i~ passing. To name and locate continents, oceans, and hemispheres of the world by May, 1989. To correlate music and art with units of studv by ~ay, 1989. resource speakers Staff members and students Staff members, students and parents To participate in costume parade and smorgasbord. To decorate the display case and make hall bulletin boards. To record each The Parade of t!ations was held on April 28 with an international menu in the cafeteria The front bulletin boards and display case stressed a country or continent each month. individual's test Awards were made for results and place in making 100~ on tests. folders. Scores are in the grade books. To present all P.T.A. Some art show entrie, programs with themes had an international about other theme. Ja~anese Day countries. was held by tlie ques To display art show class for the whole entries with a globa school in lieu of flavor. PTA programs. 97% of To assess the our students students' enjovment enjoyed our r,l0bal of our study with a studies. survev. , Crestwood Elementarv (School) ANNUALS CHOOLP LAN 1988-1989 North Little Rock School District Educational Priority D 2 Co~I: The improvement of programs/operations that lead to better student behavior Objective: To stimulate interest in physical fitness while developing perceptual and motor skills, social skills, better behavior, reducing stress and absenteeism Stat or Local Coal No. Activity or Tl .. Li lupon.tblllty (~ wlll coordlnual) ln  uvtce Activity 7 Local To expand equipment, utilize fitness course, develop 11black top\" games, make walking track around soccer field, purchase other P.E. equipment by May, 1989. To make a sequential list of skills/games K-6 to be taught to give students activities for recess. To emphasize physical fitness for students and staff To utilize \"Fitnessgram\" as a pretest given Spring 88 and posttest Spring 89. To teach CaTeer Awareness in Telation to fitness/?.E. Committee, principal, P.T.A. Committee, teachers Committee, teachers Classroom te\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_1498","title":"Student handbooks, elementary school, 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":["1989-07/1995-07"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["handbooks"],"dcterms_extent":["27 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1503","title":"Student rights and responsibilities handbook review committee, 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":["1989-05/1989-06"],"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","School administrators","School discipline","School board members","School management and organization","School improvement programs","Student activities","Student assistance programs","Student expulsion","Student suspension"],"dcterms_title":["Student rights and responsibilities handbook review committee, 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/1503"],"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":["handbooks"],"dcterms_extent":["420 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1128","title":"Interdistrict Magnet Schools of Pulaski County, Arkansas","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":["1989-03-17"],"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--Evaluation","Education--Finance","Educational planning","Educational statistics","School buildings","School discipline","School facilities","School improvement programs","Student assistance programs","Magnet schools"],"dcterms_title":["Interdistrict Magnet Schools of Pulaski County, Arkansas"],"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/1128"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nApplication for Grant Under Magnet Schools Assistance Program lnterdistrict Magnet Schools of Pulaski County, Arkansas SueMmED ev: LITTLE ROCK SCHOOL DISTRICT NORTH UTILE ROCK SCHOOL DISTRICT PULASKI COUNTY SPECIAL SCHOOL DISTRICT ARKANSAS DEPARTMENT OF EDUCATION JOSHUA INTERVENORS KNIGHT INTERVENORS PULASKI COUNTY INTERDISTRICT MAGNET Rc::VlEW COMMITTC:::: March 17, 1989 TABLE OF CONTENTS Page Part I: FEDERAL ASSISTANCE FORM State Clearinghouse Letter 1 2 Part II: BUDGET INF0Ri.'1ATION J Standard Form 424A 3 Part III : PROGRAM NARRATIVE I. PLAN OF OPERATION 5 Background 5 Management Plan 11 Magnet Review Corrmittee 13 Relationships of Project Objectives 13 to Purposes of the Program Description of Staff Develonent 15 Program Activities and Personnel to Meet Objectives 16 Equal Access for Eligible Participants 18 II. QUALITY OF KEY PERSONNEL 21 Project Director 21 Other Key Personnel 25 Selection Criteria for Magnet School 28 Teachers District Nondiscriminatory Practices Employment 29 III. QUALITY OF PROJECT DESIGN 30 Booker Arts Magnet 30 Carver Math/Science Magnet 44 Gibbs Magnet 60 Mann Arts/Sciences Magnet 70 Parkview Arts Magnet 77 Williams Basic Skills Magnet 86 Staff Experience in and 109 Knowledge of Curriculum Developnent and Desegregation Strategies Addressing Educational Needs 109 Appropriate to Students Enrolled 110 Parent Involvement VI . BUDGET AND COST EFFECTIVENESS 111 Budget is adequate to Support 111 Project Objectives Costs are Reasonable 112 Project Continuation 112 Page Part V: EVALUATION Pl.AN 114 Part VI: ADEQUACY OF RESOURCES 115 Facilities 115 Construction and Renovation Costs 116 Materials and Supplies are Adequate 116 Part IV: CITHER INFORMATION Desegregation Plan Information 117 Supplemental Data Sheet 118 Attachment 119 Need for Assistance 120 Degree of Achievment 121 Collaborative Efforts 124 Part V: ASSURANCES AND CERTIFICATION Certifications 125 Assurances 129 Agreement 130 APPENDIX BUDGET SUMMARY Booker Magnet 131 Carver Magnet 133 Gibbs Magnet 135 Mann Magnet 137 Parkview Magnet 138 Williams Magnet 139 NEEDS ASSESSMENT Booker Magnet 141 Carver Magnet 143 Gibbs Magnet 144 Mann Magnet 145 Parkview Magnet 148 Williams Magnet 149 Nondiscrimination Policy 151 LRSD Financial Report 152 Approved Desegregation Plan j PART I FEDERAL ASSISTANCE FORM ] AP~UC~TION FOR FEDEnAL ASSaST ~NC~ ,. ,,..,.. o_, 111 -raee : ~ ma  c oa,, c~ cc-- ~~ c~ s. --,_11011 I Z.IIAISJU- 3-17-89 3.IIAIS~~fAIS lsi....__....- rn Rgo11\u0026amp; -Ofi7 '-IIAIS_IT,_.AGIDC't 1~- LAQal- Little Rock School District of ,~Unc P11l.\u0026lt;1c:\nki C'rnmtv Ark.\u0026lt;1n\"\"'\"' Acn-. /o,,,e er,.__,..,, - - DO -,w,: ----ol!l'le--1111:la_,_QII __ 810 West Markham m.- (o,,,e _ _,., Little Rock, AR 72201 James Jermings (501) 370-1604 I. --1~11011-- 1. \"\"0, ~ (., __ ,_ lfl 00.1 [Ii. 17 11 1-j 6!0111417 11 17 I ,\\,5'- 1-1. ~ l C -IC Sctm Oi\u0026amp; 13. Cau,,ty L S-ean- 1-cat ol MiQIW i...,,,nc C.MI.- J.\"\"\"-U.--V .,_o,-..ic.r.110111 o.r- t\u0026lt;.lftCllanTtim :c - ~  i:w- e.~ l..ltldiwoclual F. tn--.. w.,.,,,,_ero-a-rt.. ~ .,_ __t ltfti:llmau:   G.S-.-Cicil:I I'(. 011w 1s-:itvr. , __ 11..0.::--A- C.-Ouraaan o.ec-o...- cu-,-,,,, L-01'~.MUIC'I! U.S. Depart=ient of Educ:ation/ACC Washington, D. C. 20202 11, i.:A-Tr.M..O.C.I .~.a -,ou-- I a I 4 1.1 1 ~ is A 11. --mu o, -.-n \"\"10.ICT\\ mu: Magnet ?c:~ools Assistance Program Interdistrict Magnet Schools of Pulaski Cotmty, Arkansas 11. .,...... ~IT~ 'c:aa. ~nea. JtatN. :.~ Little Rock and North Little Rock, Arkansas (Pulaski Cotmty) 12,, MIC-~IC!\\ I ,._ C0MOIIC\u0026amp;l0IU4 !llsnnc:n ~ StalC.. I l:nClnQ c- IL~ond jtL\"'- 7/1/89 I 6/30/90 - Arkansas Second - Arkansas ,s. !ST!M6Tm \"'-'-- , .. IS-..icA110N sua.cr TO - IT STA1'1 IXIICIITIW- 11:sn JIIOl0CDSI' a.i=-. 1  .aa L Y1:S. TI-ffS iic:l~ClTlCK'AfllllJClTlON WA:J MAOe AV~ TO~ 2,643,401 S'l'ATI! :Xl:CtJ1\"lve ~ 12:Jn ~ FOR ~ CH: ~\"-I  .011 CATI! March 15 . 1989 C. Staa 1 .011 ti N0.0 ~ IS lfC1f ~ 11'1' E.O. 12:lr.l cl,\\,,gca  . .all  CA~ HAS lfC1f amt SEL.=cra:l 11'1' ST'ATI! rCA FIEV1EW .. cm-  .all '-~-  .all 17.  n.-,c.u,rr-....ouarc:.-1'-.a\u0026amp;. CIUff  .GIi  Y 1t-,1111.aaa:r1111wwwwwwc. (21 No\n. TOTAL 2,643)401 1\u0026amp;. 1'0 '!Ma IGTO, 11'1' ~ MIO ..._.,.AU. IIAfA* ---Tl01WN-.IC,t.1101U,_lllM MIOcaacr, '!Ma~--IIUl,Y .IIITI00IIIZID IY\"\"900WII- _.,a,,'!M ~ ANDTMI-.-WIU. c=-.YWffllfftlAff.lCIIID \u0026amp;SSllll\u0026amp;ICZS ll''TM _,._ IS \u0026amp;WIMIOG \u0026amp;. T,om - ot Au-.- ~w,caaw 11. TIiie George Cannon Superintendent CS.~ol,P'D-:22-- AuUtcrizedforLoc:21 Re~roducUcn F3 (1) lts~~61 C I .. 0..5-d ~~1\"\"7ffl.\u0026amp;4 1 ... 1:,.,,. ~11tOM8~.:. OFFICE OF INTERGOVERNMENTAL SERVICES PHONE (501) 682-1074 Mr. James Jennings STATE OF ARKANSAS DEPARTMENT OF F INANCE AND ADMINISTRATION PO BOX 3278 LITT LE ROCK  72203 March 14, 1989 Little Rock School District of Pulaski County 810 Hest Markham Little Rock, Arkansas 72201 Re: AR 890314-067 Interdistrict Magent Schools of Pulaski County, Arkansas. (84. 165A) Dear Mr. Jennings: The State Clearinghouse is in receipt of the above referenced application submitted in accordance with Executive Order 12372 \"Intergovernmental Review of Federal Programs\" and the Arkansas Project Notification and Review System. The proposal will be submitted to the proper state agencies and interested organizations for their review and comment. The State Clearinghouse wishes to thank you for your cooperation. Should you have any questions, please contact Tracy Copeland at the above telephone number. Sincerely, Jt:ii'::!t::\nState Clearinghouse Attachment JG:TC:cb/0021. lN (2) .. AN EQUAL OPPORTUNITY EMPLOYER PART II BUDGET INFORMATION - OMll Appro11al No. 0)4il -0044 BUDGET INFORMATION-Non-Construction Programs SECTION A - BUDGH SUMMARY I Grant Progrm C1tlog of federI htlmted Unobllg.ated fund, New or R 111i d Budget function Dom11tk Aubtiln\u0026lt; or Actl11ity Number Feder.al Non-federal Feder.al Non-federI TotI ll (b) (c) (di (e) (f) (g) 1. Magnet Scho9ls $ $ $ $ $ Assis. Pro.~ram 84-165A 2.643 ,401 2,643 ,401 2. J. 4. 5. TOTAU s s s 2,643,401 s s 2,643,401 SECTION I - BUDGH CA Tf GORIE S ORANT PROORAM, FUNCTION OR ACTIVITY Total ' Obje\u0026lt;t CIHt C1tegod1t (1) (2) (3) (4) (5) .. Penonnel s 426 ,010 s s $ $ 426, 010 .,-.._\"1 ~lJl b. fringe Beneflu 90 ,185 90 ,185 ,. Tri1111el d. lqulpment 1, 215,413 1, 215,413  SuppliH 682 , 379 682 , 379 f. Contril\u0026lt;tual II 11 Connru\u0026lt;tlon h. Other 186 ,612 186 ,~12 I. TotI Dlre\u0026lt;t Charges (sum of 6il - 6h) 2, 600 ,599 2, 600 , ~99 J. lndlre\u0026lt;t Chug11 42 ,802 42 , 802 k. TOTALS (sum of 6i nd 61) 5 2,643 ,401 s s $ s 2,643, 401 ,.~ .. \"l I ,_ Prog,am Income s 1 s s I, I' - SECTION C- NONFEDERAL RESOURCES lI Ornl Prourm lbl Aoollcnl lclllala ldl Olh .. Soun:-  lel TOTALS I . s s s s  10. 11. u. TOTALS (,um of hne, I And 11) s $ $ $ SECTION D - FORECASTED CASH NEEDS u. , .... ,  Jolet lot lat Yr hl0uat1er Jnd Ouarler lrd Ouar1er 41h Ouar1er $ 2,643,401 $1,135,300 $ 1,135,300 $ 186,401 $ 186,400 14. NonfederI 15. TOTAL hum oflinei 11 nd 14) $ s $ $ $ SECTION E - BUDGET ESTIMATES OF FEDERAL FUNDS NEEDED FOR BALANCE OF THE PROJECT (at Grant Progrem fUJUll fUND\u0026lt;N\u0026lt;i PUIOOI IY .. uj lblflral {\u0026lt;)S.,ond {d}Thl,d (el Fourth 16. $ s $ $ n. 11. 19. 20. TOTALS (,um of line116-19) $ $ $ $ SECTION F  OTHER BUDGET INFORMATION (AIIA\u0026lt;h dd1tionI Sheeu If Ne,enry) 21. Dlre\u0026lt;t Chuge1: I n. lndlre\u0026lt;t Ch111ea: n. llmkl Sf 424A 14 -a\u0026amp;) Puo i PART III PROGRAM NARRATIVE I. PLAN OF OPERATION Pulaski County is the most heavily populated metropolitan area in Arkansas, encompassing three independent school districts: Little Rock School District, North Little Rock School District, and Pulaski County Special School District. The Little Rock School District covers ninety-one square miles, and its boundaries are coterminous with boundaries of the City of Little Rock. Al though the population of the City of Little Rock is approximately two -thirds white, 63% of the Little Rock School District's 25,942 students are black. Along with the North Little Rock School District, the Little Rock School District is one of the oldest continuously operating school districts in Arkansas. The North Little Rock School District covers twenty-six square miles and comprises nearly all of the City of North Little Rock. The North Little Rock School District has 9,505 students (43% black). The Arkansas River separates the City of Little Rock and the City of North Little Rock. Created in 1927 through the consolidation of thirty-eight rural independent school districts, the Pulaski County Special School District surrounds the Little Rock School District and the North Little Rock School District. The Pulaski County Special School District covers 729 square miles and contains the remainder of the county not included in the other two districts. This district has an enrollment of 21,819 students (25% black). Each of the three districts currently operates under a court-ordered desegregation plan, and none of the districts has achieved unitary status. For several years the Little Rock School District has been under federal court order to maintain racial balance within its schools. While the racial composition of the school has shifted slowly in the past several years, there (5) has been a gradual increase both in the number of black students attending Little Rock schools and in their proportion of total enrollment. In 1980-81 black enrollment totalled about 13,000 or 63.6 percent of the total enrollment of 20,500 students. By the 1986-87 school year the number of black students had grown to almost 13,800 or 71 .3 percent of the total enrollment of 19,300 students. The decrease in total enrollment between 1981 and 1987, while experiencing growth in the black enrollment during the same time period, is an indication of the pattern of white flight that has continued to plague the Little Rock School District. In November 1981, a team of twenty-two social scientists, business leaders, educators, and technical assistance specialists, all of whom were involved in the study of desegregation issues, visited the Little Rock School District. The team visited the Little Rock School District under the auspices of the Technical Assistance Center at Stephen F. Austin University, in Nacogdoches, Texas. The team spent four days in Little Rock observing schools, interviewing community leaders, parents and school personnel, and reviewing available research and program documentation. The purpose of the visit was to review the progress of desegregation in Little Rock and to identify ways that the progress could be maintained and expanded. Among other things, the team noted the following: Significant progress in desegregating the Little Rock School District will require the exchange of students across the boundary lines between the Little Rock and Pulaski County school districts. This will require either a voluntary or mandatory exchange of students and will probably require involvement of the state government. The metropolitan areas in the United States with the most desegregated schools are those that implemented county-wide desegregation plans. County-wide desegregation plans have proven to be the most stable urban desegregation plans in big cities. (6) The 1981 desegregation study was the catalyst for a consolidation lawsuit filed by the Little Rock School District on November 30, 1982. The lawsuit was filed against the North Little Rock School District, Pulaski County Special School District, and the State Board of Education. On April 13, 1984, the United States District Court for the Eastern District of Arkansas found that the defendants had contributed to the continuing segregation of the Little Rock schools and that an interdistrict remedy was appropriate. The district court ordered consolidation of the three districts, establishment of a uniform millage rate, elimination of discriminatory practices, and creation of magnet schools to enhance educational opportunities in the new district. The Joshua Intervenors, representing black parents and students in the three districts, filed a brief in support of the district court's judgment. The United States Eighth Circuit Court of Appeals reversed the district court's consolidation order on November 7, 1985, and decided instead that the Little Rock School District should annex those areas in the Pulaski County Special School District that would make its boundaries coterminous with the boundaries of the City of Little Rock. The Eight Circuit maintained, however, that a limited number of magnet schools and programs should be opened to all students in Pulaski County. Also, the Eighth Circuit required the State Board of Education to participate in funding the compensatory, remedial, and quality education programs, in establishing and maintaining the magnet schools, and in monitoring plan progress. Prior to the Eighth Circuit's order, three intradistrict magnet schools were in operation in the Little Rock School District. The first magnet program in the Little Rock School District (and the state) opened at Williams Elementary School in 1982. Williams Basic Skills Magnet School was designed for two major purposes: (1) to diminish the degree of white flight that the (7) District had been experiencing and (2) to respond positively to the public's perception and position that public elementary education does not. but should promote competence in fundamental academic skills. In 1983, Booker Arts Magnet School opened for intermediate students, and a math/science magnet school-within-a-school opened at Mann Junior High School. Both of these schools were opened to attract and retain white students in the system. Unlike Williams, these schools were difficult to desegregate before their conversion to magnet schools. Three additional magnet schools 1~ere opened in the 1987-88 school year as a result of the Eighth Circuit's order: Carver Math/Science Magnet (K-6), Gibbs International Studies and Foreign Languages Magnet (K-6), and Parkview Performing Arts Magnet High School (10-12). In addition to these new programs, Mann Junior High was converted to a full magnet by adding an arts magnet program to the math/science component. The six magnet schools are all located within the boundaries of the Little Rock School District\nhowever, all of these schools are \"interdistrict\" magnet schools. All magnet schools must have a student population which is 50-55 percent black and 45-50 percent non-black. Twenty-five percent of the capacity of a magnet school is reserved for the shadow area of the school. The remaining seventy-five percent of the seats are allocated to each of the three districts in proportion to that district's percentage of county-wide students at each school level (elementary, junior high, or senior high). Of the 4,198 magnet seats, Little Rock has 2,488 seats\nNorth Little Rock has 472 seats\nand the Pulaski County Special School District has 1,238 seats. (See next page for actual enrollments by school and district.) A random selection process is used to assign students to the magnet schools. This process allows each magnet school to serve a cross-section of students. (8) ?ULASKI COUNTY INTERDISTRICT ~AGNET SCHOOL ENROLLMENTS AS OF 2/13/89 LRSD PCSSD NLRSD SUBTOTAL SCHOOL SL ~JS BL NB BL ,IJB BL ~B TOTAL \"\nSLACK Booker 229 166 85 61 34 68 348 295 643 54% Carver 167 83 42 90 29 63 238 236 474 50% Gibbs 125 '. ~5 17 23 28 10 171 178 349 19% '.ii l l i ams 2'. .1 '. 32 1 9 .!6 14 15 247 2a.3 l90 :: ,-\\'JI oJ..., ,0 Mann 298 241 '. 75 37 21 32 494 360 354 - -. ,,, :o,, Par'\u0026lt;vi e1:1 31J9 2::..7 '29 -o 1 .1 28 152 345 -:97 :-\n-:, - , J Subtota.i '. 31!.3\nQ64 167 377 140 216 1950 1657 3507 : 4- ~~ Total 2407 8411 356 3607 % Black 58% 55% 39% 54% % of Enrollment LRSD PCSSD :!LRSD School Total 0,,/ Total 0/ Total \" TOHL ,0 .2. Booker 395 61% 146 23% 102 16\n~ 643 Carver 250 53% 132 28% 92 19% 474 Gibbs 271 78% 40 11 % 38 11 % 349 \\~illiams 396 81% 65 13% 29 6% 490 Mann 539 63% 262 31% 53 6% 854 Parkview 556 70% 199 25% 42 5% 797 Total 2407 67% 844 23% 356 10% 3607 (9) The last two school years can be described as the beginning of stabilization and cooperation among the three districts in Pulaski County. The Eighth Circuit Court of Appeals established the Magnet Review Committee to serve as the policy-making board for the magnet schools. The Magnet Review Committee consists of one representive from each district and the Joshua Intervenors, and two representives from the Arkansas State Department of Education. In addition to the interdistrict magnets, non-magnet students can transfer among the three districts if the school assignment enhances desegregation (voluntary majority-to-minority interdistrict transfers). In addition to the area of student assignments, the three districts also work cooperatively in the areas of staff development, curriculum, staff recruitment and hiring, transportation, summer school, gifted and talented, special education, purchasing, and various programs and/or concerns. The new era of stabilization and cooperation is best evidenced by the recent signing of a settlement to the Pulaski County desegregation lawsuit. All of the parties in the lawsuit have agreed to release statements that will end the desegregation lawsuit. The settlement agreement is subject to court approval and the court will still be responsible for enforcing the desegregation plans. Community groups such as the Greater Little Rock Chamber of Commerce, the Little Rock and North Little Rock Chapters of the NAACP, the Greater Little Rock Christian Ministerial Alliance, the Arkansas Education Association (NEA affiliate), and the local teacher associations have expressed their support for the settlement agreement and the desegregation plans in the respective districts. This milestone represents the end of thirty-two years (since the 1957 Central High School crisis) of desegregation litigation. More important, however, this milestone represents revitalization of quality desegregated (10) education in Pulaski County. The purpose of this grant proposal is to secure the resources needed to promote quality desegregated education in the interdistrict magnet schools of Pulaski County and to use these schools as models of academic excellence for the county, state and nation. Management Plan Each of the proposed six (6) magnet school projects will be administered by the Little Rock School District's Division of Schools, with overall responsibility assigned to the Associate Superintendent for Schools (locally funded). The Associate Superintendent for Schools is one of five persons reporting directly to the Superintendent and is a member of the Executive Team which formulates all policy and personnel reccommendations for Board approval. The success of the magnet schools' operations is an ongoing concern for the Little Rock School District Board of Directors who administers the six schools under the aegis of the federal court as interdistrict magnets involving the Pulaski County Special School District, North Little Rock School District, and the Arkansas State Department of Education. The Magnet School Director will report to the Associate Superintendent for Schools. An Acting Director is assuming these duties at the present time. This person will manage further program development and implementation, manage and monitor the budget, coordinate staff development activities, prepare all interim and final reports, coordinate the operations of the magnet schools with the general education programs in the other schools, and provide effective and centralized leadership to the magnet school programs. The Magnet School Director will be assisted by Instructional Coordinators assigned to each of the magnet schools. These coordinators will be responsible for assisting in the development of curriculum guides for the magnet schools, monitoring and implementing the programs, coordinating and monitoring the (11) budget, monitoring the reduction in achievement disparity, coordinating building level staff development and monitoring/facilitating the implementation of activities/projects at the respective magnet schools. They will work under the supervision of the principals who report to the Magnet School Director. The Associate Superintendent for Curriculum and Special Programs and other staff members of the Division (all locally funded) will provide technical assistance and leadership support for curriculum and program refinement, staff development, and program implementation and monitoring. Consultant services through the Division will provide information on federal and state laws and district policies that must be followed in providing educational programs aopropriate to the needs of all students -- i.e., special education, gifted education, etc. The Magnet School Director will also be assisted by the Associate Superintendent for Desegregation. The Associate Superintendent for Desegregation will ensure that federal, state and local mandates are followed as related to the efficient and effective desegregation of the schools and to equity and excellence in all facets of the school programs. Evaluation Specialists from the Department of Research and Evaluation will provide ongoing program monitoring, 1~ith periodic reports provided to Little Rock School District staff and Board members, the Magnet Review Committee, and the Court. The principals of the magnet schools will report to the Magnet School Director concerning implementation of proposed activities. They are administratively responsible for the Instructional Coordinators and the teachers who will provide the instruction and special activities designed to improve the overall achievement of students and to reduce the disparities in achievement among sub-groups of the student population. Working with Little Rock School District personnel, the Magnet Review (12) Committee will conduct an annual end of the year evaluation of each magnet school program. Evaluation components will focus on the overall goals of the individual schools. Feedback instruments from parents, students. staff and other significant parties and statistical student data will be used to evaluate the programs and to identify needs for improvement. Magnet Revi ev1 Cammi ttee ( MRC) The Magnet Review Committee (MRC), created by the Eighth Circuit Court of Aopeals at St. Louis, was established in September, 1986, to oversee the implementation and operation of the six interdistrict magnet schools in Pulaski County. Essentially the MRC is the policy-making body for the interdistrict magnet school program. Comprised of representatives from each of the parties in the desegregation case, the Magnet Review Committee makes policy on issues such as magnet enrollment, transfers, and building capacities. The MRC also approves funds budgeted for the operation of the six interdistrict magnet schools. The Magnet Educational Team (MET) is the recruitment arm of the MRC and is composed of three (3) members from each of the parties in the desegregation case. The MET is responsible for public information, recruitment strategies, and activities for the magnet school program. The MRC and the MET collaborate regularly with the host district and the parties involved in the interdistrict magnet school program. Relationship of Project Objectives to Purposes of the Program The objectives of the State of Arkansas, Little Rock, North Little Rock, and Pulaski County Special School Districts in establishing magnet schools to serve interdistrict students are as follows: (1) to advance voluntary desegregation within a segregated neighborhood and (2) to enhance the educational, cultural, and social opportunities for all students. (13) All three of the above named school districts are located in Pulaski County. The Little Rock School District, which has a school population in in excess of sixty (60) percent minority, houses the six magnet schools in neighborhoods which are primarily segregated. Transportation of students from all three districts to and from the student's home/magnet school is provided at no expense to parents. Core and enrichment curriculums are being refined and expanded to attract both minority and non-minority students at the elementary level. Carver Elementary School is designated as a basic skills/mathematics/science magnet school. International studies and foreign language are the themes selected for Gibbs Elementary School based on research that \"schools should begin emphasizing a global perspective during the elementary school years.\" Booker Elementary School is an arts magnet, and Williams Elementary has a basic skills program that reflects a structured, disciplined approach to learning and behavior. At the secondary school level, Mann Junior High School has a science/math/ fine arts focus, and Parkview High School has a fine arts theme. Activities designed to meet the objectives of the State of Arkansas and the three school districts as well as the two purposes for the Magnet School Assistance Program are described herein for each of the six magnet schools. Refinement and expansion of the curriculums are undertaken to attract and retain more students on a voluntary basis from all three school districts. The major thrusts of the activities revolve around (1) expansion and refinement of curriculum, (2) staff development, (3) reduction of achievement disparity between minority and non-minority students, and (4) greater involvement of parents and community. (14) Description of Staff Development Program The three school districts in Pulaski County believe that staff development is essential to the success of educational programs. The districts ha ve identified staff development strategies to attack second generation desegregation concerns which include, but are not limited to, low expectations, academic achievement disparity and lack of sensitivity toward individual differences. Thus, the districts have identified the following staff development programs: Effective School Training- Based on the research of Ron Edmonds, Larry Lezotte, Wilbur Brookover and others, the training cites Safe and Orderly Climate, Clear School Mission, Instructional Leadership, High Expectations and Frequent Monitoring of Student Progress as essential characteristics for effective schooling. The training is aimed at improving teaching practices, student achievement and student behavior. The training looks at the whole school, recognizes roles and role relationships, encourages shared decision- making and acknowledges the subtle yet powerful interaction that exists among the members of the school social system. Teacher Expectations and Student Achievement (TESA)- TESA is an in-service training program for teachers of all subjects, kindergarten through college, which encourages non-discriminatory behaviors toward all students to increase their academic performance. The program is a five month experience, built around 15 teaching interactions that must be internalized by the teachers and incorporated into the classroom experiences of the student. Cooperative Learning- There are two major cooperative learning models: Cooperation j_Q_ the Classroom and Student Team Learning (15) Cooperative learning is a basic instructional strategy in which lessons are structured so that students work together to accomplish shared goals. Students are assigned to small heterogeneous groups and instructed to learn the assigned material and to make sure that the other members of the group have learned the assigned material. Cooperative learning fosters better student achievement than individualistic methods, increases crossethnic friendships, and improves students' self-esteem as well as positive attitudes toward other students and the school. Cooperation j_.'.!_ the Classroom is a set of instructional strategies developed by David W. Johnson and Roger T. Johnson. Student Team Learning is a set of instructional techniques developed at the Center for Social Organization of Schools at the Johns Hopkins University. The basic idea behind the Student Team Learning techniques is that when students learn in small, carefully structured learning teams and are rewarded for working toward a common goal, they help one another learn, gain self-esteem and achieve feelings of individual responsibility for their learning. Further, Student Team Learning develops positive inter-student relations in desegregated classrooms or other heterogeneous groups. Typically, the training includes three techniques: Student Teams-Achievement Divisions (STAD)\nTeams-Games-Tournament (TGT), developed at the Johns Hopkins University\nJigsaw, which was adapted by the Center for Social Organization of Schools Activities and Personnel ..!Q Meet Objectives In the goal domain of expansion and refinement of curriculum, each magnet school has established objectives that will enable the staff of each school and its administration to offer and implement curriculum generally and specifically designed to meet the needs of all students. The curriculum implementation is (16) j unique in that each school is striving to integrate its theme, i.e., the arts at Booker, throughout all disciplines. Wide range teaching/learning strategies are to be utilized. The building coordinator and principal at each magnet school will be responsible for ensuring that the curriculum is fully integrated throughout the school. In the goal domain of staff development, the primary objective of each school will be to see that staff development is an ongoing activity rather than an event that takes place once a month. While many staff development programs, i.e., Program for Effective Teaching (PET) and Teacher Expectations Student Achievement (TESA), will be utilized at all magnet schools, each magnet school will design and develop unique staff development activities to meet its particular needs, such as computer training for staff at Carver Magnet School. In the third goal domain of reducing achievement disparity between minority and non-minority students, many varied activities, ranging from computer use to using new unique teaching/learning strategies, will be implemented. The expansion of the curricular areas coupled with intensive staff development in the area of effective teaching strategies are two means that will be utilized in improving the present disparity that exists in the schools. District-wide data as well as individual magnet school data will serve as the basis for evaluating where we are and where we need to be. The principal will organize the data at his/her designated magnet school and will make this information available to the school staff. New test data which will be available in the spring will be used to determine disparity reduction, as well as other indicators selected by each magnet school. The fourth goal of domain addresses greater involvement of parent and community. Concentrated efforts will be made to increase active parent participation in all magnet schools. An example of this is Williams Magnet (17) School where parents are required to participate in school programs in order for their child to attend that school. Additionally, two days a year are set aside for parent/teacher conferences. These days are designed to give the parents an opportunity to discuss their child's progress with the teacher. While all magnet schools as yet do not have community partnerships, attempts to formulate these partnerships are ongoing. The parents are also directly involved in the needs assessment survey that is sent out to all parents, encouraging them to state their concerns for the educational future of their child. This activity will be coordinated and will be supervised by each building principal. Each of the four goal domains is an ongoing process and is to be viewed by all participants as an integrated process rather than a specific activity that starts and stops. Additionally, each goal is evaluated at the end of each year, and this evaluation will serve as a basis for continued direction in each magnet school. Note that all goals are designed to be used in the ways that best meet the needs of each magnet school. Upon receiving evaluation data from all magnet schools, the Director of the Magnet Schools will forward this information to the Assistant Superintendent. ~ Access for Eligible Participants The three school districts have made a concerted effort to notify all students of the opportunity to apply to the six interdistrict magnet schools. Individual mailings to students, as well as newspaper ads, have highlighted program details and application procedures. The schools themselves have established telephone networks to recruit by using parent volunteers who could respond to the specific concerns of potential applicants. Implementation of project activities should result in even greater attraction to the magnet schools. (18) Students are assigned to the magnet schools through a random selection process . No preference is given for academic achievement, special talents, or other criteria commonly used in selective admission procedures. The nonselective admission process used in the Pulaski County Interdistrict Magnet Program guarantees the assignment of a cross-section of students and ensures each student of equitable consideration for a magnet assignment. Central administrative control is used to guarantee equity in publicity, recruitment and assignment practices and procedures. Within schools, individual classrooms are also racially balanced to reflect the majority/minority census of the individual school population. In addition, the school district is committed to equity in areas other than ethnicity. These magnet schools approximate equal male/female enrollment. Special Education (resource)students are mainstreamed and all of the magnet schools are accessible to students who are physically handicapped. Special focus will be provided at the science/math magnets on ensuring success of minorities and females in the specialized math/science curriculum where these groups have been greatly underrepresented. The professional staffs assigned to these schools are diverse in terms of race, age and gender. Also, these staffs parallel the diversity found in nonmagnet schools throughout the Little Rock School District. (19) ) Principals Assistant Principals Black 34% Black 34% Magnet School Administrators Black Non-Black -4- 5 Magnet Schools ~Jon-Black 66% 2 5 Teaching Staffs Male 18% LRSD Teaching Staff Non-Black Male 66% 16% r-1a1 e Female -3- 3 3 7 Female 82% Female 84% These numbers parallel the systemwide averages as required by the court order. Ages of the staff members range from 25 to 61. Each person competed for his/her assignment individually. The results of the personnel proc2ss demonstrate the district commitment to equal access as 1~ell as providing a superior staff to enable the schools to succeed. AGE Under 31 31-50 Over 50 LRSD STAFF 20% 66% 14% (20) MAGNET SCHOOL STAFF 17% 71% 12% II. QUALITY OF KEY PERSONNEL The following persons will be the leaders in implementing the Magnet Schools Assistance Program Project. The project director and the six building principals are fully committed to the Magnet School Program and will devote 100% of their time to the implementation of the project. Project Director - (Acting) Arma J. Hart, M.S.E., will serve as the Acting Director of the Magnet Schools until a full-time director is approved. Ms. Hart has had extensive educational experience. She received her B.S.E. degree in 1965 from Arkansas Baptist College, Little Rock, and her M.S.E. degree in 1969 from Harding University at Searcy, Arkansas. In her present position as Assistant Superintendent for Division of Schools, Little Rock School District (LRSD), she has assumed many responsibilities. Additionally, she has been recognized with special appointments, e.g., appointed by Governor Bill Clinton of Arkansas to serve on the Teacher Education Certification and Evaluation Committee. She also chaired the kindergarten through third grade Curriculum Development Committee for the LRSD. Ms. Hart will supervise all building coordinators and will assist them in working with their staffs in carrying out their outlined activities designed to meet their program objectives. She will also be responsible for seeing that district personnel understand the project as well as oversee the fiscal and evaluation activities. Ms. Hart possesses the necessary skills and background in desegregation to implement this project until a full-time Director of Magnet Schools is employed. Included in this grant proposal is a detailed job description developed specifically for the above named position. The Director ~ 1 Magnet Schools will be filled and funded in accordance with the procedures described herein. However, all building administrators will be funded locally. (21) EnUCATION: RESUME ARMA J. HART 810 W. Markham Street Little Rock, AR 72201 Business Phone: 370-1633 1987 - University of Arkansas at Little Rock - Central office Administration - 3 hours 1981 - University of Arkansas Graduate Center - Certification in Administration 1981-83 - Peabody Vanderbilt, Nashville, Tennessee - Post Graduate Program - 15 hours 1976 - University of Central Arknansas (Scholarship) - Psychology - 6 hours 1974 - University of Arkansas at Monticello (Scholarship) - Environmental Education - 3 hours 1972 - University of Arkansas at Fayetteville (Scholarship) - Economic Education - 6 hours 1969 - Harding University, Searcy, Arkansas - Masters in Teaching 1965 - Cortez Peters Business College, Chicago, Illinois - Clerk Typist Certification 1965 - Arkansas Baptist College, Little Rock - B.S. Degree in Education - Graduated Cum Laude OTHER CERTIFICATIONS: 1986 - Evaluation Certificate - Granted by the State Department of Education, Little Rock, Ar~ansas 1984 - Program for Effective Teaching Instructor Certificate for State of Arkansas PROFESSIONAL ORGANIZATIONS: NAESP - National Association of Elementary School Principals ASCD - Association of School Curriculum Development POK - Phi Delta Kappa AUW - Association of University Women PRT - Principals 1 Roundtable\nPast President - 1985-86 National Alumni President of ABC - 1984-Present AKA - Alpha Kappa Alpha Sorority (22) Arma J. Hart Resume Page 2 SPECIAL APPOINTMENTS: 1987-88 - Appointed to the Magnet Review Committee. Approved by Judge Henry Woods 1985-Present - Reappointed by the State Board of Education to Teacher Education Certification and Evaluation Committee 1984-85 - Appointed by Governor Bill Clinton of Arkansas to Teacher Education Certification and Evaluation Committee 1983 - Appointed by the Associate Superintendent for Curriculum and Instruction to chair the kindergarten through third grade Curriculum Development Committee for the Little Rock School District to develop a needs assessment, identify strengths and weaknesses for the existing program and make recommendations for improvement. The report was printed in the District Planning Report verbatim and was used as a basis for future planning. 1982 - Appointed by the Little Rock School Board of Education to be on the Search Committee to select the new superintendent for the Little Rock School District. (Selected Superintendent Ed Kelly) 1981-84 - Appointed by Little Rock School Board Directors to serve on the Professional Negotiations Team to negotiate with teachers on behalf of the Board. JOB EXPERIENCE: 1988-Present - Assistant Superintendent for Division of Schools, Little Rock School District 1987-88 - Director of School Improvement, Little Rock School District 1980-87 - Principal, Forest Park School, Little Rock, Arkansas 1967-80 - Elementary Teacher, Forest Park School, Little Rock, Arkansas 1964-66 - High School English Teacher, Washington, Grades 9-12 1966-67 - Head Teacher, Bearden, Arkansas OTHER JOB EXPERIENCE: 1986-87 - Summer School Principal, Pulaski Heights Junior High and Elementary Summer School (23) I Arma J. Hart Resume Page 3 OTHER JOB EXPERIENCE (cont.): 1985 - English Teacher, Parkview High School, Grades 9-10 1970-73 - College English Teacher, Arkansas Baptist College, Part time SPECIAL AWARDS 1981 - Outstanding Alumni Award - Arkansas Baptist College 1986 - Outstanding Recognition for 20 Years of Service - Forest Park Elementary School PTA 1987 - Outstanding Performance - Little Rock School District CHURCH AFFILIATION: Positions Previously Held - Canaan Baptist Church 1. Director of Christian Education 2. M~mber of Church Council 3. Youth Director 4. Vacation Bible School and Sunday School Teacher 5. Choir and Missionary Society Mount Zion Baptist Church 1. Scholarship Committee 2. Baptist Training Union Teacher 3. Missionary Circle (24) Other ~ Personnel Junious~ Babbs, Jr., principal of Parkview Fine Arts Magnet School, holds B.S.E. and M.S.E. degrees from Henderson State University in Arkadelphia, Arkansas. Additional hours toward a Specialist Degree in Educational Administration have been completed at the University of Arkansas and the University of Central Arkansas. He has been with the Little Rock School District for sixteen years\nas an instructor (6 yrs.), assistant principal (4 yrs.), and building principal (6th yr.). This is his fourth year at Parkview High School. He helped to coordinate all preliminary planning for program transition at Parkview to an Arts Magnet High School which is presently in its second year and has been principal since its inception. He has completed additional education program training in PET (Program for Effective Teaching), TESA (Teacher Expectation Student Achievement), Cooperative Learning Classroom Management, Hemispheric Learning Patterns and Excellence in Equity training models. Donna Davis, principal of Gibbs Magnet School, graduated from Hendrix College in 1962 with a B.A. degree. She earned an M.Ed. in 1966 from the University of Arkansas at Fayetteville. She has earned additional hours through the University of Arkansas at Fayetteville, University of Arkansas at Little Rock, and the University of Central Arkansas at Conway. She served as a regular elementary classroom teacher in Coco Beach, Florida\nDeKalb County~ Georgia\nand Little Rock, Arkansas. In 1974 Ms. Davis was named assistant principal at Kramer School. From 1975 to 1979 she was appointed as principal of Kramer School. (Kramer School was a research project headed by Dr. Bettye Caldwell, PhD, to link an early education program with an elementary school program). Upon closure of Kramer, Ms. Davis transferred as Early Education Director to Rockefeller School. In (25) 1980 she was named principal of Woodruff Elementary School and remained there for seven years. In 1986 she was named principal of Gibbs International Studies and Foreign Languages Magnet School. \\lilliam ..:_ Finn, principal of Booker Arts Magnet School, earned a B.A. in Education from Philander Smith College. He holds an M.A in Education degree and has done additional post graduation work at the University of ArkansasFayetteville Campus. He has been working in the Little Rock School District for 20 years as a classroom teacher, Dean of Students, Junior High School Assistant Principal, Principal of the Elementary/Junior High School Summer School for two years and an Elementary Principal. He has worked in the arts magnet orogram since its inception. He has coordinated all of the curriculum and staff development programs and assisted with the implementation of Partners-in-Education agreements for Booker. He has worked with school plant services to plan and oversee all of the building modifications and renovations needed over the last six years as the school changed from a junior high plant to an elementary school plant with an arts emphasis. He has also worked with district staff development committees. Mr . Finn has attended many administrator/management seminars, inservices, and workshops. He serves on many community services, religious, and professional organizations' Boards and Executive Committees. He is the founding First Vice Chairman of the Board of Directors for the Sickle Cell Anemia Foundation of Arkansas and has served as an officer of that board for all of its existence. He has been a member of the Board of Directors of the National Association for Sickle Cell Disease since 1974. Mary I:_ Guinn, pri nci pa 1 of George l4ashi ngton Carver Magnet School, holds a B.A. 1 1rom the University of Arkansas at Little Rock in Speech Pathology/Psychology and a M.S.E. from the University of Central Arkansas in (26) Communicative Disorders/Learning Disablities. She has studied educational administration at several institutions of higher learning. In addition to working with the Headstart Program, Mrs . Guinn has been an instructor on the college level and a public school teacher. Mrs. Guinn has had experience in providing inservice training activities with the staff at Carver Magnet School and also with handicapped services in a seven state area. Mrs. Guinn holds leadership positions in several educational and civic organizations. While fulfilling her duties and responsibilities as principal of Carver Magnet School, irs. Guinn is currently serving a one year appointment as Special Assistant to the Superintendent of the Little Rock School District. Edwin 2..:_ Jackson, Ed.D., principal of lJilliams Basic Skills Magnet School for the past two years, received a B.A. from the University of Arkansas at Monticello and an M.S. and Ed.Din Educational Administration from the University of Arkansas. He has been a teacher at the elementary, junior high, high school, and college levels. In 1985, he was awarded the National Association of Elementary Principals National Distinguished Principals Award after serving in numerous leadership capacities at the local, state, regional, and national levels. As an elementary principal for the past twenty-six years, he has been involved in all areas of elementary curriculum development, organization, implementation, evaluation and revision. Marian Q_:_ Lacey, principal of Mann Arts/Sciences Magnet School, is a graduate of the University of Arkansas at Pine Bluff. She has earned an M.S. in Secondary Education from Indiana University, Bloomington, Indiana, and a specialist degree in educational administration from the University of Arkansas at Fayetteville. She has participated in workshops/inservice in Cooperative Learning (LRSD) and has completed several cycles of Program for ( 27) I Effective Teaching (PET). Mrs. Lacey has been a teacher of English for twenty years, teaching grades 6-12, and has tutored youth, adults and students with special needs. Mrs. Lacey served as chairman of the English department at Eliza Miller High School in Helena, Arkansas, and at Dunbar Junior High School in Little Rock. She represents the Little Rock School District on two special task forces: Principals Task Force of the Arkansas Education Renewal Consortium and the Safety Task Force. She shares her time with her church and various community activities, working with and speaking to youth and adults. Selection Criteria for Magnet School Teachers Although each magnet school has additional criteria applicable to the unique theme of each magnet, the following criteria for all magnet teachers has been approved by the Magnet Review Committee: 1. Mastery of the content area for which he/she is applying\n2. An understanding of and commitment to the goals and purpose of the magnet program\n3. Ability to plan and implement activities designed for large group instruction and counseling that will meet the academic/social behavorial needs of individual students\n4. Willingness to participate in staff development activities prior to beginning of contract and throughout the school year\n5. Evidence of ability to work cooperatively in developing and implementing interdisciplinary program 6. Willingness to be a role model for the students as related to: (28) - task commitment - acceptable dress and grooming - social behavior - traditional American values of good manners, responsibility, pride and patriotism. DISTRICT NONDISCRIMINATORY EMPLOYMENT PRACTICES The Little Rock School District recognizes the following obligation which is contained in a 1973 consent decree in the case of Cl ark ~ The Board .2.f. Education of the Little Rock School District, No. LR-C-64-165: \"The Little Rock School District is an Equal Opportunity Employer and its goal has been and continues to be, through normal attrition and consistent with the hiring of qualified individuals, to achieve a total administrative and teaching ratio of one-third black per sonne 1 . \" According to the most recent EE0-5, November 11, 1988, report filed with the Office for Civil Rights by the Little Rock School District, the total number of teachers at the time of the report was 1,724. Of these, 586 (34%) are black and 1,138 (66%) are white. These numbers show the Little Rock School district is meeting its basic obligation under the Clark decree. numbers show the the Little Rock School District is meeting its basic obligation under the Clark decree. (29) J III. QUALITY OF PROJECT DESIGN The six interdistrict magnet schools of Pulaski County, Arkansas are designed to advance voluntary desegregation within segregated neighborhoods and to enhance the educational, cultural, and social opportunities for all students. In the following pages, specific measurable objectives and related activities are presented for each of the six magnet schools and for each of the foll011ing goals: (1) expansion and refinement of curriculum, (2) staff development, (3) reduction of achievement disparity between minority and non-minority students, and (4) greater involvement of parent and community. Booker Arts f1agnet School The Little Rock School District Board of Directors approved a plan for an arts magnet school to be located at Booker Intermediate School for the school year 1983-84. Booker Arts Magnet School operated as a school within a school for two years. The Board of Directors approved a plan to involve all students at Booker Intermediate School in the arts magnet program for the school year 1985-86. Booker Arts .Magnet School began operating as a full magnet school in August, 1985. Until 1987-88, the Booker Arts Magnet School offered an intermediate grade level (4-6) program that reflected a structured approach to learning with the ability to perceive and interpret. The teaching of reading, 1~riting, grammar, spelling, mathematics, and social studies was emphasized and enhanced through the addition of fine arts and humanities. The goals of Booker Arts.Magnet School were to nurture the students 1 learning, to encourage personal achievement, and to foster self-discipline inherent in artistic achievement. Developing performing artists was not a (30) goal of the program. The major emphasis was to instill a lifetime understanding of the relationship of the arts in their daily lives. Beginning with the 1987-88 school year, Booker Arts Magnet became an elementary school offering its unique program to kindergarten through sixth grade. As a part of the Pulaski County desegregation efforts, Booker Arts Magnet operates as an interdistrict magnet school utilized by students from all three area school districts. A 50/50 racial composition has been established with a 5% varience. Booker Arts Magnet School is operating a highly successful magnet school program (as indicated by previous evaluation results) within a lower socio-economic neighborhood. Booker's location enhances its unique arts magnet school theme because of the proximity to the Arkansas Arts Center, Museum of Science \u0026amp; Natural History, Decorative Arts Museum, and the surrounding Historic Quapaw Quarter of Little Rock. The philosophy of Booker Arts Magnet School is as follows: Booker Arts Magnet School will provide those educational experiences that will help each student develop to his/her highest potential. Emphasizing the inter relationship of the elementary curriculum and the arts, Booker Arts Magnet School provides an education that fosters academic/aesthetic growth of students who express an interest and/or need in the arts. The goals of the Booker Arts Magnet are the following: To nurture the students' learning. To encourage personal expression. To use the arts to motivate achievement. To foster self-discipline inherent in artistic achievement. (31) To provide opportunities for students to achieve in artistic media such as art, music, dance, theatre. crafts, and photography. To introduce students to elements of different artistic disciplines. To involve parents in students' educational program. Booker Arts Magnet School will offer an alternative program that emphasizes structure, organization, and discipline in teaching, learning, and behavior. The goal of the school will be the education of the whole child which includes his/her physical, emotional, and intellectual growth . The school will stress traditional grammar, spelling, mathematics, social studies, science, fine arts, and creative movement. The basic skills will be enhanced and complemented by utilizing art and humanities to present or reinforce each instructional objective. The program at Booker will focus on regularly scheduled instruction with computers, and specialized instruction in art, music, and creative movement. Attendance, proper behavior, and acceptable dress will be emphasized. A major component of the philosophy of Booker Arts Magnet School will be that the education of a child is the responsibility of both the school and the parents. Therefore, the parents of all students at Booker Arts Magnet School will be required to sign a contract evidencing their support of the school's philosophy and practices by: 1) attending regularly-scheduled and specially-called teacher/parent conferences 2) cooperating with the school when disciplinary actions are necessary 3) supporting school rules and policies 4) providing a proper study environment and requiring completion of homework as assigned 5) ensuring prompt and regular school attendance (32) 6) being an active member of the parent/teacher organization. The child's continued enrollment at Booker Arts l1agnet School will be contingent upon both parents and students honoring the above contractual agreements. Throughout the history of schools, there has existed a difference in the achievement success of various subgroups of students. Indications of research studies show that with directed attention given to individual deficiencies, high expectations by all school staff members and parents, open communication between school and home, and sufficient time on task, all students can and will learn. The emphasis within the entire school district and especially at Booker Arts Magnet has been directed at ensuring that each child will learn. At Booker strong parent involvement, home/school communication and high teacher expectations have led to an overall increase in student achievement. The objectives for achieving this goal are directed at correcting as many of the disparities as possible. However, academic disparity does exist between racial and economic subgroups of students. One of the objectives of Booker Arts Magnet is to reduce this disparity using various teaching techniques and strategies. Although Booker Arts Magnet has held several staff development workshops since its inception in August, 1983, additional staff development is needed to ensure continuity, correlation, and consistency in the teaching model. While being trained in a prescribed teaching model, staff members will be provided an opportunity to observe exemplary arts programs in other school districts through school visitations and to attend recognized magnet school conferences. Inservice sharing of innovations observed will allow the entire staff to benefit from the visits or conferences. (33) I Booker Arts Magnet School's theme is built upon the philosophy of integrating arts and humanities into content areas. The teaching of reading, language arts, mathematics, science, and social studies is enhanced daily through the infusion of art and humanities. By reviewing and revising the existing curriculum guides, Booker Arts 1agnet School's faculty and staff will be able to infuse more of the arts into its core curriculum. When new guides are produced, the guides will be used with a prescribed instructional model to increase students academic achievement and appreciation of the arts. A conference will be hosted by the school to gather information from the arts institutions and providers in the community on 1~ays to more fully utilize their services and expertise to enhance student learning. During the 1987-88 school year, Booker Arts Magnet School underwent two major changes in programmatic structure. Booker Arts Magnet School changed from being an intermediate (4-6) magnet school serving the Little Rock School District, to an elementary (K-6) magnet school serving the three districts in Pulaski County. One result of this change in structure was a decline in parent involvement. To address this problem, the staff at Booker Arts Magnet suggests the addition of a home/school liaison person whose primary responsibility will be to provide close and continuing contact between school and parents. (34) ..--... w ..V._1,. BOOKER ARTS MAGNET Goal: To provide the faculty and staff of Booker Arts Magnet School with instructional strategies which will reduce the academic disparities between race and gender subgroups while maximizing academic achievement potentials of all students. Objectives 1. The principal and staff of Booker Arts Magnet School will develop and implement a plan which will decrease the disparity among subgroups of students without lowering the achievement rate of the higher performing groups, ultimately eliminating any measurable disparity among various subgroups within the school. Strategies/Activities 1.a. Identify the achievement levels of each student. 1.b. Identify the appropriate learning style of each student. 1.c. Identify those programs, courses, workshops and seminars which address multiethnic teaching and learning styles. 1.d. Train team leaders in various programs identified above. 1.e. Plan inservice to address multi-ethnic teaching and learning styles. 1.f. Place students according to learning styles. Evaluation Class profile sheets Class profile sheets A list of those programs, courses, workshops and seminars identified Team leaders training Inservice program scheduled, completed, and evaluated with participant complet-ing 1vritten evaluative instrument Grade distribution report Standardized test result Teacher observation Adminislrative observation Goal: BOOKER ARTS MAGNET Objectives Strategies/Activities l.g. Provide time for grade level conferences and planning sessions. l.h. To teach and review proper test taking skills and techniques. l.i. Lower academic disparity without lowering scores of highest subgroup. Evaluation Principal, grade-level chairmen, arts, curriculum specialists Conference logs Copy of the teacher made test Copy of the practice test used Computer profile sheet of practice or supplement test given Copy of sample lesson plans, strategies, and assessment instrument Achievement of goal as measured by MAT-6 MPT Classroom assessment ,....,_ w ..-_._.J_, BOOKER ARTS MAGNET Goal: To increase student achievement by identifying and implementing a staff development program which offers cohesive inservice opportunities essential for the professional growth required to realize the arts magnet potential. Objectives 1. A 'prescribed' instructional model will be developed, taught and utilized. Strategies/Activities 1.a. Train a team of Booker Arts Magnet staff in: - \"Effective Schools\" - Multi-cultural F.clucation - Classroom Management - Booker Arts Magnet Program Design (First Year) 1.b. Develop the instructional model for Booker Arts Magnet with the help of Division of Research and Curriculum Development 1.c. Plan staff development program with: - Main instruction module - Reinforcement module - Maintenance module 1.d. Implement staff development series. 1.e. Evaluation research plan developed and implemented Evaluation Trained personnel in identified instructional strategies Teacher instructional model manuals Total staff development series implemenled Evaluation written Periodic r epor ts Evaluation report ,,...... w 00 '-./ Goal: Objectives Strategies/Activities 2. Opportunites will be provided for staff to visit exemplary programs or magnet conferences 1.f. Modify plan, if necessary. 1.g. Implement mandatory model for all Booker Arts Magnet Staff. 2.a . Provide opportunity for all staff members to visit an exemplary arts magnet school conference. 2.b. Compile a list of school districts with programs successfully integraing the arts into content area courses. 2.c. Develop a comprehensive resource center by gathering all available material and infonnation on identified program. Evaluation Modification incorporated into design Classroom observation Evaluation reports and results Visitation schedules A list of identified districts and schools Resource center added to professional library Goal: Objectives 3. The staff will reaffirm c01TITiitment to changed program with required inservices, workshops, prescribed instruction models. parent/teacher contact and other enhancements. 2.d. Strategies/Activities Develop groups consisting of two (2) primary teachers, two (2) intermediate teachers, two (2) specialists and one (1) administrator/coordinator to visit approved sites. 2.e. Develop sharing format for visiting groups to share with entire staff. 2.f. Develop travel budge t r equest 2.g. Implement visitation schedule. 2.h. Implement sharing inservice schedule. 3.a. Develop complete set of job descriptions for Booker Arts Magnet teachers. Evaluation Compile list of groups Sharing des ign Requisitions for approved travel Print schedule Inservice agenda and printed materials added to media center Job descd pt ion booklet BOOKER ARTS MAGNET Goal: To infuse and fully integrate the \"arts\" theme into core content subject areas. Objectives 1. The staff will review existing materials which are presently being used to correlate the arts school magnet theme into all subject areas (K-6). 2. The staff will identify program needs in all subject areas (K-6). 3. The principals and teachers will identify a curriculum building process which reflects the needs determined by the results of objectives 1 and 2 above. 4. The staff will conduct a curriculum writing workshop to improve correlation of the arts magnet theme into al 1 subject areas. Strategies/Activities 1. a. Revise the following: - 1986 Intermediate Curri cu lum Guide - 1987 Primary Curriculum Guide - 1987 Resource File 2.a. Survey teachers\nreview evaluation reports from previous years. 3.a. Contact Arkansas Department of Education, Gene Parker, Language Arts Supervisor. 4.a. Identify participants\nschedule time and place\nlist materials and supplies. Evaluation Revi sed curr i culum guide and resource file Results of teacher survey Curriculum building process List of participants, consultants, scheduled time and place, and materials and supplies ,--... .i:-.. f.-_-_',, Goal: Objectives 5. The staff will print and distribute 5.a. new curriculum guide to Booker Arts Magnet staff. BOOKER ARTS MAGNET Strategies/Activities Type, proof, print and bind g11ide for distribution. 6. Teachers and specialists will be trained to implement new curriculum guides and resource file. 6.a. Conduct staff development workshop with certified staff and participants of Community/Business Conference. Evaluation C11rriculum Guide Resource File Staff Development Program ,,....._ .p-N '--' BOOKER ARTS MAGNET Goal: To improve student academic performance by removing non-academic impediments and by improving home/school collaborative efforts to enhance instruction. Objectives 1. All students and parents will receive an educational plan for the year with remedial, enrichment, and extension activities. 2. Home/school coordinator will be established. 3. Parents and students will be trained to use instructional support packets. 4. Staff will develop instructional packet for each subject area. 5. Home/school liaison will conduct -parent training sessions. Strategies/Activities 1 .a. Develop learning packets in all academic areas. 1 .b. Develop instructional support packets to accompany each objective. 1.c. Develop attractive packaging for each unit. 2.a. Hire home/school liaison 3.a. Train parents to use packets. 4.a. Develop packets across all grade levels in all subjects. 5.a. Survey parents to determine those wanting to be trained in instruction support strategies. 5.b . Develop a series of training sessions. Evaluation A copy of the education plan Support packets Home/school liaison hired Training session schedule and attendance roster Instructional packets completed Training session schedule and attendance roster Goal: Objectives 6. Instructional packets will be developed for discipline program. 7. Parent make-and-take sessions will be scheduled monthly. BOOKER ARTS MAGNET Strategies/Activities 6.a. Develop \"Booker's Best Behavior\" into home instructional packets. 7.a. Provide parents the opportunity and materials to make instructional aids. Evaluation Copies of instructional packets Workshop schedule and attendance roster George Washington Carver Magnet School George Washington Carver Magnet School was designated as a basic skills/mathematics science magnet school in 1987 for two major reasons: 1. To advance voluntary desegregation within a segregated neighborhood, and 2. To enhance the educational, cultural, and social opportunities for all students. It is appropriate that emphasis be directed toward training young men and women in the processes of mathematics and science. In the recently released report from the National Research Council, titled Everyone Counts, phrases such as, \"Mathematics is the key to opportunity,\" \"For lack of mathematical power, many of today's students are not prepared for tomorrow's jobs,\" and \"\\,Jake up, America! Your children are at risk,\" are found throughout the document. Parallel statements can be made that relate to science instruction. From these and other observations, it is clear that programs such as the one at Carver must be developed to help prepare our students for advanced work in mathematics and science at the junior high and high school levels. That preparation can only be done through the elementary curriculum. Carver currently operates with a population of 474 students in grades K-6. The students come to Carver from the three districts located in Pulaski County. At the end of the first year of operation, ninety-eight percent of the students elected to return for the next year. There is a 50-50 racial balance in the student body and instructional staff. The major focus of the instructional program is to provide quality, equitable educational opportunities to all children in the Pulaski County area. The school stresses mastery of basic skills in all subject areas\nhowever, there is an added curricular (44) I through a hands-on approach to the teaching/learning of mathematics and science. The school is housed in a new facility consisting of 26 classrooms\n12 special instructional areas that include a computer laboratory equipped with 34 MS-DOS computers, a star laboratory, and other special purpose rooms designed for activities in art, music, and physical education\na centrally-located media center\nand other areas that support the specialized instructional program of the magnet school. The school emphasizes the education of the whole child which includes his/her physical, social, emotional, and intellectual growth. A variety of organizational and scheduling patterns are utilized to accommodate a wide range of student abilities and learning styles . A major component of the philosophy of Carver Magnet School is that the education of a student is the responsibity of both the school and the parent. Therefore, the parents of all students at Carver are required to sign a contract evidencing their support of the school 1s philosophy and practices by attending parent/teacher conferences, cooperating with the school when disciplinary actions are necessary, supporting school rules and policies, ensuring students compliance with school rules, requiring completion of homework by the student, and participating as an active member of the parent/teacher organization. Parent involvement, as well as involvement of many volunteers, enrich the program in many ways. The school utilizes professionals from business, industry, and government in the greater Little Rock area to provide positive role models for students. Care is taken to include men and women and to select equally from minority and non-minority volunteers. Currently the principal is seeking to involve a business or professional association in the (45) greater Little Rock area to serve as a corporate partner for the school. The purpose of the school/community partnership is to support and enhance the educational programs and strengthen the relationship between the school and the community. A school/community partnership is a voluntary relationship which meets the needs and utilizes the resources of both the school and the partner for the mutual benefit of each. Student achievement and disparity data from the Metropolitan Achievement Test (MAT 6) and the Arkansas Minimum Performance Test (MPTJ for 1987-88 indicate that seventy percent of the students are performing at or above level in all areas tested. Test results indicate that there is a mean disparity of all areas tested. Test results indicate that there is a mean disparity of twenty-two percent between minority and non-minority student achievement. Addressing this disparity in achievement between minority and non-minority students is a major goal of this proposal. Strategies are proposed in three major areas to help teachers extend or develop skills that will help achieve this goal. Teachers at Carver Magnet School are screened and selected based on specific criteria. Those selected for the Carver staff must agree to participate in a variety of inservice training throughout the year(s). The The present staff development program includes the Program for Effective Teaching (PET), Teacher Expectation and Student Achievement (TESAJ, and Discipline Management Training. Ninety-seven percent of the current staff has been trained in the PET model and seventy-nine percent in TESA. As the program expands and new staff members are added to the school, additional training sessions will be needed. All staff will be trained in the use of computers and the distance learning technologies. Another component of staff development will allow teachers the opportunity to become involved in a process of curri- (46) J cul um realignment, unit construction and, eventually, mastery testing of skills. A second component of this proposal that addresses the disparity issue is the expansion of the Young Astronaut Program (YAP). This program 1vas initiated on a limited basis in 1987-88 and has great potential for increasing the interest level of young males - especially minority males - in the study and achievement in mathematics and science. In a survey conducted among the student body, the Young Astronaut Program was listed as a top priority for enhancement . In order to expand the YAP, a satellite down-link will be utilized. A down-link system is a relatively inexpensive way of bringing high technology into the classroom. Through the use of this type of technology, teachers can extend their classroom to include interactive programming produced throughout the world and teleconferencing which allows students the opportunity to communicate 1vith \"teachers\" from other areas of the country. The satellite would allow access to programs for students and provide inservice for teachers via the same medium. One specific program that has been identified for student use is \"Classroom Earth,\" 1.,1hi ch is best known for its involvement in the NASA Teacher in Space Program. The third area that is being developed to reduce disparity is an expansion of the 1 ibrary/media center. The major enhancement in this area will be through the use of distance learning technologies and computers. By equipping the media center with the capabilities to receive satellite transmissions and computer on-line data base access, students can explore current topics in the areas of mathematics and science that previously have not been available due to the limited collection in the library/media center. Also, the access to computers in the media center would allow students the opportunity to compose written reports and graphics to aid in the exploration of scientific experiments. (47) ,....__ .i:-- ..0.__0,, CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and man-minority students Objectives 1. Students will increase academic achievement through enhancement to the library/media center that will enable them to have on-line access to data and references which will enhance their knowledge of math/science concepts. Strategies/Activities 1 .a. Purchase the following: - On line computer system (2 computers) Electronic encyclopedia services (1 host and 4 computers) Centralized television distribution system Television for each classroom and specialist area. Portable computers and telecommunications modems plus BBS files and communication costs. Carrels, carts and tables to accommodate computers and equipment. 1 .b. Employ one non-certified staff member as a media center technician. 1 .c. Enlarge the current collection of books in the areas of math/science and technology. 1 .d. Add microfiche readers and software. 1 .e. Purchase on-line readers Guide to Periodical Literature. Evaluation Increased scores on the MAT-6 and AMPT in all curricular areas, specifically in math and science. Through the use of curriculum materials students will be able to access information for research projects 11tilizing math/science data and other curricular areas. CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and non-minority students. Objectives 2. The principal will implement a staff development program designed to provide learning strategies to address the needs of \"at risk\" students and improve student achievement. Strategies/Activities 2.a. Identify enrichment modules as: - Integration of African American History and other minority groups into the total curricular framework - Involvement of parents in learning activities - Action models for closing achievement gaps - Instructional policy models that meet the needs of \"at risk\" students - Coordination of teaching styles w/stu-dents learning styles - Group Dynamics/Human Relations - Teacher Expectation Student Achievement - Cooperative Learning - Effective Schools 2.b. Identify staff to facilitate each module 2.c. Schedule modules for staff on districtwide staff development days Evaluation The achievement disparity gap wi 11 be narrowed. Increased scores on the MAT-6 and AMPT in all curricular areas. ,-... U1 .0._ ,, CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement test scores between minority and non-minority students. Objectives 3. Students wi 11 increase achievement and interest in science/mathematics through the expansion of the Young Astronaut Program. Strategies/Activities 3.a. Gather information concerning the construction, layout, and curricular integration of the space station activities with the academic program 3.b. Visit the Space Station Laboratory module constructed at Caddo Magnet School in Shreveport, LA. 3.c. Provide opportunities for interaction and and involvement among the school/home and community by forming teams to design the Challenger Simulator. 3.d. Construct the Space Station/Challenger Simulator Laboratory 3.e. Utilize the Challenger Simulator for instructional programs in mathematics/ science technologies. Evaluation Increased scores on the MAT-6 and AMPT in mathematics and science CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and non-minority students Objectives 4. Student achievement will be enhanced through participation in distance learning technologies. Strategies/Activities 4.a Purchase and install a satellite down-link. 4.b. Identify instructional programs available designed to enhance mathematics/science and other related areas. 4.c. Schedule programs into the classrooms . 4.d. Schedule classroom demonstrat ions and teleconferences to provide student/teacher interaction with similar schools across the country. Evaluation Access more programs that would improve student achievement Increased scores on the MAT-6 and AMPT in mathematics and science . ,,..... V, ..N... .,, CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and non-minority students. Objectives 5. Develop strategies to integrate more mathematics/ science into the classroom lessons. Strategies/Activities 5.a. Visit the NASA Regional Teacher Center at Bossier Parish Community College in Bossier City, LA. 5.b. Examine activities and curriculum written for grades K-8. 5.c. Create/design activities and teaching strategies to be utilized in the Carver curriculum. Evaluation Use of activities and strategies guide. ,,....._ \\Jl w ,.__,. CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities. Objectives 1. During the school year, teachers and support staff will participate in instructional strategy training sessions to include Teacher Expectation Student AchieveMent and cooperative learning. Strategies/Activities 1 .a. Identify staff members who have not completed TESA and cooperative learning programs. 1.b. Secure trainer to conduct session in building or in district. 1.c. Schedule training session. 1 .d. Conduct training. 1 .e. Provide monitoring/follow-up to support teacher implementation of program in classroom setting. Evaluation Printed list Published agenda Evaluation of session by participants Evaluation by teachers Evaluation and monitoring report by District Evaluation Team CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities Objectives 2. During the summer of 1989, staff will participate in training session to revise, enhance and complete units of study in areas of math/ science and computer technology to integrate critical thinking skills into all subject areas. Strategies/Activities 2.a. Employ a curriculum specialist to coordinate and guide curriculum development and implementation. 2.b. Establish timeline and format for units to be developed. 2.c. Identify participants. 2.d. Meet for 4 weeks to write units of study. 2.e. Edit and prepare units for printing. 2.f. Print units for teachers' use and implementation. Evaluation The Division of Curriculum and Special Programs will review and edit all curriculum units. ,......_ lJl lJl '--' CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities. Objectives 3. During the summer of 1989 specialized units to enhance student learning of math/ science concepts will be developed for \"at risk\" students to address areas of deficit. Strategies/Activities 3.a. Establish timeline and format for units to be developed. 3.b. Identify participants. 3.c. Meet for 4 weeks to write units of study. 3.d. Edit and prepare units for printing. 3.e. Print units for teachers' use and implementation. 3.f. Develop individual education plans for all \"at risk\" students utilizing the units as a resource. Evaluation The Division of Curriculum and Special Programs will review and edit all curriculum units. Individual Education Plans developed. ,--._ Ul O'I -....., CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students throuqh staff development activities. Objectives 4. Teachers will participate in training sessions to prepare for utilization of critical thinking skills instructional units and enhancement skills. Strategies/Activities 4.a. Establish training dates. 4.b. Establish the in-service program agenda. 4.c. Conduct two-week training session. Evaluation Utilization of district facilitator and evaluation of training sessions ,.-._ Vl -...J '--\" CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities. Objectives 5. Teachers will participate in staff development in the use of distance learning technologies, the use of computers, in instruction and activities available through the Young Astronauts Program. Strategies/Activities 5.a. Provide two days of in-service to staff utilizing the Computer Lab. 5.b. Provide in-depth computer training to all staff members on utilizing computers in the classroom. 5.c. Provide practice sessions for staff to implement instructional strategies using computers. 5.d. Utilize the satellite down-link to provide in-service opportunities in the areas of math and science. 5.e. Utilize the satellite down-link to allow Carver Staff members the opportunity to provide staff development and communicate with schools with similar programs across the United States. 5. f. Purchase computers for all labs, 2 Science lab, 2 YAP, 4 for Math Lab. 5.g. Preview and select software to be used in classrooms. 5.h. Purchase selected software. 5.i. Purchase 25 computer stations and a host system to enlarge the computer lab to accommodate .., ~ 1 1 , I r r ii /I ,..., ~ .J. , . I r ..,. I _ Evaluation Increased utilization of computer activities in the curriculum. Completion of training. Demonstration activities provided by teachers. CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff developnent activities. Objectives 6. Substitutes will be identified and trained w/the staff to provide for continuity of instruction. 7. During the school year teachers and support staff will attend professional developnent meetings and conferences both in -c\n- state and out of state. 00 '-' Strategies/Activities 6.a. Substitutes will receive in-service training provided to the staff. 7.a. Provide teachers with a listing of appropriate conferences and professional meetings such as National Council of Teachers of Mathematics, National Science Teachers Association, Arkansas Council of Teachers of Mathematics, National Association of Gifted Children. 7.b. Schedule appropriate staff to attend targeted meetings. 7.c. Attend conferences as per agenda to be followed by report to staff. Evaluation Completion of training Documentation as developed Documentation as developed Each staff will prepare a summary report of the conference and serve as a trainer to other staff members ,....,_ .l'......n., CARVER MAGNET SCHOOL Goal: To increase parent involvement in the Carver School Program with emphasis given to increasing minority participants. Objectives 1. Ninety percent of the minority parents will participate in the academic and social activities at Carver Magnet School. Strategies/Activities 1.a. Develop an informational program. The program will address these areas: The Young Astronaut Program, its features \u0026amp; expectations. Invention Convention: What is it? How do you begin? How can I help my children . Science Fair: Where do you begin? What type of program is expected? How do you do a project? How much parental involvement is expected? 1.b. Parents will serve as classroom tutors, resource persons, room mothers and members of the P.T.A. Committees. Evaluation Sign up sheets for parent activities will be kept and examined in the spring of each year to determine if the objective has been met. ] Gibbs Magnet School .2.f. International Studies and Foreign Languages The U.S. Federal Court in 1987 designated Gibbs Magnet School of International Studies and Foreign Languages as one of six magnet schools within a tri-district area. Its purpose was to develop a quality program for the purpose of attracting students from within the three districts. Gibbs Magnet School, along with the other magnet schools, was originally charged with the responsibility to: 1. Advance voluntary desegregation within a segregated neighborhood, and 2. Enhance the educational, cultural, and social opportunities for all students. The international studies and foreign language magnet theme was selected because research strongly suggests that \"schools should begin emphasizing a global perspective during the elementary school years,\" as stated in \"Global Education Primer,\" a publication of the National Association of Elementary School Principals. This organization continues to assert that \"the period from ages 7 to 12 is optimal both for education directed toward attitudinal objectives and for openness about the world.'' The research of Krashen and Terrell in language acquisition notes that \"young children under the age of ten pick up pronunciation very quickly and adopt positive attitudes to1~ard the people who speak the language.\" Three hundred and forty-nine (349) students from the school districts of Little Rock, North Little Rock, and Pulaski County currently attend Gibbs Magnet School. The student body reflects a forty-nine/fifty-one racial ratio (black/non-black). Twenty-nine (29) faculty members, fifteen (15) classroom teachers, twelve (12) specialists, and two (2) administrators interact with students. (60) The school is housed in a facility constructed in 1952. Major renovation of the building preceded its magnet status. Fifteen (15) regular classrooms, a media center, a language lab, and three (3) small group instructional spaces comprise the physical structure. Gibbs stresses mastery of all basic skills but places added curricular emphasis in the areas of international studies and foreign languages. The international studies curriculum is designed to assist each child in developing an understanding of and an appreciation for the similarities and differences among the peoples of the world. A curriculum, developed by the Gibbs staff in consultation with local and national consultants, is based on universals of culture. As an intergral part of this program, students are provided exposure to three languages during the first three years of school - Spanish, French, German. At the end of the second grade, the student chooses one of these three languages in which to specialize for the next four years. Seventy (70) percent of the Gibbs students academically function at or above the norm as measured by the Metropolitan Achievement Test administered in the spring, 1988. A disparity of forty-two (42) percent exists between the basic skill performance cfl black students and non-black students. Forty-eight (48) percent of black students function at or above expectation while ninety (90) percent of non-black students function at or above expectation. Disparity reduction is a major objective of the Gibbs program. The Gibbs staff desires to ensure educational equity for all students through the implementation of strong staff development activities. The faculty is currently required to receive training in various learning modalities and environments associated with all learners, placing particular emphasis on valuing students who are different from the majority. To facilitate educational equity, training for teachers in Effective Schools Correlates, (61) Teacher Student Achievement, and Cooperative Learning will be implemented. Surveys of parents, faculty, and students, conducted in January, 1989, reveal all three groups consistently stating that separation currently exists between the magnet theme and basic skill instruction. Teachers speak of \"more time needed for basic skills instruction,\" parents react to \"more importance must be placed on basic skill instruction if the two must be separated,\" and students speak of a \"need for more time to get work done in all areas.\" To maintain an attractive program, Gibbs Magnet School must demonstrate the ability to improve the understanding that the magnet theme of international studies and foreign languages enhances the delivery of the basic curriculum. The use of \"state-of-the-art\" technology for international studies and foreign languages increases the efficiency of instruction and produces greater student motivation in basic skill areas\ntherefore, infusion of the magnet theme is a major objective of the Gibbs program. Gibbs recognizes parent involvement as a critical component in implementing the school program. Based on Volunteers in Public Schools hours and parentteacher conference attendance, a disparity exists between black and non-black parent involvement. Disparity reduction in parent involvement is addressed through increasing black parent participation in school activities. Broader community involvement in addition to foreign language awareness workshops for parents will increase total parent participation in the Gibbs program. Since it is critical that student progress in the areas of international studies and foreign languages be assessed, a system of monitoring and evaluation of the magnet theme needs to be implemented. A reorganization within the international studies specialist staff is necessary to provide more effective planning as well as improved program monitoring and teacher (62) assistance. Additional assistance is also needed for the development of appropriate instruments to measure student progress. The goals of Gibbs 11agnet School of International Studies and Foreign Languages are as follows: 1. To implement instructional strategies that will ensure educational equity for all students, reduce gender and racial disparity of student achievement and improve academic achievement of all students. 2. To increase parent involvement to enhance student achievement with emphasis given to increasing minority participation. 3. To develop and implement an assessment instrument for measuring student progress in the International Studies and Foreign Language magnet theme. (63) ........ O'I ..~___,, - GIBBS MAGNEI' SOIOOL Goal: To implement instructional strategies that will ensure educational equity for all students, reduce gender and racial disparity of student achievement, and improve academic achievement of all students. Objectives 1. Teachers will receive inservice training related to providing educational equity. 2. Teachers will implement strategies applicable to heterogeneous setting to increase student achievement. St~ategies/Activities l.a. Schedule/implement training sessions related to Effective Schools. l.b. Schedule/implement Teacher Expectation Student Achievement (TESA) inservice sessions for all staff members. l.c. Conduct sensitivity training related to social and economic characteristics of at-risk students. 2.a. Schedule/implement cooperative learni~g sessions using Cooperation in the Classroom by Johnson and Johnson and Student Team Learning by Johns Hopkins Universi~ Evaluation Effective Schools training session implemented TESA inservice session implemented Sensitivity training sessions implemented Cooperative learning sessions implemented .,..__ a-. ..L.__n,. Goal: Objectives 3. The staff will infuse the magnet theme into the science curriculun to increase efficiency of curriculum delivery. 4. The staff will infuse the magnet theme into the language arts curriculum to increase the efficiency of curriculum delivery. GIBBS MAGNET SQ-IOOL Strategies/Activities 3.a. Select science curriculum develonent team. 3.b. Purchase materials to be used in developing science activities and science lab equipnent. 3.c. Conduct curriculum develonent sessions. 3.d. Print curriculum guides. 3.e. Conduct inservice for staff on use of curriculum guides. 4.a. Select language arts curriculum develonent team. 4.b. Purchase materials to be used in deve-loping arts. 4.c. Conduct curriculum develonent sessions. 4.d. Print curriculum guides. 4.e. Conduct inservice for staff on use of curriculum guides. Evaluation Science curriculum team selected Materials and equinent purchased . Curriculum is developed ~ Curriculum guides printed Inservice workshop is conducted. Language arts curriculum team selected Purchased Curriculum developed Curriculum guides printed Inservice workshop held Goal: Objectives 5. The staff will increase efficiency of curriculum delivery and enhance student motivation for learning. GIBBS MAGNET SQiOOL Strategies/Activities 5.a. Install telecO!TITiunication system to allow electronic international conmunication. 1. 1989-90 A. Computer hardware (Tandy l00OTL computer system with color monitor, printer, and 1200 band modem) B. Computer software (McGraw-Hill MIX System) C. Telephone time - 111.2 hours on-line 2. 1990-91 A. MIX subscription B. Telephone Time 5.b. Establish a global studies lab. Purchase equinent and instructional materials to allow international studies staff to promote magnet theme within regular classrooms. Evaluation Communication system is installed Global studies lab is purchased and installed ,-... (j\\ .\".._ , Goal: Objectives GIBBS MAGNET SGIOOL Strategies/Activities a. Photocopying machine b. Slide projector c. Typewriter d. Maps/globes e. Global studies materials and activities for students and teachers 5.c. Establish foreign language computer lab. 1. Computer hardware (10 student stations) 2. Software 3. Furniture 4. Wiring S.d. Provide at least three exit experiences in foreign languages for sixth grade students. S.e. Schedule inservice for staff members to enhance teaching strategies for magnet staff. Evaluation Foreign language computer lab to be purchased and installed Three exit experiences are provided for students Inservice is held ,,-... 0-. .(._X,). Goal: Objectives GIBBS MAGNET SCHOOL Strategies/Activities 5.f. Expand existing basic skills computer lab to accorrrnodate twenty-five students. 1. Add furniture for additional seventeen student stations. 2. Install electrical wiring. 3. Purchase computer hardware for seventeen student stations. 4. Purchase software license for seventeen student stations. 5.g. Conduct two-day on-site review of successfully established magnet schools with the same theme. 5.h. Purchase equinent, and audio-visual materials. Evaluation Computer lab is installed On-site review is completed Equinent purchased GIBBS MAGNET SCHOOL Goal: To increase parent involvement in enhancing student achievement with emphasis given to increasing minority participation. Objectives 1. The staff will utilize a parent coordinator. 2. The staff will develop and implement a home instruction assistance program. Strategies/Activities 1.a. Employ a parent coordinator. 1.b. Identify and implement volunteer recruitment techniques. 1.c. Print volunteer recruitment materials developed by parent coordinator 2.a. Utilize parent coordinator to develop and implement a home instruction assistance program. 2.b. Employ a half-time secretary to assist parent coordinator. 2.c. Identify and requisition supplies materials, and equinent to develop the instruction activities for use by parents. - Furniture for the resource center - Typewriter, copier, and laminator for duplicating activitjes Evaluation Parent coordinator is employed Volunteer recruitmenl techniques all impleplemented Materials are printed Home instruction assistance program is implemented Secretary is employed Supplies, materials, and equinent is purchased CJ) ID a, Goal: GIBBS MAGNET SCHOOL Objectives Strategies/Activities 2.d. Organize a steering committee to obtain input from parents and teachers concerning activities and workshops of the home instruction assistance program and to assist in designing/implementing workshops and materials for the program. The committee will consist of the following: - Principal or designee - Three classroom teachers - PTA Representative - District administrator 2.e. Design and implement awareness workshops for teachers - to identify and explain goals expectations of teachers concerning the program - to increase their awareness and sensitivity in meeting the needs of at-risk students - to understand the home environment of these students. 2.f. Design, schedule, and implement with staff input throughout the school year general parent workshops on, but not limited to, the following topics: Evaluation Committee is organized Teacher workshops are conducted O\"I ~ 0- Goal: Objectives 3. The school will provide parents an opportunity for foreign language learning to provide home assistance for students. GIBBS MAGNET SCHOOL Strategies/Activities - program awareness - study ski 11 s - home environment - community-based activities and resources - student project development strategies - research skills - promoting student self-esteem 2.g. Identify through staff input specific academic topics in reading and math and the appropriate grade level for extension workshops. 2.h. Design, schedule, and implement the above workshops for targeted parents. 2.i. Develop a parent resource center. 3.a. Form partnership with Advocates for Language Learning (ALL) to provide parent workshops facilitated by staffs from Gibbs and Advocates for Language Learning. Evaluation Topics for extension workshops are identified Center is developed Partnership is formed and functional Goal: GIBBS MAGNET SCHOOL Objectives Strategies/Activities 3.b. Provide teacher training for parent language program. 3.c. Purchase the following equipment and materials for foreign language instruction for parents. 1. Reel-reel tape recorders 2. Record players 3. Slide projectors 4. Utility carts with electricity 5. Apple 11gs computer 6. Curriculum development software 7. French program 8. Spanish program 9. German program Evaluation Teacher training is provided - Materials and equipment are purchased 1ann Arts and Sciences r1agnet School Mann Arts and Sciences Magnet School was one of six magnets established through a Court mandated cooperative magnet school program among the school districts of Little Rock, North Little Rock, and Pulaski County. Mann began in 1982 as a Little Rock School District magnet school with a science/ mathematics focus. When the school was selected as part of the Pulaski County interdistrict cooperative magnet program in 1987, a dual magnet school program was established. One magnet has science/mathematics as a theme, and the other has an arts theme. Students apply separately for either the science/ mathematics program or the arts program. The magnet program at Mann enjoyed much success during the first year of operation. The percentile rank for seventh, eighth, and ninth grade students on the Metropolitan Achievement Test (MAT-6) Total Composite Battery was the 77th percentile, 71st percentile, and 77th percentile respectively. The number of students at Mann who were at or above the national norm on the Mat-6 Total Composite Battery was 74 percent. However, a disparity between black students and white students varying between 16 percentile points for language and 29 percentile points for reading was still present. The disparities in science and mathematics were both 27 percentile points. The racial composition of the student body at Mann for the 1988-89 school year is fifty-eight percent black and forty-two percent non-black. The target for racial composition for students in magnet schools is 50%/50%. Increased participation of white students from the North Little Rock and Pulaski County Special School Districts is necessary to provide this balance. Efforts to attract minority teachers need to continue throughout the Pulaski County area. The percentage of black students enrolled in higher-level science courses at the high school level in the predominantly black Little Rock School District (70) is approximately 50 percent. Minority students need to be adequately prepared and actively recruited and encouraged to take science and mathematics courses at the high school 1 evel. A superior education program at Mann should include the latest educational technology. Computers are utilized extensively in business, but school use has been limited to such things as computer assisted instruction and simulations. Telecommunications, networks that incorporate a variety of information data bases, would allow students to become more technologically literate. In order to address the racial and gender disparity in achievement of 1ann students, a staff development component will be designed and implemented to assist teachers in providing effective instruction within a heterogeneous setting. The staff development component 1vill consist of several cycles of Program for Effective Teaching, Effective Schools, and cooperative learning techniques. Student achievement and disparity in achievement among student subgroups will be monitored with the help of computer software. Programs of study and achievement for students who graduate from Mann will be tracked using computer technology. Post high school information on students will be solicited through surveys mailed to graduates who were students at Mann Arts and Science Magnet School. One aim of the monitoring system is to determine achievement disparity between student subgroups. Another aim is to measure the success of the magnet program in preparing students for high school and college. A third aim is to determine minority participartion in science/mathematics at the high school and college level. A computerized education and information system will be installed at Mann which will allow students to learn about the technology that is common in busi- (71) ness and industry. The system will assist science students in their required research at Mann and will allow all students to access information not normally available to school students. Finally, partnership with a community agency will provide additional expertise in addressing educational issues at Mann Arts and Sciences Magnet School. Resources from the community can be used to address issues such as achievement disparity and equal opportunities for all students . Long term educational improvement must involve the community as well as schools. (72) ,.....__ -...J ..w.__ , MANN MAGNET SCHOOL Goal: Up to date research will be available to students and teachers enabling them to interact with other students, teachers and information bases\nstudents and teachers will utilize current educational technology which is now being used in industry. Objectives 1. A computerized instruction and information system will be made available to all students in the math/science program and other magnet schools. Strategies/Activities 1. a. Install computer terminals in all science/ math classrooms and the library. A central computer tower or \"mainframe\" will house disk drives and hard disk storage. Evaluation A finished lab procedures and safety videodisc- computer assisted program will be available for examination CAI software will be on hand and records of students using it will be available Science simulations software will be on hand and records of classroom utilization will be available Examples of utilization of electronic mail will be available Computer Information software will be accessible throughout building. Examples of utilization by sturlents will be available Research reports, etc. available for examination ,...... -...J .i:-- '--\" Goal: rlANN MAGNET SCHOOL Objectives Strategies/Activities Evaluation Examples of utilization of computer information and instructional system by homebound students will be available Examples of lltilization of test making, scoring, anrl analyzing software by teachers wi 11 be available Monitoring team will conduct on-site visits to collect data on above evaluation criteria S11rvey instruments will be developed to judge student and teacher utilization of comp11ter information and instructional system. Data wi 11 be disaggregated by race to maintain equity ,....._ -..J l..n '-\" Goal: Objectives 2. Teachers and students will be trained to use the computerized instruction and information system. MANN MAGNET SCHOOL Strategies/Activities 2.a. Provide in-service training sessions for Mann teachers and other magnet teachers. 2.b. 2.c. Teachers will receive a two day training session prior to the beginning of school. Three additional training sessions of three hours each will be scheduled as mini courses. 2.d. Provide teachers from Mann with stipends for attending the workshops. 2.e. Train students during the school day. Evaluation Increased utilization of computer activities in the curriculum Completion of training Completion of training Increased utilization of computer activities in math/science coursework ,....__ -.J 0-. '-' MANN M/\\GNET SGIOOL Goal: To implement instructional strategies through a staff developnent program that will ensure educational equity for all students and reduce academic desparity between student subgroups. Objectives 1. 1he principal and staff will develop and implement a staff developnent plan. l.c1. l.b. l.c. l.d. Strategies/Activities Schedule two cycles of progrc1111 for Effective Teaching (PET). Schedule two sessions of classroom management. Schedule two workshops on Cooperative Learning. Schedule two Effective Schools workshops. Evaluation Pl'..\"T workshop implemented Classroom management workshop implemented Cooperative Learning workshops implemented Parkview Fine Arts Magnet High School As a part of the Little Rock School District's Desegration Plan, Parkview Fine Arts Magnet High School is in its second year of transition as an interdistrict fine arts magnet high school. The school's philosophy is to provide a quality integrated education through an emphasis on the visual and performing arts. The proposal to establish Parkview as an interdistrict fine arts magnet high school in 1987 was based on the following priorities: 1. the need to reverse the steady rise in black enrollment that could potentially lead to Parkview becoming a racially identifiable school, 2. the need to prevent the further decrease in student enrollment, 3. the desire to create a program in which students from different social, economic, ethnic, and racial backgrounds could receive a quality integrated education, and 4. the desire to provide a logical, sequential, discipline-based arts curriculum, which exceerled the regular arts course offerings in depth and breadth. The student population of Parkview Fine Arts Magnet was to consist of a total enrollment of no more than 991 students with a 50/50 black/nonblack ratio. Parkview's current enrollment is 797 students with a racial balance of fifty-eight percent black, forty-one percent non-black, and one percent other. A percentage of student spaces was established for each of the districts involved in the interdistrict program -- the Little Rock School District, the North Little Rock School District, and the Pulaski County Special School District. Parkview Fine Arts Magnet is located in western Little Rock and is housed in a twenty-one year old facility, consisting of a main building, a gymnasium, (77) and a 1 ,051-seat auditorium, which was completed in 1985. Renovations, such as the construction of a piano lab, a dance studio, and an additional visual arts classroom, were made in the instructional classrooms to provide for the immediate needs of the changing curriculum. With the expanding arts curriculum, additional specialty- area space is currently needed. The curriculum is designed to develop the potential of students exhibiting interest, talent, and need in.the arts and is available to all students from every cultural and socio-economic background. Although students do not enter Parkview by an auditioning process, students are interviewed by area specialists for placement and counseling purposes. Through the emphasis and the infusion of the arts in the academic curriculum, which includes advanced placement courses as well as vocational courses, students are stimulated into intellectual, artistic, and technical exploration and experimentation. The goals for enhancing the fine arts program at Parkview Fine Arts Magnet High School are to increase overall academic achievement while decreasing the disparity among the sub-populations, and to implement a staff development program which trains teachers, administrators and other staff members in techniques for integrating the arts with the core curriculum. In comparing the tenth grade scores of 1987 with the eleventh grade scores of 1988, there was reduction in disparity in all academic areas. However, there is still a concern with the disparity ranging from thirty-nine percent difference in science scores to twenty-five percent difference in mathematics. Also at the tenth grade level in 1988, the disparity of the number of black males compared to white males was forty-nine percent. This was an increase over 1987. Strategies must be developed to reduce the overall disparity, and the achievement of tenth grade black males must be closely monitored. (78) To date, the staff/faculty has been involved in extensive training in the following teacher programs: Teacher Expectation Student Achievement (TESA). Cooperative Learning, Program for Effective Teaching (PET), and effective study skills. Proposed inservice programs will be conducted to provide the staff with strategies and skills that will facilitate the infusion of the arts into the core curriculum and develop higher level thinking skills. Additional inservice programs are recommended for staff development in TESA and Effective Schools Research. (79) Proposed Parkview Science Magnet High School Although the fine arts program has attracted approximately 800 students for the 1988-89 school year, the school plant is still over 150 students short of capacity. In anticipation of the facility remaining under capacity in the future and to provide continuity for students graduating from the Mann Math/Science and Arts Magnet Schools, the creation of a math/science magnet school to be housed at Parkview is proposed. With funding from this grant, the program will be phased in over a three year period with 100-150 tenth grade students forming the initial class. A similar number of tenth-grade students will be added during year two and year three of the school with a final enrollment of 300-400 students. Parkview Math/Science Magnet School has the following goals: 1. To provide a math/science curriculum that exceeds the regular math/science program in depth and breadth. 2. To increase student understanding in the math/science content that is prerequisite to a pre-professional or technical course of study in medicine or health. 3. To increase student acquisition of laboratory skills and techniques in math/science. 4. To develop skills in information acquisition, processing, statistical analysis, and technical writing. 5. To increase the foreign language offerings by adding Russian to the curriculum. 6. To provide opportunities for students to interact with healthscience professionals through field trips to the health-science site, guest presentations at the school site, and student shadowing of the health-science professionals. (80) I The Science Magnet School will utilize the administrative team and teaching staff that already serve the Fine Arts Magnet School. A part-time Russian teacher and half-time Science Magnet Coordinator will be the only additional staff members needed for the 1989-90 school term. In 1990-91 an additional science teacher and a part-time technical writing teacher will be needed. Additional staff requests beyond 1990-91 will be based upon enrollment. The Science Magnet Program will combine the district's high-tech specialty science courses with a magnet curriculum that will prepare students for an undergraduate pre-professional or technical major in the area of medicine and health. The Parkview Science Magnet School will work cooperativley with the University of Arkansas for Medical Sciences to provide unique experiences for students. Both universities have expressed a willingness to host student groups for special laboratory investigations and guest lectures at the university campuses and to send university personnel to the school site for special lectures and/or demonstrations. The University of Arkansas for Medical Sciences will provide some i ndi vi dual \"shadowing\" experiences where a student follows and works with a health-care professional for a period of time. Parkview Science Magnet School staff will meet annually with personnel representing the College of Sciences at the University of Arkansas at Little Rock and the University of Arkansas for Medical Sciences to plan specific activities and strategies for the upcoming school year. Evaluation for the science magnet school will be tied directly to program objectives. The evaluation plan includes: (1) regular site visits by a monitoring team from the District's Evaluation and Testing Department\n(2) a teacher questionnaire\n(3) a student questionnaire\n(4) a parent questionnaire\n(5) an administrator questionnaire\n(6) a review of pertinent documents such as (81) academic records, behavioral records, and records of field trips, guest speakers, science fairs, and \"shadowing\" experiences . Information l'lill be gathered, reviewed, analyzed, and assessed throughout the school year . and a summati ve evaluation report 11i l l be presented annually to the Board of Directors. (82) ......... 00 ._w_, , PARKVIE'W FINE ARTS 1'-'iAGNET Goal: To implement a staff development program which trains teachers, administrators, and other staff members in techniques for integrating the arts with the core-curriculum. Objectives L The teaching of the arts La. will be integrated into the core-curriculum. Lb. l.c. 2. Multi-ethnic arts educa- 2.a. tion will be developed and infused into all content areas. Strategies/Activities Conduct inservice workshops to develop strategies for infusion of the arts into the core-curriculum. Conduct in-house workshops with core-curriculum department to develop and assess infusion strategies such as: (a) costume design-home economics\n(b) set design-drafting\n(c) programs and pub-licity- business\n(d) a)prenticeships-work study programs and (e script writing-history. Conduct inter-school workshops with Horace Mann and Parkview staffs to establish infusion - strategies. Conduct an extensive staff development program for staff members - TESA (approxi-mately 15 teachers). Evaluation Classroom observation of teacher evaluations Student survey to be given at the end of the 1989-90 school year Data from survey will be evaluated Teachers' lesson plans and classroom observations will reflect strategies Teachers' lesson plans and classroom observation of teacher evaluation. ,......_ 00 .i:- \"-' - PARKVIEW FINE ARTS MAGNET Goal: To increase overall academic achievement while decreasing the disparity among sub-populations. Objectives 1. Students will increase academic achievement through the use of computer-assisted instruction. 2. A staff development program will be implemented to provide learning strategies to address the needs of at-risk students and improve student achievement. Strategies/Activities l.a. Place twenty-four (24) computers in various classrooms for tutorial assistance and support in the respective core content, as well as specialty areas. The specialty area programs will include such projects as script writing exercises, graphic arts, music composition, set design, and photography. l.b. Employ computer specialisl to provide instructional assistance and technical support for teachers and students. l.c. Implement staff development workshops in the Effective Schools Model and monitor classroom strategies. Evaluation MAT-6 scores \\vill be evaluated to determine disparity reduction Performance of this job will be evaluated in accordance with provjsions of the Little Rock School District Policy on Evaluation of Professjonal Personnel. Comparison of MAT-6 data will be evaluated to determine disparity reduction. Teacher lesson plans and observalions will reflecl use of Effective Schoo]s strategies. ,.-... 00 ..V.__,,, PARKVIE'W FINE ARTS MAGNET Goal: To provide program continuity for student graduating from Mann Math/Science Junior High School and to recruit more non-minority students to Parkview Fine Arts Magnet. 1. Objectives Strategies/Activities The district's high-tech specialty l.a. Interview candidates for job vacancies. science courses will be combined with a magnet curriculum that will l.b. Hire new personnel prepare students for an under-graduate pre-professional or tech-nical major in the area of medicine l.c. Write curriculum guides and health. l.d. Type and print curriculum guides. l.e. Implement any needed staff development. Evaluation Interviews scheduled Board Approval Time scheduled during surrrner Guides printed Record of Staff Development held - Williams Basic Skills Magnet School Implemented during the 1982-83 school year as a part of the Little Rock School District's reorganization plan for elementary schools, Williams Basic Skills Magnet School was designed for two major purposes: (1) to diminish the degree of white flight that the District had been experiencing, and (2) to respond positively to the public's perception and position that public elementary education does not, but must, promote competence in fundamental academic skills . To achieve these two purposes, the school has operated during the last seven years with a yearly student population of approximately 500 students consisting of a 50-50 racial composition, and it has implemented an educational program for kindergarten through 6th grade that reflects a structured, disciplined approach to learning and behavior in relation to the following goals: Development of basic academic skills and concepts with mastery at the highest levels possible. Development of students' higher level thinking skills. Promotion of students' self-discipline development. Development of task commitment, self-motivation, and responsibility. In essence, Williams Basic Skills Magnet School offers an alternative program for students who function best, academically and socially, in a highly structured environment and who are highly motivated by competition in all program areas. To ensure the realization of the above goals, the program at Williams Basic Skills Magnet School consists of the following components that differentiate it from other magnet and regular schools in the District: 1. Instructional Program - Traditionally, a combination of homogeneous/heterogeneous grouping procedures has been used in (86) developing homeroom groups. Re-grouping for instruction, within the homeroom and across homeroom and grade level groups, has been used in various subject areas if deemed appropriate. Basic skills specialists teach reading, math, English, spelling, writing, science, social studies, health, penmanship, and social living skills. Music, art, and physical education are taught by specialists in those areas, and the skills and concepts of each area are correlated in the core content areas. Large/ small group instruction using the basal textbook approach with high expectations in a highly structured and disciplined setting is basic to the program. Students are placed at their instructional levels with the understanding that successful completion of assignments/processes within a specified time frame is required. Critical skills and concepts from the various subject areas are emphasized at each grade level. To be eligible for academic promotion, the student must: Master targeted skills and concepts with 80% mastery. Complete academic activities with 80% mastery. Complete homework with 80% mastery. 2. Parental Involvement - Parents are expected to come to school for conferences at staff request and are expected to join the Williams Basic Skills Magnet School PTA and to attend all required PTA meetings. Also, parents must sign a contract committing their support of and involvement in all aspects of the school. 3. Dress and Grooming Code - Students and staff members are to maintain their person and clothing in a modest, clean, and orderly (87) manner resulting in pride in self and school. To help develop attitudes and behaviors which indirectly affect the learning process, students are to comply with a specific dress code. Each year, the program at Williams Basic Skill Magnet School is assessed through: (1) the disaggregation of test data and report cards, (2) monitoring reports, and (3) surveys of students, staff, and parents. The conclusions from these sources of information reveal that for the most part the program at Williams is achieving its goals. However, the racial and gender disparity of student achievement, the degree of parental involvement in students' instructional activities, use of higher thinking skills by all students, and lack of longitudinal data are major areas of concern that have emerged as a result of a recently conducted needs assessment. To address these areas, the following proposals are presented herein: 1) A staff development component will be designed and implemented to assist teachers in providing effective instruction within a heterogeneous setting\nthis component will consist of strategies based on the \"effective schools research,\" cooperative learning models, method for differentiating activities, and a management system for monitoring the academic disparity reduction of at-risk students. 2) A home instruction assistance program will be designed and implemented to involve all parents and teachers in students' home learning experiences\nthis proposal will be achieved through regularly scheduled teacher-parent workshops and specifically-designed home activities. 3) A program for teaching higher thinking skills will be implemented through staff development activities and through the incorporation of instructional strategies and materials related specifically to the core content areas. (88) l 4) A longitudinal study of students who previously attended Williams Basic Skills Magnet School will be conducted to assist in assessing the educational merits of the school's program. As in any school with a heterogenous population, Williams Basic Skills Magnet School has students at varying levels of academic performance at each grade level and in each classroom. Within this heterogenous setting, emphasis is placed on each student mastering basic skills at his/her instructional level in the core content areas. For the majority of the students at Williams, these instructional levels are at or above grade level. However, for black students, especially black males, the number of students whose instructional level is below grade level is much greater than non-black students\nthis racial and gender disparity is greater in grades one and two. To address the instructional needs of these students functioning below grade level, (1) homogeneous grouping within the heterogenous class, (2) grouping across classrooms and grade levels, and (3) reading and/or math remediation activities through the Program for Accelerated Learning are used. Even though these methods have to degree been successful, they do result in segregating students, limiting educational equity, and lowering the students' self-esteem. Therefore, instructional approaches need to be implemented by the classroom teacher that effectively address the educational needs of studentes who are below grade level without removing them and/or isolating them from the mainstream of the classroom. A staff development model will be implemented that will consist of the following components: 1. instructional strategies based on the \"effective schools\" research\n2. instruction through heterogeneous groups and cooperative learning\n3. differentiated activities for the same concept/skill\nand 4. management systems for monitering at-risk students' performances. (89) Research states that there are significant improvements in students' academic performances when parents are directly involved in students' home learning activities. Although Williams Magnet School's emphasis on homework and parental involvement reflects its agreement with this research, there is evidence through surveys, test data, and teacher observation that more concerted effort needs to be made to involve parents in students' learning activities. Even when parents attempt to assist their students with instruction at home, they often lack the strategies and resources to effectively and effic\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   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\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_498","title":"Incentive Schools: ''Little Rock School District Incentive Desegregation Plan,'' Volume II","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989-01-31"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs","School integration"],"dcterms_title":["Incentive Schools: ''Little Rock School District Incentive Desegregation Plan,'' Volume II"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/498"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nH H I I n LITTLE ROCK SCHOOL DISTRICT I  I INCENTIVE DESEGREGATION PLAN I JANUARY 31, 1989 Volume 11 / agy.-J e.JW c u.-lUUU .5 ACADE.'-iic ?'\nog.-:a\n-is ano curriculum development Schools have the responsibility for expanding the scope of knowledge and ror developing the rational, ref 1ective, and critical capacities or all children. \"The content of the education must be true, appropriate, and relevant. The prc- '~-6Sses of education are expected to be democratic and humane. The aim of education is to be the complete development of the person. In addition, excellence in education must prepare a student for self-knowledge and to become a contributing problem-solving member of his or her own community and the global society as well. It (Saving the African-American Child, 1984) ... c, 1 . 1\nL The goals, the content of the academic programs, the instructional methodologies, and the use of instructional technology in the Incentive Schools will be reflective of the intent to have excellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social, emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideals. ACADEMIC PROGRAMS General Areas for Implementation 1. Four-Year Old Program (Early Childhood Education) - The Little Rock School District s Four-Year Old Program will be operative in each Incentive School. The High/Scope Curriculum will be the content model, and a mandatory District-developed parent component model will be incorporated into the program model. Lb Li L 2. 3. '.Vritinc to Read, an instructional tec  ology program, will at each incentive School for K-2 stucents. \u0026lt;1 ndercarten be implemented The Little Rock School District Early Prevention of School Failure mooel will be operative in each Incentive School. . - ---------- Rei ease time and rlexible scheduling will be utilized to conduct reoularlv scheduled lancatory parent-teacher conferences. 3G 9I I 4. Reading Across the Curricu1 urn 2 4 I reading proficiency and critical will also utilize strategies to i will be d major emphasis for developina al a i' nzn b 1 T r - reading skills. Each subject area - -- -- increase students' pleasure of and appreciation for reading (Pre-kindergarten-6). 5. 2.J_Expression Across the Curriculum will offer i and strategies in each subject area designed to munications and American English skills of the instructional objectives increase the oral com- I 1 6. 7. 8. students (Pre-kindergarten-6). yarning Styles Inventories will be used in each Incentive School to assist 1^001 Themes will be developed at the local school level by parents and staff and are recommended to be intpnrjtod 1 n f\" A A A are recommended to be integrated into the total curricul urn. ~'^6Dartmental ization will be the recommended for grades 3-6. ' I specialized skills for levels. -y, .............. organizational structure This organization will facilitate the development s for subject area\" teachers for the respective grade of I 9. Instructional Technology will be available in specialized laboratories in individual classrooms. and 10. I 11. Science Laboratories will ho 1adequate equipment and material s/suppl ies will be available for students in grades 3-6. If minimum of 24 stations in each classroom. enrichment will be expended fo r a 12. H 13. Foreign Language Laboratories be operative in each school. with appropriate equipment and materials will IS L 14. 15. 16. Study and Test-taking Skills will be taught in curriculum at each grade level. an integral component of the Computer Loan Program - portable computers will be available for loan to students (grades 4-6) for use at home.  - Remediation and enrichment software will be available for home-based learning experiences. ^^h'^grade^(^^6)'^ Guides will be developed in each core subject area for ft 17. 18. Computer-Managed Instructional Technology will be used for continuous track- mg Or student progress. Individualized Education Plans will be developed, for each student. implemented, and monitored Soecia 1ized Proorams special education, _ - Federally or state mandated programs (remedial, gifted and talented) will be available during the core instructional day, with reinrorcement activities available throuah the Haiz u.aAlz _____________ extended day, week. or year programs.*(see page 7) 37 Js ri ri ri. 19 , 3 Incentive Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. ri. 20. ri\u0026gt; 21. ri Homework - homework is required according to Little Rock School District policy and regulations. Criterion-Referenced Testing - formative criterion- referenced test will be computer generated for the ongoino assessment of students. 22 . ri Hetereogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group small group, and individualized approaches to teaching. 23. II Effective Schools model will be operative in each incentive . with appropriate training provided for implemen- school, tation. 24. Il Afrlcan and African-American History - each school will establish a sequential program to include the study African and African-American history and culture. of II SPECIF5C SUBJECT AREA EMPHASIS 4. The core curriculum for pre-kindergarten through grade 6 Il will be the Little Rock School District model. Areas for II emphasis/expansion have been identified for areas. each of the content Hl READING Through Literature, with emphasis on II thnic classes in each genre, will be the primary readinq program (K-6) j-cauxuy ri ri Basal testbooks will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills (grades -Increased motivation and learning with oral 6xpj.easu X i.e., choral reading, student storytelling, debate, drama, etc.) (K-6) 4-6) expression ENGLISH/LITERATURE ARTS -Writing to Read as an instructional component for K-2 -Writing Across the Curriculum will be used writing s:ills of students (K-6) -Latin Program will be used to increase the vocabulary and word attack skills of students to enhance the (5-6) reading and English/language arts will be a major emphasis in the areas (K-6) 3S I Ia -Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) *1 Language Modeling will be expected in the oral vocabulary, and usage skills of the teachers (K-e\") expression, M I SOCIAL STUDIES a 1 -Emphasis on the study of history from a subject area contextWorld History, American History, and Arkansa History (4-6) aaaa a aaa a I I f I 4 -Emphasis on introductory concepts in history, geograohy, and 4 CIVICS (\u0026lt;-3) -Geography will be taught through active learning strategies -Each subject and grade level in social studies will include multi-ethnic curriculum (K-6) a -Learning strategies and activities will promote studies\" (K-6) It living social Ki -Emphasis on American and Arkansas History (4-5) -Emphasis on World History (6) -Celebrations/ceremomes will be integrated into the curriculum m MATHEMATICS m n -Emphasis on use of word or story problems (2-6) -Introduction to basic concepts in geometry and algebra (2-6) -Extensive use of manipulation (Pre-k-3) -Use of computers for organizing and utilizing mathematical data (5-6) -Emphasis on critical thinking in addition to methodology and results (K-6) II SCIENCE II II n k| -Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3) -Classroom and textbook work will be supplemented with practical demonstrations and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of science -Emphasis in the upper grades will be on the life sciences and physical sciences (4-6) -Mastery of concepts should culminate with an annual project\ni.e., Invention Convention, Science Fair, etc. -Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom FINE ARTS -Content will include an introduction to basic and art concepts in music -Art and music instruction will be seguential and cumulative in the content, knowledge, and skills -Emphasis in the earlier grades will be on the enjoyment and creation of music, painting, and crafts (Pre-k-3) -Emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and developments (4-6)  -In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts 39V 5 FOREIGN LANGUAGE -Each school will select at least one foreign language for study, with Spanish and a choice of an Asian language strong recommendations as -The instructional methodology for each language will be a total physical response\" approach -Emphasis will be on basic vocabulary, conversational cultural materials for K-3  II and -A foreign language laboratory will be used for instruction, including computers where appropriate -Emphasis will be on transcribing and translating foreign language age-appropriate material (4-6) -Provision of practical experiences and interactions native language user with a -Emphasis wi11 be on vocabulary, cultural materials (4-6) grammar, reading, writing, and PHYSICAL EDUCATION/HEALTH II -Family Life Education will be included in the total elementary curriculum (1-6) -Nifty Nutrition available for all grades (1-6) -Emphasis on \"wellness\" for the young (K-6) -Emphasis on the development of an understanding of and respect - - , disabilities simulations (5-6) -Emphasis on team sports and lifelong leisure skills (K-6) for the handicapped\nSOCIAL SKILLS II Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Specialized activities will be used to emphasize the development of appropriate social skills: Family Folklore -Studen.s will learn the values and mores of their ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taught in small group sessions. Interpersonal Skills - Structured group sessions will problem-solving, decision-making, peer pressure, etc. focus on 40 i: V i  5 H . n n n N K a - i 1 .e.i 6  . gA-tes of Passage - A structured program will be initiated to i respond to the emotional, physical, and social developmental changes in the young students. Separate programs may be established for male and female students.  Rgle Models Programs - Individuals (international, natiuna state, local and community) will be used for presentations at the school in every area of the program to provide role models for the students. \"  ' national, . ------ Special emphasis will be placed African-American role models for males. on i munity and the Partner's Program, 4 ^ntoring Program - Utilizing local resources in the com- u 1 - -----3---, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be deveI I I V I n 4 loped at the local school level. However, all academic programs, social skills programs/activities and clearly and broadly articulated to the special activities must be school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement. special interest clubs, and/or units of national zations. or state organi- Academic Reinforcement Activities limited to) the following: may include (but not Pg.pr-Tutoring Program - Peer tutors will be assistants to Homework Program or during the renular scnool day. r.i-fii u- ____ . . Students will be compensated for after-school peer tutoring (see Support Programs). Academic Reinforcement Clubs - Chess Club, Computer Club, Debate Club, Thesbian (Drama) Club Club Mat-h m _______ .. ' '-xuu. Club (Math Olympiads), Odyssey of the Mind level). Foreign Language Club , uayssey of the Mind, Great Books (elementary Math 4 Special Interest Clubs Photography Newspaper Yearbook Choir/Glee Club may include the following: Band Swimming Club Bowling Club Skating Clubi q. II Tennis Club Arcnery Club Camping Club String Instruments Sign Language Club Aerooics Club Cooking Club Art C1ub Horseoack Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field Trips - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge the world, and to assist in the development of coping skills for students. of Local field trips (see Support Programs) may be suppiemen- ted with a state or national trip. Examples include the following: Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, DC) Martin Luther King Center (Atlanta, Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Shores (Gulfport, Mississippi) Each school will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be  I \u0026lt; q q q II U submitted to the Board and administration for approval on an annual basis. q Documented school-based involvement in the needs/interest assessment and planning process must accompany each School Program Plan. A projected q budget must accompany each plan. q  q q qRR la a LATIN ENRICHMENT PROGRzAM LE.MENTARY LANGUAGE ARTS CLASSES LI 1iLE ROCK SCHOOL DISTRICT a I. Backcrcund H. In t..e early 1960 s, the Philadelphia (PA) School District raised and vocabulary scores of elementary school children through Latin in language arts classes.  reading Latin teachers. ' 3 program using The program was developed by a team of a- but the materials were designed to be used by elementary language arts teachers\nj.-j _... --------- , . a the^program did not depend on using trained Latin , , . , - -------  Since that time programs of this sort have been implemented in many other school districts, Washington, O.C.\n-  - teachers in the elementary classes. Indiana\nAngeles, Calirornia\nKansas City, Missouri. St. Louis, Missouri\nNew York City, New York\nsuch as Indianapolis, Dallas, Texas\nOakland, California\n2ome use the Philadelphia materials\ndeveloped their own materials. I Los and others have a In these programs the focus is not on it is on using Latin words and myths c ,, . - fiese programs have also resulted in improved self-image among learners. teaching formal Latin grammar\nmeans to improve English skills. as a a The initial implementation a above ident population. oH him  . by Philadelphia and later in the _I .e d districts was i n\" inner city schoo.l s w.it.h. . The targeted levels were grades five and six Reports concerning students' performanc a large minority or grade six only, ss on standardized tests in the above a In all districts, a team of Latin teachers trained the elementary lanquaoe a arts teachers in using the materials and served background in Roman and Gree.k culture. as resource persons for a Dac.\u0026lt;ground in Roman and Gree.k culture. As the program grew, many of these elementaryj,eachers studied to become proficient in Latin, program using the Greek language has also been developed\n' the same methods and approach.  A corresponding this program uses aa II. aa R The materials focus on using Latin and Greek word Englis.h reading and vocabulary/ skills. Materials are varied\nthe two basir -curses are designed for fifth and sixth grades and are based on classical rrij tnoiocy 2nd 11 * e - -uoplensntdl coursss \"cover including science, math, roots as a basis to increase Materials are varied\nSupplemental courses cover a wide variety of subjects, , astronomy, and blacks in antiquity. Nationales More than focusing i edoe of E, SOS of 7/0rds n Lat n '.-iz' 1ish vccaoi in the English language are based on Latin words\nrea pro Abil, a i-oa :\u0026gt; n e mors S-living. scnccT. se s ary. ots and word-building elements will increase knowl-zz . 5 o Many fifch and sixth grace\" \":cula inc:ude mythology and the Gre social studies and t*at re '.ri chmen this subject mat i^oman worlds r wi11 broaden 1e : vocabulary ring and to read English is not limited to \"language arts and cth S'. s in life itself\nr academic 3C I C\" J1 in iduals who feel n is an unusual subje Is t.*S S. y IS no an unus-al and \"di '\nncs an comoet increasing that ability creates 0 deal with school and for stude.n especially in elementary n learning the Latin language per rerent subject, and seeing success in focused ved seif a su he learne- 44  4 4 Latin Enrichment Program -- Page 2 The program itself is easy to implement. 4 The cost is minimal, and investment of time by elementary teachers to learn the materials islimited The materials are easy to use. I e materials ye easy to use. They are inexpensive to purchase and be duplicated for distribution to teachers. ~ .  can ihe program has been success- 4 ^,.11,, , J u ----------- ------K'vyi aiii iiai Been success-  by many areas with educational situations similar to Little the Unioueness rhp nmnram chnnlW annoal 4-., _____X. ,, ... - , r - -- IW...J as well as no othy public or private schools in Arkansas, certainly in the Rock. The uniqueness of the program should appeal to parents students\n-   *   - - 4 sZ^vp'^?i1?h'' program. The program would seye ye desegregation plan for the incentive schools a program. uycyregacion plan Tor tne incentive schools and would help in raising standardized test scores and eliminating disparity between 4 school community. scores of the major ethnic elements of the Also, with the emphasis on multiethnic education within the Little Rock School District, materials elude this emphasis. 4 ,, . te developed locally to in- , tlsing the existing materials as models, L.RSD teachers yn creye units that use their unique talents and skills and that directed to the special interests and needs of Arkansas students. are 4 III. Prooosal I It is prooosedthat the Little Rock School District implement an elementary Latin oronram in thn oiomonHn, _______ ..... = 4 ** U I i vi I C u 1 programin theelementary language arts classes at the fifth and sixth grade levels in the incentive schools for the purpose of increasing readino and vocabulary skills, imoroving standardized test scores, and enhancing the self-image of learners. at the fi and enhancing 4 IV. Program Descriotion 4 4 incentive schools have been identified in the   of 1989, these tey.hers will receive six hours of inservice training during the summer o- IQRd m imniaman^-itu. . .. mented a teachers of 1989 in implementing the program. spri ng 0. lyay in implementing the program. The program will be imple- fha the 1989-90 school year and will be incorporated into the fl I th and six^.h grade language arts ' ' -  - fiftee.n to twenty minutes per day. instructional block for approximately Throughout the 1989-90 school year 4 4 . , ......r- one ivoy-yu school year teachers wil be involved in four (4) additional inservice workshops (two tnese teachers will have the opportunity to become mcr- fici^ht by enrolling in a college course designed especially for' them\nthis course will be optional and at the teacher's own expense jj-'ougnout the year the principal in each building will monitor theprogram  At the end of the 1989-90 school me re 4 the program will be made\ndata. year, a formal district-wide assessment of this assessment will be based on surveys and test 4 45 IINCENTIVE SCHOOLS  SCHOOL ADMINISTRATION I The focus, 4 \u0026gt; 4 f^i^ction and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support\nindividualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor students. The school program will address student success and development of potential from affective, skill based and demic perspectives. SUPPORT PROGRAMS aca- i' The following items will be components of every incentive school: ' A. n \u0026lt; HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. to 5-30 p m Homework Centers should be extant in each school'at' least two (2) days per week to assist students who are in need of specific help with class material. (Some school communities, i.e., parents, staff and students may opt for more days per week for students who {Some otherwise involved in activities during'the last^two\"?2) nnnrR nr i-ho mi_________ f hours of the day, Monday-Thursday). It will be  n K , necessary to provide transportation home for students who remain at the Homework Center su Lh .dents whose parents cannot supply transportation who live outside of the area which is reasonable walkino distance may avail themselves of the Center, if students choose not to attend Homework Centers, other options for student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a 'volunteer\" rotating basis, community volunteers and peer tutors. Staff will be comoensated. so that stu- Center. staff will be compensated. and/or H Homework Centers will have a certified teacher If the number of students reaches 25, a aide shall be added to assist'students. of students attending regularly reaches tional certified teacher will be hired.' each additional increment of students attends, instructional aides and teachers will be added alternating basis. working. an instructional When the number, 50, an addi- Thereafter, as certified on an B. HOMEWORK HOTLINE - Homework \"Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will be staffed by teachers on a rotating basis such that each incentive teacher will M provide one (1) evening's service approximately every 45 class cays. Staff will be paid for this time. staff will be paid for this time. 6AI R c. I  PEER TUTORING - Peer tutors will be selected from among group of self-nominated and teacher nominated students. The role of peer tutors will not be limited only with outstanding academic averages but open to achieving students who work well students and who can verbalize an understanding of subject matter to be a to those students will also be covered. I Peer tutors will be compensated with be redeemed for donated items coupons which can for purchased goods such Sd^othZ\nmagazine subscriptions, school supplies as ems the family may not be providing as well equipment, hats, sweatshirts, will be assigned by subject w,xi in order to allow all students who wish tutors the opportunity to do etc. Tutors area^and on a rotating basis \"he ..i_h to serve as peer so. D. E. retired teachers to come into the schools and to work with individual tutors\nto sponsor clubs such additional extra support such as story teliina time with and for students. Mentors can work volun- tarily or may be paid * ' ' ' ' voiun needs. students as as future teachers and to a stipend depending on their own INSTRUCTIONAL AIDES - There will be ional aide available in every classroom, tions for the aide positions will commitment to work with students in an well as a minimum of 60 hours of earned Applicants must be working toward a certified instruc- Qualifica- include demonstrated urban setting as college credit, a degree. provide extra =sslstaAc\n\"fon^aLjdu:?.:\ndeJis^:nr\"' groups of students. Aides will also  Aides will also assist teachers ith monitoring of student progress, communication with progress F. matSiLs?^ preparation of supplemental instructional CAREER SKILLS DEVELOPMENT PROGRAM - developed within each school w^xteen inror- ^ni prSen?a?Lns to students on topics relevAnh t-n possible career choices. A program will be whereby written infor- on topics relevant to each presentation will be skills Among the information given in chills needed, academic Other components of this category will be interest inventories and opportunities for students to par- programs sponsored by the Boy Scouts of MJ 11 c L  a  I/. 7J \u0026gt; G. YEAR ROUND SCHOOL - Both summer remediation and enrich- ment options will exist through the summer at all incentive schools. segments. This program will be in two 5 to 6 week Students will participate in the program generally in an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculum areas. The summer options will be at no cost for students normally A few seats may be open to other students on a space available and paying basis well. attending those schools. as Transportation may be provided. Th, ___\n__ schools at which summer programs will be held will be based on identified student needs and interests. The number of incentive II H. II Students participating in the summer \"year round\" option will be placed in classes at their own academic levels rather than by means of a specifically identified grade designation, in other words, a student functioning at grade 2 level in math would study with peers at that level but may also study with Sth grade peers in summer reading programs, regardless of his/her actual designated grade level. In other words, II COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provides for field trips 'and community access for students together with students from other LRSD schools, trips and access will include the Field dent experiences with: opportunity for stui s * * * historical events and displays cultural events and exhibits scientific/mathematical events and exhibits 4 to include both child oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such Arkansas Symphony Orchestra performance. as an to the schools. 4 Some such exhibits and performances will also be brought Students wiTl also have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school grades, i.e.. Sth and 6th. Among opportunities in the community which exist are: * * * * * several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company 66I 4 q H J * if * * * * * a museum of nature science and history three previous state/territorial capitols a planetarium at UALR a zoo a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center 1 Among other opportunities for students including, but are not limited to, banks, stock/bond houses, hospitals and a law school. I. COMMUNITY INVOLVEMENT - Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building Explorer post access/membership will also be available as noted earlier. J. SPECIAL SKILLS PROGRAMS - During the 3:00 - 5.30 time period (or whatever the designated time for extended day activities), scheduling should be not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. training. These skills shall be defined ticipate in: as 5:30 p.m. provided the opportunity to parif if if choir (voice) music (instrumental) dance after school, one (i) gay per week. Assistance will be sought from area colleges and university schools of fine af P^vide these Services at no cost to the child (and hopefully to but certainly at minimal cost to the (1) day per week school. the program), SCHOOL ADMINISTRATION 4 A. STAFF RECRUITMENT , Staff recruitment and certain specific experience will be desired of all staff at the out- experience will pe desired of all staff at the out- Relative to work in an urban setting with at risk youth)\nand ongoing training will be provided lar basis for all staff at each school. on a regu- 4 1. . A nationwide search will \"be conducted for staff. Principal and staff will be asked to who documented evidence of commitment to working in an urban working with youth at risk and to committing the time necessary to provide the kinds of support and services provided at incentive schools. 67I  n, 2. Staff will be hired on a one year basis with parent representation on the interview team. At the end of that year, an Involuntary transfer or other district decisions may be put into effect depending on the m a I H I BH 1 q continued - Incentive Schools page 5\nerT rmancs and tne success or the individual in working with students and procedures. 4 w.un S.ucents and procedures. This one year contractual feature will also apply to the positions of aides, clerical and custodial workers completion of the with the District. Successful year may lead to a long-term contract B. q q SPECIAL TRAINING - Ongoing training will be provided for suafr in areas like human relations skills\nlearning and interactive styles\nTESA\nPET\nworking with youth a? ri?k- worxing in an urban setting and analysis and enhancing student achievement. learning and use of data for II All staff training. , including support staff,- will be involved in Patrons also will receive access special trainina Students, assisting with homework, nutrition and human growth and developments. q z. PARE:yAL I.WOLVEi'^ENT - Parents will be absolute q + - rar sues Will be absolute partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis. will take place, both through written and oral means. Regular communication q visit their children's classes. q tie arranged to come to school to lonteer for the day and to work with students as well as to Parental access will be provided for Identified pick-up points within the school community. paid a stipend for this. assistance and may be 0. LEARNING TIME SCHEDULES - Daily schedules for 3:00 - 5-30 will students to include the Homework fcr^exampfr training and leisure time activities, q * Homework Center * Special Skills * Leisure Activities - Monday-Thursday - Tuesday q , ,, ------ - Thursday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based onjtudent interest and access to appropriate q playing fields etc.) * Clubs, Extra Curriculars - Wednesday E. q HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicator and early intervention programs will be rormulated with \"alert\" and \"success\" cards to be sent to parents to update them on their student's neds and achievements.  _ cont:nueo page 5 r/e Scr.cois EXTRA CUR?, ULAR PROGRAMS - Extra curricular programs will Pe establisned to allow students recognition, leadersnip experience and a cnancs to be involved in school activities. A mri nn Kn w- l. _______ _ - Among tPess wi11 be future teachers programs, Just Say No r 1 1 iKr ii2_L_n ___ _ * Clubs, intermurals, monitor \"jobs\" in the office, library with tne flag, safety patrol, fire marshalls and student council memoerships. q * at recess or lunch time, not class time G. q q q H. q ATTENDANCc ANO 3EHAVICR GUIDELINES - Attendance and behavior guioelines will provide unique opportunities to assist students and keeo them in school. Time-out rooms staffed with trained personnel will help students with problem solving. Students will participate in the process of developing school based management rules. Students and parents will sign a contractual agresement to be at school and on time eac.h day. SUBJECT RELATED EXTRA CURRICULAR ACTIVITIES - Other options for students may include, but not be limited to, activities like mat.h olympiad, junior great books, young authors' club, young scientists, Olympics of the mind, elementary band and a string program. q Students q Parents will be informed of all of these options. SL,.,:...... will be encouraged to participate in these activities and a regular schedule'will exist for club/academic related activities. COUNSELI.\\'G/SOCIAL WORK q A. q q q COMMUNITY SE.RVICES ACCESS - There shall be access to community based support programs provided to students who attend the incentive schools.. Among these supports will be projects to be negotiated and/or secured by compact such as: the availability of students from area colleges and universities to teach music, dance and choir in the schools\nvolunteers and pre-professionals from Philander Smith College to assist with teaching activities and extra curricular activities\nassistance from social agencies to intervene if students need assistance in health and/or personal need situations. s. q COLLcGE/POST GRADUATION AWARENESS - A mentoring program will be establisned which will provide interactive time for students to work with young professionals to enhance aware- q ness of skHls necessary for successful entry into the world cf ..crk. The program will also serve to heighten student of work. expectations with regard to their own abilities and potential to attend college and to graduate. Parents will q also receive this information so that they may be aware of the options which truly are open to their students. 69 II s fl If II 11 Bl  dontinued page 7 Inc=nt:ve \"COl 3 C. D. E. F. STUDY SKILLS - Counselors and taacners will he working with students skills and study sk to ennance 1 s. Pradti rssDonsible for tsst taking skills, listening 2 wi11 be provided for I students in test taking, i.e., bubble hjt wi ho \" . some class tests and a ,ariet o n .es J' by teadhers. a variety of question types will be used HOME/NEIGHBORHOOD MEETINGS Ail,' h K 1.  MEx.INGS - Meetings with parents will not always 6e held at tne scnodls. other meati, IL 11 .. V. A  - -. Ouiiermeetings for^n^ii groups or parents, will be scheduled at c:.-..! such as churches and some homes as invited bv less rormal meetings out of the school  productive and can help forge c. ship. It is suggested that local part of the school partnership and dommunity looations . parents. These environment may be more a. sdhool/neighborhood partner- INDIVIDUAL AND GROUP COUNSELING - ministers be oonsidered dommunity. as n?i Counseling - individual and qrouo P'\" ^^'^ilitators will be employed at the school to assist students as they attempt to work^thmiinh concerns and the normal issues whirh^ri.! Jx J and development takes plaoe. conflidt resolutions. 1ssues which arise as student growth ------ Students will also be taught INCENTIVE/RECOGNITION PROGRAMS - Incentive/recognition programs will be developed by students each school. Ideas (suggestions) . committee meeting included\" ^onimun athletic events, tangible rewards such as a book Suudent s choice for academic staff and patrons at presented in the sub- ^awards programs, reoognition 'h tickets to community and growth and the like. of the G. H. 'NELLNESS PROGRAM bonding with a,aI,:bm\n\":raS???lr\nof:e'\" be soreened for physical health tion on topios like self-esteem and awareness and first aid. - Students will and will also receive informanutrition, drug prevention Presentations will likewise be dontinuing edudation basis. additional academic assistance will have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some hnr! Program away from the school ^nd the provides counseling, intensive academic support and time management skills. P------- Parent involvement is an inherent on homework and aoademics. them to h t Seni 1 70 k\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_979","title":"Discipline","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":["North Little Rock School District"],"dc_date":["1989/1997"],"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","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","School discipline","School improvement programs","Student assistance programs"],"dcterms_title":["Discipline"],"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/979"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n PGMID : DIS012R DisciplinaryR eferral Su,maryB y Page AUG-F8E9B- 90 Referral Reason 3/08/91 -------TOTAL--------I-------BLACK--------1-------WHITE--------I-------OTHER--------I PARENTI PARENTI PARENTI PARENTI CODDEE SCRIPTION TOTALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTACT! 01 Disregard for directions of teachers 2762 31. 99X 1506 I 1868 21.MZ 971 887 10.m 528 7 .OBl 7 I or administrators, I 02 Disregard for directions of bus drivers, 508 5,887. 243 I 403 4.m 168 I 104 1.20% 74 .on lunch aides, or other authorized school I I personnel. I I I 03 Disruption and/or interference with the 2326 26.94% 1605 I 1580 18.30% 107b I 741 8.581 526 s .m 3 I nor  al and orderly conduct of school I I and school-sponsoreadc tivities. I I 04 Behavior that involves indecent and/or 101 i.m 77 I 70 .an 53 31 .m 24 0 .OOl 0 I iuoral acts. I OS Wagerinogr any formo f gambling. 7 .08:t 6 I 4 .m 3 3 .03l 3 0 .OOl 0 I 06 Physical abuse or assault or threatened 123 i.m 94 I 94 1.08% 72 29 .331 22 0 .001 0 I physical abuse to a school employee. 07 Physical abuse or assault or threatened 1401 16.m m1 994 11.sn 664 406 4. 70'/. 291 .Oll 0 I physical abuse to other student or any I other individual. I I 08 Possession of a knife, razor, ice pick, 56 .m 51 I 39 .m 36 16 .181 14 I .01'/. 1 I explosive, pistol, rifle, shotgun, I I pellet gun or any other object that can I be considereda weapono r dangerous instrument. I I 09 Using, offering for sale or selling 32 .m 28 I 10 .rn 8 I 22 .25'/. 20 0 .00'/. 0 I alcoholic beverages or any narcotic drug I as defined by Arkansas law or School I Board policy. I I 10 Destruction of or the atte1pt to destroy 51  597. 40 I 24 .m 17 I 27 .m 23 I 0 .001 0 I school property. I I I 11 Stealing or the atte,pt to steal school 75 .m 55 I 62 .717. 46 I 13 ,15'/. 9 I 0 ,OOl 0 I property or the property belonging to I I I another individual, I I I 12 Cheatingo r copyingt he worko f another 17 .m 11 I 10 .rn 7 I 7 .08'/. 4 0 .00'/. 0 I student. I I 13 Failure to abide by attendance rules, 694 8.03% 590 I 373 4 .32'l. 317 I 315 3.64'/. 267 I 6 .06X 6 14 Useo f profanity, vulgar languageo r 328 3,7 97. 223 I 222 2.m 143 I 105 l.21l 79 I ,01'/. 1 obscene language. I I 15 Com1ittinge xtortion, coercion, black- 4 .047. 3 I 4 .on 3 I 0 .00'/. 0 I 0 .OOl 0 I mail or forcing another person to act I I I I through the use of force or threat of I I force. I I 16 Engagingin verbal abuses such as naae- 104 1.201. 84 I 70 .Bl'/. 57 I 34 .m 27 I 0 .oox 0 I calling, ethnic or racial slurs, or I I I I using derogatory statements to other I I I I students, school personnel or other I I individuals. I I I 17 Hazing, Hazing includes any willful act 43 .m 30 I 31 .m 19 I 10 .m 9 I 2 .m 2 I done by a student, either individually I I or with others, to another student for the purpose of subjecting the other student to indignity, humiliation, etc. I TOTARLE FERRALS8-6--32 5601I 5858 67.86%3 660 1 mo 31,m 1920 24 .m 21 ~ .,. PGHID : DIS013R DisciplinaryR eferral Su11arBy y 3/08/91 AUG-F8E9B- 90 ActionT aken -------TOTAL--------I-------BLACK--------I-------WHITE--------1-------0THER--------I PARENTI PARENTI PARENTI PARENTI CODDEE SCRIPTION TOTALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAI CT 01 Conferencwe ith Student 1324 15.33'l. 490 I 938 10,861 316 I 382 4.m 171 I 4 ,04% 3 I I I 02 Conferencwe ithP arent 247 2,86'l. 1951 165 1.m 124 I 81 .m 70 I .on 1 I I I 03 Conferencwe ith Studenta nd Parent 341 3.m 316 I 203 2,351, 185 I 137 UBI 130 I .on I I I 04 Privileges Denied 227 2.62'/, 100 I 171 1.98X BO I 55 .m 19 I .on I I 05 BehaviorC ontract 145 1.67'l. 100 I 86 .99% 56 I 58 .m 44 I .on 0 I I I I I 06 DetentionH al1 3459 40.on 2276I 2233 25.86X 1440I 1219 14,m 830 I 7 .OBX 6 I I 07 StudentN ill NakeU pT i e 39 .45'1: 24 I 24 .m 15 I 15 .m 9 I 0 ,001 0 I I I I 08 Student Placed on Probation 240 2.787. m1 142 1.64% 83 I 96 i.m 67 I 2 .m 2 I I I I I 09 OnC ampuSsu spension( S.A.C.) 1226 14.20% 1010I 850 9.841 6751 370 4.281 329 I 6 .m 6 I I I 10 Off CampuSsu spension 160 1.85% 115 I 114 i.m 77 46 .m 38 I 0 .001 0 I I I 11 Boys Club Suspension 79 .m 62 I 56 .64Z 41 I 23 .m 21 I 0 ,001 0 I I I I 12 Bus Suspension m i.m: 91 I 99 1.141 75 I lb .181 16 I 0 .001 0 I I I I I 13 Corporal Punish1ent 560 6.487. 4251 433 5.0H 324 I 127 i.m 101 I 0 ,001 0 I I I I 14 RecoMmenEdxedp ulsion 34 .m 32 I 25 .m 23 I 8 .09l 8 I .on 1 I I I I I 15 Other 436 5,051. 213 I 319 3.691 146 I 117 i.m 67 I 0 .001 0 I I I I I TOTAALC TIONS---8--632 5601I 5858 67.86%3 660I 2750 31.BSl 1920I 24 .m 21 I \u0026lt; .. . ~ . Attachment II-I PGII D: D!S012R Disciplinary Referral Su11aryB y Page AUG-FE90B- 91 Referral Reason 3/08/91 -------TOTAL--------J-------BLACK--------I-------WHITE--------1-------0THER--------I PARENTI PARENTI PARENTI PARENT I CODDEE SCRIPTION TOTAL PCT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAI CT 01 Disregard for directions of teachers 2730 30.281 ml I 1900 21.081 13491 815 9.0H 581 IS .m 11 or ad1inistrators. 02 Disregard for directions of bus drivers, 388 4 .307. 272 276 3.061. 187 109 1.201. 82 3 .031 3 lunch aides, or other authorized school personnel. 03 Disruption and/or interference Nith the 2749 30.50% 2000 1928 2un 1404 814 9.031 593 7 .on 3 nor1al and orderly conduct of school and school-sponsoreda ctivities. I 04 Behavior lhal involves indecent and/or 56 .m 36 42 .m 26 13 ,141. 10 .on 0 I i111oraal cts. 05 Wagerinogr any for  of ga  bling. 8 .081. 7 5 .05'l. 5 I 3 .m 2 0 .001. 0 I 06 Physical abuse or assault or threatened 106 1.1TI. 93 I 70 .m 60 I 36 .m 33 I 0 .001 0 I physical abuse to a school e1ployee. I I 07 Physical abuse or assault or threatened 1537 17,0S'l. 1132 I 1111 12.:m 804 420 4.m 322 b .Obl 6 I physical abuse to other student or any I other individual. 08 Possession of a knife, razor, ice pick, 64 .m 60 34 .m 34 29 .m 25 I .on explosive, pistol, rifle, shotgun, pellet gun or any olher object that can be considered a weapono r dangerous instru111ent. 09 Using, offering for sale or selling 45 .m 43 23 .m 21 22 .241 22 0 .001. 0 alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy. 10 Destruction of or the atte1pt to destroy 30 .m 26 13 .m 11 17 .!Bl 15 0 .OO'l. 0 school property. 11 Stealing or the atte1pt to steal school 74 .an 56 I 55 ,bl'l. 39 19 .m 17 I 0 .OO'l. 0 property or the property belonging to another individual. 12 Cheating or copying the work of another 20 .m 16 lb .m 14 4 .041. 2 0 .001 0 student. 13 Failure to abide by attendance rules. 640 7.101. 565 I 344 3.811. 300 I 295 3.m 264 I .Oil I I 14 Use of profanity, vulgar language or 365 4.041. 270 I 266 2.951. 192 I 97 1.07% 76 I 2 .021 2 I obscene language. 15 Co11itting extortion, coercion, black- 13 .14'I. 12 I 12 .rn 11 .on 0 .001 0 I ail or forcing another person to act I through the use of force or threat of force. 16 Engagingi n verbal abuses such as na,e- 133 1. 4 71. 104 93 l.OH 68 38 .m 34 2 .on 2 calling, ethnic or racial slurs, or using derogatory state1ents to other students, school personnel or other individuals, I 17 Hazing. Hazing includes any Nillful act 55 .m 45 I 44 . 48'l. :,7 11 .m 8 0 .OO'l. 0 I done by a student, either individually or with others, to another student for the purpose of subjecting the other student to indignity, huMiliation, etc. TOTARLE FERRALS9-0--13 6678 6232 69. 141 4562 2743 3o.m 2087 38 .m 29 I ...... . P6MID : DIS013R Disciplinary Referral Su,maryB y 3/08/91 4UG-FE9B0- 91 ActionT aken -------TOTAL--------I-------BLACK--------I-------WHITE--------1-------0THER--------I PARENTI PARENTI PAREIN T PARENTI CODDEE SCRIPTION TOTALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAI CT 01 Conferencew ith Student 11S8 12.84% 730 I 801 8.887. 491 I 349 3.87% 231 I 8 .087. 8 I I I I I n2 Conferencew ith Parent 331 3.67'/. 310 I 216 2.39% 203 I 113 i.m 105 I 2 .02! 2 I ! I I 03 Conferencew ith Student and Parent 391 4,337. 369 I 268 2.9n 251 122 i.m 117 I .OH I 04 Privileges Denied 382 4.237. 274 269 2.987. 192 I 111 1.237. 80 2 .02% 2 I I 05 BehaviorC ontract 132 1.467. 122 99 1.on 91 I 33 .m 31 0 ,007. I) I 06 DetentionH alI 3323 36.867. 2172 I 2235 24.m 1457 1075 11.92% 709 13 .147. 6 I I ,_17S tudent Will MakeU pT ime 78 .867. 59 I 54 .m 41 23 .257. 17 I .017. 1)8 Student Placed on Probation m 3.987. 295 I m 2.Bn 214 I 98 1.081. 79 2 .on 2 I\n)9 OnC ampuSsu spension( S.A.C.) 1355 15.03%1 181)I 898 9.967. 764 I 451 5.007. 411 6 .067. 5 I I l0 Off CampuSsu spension 241 2.6 7'l. 218 I 160 1.m 143 I 81 .an 75 0 ,007. 0 I ! 11 Boys Club Suspension 120 1.337. 110 I 81 .891/. 75 I 39 .rn 35 I 0 .007. 0 I I I I \\2 Bus Suspension 184 2,047. 153 I 153 1.m 130 I 31 .m 23 0 .00'.I. 0 I I [3 Corporal Punishment 246 2.m 205 I 201 2.m 165 I 45 .m 40 0 .oor. 0 ft\\\\\u0026gt;Y, .. - I 13 rt:{l) I 6 fl, I l 4 RecoamendEedx pulsion .lff 8 I ,..Cf. - ,{}'17: .-n ,.-1 .on 0 .007. 0 I I I 15 Other 703 7.797. 473 I 529 5.867. 338 I 171 1. 89'.I. 133 3 .03% 2 I I TOTAALC TIONS----9-013 6678 I 6232 69. 14'l. 4562 I 2743 30.43'l. 2087 I 38 .m 29 I THE NORTH LITTLE ROCK SCHOOL DISTRICT OFFICE OF STUDENT AFFAIRS February 8, 1991 EXPULSIONS FOR 1990-91 SCHOOL YEAR NAME SCHOOL GRADE/RACE/SEX OFFENSE Waits, Sheere Lakewood Md. Richey, Haden Ridge road Md. Conklin, David Ridge road Md. Lowe, Dekashun Ridge road Md. Perkins, Willil-, Rose City Md. Bryant, Wilma Rose City Md. Campbell, Jeremiah Rose City Md. Barnett, Me1issa NLRHS-East Dotson, Andre NLRHS-East Kuske, Danny NLRIIS-East Watson, Pashee NLRHS-East Wesley, Roderick NLRHS-East Bogard, Dornetrical NLRHS-East Gunnells, Yosheki NLRJIS-East Horton, Eric NLRHS-East Key, Dewayne NLRHS-East Moore, Phillip NLRHS-East Rhodes, K,,y~hia NLRHS-East Talley, Anthony NLRHS-East BLK/WHT 1 1 DISTRICT POLICY PROHIBITED CONDUCT 8 /Black/Female Weapon 7 /White/Male Prohibited 8 /White/Male Weapon 8 /B\nt.ack/Female Weapon 7 /Black/Male Weapon 8 /Black/Female Weapon 8 /Black/Male Prohibited 9 /White/Female Weapon 9 /Black/Male Drugs and 9 /White/Male Weapon 9 /Black/Female Weapon 9 /Black/Male Disorderly 10 /Black/Male Disorderly 10 /Black/Female Weapon 10 /Black/Male Disorderly 10 /Black/Male Weapon 10 /White/Male Weapon 10 /Black/Female Weapon 10 /White/Male Weapon 3 0 1 0 FBJ FBM FBO FBP DEMONSTRATIONS AND DISORDERLY ACTIVITIES DRUGS AND ALCOHOL 8 5 WEAPONS AND DANGEROUS INSTRUMENTS 13 6 Total: 19 Conduct Conduct Alcohol Activit-, Activit.'., Activity .. NLRSD REF: DIS032 Suspension/Expulsion Comparisons Run Date: 7 /22/93 MIDDLE SCHOOLS From AUGUST Through JUNE ------------------------------------------------------------------------------== 1 9 9 1 - 9 2 -------------------------------------------------------------------------------- -----BM------ -----BF------ 1ota1 number of a.,oigm,ents: # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU =======-=----=--------------------------------------------------------==-====-=- 09 S.A.C. 394 42.00% 232 24.73% 180 109 10 HOME SUSP. 22 50.00% 13 29.55% 20 10 11 BOYS CLUB 63 55.26% 28 24.56% 44 22 16 EXPULSION 3 100.00% 0 .00% 3 0 1 9 9 2 - 9 3 -----BM------ -----BF------ 1ota1 number of assigments: # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU  236 25.16% 134 9 20.45% 8 17 14.91% 15 0 .00% 0 -----NBM----# REF PCT /TOT # STU 76 8.10% 46 0 .00% 0 6 5.26% 5 0 .00% 0 -----NBF----# REF PCT/TOT # STU 938 469 44 38 114 86 3 3 -------------------------------------------------------------------------------- 09 S.A.C. 612 45.30% 320 23.69% 193 113 10 HOME SUSP. 56 39.72% 46 32.62% 45 32 11 BOYS CLUB 88 59.06% 34 22.82% 53 25 16 EXPULSION 1 33.33% 2 66.67% 1 2 COMPARISION -----BM------ rotal number of assigrments: # REF PCT /TOT Actual students involved  # STU -----BF------ # REF PCT/TOT # STU 328 24.28% 111 31 21. 99% 25 22 14.77% 16 0 .00% 0 -----NBM----# REF PCT/TOT # STU 91 6.74% 39 8 5.67% 5 5 3.36% 4 0 .00% 0 -----NBF----# REF PCT/TOT # STU 1351 456 141 107 149 98 3 3 -------------------------------------------------------------------------------- 09 S.A.C. 218 55.33 % 88 37.93 % 92 38.98 % 15 19.74 % 413 13 4 23- 7- 13- 10 HOME SUSP. 34 154.55 % 33 253.85 % 22 244.44 % 8 800.00 % 97 25 22 17 5 69 11 BOYS CLUB 25 39.68 % 6 21.43 % 5 29.41 % 1- 16.67-% 35 9 3 1 1- 12 16 EXPULSION 2- 66.67-% 2 200.00 % 0 .00 % 0 .00 % 0 2- 2 0 0 0 Z-3 - REF: DIS032 Suspension/Expulsion Comparisons Run Date: 7 /22/93 HIGH SCHOOLS From AUGUST Through JUNE -=----------------------------------------------------------------=-----====-=== 1 9 9 1 - 9 2 -------------------------------------------------------------------------------= -----BM------ -----BF------ -----NBM----- -----NBF----- 1ota1 nunber of as~ignnents: # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU # STU # STU -------------------------------------------------------------------------------= 09 S.A.C. 313 53.97% 100 17.24% 143 24.66% 24 4 .14% 580 163 59 92 21 335 10 HOME SUSP. 25 59.52% 4 9.52% 10 23.81% 3 7.14% 42 21 4 10 3 38 11 BOYS CLUB 51 67.11% 9 11. 84% 16 21.05% 0 .00% 76 38 8 12 0 58 16 EXPULSION 1 50.00% 1 50.00% 0 .00% 0 .00% 2 1 1 0 0 2 1 9 9 2 - 9 3 -----BM------ -----BF------ -----NBM----- -----NBF----- Total m1mher of aR:,igrments: # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT Actual ~tudents involved: # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 302 43.20% 167 23.89% 163 23.32% 67 9.59% 699 133 94 80 37 344 10 HOME SUSP. 32 65.31% 6 12.24% 7 14.29% 4 8.16% 49 28 6 7 4 45 11 BOYS CLUB 45 61.64% 16 21. 92% 10 13.70% 2 2. 74% 73 39 13 8 2 62 16 EXPULSION 5 71. 43% 1 14.29% 1 14.29% 0 .00% 7 5 1 1 0 7 COMPARISION -----BM------ -----BF------ -----NBM----- -----NBF----- Total nunber- of assignments: # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT Actual students involved: # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 11- 3.51-% 67 67.00 % 20 13.99 % 43 179.17 % 119 30- 35 12- 16 9 10 HOME SUSP. 7 28.00 % 2 50.00 % 3- 30.00-% 1 33.33 % 7 7 2 3- 1 7 11 BOYS CLUB 6- 11.76-% 7 77.78 % 6- 37.50-% 2 200.00 % 3- 1 5 4- 2 4 16 EXPULSION 4 400.00 % 0 .00 % 1 100.00 % 0 .00 % 5 4 0 1 0 5 ), Z-4 REF: DIS032 NORTHL ITI'LE ROCKS CHOOLD ISTRICT Suspension/Expulsion Comparisons Run Date: 7 /22/93 DISTRICT LEVEL From AUGUST Through JUNE -------- .------------------------------------------------------------------===== 1 9 9 1 - 9 2 =----------------------------------------------------------------==-=====--==-== -----BM------ Total nunher of assigments: # REF PCT /TOT Actual students involved: # STU -----BF------ # REF PCT/TOT # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU ==---------------------------------------------------------------------------=== 09 S.A.C. 707 46.57% 332 21. 87% 343 168 10 HOME SUSP. 71 57.72% 25 20.33% 63 20 11 BOYS CLUB 245 60.20% 75 18.43% 185 61 16 EXPULSION 4 80.00% 1 20.00% 4 1 1 9 9 2 - 9 3 -----BM------ rota1 number of assigr,nents: # REF PCT /TOT Actual students involved: # STU 09 S.A.C. 915 44.61% 284 10 HOME SUSP. 148 50.86% 116 11 BOYS CLUB 295 59.60% 177 16 EXPULSION 6 60.00% 6 -----BF------ # REF PCT/TOT # STU 487 23.74% 189 70 24.05% 50 99 20.00% 72 3 30.00% 3 379 24.97% 226 24 19.51% 23 73 17.94% 63 0 .00% 0 -----NBM----# REF PCT/TOT # STU 491 23.94% 181 59 20.27% 48 90 18.18% 59 1 10.00% 1 100 6.59% 67 3 2.44% 3 14 3.44% 12 0 .00% 0 -----NBF----# REF PCT/TOT # STU 158 7.70% 71 14 4.81% 11 11 2.22% 9 0 .00% 0 1518 804 123 109 407 321 5 5 2051 725 291 225 495 317 10 10 -------------------------------------------------------------------------------- COMPARISION -----BM------ rota1 number of .,.,e,,ments: # REF PCT/TOT Actual students involved.  # STU -----BF------ # REF PCT/TOT # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU -------------------------------------------------------------------------------- 09 S.A.C. 208 29.42 % 155 46.69 % 112 29.55 % 58 58.00 % 533 59- 21 45- 4 79- 10 HOME SUSP. 77 108.45 % 45 180.00 % 35 145.83 % 11 366.67 % 168 53 30 25 8 116 11 BOYS CLUB 50 20.41 % 24 32.00 % 17 23.29 % 3- 21. 43-% 88 8- 11 4- 3- 4- 16 EXPULSION 2 50.00 % 2 200.00 % 1 100.00 % 0 .00 % 5 2 2 1 0 5 Z-1 REF: DIS032 Suspension/Expulsion Comparisons Run Date: 7/22/93 ELEMENTARKY-6 From AUGUST Through JUNE ----------------------------------------------------------------------==-======= 1 9 9 1 - 9 2 ------------------------------------------------------------------------======== -----BM------ -----BF------ rotai number of .,,,ignnents: # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU =---------------------------------------------------------------------===-====== 09 S.A.C. 0 .00% 0 .00% 0 .00% 0 .00% 0 0 0 0 0 0 10 HOME SUSP. 24 64.86% 8 21.62% 5 13.51% 0 .00% 37 22 6 5 0 33 11 BOYS CLUB 131 60.37% 38 17.51% 40 18.43% 8 3.69% 217 103 32 36 7 178 16 EXPULSION 0 .00% 0 .00% 0 .00% 0 .00% 0 0 0 0 0 0 1 9 9 2 - 9 3 -----BM------ -----BF------ -----NBM----- -----NBF----- Total number of \"\"igr,nents: # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT Actu.,l students involved: # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 0 .00% 0 .00% 0 0 10 HOME SUSP. 60 59.41% 18 17.82% 47 12 11 BOYS CLUB 162 59.34% 49 17.95% 99 35 16 EXPULSION 0 .00% 0 .00% 0 0 COMPARISION -----BM------ rota1 number of assignments: # REF PCT /TOT Actual students involved  # STU -----BF------ # REF PCT/TOT # STU 0 .00% 0 21 20.79% 16 58 21. 25% 38 0 .00% 0 -----NBM----# REF PCT/TOT # STU 0 .00% 0 2 1.98% 2 4 1.47% 3 0 .00% 0 -----NBF----# REF PCT/TOT # STU 0 0 101 77 273 175 0 0 -------------------------------------------------------------------------------- 09 S.A.C. 0 .00 % 0 .00 % 0 .00 % 0 .00 % 0 0 0 0 0 0 10 HOME SUSP. 36 150.00 % 10 125.00 % 16 320.00 % 2 200.00 % 64 25 6 11 2 44 11 BOYS CLUB 31 23.66 % 11 28.95 % 18 45.00 % 4- 50.00-% 56 4- 3 2 4- 3- 16 EXPULSION 0 .00 % 0 .00 % 0 .00 % 0 .00 % 0 0 0 0 0 0 Z-2 ,   DISCIPLINE INFORMATION REFERRALS ACTIONS TAKEN (Please attach computer generated information) 23  '1: DISC1a Discipli111TYR efernl S....ry.-By P19e 1 IUU.ATM Rtf1rnl Ranon 9nJJl'f2 D LI11l m ~ sam. - w12 -TIJTrL-- ---a.ta-- ---tOf-lJa-- Code Dascriptian Totll Ptt Pu Can Tot,l Ptt P1r Con Tot1l Ptt Pu Can 01 Disr191rd for dir1etions of t11chen REFERRAL2S4 ~.oox 15 14 23.m 9 10 16.661 6 .. idalnlstr1tors. STtmE\u0026gt;fTS 22 39.2.SX 13 14 25.00X 9 8 14.2SX 4 r191rd for dir1etions of bas drivers, REFERRALS 1 1.661 0 1 1.661 0 0 .oox 0 lanch ,idK, or other 111thorizasdc hool Sl\\lE(l'S 1 1.78X 0 1 1.7BX 0 0 .oox 0 penonrwl. OJ Disrtlan .ind/or intM\"ftrera with the REFERfW.S 5 8.331 3 5 s.m 3 0 .oox 0 norul ind orderly condw:to f school S1lllOOS 5 8.92X 3 5 8.92X 3 0 .oox 0 1nd school1POll5Dr,lcdt iv it in. 04 JIRhlviotrh lt inOlvesi ndlcent. ind/or REFERRAL0S .oox 0 0 .oox 0 0 .oox 0 iMOr1l ,cts. snmrs 0 .oox 0 0 .oox 0 0 .oox 0 05 Wi9fif II I or IIIY for of 9HDl i Ill, REFERRALS0 .oox 0 0 .oox 0 0 .oox 0 S1llDTS 0 .oox 0 0 .oox 0 0 .oox 0 06 PhYSicll ibue or HSillt or thr11ttned REFERfW.S 2 3.33X 1 2 3.m 1 0 .oox 0 ph)'Sic1l lbue to  school lO)'le, STlllENTS 2 3.571 1 2 3.571 1 0 .oox 0 07 Physlcll lbue or 1ss11lt or thrNtened REFERRALS 2 3.331 2 2 3.331 2 0 .oox 0 physic,l lbue to othlr st.dent or IIY  STlllENTS 2 3.571 2 2 3.571 2 0 .oox 0 othllr individul. 08 Pos1e11ian of, knife, ruor, ic1 pick, REFERM.S 0 .oox 0 0 .oox 0 0 .oox 0 espl05iw, pistol, rifl1, shotvm, snmrs 0 .oox 0 0 .OOI 0 0 .oox 0 pellet 1111o1r 1ny other abjact thit un be cansiderad  IINPOfl or dilllJl!l'OIS instnnt. 09 Using, offtrint for s,le or selling IIEFEJM.S 0 .oox 0 0 .oox 0 0 .oox 0 1lcmollc IMMrlCJIS or 1ny n1rcotic dr119 STlllENTS 0 .oox 0 0 .OOI 0 0 .oox 0 ,s dlfinld by Arhl'ISH lill or School Bolrd Policy, 10 DKtrw:t ian of or the ,tt..,t to destray REFERRALS 0 .oox 0 0 .OOI 0 0 .oox 0  1 prqierty. STIIOTS 0 .oox 0 0 .oox 0 0 .oox 0 11 int or the 1tte1Pt to st11l school IIEFEJM.S 1 1.661 1 1 1.661 1 0 .oox 0 pro,erty or the property belonging to STlllENTS 1 1.78X 1 t 1.7BX 1 0 .oox 0 1nother individul. 12 ChNti111 or co,ying the of ,nother REFERRALS 0 .oox 0 0 .oox 0 0 .OOI 0 student. STlllEHTS 0 .oox 0 0 .OOI 0 0 .OOI 0 13 Fi ln to ibide by ,ttmi.nc:e rates. REFERRAL2S0 33.33X 15 12 20.00X 8 8 13.m 7 STUllENTS 19 33.92X 14 12 21.Q 8 1 12.SOX 0 14 Useo f prof,nity, valpr 1111111o11r REFERfW.S 4 6.661 3 4 6.66X 3 0 .oox 0 absc1111l1 111utt. ST1JOTS 3 5.35X 2 3 5.35X 2 0 .oox 0 15 Cc:aitting extortion, coercion, bl1ek- REfERIW.S 0 .oox 0 0 .oox 0 0 .oox 0 ui l or forcing 1nothlr person to Kt snmns 0 .oox 0 0 .oox 0 0 .oox 0 thrCMl9hth e ne of force or thr11t of force. 16 ETIIPiinJt in wrbl l lbues nch H ~ REFERRALS1 1.661 0 1 1.661 0 0 .oox 0 c1lli119, ethnic or r,ci1l slll's, or STUllENTS 1 i.78X 0 1 i.78X 0 0 .oox 0 usint dlr091tory stateaents to other st.dents, school perSOlllll!lo r other individuls. 17 Hiz i119. REFERRAL0S .OOI 0 0 .oox 0 0 .oox 0 STUllENTS 0 .oox 0 0 .oox 0 0 .oox 0 18 w119 relted t1ttivities. REFERIW.S 0 .oox 0 0 .oox 0 0 .oox 0 ST\\WfTS 0 .oox 0 0 .oox 0 0 .OOI 0 TIJTf(. REFERIW.S6 0 ~ 42 70.00X '17 18 30.00X 13 - STUIDTS 56 36 41 73.211 26 15 26.781 10 Raf, D190i3il Disciplinary RlrilPITiSl uM,ry )y 91Y)/f2 CUii.AIDE Action T1un NJmtL ITTLEm HIQ4! Dill. - 11/12 --TUT#l.-- -rua- ----fOf-k.Aa-- :s:rlption Totil Ptt Pu Con Tot1l Ptt Pu Con Tot1l Ptt PIT Con 01 Conferenc i th Student ACTIIJIS 9 15.00X 3 8 1J.m 3 1 1.661 0 Sl1IEITS 9 1S.25X 3 8 13.551 3 1 1.691 0 02 Conf.,-anc ith Puent ACTIIJIS 2 3.m 2 0 .oox 0 2 J.m 2 STlllOO'S 2 3.B 2 0 .oox 0 2 3.B 2 03 Conferancei th Student ind P1rent ACTIIJIS 2 3.331 2 2 3.m 2 0 .oox 0 STIIIOOS 2 3.381 2 2 3.381 2 0 .oox 0 04 Privi l\"6 Denied flCTIIJIS 1 1.661 1 1 1.661 1 0 .oox 0 STUDENTS 1 1.691 1 1 1.691 1 0 .oox 0 05 B1hnior Contnct ACTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 STUDEHTS 0 .oox 0 0 .oox 0 0 .oox 0 06 DetentionH ill ACTIIJIS 7 11.661 2 4 6.661 1 3 s.oox 1 STUDEHTS 7 11.Blil 2 4 6.77X 1 3 S.081 1 07 Stldlnt Yi l l Kak ~ Ti ACTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 Sl1IEITS 0 .oox 0 0 .oox 0 0 .oox 0 08 StllNllt Pl1eed on PrabltiCII ICTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 ST1IIENTS 0 .oox 0 0 .oox 0 0 .oox 0 09 On CilfU 6apersion (S.A.C.\u0026gt; ICTitl6 24 40.00X 20 15 Z5.00X 12 9 15.00X 8 ST1IIENTS 23 38.981 19 15 Z5.42X 12 8 13.m 7 10 tmR Sa,eiision ICTIIJ6 1 1.661 1 1 1.661 1 0 .oox 0 STUIOTS 1 1.691 1 1 1.691 1 0 .oox 0 11 bl Cllb Sa,eniion ICTIIJIS 3 S.OOI 2 3 s.oox 2 0 .OOI 0 STUDEHTS 3 s.oex 2 3 s.oex 2 0 .oox 0 12 Bu Sapefsion ICTIN 0 .oox 0 0 .oox 0 0 .oox 0 ST1IIENTS 0 .oox 0 0 .oox 0 0 .oox 0 1-ardiy School ACTIIJIS 9 15.00X 5 7 11.661 4 2 3.331 1 STUDEHTS 9 15.25X s 7 11.861 4 2 3.381 1 14 Recoaende[dJp llsion ACTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 STUDEHTS 0 .OOI 0 0 .oox 0 0 .oox 0 15 othtr ACTIIJIS 2 3.331 2 1 1.661 1 1 1.661 1 snmTS 2 3.381 2 1 1.691 1 1 1.691 1 16 Eq,ll1i0111 ICTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 snmTS 0 .oox 0 0 .oox 0 0 .oox 0 TOTILA CTIIJIS 60 40 42 70.00X 27 18 30.00X 13 snmrs 59 39 42 71.181 27 17 28.B11 12   COHPREIIENSIVOEU TCOHY.S.V ALUATION (COE) SURVEYR ESULTS (If applicable, please insert after this page) 24  I J NORTH LITTLE ROCK HIGH SCHOOL COMPREHENSIVE OUTCOMES EVALUATION NORTH LITTLE ROCK, ARKANSAS _ 1991 ARKANSASC OMPREHENSIVSEC HOOLI MPROVEMENPTL AN Arkansas D~pQrtment of Education - School: North Little Rock High School - West Year: 1991-92 District: North Little Rock School Superintendent: James R. Smith TABLE OF CONTENTS Letter of Coi:mnitment from District ..................... 1 Letter of Commitment from Principal .................... 2 Introduction . .......................................... 3 Overview of the Improvement Plan ....................... 5 COE Steering Coi:mnittee ................................. 7 Target Area Conuni ttees . ................................ 8 Review of Data ........................................ 10 Description of School and Comrnunity ................... 12 Mission Statement and Goals ........................... 15 Mission Statement ..................................... 16 Monitoring and Assessment of Student Achievement ...... 17 School Climate . ....................................... 24 Parent/Community Involvement .......................... 28 High Expectations ..................................... 32 THE NORTH 1LrITlLE ROCJK PllIBLIC SCHOOL -ADM!NISTR1UIVE OFFICES 2700 POPLAFi STREET COE Steering Committee North Little Rock High School-West Campus 101 West Main Street North Little Rock, AR 72114 Dear Committee Members: The administrative staff of the North Little Rock School District is committed to assisting the faculty of North Little Rock High School West Campus with the implementation of their Comprehensive Outcomes Evaluation Plan which was developed over the past several months. The four areas targeted for improvement are in concert with district priorities established by the Board of Education. We recognize the value of this introspective school improvement process and pledge our support for the school's plan. Sincerely, ~Lt James R. Smith Superintendent of Schools dw P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/771-8000 November 19, 1991 Dear Comprehensive Outcomes Evaluation Visiting Team: 101 West 22nd Street North Little Rock, Arkansas7 2114 (501) 771-8100 Since the fall of 1990, I have observed our staff working tirelessly and diligently in planning for the future of North Little Rock High SchoolWest. The commitment and dedication displayed by the entire community has been an inspiration to all who have witnessed the rebirth of North Little Rock High School. It is with great enthusiasm that I fully endorse and pledge my commitment to the plans for the future of North Little Rock High SchoolWest as set forth by our Comprenensive Outcomes Evaluation plan. s ly,\n/ Ari?.~\nlompsbn, Kin~pal North Little Rock High School-West 2 INTRODUCT:i:ON North Little Rock High, West Campus, began its Comprehensive Outcome Evaluation (COE) Improvement Plan in November of 1990. Actually the school was a new school because of the reorganization of two former high schools, Ole Main and Ncrtheast\nthus, some data from both former high schools had to be obtained\nhowever, most of the staff was formerly from Northeast or Ole Main. The Steering Committee, reflecting a cross section of the faculty and staff, began to gather statistics and administer the perceptual surveys to a sampling of parents from different demographic areas, to all students administered by the English teachers, and to the faculty and staff members. Parents assisted in the mailing of surveys to parents. Concurrently, the school's mission statement and goals committee, comprised of faculty and community people, began its report. Other committees, such as the School and Community, earnestly began. Sirice COE is a new process, informational meetings were held. After receiving the surveys, the Dawson Educational Service Cooperative in Arkadelphia tabulated the results\nin addition, North Little Rock High's computer instructor, utilizing the statistical materials, developed charts making the results more visual. Each committee chairman prese11ted an in-depth report to the faculty. Based on the analyses of all data, including the archival, achievement, and perceptual, the faculty unanimously decided on the following target areas: 1. HIGH EXPECTATIONS 2. SCHOOL CLIMATE 3. PARENT/COMMUNITY INVOLVEMENT 4. STUDENT ACHIEVEMENT/TIME ON TASK (MANDATORY) Committee chairmen, selected from the Steering Committee, and vice-chairmen were chosen for each area\nagain after examining the data, the chairmen, vice-chairmen, and subcommittees selected outcomes. After numerous meetings, the chairmen, vice-chairmen, and committee members formulated detailed improvement plans designed to eliminate the disparities revealed in the baseline data. The criteria for each outcome were completed during the spring of 1991. During the summer the Steering CoIDmittee Chairman and target area chairmen met to check for repetition. In e\u0026amp;sence, the Improvement Plan for the target areas were finalized\nhowever, after some of the improvement areas were identified in the plan, actions were immediately begun fer implementation for the 1991-92 school year. The faculty was again apprised of the study, modifications, and final results. 3 The faculty, staff, and administration of North Little Rock High, West Campus, recognize that the Improvement Plan is an ambitious document\nhowever, with the combined efforts of the students, staff, administration, and community, not only will these issues in the five-year plan be addressed, but other concerns will be addressed because the school is dedicated to student growth. 4 Respectfully submitted, Billie Jo White Emogene Wetherington OVERVIEW OF THE IMPROVEMENT PLAN The four targets and the desired outcomes form the basis for the school improveme~t plan. The action plan is designed to achieve the outcomes established for each target. TARGET: Monito1:ing and Assessment of Student Achievement/ Time on Task OUTCOXES 1. To increase enrollment in academically challenging courses and maintain thet enrollment throughout the school year with particular attention given to. increasing minority student participdtion. 2. To improve student success on standardized tests and in the classroom. 3. To increase student time on task. 1. 2. TARGET: School Climate OUTCm!ES To increase student perception of the schocl as a safe environment. To increase the level of satisfaction teachers feel about their jobs and their work environment. 3. To increase student perception of school rules, policies, and disciplinary actions as fair and equitable. TARGET: Parent/Community Involvement OUTCOMES 1. To increase the involvement oi the business community in the school programs. 2. To increase the involvement of parents in the school programs. 3. To improve involvement o= the non-business community in school programs. 5 'I\"ARGET: High Expectations OUTCOMES 1. To implement programs that will aid \"at-risk\" students in mastering requirements for graduation. 2. To promote the use of instructional techniques and policies that convey high teacher expectations for all students. 3. To expand the use of classroom strategies designed to encourage interactions that promote critical thinking skills and problem solving abilities. 6 North Little Rock High School-West Campus COE Steering Committee Emogene Wetherington, Chairperson Penny Clay, Reporter Pris Benson Ron Brown Greg Burl Anita Cameron Linda Fuller Liz Fulton Tom Hudson Rena Knight Patsy Pearson Sue Perry Betty Sneed Roy Spradlin Mary Taylor Billie Jo White 7 North Little Rock High School-West Campus Monitoring and Assessment of Student Achievement/ Time on Task Committee Betty Sneed, Chairman Bill Garvin, Vice-Chairman Phyllis Doerr Eulin Downing Geraldine Garrett Ron Ingram David Kaufman Mar::orie Kirby Sallie Langford Sam Mascuilli Carol McAdams Darrell McCoy Mary Power Roseanne Sallis Ira Scoggins Harold Stark Mike Tucker Phyllis Wiggins High Expectations Committee Liz Fulton, Chairman Monica Davis, Vice-Chairman Glen Amis Jim Billings Steve Dar.iels J inuny Harper Lou Hart Quilla Lanes Jim McMurry Christine McRae John Narkinsky Trish Partridge Suzzette Reynolds Jon Robbins Mary Lee Schultz Mildred Standley Johnny Talley Carol Toombs Tammy Tucker 8 North Little Rock High School-West Campus School Climate Committee Rena Knight, Chairman Berdell Ward, Vice-Chairman Helen Casteel Johnnie Collier Ann Cowart Gary Davis Cheryl Fallis Patrina Greenway Annie Hamilton Faith Jones Donnas McGinley Carl Moore Don Robbins Jackie Ryan Jan Scholl Kathy Smith George Thompson Willie Vincent Joe Ward Parent-Community Involvement Committee Patsy Pearson, Chairman Cynthia Hampton, Vice-Chairman Shelia Baker Sue Beach Bill Bowers Gwen Brooks Louise Cammack Cheryl Daniels Kay Ewart Rick Gravette Gary Haver Gail Hopkins Fred Johnson Ron Kieklak Shelia Smith Paul Stovall Billy Wagley 9 REVIEW OF DATA Members of the Steering Committee gathered archival, achievement, and perceptual data on which to base the school improvement plan. ARCHIVAL DATA The archival data included personnel information on certified and non-certified staff members\nstatistics about students' attendance rates, family environment, and participation in extracurricular activities\nand detailed information about the instructional program. Archival data indicated strengths in the following areas: a highly educated, experienced staff\na comprehensive instructional program, and an extensive student activity program. Approximately 70% of the faculty members hold masters' degrees and above. Specific strengths of the instructional program include the Advanced Placement courses, the television production program, and the computer lab facilities for math and reading instruction. The student activity program includes 44 student organizations that meet on a rtgularly scheduled basis within the school day. Therefore, all students have the opportunity to participate in extracurricular activities and are encouraged to do so. Archival data revealed the following areas of disparity: The percentage of minority students enrolled in advanced courses was low. The nunilier of students selecting lower level courses was considered excessive. The absentee/tardy rates for all students needed improvement. These concerns are addressed in the following targets: Monitoring and assessment of student achievement and high expectations. ACHIEVEMENT DATA The achievement data wa$ obtained through records from the school guidance office and the district's offices of instructional services and computer services. Included in the information compiled are grade distribution records, MAT-6 scores, ACT profiles, PSAT scores, lists of scholarships awarded, lists of state and regional awards received, and lists of students receiving honors for outstanding achievement. A significant area of strength is in the number and amount of scholarships awarded to g~aduating seniors. Another area of strength is in the number of state and regional awards received by students in the speech and drama department. 10 A five-year summary of ACT scores shows that our composite score of 19.9 represents a steady increase since 1988-89. For the first time in five years, our composite score is at the state average. Twenty-eight percent of students taking the ACT in 1990-91 were black. The composite score report by ethnic groups shows a 3.6 point difference in the scores of black and white students. Only 34% of black students taking the ACT had the college-core curriculum as compared to 44% of white students. Steps are being taken to encourage all students to complete the strongest courses in which they can be successful. The summary report of the Metropolitan Achievement Test, 6th edition, which was administered to eleventh graders in April 1991, shows an overall basic battery percentile of 56.6. This average indicates that our students scored above the 50th percentile nationally. The test data also reveals a 22.2 percentage norm discr1:pancy between scores for white students and those of minority students. Reducing this disparity while raising the overall test scores is a desired outcome of the improvement plan. PERCEPTUAL DATA The perceptual data was based on the opinions of students, parents, and certified staff members and was obtained through surveys designed for each group. Parent volunteers assisted in mailing surveys to a random sampling of parents. Surveys were distributed through the English classes to all students. All faculty members also completed the opinion surveys. All groups surveyed indicated the following areas of strength: Clear school purpose, monitoring and assessment of student achievement, and high exp~ctations. The opinions of parents, students, and teachers varied on some of the correlates. Although the results of the surveys were generally positive, some variances occurred in the areas of school climate and parent and community involvement. There was a slight discrepancy in the attitudes of students toward the school as a safe environment and the attitudes of their teachers and parents. The surveys also showed a perceptual difference in the area of fairness as related to the administraticn of discipline. There was also a discrepancy in the attitudes of the students, parents, and teachers regarding the degree to _which parents and other members of the community are involved in the school. These areas of discrepancy are addressed in he improvement plan. 11 . DESCRIPTION OF SCHOOL AND COMMUNITY The city of North Little Rock lies just across the Arkansas River from Little Rock. An estimated 61,700 persons live in North Little Rock. That figure represents a 6% decrease in population in the ten-year period from 1980 to 1990. The median age of about 33 years is increasing, and the school age population percentage is decreasing. Approximately 79% of the residents are white, 20% black, and 1% other minorities. Studies indicate that the black population percentage in North Little Rock is increasing while the white population percentage is decreasing. Of the existing labor force in the city, the largest percentage of workers hold management or professional positions (24.3%), while 19% have administrative or clerical jobs, and 12.3% are in service fields. The remainder of the work force is made up of sales people (11.8%), skilled craft workers (11.8%), unskilled laborers (16.7%), and those in technical fields (3.4%). The remaining .7% make up the workers representing fields other than those listed. Although industrial development in North Little Rock is restricted by boundaries on all sides, there are positive economic indicators for the school and community. While the unemployment rate in Greater Little Rock is 7.6% the citizens in North Little Rock are at 4.6%. In 1989 voters approved a 4.9 mill school tax increase on real property. This millage increase is an excellent indicator of the community interest and support of public education in North Little Rock. Cultural and recreational facilities in North Little Rock include the Laman Public Library, the Community Band, the Old Mill, Wild River Country, Riverfront Park, and the North Little Rock Community Center. Within minutes of North Little Rock are the Arkansas Arts Center, the Arkansas Symphony Orchestra, The Arkansas Ballet, and the Arkansas Repertory Theatre. The area also offers the Arkansas Museum of Science and History, the Little Rock Zoo, and a number of state parks, lakes, streams, camping and hunting areas, and hiking trails. The North Little Rock School District is serving 9,194 students in the 1990-91 school year. The city's demographic trends are reflected in the school population, which has decreased in recent years. Of the total enrollment, 52.3% are white, 46.5 are black, and 1.2% represent other minorities. The racial composition has also paralleled the city's trend of declining white population and increasing black population. 12 The 1990-91 school year is the first year for implementing the reorganized secondary school plan. This reorganization process was completed by the \"Planning Task force for Secondary Reorganization,\" which included 39 committees and subcommittees made up of parents, teachers, students, administrators, and citizens. Beginning in 1990-91, the North Little Rock School District changed to one high school on two campuses and three middle schools. All 9th and 10th graders attend the North Little Rock High School East Campus with an enrollment of 1,372. All 11th and 12th graders attend the North Little Rock High School West Campus with an enrollment of 1,180. Seventh and eighth graders attend Lakewood, Ridgeroad, or Rose City Middle Schools, depending on residence and school attendance zones. This reorganization allows the racial makeup of the secondary schools to reflect the racial. makeup of the community as a whole. The administration of the North Little Rock School District operates under policies established by a Board of Education. The School Board was reorganized in 1989 from a six-member at large board to a seven-member geographic zone board to allow for a more equal representation of the various races and socioeconomic groups in North Little Rock. Positions are for alternating three-year terms, and elections are held each September. The North Little Rock School District has established a number of programs to meet better the needs of minority students. The position of Assistant Superintendent for Desegregation was established in March 1990 to ensure racial equity. An activity director at each secondary campus works toward greater minority student participation in extracurricular activities. Compensatory education programs have expanded, and staff development opportunities have been implemented for improved understanding of students who achieve below grade level. Free bus transportation is now provided for all students living more than two miles from schools. District-wide trends indicate that the North Little Rock schools are expanding services and improving educational opportunities for all students: -A greater percentage of public school students graduate than ever before. -The standardized testing program has expanded to include students in grades 1 through 11. -Special education programs are offered to hundreds of students with a variety of learning disabilities and handicaps. 13 -Hundreds of students are in programs for the gifted and talented. -More than 500 computers provide for individualized, self-paced instruction. -Schools work with students to reduce drug and alcohol use. -North Little Rock students consistently earn top awards in regional, state and national competitions in math, history, vocational education, music, art and other subject areas. -More than 100 scholarships were awarded to 1990 graduating seniors. The North Little Rock School District is following the national trend of community involvement in its education development. With the reorganization of the secondary schools in the district, parents and other residents served as advisors on reorganization committees. The Classmate Program teams schools with businesses in the community. These business partners reward student achievement, recognize teacher achievement, provide materials and services, and help schools reach their goals. The Student Incentive Program at North Little Rock High School is designed to recognize and reward student excellence in academic performance, attendance, activity involvement, and citizenship. The Incentive Program is based on a cooperative effort of the school and area businesses tu reward students with discounts at the community businesses. After the first nine weeks of operation, there was a 74.2% increase in students qualifying for the program. The community has also been involved in the creation of the television production program on the West Campus. Through a grant and city funding, a television studio was installed to broadcast City Council meetings. A strong PTSA (Parent, Teacher, Student Association) provides assistance for students and teachers in the North Little Rock School District. Parents and other residents also serve as advisors on academic area committees and other special topic committees that are established to consider school issues. The interest of North Little Rock residents in their schools and their individual neighborhoods results in local involvement, improved services, and community pride. 14 Mission Statement and Goals The chairman of the committee met with the Steering Committee November 14 and November 28 to receive information, data, and guidelines for direction to proceed. After several conversations with Steering Chairs Wetherington and White, and an organizational meeting of the Mission Statement and Goals Committee, surveying the educational community - students, teachers, parents - became the number one priority. In order to develop a surve:, instrument, the committee decided to formulate a list of goals based on existing philosophies: administrative priorities for 1990-91 and objectives from past evaluation processes. After the chair gathered the pertinent data, members of the committee met in a lengthy, writing session. Six goals were for~ulated and sent to a cross sampling of classes: basic, regular, and honors English, as well as special education and other disciplines. The PTA P~esident took surveys to meetings with parents for their input. All teachers on the staff were surveyed. A second draft added three goals based on the data collected. A final survey produced one additional goal for the committee, making a comprehensive list of ten goals in the final draft. Using these ten goals, the committee developed the Mission Statement, which was presented to the Steering Committee in January and was accepted. In the fall of 1991, the chair met with representatives of the East Campus, for their input. Based en their findings, two goals were modified and the final Mission Statement completed. West Campus sue Perry, Chair Sylvia Allen Marilyn Carter Cynthia Hampton Mala Rogers MISSIOO SI'ATEMENT With a carmitrnent to provide experience, opportunities and challenges where irrlividuality is acknowledged and maximum potential can be realized, North Little Rock High School values people, ideas, and learninJ. * * * * -* Goals The curriculmn must be designed to educate all youth so that they may becane productive and responsible citizens of our country and world. The cu..rriculum should provide multicultural experiences which enable students to learn to respect irrlividuals, their cultural differences, and the interdependence of people through a study of histo.cy, gt\n!()(Jraphy, and varied cultures of the nation and the world. The curriculum must provide instnlction which enables students to learn basic skills in matherratics and reading, as well as to achieve canpetence in oral and written ccmnunication. The curricuhnn must provide an enviroment in which students learn to think critically in order to make infonred decisions so that they may attain self-respect ru1d self-discipline. The curriculum must be designed to raise the cultural level of the a:mrn.uut.y by developing within the student an appreciation of art, literature, il!ld music. * The curriculum must be designed to nurture adaptability in students so that they may achieve their full IX)tential and nay realize that many of the jcbs in which they will work have not yet been created. * 'lhe curriculum must be designed to meet the special needs and abilities of our students on all levels. * The curriculum should offer o:wortuni ties for students to learn market-ready skills through a variety of work-related programs. * The curriculun must offer students a varied program of school-related activities focusing on the developrent of lE:adership skills, service to the school and camnmity, involverrE11t, and cooperation. * The curriculum must bE: designed to develop the whole person intellectually, physically, arotionally, and socially. 16 TARGET NARRATIVE MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT/TIME ON TASK Beginning in March 1991, this committee reviewed the archival, perceptual, and achievement data for the school to identify areas in need of improvement. Committee merr~ers isolated three areas directly impacting student achievement: increasing time on task, improving student success un standardized tests and in the classroom, and increasing and maintaining enrollment in advanced classes. The committee felt particular attention must be paid to the achievement of minority students in each of these areas. A subcommittee was assigned to each outcome. Each subcommittee conducted additional research into its outcome before considering specific actions to address the outcome. A survey of enrollments in advanced courses (advanced, college bound, GT, AP) revealed a lower percentage of minority students in these courses. Teachers in all subject areas expressed concerns regarding students dropping to a \"lower level\" course or initially selecting a \"lower level\" course rather than meeting the challenges of the advanced courses. The data for absentee/tardies revealed a rate higher than desirable for all students. Teachers also expressed concerns over the amount of class time missed due to interruptions and absences. A review of MAT-6 scores showed a significant discrepancy between scores for white students and those of minority students. This same discrepancy could also be noted in the current GPA data. Once the data was reviewed, each subcommittee considered specific actions to address the desired outcomes. The preliminary improvement plans were presented for consideration to the whole committee. Suggestions were offered and incorporated by the subcommittees. Final inprovement plans were submitted to the Steering Committee in April 1991. 17 00  IMPi PLAN Target:IDNI'IORING AND1 \\SSl'SSMENOTF S'!UDENI' ACHIEVEMENI'/'l'IOMNE T ASK  OUtcare:'ro increase enrollment in acadanically challenging cwrses and maintain that enrollment throughout the school year with partic.'Ular attention given to increasing minority student participation. ACTICNS RFSPCNSIBILITY TIMELINE RFSCOOCES STAFFD EVEWPMENr EVAWATIClD-1A TA 1. Develop ways to GUJ.dance Inplarent Student Explanation and List of potential identify students for counselors, 1991-92 achieverrent interpretation of students. acadanically Teachers Re-check data, Student test scores challenging cwrses Principal each year records, Of:portunities for based on test scores, teachers teachers guidance to past performance, conference teacher reccmnendation, etc. ' 2. R!:!fine and e.'ql\u0026lt;Uld Principal, Initiate Brochures, Opportunities for CaTiparisoo of current procedures for Guidi:ince Spring 1992 Curriculum teachers and guidance to enrollnent to that of providing Counselors, Expand in Booklets, discuss ccurse content previous years. infonnation to students Dept. Chairman, 1992-93 Choices Program and teacher and parents conoenring Teachers Newsletters expectations. the challenges, Camri.ttee St:ooent Leaders oi:portunities, and Coordinator Cwrse Cootent expectations in these Guides courses. 3. Establish a procedure Priocipal, Preliminary Canputer lists O:mnittee of parents, Caiparison of to make it nore Guidance, plans, of enrollment Camselors, Teachers dropout/transfer difficult for students Teachers 5Pring 1992 and other interested rate in current year. to change to less Expand in faculty to hear requests Monitor grade reports challenging ccurses. 1992-93 for schedule changes. to detennine success Revise as rate. needed 4. Establish procedures Principal, Preliminary Professional Infonn parents, teachers, Students grades and for intervention with Dept. Cllairman, plans, Fall publication, and students of programs dropout/transfer students having Teachf:rs 1992 District available. Carmittee rates carpared to difficulty in these FUll .i.rrple- curriculum of teachers to those of previoos courses before dropout/ mentation specialist reccmnend programs. years. transfer occurs. SPring 1993-94 TARGET NARRATIVE SCHOOL CLIMATE A review of the perceptual and archival data available led our committee to select the following desired outcomes to facilitate the improvement of the school climate: 1. To increase student perception of the school as a safe environment. 2. To increase the level of satisfaction teachers feel about their jobs and their work environment. 3. To increase student perception of school rules, policies, and disciplinary actions as fair and equitable. Using the surveys which hac been administered to students, parents, and students as our basis, we identified a discrepancy in the attitudes of students toward the-school as a safe environment and the attitudes of their teachers and parents. Teachers and parents were overwhelmingly positive in their views of the school environment as a safe place to be. On two separate questions relating to safety, teachers recorded positive responses of 72% and 89%. Only 7% and 8% of teachers responded negatively to these questions. Parents' responses were similar. On two safety questions, they replied 87% and 82% positively, with only 6% and 11% negatives. However, students registered only 65% positive in this area while 35% expressed a negative attitude toward the school as a safe environment. Only teacher data was used to target the area of teacher morale. While 80% of teachers had indicated that morale was a positive element in the school climate, this area had the lowest \"always\" rating (7%) of any question on the teachers' survey. It also had the highest negative rating with 20%. Surveys showed at least a perceptual difference in the area of fairness as related to the administration of discipline. Thirty-four percent of the teachers felt that treatment of students was always fair. Another 54% felt that it is sometimes fair for a positive rating of 88%. Parents generally agreed with teachers in this area with 77% responding positively to a fairness question. However, this issue did draw an 11% negative from parents, the highest negative rating from this group. Students registered a high degree of dissatisfaction in responding to a question on fairness with a 41% negative response. Only 9% of students felt that discipline is always administered fairly while another 47% thought that it was sometimes. Once these outcomes were selected on the basis of the data listed above, a subcommittee was appointed to develop improvement plans for each outcome. The subcommittees met over several weeks, developing their plans. The plans were submitted to the chairman and the vice-chairman of the target committee for approval. Some were returned for \"-fine-tuning\" and the elimination of duplications. The final versions of these plans are attached. 24  IMPi PLI\\N Target:MCM:TORINGA NDA SSESSMENOT F S'IUDENr ACHIEVll1EN.l'/TIMOE N TASK  Outcare:To increase enrollrrent in aCTldanically challenging ccurses and maintain that enrollmmt throughout the school year with particular attention given to increasing minority student participation. ACTIOOS IID3PCNSIBILITY TIMELINE RESOURCES STAFF' DEVEWPMENI' EVALUATIOmO TA 5. Implement incentive Departnental Inplement NLR TV, Departnental Staff Number and list of. programs within ccurses Staff Fall 1991 School dete:anines workable incentives uses. so students can Recheck Newspaper, ideas and activities Number of students achieve success and be each year Bulletin receiving recognized for their Boards, reoognitico. efforts: i.e. Exhibits, Crnpetitions, Local Publication of work, Businesses etc. N 0  IMP~ PLAN Target:l'Oll'IORING AND l\\SSESSMENl' OF S'IUDENT ACIIIEVEMEN'l'/TIME 00 TASK Outcane:'l'o inprove student success on i\ntandardizE..'CIte sts and in the classroan. l\\CTIONS RESPrnSIBILITY TIMELINE RESOURCES STAFF DEVEIOFMENI' 1. Inplement programs Principal, Trial run Test Prep. Meeting of cannittees designed to prarote Guidance 1991-92 Manuals, and staff to encourage suocess on Counselors, Fully Professicoal cross-curricular starrlarclized tests. Teachers implemented Journals involvement. Staff a. Establish before/ 1992-93 meeting to review skills after school to be taught. tutoring sessions in test-taking skills b. Provide canpute.r Principal, Add to and District Explanation of what in software for the Media Specialist update Mooia available. canputer lab to holdings Services, prepare students each year Canputer for a variety of Vendors tests. c. Encourage teachers Principal, !nplement Professional Departmental inservice to~ a variety of Dept. Chainnan, 1992-93 Publications, on relevant testing testing styles. Director of and recheck District styles Secondary each year CUrriculum Education Specialists 2. Inplenent progr= designed to encourage a higher success rate in the classroan. a. Develop before and Principal, Trial run Guidance Meetings of ccmnittees after school Dept. Chairman, Spring 1992 counselors, and st.aff to encourage tutoring sessioos Teachers Fully Professional cross-curricular for study skills implemented Publications involvement. and content in 1992-93 required subjects.  EVAlllATIOND ATA Report on student scores as reported by testing services. Report on student scores as reported by testing services. Student Survey. Report on student scores as reported by testing services. Corputer generated smrnary of grades at end of each sanester.  IMProvllrr PIJ\\N  Target:M:JNITORING AND ASSESSMENr OF Sl'UDENT AOJIEVEMi,NT/TIME ON TASK OutOC111e:J'o .inprove student success on standardized tests and in the classrOCill. ACTIONS RESFONSIBILITY TIMELINE RESOURCES STAFF DEVEIOPMENT EVALUATIODNA TA . b. InpJ.ement special Pr1.rx:1.pal, Inplement Renaissance Inservice on CanpJter generated. recognition and Renaissance 1991-92 Program, Renaissance Program. sumnary of grades. incentive programs Team Refine each Ccmmmity for academic year adrlevarent c. Continue and expand Principal, Implemented Existing labs. Explai,atioo to teachers Canp.iter generated the rea.ding labs. Reading 1990-91, and staff of the program s1.lllll,aryo f grades. Specialists Revise and and its possibilities expand each year N 3. Iroplanent a plan to increase parental 5UHX\u0026gt;rt for academic achievement. a. Establish an Principal, Initial Renaissance Inservice on the Student achievement academic booster Renaissance Plans, 1991 Program, programs ftan the data, Student/ club. Team Pully Camunity Renaissance program. teacher surveys implemented 1991-92 b. Refine the present Principal, Examine Interim report Meetings to explain Parent survey at the program to keep Guidance existing Parent conf. precess and get input end of the year. parents informed counselors, program and Days fran teachers in regard to Camunication revise as Newsletters academic progress Coordinator necessary and results of standardized tests. N N  IMPi PLAN Taiget :IDNITORINGA NDA SSES9-IUJTO F SWDENTA OUEVEMINJ.'/TJMONE TASK Outcane:To increase student time on task. ACTIONS RESPONSIBILITY TIMELINE P.ESOURCES 1. Establish a procedure to minimize outside interruptions to the classroan. a. Establish a Principal, Inplem:mt NLR 'IV regularly scheduled teachers, office Septauber Pager for tinE, procedure, st\n,.ff, guidance 1992, Refine custodians and length of counselors in May of announcements. each year b. Inplerent an Principal, Inplement Club sponsors, assanbly schedule Activities 1991-92 School which provides an Director, Cami. Refine in calendar equitable of teachers May of each distribution of tinE .for classes and minimizes the loss of class tinE. c. Establish an Administrators, Inplarent Teachers, effective policy D-Hall teacher 1991-92 D-Hall for dealing with Re-evaluate teacher tardies to minimize each the disruptions to sarester class tinE. d. Develcp a policy for Principal, Inpleuent Administrators administrators, Assistant 1991-92 Counselors office personnel, Principals, Refine Teachers and guidance to Guidance each year limit classrocm Counselors, interruptions (i.e. Office sending rressages, Personnel pulling students ait for conferences)  SI'l\\FF DEVELOFMENI' EVAUJATIODNA TA Explanaticn in preschool Teacher survey at faculty meeting. the end of the year. Written e)!j)lanation and fonns in faculty handbook. Explanation in preschool Teacher survey at faculty ~ting. the end of the year. Written explanation in faculty handbook. Explanation in preschool Survey of teachPrs faculty ~ting and and administrators procedures stated in at the end of the faculty handbook. semester. Explanation in preschool Survey of teachers facul t'\u0026lt;J r.eeting and and staff at the details in faculty end of each serrester han:.ll:xx:\u0026gt;k 'w\"  IMProvlL PLI\\N Target:l-0,JI'IORING ANil ASSESSMENr OF STUDENI' ACIJIEVEMENI'/TIME 00 'J'A.\u0026lt;\nK OUtcaoo:To increase student time on task. J\\CTIONS RESPCNSIBILITY TIMELINE RESOUR:ES 2. Inplement a plan to reduce absences fran the classroan. a. Establish a District InplE:rrent Club spcnsors, maxim.Jm number of Adrn:ini.strators, February Teachers, school business Schcol Board 1992 Parents, absences per Re-evaluate Students serester (clas~ each year related and extra- L\"'l.trricular) b. Establish a Principal, Inplanent Renaissance program to Teachers 1991-92 Program, encarrage and Crnmunity recognize good attendance. c. Establish a system Caiputer Service\nTrial run Existing for catputer- Director, Fall 1991 ccnputer assisted attendance Principal Implerent hardware, check each class 1992 Trai.ntd period. Personnel 3. Continue programs to Assistant Fall 1993 Trained encarrage tirre on Superintendent Personnel, task within the for Instruction, EY.isting classroan. Director of procedures for Secondary i.nservice Education, Principal  STAFF DEVELOPMENI' EVAIUATICN DATA Explanation in preschcol Teacher/ student faculty ireeting and survey at the end handbook. Explanation of tht year. to studk,nts at beginning of year and include in student handbook. Inservice session on C01p1ter generated Renaissance Program attendance report each grading period. Explanation in faculty C01p1ter generated ireeting. attendance report each grading period and teacher sw:vey. PET and Classroom Observation and Managerent for those evaluation by who have not attended administrators TARGET NARRATIVE SCHOOL CLIMATE A review of the perceptual and archival data available led our committee to select the following desired outcomes to facilitate the improvement of the school climate: 1. To increase student perception of the school as a safe environment. ?.. To increase the level of satisfaction teachers feel about their jobs and their work envircnment. 3. To increase student perception of school rules, policies, and disciplinary actions as fair and equitable. Using the surveys which hud been administered to students, parents, and students as our basis, we identified a discrepancy in the attitudes of students toward the-school as a safe environment and the attitudes of their teachers and parents. Teachers and parents were overwhelmingly positive in their views of the school environment as a safe place to be. On two separate questions relating to safety, teachers recorded positive responses of 72% and 89%. Only 7% and 8% of teachers responded negatively to these questions. Parents' responses were similar. On two safety questions, they replied 87% and 82% positively, with only 6% and 11% negatives. However, students registered only 65% positive in this area while 35% expressed a negative attitude toward the school as a safe environment. Only teacher data was used to target the area of teacher morale. While 80% of teachers had indicated that morale was a positive element in the school climate, this area had the lowest \"always\" rating {7%) of any question on the teachers' survey. It also had the highest negative rating with 20%. Surveys showed at least a perceptual difference in the area of fairness as related to the administration of discipline. Thirty-four percent of the teachers felt that treatment of students was always fair. Another 54% felt that it is sometimes fair for a positive rating of 88%. Par~nts generally agreed with teachers in this area with 77% responding positively to a fairness question. However, this issue did draw an 11% negative from pa.rents, the highest negative rating from this group. Students registered a high degree of dissatisfaction in responding to a question on fairness with a 41% negative response. Only 9% of students felt that discipline is always administered fairly while another 47% thought that it was sometimes. Once these outcomes wert selected on the basis of the data listed above, a subcommittee was appointed tu develop improvement plans for each outcome. The subcommittees met over several weeks, developing their plans. The plans were submitted to the chairman and the vice-chairman of the target committee for approval. Some were returned for \"-fine-tuning\" and the elimination of duplications. The final versions of these plans are attached. 24 N Ln  IMPi. PLI\\N Target: School Clilrate OUtCCIIE:To increase student perception of the school as a safe enviranrrent. 1\\CTIONf\nRE.5PrnSlBILITY TIMELINE RESOUOCES 1. Encourage the use of Administraticn AUgust NLRID police patroi.s thra.1gh 1991 carrpus before a.ud after school 2. Establish and A ccmnitt.e.-e of Septanber ProfesE\nional illplanent a roothc-d by administrators, 1991 camo.mity which tr=bled or counselors, and cw.nseling dangerous students teachers services, coold be referred for NLRSD camseling and perhaps counselors, alternative schooling local alternative school 3. Expand the use of peer Peer counseling 3rd 9 weeks Faculty and c=nseliug to enable faculty advisor 1992 student students to discuss human relations vohmteers for fears about safety camri.ttee pe.-e.r ccunseling services 4. Establish a nethod by 1\\dmi.n:i.stration Spring 1992 Human which a student may Relations identify duty Camri.ttee personnel 5. Utilize portable 1\\dmin:i.stration Spring 1992 Faculty camunication devices for duty pers01mel  STAFF DhVELill!'!ENI' EVALUATION DA'l'A Explain procedures to Sturent survey at staff in preschcol end of schcol year IllEtting Explain procedures to Study of referral staff in preschool data over a five meetings year pericd Current faculty advisor Records kept by peer to meet with and to coonselirg train volunteers Explanation of Perusal of data by identification procec,.ure admin:i.strati ve r\ntaff Dplanation involving Perusal of data by the use of camunicati.on adminir\ntrative staff devices  IMPi PIJ\\N  Target:Sch=l Climate OUtcare:To increase the level of satisfaction teachers feel about their jabs and their work envirorarent. ACTIONS P.ESPONSIBILITY TIMELINE REOOURCT.S STAFFD EVEWFMENI' EVAIUATICDNA TA 1. InplenEnt reward Teacher 5-year plan Businesses, Inionn staff of Feedback fran system for years of recognition beginning Civic criwria honorees service ccmnittt, Spring 1992 organizations, patrons 2. Provide faculty PISA and Student 1992-93 Businezses Inform staff of F'Eeedback fran luncheons once a organizations academic and patrons criteria faculty and hosts nonth school year Septanber May 3. Establish system of Teacher 1992-93 Supervioors, Inform staff of Feedback fran acknowledgeirent for recognition Spring and Principals, criteria faculty outstanding teaching ccmnittee Fall Departnent practices in the Semester Chairs, classro:m Students and peers 4. Obtain discounts from Renaissance August 1, Renaissance Infonn staff businesses Director 1991 Director  IMProvill.r PLAN  'l'arget:.School Clinate Outcx:rre:To increase student perception of school niles, policies, ana aisciplinary actions as fair and e::aj.table. 1\\CTIONS RFSK.lNSIBILI'IY TIMELINE RF.SOORCES STAFF DEVEIJJPMl:NI' EVALUATIODNA TA 1. Include a unitollll A comm.ttee of By August 1, Present and Present new Evaluation oy survey system of rules and administrators, 1992 past handbooks to faculty ar.d staff at the end of the punishnents to be teachers, parents fran and point out changes school year followed consistently ar..d students surrounding in the Student districts Hrux'lbook, with established ai:peals process ' 2. Conduct a survey to The Student By March 30, Survey Results Circulate results of Use data fran survey know exactly where Council 1992 the survey to fonrulate possible students ~ceive new proaa.-dures \"unfairness\" to exist 3. Form hmian relatims Students, August l, Students, Inform staff On-going team teachers and 1991 teachers, and a. To coordinate administrators administrators activities that praoote unity and involvarent frar, all s~ts of the student popllation b. To act as a ccmnuni-cation tool between the student body and the faculty and administration c. 'l'O serve as a sounding board for student problems d. To serve as a liaison be~n school and ccmnunity TARGET NARRATIVE PARENT-COMMUNITYIN VOLVEMENT Beginning in March of 1991, the members of the Parent-Community Involvement Committee reviewed the archival, perceptual, and achievement data for the school to identify areas in need of improvement. Committee members defined three areas that directly impact parent-comnmnity involvement and selected the following desired outcomes to facilitate the improvement: 1. To increase the involvement of the business community in the school programs, 2. To increase the involvement of parents in the school programs, and 3. To improve involvement of the non-business community in school programs. Using the surveys which were administered to students, parents, and teachers as a basis, the committee came to the conclusion that there were discrepancies in the attitudes of the students, their parents, and their teachers regarding the involvement of parents in school programs. In response to the question of parent conferences, 63% of the students said parents rarely or never attended\nhowever, parent responses showed 92% did have an opportunity to discuss student progress through some form of teacher conference. The committee members felt that increased involvement on the part o~ both the business and non-business community should be a target area since more than 60% of students surveyed stated that guest speakers were rarely invited to classes. A subcommittee was then assigned to each outcome. Each subcor.unittee conducted additional research into its outcome before considering specific actions to address the outcome. The subcommittees met over several weeks developing their plans. The plans were submitted to the chairman and the vice chairman of the target committee for approval. Some were returned for refinement and the elimination of duplications. The final versions of these plans are attached. 28 N '  :\n:MPi. PLI\\N Target:PARENI'-\u0026lt;Il'IMUNITIYN VOLVEMENT OJtcane:To Increase Involvarent of Parents in the School Programs ACTIONS RE.5PCtlSIBILITY TIMELINE IlESOOlO:S 1. Farm Academic Booster Administration Inplerent Renaissance Club sponsors Spring '91 Program 2. Increase direc,t Administration Fall 1992 Media Involvarent of parents Coonselors Continuing Newsletter with students' procJrarn Teachers Staff Ccmnuni ty Camrunications Orc,dlllZatiumi Coordinator A. Teacher camrunication with parents 1. 11 G::od News\" card 2. Telephone B. Parent Conferences/ Open House 1. weal Media/ NLRIV 2. School newsletter  STAFFD EVELOENT EVALUATIODNA TA Presentation of Participation of Acadanic Booster Club actively involved parents Distribution of carparison of information to staff participation with through school calendar previous years w 0  lMPi PIJ\\l'i Target :PARENT-a:JMMUNITilYlV OLVEMEl'lT Outc::aoo:To increase the Involvarent of the Business Camll.lility in the School Programs ACl'IONS RESPOOSIBILITY TJMELINE RESOUICES S'ffiFF DEVElOFMENJ' 1. Detenru.ne and Renaissance Inplaient Students Presentation of camrunicate the needs Carrnittee October Staff P,erurissance Program to of the school to the Principal 1992 Business Staff business ccmrunity Ongoing Camunity A. Survey students, staff, and camruni ty B. Establish goals c. Present resultD to camrunity 2. Utilize the rr~terials/ Renaissance Inplerrent Staff Crnpilation of resa.ircp_s resources fran the Ccmnittee Novanber Business available and business carmmity 1991 Camunity presentation to the Revise each Stuaents st,1.ff year 'Ihereafter 3. Establish a procedure Principal Inplarent Staff Explanation of Academic for contirruing Renaissance Spring '91 Students Booster Club to Staff business camrunity Camu.ttee Expand Business involverrent, i.e. Chamber of Invol varent Carm.mity Academic Booster Club Ccmnerce '91-92 Parents Ilcfine each year thereafter  EVAWATICN DATA Analyze data Detennine the use of resa.irces by staff Trace the involvarent of business camuni ty over 5-:year period J'   IMPROVEMENT PI! Target: PMENI'--\u0026lt;Xt-MJNITYIN VOLVEMENI'  OUtcare:_'.I'o I11prove Involvement of the Non-Busilless camunity in School Programs ACTIONS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVEWPMENT EVALUATICtil DATA 1. Establish school needs Sch:Jol Inplerrent Camtunity Pre-school conferezx::es Deternu.ne nllll\\bers for ackli tional Camunications Octc:ber 1991 Students Staff receives training and effectiveness involvenent of the coordinator Evaluate Parents in parent-camrunity of volunteers used non-business ccmnunity yearly School involvement strategies during year and ways to involve Personnel camunity 2. Establish a p:iol of A ccranittee of Inplarent Parents, Teachers advised of Staff and volunteers volunteers (rrumbers to volunteers, February Grandparents services av-dilable and will evaluate be detennined parents, school 1992 .Retired procedure for obtaining effectiveness of according to requests personnel, and individuals and services during faculty program on an w for service) students other rreeting individual basis interested persons 3. Develop_ an awareness Coordinator of Inplerrent Media Special rulletins to Survey staff and of services available Volunteers Septanber District staff i.e. calendar volunteers and Principal 1992 newsletters students School newsletters School television .. TARGET NARRAT:VE HIGH EXPECTATIONS Collection-of information used in this study began two years ago in preparation for the total restructuring of the two existing North Little Rock High schools. Work continued through the fall of 1990. This committee first met in March, 1991, to review collected materials, including achievement, archival and perceptual data. The project was completed in May, 1991. Many positive factors were noted in data gathered through surveys of teachers, students and parents. Some areas of conce=n, derived from the collected data, led this committee to identify high student expectations as an area that needed enha1,cement. The following factors were noted: Increased performance-based assessment and other alternative assessments should be expanded to stay abreast of national trends. Enhanced learning could occur with the use of more classroom activities requiring thinking skills, problem solving, and cooperative learning. Student enrollment in higher level and science, could be increased by enroll and to remain in the class. would be valuable in this area. courses, especially math encouraging students to Mere parent involvement Recruitment of minorities for high level classes would improve the racial composition of classes and help reduce discrepancies between black-white test scores. Improving attendance rates of students in lower-level classes would improve the success rates of these students. The committee chose three outcomes designed to alleviate concerns and to enhance student expectations on the part of teachers, parents and students. They are as follows: To expand the Ube of classroom str~tegies designed to encourage interactions that promote critical thinking skills and problem solving abilities. To promote the use of instructional techniques and policies that convey high teacher expectations for all students. To implement programs that will aid \"at-risk\" students in mastering requirements for graduation . 32 w w .. '  IMPID PLAN  'rarget: High Expectations OUtcare: To expand the use of classrcx:m strategies designed to encoo.rage intP.ractions that prCJ10te critical thinking skills and problan solving abilities. ACTICNS RESPCNSIBILITY TlMELINE RESOURCES STAFF DE.VEWPMENI' r:vALU1\\TICND ATA 1. Provide observation Central office By May 1, School distn.ct Select master teachers Em-of-year days for teachers to and b.Jildirq 1993 and business with daronstrated departmental reports ooserve master teachers administration and university ability in teaching to include a sumary (in and out of alliances problan solving arid of what observaticns district) =itj cal thinking were ccooucted and what changes were inplarcnted in classroans as a result of the observations 2. EDphasize tests Classroan By September State Schedule inservice Gurvey at end of requiring problan- teachers 1, 1992 DE:part:rrent of sessions on alternate 92-93 to ccnpare solving and decision- Education\nforn,s of testing types of tests being making skills\ndistrict used encau-age performance iI1Structional based assessment services 3. Encourage teacher Director of By May 1, Content area Give inservice sessions Carpare teacher rnanbership in state Personnel, 1992 orgruuzations for participation in participation in and naticnal content Director of and acadanic content area 1993 with that in area organizations Secoooary alliances organizations, workshops 1992 Education, and conventions Assistant Superintendent of Instruction 4. Hold inservice Acadanic August 1992 Specialists Inservice workshcps Inflf'rvice evaluation workshops enphasizing depar1:ntnts Ongoing forms proolair-sol ving, central office Classroan observatim cooperative learning, thinking skills and alteniative assessrrent  IMPID PLAN  Target: High Expectations Outoane: To prarote the use of instructional techniques and policies that convey high teacher expectations for all students ACTIONS RESPCNSIBILITY TlliELINE RESOURCES STAFF' DEVEWPMENT EVALUATICDNA TA 1. Do away wJt.h 50% floor Central offJ.ce 1991-92 Central office Staff meeting on grades and school board 2. Encwrage training Ce:ntral office Over next Central office Training sessions Observations programs such as PET, 5 years TESA, cooperative learning, thinking skills, etc., that will err:ourage teachers to expi:ess consistently high expectations for all students 3. Administrator-parent- Glidance, Septaiber Retention data of teacher-guidance teacher, parents, 1992 students in upper-conference prior to administration, level classes and cut~ff date for students docurrentation of drq:ping upper-level conferences clas5es 4. Establish an academic Renaissance team October School Staff rrero newsletter 1991 personnel 5. Offer suggestions for Academic February Master teachers Staff Developrent days Inservice evaluation inservice programs on departments 1992 forms high expectations for students and teachers within each content area 6. Decrease enrolllrent in Guidance August 1992 Central office Camtunicaticn of action Statistical l=-level classes Administration Principal to staff, along with evaluation of so nore individual Departrrent Chairs Glidance expectations academic performance attention is possible Deparbrent of these students Chairs .. ' t'  IMProJ!llI' PLAN  Target: High Expectations Outcane: To inplenent programs that will aid \"at-risk\" students in mastering requirerrents for graduation w V, 1. 2. 3. 4. .ACTIONS Conduct a survey of students/teachers on reasons for poor attendance, dropping out or making failing grades on the pru:t of students. Prarote student participation in the follc:Ming programs as necessary --oaipensatory education -alternative school p~nt -reaclin9' program (PALS, Ll'Jl)\n.iorkstudy programs -suwart groups -incentive programs -parenting skills for students Inplement attendance alert teams Provide incentive programs within classes and/or departnents so students can be recognized for their efforts RESIOISIDILITY English classes and staff surveys CCllllSelors, special services Attendance administrator, OC11p,1ter services director Academic department Renaissance Team Department chairpersons TIMELINE RESOl.JK:ES STAFF DE.VEWPMENI' EVALUATIODNA TA 1991-92 Staff and Staff meeting SUrvey results and. students identification of tq\u0026gt; ten conoerns May 1992 Special Review conoerns for services changes September Attendance Staff meeting CCJl{'Uter generated 1993 administrator attendance report for and OC11pUter each grading period services Fall, 1991 Renaissarce Faculty rrcetings Statistics analysis program on attendance, :ill,proved grades, graduation rates  ANNUAL SCUOOL IMPROVEMENT PLAN (Please insert after this page) Nit  .!' r \"' REPORT to the NORTH LITTLE ROCK BOARD OF EDUCATION From the COORDINATING COMMITTEE ON DISCIPLINE MAY 1995 \\. ~ Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Overview The Coordinating Committee on Discipline was appointed during Spring of 1994 through the Office of the Superintendent to develop recommendations relating to the broad area of discipline in the North Little Rock schools (see Committee list in Appendix A). The Coordinating Committee met from August, 1994, through May, 1995. In weekly meetings, it defined discipline, identified the areas of concern, and selected the categories for Focus Groups. More than two hundred and fifty people were involved in the Committee and Focus Group activities, contributing more than 1200 work hours of time to the project. Dr. Allan Ward of the UALR Department of Speech Communication served as Project Facilitator. The Coordinating Committee organized sixteen Focus Groups. Each Focus Group included a category of participants in the school system, including parents, teachers, students, administrators of the elementary, middle, and high schools, bus drivers, law enforcement/related personnel, alternative elementary school teachers, and alternative secondary school teachers. The Focus Groups identified needs and recommended solutions. Facilitators for the Focus Groups were Dr. Linda Pledger and Ms. Christy Standerfer of the UALR Department of Speech Communication. The Coordinating Committee reviewed the recommendations of the Focus Groups and, through a series of discussions and written drafts, prepared this final report to be presented to the Board of Education. Committee Definition of Discipline For the purposes of making recommendations to the Board of Education, this Committee uses the following definition: Discipline is the process of learning and following clearly defined guidelines for productive behavior and of identifying penalties for violations of that behavior. This process includes the acceptance of responsibility for choices and consequences, thereby demonstrating selfcontrol and respect for self and others. 2 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Philosophy of Discipline The Committee feels it is important that all of the detailed work of writing and implementing discipline policies should be carried out in a spirit that views discipline differently from punishment. The Committee views discipline as a positive part of the process of learning, where we emphasize consequences for behavior. In this way, the process of disciplining can become a \"teaching moment,\" demonstrating how, in the future, alternative behaviors can produce more beneficial results. The positive benefits of discipline have an impact on individuals who are learning new behavioral choices and also on the learning environment which is freed from disruption and can concentrate its collective efforts on the activities related to education. There are three aspects of work with discipline that relate closely and must be constantly considered: first, written guidelines on discipline should be as specific as feasible\nsecond, flexible and reasonable application of the guidelines would be made in individual circumstances\nand third, the more frequent and extensive the communication is among all parties related to matters of discipline, the more consistent should be the individualized application of the guidelines. This philosophy of emphasizing the positive aspects of discipline can be infused into the educational system by all of us in a variety of ways in individual circumstances. 3 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Recommendations Discipline Policies 1. Review the district-wide policy currently in force. 2. If necessary, rewrite the policy in simple, direct language. 3. Review the policy with groups of students, parents, faculty, bus drivers, and law enforcement and related personnel to be sure the policies are clear to them, and invite their suggestions in the wording of the policies. Make them all owners of the process and the result. Be specific on cause and effect relationships\nthat is, list and define a specific offense and explain as specifically as possible the range of consequences for the person who abuses this guideline. 4. When the policies are completed, have a major kick-off campaign, in which these policies are made accessible to everyone. Hold assemblies for students, discussions for parents, review sessions for faculty, etc. Be prepared to implement the policies consistently starting on a date soon after the kick-off activities. Content of Policies 1. Describe categories of offenses from mild disruptions to lifethreatening situations. Identify the nature of the specific kinds of acts that come under each category. 2. Specify the personnel responsible for handling each level of offense. 3. Be very specific about the range of consequences for each category of offense. Be prepared to enforce these consequences consistently. 4 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Implementation of Policies 1. After the policies are revised, hold discipline training sessions for all district personnel. Encourage them to act promptly and consistently in all situations. Let them know that the goal is for all personnel to implement the policies with equal justice in all school environments. Emphasize positive aspects of maintaining a safe and orderly environment for learning. 2. Implement a plan for addressing infractions specifically and quickly. 3. Ensure that timely feedback occurs among all parties involved. Student Support 1. Develop training plans for peer facilitation: a. Increase time of peer panel sessions. b. Develop \"Buddy\" system for long-term relationships. c. Bring together students with similar concerns. 2. Offer both guidance and personal counseling services for students, adding personnel as funds become available. 3. Identify at-risk students as early as possible and provide assistance. Student Safety 1. Increase hall supervision. 2. Increase the use of metal detectors and video cameras on school property. 3. Expand number of resource officers. 4. Provide teacher training on gang-related issues. 5. Monitor the process of admitting students from other districts. 5 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 6. Follow the procedures for disciplinary referrals and evaluate them for efficiency. 7. Assure quick access and response time for all teachers in obtaining assistance. 8. Make intercoms accessible in all staff work areas. 9. Work with the NLR Police Department to do an analysis of each school building, in order to be aware of any security measures that should be implemented. 1 O. Consider adding aids or increased video monitoring on bus routes with documented behavior problems. Student Self-respect 1. Share information about successful incentive programs across the district. 2. Review incentive programs to determine effectiveness in promoting good student behavior. 3. To improve the image and perceptions about schools, disseminate regularly information about the positive things students are doing. 4. Establish a procedure for on-going discussions so students can voice their opinions and make suggestions. 5. Promote more student interaction with educators and people in the community. Law Enforcement and Related Personnel Recommendations 1. Develop a method of networking among students, parents, school officials, probation officers, juvenile justices, law enforcement officers, resource officers, OHS, and any other pertinent agencies. 2. Notify schools and teachers of the students under court jurisdiction. 6 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 3. Lobby for legislation that would have an impact on discipline, such as acts that would expand and improve the juvenile justice system, and that would add a OHS office in NLR and a probation office in NLR. 4. Provide more full-time resource officers in schools as needed. 5. Provide all school personnel with training in conflict management. 6. Incorporate into the curriculum in all grades the teaching of personal responsibility. 7. Explore ways to make parents feel welcome in schools. 8. Monitor the method of documenting and reporting discipline incidents for clarity and consistency. 9. Enforce all attendance regulations. New Teachers Guidance 1. Develop a mentoring, buddy system. 2. Create orientation on procedures and discipline. 3. Do not overload schedules of new teachers\nconsider release time for observing mentor's teaching skills\nand have new teachers observed in classroom and assisted if necessary. 4. Encourage administrators to hire as early as possible in order to have the schedule completed as soon as possible so teachers can be prepared. Coordination of Policies Between High School Campuses 1. Schedule periodic dual-campus faculty meetings to insure increased communication between staffs. 2. Review all dual-campus faculty meetings to ensure increased communication between staffs. 7 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 3. Identify as early as possible students at risk of not completing high school and provide assistance. Accou ntab i I ity 1. Offer viable alternatives for students (such as vocational training and apprenticeships). 2. Develop clearly written procedures and referral processes, including a range of acceptable options for discipline. These options will provide parents and students and educators with alternatives from which to choose, such as parenting skills training to be attended by both parents and students. These options will also enable the educator to exercise creativity in dealing with individual circumstances in unique and innovative ways. 3. Design and implement staff development programs for conflict management adapted to meet the needs of each building. 4. Develop a plan for recruiting positive role models for minority males. 5. Develop a pre-K through 12 program to teach students conflict-management skills and to build positive self concepts. Reality of Gangs 1. Provide periodic training for all administrators, teachers, support personnel, parents and community in the sociology and basics of gang-related matters 2. As soon as possible, appoint a Task Force to research, plan, implement, and evaluate a program of positive options to replace gang-related activities. The Task Force should include representatives from home, school, and community. 8 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Positive Feedback 1. Carefully record and quickly publicize accomplishments in the area of discipline, including policy and responses to wellknown incidents. 2. The NLR newspaper should be contacted by the district's Information Coordinator for continuous positive coverage of progress made. 3. The Information Coordinator should consider the feasibility of producing an employees' newsletter and of devoting a section of current publications of the school system to provide continuous positive feedback. 4. At school assemblies, PTA meetings, faculty meetings, administrative sessions, etc., a place on the agenda should always be available for an update of the positive things being implemented. 5. In conjunction with the NLR newspaper and the schools, consider developing a periodic column and/or an insert such as Positive Results, written by rotating high school student interns, accountable to the journalism teacher and the newspaper. Listening To and Empowering Students 1. Schedule small group meetings on a regular basis so all students will have the opportunity to express themselves. At the students' request, bring in others, such as law enforcement officers, counselors, administrators, bus drivers, who can address various topics of concern to the students. Send reports from the student group meetings to the appropriate personnel. 2. Empower the students to use the procedures of working through the system, including the Principal, the Superintendent, and the Board. 9 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Alternative Schools, Elementary 1. Rename the Alternative school, omitting the word Alternative. 2. Provide clearly-defined entry and exit guidelines, including who is involved and who makes decisions at each step. 3. Provide more on-site counseling opportunities for students. 4. Provide written information from the school staff for parents of children in alternative schooling, including legal aspects and procedures for entering. 5. Continue to provide staff development and networking with other programs and agencies. 6. During the coming year, explore alternative schools in other states for options used in disciplining students. 7. In staff development, address legal issues concerning discipline, including procedures for Family in Need of Supervision (FINS)\nprocedural due-process\ntort law\nstate codes on behavior\nIDEA\nSection 504 of the Rehabilitation Act of 1973\nand provide yearly training in non-violent crisesprevention and intervention. Alternative Schools, Secondary 1. Provide clearly defined entry and exit guidelines, including who is involved and who makes decisions at each step. 2. Provide thorough orientation program for all new students. 3. Provide social skills curriculum supervised by trained professionals to help the students' interpersonal behavior. 4. Maintain low student-teacher ratio with paraprofessionals to aid teaching teams. 5. Include in-service training for working with behaviordisordered youth. 1 0 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 6. Continue to work with juvenile intervention programs, including Step One Early Intervention Program and the Youth Challenge Program at Camp Robinson. 7. Explore the feasibility of including a Student Assessment Class (SAC) for alternative students. 8. Consider daily use of metal detectors at Argenta and the Boys' and Girls' Club. 9. Provide teachers with training in physical crisis intervention. 10. Explore the possibility of uniforms for students, with possible corporate sponsorship to fund those in need. 11. Expand programs for students with alcohol and drug problems and for children of alcoholics. 12. Include parental responsibilities as part of the intake process, e.g. regular school visits and enrollment in parenting classes. 13. Continue to encourage progress toward site-based management and decision-making. 14. Implement in-house G.E.D. option. 15. Ensure that teachers have sufficient and current materials. 16. Consider incentive stipends for teachers in alternative schools. 17 Provide more on-site counseling opportunities for students. On-going Future Efforts The Committee suggests that the superintendent create an ongoing committee with rotating membership to review discipline concerns and make recommendations for change. 1 1 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Facilitator's Recommendations for Using Team Focus These suggestions are made as a way to efficiently implement the next steps of the NLR work on discipline. Team Focus is an interactive computer-based program originally operated by IBM. This equipment is now at UALR and just becoming available for use. Participants meet around a U-shaped table as they might in a regular conference setting with a recessed computer station in front of each of them. A facilitator assists in the user-friendly computer generation of ideas, editing, and prioritizing, with intermittent discussion among participants. Because all participants have simultaneous input into the computergenerated group results, the Team Focus process makes maximum use of participants' time, accomplishing in a short session what might take long multiple meetings without the equipment. The Committee this year has conducted a broad needs assessment, has made many specific suggestions for implementation, and has identified areas that need further detailed work. For the next phase in the ongoing work with discipline, these recommendations are made: 1. To implement those recommendations that need no further study. 2. To let the appropriate administrative offices implement recommendations related to their respective areas. 3. Where more detailed steps to be taken are needed, to appoint several smaller committees, each with a very specific narrow area of focus. 4. To use the T earn Focus resources for each of these committees to create specific action steps and to prioritize them within a short time frame. 5. To utilize the services of UALR Team Focus facilitator Dr. Michael Hemphill, Chair of the Department of Speech Communication, to coordinate these committees' efforts using the new equipment next year. 1 2 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Appendix A Coordinating Committee on Discipline Members Bobby Acklin Harold Allen Rhonda Banks Bill Bowers Joyce Brewer Dana Chadwick Johnnie Collier Kathy Cook Esther Crawford Rose Dirden Christine Hickman Charles Hunter Fran Jackson Robert Johnson Louene Lipsmeyer Mable Mitchell Nancy Moore Lou Scott Sherry Smith Helen Stegal Winston Turner Bill Whitten Gayle Wing Assistant Superintendent-Desegregation Principal-Glenview Elementary Parent/East Campus PTA President Administrative Asst-Lakewood Middle School Parent Director of Secondary Education Teacher-NLRHS-West Campus Principal-Rose City Middle School Director of Elementary Education Teacher-Belwood Elementary Parent/HIPPY Program Parent/Biracial Committee Director of Student Affairs Parent/Biracial Committee CTA President/Teacher-Central Elementary Board of Education School District Psychologist D.A.R.E. Officer CTA/Teacher-Ridgeroad Middle School Parent Teacher-Lakewood Middle School Counselor-Boone Park Elementary Parent/PTA Council 1 3 PROHIBITED CONDUCT AUG 1 8 1995 Ofifc e of DesegregatioMno rntonng FBJ Appropriate learning opportunities can be afforded students only in an environment that is free from conflict, distraction, intimidation, and various other influences that result from student misbehavior. Certain student actions are beyond the definition of acceptable student behavior and are therefore prohibited in school. Prohibited conduct includes, but is not limited to the following: 1. Disregard for directions of teachers or administrators. 2. Disregard for directions of bus driver, lunch aides, or other authorized school personnel. 3. Disruption and/or interference with the normal and orderly conduct of school and school sponsored activities. 4. Behavior that involves indecent and/or immoral acts. 5. Wagering or any form of gambling. 6. Physical abuse, assault, insult or threatened physical abuse to a school employee. 7. Physical abuse, assault, insult or threatened physical abuse to another student or any other individual. 8. Possession of knife, razor, ice pick, explosive, pistol, rifle, shotgun, pellet gun, mace, tear gas, pepper spray, or any other object that can be considered a weapon or dangerous instrument. 9. Possession of alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy\nor using, under the influence, offering for sale, selling, or buying alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy. 10. Destruction of or the attempt to destroy school property. 11. Stealing or the attempt to steal school property or the property belonging to another individual. 12. Cheating or copying the work of another student. Page 1 of 2 PROHIBITED CONDUCT FBJ 13. Failure to abide by attendance rules. 14. Excessive tardiness to class. (Secondary use only) 15. Use of profanity, vulgar language or obscene gestures. 16. Committing extortion, coercion, blackmail or forcing another person to act through the use of force or threat of force. 17. Engaging in verbal abuses such as name calling, ethnic or racial slurs, or using derogatory statement to other students, school personnel or other individuals. 18. Hazing includes subjecting students to indignity, humiliation, intimidation, social or other ostracism, shame or disgrace. 19. Gang Related Activities include belonging to or participating in secret societies of any kind. Gangs are prohibited on school grounds and at school-sponsored activities. Clothes, jewelry, hand signs, and other symbols of gangs and gang membership are not permitted. 20. Sexual harassment. The School District reserves the right to establish rules in addition to those listed above and to punish those who are guilty of their violation. Punishment may include detention study hall, suspension, expulsion or referral to the police. Any of these disciplinary actions may occur on the first offense or any subsequent offense depending upon the nature of the situation and the age of the student involved in the situation. Act 888 of 1995 requires principals to report to the police crimes committed by students on school campuses or while under school supervision. Page 2 of 2 DISORDERLY ACTIVITIES FBM Disorderly activities on the part of any student or group of students at any time on school grounds shall not be tolerated. Participation in any such activities, no matter how well-intentioned, may bring about immediate suspension and possible expulsion from school. Disorderly activities on school grounds during school hours shall, if circumstances justify, be promptly handled by civil authorities. Page 1 of 1 DISRUPTION OF SCHOOL FBQ No student shall by use of violence, force, noise, coercion, threat, intimidation, fear, passive resistance, or any other conduct intentionally cause the substantial and material disruption or obstruction of any lawful mission, process or function of the school. Neither shall a student engage in such conduct for the purpose of causing the substantial and material disruption or obstruction of any lawful mission, process, or function of the school if such a disruption or obstruction is reasonable certain to result. Neither shall a student urge other students to engage in such conduct for the purpose of causing the substantial and material disruption or obstruction of any lawful mission, process, or function of the school if the disruption or obstruction is reasonably certain to result from his/her urging. Any student who threatens a teacher or a teacher's family shall be disciplined by the building administration. The student will not return to class until the building administration has taken appropriate action concerning the incident. A conference with the custodial parent or guardian, an administrator and the teacher, will be scheduled by a building administrator as soon as possible following the incident. Act 888 of 1995 requires principals to report to the police crimes committed by students on school campuses or while under school supervision. Page 1 of 1 DRUGS AND ALCOHOL FBO The North Little Rock School District recognizes that student alcohol and other drug use is illegal and harmful and can seriously impair capacity to learn and to function effectively in our schools Therefore, the North Little Rock School District prohibits the possession, use, distribution or sale of such substances. Further, the North Little Rock School District supports a comprehensive program approach which includes, prevention, early identification/referral, intervention, and support/after-care to prevent or disrupt the use of alcohol and other drugs. The services of a certified drug/alcohol counselor are available at no cost to District students and parents. This policy applies to any student who is on school property, who is in attendance at school or at a school-sponsored activity (including any student who has left the campus for any reason and who returns to the campus}, or whose conduct at any time or in any place interferes with or obstructs the mission or operation of the school district. It shall be a violation of policy for any student: 1. To sell, supply or give, or attempt to sell, supply, or give to any person any of the substances listed in this policy or what the student represents or believes to be any substance listed in this policy. 2. To posses, procure or purchase, to attempt to possess, procure or purchase, to be under the influence of (legal intoxication not required), or to use or consume or attempt to use or consume, the substances listed in this policy or what is represented to the student to be any of the substances listed in this policy or what the student believes to be any of the substances listed in this policy. Prohibited substances shall include, but not be limited to: alcohol or any alcoholic beverage\nmarijuana\nany narcotic drug\nany hallucinogen\nany stimulant\nany depressant\nany other controlled (illegal) substance\nany substance, legal or illegal, that alters the student's ability to act, think, or respond\nany other substance that the student represents or believes to be any substance prohibited by this policy\nor any substance manufactured to look like a substance prohibited by this policy. Any student engaging in any of the activities with any of the prohibited substances listed above shall be subject to the following penalties: A. Use or possession of any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. Page 1 of 2 DRUGS AND ALCOHOL FBO 1. First violation: The student shall be suspended to the North Little Rock Boys and Girls Club for a minimum of ten (10) school days. The police may be called. Proof of professional help is required when the student returns to school, and a parental conference is required prior to readmission. 2. Second violation: The student shall be expelled for the remainder of the school year. B. Selling or buying on school property any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. ( 1) The police will be summoned. (2) The student will be expelled for the remainder of the school year. Any student suspended or expelled in accordance with this policy shall be required to seek professional counseling prior to readmission to school. The student will receive full counseling through District approved professional counseling services at his/her own expense. Upon readmission, continued enrollment shall be contingent upon completion of the alcohol/drug counseling program. Failure to complete the alcohol/ drug counseling may be grounds for expulsion. Page 2 of 2 EXPULSION FBT The Board of Education may expel a student for the remainder of the school year for conduct it deems to be of such gravity as to make short-term suspension or other disciplinary action inappropriate or where it finds that the student's continued attendance at school would be disruptive to the educational program or would pose unreasonable danger to other students or staff members. (Arkansas Statute 80-1516) The Superintendent of Schools, or his designee, shall give written notice to the parent or legal guardian that he has recommended to the Board of Education that the student be expelled for the remainder of the school year. The notice shall be sent by registered or certified mail to the address shown on District records. The notice shall contain a statement of the reason(s) for the recommendation and shall reflect the date, hour, and place where the Board will hear and act upon the recommendation. The hearing shall be conducted not less than three calendar days nor more than seven calendar days following the date of the notice, except that the Superintendent and the parent or legal guardian may agree to a date not conforming to this limitation. The President of the Board or other designated Board member shall preside at the hearing. The student shall be entitled to representation by legal counsel. The hearing shall be held in open session of the Board unless the parent requests that the hearing be conducted in a meeting that is closed to the public. During the hearing, the Superintendent or designee will present evidence, including the calling of witnesses, that gave rise to the recommendation of expulsion. The student, or representative, may then present evidence, including the statement of persons with knowledge of events or circumstances relevant to the charges made by the Superintendent. Formal cross-examination will not be permitted. Questions of clarification, however, may be raised by any member of the Board, the Superintendent, or designee, or the student or his/her representative. The presiding officer shall decide in case of question about the appropriateness or relevance of any question asked by any participant. Act 567 of 1995 requires expulsion from school for a period of not less that one calendar year for possession of any firearm or other weapon prohibited upon the school campus by law. A report will be given to the North Little Rock Police Department and criminal charges may be filed following an investigation. Page 1 of 1 SAFETY REGULATIONS BICYCLES/MOTORIZED VEHICLES FCF Students in grades seven and eight are permitted to ride motorcycles to school but are not allowed to drive automobiles. Licensed students in grades nine through twelve are permitted to drive automobiles to school. In order to have the privilege of driving any motorized vehicle, the student must complete a registration form provided by the school. All vehicle drivers must obey the following rules: 1. Observe all traffic regulations required of automobile drivers. 2. Ride single on bicycles and motorcycles. Safety helmets must be worn by riders of motorcycles. 3. Park in designated places and leave the area immediately. Students should not return to their vehicles during the day for any reason unless authorized to do so by school personnel. Bicycles, motorcycles, or automobiles may not be driven (or ridden) during the school day unless student has properly signed out in the office and is departing the campus 4. Prohibited substances, items, and weapons found in a vehicle parked on a school campus will subject the driver of the vehicle to all penalties described by policies. The school cannot be responsible for stolen or damage to property\ntherefore, students are encouraged to use locks. Page 1 of 1 STUDENT DRESS AND GROOMING FBD The general climate of any school is reflected by the dress, grooming and manners of the students\ntherefore, students are expected to wear appropriate clothing and to present a neat appearance at all time. Students, with the help and approval of parents, know what is acceptable attire for school activities\nmoderation in type and style should be the basic standard. The following guidelines should be followed. 1. Grooming or dress which could cause blocked vision or restricted movement is discouraged, as well as dress styles that create or are likely to create a disruption of classroom order. No caps, hats, or sunglasses will be worn in school building(s). These items are best left at home. 2. Clothing which displays profanity, nudity or suggestive comments or clothing that is supportive of illegal chemicals, tobacco products, alcoholic beverages, drug paraphernalia, etc. will not be tolerated. 3. Clothing or shoes made of materials or of such structure that cause damage to school facilities will not be permitted. 4. During warm weather, students will be permitted to wear shorts\nhowever, the appearance of students should not be disruptive to the educational atmosphere of the school. 5. For health and safety reasons, students must wear shoes at school at all times. 6. Clothing shall be clean and appropriate for school wear. Articles of dress which are distracting or which fail to conform to reasonable rules of decency shall not be worn. If in the judgement of the administration, a student's attire is a health hazard or a distraction to the educational atmosphere of the school, the student will be asked to go home and make proper adjustments. Disciplinary action may occur if grooming or dress violations continue. Page 1 of 1 SUSPENSION FROM SCHOOL FBS The Board of Education recognizes that many alternatives are necessary to a workable system for maintaining good student conduct. Among those alternatives is student suspension. The Board views student suspension as a serious matter and believes that all other less severe measures should be tried before students are excluded from the regular school experience. The school principal is authorized to suspend a student from class attendance for disciplinary reasons for a period of time not to exceed ten school days, including the day upon which the suspension is imposed. The suspension may be off-campus or may be to the on-campus student assignment class. A student may be suspended if he/she: 1. Violates school policies, rules, or regulations. 2. If guilty of conduct which substantially interferes with the maintenance of essential school discipline. 3. Is guilty of conduct which, in the judgement of school administrators, warrants the reasonable belief that substantial disruption of school operations will likely result. 4. If guilty of incorrigible conduct, including insubordination, disorderliness, and defiant and hostile acts\ntruancy or cutting class\nfighting or other hostile behavior\ndestruction of school property\nact involving moral turpitude\nor violation of parking regulations. School officials shall determine whether the alleged misconduct, if proven, would warrant a suspension from classes, and then shall proceed as follows: 1. The student shall be advised of the exact charges against him/her. 2. If the charges are denied, the evidence shall be explained and the student given the opportunity to present his/her facts or opinions. 3. If the school official finds the student guilty of the misconduct, a suspension may be imposed. 4. If possible, prior to the suspension, the custodial parent or guardian will be notified of the reason for the suspension, its duration, and the manner in which the student may be readmitted to class. If the suspension results from an Page 1 of 2 SUSPENSION FROM SCHOOL FBS incident with a teacher and if the teacher requests a conference, the student will not be readmitted to classes until a conference with the custodial parent or guardian has been scheduled by a building administrator. Every effort will be made to schedule the conference when the teacher is available. Availability would be defined as, \"before/after school and during the teacher's preparation period.\" 5. On the day the suspension is imposed, a written notice of suspension will be mailed to the parent or guardian at the address shown on the school records of the student. 6. The parent(s) or legal guardian(s) of a student shall have the right to appeal a building level decision as outlined in the student handbook section, \"Complaints, Problem Solving, and Appeal Procedures.\" Student Assignment Classes (SAC) shall be established for on-campus suspension of secondary school students. If a student is assigned to SAC three times in a given school year, any subsequent serious misbehavior will result in that student being suspended off-campus (Boys' Club, Alternative School or home) for a maximum of ten (10) days. Chronic severe discipline problems may be grounds for recommending expulsion for the remainder of the school year. An alternative school for secondary students has been established for suspension of students who are identified as having severe discipline problems. While under suspension, students shall not be eligible to participate in, practice for, or attend any student activity whether during or after the school day. These activities include both Vespers and graduation. Absence from school due to off-campus suspension shall be treated as an unexcused absence. Page 2 of 2 WEAPONS AND DANGEROUS INSTRUMENTS FBP No student shall possess, handle, or transmit any object that can reasonably be considered a weapon: 1. On the school grounds during, before, or after school, 2. On the school grounds at any other time when the school is being used by a school group, or 3. Off the school grounds at any school bus stop, or at any school activity, function, or event. A weapon is defined as a knife, razor, ice pick, explosives, mace, pepper spray, tear gas, pistol, rifle, shotgun, pellet gun, or any other instrument or substance capable of causing bodily harm. Act 57 of 1994 prohibits any minor under the age of eighteen (18) from possessing a handgun and sets the criminal penalty for possessing a handgun on a school campus, on a school bus, or at a school bus stop. Violation of this state law is a Class D felony with no provision for a suspended or probated sentence. Students found in possession of a handgun will not be treated as a first offender. Act 567 of 1995 requires expulsion from school for a period of not less than one calendar year for possession of any firearm or other weapon prohibited upon the school campus by law. A report will be given to the North Little Rock Police Department and criminal charges may be filed following an investigation. Page 1 of 1 ABSENCES AND EXCUSES FADA The Board believes the fundamental right to attend public schools places upon students the accompanying responsibility to be regular in attendance. Regular attendance can be assumed to be essential for a student's successful progress in the instructional program. In accordance with Board policy, only the following absences shall be considered excused absences, provided that in such instances parental confirmation has been received of the reason for the absence: 1. Illness 2. The existence of a family emergency or other family situations which have received prior approval by the principal. 3. When the student is on official school business. When a student returns to school after being absent, he/she shall bring a written statement from the parents with an explanation of the reason for the absence and the date of the absence. Students who have unexcused tardies or absences shall be disciplined accordingly. No make-up work shall be allowed if the absence is unexcused. A student who accumulates six (6) unexcused absences in a course during a semester shall not receive credit for that course. Exceptions may be granted by the principal after consultation with teachers, counselors, and others who have knowledge of the circumstances. School principals will notify parents or guardians when students unexcused absences total three (3). Notification will be made by telephone (on the same day) or by mail (on the following day). Schools will notify the prosecuting attorney's office when students unexcused absences exceed six (6). The prosecuting attorney can recommend that courts impose civil penalties on parents not to exceed $500 plus court costs and other fees assessed by the court. Act 572 of 1995 amends Arkansas Code 6-18-222 related to school attendance. Except in the cases of illness or other excusable reason, students are expected to attend every day in which school is in session. The Board does not recognize \"skip days\" or other similar days when students willfully miss school. Such absences shall be unexcused, and no make-up work shall be allowed. Because a student is required to be in attendance, days of suspension to the oncampus Student AssigQment Class (SAC) and/or the suspension class at the North Page 1 of 2 ABSENCES AND EXCUSES FADA Little Rock Boys and Girls Club are not counted as days of absence. A student who is exempted from compulsory school attendance (18 years of age or older) will not be permitted to enroll in school after the 6th day of the first semester or after the 6th day of the second semester unless the principal determines that extenuating circumstances exist. Students who are absent during all or part of a school day shall not participate in any school activity on that day or night unless permission is granted through the principal's office. Arkansas Code 6-18-222 requires school districts to notify the Department of Finance and Administration whenever a student fourteen (14) years of age or older is no longer in school. The Department of Finance and Administration is authorized by state law to suspend motor vehicle operator's licenses of students under the age of eighteen ( 18) who are not enrolled in school. Act 876 of 1989 authorizes school districts to enter into cooperative agreements with law enforcement agencies to detain suspected truants during school hours. The North Little Rock Police Department will detain and question school-age children who are not in school on those days and hours that the North Little Rock Schools are in session. Secondary students who are found off school grounds without permission from the school will be transported to Argenta Alternative Education Center. Parents will be contacted for further action on the truancy. Page 2 of 2 ENTRANCE REQUIREMENTS FMB In order to enroll in a school in the District, a student must be a bona fide resident and must meet age requirements. The minimum age for enrollment in public school kindergarten shall be age five on or before October 1 of the year of initial enrollment. Any student who has been enrolled in a state accredited or approved kindergarten program in another state for a period of not less than sixty days, who will become five during the school year in which he is enrolled in kindergarten and whose parents or guardians establish domicile in a public school district in the State of Arkansas may be enrolled in kindergarten upon written request of the student's parents or guardians. The minimum age for enrollment in the first grade of any public school in the state shall be age six on or before October 1 of the year of initial enrollment. Any student who has been enrolled in grade one of an accredited or state approved elementary school in another state for a period of not less than 60 days, who will become age six during the school year in which he is enrolled in grade one and whose parents or guardians are residents of Arkansas, may be enrolled in grade one upon request thereby in writing by a parent or guardian. Any six year old who has not completed an accredited kindergarten program prior to initial enrollment in a public school district shall be evaluated by the District and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the District's kindergarten program. Each school must have a placement committee consisting of the principal, a kindergarten teacher, a first grade teacher, and the child's parents. The committee's primary task is to determine whether the student should be placed in a kindergarten or a first grade classroom. A student who has been enrolled in the first grade of an Arkansas School District or a private school, but whose parents reside in the North Little Rock School District shall not be allowed to enroll in the first grade in the District if the child's sixth birthday falls after October 1 of that year. Act 363 of 1993 amends Arkansas Code 6-18-208 as follows: (a) Prior to a child's admission to an Arkansas public school, a school district shall request the parent, guardian or the responsible person to furnish the child's social security number and shall inform the parent, guardian, or other Page 1 of 2 ENTRANCE REQUIREMENTS FAAB - responsible person that, in the alternative, they may request that the school district assign the child a nine (9) digit number designated by the Department of Education. (b) Prior to a child's admission to an Arkansas public school, the parent, guardian, or responsible person shall provide the school district with one ( 1) of the following documents indicating the child's age: ( 1) A birth certificate\n(2) A statement by the local registrar or a county recorder certifying the child's date of birth\n(3) An attested baptism certificate\n( 4) A passport\n(5) An affidavit of the date and place of birt\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eNorth Little 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_472","title":"Incentive Schools: ''Little Rock School District 1989 Settlement Plan,'' Incentive Schools Section","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":["Marketsearch, Little Rock, Arkansas"],"dc_date":["1989"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School improvement programs","Educational planning","School management and organization"],"dcterms_title":["Incentive Schools: ''Little Rock School District 1989 Settlement Plan,'' Incentive Schools Section"],"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/472"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n1 LITTLE ROCK SCHOOL DISTRICT 1989 SETTLEMENT PLAN INCENTIVE SCHOOLS SECTIONINCENTIVE SCHOOL PROGRAM INTRODUCTION Beginning in the 1989-90 school year, the Little Rock School District will have eight (8) schools providing the incentive school program. Rockefeller may become an interdistrict school, but would continue to provide the incentive school program. The purpose Of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation. but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and school district. in the entire The following schools will provide the incentive school program: -Franklin -Garland -Ish -Mitchell -Rightsell I -Rockefeller -Stephens -Washington In order to be successful, the incentive program must address the academic. social and emotional needs of all student participants . The incentive program must also serve as a recruit- 31 02233I ment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentive school program committee will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October, 1999, the committee will determine the costs of implementing a scholarshio program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If .feasible, the committee will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund I would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. 3 02234H bl bl bl bl Incanrive School Program INCENTIVE SCHOOL PROGRAM COMMITTEE Ths Olosorint for the incentive school -- - --------- program was developed by a committee or administrators, teachers, communitv reoresenta- The blueprint will ps used as the frameworx Lives anc oarents. teachers, cornmuni Tor soeci activities that are exoected to occur after court acoroval or the incentive school oroqram. The roll owing areas were considered in ths devslooment of ths incentive school program: A. Staffing 9. Parent involvement C. 0. c _ P. G. H. I. 3. K. L. Staff Development Academic Programs and Curriculum Development Social Skills Support Programs Monitoring and Evaluation Special Student Activities Parent Recruitment School Administration School Policy and Procedures Counseling/Social Work The Incentive School Program Committee divided into five (5) subcommittees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills -Subcommittee 2 - Support Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures -Subcommittee 3 - Staffing - Staff Development -Subcommittee 4 - Parent Involvement -Subcommittee 5 - Parent Recruitment - _ 33 02235Incentive School Program 3LIJEPRIMT FOR EXCELLENCE ihe purpose of this document is to clearly define the mission and expectations for the incentive schools. The Incentive School Proi Comniitt detai 1 ni shes \"he soe^ - -- -  - -------itive School Program did not. however, attempt to specifically define ror the incentive school program. T' '------------ the community with the parameters for excellence in education. every This document merely fur- ic details and concerns for each individual incentive school must be developed by the local practitioners The local practitioners . - - - -immunity representatives in each incentive school area. The District firmly believes that the success of any program depends on the opoortunity for the practitioners to make certain decisions at the local level. This document is hereby to the federal court and the community with the understanding her details will be developed. e the principals, teachers, parents and supmi tt: that fur ,rl I .he Incentive School Program Committee will continue to function until August 1, 1989. The committee will be expanded to include at least one parent from each incentive school attendance zone. On August 1, the committee will be restructured to function as a district-wide council of incentive school parents. The council will have two parent representatives from each incentive school. Also, four members at-large will be appointed by the Joshua Intervenors. The Incentive School Program Parent Council will he resoonsibie Tor monitoring all activities related to the incentive school program. The Parent Council will report to the Little Rock School District Board of Directors and Joshua Intervenors on a quarterly basis. a support. Academic achievement is the result of commitment, high expectations, strong belief that all children can learn, and broad-based community When these ideals are coupled wit.h the availability of rinancial resources, educational excellence prevails. It is certainly the belief of the District that all of these ideals will be evident in each incentive school. 1 f 02236 34K I SECTION ONE ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 5 I i 35 02237NCN7I7E SCHCCLS ACADEMIC PROGRAMS Ai'JO C'JPRICJL'JM DEVELOPMENT N Schools have the rssponsibi 1ity for expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all childre an. \"The content of the education must be true, appropriate, and relevant. The oro- cesses of education are expected to be democratic and humane. The aim of education is to be the complete development of the person. I lence in educa In addition, exceln must prepare a student for self-knowledge and to become a contributing problem-solving member of his or her own community and the global society as well.\" (Saving the African-American Child, 193A) I The goals. he content of the academic programs, the instructional method- ologies, and the use of instructional technology in the Incentive Schools will be reflective of the intent to have excellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social. emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of while knowledge, important skills, and sound ideals. worth- 1 ACADE.MIC PROGRAMS General Areas for Imolementation  four-Year Old Program (Early Childhood Education) - The Little Rock School District's Pour-Year Old Program will be operative in each Incentive School. The High/Scope Curriculum will be the content model, and a mandatory District-developed parent component model will be incorporated into the program model. i i 2. Writing to Read, an instructional tec -ology program, will be implemented at eac.n Incentive School for K-2 students. 3. Kinderoarten - The Little Rock School District Early Prevention of School Failure moael will be operative in each Incentive School. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. - . 36 02238 14. Seacina Across -------------Curriculum will be a major reacing pronciency and critical reading skiT will also uci1iOS acpreciaoion 5, 2 emphasis for developing Each suoject area IS. .-nr to increase students' pleasure of and or reading (Pre-kindergarten-o). Oral Expression Across the Curriculum will offer instrurinnx 1 and.strategies in eacn suoject area designed to increasa'the ora/eSr'^^^ munications and American English skills If the students (pJt 6. ki ndergarten-o). 7. Laarning Styles a. 9. 10. n. 12. 13. Inventories will be used in uj. ho c- u tneir teaching styles to match the 1 .ne Students. teacners in aiv or Sch ?ta each Incentive School to assist earning styles col Themes will be developed at the local school level by parents and ., anc are recommended to be integrated into the total curriculum. Semi-depart-mentalization will be the recommended organizational ' \"21 organization will facilitate the development levels^ respective grade for graces 3-5. structure of in indivicuai classrooms. ill be e.aflabie fn specialized laboratories and Ic|en^^|or|^or2 equipped with adequate equipment and materials/supp1ies will be availaple ror students in grades 3-6. /PP\"es minimum of 24 stations in each classroom. L\"\"* ni te expanded for a Foreign Language Laboratories with be operative in each scnool. appropriate equipment and materials will yudy and Test-taking Skills will be taught in an integral component of curriculum at eacn grace level. ths 14. Computer Loan Program ---------------------_ - portable computers will be available for loan Students (.graaes 4-6) for use at home. to Remediation and enrichment software will be available for home-based learning experiences. 15. Parent Home Study Guides will be developed in each core subject area for eacn grace (1-6). 16. Computer-Managed Instructional Technology will be used for continuous track- ing or stucent progress. 17. Individualized Education Plans will be developed, implemented, and monitored ror eacn student. I 13. Spec.al iced Programs - Federally or state mandated programs (remedial, special ecucation, gifted and talented) will be available during the c instructional day, with reinforcement activities available through the extended day, week, or year programs.*(Sea page 7) core 37 0223919 . 3 ^centlve Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. 20. 21. 22. Homework - homework is required according to Little Rock Sc.-ool District policy and regulations. Criterion-Referenced Testing - formative criterion- rererenceo test will be computer generated for the ongoing assessment of students.   Het.ereoQeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. M 23 . school, tation. ^^hools model will be operative in each incentive ' with appropriate training provided for implemen- A^.ican and African-American History - each school will establish a sequential program to Include the study of African and African-American history and culture. SPECIFIC SUBJECT AREA EMPHASIS The core curriculum for pre-kindergarten through grade 6 will be the Little Rock School District model. Areas for emphasis/expansion have been identified for areas. each of the content READING -Learning to Read Through Literature, with emphasis on progrXn*^(K-6f^ genre, will be the primary reading -Basal testbooks will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills -Increased motivation and learning with oral expression (grades 4-6) i.e., choral reading, student story- telling, debate, drama, etc.) {K-6) ENGLISH/LITERATURE ARTS -Writing to Read as an instructional component for K-2 -^itlng Across the Curriculum will be used to enhance the writing skills of students (K-6) -Latin Program will be used to increas and word attack skills of students -Oral Language Expression will be a major emphasis in the reaoing and English/language arts areas (K-6) e the vocabulary (5-6) 3S 02240 24 .I -Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) -Language Modeling will be expected in the oral vocabulary, and usage skills of the teachers expression, I (K-6) SOCIAL STUDIES -Emphasis on the study of history from a subject area contextWorld History, American History, and Arkansas History {4-6) I 02241 3S (a) II ii I S'i I !4 -emphasis on introductory conceots in history, geography, and civics (:\u0026lt;-3) Geograony will be taught through active learning strategies each subject and grade level in social studies will include a earning strategies ! nulti - hnic curriculum (K-6) 'studies^ activities will premote \"living social emphasis on American and Arkansas History f4-51 mohasis on World History (5) '.elebrations/caremonies will be integrated into the curriculum MATHEMATICS emohasis on use of word or st ry proolems (2-6) to basic concepts in geometry and algebra (2-6) use of manipulation (?ra-k-3) Use or computers for organizing and utilizing mathematical ntrocucticn xtensive data (5-6) results (,\u0026lt;-5) in addition to methodolocy and SCIENCE -instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3) -\u0026lt;-lassrocm and textbook work will be supplemented demonstrations and experiments that i,p. luuiuies or of'science suggest the applications and possibilities with practical reinforce the principles of I -Emphasis in the upper grades will be on the life physical sciences (4-6) -'^astery or concepts should culminate with i.e.. Invention Convention, Science Fair, sciences and an annual project\netc. -ronework assignments will include prepared information packets describing experiments parents and students can do together to reinrorce what has been taught in the classroom FINE ASTS -Content will include an introduction to basic and art concepts in music -rt and music instruction will be sequential and cumulative in the content, knowledge, and skills iphasis in the earlier grades will be on the cr.jo creation of music, painting, and crafts (Pre-k-3) enjoyment and -emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and develop- '\"ante I expression ments (4-6) -In-school performances.and/or exhibits and field trips will be used to reinforce the learning of concepts 39 022425 I 1 FOREIGN DNGUAGg -each school will select at least one foreign language for s.udy, with Spanish and a choice of an Asian language strong recommendations as I -Ihe instructional methodology for each language will be a Atalphysical response\" approach -emphasis will be on basic vocabulary, conversational, and J cultural materials for K-3 -w foreign language laboratory will be used for instruction i^ncludmg computers where appropriate  -Emphasis will be on transcribing and translating foraion language age-appropriate material (A-o) -revision of practical experiences and interactions with a native language user -Emphasis wi11 be on vocabulary, cultural materials (4-6) PHYSICAL EDUCATION/HEALTH grammar, reading, writing, and -Family Lire Education will be included in the total curriculum (1-6) elementary -Nifty Nutrition available for all grades (1-6) -Emphasis on \"wellness\" for the young (K-6) -Emphasis on the development of an understanding of and for the handicapped\ni.e., disabilities simulations (5-6) -Emphasis on team sports and lifelong leisure skills (K-6) respect I' SOCIAL SKILLS Social skills will be taught, where appropriate, through the core i instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Specialized activities will be used to emphasize the development of appropriate social skills\nFamily Folklore - Students will learn the values and mores of weir ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taugnt in small group sessions. (I Jj il Interpersonal Skills - Structured group sessions will propiem-so1Ving, decision-making, peer pressure, etc. focus on T H 40 02243 I It 6 Rites of Passage - A structured program will be Initiated to changes in the young students. -------- ----------------- uuM wixx xiix u-L\u0026lt;a ueu to respond to the emotional, physical, and social developmental Cl 2 -- J ---------- separate programs may be established for male and female students. Role Models Programs - Individuals (International, national, community) will be used for presentations every^area of the program to provide role , ud_..t_. Special emphasis will be placed on African-American role models for males. state, local and at the school in models for the students. com- Mentoring Program - Utilizing local resources in the community and the Partner's Program, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be developed at the local school level. However, all academic programs, social skills programs/activities and special activities must be clearly and broadly articulated to the school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, zations. and/or units of national or state organi- I Academic Reinforcement Activities limited to) the following: may include (but not Peer-Tutoring Program - Peer tutors will be program - Peer tutors will be assistants to teacners in the Homework Program or during the regular Students will be compensated for after-school peer tutoring (see Support Programs). school day. or during the regular ili Academic Reinforcement Clubs =------------, -----------  Chess Club, Computer Programming Club, Debate Club, Thesbian (Drama) Club, Math Club (Math Olympiads), Odyssey of the Mind, Great Books Science Club, Annual Knowledge Bowl (elementary level). Foreign Language Club Great Books Special Interest Clubs Photography Newspaper Yearbook Choir/Glee Club may include the following: Band Swimming Club Bowling Club Skating Club 41 02244 I hTennis Club Arcnery Club Camoing Club String Instr' Art Cluo Horsaoack Riding jn\nen\ns Gymnas s Club Sign Language Club Aeropics Club Cooking Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field ~--:s - Field r'ds will oa used ts enhance learnina, t3 broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the develop.nent of coping skills for students. Local field trips (see Support Programs) may be supplemented with a state or national trip. Examples include the following: Houston Space Center (Houston, Texas) Smithsonian Institute (washington, .^artin Lutner King Center (Atlanta, Georgia) George_'Washington Carver Museum (Tuskegee, Alabama) Gulr Snores (Gulfport, Mississippi) Each scnool will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. I i However, School Program Plans must be submitted to the Soard and administration for approval on an annual basis. i Documented school-based involvement in the needs/interest planning process must accompany each School Program Plan, budget must accompany each plan. assessment and A projected li 'll :fi I 42 02245r. Sackcround I i fel II. II 11 L.ATI.'I E.'IR IChME.'IT PRCGRAM iuE.ME^ARY LAi'IGL'AGE ARTS CLASSES LIiiLE RCC:\u0026lt; SCHCCL DISTRICT In the early ISSG's, and .ocaiuiry scoresel^n^Ialyic^ool eSnS = = reading La:in in lanciade arcs clasll, ?h. i S\"!'? Latin in language arts classes. Latin teachers, but t.he materials language arts teachers\nI trie\nraised reading hrnimh a __ ine program was developed by a team of were designed to be used by elementary tejcSer, in tne elenien-.rj have Seen i.nolenented'il L, idof di 1-, ?':= llcller ' = 3=dr,i 'cllLTllxa'l ' fd? ' =  ~ I I M C I c J f '.,'ashington, O.C.\nCali fornia\nKansas City, Missouri. hew York City, flew York\nCallas, Texas\nCakland, Cali fo Los develooed tea means to i eir own materials. ng formal Latin I '  ' -w. -., .ai -ome use the Philadelohia materials\ngrammar\nIn these programs the rni a\nand others have focus is not on rove English skills, imcroved self i \u0026gt;. is on using Latin words and myths ^^ese programs have also resulted in image among learners. as a I i '0 I ementa ed di str s^i?' -------icied cistricts r.ven] at leas* a 11. s.ancar,..ed tests in tile abeve : and a ii -is,-:\\shs: cr^ldLlnln' nieVcI^ienralilJ'^eraLtac'ned:. a PC cu: xecor i den The tar ied cistricts reveal In all districts, a voca lx.. teachers trained the elementary lanonan teacners in using the materials and served ------------ e^enoa y language bacxgrounc in Roman and Greek culture elementary teachers studied to become arts tune. as resource persons for program us in the same methods and approach. The materials English readi i', As,the program grew, many of these I,,..- corresponding this program uses proficient in Latin. he Greek language has also been develooed\ng and vocabulary skills. courses are designed for fi Materials are varied\nas a basis to increa  mythology ano life, including science, math . . the two basic n and sixth grades and are based on classical Supplemental courses cover a wide variety of subjects astronomy, and blacks in antiquity. I -.a na I e s More than focusi.no\nedg rea s 3 on c\nerr i Ab i 1 i t areas more s livi senc se. : of words a tin wore sh yocaou:ary. Many f OU la include mythoic hmen t. 1 S SU in:: in the 1 ish language ar-e based on Latin words\nroots and word-bui1 dine elemer : ary and sixtn his subject ma y and the Grec ill b r a C n ad -.z-t O' 30 , Z' an 1 s tne will increase knowl- social studies and worlds\nan learn vocabulary ng and I is,net limited to ta-nguage arts and other academic S3 in 1 i fe i tsal f\nuals who increas-no an unusual subje fee I c ce abili ty creates 9 3 os an J is no 1 and  4 Ct for stud cusad on 1 e 3 n 'tved self a-en:' subje ftaoe to deal with school and ts, especially in elementary ning the Latin language per , and seeing success in he learne'\"s  44 ILa n yncisen: Program -- Page 2 The program itself is easy to implement. The cost is minimal, and invest- -ent of time by elementary chpr/ t/i u Tnimal, \u0026lt; r-aiiy ase4 b, Mny ppp PPCPasp- fce dopli a The program has be and can Pock. students\nThe uniqueness of .. SKuations similar to Liflo the program should appeal - -Cwie as elimi na s ng disparity be school communi tv. III. 1^. have such a program. certainly in the The program would scares and I i- I   ethnirel^men^forthe the Little Rock'schcor^i^ric* VteH^'s caVbi^Zeducation with Ss wc um Uai t.d* ____ Also elude this emphasis. di rected \"ooosal rict ion wi thi n to in- -a the  1^ talents and skiTir^d teachers '.3 the special interests and . - - that are needs or Arkansas students. It is proposed that the Li L in program in the el amen grade levels in the incenti 1 I a e Pock School District implement ry language arts classes at veschcols for the purpose of the self-image of learners. Program Cescrioti0n he fi an elementary h and six tn increasing reading ,.,4 enhinc,. incentive schools have been identified in f ((a aa^arl- Of inaarvtca tyainin, iayjn'S .mented ,z the star- 0-  Program will be imple^ ...e_ 193,-90 scnool year and will be incorporated inti oral block for approximate the spring the r 1 and six grade language arts ins t=_ twenty minutes per day. 71..^..\n..^ Sachers will be involved in fou-r (ij'acditi per c semes Throughou 1S39-90 school year. 1 i clonal inservice workshops (two Z -sse^uaacners will have the opportunity to become more ^e- ^i\\ o\\J:I w?\u0026lt;iT course designed'especiall'\nf'ar' -i, will be optional and at the teache-'s own ex-ense i- will moniJJ\nt\nproq  Au .ne enc or the 1939-90 school year, a formal dihrict-wide ^ssesJme^^^oZ\" especially for the progra.\" data will be made\nIS assessment will be based on surveys and test 45 1 02243J*- Latin Enrichment Program -- Page 3 Budget Summary (Per feacner) Instructional Materials Printing Inservice Materials Inservice Consultant Fee College Course Materials College Course Instructor's Fee Inser/ice Stipends $ 30 60 30 IS 20 30 60 / TOTAL S 245 Budget Summary (Program in a 11 5th and 6th grades in all incentive schools) 7 schools with 4 teachers each = 23 teachers 1 school with 10 tsichsrs - 10 tsschsrs TOTAL J6,860 2,450 59,310 46 fl I h!OBJECTIVE activities 2.b. Duplicate copies of above materials 2.C, Schedule 2 Inservice meetings of 3 hours each 2.d, Develop agenda for abov 2 meetings IHPLEHtNTATIOII PLAN participants 'ERSON RESPONSlBttl COHPIETIOH DATE Harle McNeal July I, 1989 E VAI HAT I ON One copy for each teacher 2 Harle HcHeil Harle Hclleal June 1, 1909 July 15, 1909 Heelings on Calendar Printed agendas I I 3 Z.e. Conduct above 2 neellngJ Teachers and Z.f. Contact UAtR about oring college course 2.g. Schedule above college course Principals Cayle Cloud Harie HcNeal Gayle Cloud August 18, 1989 June 1, 1989 Agendas and materials Course proposal Gayle Cloud UALR official Harle McNeal Oecemlier I, 1989 2.h. Implement above college I Teachers course Z.l. Schedule four two-hour inservice workshops in locll bulldlngs/clusterf/ district-wide 1 Z.J, Conduct above four inservice workshops Teachers Principals Gayle Cloud Principals Harie McNeal Gayle Cloud lay. 1990 Identified dales/times place Completed course September 1, 1989 Meetings on Calendar Hay 1, 1990 (2 per semester) Meeting agendas Mi COSI lonr learhei I ! ^*0 print! nq (ler teacher) -Il- -11- 120 materials (per teacher) 1200 consullani feeds per Itai he' 160 st ipends leacher (ilO liour) per per -Il- -1). trO Mia I er i,i I s (per teacher) tl?00 insiriicinr lee 1510 teacher) per -0- IIO nm ter ia Is (per teacher) 1400 lee ant 1*111 fier teacher) ITo OBJECTIVE activities IHPLEMENTATIOH PEAK provide awareness of the Latin program to Incentive school principals and staffs l.a. Present implementation pijn proposal to asso- date Superintendents and assistant superintendents l.b. Schedule awareness meeting with principals of i Incentive schools l.c. Develop agenda for principals' meeting l.d. Conduct awareness meeting with principals I.e. Schedule awareness meeting with current Sth S 6th grade teachers In Incentlve schools I l.f. Conduct awareness meeting with current Sth t 6th grade teachers I.g. IdentIfy 5th j filh participants Angela Sewall Beverly White Arma Hart Rachel Myers Marie McNeal Marvin Zimmerman Principals of Incentive schools Sth \u0026amp; 6th grade teachers at Incentive schools , , . -  gradeIPrInc Ipa 1 $ teachers who wish Io remaln at Incentive scholils l.h,' Recruit and fill cles vacan- EPSON RESPONSIOI II COHPICTIOH Harle McNeal Marvin Zimmerman Angela Sewall Angela Sewall Beverly White Marie McNeal Marvin Zlmme Gayle Cloud reian Rachel Myers Harle McNeal Marvin Zlmmerma Gayle Cloud n DA IC rvAI IIAIIOII COST January 30, 1909 Plan Presentation (l\u0026gt;rr le/tclipr) -0- March I, 1989 Harch I, 1989 March 15, 1909 March 15, 1909 Pprll U, 1989 Meeting on Calendar Printed agenda Concerns/questions expressed by principals Meeting on Calendar Meeting agenda -0- -0- -0- -0- -0- Principals Richard Maple May I. 1989 List of I dent Ifled 5 th A 6th grade teachers -0- To provide Inservice to participating teachers 2.1. Requisition Instructional materials Principals Richard Maple July I. 1909 Harle Mclieal Identified Sth A 6th teachers at Incentive schools for 1989-90 -0- I I I May 1, 1909 Arrival of materials SZO materials (per teacher)o o X z -I 11 Cl E c o OJ I e o 3 c e Cl Cl Cl o o c X o co IZI o \u0026amp; o QC bA s oc A O c W\u0026gt;1 Cl \u0026lt;\u0026gt;A Wt W-1 e c c a Cl c* C5 0^ 3 Ot CL e o O 3 41 M E e s 41 O \u0026lt; O w E e s c* fi e o\u0026gt;^ * o  S o .. a fl o 41 C o o -fl Cj Cl e o cr u z z 4/  6 s a. 41 3 T3 3 cn M e Cl CJ vt Cl CTI e c o o Q. Cl E o.* o c u o Cl CL o e o C 9)\u0026lt; c Cl \"O c o o X 4\u0026gt; E o o o z fi fi Cl A t s \u0026amp; Cl Cl E 3 o E o a ot c o o o o^ cr o o C\\ o X X 41 4) O w Ol 4\u0026lt; e *o 3 * e 41 o c  o z u E e o 3 A e 41 \u0026amp; a 3 c 3 a M o 3 Cl z z z z c o 3 3 C e e o. E o E O V CU fiC a Cf 3 1' I r 49\"if aw I 1 I 1 ] ] t\n-r.il Plan 1988-89 (Spring 1 S'Son Responsible  Sunmei v,.,\u0026gt; li L.'l, :11: ^0 develop tna' implemenr e qua Iity academic program for Incentive Schools I'rp.ii .iih!. .  r   Pl .1 ..vision Cm'r icu linn nnil S|ieci\u0026lt;il .-rocram/Area Incenlive SchnnTs OBJECTIVES STRATEGIES/ activities SEGIr.'lilNG DATE COHPIETION DATE COSTS O M ha Ch 1. To promote/enhance leadership and staff understanding of the Incentive School concepi l.a. Provide an indepth pre-orienlation session on each component of fie Incentive Schools for principal. 1-b. Develop In cooperation with the principals a detailed process and Eormat for developing the individual IncentI School Plan ve February 15, 1969 February 28, 1989 -0- Harch 3, 1989 March 15, 1989 -0- KESPOl.S.'B.'LlTt f VAI HAT I Oil 1 C/I 4^ I I l.c. Assist each building principal In presenting an Indepth pre-onenta- tion session for staff on each component . I.d. Assist each principal and staff with orientation session for parents in the ln\u0026gt;-.\u0026lt;*niu Arhnnle Harch 1, 1989 Harch I, 1989 Harch 15, 19891 Harch 15, 190' -0- -0- Superintendent's cabinet Assistant Superintendent-Incentive Schools Superintendent *s Cabinet Assistant Superintendent-Incentive Schools Superintendent's Cabinet Assistant Superintendent-Incentive Schools Superintendent'! nel Principals Cabi - Assistani Su|ierinteii- deni Schuols InceniivenUlUibilii tMiaifeaiN I'll\" Hl ?)in ^trton Retponttcie ::(l: (Vttr) OBJECTIVES STRATEGIES/ activities 1 1 I 1 I I a 1 a a  I'age ? C:V 1 s I cn Pro\n.- m./Krtt BEGIh'lliNG COrPltTION CATE COSTS 2. To develop Incentive School Plan for each school 2.a. Identify Incentive School Plan teams KESPoi\ns:B:iiTr 3. To develop curricul specific to the Incentive Schools um June I, 1989 June IS. 1989 -0- Principals evaluation 2.b. Develop the detailed I June, 1989 individual Incentive! School Plan | 2.C. Review and , School Plan approve June, 1989 July. 1989 July, 1989 -0- -0- 3.1. Identify each area In need of curriculum development June IS. I9B9 July 31. 1989 -0- Assistant Superintendentj Incentive Scliool s A11 Divisions Superiniendent's Cabine Board of Directors Prine ipals Assistant Superinten- dent Incentive School 3.b. Identify teachers for curriculum teams Curriculum Division Supervisors June I. 1989 June IS. 1989 -0- Principals Assistant Supermten- dent \u0026gt; Schools Incent ive 3.C. Plan orientation am format for curriculum development June I. 1989 June IS, 1989 -0- Curriculum Div islun Supervisors Principals Assistant Superintendent - Incentive Schools Curriculum Division Supervisors O IO IO cn O) m cnI j ( T-.al Plan trion Reipontioie a:i1: J iCK T.-KELJ.x Pdgt 3 -:V j s ion Pro\n.- tc./Krtt OBJECTIVES STRATEGIES/ activities begikking DATE COMPLETION DATE COSS I A. To procure equipment and furniture for Incentive School Pro- irtmi O IO to Ul u\u0026gt; I I C/1 Ci 3.J. Review preliminary draft of revised curricular for titti Rock School District 3.e. Develop additional components for each curriculum area 3.f. Proof and type Incentive School Curriculum Guides 3.g. Print Curriculum Guides 3.h. Distribute and ride Inservice pro- on the Implementation of the curriculum guides B.a. Develop specification for bid for equipment and lur- nlture June ). 1989 June I, 1989 July 1. 1989 July 20, 1909 August I, 1989 March IS, 1989 June 30, 1989 June 30. 1989 July 20. 1989 July 30, 1989 -0- -0- 13,000 (fst.) (Clerical Support) 110,000 (st.) ( Print ing Cost August 30, 198 April IS, 1989 PisPOksiBiiiir Curriculuni ledni^ Curriculum leanis Curriculum Division Principals Curriculum Division EVACUA11 OK I (Cost to he Included In Individual School Plans) Curriculum and School Division -0- Principals Director of Purchasing Assistant Superinten- i dent - Incentive School Staff-Curriculumf-fLal Plan _______ t'sen Rciporsioit j:il: (Vtir)  'Oil f diie 4 objectives strategies/ activities BEGIfilliflG bf-'it completion OAit COSTS vision  zri!:./Krtt A.b. Old for specific equipment and furniture A.c. Order furniture equipment and B.d. Install and inventory to ensure adequacy of all equipatent and furniture *Prtl 15. 1989 15, 1989 Io be determined 15, 1989 ugust I, 1989 Io be determined August I, 1989 |Augu$t 15, 198: -fl- FESPOl.S.'BiLITr Principals, li Purchasing. A llirecior ol Superinlendenl - is istani Incentive Schools. Staff - Curricul Ulll Principals. Purchasing. ____ Superintendent - Director of Assistant Incentive Scliools. Staff - Curriculum Principals. Di Purchasing, Ass\nSuperintendent - Director of Sistani CVAIUAIIOU 5. To effect facility \"odifIcations for implementation of the Incentive School special lied programs. I I 5.a. Review the detailed Incentive School Plans with the Support Services Ol.vlsion 5.b. Identify modifications timeline as previously collaborated In the development of the plan. 5.C. Contract for service April 15, 1989 Aprll IS, 1989 April 30, 1989 April 30, 1989 -0- -fl- Incentive Schools. Staff - Curriculum Division of Schools - Associate Superinlenden Assistant Superintenden Principal Division of Support Services O hS to o\u0026gt; o I I I cn as needed/ldentl- Tled In the Plans. April 30. 1989 *y 15. 1989 -0- Division of Support Services It --.'ul Fbn j'lon Rcipontioit  1: 'iOK T.'Kiin.i l3i|C S 6. -* Vs ion OBJfcnns STRATjGIfS/ activities SSCn.'Na'NG Okli COKPlfTION Dfiii COSTS To ensure the avall- hility Qf adeguate S.d. Implement the modi-ficitlon plan for the facHUIes 5.e. Hake final Inspection on the work for the facilities modl-ficatlon I 6.1. resources to Implement academic programs I Initiate Identifications of materials and textbooks needed for the 1989-90 school year H*y 15, 1989 \u0026gt;**y 15. 1989 H*y 1, 1989 6.b. Involve school teams Hay 1 igng , itaff and parents In *   I reviewing the needs I Identified as re- I gulred for core and special programs 6.C. Identify any materials or textbooks that must be ordered prior to fiscal year *89 1. 1989 RiSPOKSIBlllTT lAuguJt 15. 1989 (Io be August 15. 198! June 30. 1989 June 30, 1989 *y 20. 1989 oul-lined in the Plan) -0- Io be determined Principals -0- To be determined tVAlUAJIOK PrlncIpal/School Teams O M IO Ol I cn CD 6.d. Maintain building record of requlsl-tlons for the 1989 tchool jfitr. l**y 1. 1989 Ongoing -0- Principal. Assistant Principal. All Dlwl-slons. with major input from Purchasing Prlncipal I I I I ! = Plin 'KPL-K\ne'lon Rttpor.tioie j:il: (Her) CH T:KL\ni.: I'lXje h - Is I s ion rrocrec./A\nd OBJECTIVES Lstrategies/ activities EEGIl.'lfiNG DATE COKPLETIOM Df^:i COSTS RiSPOKSIBlllIr 6.e. Monitor and requisitions t'VAlUAllOH approve as H*y 20. 1989 lOngoIng requested fro* ln\u0026lt; centive Schools -0- Appropriate Associate Superintendeni 6.f. Maintain audit for all naterials received Juty 1, 1989 'Ongoing Prine ipel fi.9. Cross validate with purchasing all order not received July 1, 1989 Ongoing -0- Princ ipal o IO IO O) IO i I I cn CD 6.h. Obtain requlreaients for participation In all special programs 6.1. Pay participation II fee and order all necessary materials I fqr special activity 6.J. Select sponsors Tor each ipeclal , 9rn activity pro-approved in the Incentive School Plan. Excepl for erticles Harch IS. 1989 April 30. 1989 -0- Principal April 30. 1989 April 30. 1989 requilrlng a eiuch longe July I. 1989 iTo be deter-  ined Prine ipel July 30. 1989 I To be det l\u0026lt;pfned er- Prineipel time period, ah requisition J are signed on or iedi. , ely fol lowing July \n-.--.al Plan____ erson Aesponssoic 3:il: (Vtjr) C T L 1dije 1 C : I- i 1 icn rro:rir./Arte OiJiCTIVli STATGI:S/ ACTUITI-S SCGIIIIIING DAXt 6.k. Complete speclei L COKPiniON DATE COSTS P.iSPOl.SiEaiTv con tracts with all ea- I tended day employees Cor the 1989-90 school year. 6.1. Complete Master Schedule for total school program 6-m PevieM/revlse as necessary the staff development plan for the fall (September- December) August I. 1989 April 30, 1989 tVAlUAi toil August 30, 198! August 15, 1989 August 30, 1989 September (As necessery bu once eich semes I 1989 t least C) 15. -0- II O IO IO Oi u (X o -0- Pcinc ipel Principel Prine ipel I I I I PUn 1988-89 (Spring and Summer] ------------------------------- (Veer) :CH 7\nK\nL:i.: rirson Rttponsioie ^ = *1 provide sOII developmenT Tor Implement Ion of Incentive School Plans C  VI \u0026amp; icn (.ttt 11 Ulll ____idiluiw I. Sfci la I rrojrair./Area Iiic enl i ve Sc tuiui r OBJECTIVES STRATEGIES/ activities BEGIliUlNG DATE COMPIETION D^li COSTS 1. To Implement staff CcSPOl.SIEIllTr development activities for Incentive Schools l.a. Identify the staff development needs of each Incentive Schoo *prH 30. 1989 Miy 15. 1989 1o be determined Priiic ipal s Director of Staff Development I VAI UA11 Oil O fo a\u0026gt; I az ll.b. Develop Inservice I schedule In collaboration with building I principal l.c. Notify each school I staff of proposed Inservice dates I for pre-school I training I l.d. Plan details for I delivery of In- I service - I.e., I I site. time, arrange-! ments. etc. I I.e. Obtain services of | consultants (as | required) I I 1 .f. Implement, fal 1 training cycle H*y 15. 1989 May 30. 1989 May 30. 1989 May 30. 1989 August I. 1989 May 30. 1989 August 30. 1989 July 30. 1989 July 30. 1989 -0- -0- -0- August 30.1989 To Be Deter- I mined Prine ipaU Director ol Staff Development Priiicipals Principals Assistant Superintenden Director of Staff  Development Principals Assistant Superinlenden Director of Staff Development I Principals Assistant Superintended Director of Staff Development Is r.r.ual Plan trson HitpoRtltiic S:i1: (fe*r) .'K?LK-i\nTjOK 7ir.L:i.i division ___ t^rc^r i.n./Krt t I'aijc ? objectives STRATEGIES/ activities 6CirJUNG 0A7 COKPIETION DATE COSTS RtSPOl.-SIBllITT fVAlUAilOH I I I 1 o IO O) O) I fO  l-g- Evaluate staff development activity through survey response from each staff August I. 1989 Ongoing lo Be Veler- nined Principals Assistant SuperintenUcn Director of Staff  Development i 1SECTION TWO -SCHOOL ADMINISTRATION I - _ 63 02266INCENTIVE SCHOOLS SCHOOL ADMINISTRATinw SohoS\nSS\"be^rovlde%geuScr?S!^ Incentive academic support\nindividualized education aS^fle^bllltJ These schools shall exemolify the close  parents and the school community which is demic perspectives. ' cased and The school r aca- SUPPORT PROGRAMS h following items will be components of scnooi every incentive A. HOMEWORK CENTERS A u I 1 ~ Although it is anticipated that schoo^ shall extend from 8:00 a.m. to 5:30 p.m. Homework Centers should be extant in each least two (2) days per week to assist students who in neeo of specific help wit.h class material, school communities, i.e. 8:00 a.m. to 5:30 the school at are (Some , parents, staff and students week for students who I? J -J g OULIU otherwise involved in activities during nniir'x nr ___a___ _ are not B. hours of the day, Monday-Thursday). the last two (2) It will be students hS\"Sa??etthri-' home dents whose parents cannot __ foir Homework Center so 'that~stu- ho ilvro^ilC O? supply transportation anS/Gr diSs=n ??? Homework Centers, other options for student Staffing -for assistance will be explored, starring for the Homework   classroom teachers who will be availabl volunteer\" rotating basis, community v Centers will be in the form of e on a peer tutors. Staff will be community volunteers and compensated. Homework Centers will have I r r ___I__ If certified teacher working e^Jh2n^hf reaches 25, an instructional* aide shall be added to assist students. of student. attPnH?n. students. When the number or souoents attending regularly reaches 50, . . - ------------------3 i-sau.iitss tional certified teacher will be hired, each additional increment of uwuGcin.a autenas instructional aides and teachers will be added alternating basis. an addiThereafter, as of students attends, certified on an HOMEWORK HOTLINE into nlar Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursdav evenings. This too will be staffed by teacKrs rotating basis such that each incentive provide one (1) evening's service class days. ~~ on a teacher will , - ,7 approximately every 45 Staff will be paid for this time. 6^ I' 02267c. PEER TUTORING - Peer tutors will be selected from among a group of self-nominated and teacher nominated stu- --ntc. The role of peer tutors will not be limited only dents. to those students with outstanding academic averages but will AlQn ho Anan 4- z-Vr 4 . 4  , , , open to achieving students who work well other students and who can verbalize an under- shsnding of subjsct msttsr to be coversd. Peer tutors will be compensated with coupons which can be redeemed for donated items for purchased goods such as games, books magazine subscriptions, school supolies items the family may not be providing as well as athletic equipment, hats, sweatshirts, etc. Tutors will be assigned by subject area and in order to allow all students who on a rotating basis turors the opportunity to do so. wish to serve as peer D. RETIRED TEACHER MENTORS - Efforts will be made to identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors\nto sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work voluntarily or may be paid a stipend deoending on their neecs. own E. INSTRUCTIONAL AIDES - There will be a certified instructional aide available in every classroom. Qualifications for the aide positions will include demonstrated commitment to work with students in an urban setting as well as a minimum of 60 hours of earned college credit Applicants must be working toward a degree. Aides shall provide extra assistance for individual students and students. Aides will also assist teachers with monitoring of student progress, communication with parents and preparation of supplemental instructional materials. Qualifica- Aides shall communication with F. CAREER SKILLS DEVELOPMENT PROGRAM - A program will be developed within each school whereby written infor- 5vest speakers, films and other presentations wil be provided to students on topics relevant to possible career choices. Among the information given in presentation will be skills needed, academic background required, career planning recommendations, expected earning potential and a general \"mapoing\" of how a student can progress from elementary school to the desired career goal. Other components of this category will be interest inventories and opportunities for students to participate in programs sponsored by the Boy Scouts of America. r 55 02268G. YEAR ROUND SCHOOL - Both summer remediation and enrichment options will exist through the summer at all incentive schools. This program will be in two 5 to 6 week segments. Students will participate in the program generally in an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculum areas. The summer options will be at no cost for students normally attending those schools. A few seats may be open to other students on a well. A few seats may be open to space available and paying basis as Transportation may be provided. The number of incentive schools at which summer programs will be held will be based on identified student needs and interests. Students participating in the summer \"year round\" option will be placed in classes at their own academic levels rather than by means of a specifically identified grade In other words, a student functioning at grade 2 level in math would study with peers at that level but may also study with Sth grade peers in summer reading programs, regardless of his/her actual designated grade level. designation. H. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each Incentive school which provid for field trips and community access for students together with students from other LRSD schools. Field trips and access will Include the opportunity for student experiences with: es  *  historical events and displays cultural events and exhibits scientific/mathematical events and exhibits to include both child oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such Arkansas Symphony Orchestra performance. as an Some such exhibits and performances will also be brought to the schools. Students will also have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school grades, i.e., sth and 6th. Among opportunities in the community which exist are: several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company 66 02269 KIl I F I. li J. r F F n * is is is is a museum of nature science and history three previous state/territorial capitols a planetarium at UALR a zoo a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center Among other opportunities for students including, but are not limited to, banks, stock/bond houses, hosoltals and a law school. COMMUNITY INVOLVEMENT - Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building. Explorer post access/membership will also be available as noted earlier. SPECIAL SKILLS PROGRAMS - During the 3:00 - 5:30 p.m. time period (or whatever the designated time for extended day activities), scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. These skills shall be defined as ticipate in: the opportunity to par- * is iK choir (voice) music (instrumental) dance after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these services at no cost to the child (eind hopefully to the program), but certainly at minimal cost to the school. SCHOOL ADMINISTRATION A. STAFF RECRUITMENT - Staff recruitment and certain specific experience will be desired of all staff at the outset (relative to work in an urban setting with at risk youth)\nand ongoing training will be provided on a regular basis for all staff at each school. 1. A nationwide search will beconducted for staff. Principal and staff will be asked to who documented evidence of commitment to working in an urban district\nto working with youth at risk and to __ mitting the time necessary to provide the kinds of support and services provided at incentive schools. com- 67 02270 ! b2. Staff will be hired on a one year basis with parent representation on the interview team. At the end of that year, an involuntary transfer or other district decisions may be put into effect depending on the p p 02271 A7 f 1 continued - Incentive Schools page 5 perfcraancs and tne sues working with students and pr contractual feature will alsi of aides, clerical and  t-e individual in Thi s one Q C. 0. completion of the with the District. cecures. ims year apply to the positions custodial workers. year may lead to a long r Successful arm contract ongoing training will be provided for Su... in areas li,\u0026lt;a human relations skills\nlearnino and interactive styles\nTESA\nPET\nworking with youS a? H?k- and analysis and use of data for Gnridncinc studsrit dchisvsmsrTC, All staff, including support staff, will be involved in '\"imng. Patrons also will access soecial traininc in working with tneir students, L. a nu '.*111 receive assis ess soecial ion and human growth and developments. PARENTAL INVOLVEMENT the learning process. ig witn homework, Parents will be absolute partners in --- Parents will be asked to sign all hemeworx assignments on a daily basis. - ' wr7t ka 0 S communication will tae place, both through written and oral means. Day visits for parents will be arranged to come to school to volunteer.for the day and to work wit. students as well s to '5ular meeJng Jonth y will be held at the school. Parental access will be provided fo?\nJ J r form or tutoring, storytelling, general assist, paid a stipend for this. ta ance and may be LEARNING TIME SCHEDULES - Daily schedules for 3:00 - fan^ar a 1 StUdentS tO i..i,luue cue ncmeworK for'lxarap?e'-^^ training and leisure time activities. 5:30 win include the Homework * Homework Center  Special Skills  Leisure Activities - Monday-Thursday - Tuesday - Thursday (volleyball, basketball, table tennis, dance karate, chess, checkers, Karate, cness, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) * Clubs, Extra Curriculars - Wednesday a 5. KOME/SCHOOL COMMUNICATION  Monthly reporting to parents will Sr indicator and early intervention programs will be formulated with \"alert\" and \"success\" rsm. m i alert' and \"success\" cards to be aSfeSementr^^ ^^'^^nt's needs and GS 022721   continued - Incentive Schools page 6 . EXTRA CURRICULAR- PROGRAMS - Ext established to allow students r G. H. curricular .gn i programs will be n, leadarsnip experience and a chance to be involved in scnool ac-ivi-^oc Among these will be future teachers programs -  Clubs, intarTurals, mcni'ar with the flag, safety patrol, council memcerships. 3ust Say .'/o \"jobs\" in tne office, library, rira marsnalls and scudant * at races3 or lunch time, not class t ia ATTENDANCE ANO SE.^AVICR GUIDELINES - Attendance and behavior guidelines wili provide unique opportunities to assis* students and keep the.m in scnool. A Time-out rooms staffed with trained_personnel will help students with p'roblem solving Students will participate in the process of develcoina based management rules in the process of developing school Students and parents will sign a contractual agraeement to be at scnool anc on time eacn day. SUSOECT RELA for students D E.XTSA CURRICULAR ACTIVI I - Other 0 ... , \"sy include, but not be limited to, activities like math olympiad, junior great books, young authors' club young scientiSts, Olympics of the mind, elementary band and a string program. informed of all of these options ra.cHua ue in.ormea or ail or these options. Students participate in these activities and regular schedule will exist for cluh/aradpniir raia+a/H activities. COUNSELING/SOCIAL WORK A, S. exist for club/academic related COMMUNHY SERVICES ACCESS - Thera shall be access to community based support programs provided to attend the incentive schools. students who a Among these supports will be prvjec..s to be negotiated and/or secured by compact ..\ne availability of students from area colleges and j L.es to teach music, dance and choir in the schools\nvolunteers and pre-professionals from Philander Smith College to assist with teaching activities and ' ' such as: uni ver si - I extra curricular activi- uias, assisusnce from social agencies to intervene if vi ==. Qsiiiuaiius rrom social agencies to intervene if students need assistance in health and/or personal need situations. COLLEGE/POST GRADUATION AWARENESS - A mentoring program will be established which will provide interactive time for students to work with young professionals to enhanca aware- ness of skills necessary for successful entry into the world of work. The program will also serve to heighta.n student expectations with regard to their own abilities and potential to attend college and to graduate, also receive this information Parents will so that they may be awara of the options which truly are open to their*students. 69 02273continued - Incentive Schools page 7 c. iuJOY SKILLS - Counselors and\n-\u0026lt;cr'\u0026lt;ing witn students to '^nanc s.\u0026lt;i Ils and study skills. aac.-.ers will tas I.. be rssocnsible for D. E. F. G. H.  King skH1s, 1istaning students in test taking, i^e^'^'hubh^if-^Z^-''n'i\nclass tests end e .enleti J? , e'^ i=n cants in test by teacners. king 5 provided for on types will Se usg(j .h'CME.\u0026lt;''iIGr3CRHGGD MEETI.VGS - Mi always Se held at ne scncols CUPS of parents, will Se so.-. testings with parents will not Other .meet' ic\nc 'cs, for s-all suc.n as cnurones and some homes culed at oomnunity locations less formal meetings cut as inv d Py parents. These less Formal meetings cut cf t-P -ri -Z  ' luese '\"\"5ea scncoI/neiSScd\"'^ ' s.iip. Jv IS suggested that local ministers be c-nsideroh Pirz OF the sc.hccl partnership and c=.hBunlty I.VDiyiDUAL ANO GROUP COUNSELING - I,,, counseling as well as peer facilitat' Individual and gr 0 .ne so.nocl to assist Students as thev normal issues wnich? and^development takes place, conflict resolutions. Studen INCENTIVE/RECOGNITION PROGRAMS - partner- as rs will b attempt oup o a.mployed at s c ^cr'\u0026lt; through se as student growth 'will also Se taught u.ww.iiivt/xtuuu.UiiON PROGRAMS - Incentive/rer-^cpirinn programs will be developed by students ^'^-\"5mtion eac.h school. ' -  Ideas (suggestions) committee meeting included: - * sta and patrons at presented in the sub- meeting me uded- awarrf? . days, good citizin cluSs frerSer?? athletic events, tangible rewards such ^-^^''^nity and student's choice for academic growth and the l?ke?^ \" wELL.'JESS PROGRAM n place at each or a full time nurse. Students will ticn on topics like self-esteem, nutriti 'Ye inmrma- and awareness and first aid. made to parents on similar continuing education basis. Prese.n topics for CAMP PFEIFER- Students in need on, drug prevention icns will 1ikewise be leir information on a OT additional academic assistance.will have access to prcgra.ms'suc.h as St cur. enJy in place at Camp Pfeifer, whereby, they spend some time in residence at a program awav fr-m ma t-L,.. ..u. a program away from the school and the home which provides counseling, intensive ^a S s Sort oaf- involvement iS an^Xrent on h\\mewnrk\\nrf^!wJ?J^^^^^^^\"9 the.m to work with students me management skills. on homework and academics. I, academic support _ 70 02274centin page 3 uei - Incentive Scncols MCNITCRI.VG A,'JO S7ALUATIC.N A. 7E31 IA3LE MCiMITCS ING OF SuDE?JT G.iC^^TH men* of t.'ie dis I - - V-.strict will te assigned the : a plan ,cr verifiable monitoring of stude\"^ tne 6 asK of ing Ceqart- developing '' '''aijic uiufii.unng or StUCe\"* n.4 e cevelo,t of reliaole procofores :p acooripiijl\" : s plan and its accomcanving prpce'''uros account net only I Sut also class ac. corricolum/cr ( , sr.ould take into scores achieved on nor: .Ton 1 tor  ng '^m cn a 1 so nievement as evidenced it'j i ion referenced tests. Ther i ra-arenced tests acner tests and cna! pat kas in e snculc te a long-  __ account stucent matura- 3. REGULAR TRACKING CF S'L'CENT ATTEN--------- - =^scuiar tracking of stucen- di3s.ip11 ne/benaVIor anc achievement snail b 7E?E.'IT - Raoul ar JDAi\\C, DISCiPLINE/EEHAVIOR ano acniavament at ncanca, acccihOl i Sited development of and use of indii-lcuaiand class iies by Ciasirocm teachers and the buildirc acrini^--\u0026gt;3 mis assessmen* ''ii ____ sCiuiniSu. amr C. 0. '*ili be done cn a minimum of a quarterly cn of inter-  ''I wc 'm.whc a wUiHiUtUrn Oj Individual student planning, select! vent!cns and/or programmatic c.hanges will te needs,or enrichment indicators determined basis. predicated trougn ongoing review of data. E.XCELLENCE PLANS J\" IS M'-JfNESI Of SIUOEST EDUOnOML \" I he sc.hcol staff snail involve tie eevelopneit of stJdJntJouc-Kionrrelo/ilencI Parents are the first teachers of L in a context outside of the school. and interests. their students and sea them - In the parental capacity, talents \u0026lt; W\u0026lt;\u0026gt;WW  4J ViiCS awareness of a child's potential, -s. As such this, input is extrememly i not only acadamic programs but also curricular, special skills and e.xtanded da important e.xtra y activities. RtrQxii ANO VISI7ATICNS - Quarterly reports will be made and visitations will take place for the purpose of ^nd care of The monitoring team wilj be composed - Quarterly reports will grounds and equipment? of district s a from , school staff, patr the community. ns and representatives All staff shall write goals for^^the school in'general, but riso'personarccals'^sfnca'every s,.-. , memoer has a duty to provide a climate conducive to learning and should hold and model high expec students. 3 - ions for all seal setting process and will icrmulate CunuracLS\" for their own ac.hievement. .. _ 71 02275If I continued page 9 F. G. IncantTve Schools JCENT cVAL'JATCRS - ccnioleta evaluations ralati -danc avalua tneir educational e.xperienca twic  selected at random to participata''i.n involvement from eac.h grade level. e designing or Cuesticnnaires to ctad and the generation of conch given back to the students regarding c to student issues raised in this evah i n Li col la- cgmfut\nirf r 3 DATA ACC Swill be asked to ve to the scnool - Coirputari its climata and Students will be is procass based on a Students will be involved year. e used, analysis of data sicns. Resorts will be nances itaCa in response uation procass. id data accass will be a reality in alT incentive schools so t 2221 ly accessible and accass can be i\" which, mignt be needed r^ativp ri aii a i-.dLive co ail school program aspects. that studant data is mediate for reports 'COL SITE imoleme.n teams - School si L de of greater laeded programmatic teams will be rc benefit 3 * teams wi'i ulOG a de crea id to work to the students. Tens whicn wi 11 ing and on a semester dasi Memcership on these (inciuoing custodial, aides and cafe ...w.......a .--jLuuiai, dices ana careteria wcrx^irxi and students have an opportunity for input. SCHOOL POLICIES ANO PROCEDURES A. FLE.XIBLE PROGRAMS - Every student will individualized instruction 8. s sc that staff racaive seme every day. Programs will be flexible such that team teaching ande.xt=nde- time locks rcr additional student assistance as needed will be provided. sc.ncol have\n 'e=en\u0026lt;!ed -.-a-. SJC.-. incanti.e and dedicated to the building who is familiar with ana program philosophy at least a half time assistant p scnool population (where there i. . f^is/her time to incipal depending on is a part time assistant, working with program development and reach) community out- uniforms for students (sue.h as blue jeans and a white shirt) * dress code for staff * reguired PTA attendance, at least :wo (2) meetings per year, one of which shall be the Open House 72 02276continued - Incentive Schools page 10 Suudent handbooks available at every building which are produced in and reflective of the philosophy and nrnnr\nm jjt tha* __ vjupu/ any program at that tuilding * a science lab * a computer lab (to be used for other than remediation) * a playground for PE purposes additional compensation will be given to teachers/ principals who work these extra periods of time at the incentive schools community education classes should be investigated for presentation at incentive schools on a rotating basis for parents in those communities to enhance their skills Saturday programs will be developed at each school site to enhance learning. but shall not be limited to\nThese programs will include field trips enrichment activities tutoring parent/child \"make \u0026amp; take\" sessions book fairs 73 02277! SCHOOL OPERATIONS Page I I. GOAL: OBJECTIVE iKPLEKEluATION PLAN To develop support programs and procedures which will allow Incenlive schools to provide enhanced educational opportunities for all students attending them. s STP.ATEG1ES/ACTIVITIES IKPLEKENTATION SCHEDULE RESPONSiaiLITT 1989 1990 1991 To provide Homework Centers and Homework Hotlines for the students at these schools. Schedules will be set at the schools to meet their students* needs, needs. Hours will meel studenl 1992 1993 1994 199! To establish training for peer tutors and an ongoing peer tutoring program for students. Teachers and students will training In peer tutoring. A model will be put in place. Teachers will supervise the receive process Fall-IP) Spring - (I) Budget- _____Lai Summer- (P) Fall-t I) Ongoing wi th evaluation Budget Item (f( sLaff) All Divisions VIPS To use the skills of retired teacher mentors to tutor and sponsor clubs.  Mentors will either volunteer or be paid a minimum amount. They provide extra support to students t supplement teacher work. Summer- (P) fal 1-(1) O IO IO 00 To enhance student learning through extensive use of classroom based instructional aides. Certified Instructional aides with a minimum of 60 college hours will be employed one to a classroom to assist teachers and students. a I Pilot S - STUDT E - EVALUATE P - PLAN I R - RECOMMEND 0 - ONGOING fl - flUDGET ITEM Ongoing with evaluation Ongoing wi th evaluation (I) Ongoing wi th evaluation Some bl dgetary jxpendi tu e Budget I tern   Budget' Item 1 - IMPLEMENT Pl - PILOT Staff Development Asst. Supts. Office of Deseg Div of Schools VIPS Human Resources Sch PrincipalsI ! o KJ KJ u\u0026gt; SCHOOL OPERATIOKS IMPLEKEKTATION PLAN Page 2 GOAL: (continued) O3JECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 19B9 1990 199! 1992 1993 1994 To develop and implement a career skills development program which will help students develop awareness and motivate them to enhance skills leading to specific careers. Written information, guest speakers, films will be used to make students aware of career choices. Summer- (P) Fal1- (I) Ongoing wi th evaluation 199: VIPS To develop a program for year round school including enrichment and remediial options. Community access/field trips are to be arranged for enhanced experience for students. Sunnier segments in remediation/ enrichment, prescriptions for courses to be taken Transportation may be provided visits to historical, scientific and cultural events and exhibits within the city and around to Slate and region with appropriate chaperones to provide educational Input. Sumreer- (P) Fall-(1) 1989-90 plan A pi lot at one school Maybe i budget item S - STUDY r I I C/1 E - EVALUATE R - RECOMMEND 0 - ONGOING P - PLAN 8 - BUDGET ITEM Ongoing wi th evaluation Implement at al I Incen- t i ve schools Budget I tern Budget item I - IMPLEMENT PI - PILOT Divisions of Schools Curriculum VIPS Division of Schools Curriculum DesegregationSCHOOL OPERATIONS Page 3 I. GOAL: (continued) OBJECTIVE To build a program of community Involvement to be provided for students with access to community organizations and volunteer experiences. Special skills programs to be offered after school on a four day per week basis. I S - STUDY IHPLEHEKTATION PLAN STRATEGIES/ACTIVITIES Establish Girl/Boy Scout and Explorer programs at each school Establish offerings to include of the following: some choir, music A dance In addition to llQmewprk Center i peer tutoring E - EVALUATE P - PLAN IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 Ti7~ 1990 1^91 1992 1993 1994 199: Quapaw Council Asst Supts for Schools Fall-{1) Ongoing with evalua- Alon Maybe budget tern Principals School Staff o IO IO 00 o I I R - RECOMMEND 0 - ONGOING 1 - IMPLEMENT B - BUDGET ITEM PI - PILOT I (71MAU W I SCHOOL OPERATION'S IKPLEHEKTATION PLAN It. GOAL: iif^cedures tor administration and staffing of the individual schools such that special skills  ' ** the benefit of students at these schools. will be brought to bear for I I 4 Page 4 OBJECTIVE STRATEGIES/ACTIVITIES IHPLEKEHTATIOH SCHEDULE RESPONSIBIinr 1989 1990 1991 1992 To establish a viable Tor staff recruitment. program  Nation-wide search  Hire staff on a one year basis Parents to be Involved in the interviews.  Staff will demonstrate commitment to working with at risk\" youth Spring/ Summer- (I) Ongoing 1993 1994 ! 99\nHuman Resources Oiv of Oeseg Curriculum School Principal o to to co To provide special training for staff on an ongoing basis and special training .for parents. , TESA, PET. working with youth at risk, analysis and use of data human relations skills - parent training on assisting with homework, nutrition and human growth and development. Summer- (I) Budge item Ongoing . S- STUDY E - EVALUATE Budge i lem I I I P - PLAN R - RECOMMEND 0 - ONGOING I - IMPLEMENT B - BUDGET ITEM PI - PILOTSCHOOL OPERATIONS Page 5 II. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEK-KTATION PLAN IKPLEKENTATION SCHEDULE RESPONSIBILITY 1969 1990 1991 To establish meaningful attendance and behavior guidelines. 1992 1993 1994 199: To provide subject related activities to enhance student learning. I S'- STUDY R - RECOmEND o M IO OS IO I I I CZ)  Time-out rooms staffed with trained personnel  Student/parent contractual agreement for attendance To include some or all of: 10 include some or all of: math olympiad, junior great books, Olympics of the mind and the like. E - EVALUATE 0 - ONGOING P - PLAN Pilot at one school (I) Principal School Staff Bud let item (I) Ongoing But jet item I - IKPLEKENT B - BUDGET ITEM -\u0026gt; PI - PILOT Principal School Staffi SCHOOL OPERATIOKS Page 6 ,1 i III. GOAL: OBJECTIVE IHPLEHiKTATION PLAN To create a program of counsel Ing/social work to provide extra support to students to ensure them opportunity for success. STRATtuIES/ACTIVITItS IMPLEMENTATION SCHEDULE responsibility 1969 1990 10 provide community services access for all students who need additional support. 1^91 1992 1993 To provide college/post graduation awareness via a mentoring program with role models to help students pl -for the future an To provide student training in study skills, testing skills and listening Skills. To hold home/neighborhood meetings to increase parental/ neighborhood involvement In Student learning. S - STUDY Compacts with community agencies universities to assist with student opportunities.  Parental information  Mentoring program  Special emphasis on schools recruiting minority students Testing, listening and study skills will be provided to students as well as particular experience in testing.  Meetings at neighborhood sites with small groups of parents  Meetings at homes with of parents .. Involvement of ministers groups 1994 199z E - EVALUATE P - PLAN o to IO 00 G\u0026gt; 1 R - RECOMMEND 0 - ONGOING I to Study and recommend Smal Training Summer Fai 1-(I) (I) B - BUDGET ITEM Implement on a pi lot basis Ongoing at all - schools VIPS Div of Deseg Curriculum Div of Schools Spring (1) Ongoing cost item Ongoing Cost I tern Ongoing I - IMPLEMENT PI - PILOT Pupil Personnel Counselors VIPS DiV of Schools Staff Develop Div of Schools Principals School Staffo to 00 SCHOOL OPERATION'S IMPLEKEKTA7IOH PLAN Page 7 II, GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES ihplekehtation SCHEOULE To Increase parental Involvement so that parents become true partners in the learning process. To establish learning time schedules for the afternoon's extended day.  Parent assistance at schools  Parents will sign homework  Regular communication between school and home will take place  Day visits for parents  Schedule settings_______________ Schedule (settings) weekly extended day programs based on Individual school needs 1989 I 1990 1*91 1992 1993 1994 199: To Improve home/school communication I To establish meaningful elementary extra-curricular activities for students. S- STUDY R - RECOMMEND Fll-(l) Eall-d) Ongoing Ongoing RESPONSIBILITY Principal School Staff Principal School Staff on o  Early indicator and early intervention programs  Alert A Success cards sent regularly to parents Give students recognition and leadership opportunities via clubs and monitoring responsibilities E - EVALUATE 0 - ONGOING P - PLAN (I) (1) i Ongoing Ongoing I - IMPLEMENT B - BUDGET ITEM Pl - PILOT Principal School Staff Principal School StaffSCHOOL OPERATION'S Page B I O to to m oi III. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES implekektation plan IHPLEKEIiTATION SCHEDULE RESPONSIBILITY 1989 1990 To implement individual and group counseling for al) students. Incentive/recognition programs will be implemented by 1990-1991  Peer facilitators  Counselors doing individual and group counseling  Conflict resolution will be ___taught____________________ Student recogniton programs  Good Citizen programs  Community Involvement in recognition fall- Train students Spring- - (l\u0026gt; (P) Pilot one school Ongoing Budget (I) 1991 1992 1993 1994 1 OO: Pupi I Personnel To structure and begin wellness program (or students scitoo). pt each Io work with community programs like Camp Pfeifer to suppl ment school programs for students. e- (Possil I S - STUDY R - RECOftlEHD OD -\u0026gt;  Full time nurse at each building  Student screening  Parent presentations  Study success of Pfeifer program  Work with Director to target Incentive students  Work with other community groups to undertake ' similar projects E - EVALUATE 0 - ONGOING e Budge I tem ) VIPS Partners Program (I) (P) t (S) (Budge Implement on a pilot basis Item) (I) (Budget Item) P - PLAN I - IHPLEHEHT B - BUDGET ITEM \u0026gt; Ileal th Services Pupil Personnel District divisions PI - PILOT aIV. GOAL: To more closely and thoroughly OSJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN achievement at these buUdings? STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1969 1990 1991 Page 9 RESPONSIBILITY To develop a process for obtaining verifiable information regarding student growth. 1992 1993 1994 199: To provide a systematic program for tracking student attendance, discipline, behavior and achievement. To Involve parents In the development of student ?EP)^*''*' lence plans To plan and set parameters for quarterly reports and visitations by a multifaceted monitoring team. o IO S I I 01 S - STUDY R - RECOMMEND I CD  Development of valid/reliable monitoring instrument(s) Establish training for monitoring teams in use of the instrument  To be done on a quarterly basis  Class A school profiles will be kept In regard to attendance, be- ------t'gyior- discipline A achievement  Develop EEP format  Involve parents in writing plan based on student needs  Io include extra curricular -----activities alsn  Develop reporting format  Involve staff, patrons. In 'mon I tor I ng * Involve a1I , , staff In goal setting  Evaluate goal achievement i E - EVALUATE 0 - ONGOING P - PLAN (S) A (R) Sunnier (P) (I) Develop plan Budget Summer- (P) Pall- ..(I) B - BUDGET ITEM Spring semester (I) Ongoing wi th evalua- tion Spring- (I) Ongoing with evaluation Ongoing (Budgjt Item) * I - IMPLEMENT 1 PI - PILOT Testing/Eval Assoc Supts Testing/Eval Div of Schools Curriculum School Staff Pupil Personnel School Staffs PTA Officers Testing/Eval Div of Schools School Staff Communi tyI SCHOOL OPERATIONS Page 10 IMPLEMENTATION PLAN IV. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 To establish a student 1991 1992 1993 1994 evaluator program for student input and Ideas. T To establish a crogram for computerized data access at each incentive school. To establish site tfeams at each school to Implement programmatic modifications to benefit the students. o M to oo S - STUDY I I R - RECOMMEND I QD CJ  Random selection of students to participate each year  Student training\"  Student generation of questionnaires  Analysis of data collection  Conclusions generated  Report back to students on response to student evaluation  Install computers  lie into mainframe  Write programs for reporting student data in a variety of mode .  Include representatives of all school departments (custodial, , food service, aides A teachers)  Team membership to be rotating and-on a semester basis  Plan for parent/student meetings for input E - EVALUATE 0 - ONGOING 199: P - PLAN (S) with students (R) (Bu. fall-\u0026lt;p) A (S) Eall- (I) Ongoing Testing/Eval School Staffs Principals get 11 cm) Spring (R) (I) 1990-91 school - year -\u0026gt; Hata Processing School Staff Assoc Supts  Plan for implementation of changes  Make recomnendalions lor ctiangei  Implement changes  Evaluate changes (Each aspect will occur on with a semester for each. B - BUDGET ITEM I.e. Plan Evaluate a regular and rotating basis I - IMPLEMENT PI - PILOT Reconi oen. Implement V. COAL: OBJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN To reassess individual school policies and procedures meeting the needs of all students. as they relate to Page 11 STP.ATESIES/ACTIVITIES IKPLEHENTATION SCHEDULE RESPONSIBILITY 1969 1990 1991 1992 1993 o M ro oci co To establish a flexible programming approach at each incentive school which complies with standards and also meets individual student needs. Areas to be Investigated for possible plan inclusion I I I S - STUDY R - RECOMMEND 1994 1 OO  Allow for team teaching by means of scheduling  Provide for opportunities for students to remain in classes for extended time periods as needed.  Develop a plan for individualized Instructions within specific building the  Permanent assigned substitute in each incentive school to be available as needed  At least a I time asst  Uniforms for students pnn  Standard dress for teachers  Required PIA attendance (at least two (2) meetings per year for parents/al) meetings for staff  SLudent handbooks will be available at every school and - ipuiy'dpaI to that school E - EVALUATE 0 - ONGOING P - PLAN (I) A (E) (S) (li (Budget item) I - IMPLEMENT B - BUDGET ITEM PI - PILOT Schoo) Principal Staff Aisoc Supts Asst Supts (Z 4^SCHOOL OPERA!lOLS Page 12 Ji\n?L:K\ni\nTiOK PLAi\nV. goal : (com iniicd) OSJECTlVc STRA' S/ACTlVITi-S IKPLEHEtiATlOH SCKiDULi RESPONSIBILITY u 1969 1990 1991 1992 1993 1994 199: I  K science lab at each school  A computer lab at each school  A complete playground for PE purposes  Additional compensation for teachers/principaIs who work the extra time periods  Community education classes should be investigated for parents in the incentive school communties  Saturday enrichment programs (Budgti items I School community members S - STUDY o M to a\u0026gt; u\u0026gt; 1 I R - RECOMMEND E - EVALUATE 0 - ONGOING P - PLAN I - IMPLEMENT PI - PILOT B - BUDGET ITEM I OD 01SECTION THREE STAFFING 11 86 02290 idINCE.'iTIVE SCHOCLS STAFF I-MQ me seiec factors in t.h selection cri able of succe ic.n and support of quality staf success of Incentive Schools, i ria and procedures will p-ovide tars will be criticel Carefully planned sta and \nScn.c: will ucnol urriculu.m of t.- s .must precar\nttaininc the coals and a sc, ror ctniz/ing s Is. fs t: dent Cncoing s a t sue t.he sta and ful LI?\" 'C:\u0026lt; SCHOOL OlSTx: Lui coirm- T (L.PSD) I.'JC quality personnel cao- r.enti nc ceve  cz: i 1 l.men 3XC P orccr r Inc el 1 en: otent s i i 1 I i i nee rec sta or incentive S will be S u. ah '.co IS, to sat cri c\nOLS S assess staffinc qua I ..ne co.-nit members, and t :== would be ct. de ror st ine pro suoer I- 20 or visors, principals, and ot.bar admi.nistratcr :r.p, to ures for , parents. s. 6. ST.\nFFi.\\'G M IS ASSE lE.'IT - Trie needs and interests of student populations in the Incentive Schools will be staff selection is initiated. t.be following. considered before Factors to be considered include S S f U11 V 3 3 n a a S V 5 0 .  C 7 \u0026lt; C ( . V 3 C * Number of students per grade level * .Pace and gender * Academic achievement needs end interests * Disciplinary/ needs * Social interaction needs  .Health needs Progra-m goals and curriculum of the Incentive Sc.^ccls will also be e.xa.mined. The L.'SO Incentive Schools Star immi 30 the.n utilize the student data, goals, and curric.lum to iden staffing needs for the Incentive Schools. will r 7 The following full-time pos't'cns are raccmrended for eac.h school but are not all inclusive of positions which may be identi during the needs assessment process. d Classroom teachers (1:13 pupil/taach.er ratio) Counselor Media specialist Music  87 02291Incencive Schools page 2  ?. . * Social Worker  Permanently assigned substitute teacher (for each Incentive School) * PAL reading  PAL math * PAL lab attendant * Resource * Speech  Scecialist for alternative classroom  Media clerk * Certified instructional aides (1 per classroom) * Program specialist * Principal sistant orincipal 'lon-certi ie-d sucer'/ision aids C. STA.-.= .1 S'JIT?iE.'lT - The LSSO Incanzivs Schccis SCa n will implement ongoing nationwide recruitment strateci Committee wi th special emphasis on recruiting qualified minority staff memoers. Current racruitment files will be maintained on an oncoinq basis. P^spective staff members also will be drav/n from promising scudent teachers participating in the Master Teacher Program (as mentioned in the Staff Development Section, Item ). 0. STAFF ScLECTION 1. The LRSD Incentive Schools Staffing Committee will develop criteria for principal and staff selection. be declared vacant. All positions in each school will Principals shall be selected first for each school so that they may be involved in staff sal ion and review of student data criteria will include, but net be limi the folIcwing. ion and collect- Selection d to, * Race and gender * Successful teaching and/cr administrative experience with at-risk youth * Record of commitment to quality desegregated education  Strong recommendations\"from a variety of sources (i.e., colleagues, princioals, college professors, and other administrators) I1 ... .. 88 022921 3^ : VS 1 3 Z. T-e LP.SD Inc w:ll work wi itive School 3 S: 5 4, 6. ce vs the Konan a ffinc ConTiittee lop job cescrioticns and s lining program and corer, Konan P.escorccs the positions. Depar corcss scial c toil rc n ihe LP.S3 Incentive Schools St will select 2 interview teens ct seven nenOsrs ccmooseo of  Psrsncs  Principals Other ac\nr tne nt tract rsnencs. will advertise the ffing Committee from five to fol 1 owi no. nistrators as acorcpriete he interview teens will concoct utilizing coestions desi commi tn coa i i ty clearly s coi reni or orospective .s ecrecated ecucat dial program ar.a h to the orincipals. 0 c intervi ews a'nine :aff remc^ on and oi s to line ractoal re- 3S wi 11 nake reccnnenCaticns The prin sals will than make rectnmendations to the Homan Resources Department, who will in turn make to the School Soard. raccnnendaticns . With Board aooroval, contracts will then be issoed. Principal and t a a one-year basis and invclunt ft will be hired on ry transfer or other decisions may be inacted at the'^rid of the.year, depencing on cuality of oerformance. (this will also acoly to aices. ceri , dspsncing coal ity ill a ice costocial workers.) Long-tern 1, and be issoed after a soccessfol f contracts may irst year. STArr COMMITMENT/E I i :peo 1. Staff commitment will be reviewed informally bv the teacher and crircipal cn an ongoing basis through the oss of clinical sotervis'on and monitoring of Individual Imorcvement Plans. Semi-annual formal review conferences also will be held. 2. Monitoring of staff effectiveness will be based opon student acade-nic achievement as measured by rormal test results and otner informal forms or measurement. Seni-annoal formal review Conferences will be held to assess staf ness. fective- 02293 B S9 i|I Incentive Schools page 4 STAFF DEVELOPMENT - A racially A. THE LRSD STAFF DEVELOPMENT PLANNING COMMITTEE balanced committee will be established to assess staff development needs, to plan staff development experiences which will meet identified needs, and to facilitate staff develop- The committee will be composed of IRC spe- c-alisu, teachers, parents, principals, and other acministrators as appropriate. ment activities. B. STAFF DEVELOPMENT NEEDS ASSESSMENT - Data concerning the needs and interests of student populations in the Incentive Schools will be collected and analyzed by the LRSD Staff Development Planning Committee. I..f^___'.i_ be examined includes, but is not limited to, the following: Information to * * Number of students per grade level * Race and gender * Academic achievement needs and interests * Disciplinary needs * Social interaction needs * Health needs * Attendance records * Tardiness records Program goals and curriculum of Incentive Schools will be examined. A survey of staff members to determine their staff development needs and interests also will be made. The LRSD Staff Development Planning Committee will use these data to identify staff development needs for the Incentive Scnools. The committee will then plan quality staff development experiences to meet the identified needs, mittee will function on an ongoing basis as staff development needs are identified through clinical vision and monitoring of Individual Improvement Plans. The LRSD Staxf Development Committee also will meet on a monthly bas.s to plan activities related to meeting the needs students who are achieving below acceptable levels of mastery. The com- super- The of The LRSD Staff Development Committee will act as facilitators for the staff development activities by coordinating, arranging speakers, and gathering materials. evaluation of staff development-experiences will be made by participants following each session. 90 02294c. MINIMUM STAFF DEVELOPMENT REQUIREMENTS - staff development experiences cro aa requirement but certainly are not all inclusive of experiences which may be identified durinq the assessment process. The following are recommended as a minimum needs   PET (1 cycle and a refresher TESA (1 cycle) course every 3-5 years) * Classroom Management (1 cycle) * Effective Schools Training . I  I  I I J I I 1 I I 4  02295 90(a) b.nee.'\npage E 1 is ' Coocerative L  ATiT .human .-1 I G. c ?3rgn /t\nuci 'en:or Te Sceci 1 c Princpa Z.-CHEP, CEMC.'.'S roc ram Commit bl e o r Qz- n 33 ra i n :c.n c ner .-.-ocr\nff Ceveic: \"jTan ? 5 , c r. ' I : :s':: Tcr  n: .Al\nCN PPCG.PAi'l - A C'ij will be stablisf v.'l I '.O S c t r - a ncn-e.nrarceb scbcols in in tn ive Sc.\" i .re c Ct ler mm G-' tee will b nistrator\nGist.' sad of a\n1 -n a 0 0 serve \nhe- Gencnscrd^icn ram c 3 I C3 1 accrapriate. in '.ne re struc en 2 2 ive Scbocls would serve in ns d b /:. on, procrams e gainec zr.r ana tnroucnc'Jt prin\u0026lt; :ais, a\ny of la\n-on ncn-ennanced so'-cols could come anc t uon C curriculu! tnese c\ne is honed that ic\"\nwnicn wcu'J ! 3 c- .-li 'ar natony : se-ve 1 i n- 33 ncc 13 3 T STE Comm^  TEACHE.P PPCG\n: A district I tee will be established to plan a cnen P--o centration cf student teachers H  zznr. in which and unive'-saries will be assigned. from sta posed of .teachers, princinals, other ad: The coitmi /ide, and local \u0026lt; .A will C ra.'O on- 1 '6CSS represen nistrators, a.n ives from state ard local colleges anc uni versi raouity M As was mentioned in Ite.m 0, the Incentive Schools wcuId ser-/e as laboratory schools where prosoective teachers woulc cain pract and meaningful e.xperiences in providing quality education in'a G^sga.ed setting, in meeting the needs ot stucents functioninc below acc------- \u0026gt;- -i- ------' able levels of mastery, estee-m of these students. , un and in enhancing the s ical A pool of prospective start members would be drawn fncm oromisinc student teachers assicne-t to Incenti'/e Schools tnrcuch the Maste-^ Teacher Program. The principal and college faculty refesentatives will moni the Master Teacher Program in the Inc areas of strengths and concerns. ive Schools to ident student teachers. Feedback would be solid of the Incentive Schools. This information would be shared with th -'J sta r. ASSISTANCE FG.P NEW TEACHERS A.'IO OTHE.RS WITH SPECIAL INSTPL'CTIONA.L MEEDS - An Instructional Resource Center (IRC) instructional specialist will be hired to provide ongoing assistance and suooert to teachers in the Incentive Schools who are newly hired or .-.ho are e.xoeriencing difficulty. Demonstration teaching, assistance with prooer use of materials and progra.m implementation, classroom Demonstraticn management, special materials and bulletin boards, environmental attractiveness, and other needs will be addressed through a _ _ 91 02296Incentive Schools cage 6 Teacher Ass:stance Plan (TAP) develccsd with incut principal and Director cr the IRC. Tron the This IRC scecialist will work with the Staff Development Planning Ccmmiuae to a^'^st training programs throughout the school yer ine District's Stafr Development Component will be directu' involved as a resource. I ( 1 1 ,1 1 1 4 I I 02297 92Committee Members\n.3AL: Dr. Pnosevelt Brown Ms. Arma Hart, facilitator Or. Katherine Mitchel 1 Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STA.-fJNG At.O 57, DEV-LOPK5K7 No. I. 2. Ma 1\n7o provide quality staff for achieving Incentiie School goals and successfully implementing programs OBJECTIVES iTSATEu S/ACTjviTIES and curriculum. I I, I Page 1 cf 9 r.ESJUi? Determine staffing needs and promote staff awareness of Incentive School concepts. Identify pool of prospective staff members and administrators. o to to US 03 1 CO CJ A. B. C. 0. E. F. Establish District Incentive Schools Staffing Conmiitee staffing needs for each Incentive School. to assess Identify staffing needs (classroom teachers and full-time support personnel, i.e.. counselor, librarian, music, art. P. .. social worker. PAL reading. PAL math. PAL computer lab. resource, speech, non-certified specialist for alternative classroom, certified instructional aides, supervisic\naide, permanently assignee substitute teacher, program specialist, principal, and others. media cl erf. assistant principal, Develop criteria for principal and staff selection based on race/ gender, successful teaching experiences, record of commitment to quality desegregated education, and strong recommendations fron. , variety of sources (colleagues, principals, and others). a Develop job descriptions to include special programs and conirac.ual requirements for staff and principal. Declare all positions vacant and advertise positions. Provide an indepth orientation session on each component of tne Incentive Schools for principals ano staffs of existing schools. Implement ongoing local and national recruitment strategies wiin special emphasis on recruiting qualified minority staff members february-March I9bs feoruary-March 198S February-Maren 1989 rebruai y-Ma.-Ch 3D. 1989 Marcti i. lyd'j February 15-28, 1989 February IE, 1989- Dngoing Associate Superintendents Assistant Superiii- tendeni Incentive Schools Staffing Committee Assistant Superintendent Incentive schools Staffing Conunittee iiniiiai. Kcs.\u0026gt;urces DireJtu: hufhuti J ij I ( u.. I v\u0026lt;i Assoc late Superintcndeiii j Assi stant Superintenueiit liuman Resources Dire.luiComrittee Members: GOAL: Dr. Roosevelt Brown Ms. Arma Hart, Facilitator Dr. Katherine Mitcnell Dr. Mary Mosley, Chairperson Or. Cheryl Simmons, Recoroer staffing and staff development Page 2 of 9 No. 1\n(coni.) oeaesTivEs I STF.ATcuIES/ACTlV I a 2. (coni.) 3 . Select principals and provide orientation and training. A . Select staff. B. A. B. C. D. E. F. G. A. Maintain current files on qualified prospective staff memuers. Review criteria for principal selection based on successful administrative experience, record of commitment to quality desegregated education, and strong recommendations from a variety of sources (superintendent's cabinet, assistant superintendent, PTA board, and others). Begin local and national recruiiment/applicaiion process. Select racially balanced interview teams of 5-7 members composed of the following: --------------- istrators as appropriate, preferable. teachers, parents, principal, ano other aumin- Experience in interview process i. Preliminary screening/interviews. Conduct final interviews. Make recoomendations to the School board. Plan and implement orientation and training inservice to acquaint new principals of Incentive Schools to job expectations, procedures and timelines for staff interviews and selection. I TI MELI I. February 1989 - Ongoing February b, I9a9 February IS. I9b9 March 1. 1989 March 15-31. 1989 March 15-31. 1989 April I, 1989 March 1-15, 1989 I F.Ei3U.3 human Resources bireciur AsSoCldlt Super I nl eiiuenl s Assistant Superintendents hunian Resources Uire. lui human Resources Direciur Associate Superintenuenis Interview Teams Human Resources liireciur Interview Teams human Resources Oireciur Superintendent Staff Development  Committee Associate and Assistant Superintendents o IO IO (O (O I ! Select racially balanced interview teams of 5-7 members composed of the following: leaciiers. parents, principal, ano other aoi.iin- istrators as appropriate from Incentive School Experience in the interview process preferable. teachers, parents, principal communities. April I - June 1, 1989 AssuCldle Sc. er Inleiiuenl l Human Resources bireciur IComr.ltiee Members: GOAL: Dr. Pnosevelt Brown Ms. Arma Hart. Facilitator Dr. Katherine Mitchell Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, ftecoroer ST, ING AND STA.-r DEVELOPMENT Page j of S No. I: (coni.) 03. JIVES STnATEGIES/AETIVTTIES I TIME it.ES i.. SOUS 4. Icont.) 5. Review staff member employ- ment/commitment and effectiveness on an ongoing basis. I B. C. D. E. A. B. Interview appiicants. Hake staff recommendations. Hake staff recommendations for employment to the Scnool board. Issue and explain one-year special contracts. Review staff commitment informally on an ongoing basis with semiannual formal review conferences. Monitor effectiveness tased upon student academic achievement measureo by formal test results and other informal forms of measurement. as April-June, 1989 April-Hay 31, 19bb May 1909 June 1909 August 1909 - June 1990 August 1909 - uune 199u liiierviuM icanis. Interview teams. Principal Human Resources (iirector Human besources (iirecior Pi in: Ipa I Assistant Superin\nen.lent Pr I n\nipoI Staff o M G\u0026gt; O o I ClComnittee Members: iOAL\nDr. Pnosevelt Brown Ms. Arma Hart, Facilitator Dr. Katherine Mitchell Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STAffING AND STAFF DEVELOPMENT Page 4 of 9 No. II: To involve principals and teacliers in the develupnient and implementation of a Schools. quality academic program lor Incentive OBJECTIVES I. To promote/enhance leadership and staff understanding of theincentive School concept. 2. To develop curriculum specific to the Incentive Schools. A. B. C. STRATEGIES/ACTIVITIES I TJ/E.lltES F.ESuUf. S Establish in cooperavioii with the principils a detailso process and format for developing the individual Incentive Sc.iool P ----------------- March j-lS. 19bi I an. I Superintendent's Cabinel Assistant Superinieiidviil, Incentive Schools Assisi each building principal in presenting an indepth pre-orientation session for staff on each component. Assist each principal and staff with orientation in the Incentive Schools session for parents A.. . Identify each area in need of curriculum development. 6. Identify teachers for curriculum teams. C. Vian orientation and format for curriculum development. March 1-15, 1989 Haren I-IS. 19l\nJune IS-July 31, June I-IS, 1969 June 1-15, 1969 o IO u o I CD 05 Superintendent's Cabinet Assistant Superiniendeiit, Incenlive Scnools Superiniendeiit' s Cabinet Assistant Superiniendeiit, Incentive Schools Pr I nc I pa I s Assistant Super 1nttndenl. Incentive Schools Curriculum Division Supe'visors Prineipals Assistant Superiniendeiit, Incentive Schools Curriculum Division Supervisors PrincipaIs Assistant Supt .\"iniendeni. Incentive Scnaols Curriculum Division Supervisors I I I I Conoittee Members: Dr. Roosevelt Brown GOAL: Ms. Arma Hart, Facilitator Dr. Katherine Mitchell Dr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STAFFING ANO STAFF DEVELOPMENT Page 5 of 9 No. 11: (cont.) OBJECTIVES STRATEGIES/ACTIVITIES timelines f.E SOURCES 2. (cont.) I 0. . F. G. II. Review preliminary draft of revised curriculum for Little Rock School District. Develop additional components for each curriculum area. Proof and type Incentive School curriculum guides. Print curriculum guides. Distribute and provide inservice on the implementation of the curriculum guides. June 1-30, 19b9 June 1-3C. 1989 July 1-20, 1989 July 20-30. 1989 August 1-30, 1989 Lurriculum Teams Curriculurn Teams Curriculum Division Principals Curricului.i Di VI s loii Curriculum and SchuuI Division o IO ca O IO iCamr.ittes KemSers: Or. Roosevelt Brown Ms. Arma Hart. Facilitator Dr. Katherine Mitchell Or. Mary Mosley. Chairperson Or. Cheryl Simmons. Recorder S rIKG AND STAFF DEVELOPMENT Page t. of 9 1. No. Ill: X^S^WSgrllr lndo?ricte' exper.ences s. mat naff members ar. pr.pareo t... as.neve locer.iivt Sciiuc! 9'-*6 1 . I'h OBJECTIVES STRATEGIES/ACTIVITIES I TIMELINES Analyze staff development needs for principal. certified staff, and noncertified staff on an ongoing basis. o M CO o G\u0026gt; I : to on A. B. C. 0. . Establish a ^Laff bevelopmer.i Cornniiiee composed of teachers. IRC specialist, parents, principals, and other ao. inistretors appropriate to plan staff development exoeriences needs and interests identified threuoh needs necessarv to meet the assessment. Collect and review data on needs and irreresis of siuoer.i popiilation, targeting \"at-risk\" students li.e., nur.oer per grade level, race/ gender makeup, academi achievement needs/interests, disciplinary needs, health needs, social interaction needs, and atiehMance and tardines records). Conduct a survey to deierraine staff development needs and ifHeresis 11.e.. Staff Development Survey) as related to Incentive Schools Program goals, curriculum, and needs/interests of siuoent pojiulatior.. Identify st\n-f members who have not participated in the following required inservice experiences:  PET  TESA , Classroom Management * Effective Schools Training  Cooperative Learning/Lea'ning Styles ) ATiT Human Effectiveness Training (Elementary Curriculum) Parent/Educator Conriunication and human Relations Skills Assess s iff members n-.eds or. an ongoing basis through clinical supervisi n and nionitciing of Individual Improvement Plans. j RES( bflBIllTIES August 1989 - June 1990 August 1989 August 19BS/ August 1989 August 1989 - June 1990 1 I Ihceiiiive sc .jcis Pianning Ci aillce Prin\nipal Staf f Principal Staff Oevt 10 nine nt landing ( oauiii t lee Prine I pa I Principa I2. 3. o M G\u0026gt; O r, hS Na. Ill (cont.) .nsei' Hid ridfi 1 fcr lir, Kdtntnne Hii. fc:i11 lell cr Dr. Mary Motley, Ciiairperson Lr. Cneryl Sim.iions, Recorder OBJECTIVES STfiATEGIES/ACTIVITIE\nSI. Plan staff development exoeriences on an ongoing bails. I Implement staff development activities. Implement Teacher Demonstration Program. i I 1 CO CO 6. I TIME.INES I RfSPfliT.S'fill TIES Plan a minimum of me following staff development Incentive Schocil staff memoers:  PET (1 cycle and a refresher  TESA (1 cycle) dct\u0026gt;v)tifc$ for August 1989 - June 1990 Staff Oeitlopn.-.-nt Committee course every 3-5 years)  Classroom Management (1 cycle)  Effective Schools iraining  Cooprrctive Learnin.g and Learning Styles  ATS Human Effectiveness Training  Parent/Educator Communication and Human Relations Skills  Mentor Teacher Program AT\u0026amp; Tne LfiSO Staff Development Committee will conduct mo -.nly meeiinns for 000(00 OlaOniOQ of St^ff douAlnnma.n..r er.. ve .I.il ujj ,11 I y _|_U_C L _I IK ogoiog planning staff development experience, related to meeting the needs of students i.no are achieving oelow acceotaol levels of mastery. C. Tne LRsD Staff Development Committee will plan staff (level A. B. C. A. 01 e activities on an ongoing oasis ss needs/interests are idem -enu: UrX'In hLis' \"\"\"'-''9 \u0026gt;f Inuiviiiiial Implement Staff De lopment Coumrtee activities in order t\u0026lt; faci11tatt staff leu cjalhering mater.abK\"\"'\"' ^ranging sptai-ers, s'laff development actintiet. Evaluate staff developiient experiences evaluatel. U se inf-oni.etion for future planninq. tstahlisii a di sirici-wiue ciwr.iiiee i Program wi -e--r--e tea- c ne_ rs** taati tLnflvv Incen: tor teacn.rs in non-ennanced scnoc s oe compcscj of teacners. principals. 11 (Participants will -C1 an a leaclier |ni\u0026lt;j(.\n ra   .11. tnonis will serve as models S' atei.'ide. Ine comm t tee will a d otlier administrators. August 1939 - June 1990 August 1939 \" June 1990 AnduSt 1989 - June 1990 J..I, li Ju I ( I SdS* - June 199c Har.'i,\n. iDdf 11 I. I DBS I E:afi Develcpiiivot .oniiiii t ite Lsf: Oeiclopmuni .ommi 11 .-e Prill. I pal itaf Oevf iupment Lon Jill lite Staff Duvuiupiiiuni comm 11 tee Presenters Staff Presente:\nSldf I Inct-niivt s.-iiuuls Planning Comimtl, Committee Members: iOAL : Dr. Pnosevelt Brown Ms. Arma Hart, Facilitator Dr. Katherine Mitchell Hr. Mary Mosley, Chairperson Dr. Cheryl Simmons, Recorder STAFFING AND STAFF DEVELOPMENT P6\u0026lt;jc o of 9 4. 5. No. Ill (cont.) OBJECTIVES (cont.J Implement a Master Teacher Program. I B. A. B. C. STRATEGIES/A.TIVITIES timelines RESPf TIBILITIES Implement the Teacher hemonstrotion Program. The principal in each Incentive School will monitor tlie Teacher Demonstration Program and identify areas of strengths ano concerns These shall be shared with the staff fn each Incentive School. Establish i districi-wide committee to plan a Master leacher p JD BPich c concentration of student teachers t'rom~TocaT wi(H colleges and universities will oe assigned. t7?7T....,, ... . u. i,\nuv,,cik principals, otner adrinis'ra- tors. and faculty representatives from local anc siat wi. be composed of teachers Pl inram and stote- Tne committee L j| k end uni vers I ties. Implement a Master Teacner Program in eacli lirentive Scnool. Maintain a pool of prospective staff members drawn from the student teacners assigned to Incentive Schools through the Master T Program. tacner August 1989 - June 1990 Audus\n198P June 1990 April I, 1909 May 1, I9\u0026amp;9 August 1989 - June 1990 August 1989 - June 1990 O IO G] o UI ' 1 TcjCi.er Uei.jnsirat ion Program C. iiwr.i ttee Incentive Schools Staffs Visiting teachers/ oOminisii .tors Prine i(ia1 In.einive ScnuOii Plan., ng Committee Master, teacher Program Committee Master leaciier Program Committee Incentive Schools Staffs Fault! Representatives f rod. col 1 eg,. and uni vers111es. Principal Human ReSourses Direnor o cK i'aers: '.5 Pn.-stfei\nfcr\ni Arm, r.ir l\u0026lt;r. Kaths- h Lr f irv I t. i t. I i 11 C.itcr.sll ley, Cnairi cr son br, Cneryt St. rs, ht:aroer t I P\n. 9 S. 6. ht.- Ill (com.) OBJECTIVES (com. I Provide assistance for hired teachers or those newly experiencing difficulty. I D. A. STRATEGIES/ACTIVITIES The principal and college faculty representatives util monitor u..,, r  -------  ''H'I ve a *'^\u0026gt;''1*^ schom areas of strengths and concerns, staff In each Incentive School.  and ioen. ity Thes shall be shared witn the cne Select and hire specialist who will provide needed Schools, f \u0026lt;'C\u0026gt; ins.ructtonal c 1  assistance for the Incent ua Special needs will be identified - Plan (TAP) developed for teachers room. and a Teacner Assistant needing assistance in nit class* e I timelines August 1989 - June 199u Hdy-June 19H9 I RESPO'i :tlLITICS Irtncipol faculty h-. froii. c*.l . fcsestoiivf$ les oniversitles nd Princiud Huifian Resources U O rd u O Ot I I I o! II n II SECTION FOUR PARENT INVOLVEMENT II 102 I I t J I I I I I I II i 1 II f w n I Resear I1'CE?,'T I cCnOOL PROCSiM par-XT IXVOL7 ?rT parent PoU=ake their school -ne r e activities. Not all famil activities involvement. ers_consiscanciy rank anong the components of effective schooir.' continuously support and encoura'ce Idren have an advancase _ les know how co become involved  n c-r,r,r,i i anG_^noc all schools accivelv I,!, p\" .S'.nool-relaced Ci y Ciiuourag problem of desi^--- discussions o involvement Surveys of five main  1 /J - mg. g^dng, implementin o , encourage and direct parent ------ on how to solve =nd evaluating successful the C programs and the most useful MmnZ p successtul parent teachers, princxoa^s^pa^ents involvement, types or parent involvement. Cudents, have icencified me most a i-i 0 2  ood, nts bast involvement of clothing. parents is providing for the safety, heal th hei ter, and general ell teacr thetr c 1 baste icren cognt tt in their cm id reari bJ^mrSinrfamilv'r/fr'serc^^a^\"'^ = ________ .u.pTt alertness in school, providin^'suDol^Zs ''dich allows for getting them to school on m'ne  space for homework and child Idren ng acttvicies and e and soctal skills prepare them for school. e,.setciJrrilerorn^-\"T?.?..!\"yi'^?. support school, on time. Most parents meet che*r when these obli obliged to and skills, o c.n Once scions era noc \u0026gt;c assist the family. astrators and teachers ana sxills, some schools cake uncerscand and co build school learning and behavi worksnops, and programs discipline, Because parents vary in their active roles in heloinv parents to _  . , -------- in heloin positive home conditions for or. on parenting J o may be e.xperiences their children's These activities can'include publications, o f attendance, homework, _____ cit'orc a-ri services and other citrons anc practices that child development, community resour a television viewin affect student  f nutrition, the use of topics related to home success in school. con- communicacion from thePschocl'cocha''^'h^^ common to all schools is to inform parents about p'-r.-- home. The school has an obligation and parents are exoected cS act^on^c^e^p children's progress, schools send home memos, c^Sars of th^ receive. - soecial evpnt'! J.-___School year and nocicp\u0026lt;? special events. Some districts All year and notices of also offer taped messages Ideally, a school's topics that they can access by phon can ba caaagnnd so bhac useful massages, IdaaX.nd CO school. , , - - - - that useful school to home and from home so on various communication questions go from A chi d and most commonly known . ana most commonlv known tvne nf na.\".,..  . s to the school building usuallv^T^ r- involvement brin Volunteer Assista-c- Parent I,m conneccion wich Parent ist-..c-. Parent Audiences, and Parent Attendance at Wor' paren t gs shops. at Work- beyond'vnu^ola'asJisc^ancrinPclas^ri''''^''\"^ non-teaching duties. Havin? instruction, and teachers to renuAer -----active at school encourages go teachers t their chil equest ocher parents to conduct learning home.  a n 02308 encourages activities with Z . 10o learnin A fou. I? 9 major of parent involvement . vicies at home. The learn, n! assistance a vich The learning general skills and behavior\"ort!^^^??^= designed are directly coordinated with the chlldre^'rjLrss'J\" co build coor making 9 participat school comm school, dis advocates f: co formulae, or budgets\nor scaff\nfederal or cype of parencs in decision in goverance , PTO, or other \u0026lt; ance and advocacy grouos. Pa parent advisory ^formal -e, and scace levej. Ihee': \" 5 iiT PT.A c Cees, children\npar cici pate or revise school polici .  groups may be active as or statefunded and act autonomously arcicipate in the selection of new J school-related programs. a , - - These decisic but they are part of the cure, under the leadership of'school, co'^Prenensive program, however, Pajcents at all grade aUl communi\"  discricc, 0 children. on with ciori ties, . curricula, incipals, teachers, cvities mandated bv making bodies icial governin may meec scruc- or state administrators, types will be effectivelv leyels^ should be involved in ^uroose- \" acucaticn of their own all five Che school, and in the We are only beginning to understand which and locations of parent involvement lead to fa.-k. u- luvuivement leaa to soe ceacher achieyemencs, attitudes and behaviors. rr anree 1 .. _______t.. cn types, formats, urequencie\nco successfully involve parencs by coordinating cific student, parent, and rrincipais can help teache: supporting programs to strengthen that involvement, loping parental involvement activities are listed below: We e.xpect the activities to be on~going. 9 f and by plannin 9 process of deve- Some suggested 1. 2. Of 3 opportunities for adult Escablish community ecucacion. 3. 4. 5. 6. ! . 8. 9. with Recruit an Incencive-vide Parent Internship Proz-am uroose omni -------------- crogzam Che purpose of employing parencs as teacher aides. teacher aides and other qualified. incentive neighborhoods for for whic.h they are Estaolish a Parent Center in each school Assume responsibilities for of a monthly development and distributions communications packet. Prepare and distribute Parent of events. Handbooks and monthly calendar Require at least two home visits. Parenting education classes for mothers. ftI GOAL: I I 1 . PAREI.'T IS.'VOLX'ErtliT H'PLEMEHTAl 1011 PLAN ESTABLISH AND IMPLEMENT A PROGRAM FOR PARENTS NECESSARY FOR EMPLOYABILITY AT ALL LEVELS OEJECTIVE E^esign b administer a needs assessment to determine community interest and need S - STUDY R - RECOMMEND STRATEGIES/ACTIVITIES 1.1 I or STUDENTS IN THE INCENTIVE SCHOOL kITIlIK THE SCHOOL CO.MMIINITY. TO EQUIP THEM UITII JOB SKILLS IHPLEKEIITATIOII SCHEDULE 19B9 1990 1991 f fer opportunities for  ult community education 1.2. Establish an Incenclve- 1.3 vide Parent Internship Program vith the purpose Recruit parents from the Incentive neighborhoods for teacher aides and otl 2 1992 199? 1994 199: 1 .A E - EVALUATE 0 - ONGOING 2-89 2-89 tor vhich they r are Establish mentorships bet-veen teachers and parent: in the incentive schools P PLAN I - implement PI - PILOT B - BUDGET ITEM I pareiit i:\nvoLVi'tia IKPLEKEt.TATIOIJ PLAN GOAL: actions ^ud eac?^6ns?^ T7,rEm\"cAnoToccuRj{NG^ ' WHICH PROMOTES GOOD, POSITIVE inter1. objective STRATEGIES/ACTIVITIES lliPLEMEHTATlOH SCHEOULE Establish a Parent Center ii each school m------ Provide I9S9 1990 1991 1992 1993 199A resources \u0026amp; staff to noufe/operate the center whic loan materials to U i IE parent 199: rrr Train \u0026amp; employ a parent in the community to center operate the 773 ormulate a committee I parents and other personne1 on materials -------- to make composed school recommendat1 n ns h s I 1 F o Assume responsibilities for development and d i \u0026lt;r , \u0026lt; u... _ o f a evelopment distributlo f a moiitlil)' communications packet on I S - STUDY E - EVALUATE I R - recommend P - PLAN 0 - ONGOING I - implement B - BUDGET ITEM PI - PILOT O J ! (TiI 5 PAREUT IHVOlVtKtl.'T IHPLtKEUTATION REAM 1. GOAL: INCREASE PARENTAL COMMUNITY INTO THE INVOLVEMENT AND SUPPORT SCHOOLS. BY developing ACTIVITIES AND PROGRAMS TO ATTRACT PARENTS AND THE OBJECTIVE STRATEGIES/ACTIVITIES IITPl EKcfnATlOH SCHEDULE Develop a program that vill assist parents 1.1 I9B9 1990 1991 1992 1993 ....a  ----------- understani and carry out the expectations of the school out the Offer mini-vorkshops such as: study skill line, management, pre- ^^^^8 skills, financial time s on topics .discxp- manag'eiiient, oevelopmentaT learning skills 1.2 Request that parents come to the school at least year to pick up the card______________ tvice a report S - STUDT R - RECOMMEND 1994 199! 1.3 Provide and , require opportunities for counselors direct contact with through scheduled home visits E - EVALUATE 0 - ONGOING to have parents meetings and P - PLAN B - BUDGET ITEM I I - implement Pl - PILOT J9. G I PARfllT InVOLVECEia IHPLEMEHTATIOII plan GOAL: OBJECTIVE STRATEGIES/ACTIVITIES I .A Each school shall demonstrate the use of in the community resources instructional program 1989 2. Use .  parent recognition as a tool for community and parent involvement 2.1 Recognize PT. - . parents monthly at PTA meetings for ' school's expectations meeting the lliPl EHEIJIATIOII SCHEDUIE 1990 1991 1992 1993 199 199! 2.2 Recognize a I - community person monthly at PTA meetings for school involvement I 2.3 Display parent/communi tv rernortliizv^ _______ recognlijon awards hoard In the on a bullet entrance hall in S - STUDY E - EVALUATE R - recommend P - PLAN 0 - ONGOING B - BUDGET ITEM I - implement PI - PILOT J( I PARENT IJiVOLVErEl.T IKPLEKEHTAIIOII plan GOAL\nOBJECTIVE STRATEGIES/ACTIVITIES 2.A Provide school lunch and etc . for award voucher winners s S - STUDY R - RECOMMEND 1999 ikplehentatioii schedule 1990 1991 1992 1993 1994 1991 I 'l E - EVALUATE 0 - ONGOING 2.5 Involve students in the selection process of award Vinners P - PLAN I - implement 1 I B - BUDGET ITEM PI - PILOT   I PAREfIT I.WOLVEHEMT irPLEHEHTATion PLAN GOAL: OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 2, Establish a systematic approach to effective communication betueen the home and school yrr Identify at least three (3)key communicators as a vital for all to rely sourc ! upon 272~ --------------------------------- Teach parents the system for advancing support and concern for the school -.J Establish community resource list of role models and mentor a j 1989 1990 1991 1992 1993 1999 199f S - STUDY R - RECOMMEND Tn\n Invite community patrons of pre-school youngsters to PTA meetings and other parent involvement activities, E - EVALUATE P - PLAN 0 - ONGOING B - BUDGET ITEM I I - implement Pl - PILOT I J PAREIIT inVOLVPi\nT ICPLEMEKTATIOt\nPLAH GOAL: OBJECTIVE STRATEGIES/ACTIVITIES 2.5 Require parent attendance at PTA meetings and other school related activities 1989 IKPI EKEtITATIOII SCHEDULE 1990 1991 199Z 1993 1994 199\n27b -------------------------------------- Prepare and distribute Parent Handbooks and monthly calendar of events i 2.7 Require parents to sign homework assignments, projects, etc. 2.8 Require parents to call the school to report absences and retjuire the school to call the home and document reasdns Tor absences I S - STUDY E - EVALUATE P PLAN R - RECOMMEND I - IMPLEMENT 0 - ONGOING PI - PILOT B - BUDGET ITEMI IO PASEtIT Im'VOLvmcT IHPLEHEKTATIOII PLAN GOAL: OBJECTIVE STRATEGIES/ACTIVITIES IITPLEKEIITATIOH SCHEDULE I 1989 Require contractual ment from parent s s - sTuor R - RECOMMEND 3.9 ----------- Require at least two (2) home visits comraitt- 2.10 Require all parents to sign contracts by having parents sign contract prior to enroll- mnx_p_IflceDllye Program E - EVALUATE PLAN 1990 1991 1992 1993 1994 1991 0 - ONGOING 1 - IMPLEMENT B - BUDGET ITEM Pl - PILOT 1 I I P9. 11 PAREHT lUVOLVEKEKT '7 ** ihplekehtation plan GOAL: TO HELP MAJOR ENHANCEMENT SCHOOLS TO ENHANCE THE-kailE7EMENT'5rCHnD2ENj resources, opportunities and strategies OBJECTIVE STRATEGIES/ACTIVITIES IHPLEMENTATIOH SCHEDULE Strengthen linkages between the home and the school Parenting education classes for mothers 1989 2-89 1990 1991 1992 1993 1994 1995 O 2. Evening and Saturday claase to expose children to the importance of Science/Math a\nmeans to a better future 2-89 S - STUDY R - RECOMMEND I 3. E - EVALUATE 0 - ONGOING Use school as community center at minimal to user. P - PLAN cost 2-89 I - IMPLEMENT B - BUDGET ITEM PI - PILOT 7 papeiit Ka*OLX'rijT IKPLECcliTATlOti PLAN GOAL\nmJ?!* base of all teachers on AFRICAN-AMERICAN HISTORY - traditions, mores and OBJECTIVE STRATEGIES/ACTIVITIES implementation schedule Tlal se the trust level between the school 1. In 1989 1990 coinmuni c y. and the 2. S - STUDY R - recohkeho service courses for teachers and school Develop a speakers bureau for community groups in th school ---------- issues reau zones on education X X 1991 1992 1993 1994 1991 X X X X X X X X X X I 3. E - EVALUATE 0 - ONGOING Develop a calendar events of activities ^choo1 of neighborhood and post in the P - PLAN B - BUDGET ITEM X I - implement Pl - pilotP l. IJ PAScHT KiVOlV-rj'.i ir:?LrEriTA7\nc:i pix,-* GOAL\nI I OBJECTIVE STaAIEGiES/ACTIVl S ll!PLEIltllTAT:O:i SCHEDULE IE 4. Develop an act that place hi-?h value on neighborhood pride - .O3ter con- test, talent shows, _particlpation in parades, etc., ccordinated bv school staff. 1E3O 1951 I OC9 i 993 1994 199: I S - STUCf E - evaluate R - RECCMMEIiO P - PLAN 0 - ONGOING I - iHPLEHEIlT B - 3UO5ET ITEM PI - PILOTll. 11 PAnt\nr OLViCif.T I I. goal\nESTASLISil A SHARED COVERXA.'.CE TEAM IN EVERY SCHOOL CSJC?.E voraiulate of and a i irainistracors. governing boEv . parents, teachers to establish school policies and procedures I S - S.UDY R - h :0KMEH0 s: '!vi:is 1.1 Provide\nSS9 an parents are t rustuorthy atmosphere where open, honest \u0026amp; 1.2 mO b1t,1a in 'm\"aximmuumm iinnppuutt prior to making decisions by involving mmoorree poeeonpnllea in decision *riig making 1.3 Create a sense of decisions ownership in through involvement E - evaluate P - PLAN 0 - ONGOING S - BUDGET ITEK IHPLEK l=?O I - illPLEKEf.T !? = 1 VlOH SCHEDULE !E93 '1 - PILOT 1 oa 1 h II \u0026lt; t a a SECTION FIVE PARENT RECRUITMENT I !t aI i H M M INCENTIVE SCHOOL PROGRAM PARENT RECRUITMENT Aggressive marketing and recruitment are success or the incentive school prooram. incentive school program is the first st recruitnen* procram. are essential to the overall Careful marketing of the rst step toward an effective ----------------- VW..W, a,, eift-ccive 2^' t^e.parent recruitment program will focus on p,vv,u,uy yenerai inrormation to the the ini-ial community will be targeted during the tne inmal phase of marketing activities. community. providing general information Recruitment will be an ongoing The purpose of - process at the incentive schools uhe recruitment program is to encourage voluntary incentive schools to comply with assignments that will enable the i the desegregation requirements. I. To provide school program''\"'''\" community about ths incentive A. 8, C, 0. E, F. G, H. I. I I I I j i - -------' *J 3' vup League, Greek organizations. ^centive school program to special P:- Junior T . - a- - Ministerial Allianria Tri-Oistnct Council, ACORN, etc.).  Conduct information sessions at churches located incentive schools and churches throughout nity with large memberships. Conduct information near the black commusessions with special audiences. ?Spiaza%^n'^\"wJ\"?T^?\" University Mall, h Wal-Mart Stores, Safeway Stores, Kroger .stores m the black community will also^be targeted for information booths.* Special media coverage.* Develop highlights sheet for distribution to all parents (and new elementary parents). Use telephone hotline.* Place highlights sheet in local businesses.* Special media stations. coverage from State Press and black elementary radio stulpn- in conjunction with promotion of studen\n. assignment plan.) new ( I I i I 1 i \u0026gt;3  I  i ! Incentive Schools Parent Recruitment page two II. To implement ri VO erh 1 'ecruitment program that i -dhools cP comply with the desegregation requirements': A. SROCHURES -- Produce a brochure for Brochures should include: diqal, special resources. 8. C. wiH enable the incen- _ eacn incentive school. Photo or scnool. photo of prin- partners-in-education?nfo?m'a?[on''-^''\" information, list of staff -- ^^*3n^3 rscsi hnnnpc nemoers with brief credentials, honors, PSA'S -- Produce .-------- generic public service a all incentive schools. nnouncements for bus benches, etc., to adver- tise generic information about incentivo schools ' throagnout donated space. SKi:s.\"s\n5~ incentive schools. E. videocassette recordings to be :: o-,5 minutes) (i.e. PTA meetingS/PIJiSrs! S??\" Presentati ons F. FLYERS -- Produce generic incentive school flvorc tn (E^aiSle: Insert If Ji io companies' bills: mass mailings to all ^bRSD and PCSSD, e.xcept soS^hlas? quadrant) ' =' \"oppe ooportu- . -  . w J |,,y mties at incentive schools. H. ^i^bool (using secondary attendance group preference as an scnool broctares  zones)'. Stress assignment option. \"For^our Information\" tours etc ^with  businessmen, realtors, euu., wipn the incentive schools. to acquaint parents, I I I I 1 i I I I I i I il . 119Incentive Schools Parent Recruitment pd55 \u0026lt; STATE_OePARTMENT OF EDUCATION - ti cn - Seaue t a sped al designa- ijcation (i.e. \"Five t^ncation F incentive schools to be used in mar\u0026lt;eting Star Schools\", CzcEsRITIEi -- Seek incenti local caleorities. ve school aorsements from Arrange visits bv events, special ceremonies, etc., to ca\"e-at- media coverage. i-.e. dt.. meoia 1ebri ti es. news L. Conduct meetings with NLRSD and PCSSD tarents and PTA grcuos to encourage M-M transfers ince.^ti^ schools. .1. PARENT RECRUITERS - Hire two oarent recruitment activities. iters to conduct JI. SPEAKcR'S BUREAU -- Establish a soeaker'? ----------- J bureau for each 'ne parents of white students enrolleH ,n the incentive schools will be encouraged to serve on thP bureau along with celebrities, teachers,^ incentive school. etc. r 1 J I III. To monitor and evaluate the effe^'tivpop'^c -- -ho * program for the incentive Lhoo!\n. recruitment The Little Rock School District Bi-racial Advisor on =-\"onon,\n-n\npn al so serve Committee will recruitment program. motive school trict Office of These reports^iiiai^o^\nShansi\n??h''S?J\nSe Rock School District Board of Directors. 1 I 1 i i bi-monthly report ce of Desegrega- Advisory Committee will review eac.n Directors and/or Ofr\nce or uesear=aa- needed in recruitment strategies/activities.^ The bers with exnerr^y will also appoint two ex-officio mem- c-ittee 120Incentive Schools Parent Recruitment page four The 3i-racial Advisory Committee will evaluate the quarter. The evaluation of recruitment program will be addressed in the quarterly monitoring/evaluation the incentive school program. the recrui tment report on I _ . 121|*  IMMMpj  ji'. ?ltn (Yer) 1: I. IKPLSHi GK 7:h-l:i:e Oivls ion Tn prnultla paner*! Infnnmtlnn tn th rnmiin 11y ahnilt the Inrnntlun nmnraa OBJECTIViS STRATiGIES/ ACTIVITIES BESliailNG DATE completion DATE COSTS RS?OHS:E!L!7Y Infona special Interest A. groups and seek their assistance tn disseminating information to general public. II. Conduct special information campaign in black community. o to (O to I I I So to Mail final report on Incentive school program to special interest and community groups. 1. Get Court approval to release Information on Incentive schools. 2. Design cover for fine report and print. 3. Update mailing list o community groups. Conduct Information sessions with special audiences. 1. Send invitation and information to specie interest groups. A. Conduct Information sessions at churches. 1. Identify churches and contact pastors. 2. Schedule and publicize sessions. 3. Send Information pack age to other churches in the black communit March I Feb. IS Feb. 1 Feb. 1 March I March 1 Feb. IS March 1 March 1 March 6 March I Feb. 15 Feb. 15 April 24 March a March 1 April 24 March 15 Associate Supt.- Desegregatlon LRSD Attorneys Assoc. Supt.-Deseg. Parent Recruiters Assoc. Supt.-Deseg Assoc. Supt.-Deseg. Parent Recruiters Student Assignment OfficerPage Two Msr\ncK TZMSirct n (Ttsr)  Reipor.sioie Jainca Jennings___ To provide oeneral infnmutinn tn the rnmnnnlty jhmit thw inrantliie nrnnram 2 i V i s i c n ___________________________ Program/Ares Incentive Sfhnnl\nC50 v: s STHAT S/ ACTIVTIxS BxSIIhIIHS DATi COKPltTIOH DATE COSTS K-SrONSISILZTY B. Special media coverage from State Press and black radio stations. March 1 April 24 Distribute Infomation to parents and coonun- tty. O IO u IO CD I ro CO A. B. C. Develop highlights sheet for distribution to all elementary parents. Establish Saturday information booths at University Mall, Park Plaza HaH and Wal-Hart . Stores.* Place highlights sheet: in local businesses.* . Special media coverage* . Use telephone hotline* * Will be done in conjunct! I ! t Feb. 15 Harch 1 Harch 1 Harch I March t on with promotion Harch 22 April 24 April 24 - April 24 April 24 of new student assignment plan Assoc. Supt.-Deseg. Communications Dept. Assoc. Supt.-Deseg. Parent Recruiters Communications Dept. Parent Recruiters Communications Dept. M .J Page Three IMPLaiiir CK 7IsL:: Lt Plan jsn F.tpor.iiD, jamsi Jenn I no a : !Q jfflglement a rprmltnwnt pi (Tetr) .ornnrm Ihat-Mlll allow, the lnfgntlu schnnlt tn rnanly with thp rtp^pprpnat inn reniilrAmAnt, 01 vl$ icn ?ro$rem/Are8 OS-iCTIViS STiUT Ai 5/ ivTiis SiSinilNS CATE coKPirriOH DATt COSTS KiSrONSIalLiTY I. To utilize a variety of marketing strategies to recruit white students to the incentive schools A. Produce brochure for each Incentive school. Brochure should Include -Photo of school -Photo of principal -Special resources -Programs -Theme Information -Partners information. -Grants received -Honors -List of staff July 1 Nov. 1 Assoc. Supt.-Deseg. ( Schools Asst. Supt.-Incentive Schools Incentive School Principals Communications Dept. Parent Recruiters I B. Produce generic public service announceawnts for all Incentive schools. C. Use billboards, bus benches, etc., to advertise generic In-  formation about Incen-  tlve schools. 0. Conduct an ongoing medi blitz to heighten publl awareness regarding Incentive schools. a c June 1 August I March 1  Ongoing Ongoing Ongoing Assoc. Supt.-Deseg. CooMunlcAtions Dept. Assoct. Supt.-Deseg. Communications Dept. o IO u IO Ui 4*I. dge Four iHPiSMStr CH 7:KL:i:i -ti ?lin (Yesr) sen Sespor.siDie James Jennings . 1\nlo Implanent a recruitment ornnram that will allow the Inrpntivm schools tn cnanlp-NllD-the.. deseareoat Inn reauXruaenls IIP. Dtvisicn ___________________________ Progrtm/Area Incentive Srhnnl^ CEJiCTlViS STRATEGZ-S/ AC7IV7iS seaiHHiNS CATE CCHPtmOH DATE  COSTS RiSrOHS.BlLITY o to u to o 1 h) cn E. Produce short (10-15 ninutes) videocassette recordings to be used In public presentations. F. Produce generic incentive school flyers to be disbributed throughout Pulaski County. 1. Insert flyers in untllty companies' bills. 2. Hass mailings to all K-5 white parents in NLRSD and PCSSD (except southeast quadrant) G. Follow\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eMarketsearch, Little Rock, Arkansas\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_518","title":"Incentive Schools: Scholarship program","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":["1989/1993"],"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","Scholarships"],"dcterms_title":["Incentive Schools: Scholarship program"],"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/518"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN JANUARY 31, 1989 VOLUME II \\ i 1ment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentive school program committee will explore the possible use of trust fund to provide future a college scholarship incentives. By the end of October, 1989, the committee will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If feasible, the committee will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. 3 fLITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN (Edit Copy) Pages 219 - 490 _ May 1,1991 I In order to be successful, the incentive program must address the academic, social and emotional needs of all student participants. The incentive program must also serve as a recruitment tool for meeting the desegregation requirements in these schools. With proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentive-school program committee the parties will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October, 1089, tihe commi-tetee parties will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If feasible, the committee parties will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. Re: 02234 Page 261RRR V   R I The Desegregation of the Little Rock School District Preliminary Plans LA' if November 1, 1989 :i si f Incentive School Plan The purpose of the Incentive School program is to promote and ensure academic excellence in schools that have It is believed that the been difficult to desegregate. Incentive School Program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire District. In order to be successful, the Incentive Program must address the academic, social, and emotional needs of all student participants. The Incentive Program must also serve as a recruitment tool for meeting the desegregation reguirements in these schools. With the proper resources and expectations, the Incentive School Program will serve as The a model of excellence for the county, state and nation. success of the Incentive School Program is directly related to the success of the long-term desegregation plan in the Little Rock School District. Opportunities for academic achievement are enhanced by commitment, high expectations, a strong belief that all children can learn, and broad-based community support, these ideals are coupled with the availability of financial When resources, educational excellence prevails. It is certainly the belief of the District that all of these ideals will be evident in each incentive school. In the incentive schools all children, to the extent possible, will be a part of the mainstreamed instructional program. Content will be delivered in a manner that enhances positive self-concept for all students, but especially for those students who have been identified special-needs students. Also, all students will have as equitable access to educational materials, resources,and appropriate instructional delivery. Further, in the incentive schools, the overall school enrollment, all classes, all programs, all activities, and all teaching and supervisory staff (to the maximum extent possible) will be racially balanced and numerically racially representative. Students will be encouraged to pursue post secondary schooling. Each Little Rock School District (LRSD) student enrolled in the Incentive School Program will be eligible for post secondary scholarships. A plan which will make post-secondary educational experiences feasible will be implemented commencing with the 1990-91 school year. -27-TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS April 2, 1990 Office of the Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Magnet Incentive School Programs The attached document is a joint submission from the Little Rock School District, Joshua Intervenors, and Knight Intervenors. This submission should be regarded as a supplementary document to the incentive school plan included in the Tri-District Desegregation Plan, January 2, 1990^ - The parties reached consensus in all areas except theLscholarship program and / 'Staffing. Please note that the Little Rock School District provided separate  recommendations for the areas of scholarships and staffing. The parties look forward to meeting with the Metropolitan Supervisor's office in order to discuss and resolve the areas of disagreement.OBJECTIVES AND GOALS The schools referred to heretofore as \"Incentive Schools\" shall be referred to and known as-Magnet Incentive Schools. They shall have two (2) primary objectives: 1) to effectively eliminate academic achievement disparities which exist between pupils who attend these schools as compared to those pupils whose academic achievement is the highest in the school system's \"best\" school\nand, 2) to be established simply as schools which are racially integrated and racially non-identifiable. IDENTIFICATION OF MAGNET INCENTIVE SCHOOLS The district presently operates six schools which, by court definition, must be classified as \"racially identifiable\". These schools are attended almost entirely by pupils of African American descent. Those schools and their respective locations and pupil capacities are as follows: SCHOOL ADDRESS CAPACITY 1. Garland 3615 W. 25th, LR, AR 300 3. 5. 6. Ish Mitchell Rightsell Rockefeller Stephens 3001 Pulaski, 2410 Battery, LR, AR LR, AR 911 W. 19th, LR, AR 700 E. 17th, LR, AR 3700 W. 185th, LR, AR 200 280 240 340 260 2. 4 . 1 1,620 1 Metropolitan Supervisor. The term \"Magnet Incentive Schools\" was introduced by the , The term is subject to change by the office of Metropolitan Supervisor. These schools will not be under the jurisdiction of the Magnet Review Committee.BASIC CONCEPT The children who attend the Magnet Incentive Schools have been, are being and are likely to be deprived of equal educational and other expected advantage due to the racial isolation of these schools. These schools are likely to remain one race schools until the Court approved plan herein has had a reasonable opportunity to work, i.e., to assist in relieving their \"one race\" character. This is expected to be achieved under the plan within six years. The pupils who attend these schools in the meantime must have basic, compensatory and other need related educational and support programs which exceed those available in other schools of the district if their chances for equal academic opportunity are to be maximized. Major incentives within these schools are therefore required. The objective is to provide the best basic skills i programs and enrichment available as well as a full range extended J /' day and Sa^^rday programs which address individual needs and interests. The school district shall rely upon the strength of the core curriculum, strong teachers and administrators, enhanced programs and post high school graduation scholarship opportunities as factors through which to promote racial integration or desegregation of these schools. The school district shall also promote desegregation in these schools by establishing early childhood centers in each of them. Four (4) early childhood centers will be operative by August of 1990. The other two (2) will operative by August, 1991. The I premise of these centers is that they can be racially integrated m tfrom the outset and that the students who begin their education therein will continue thereafter due to the strength of the varied programs offered. THE BASIC PROGRAMS OF THE MAGNET INCENTIVE SCHOOLS The Magnet Incentive Schools shall operate basic skills programs. The design of the Williams Magnet School curriculum shall be the model used. All classes of the school shall be inclusive and all pupils therein shall be mainstreamed. The special needs of pupils shall be addressed, pursuant to Student Education Plans (SEPs) for each pupil, both during the regular school day. in the time following the regular school day. on Saturdays and, if necessary, subsequent to the end of the regular school year. A major objective of the basic skills programs shall be to insure exposure of all children to the same course materials and instruction on an equal basis. Pupils shall not be assigned to classes or to groups within classes on the basis either of purported ability or race. The practice known as \"tracking\" shall have no place in these schools. Special attention to pupils with special needs either for remedial or advanced study - shall be addressed after the period of basic course instruction. There shall be no \"pull-out\" programs for individuals or small groups of students during the regular school day. Formative as well as summutive data will be gathered in order to determine: (1) effectiveness of the SEP\n(2) uniform implementation of magnet incentive curriculum\n(3) effectiveness ofoverall programs\nand (4) secure data for revision/expansions of the SEPs and magnet incentive school programs. DOUBLE FUNDING The Magnet Incentive Schools shall operate pursuant to budget which is based upon \"double funding\". Double funding as used herein is a per pupil cost for Little Rock Pupils which is twice the per pupil costs for other non Magnet School pupils in the district. EXTENDED DAY PROGRAMS These schools shall operate extended day programs. Extended Day Programs are supplemental but essential to achievement of the primary objectives of the Magnet Incentive Schools. They shall operate from the end of the school day until 5:30 p.m., half days on Saturdays and for at least one and a half (1 1/2) months after the regular school year ends. The primary objectives of the a extended day programs, as set for in respective SEP'S, are: (a) to promote interest in the concept of learning\n(b) to provide enrichment and remediation experiences\n(c) to improve and enhance the self esteem of all pupils\n(d) to improve the verbal, problem identification and problem solving skills of pupils\n(e) to improve the conflict resolution skills of pupils\n(f) to improve the social skills of pupils\nand (g) to enlarge their experiences within and outside the community by extensive, education related programs. personalities and field trips.AFTER CARE Any elementary school age pupil who would normally otherwise be within the attendance zone of a magnet incentive school or who has previously been assigned to a magent incentive school shall .be eligible for the extended day, weekend and extended year programs I offered at their incentive zone school. The Scholarship Trust Committee shall be authorized to consider these pupils for scholarship awards pursuant to funds available and other criteria approved by the Court. .J' SCHOLARSHIP PROGRAMS A .QC scholarship program proposal submitted by the Trust Fund Committee. The Little Rock School District recommends approval of the The Joshua and Knight Intervenors recommend approval of the following: The Magnet Incentive Schools shall provide college a scholarship program which shall be available to all pupils therein. Each minority student assigned thereto as of the 1989-90 school term and thereafter, who remains in and graduates from Little Rock School District schools, shall have an entitlement to receive such assistance for college as determined by the Scholarship Trust Committee. The Scholarship Trust Committee was recommended by the Office of the Metropolitan Supervisor. Non-minority and other pupils shall also be entitled to the same benefits as minority pupils, provided they are currently enrolled (as of 1989-90) ^For purposes of this provision, LRSD schools shall include County or NLR schools if a minority magnet incentive school pupil graduates therefrom as a part of the M to M program.therein or provided they live within the shadow of a Magnet Incentive School and elect to attend that school. Non-minority pupil shall be eligible to participate in the school's scholarship programs provided they meet the requirements otherwise set out below by the Scholarship Trust Committee. The scholarship fund shall be constituted by the allocation of twenty percent (20%) of the total budget for the magnet incentive schools each year for a period of six years. The scholarship program is intended to encourage minority students to complete high school and to enroll in and complete a regular 4 year college curriculum. It is also intended to increase the enrollment in the magnet incentive schools of a representative number of non-minority pupils and to promote their interest in completing high school and college as well. The exact scholarship amount per pupil shall be determined on the basis of the funds available and the demands thereon at the time the student qualifies. It is to be determined by the Scholarship Trust Committee upon notice to the parties. The scholarship funds shall be invested, with court approval, in interest bearing securities. The court approved Scholarship Trust Committee will administer the fund. The scholarships will be paid out beginning with the 1996-97 school term and will continue thereafter until either the funds are depleted or until the court establishes other requirements. It is anticipated that the interest yield of the scholarship fund will be sufficient to allow approximately one million dollars per year to be devoted to scholarships for pupils from the magnetincentive schools thereafter. This amount is sufficient to provide each student with scholarship funds of $4,000.00 per student. At the point that these schools become racially non identifiable, a report of same will be made to the court by the parties along with a recommendation regarding the disposition of any remaining funds in the scholarship trust fund. STAFFING The magnet incentive schools shall be staffed by the district with those administrators and teachers who are committed to the goals approved by the Court herein both in general and specifically. LRSD RECOMMENDATION: The incumbent teaching staff shall be vacated. The selection criteria, in addition to the appropriate certification or licensing requirements, are as follows: JOSHUA AND KNIGHT INTERVENORS RECOMMENDATION: The incumbent professional staff in those schools shall be vacated within one week of the Court's approval of this plan and placed into a general pool with other professional staff members. The district shall select from that pool, pursuant to court approved criteria, new staff to fill the magnet incentive school vacancies. The recommended criteria in addition to appropriate 3 certification or licensure requirements submitted for approval by ^Support staff shall be afforded an option to remain at their present school assignment. They shall agree, however, to undertake the necessary training which is required for all staff to be successful in these schools.the court for the selection of magnet school professional staff are as follows: (a) racial balance\n(b) successful past experience in working with minority children and parents\n(c) sensitivity to cultural and racial differences between minority and majority pre-school and elementary pupils\nand (d) willingness to work in the communities where the magnet incentive schools are located at times other than during regular school hours. Staff members who are not selected or decline to participate in the program shall be transferred into comparable positions for which they qualify on the basis of the contract provisions, Articles XVT, XVIII. and XXXVIII. of the Professional Negotiating Agreement between Little Rock and the Little Rock Classroom Teacher's Association. The teachers who are selected to work in the magnet incentive schools shall be entitled to additional pay for the additional work and responsibilities they will have with the magnet incentive schools. A pay schedule for the additional work for teachers in the magnet incentive schools which is supplemental to the existing pay schedule. It shall be based upon a figure of not less than 20% of the base pay which each teacher earns pursuant to the regular salary schedule. This is consistent with present practice for additional time during the regular school day for which some teachers are presently paid. The contracts of magnet incentive school teachers during the 1990-91 school term shall be for ten and three fourths months withthe understanding that, by mutual agreement of the teacher and the district, the contract may be extended to the extent necessary for a period up to an additional one month. The reason for the contract period being ten and three fourths month for the 1990-91 school year is explained as follows. The district presently extends to all teachers a contract for nine and one fourth months or 192 days. The additional one and one half month takes into account approximately four weeks for magnet incentive school staff development and approximately two weeks for preparation of SEPs and for extended year programs which are not available in the other schools. It is not expected that all teachers will be employed on supplemental contracts during the 1991-92 and subseguent school years. The number of teachers necessary for the supplemental time requirements of the magnet incentive schools shall be determined by the district at the end of each school year beginning in June of 1991 and continuing each year thereafter at approximately that time. The district shall, of course, have the authority to extend contracts as necessary, on an objective, impartial basis, in order to meet the expectations of the court. For 1991-92 and thereafter the district shall be authorized to vary the length of contracts in *Each magnet incentive school teacher shall be required to spend at least seven (7) additional hours per week. While these seven (7) hours are fixed they are expected to be arranged to accommodate the individualized needs of the students to the extent necessary. It is expected. however. that absent compelling circumstances, each teacher shall spend two hours for each of three days and one Saturday per month for four hours. 4 Days deemed undesirable shall be adjusted so that they can be equitably distributed aunong staff by the associate superintendent. Fridays and Mondays shall be rotated among all staff.accordance with objectively determined needs and expectations. There shall also be an extensive teacher aide program. It's purposes shall be two fold: (1) to assist the teachers and the administrators in the classroom, with the extended day, Saturday and year programs\n(2) to supervise children in the lunch room, the playground and on field trips as necessary\nand (3) to help develop minority teachers for possible future placement in the district. There shall be at least oj^e teacher aide for each teacher. There shall also be at least one person employed in a professional capacity to coordinate field trips so that there will be a correlation between those learning experiences and the expected learning experiences which occur within the classroom in particular and the school in general. An adequate number of student aides will be selected to perform this function. They will be paid as part time employees on an hourly basis which is commensurate with the local rate of pay for comparable work. In keeping with the recommendations of the Metropolitan Supervisor and for otherwise independent good reasons, the district shall arrange and pay for educational courses which facilitate the objectives herein for the teacher aides at any teacher training institution in Central Arkansas that is accredited by North Central Association. The courses shall be college degree oriented with an emphasis upon teacher preparation.TO: FROM\nSUBJECT: Little Rock School District April 2, 1990 Office of the Metropolitan Supervisor Incentive School Scholarship Trust Committee Scholarship Trust Fund Report The Tri-District Desegregation Plan states that representatives from the Little Rock School District, the Arkansas Department of Education, the Joshua Intervenors, and the Knight Intervenors will administer the incentive school scholarship fund. The Plan also states that a Trust Committee composed of business persons, parents, administrators and teachers will administer the trust fund. The Plan further states that fully developed plans for the scholarship program will be submitted to the Metropolitan Supervisor by April 1, 1990. Because it is unclear which committee is responsible for submitting fully developed plans on April 1, the parties in the case each appointed a representative to prepare a report for the Metropolitan Supervisor's review. The Plan specifically states several guidelines for the scholarship program: 1. A Trust fund will be established for each student who completes at least one full school year at an incentive school. 2. Each student will earn $400 for each full year of enrollment at an incentive school. 3. The funds plus interest will be used for post-secondary education and paid directly to the post-secondary institution. 4. The scholarship program must have a strong counseling and support program monitored by the Bi-racial Committee for the Little Rock School District and an incentive school coordinator. 5. The college tuition program will be given to any black students in the incentive schools who transfer to the school built to accommodate the incentive school students educated in the Pulaski County Special School Di strict. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Office of the Metropolitan Supervisor March 29, 1990 Page 2 This committee proposes the following additions to the scholarship program for the incentive schools: 1. Current sixth graders enrolled in Ish, Stephens, Rockefeller, Rightsell, Garland, and Mitchell will receive a $400 credit for the 1989-90 school year and a $200 credit for each prior year of attendance in these schools if the student has attended one of these schools for four or more years. 2. 3. 4. 5. 6. 7. In 1990-91 students will earn $400 for a full year of attendance and $200 for prior years if the student had attended an eligible school for four or more prior years. Kindergarten students who enroll for 1990-91 will be the only students eligible to earn seven years of $400 credits (1996-97 will be the last year a student may earn credit for the scholarship program). The Little Rock School District will fund the program from proceeds from its desegregation settlement with the State of Arkansas. The Little Rock School District will begin to fund the program by January 1, 1991, according to the following schedule: January 1, 1991 January 1, 1992 January 1, 1993 January 1, 1994 January 1, 1995 January 1, 1996 January 1, 1997 January 1, 1998 for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for.credits earned during for credits earned during 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 The last contribution to the fund will be January 1, 1998. The committee recommends that when students transfer to the incentive schools from other districts under the majority-to-minority transfer program, the sending district is responsible for funding credits earned by that student. To retain eligibility for the scholarship program, the student must remain in the Little Rock, North Little Rock, or Pulaski County Special School District after leaving an incentive school. (If extenuating circumstances require that a student leave the system, the student may apply to the Trust Committee for a waiver from this requirement.) If for any reason an incentive school is closed, the students enrolled in the school for the full year prior to the closing will retain eligibility for the scholarship program and will earn credits as if attending an incentive school.Office of the Metropolitan Supervisor March 29, 1990 Page 3 8. 9. The scholarships will be limited to accredited State supported colleges and universities. The amount available for an individual scholarship will be at least the accumulation of amounts earned for attendance plus interest but no more than tuition costs. After much discussion about the mechanics of determining the scholarship amount, we realized that several issues must be considered--effective earnings. non-participation of eligible students, etc. These issues are very complicated and will take a considerable amount of time, study, and calculations to make a rel iable estimation. For this reason, we recommend that we as a committee initiate the establishment of the Trust and suggest (within legal purchasing requirements) an agent to serve as an investment manager. Once the Trust is legally established, the parties will formally appoint trustees who will determine the most equitable method for determining scholarship amounts as eligible students begin to make application for proceeds from the Trust. Respectfully Submitted, Ashvin Vihbaker, Parent Financial Committee John Fincher, Arkansas Department of Education Stella Hayes, Knight Intervenors Wiley Branton, Joshua Intervenors Chip Jones, Little Rock School DistrictReport of Scholarship Committee Questions we must answer: 1 . Do we really want to use desegregation money for a scholarship? A scholarship will discriminate against black students who are unable to attend incentive schools and must be bused to perhaps less desirable neighborhood schools. The money could be used to enhance the incentive schools rather be applied to scholarships. Recommendation of committee: Scholarships are appropriate and should be part of the desegregation plan for incentive schools to increase the enrollment in the incentive schools of a representative number of non-minority pupils and to promote the interest of all students in complet ing high school and attending accredited post-secondary courses including college. Scholarships will be awarded to all students who attend the incentive schools regardless of need. 2. Funding of scholarships. Two proposals have been presented. The Little Rock School District proposes the plan be funded as students accrue-credits in the amount of $400 per year per student. Funding will occur over a period of 8 years. (page 2 - Trust Fund Report). Some credit would be given students who attended incentive schools for at least four years prior to this year. The Little Rock plan included a counseling and support provision. Funding would begin January 1, 1991, and end January 1, 1998. The intervenors' plan is to take a 20% lump sum of theamount allotted -2- to incentive schools \"off the top\" of the settlement and invest that so that after six years (the time it would take a student now in 6th grade to graduate) the principle and interest would be sufficient to fund the scholarship program. Under the invervenors' plan not all the fund would be used so that whatever is left after scholarships are paid out could be applied to another project such as early childhood education. Recommendation of committee: The committee's recommendation is subject to change depending on the report of our CPA member, Ruth Ragsdale, who will attempt to translate these plans into dollar amounts. At the meeting held Monday, April 23, the committee tentatively recommended the lump sum approach which would be invested immediately at the best rate possible rather than fund the program year by year as credits accrue. The committee also recommends any excess after scholarships are paid to be returned to the incentive schools in equal portions. 3. Trustee and money fund manager The intervenor's plan did not suggest trustee representatives or a fund administrator. The Little Rock plan suggested the Little Rock School district. the Department of Education, and the Joshua and Knight intervenors to be administrators of the plan. Under the Little Rock plan t rustees would be made up of representatives of business, parents, administrators. and teachers. Committee recommendation: First pick trustees of the fund-3- with one representative from each of these groups: Parents Teachers Business Joshua intervenors Knight intervenors LR school district Member of the incentive school committee, and after the Office of the Metropolitan Supervisor is phased out replace this committee member with a parent There should be seven trustees in all. If trustee retired, replacement trustee would be picked from the same a a interest group with the exception of a member from the Incentive School Committee. First trustees would be named to the Trust Fund Committee. These trustees would then contact banks and savings and loan institutions to get bids for the best rate of interest for a certificate of deposit for 6 years. The financial institution would report to the trustees by mail or otherwise on a periodic basis regarding the status of the interest and principal. No demands would be made on the fund for 6 years. When scholarships are requested more administration will be required. Access to school records will be necessary. Disbursements will need to be made directly to post-secondary schools. Just how this will be done has not been resolved by our committee. 4. Time frame The Little Rock plan gives students currently enrolled in-4- incentive schools for 1989-1990 one years' credit, but would give $200 for each prior year if a child were enrolled in an incent ive school for 4 or more years. The interventor's plan gives credit to each student assigned in the 1989-190 school year who remains in and graduates from Little Rock Schools. Committee recommendation: That we put together the best parts of the two plans. There will be no retroactivity since some schools were actually racially identifiable, but were not designated as incentive schools until this year, and going back any number of years is arbitrary. The first students to receive credit will be the 6th graders attending an incentive school during the 1989-90 school year. (This year.) The only students to get a full 7 years' credit will be kindergarteners attending an incentive school this year. However any student entering incentive schools within the next six years. the period when the corpus of the trust IS to remain untouched, would be eligible for a scholarship of some amount. The committee's reason for this recommendation is so that the scholarship would be an incentive for attending these schools during the next SIX years. After six years it is hoped these schools would no longer be racially identifiable. Students would receive 1 years' c redit for each year of incentive school attendance. Scholarships must be used within five years of a student's graduation from high school. soon If a lump sum approach were adopted, funding would be as as the funds were available and would end after. for-5- example, 20% of the incentive school appropriation was invested. If yearly funding was chosen, funding would end in January, 1998 as the Little Rock district suggests. Under the Little Rock proposal in majority-to-minority t ransfer the sending district would be a responsible for funding credits earned by a student from outside the Little Rock Schools. The committee IS split on this question. It is argued that the sending district will not only lose money for the student, but if it must also fund his or her scholarship the sending district will discourage transfer and defeat the purpose of the plan. Another unresolved question IS whether student transferring to a school built to accomodate incentive school students in the Pulaski County School District should be allowed to continue accruing scholarship credits. The a committee recommends that they do not. Once a student transfers out of an incentive school no further credits are accrued unless the transfer is to upgrade or completely rebuild the inventive school. The comittee's rationale is that the incentive schools should be so desirable and unique with smaller student to teacher ratios and specialty emphasis along with basis skills that they should be promoted for their special qualities and they should be expanded rather than closed. Students from incentive be bussed elsewhere for purposes of desegregation. 5. Post-secondary institutions of learning The Little Rock plan designates state supported colleges and universities\n\" the intervenors' plan contemplates a 4 year-6- college curriculum.\" The Incentive School Committee wanted to include vocational and other types of post-secondary education besides college. The committee's recommendation is that scholarships be available for education in post-secondary institutions of higher learning including post-secondary vocational schools. The committee also recommends that scholarships be paid directly to the institution of higher learning, rather than to the student, but that if a student does not use all of his or her scholarship money for tuition. any excess go toward the purchase of books, or costs related to education such as transportation expenses. 6. Institutions in or outside of Arkansas Both proposals contemplate scholarship funding for only Arkansas colleges and universities. The Scholarship Committee recommends that scholarships apply to institutions outside of Arkansas as well as within Arkansas. The committee makes this recommendation because some degree plans are not offered in Arkansas such as dentistry and veternary science. It is also possible some children may earn a merit scholarship at a university outside Arkansas and it would be unfair to limit their scholarship credit to only Arkansas institutions under these circumstances. 7. Should there be a provision to provide monitoring by the court at intervals and to allow amendment to the plan if necessary? The committee recommends the court's involvement in the-7- plan cease as soon as possible. Therefore this suggestion was rej ected. 8. Mentorship program. This was crucial to the success of the scholarship in Mr. Reville's view. The Little Rock proposal states that the program must have \"strong counseling a and support program monitored by the Bi-racial Committee for the Rock School District and an incentive school coordinator,\" but details are not spelled out. The committee suggests that some provision to be made in intermediate and high schools to counsel and provide mentoring so that the goal of high school graduation is encouraged and facilitated. 9. How much money will the scholarship fund involve? No one seems to know. Disbursements are to be made in July of $4 or $5 million but this for more than incentive schools. Other disbursements will follow. The intervenors' plan talks about \"double funding\" for incentive schools. There is nothing in writing on this. There are now 1,620 students attending incentive schools. (Magnet Incentive School Programs, page 2.) The actual cost per pupil varies depending on what expenses are considered. Dr. Gardner was able to get the figure used by the Joshua intervenors of 2,500 students and $6,000 per year as the amount for double funding. 10. Amount of scholarship The exact amount of the scholarship per pupil would have to be determined on the basis of the f unds available and the-8- demands at the time the student qualifies. Another factor would be enlargement of the incentive school facilities and increased number of students. Also the amount of the scholarship will depend on whether it is funded by a lump sum amount or yearly payments after credit is earned. The committee has addtional questions which cannot be resolved, but which are presented for the consideration of those making decisions regarding the scholarship fund. Questions will be submitted separately.TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS April 2, 1990 Office of the Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools ^4 Magnet Incentive School Programs The attached document is a joint submission from the Little Rock School District, Joshua Intervenors, and Knight Intervenors. This submission should be regarded as a supplementary document to the incentive school plan included in the Tri-District Desegregation Plan, January 2, 1990. The parties reached consensus in all areas except the scholarship program and staffing. Please note that the Little Rock School District provided separate recommendations for the areas of scholarships and staffing. The parties look forward to meeting with the Metropolitan Supervisor's office in order to discuss and resolve the areas of disagreement.OBJECTIVES AND GOALS The schools referred to heretofore as \"Incentive Schools II shall be referred to and known as Magnet Incentive Schools. They shall have two (2) primary objectives: 1) to effectively eliminate academic achievement disparities which exist between pupils who attend these schools as compared to those pupils whose academic achievement is the highest in the school system's \"best\" school\n2) to be established simply as schools which are racially integrated and racially non-identifiable. IDENTIFICATION OF MAGNET INCENTIVE SCHOOLS The district presently operates six schools which, by court definition, must be classified as \"racially identifiable\". These schools are attended almost entirely by pupils of African American descent. Those schools and their respective locations and pupil capacities are as follows\nSCHOOL ADDRESS CAPACITY 1. Garland 3615 W. 25th, LR, AR 300 5. 6. Ish Mitchell Rightsell Rockefeller Stephens 3001 Pulaski, LR, AR 2410 Battery, LR, AR 911 W. 19th, LR, AR 700 E. 17th, LR, AR 3700 W. 185th, LR, AR 200 280 240 340 260 and, 2 . 3. 4 . 1 1,620 1 The term \"Magnet Incentive Schools\" was introduced by the Metropolitan Supervisor. office of Metropolitan Supervisor. The term is subject to change by the These schools will not be under the jurisdiction of the Magnet Review Committee.BASIC CONCEPT The children who attend the Magnet Incentive Schools have been, are being and are likely to be deprived of equal educational and other expected advantage due to the racial isolation of these schools. These schools are likely to remain one race schools until the Court approved plan herein has had a reasonable opportunity to work, i.e., to assist in relieving their \"one race\" character. This is expected to be achieved under the plan within six years. The pupils who attend these schools in the meantime must have basic, compensatory and other need related educational and support programs which exceed those available in other schools of the district if their chances for equal academic opportunity are to be maximized. required. Major incentives within these schools are therefore The objective is to provide the best basic skills programs and enrichment available as well as a full range extended day and Saturday programs which address individual needs and interests. The school district shall rely upon the strength of the core curriculum, strong teachers and administrators, enhanced programs and post high school graduation scholarship opportunities as factors through which to promote racial integration or desegregation of these schools. The school district shall also promote desegregation in these schools by establishing early childhood centers in each of them. Four (4) early childhood centers will be operative by August of 1990. The other two (2) will operative by August, 1991. The premise of these centers is that they can be racially integratedfrom the outset and that the students who begin their education therein will continue thereafter due to the strength of the varied programs offered. THE BASIC PROGRAMS OF THE MAGNET INCENTIVE SCHOOLS The Magnet Incentive Schools shall operate basic skills programs. The design of the Williams Magnet School curriculum shall be the model used. All classes of the school shall be inclusive and all pupils therein shall be mainstreamed. The special needs of pupils shall be addressed, pursuant to Student Education Plans (SEPs) for each pupil, both during the regular school day, in the time following the regular school day, on Saturdays and, if necessary, subsequent to the end of the regular school year. A major objective of the basic skills programs shall be to insure exposure of all children to the same course materials and instruction on an equal basis. Pupils shall not be assigned to classes or to groups within classes on the basis either of purported ability or race. The practice known as \"tracking\" shall have no place in these schools. Special attention to pupils with special needs either for remedial or advanced study - shall be addressed after the period of basic course instruction. There shall be no \"pull-out\" programs for individuals or small groups of students during the regular school day. Formative as well as summutive data will be gathered in order to determine: (1) effectiveness of the SEP\n(2) uniform implementation of magnet incentive curriculum\n(3) effectiveness ofoverall programs\nand (4) secure data for revision/expansions of the SEPs and magnet incentive school programs. DOUBLE FUNDING The Magnet Incentive Schools shall operate pursuant to a budget which is based upon \"double funding\". Double funding as used herein is a per pupil cost for Little Rock Pupils which is twice the per pupil costs for other non Magnet School pupils in the district. EXTENDED DAY PROGRAMS These schools shall operate extended day programs. Extended Day Programs are supplemental but essential to achievement of the primary objectives of the Magnet Incentive Schools. They shall operate from the end of the school day until 5:30 p.m. , half days on Saturdays and for at least one and a half (1 1/2) months after the regular school year ends. The primary objectives of the extended day programs, as set for in respective SEP'S, are: (a) to promote interest in the concept of learning\n(b) to provide enrichment and remediation experiences\n(c) to improve and enhance the self esteem of all pupils\n(d) to improve the verbal, problem identification and problem solving skills of pupils\n(e) to improve the conflict resolution skills of pupils\n(f) to improve the social skills of pupils\nand (g) to enlarge their experiences within and outside the community by extensive, education related programs. personalities and field trips.AFTER CARE Any elementary school age pupil who would normally otherwise be within the attendance zone of a magnet incentive school or who has previously been assigned to a magent incentive school shall be eligible for the extended day, weekend and extended year programs offered at their incentive zone school. The Scholarship Trust Committee shall be authorized to consider these pupils for scholarship awards pursuant to funds available and other criteria approved by the Court. SCHOLARSHIP PROGRAMS The Little Rock School District recommends approval of the scholarship program proposal submitted by the Trust Fund Committee. The Joshua and Knight Intervenors recommend approval of the following: The Magnet Incentive Schools shall provide college a scholarship program which shall be available to all pupils therein. Each minority student assigned thereto as of the 1989-90 school term and thereafter, who remains in and graduates from Little Rock School District schools,^ shall have an entitlement to receive such assistance for college as determined by the Scholarship Trust Committee. The Scholarship Trust Committee was recommended by the Office of the Metropolitan Supervisor. Non-minority and other pupils shall also be entitled to the same benefits as minority pupils. provided they are currently enrolled (as of 1989-90) ^For purposes of this provision, LRSD schools shall include County or NLR schools if a minority magnet incentive school pupil graduates therefrom as a part of the M to M program.therein or provided they live within the shadow of a Magnet Incentive School and elect to attend that school. Non-minority pupil shall be eligible to participate in the school's scholarship programs provided they meet the requirements otherwise set out below by the Scholarship Trust Committee. The scholarship fund shall be constituted by the allocation of twenty percent (20%) of the total budget for the magnet incentive schools each year for a period of six years. The scholarship program is intended to encourage minority students to complete high school and to enroll in and complete a regular 4 year college curriculum. It is also intended to increase the enrollment in the magnet incentive schools of a representative number of non-minority pupils and to promote their interest in completing high school and college as well. The exact scholarship amount per pupil shall be determined on the basis of the funds available and the demands thereon at the time the student qualifies. It is to be determined by the Scholarship Trust Committee upon notice to the parties. The scholarship funds shall be invested, with court approval, in interest bearing securities. The court approved Scholarship Trust Committee will administer the fund. The scholarships will be paid out beginning with the 1996-97 school term and will continue thereafter until either the funds are depleted or until the court establishes other requirements. It is anticipated that the interest yield of the scholarship fund will be sufficient to allow approximately one million dollars per year to be devoted to scholarships for pupils from the magnetincentive schools thereafter. This amount is sufficient to provide each student with scholarship funds of $4,000.00 per student. At the point that these schools become racially non identifiable, a report of same will be made to the court by the parties along with a recommendation regarding the disposition of any remaining funds in the scholarship trust fund. STAFFING The magnet incentive schools shall be staffed by the district with those administrators and teachers who are committed to the goals approved by the Court herein both in general and specifically. LRSD RECOMMENDATION: The incumbent teaching staff shall be vacated. The selection criteria, in addition to the appropriate certification or licensing reguirements, are as follows: JOSHUA AND KNIGHT INTERVENORS RECOMMENDATION: The incumbent professional staff in those schools shall be vacated within one week of the Court's approval of this plan and placed into a general pool with other professional staff members. The district shall select from that pool, pursuant to court approved criteria. new staff to fill the magnet incentive school vacancies. The recommended criteria in addition to appropriate 3 certification or licensure requirements submitted for approval by support staff shall be afforded an option to remain at their present school assignment. the They shall agree, however, to undertake necessary training which is required for all staff to be successful in these schools.the court for the selection of magnet school professional staff are as follows: (a) racial balance\n(b) successful past experience in working with minority children and parents\n(c) sensitivity to cultural and racial differences between minority and majority pre-school and elementary pupils\nand (d) willingness to work in the communities where the magnet incentive schools are located at times other than during regular school hours. Staff members who are not selected or decline to participate in the program shall be transferred into comparable positions for which they qualify on the basis of the contract provisions, Articles XVI, XVIII. and XXXVIII. of the Professional Negotiating Agreement between Little Rock and the Little Rock Classroom Teacher's Association. The teachers who are selected to work in the magnet incentive schools shall be entitled to additional pay for the additional work and responsibilities they will have with the magnet incentive schools. A pay schedule for the additional work for teachers in the magnet incentive schools which is supplemental to the existing pay schedule. It shall be based upon a figure of not less than 20% of the base pay which each teacher earns pursuant to the regular salary schedule. This is consistent with present practice for additional time during the regular school day for which some teachers are presently paid. The contracts of magnet incentive school teachers during the 1990-91 school term shall be for ten and three fourths months withthe understanding that, by mutual agreement of the teacher and the district, the contract may be extended to the extent necessary for a period up to an additional one month. The reason for the contract period being ten and three fourths month for the 1990-91 school year is explained as follows. The district presently extends to all teachers a contract for nine and one fourth months or 192 days. The additional one and one half month takes into account approximately four weeks for magnet incentive school staff development and approximately two weeks for preparation of SEPs and for extended year programs which are not available in the other schools. It is not expected that all teachers will be employed on supplemental contracts during the 1991-92 and subseguent school years. 4 The number of teachers necessary for the supplemental time requirements of the magnet incentive schools shall be determined by the district at the end of each school year beginning in June of 1991 and continuing each year thereafter at approximately that time. The district shall, of course, have the authority to extend contracts as necessary, on an objective, impartial basis, in order to meet the expectations of the court. For 1991-92 and thereafter the district shall be authorized to vary the length of contracts in *Each magnet incentive school teacher shall be required to spend at least seven (7) additional hours per week. While these seven (7) hours are fixed they are expected to be arranged to accommodate the individualized needs of the students to the extent necessary. it is however, that absent compelling circumstances, each teacher shall spend two hours for each of three It expected, days and one Saturday per month for four hours. Days deemed undesirable shall be adjusted so that they can be equitably distributed among staff by the associate superintendent. Fridays and Mondays shall be rotated among all staff.Q Ik r\u0026gt; he I I \u0026lt; ) J,U-Tj (.l\\f^ 9 ,0 A. //(^ rCL IC a c\u0026gt; ,-(/ /ir i. G'H c\":3 I p'T 1'^ ahaccordance with objectively determined needs and expectations. There shall also be an extensive teacher aide program. It's purposes shall be two fold: (1) to assist the teachers and the administrators in the classroom, with the extended day, Saturday and year programs\n(2) to supervise children in the lunch room, the playground and on field trips as necessary\nand (3) to help develop minority teachers for possible future placement in the district. There shall be at least one teacher aide for each teacher. There shall also be at least one person employed in a professional capacity to coordinate field trips so that there will be a correlation between those learning experiences and the expected learning experiences which occur within the classroom in particular and the school in general. An adequate number of student aides will be selected to perform this function. They will be paid as part time employees on an hourly basis which is commensurate with the local rate of pay for comparable work. In keeping with the recommendations of the Metropolitan Supervisor and for otherwise independent good reasons, the district shall arrange and pay for educational courses which facilitate the objectives herein for the teacher aides at any teacher training institution in Central Arkansas that is accredited by North Central Association. The courses shall be college degree oriented with an emphasis upon teacher preparation.\u0026lt;t\u0026lt;2nt yyr r\u0026gt;^ V A 'f I  i V Ci*jt\nk ^j \" 5 i3 H r \u0026lt; A L\u0026gt; fc  ( \u0026gt;\u0026lt; - -^i t, % 3t5^* John w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock. Arkansas 7220c Telephone (501) 374-3758 FAX (501) 374-4187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE 'WILEY A. BRANTON. JR. Admitted to Practice in Georgia i the District of Columbia only. March 13, L990 LAZAR M. PALNICK LAW \u0026amp; FINANCE BLDG SUITE 1002 429 FOURTH AVENUE PITTSBURGH. PA 15219 (412) 288-9220 Ms. Arma Hart Assistant Metropolitan Supervisor Pulaski County School Systems Little Rock, AR Dear Ms. Hart: Enclosed is a copy of the letter which was sent to Beth Deere explaining the incentive school idea and proposed budget. I am still working on the draft which you and I discussed yesterday regarding refinement to the incentive school program. I appreciate our meeting* I feel that it was highly productive and that your insight was most helpful. S:^cerely, Walker JWW:Ip Enclosure JOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rock. Arkansas 72200 Telephone (501) 374-3758 FAX (501) 374-4187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON. JR. Admitted to Pnctic* in Georgia 4- the District of Columbia only May 2, 1989 LAZAR M. PALNICK LAW \u0026amp; FINANCE BLDG. SUITE 1002 429 FOURTH AVENUE PITTSBURGH. PA 15219 (412) 288-9220 Ms. Beth Deere United States District Court U.S. Post Office \u0026amp; Courthouse Little Rock, AR 72201 Dear Ms. Deere: ' Special Master Aubrey McCutcheon has indicated that he intends to recommend the funding of the incentive schools as proposed by the parties and to recommend the appointment of a consultant or other person to develop the programs and incentives for those schools. The purpose of this letter is to: (1) request the Court to allow Little Rock and Joshua to have input into that process\nand (2) to suggest certain considerations that have been shared with our clients about what they may expect from those schools over the next five to seven years. The proposals that were submitted for the incentive schools were not completed as Mr. McCutcheon observed. Our expert witnesses advise us that many of the ideas that Mr. James Jennings and Ms. Beverly White shared verbally about the workings of the incentive programs appeared to be useful in achieving the objective of remediating achievement disparities. The district staff did not address the specifics of the incentive school program fully, in part, because of the extensive amount of lawyer time spent in negotiating and otherwise securing the parties' approval of the settlement with the State of Arkansas. was, during that time, somewhat unaccessible to the district staff so that they did not secure my specific input into their planning. The incentive school program, while presented by me, was developed in consultation with black community leaders who were concerned about the disparate transportation burdens imposed upon black youngsters, the relative shortage of classroom space east of University Avenue, and the fact that black young people simply were not learning in the schools. The incentive school program IPage Two Ms. Beth Deere May 2, 1989 was designed to provide regular education from 8:00 until 3:00. During that time, there would be only limited attention given to the segregating programs such as gifted and special education classes. The 8:00 until 3:00 classes would be as rigorous as any in the school district. The special needs of the pupils in the incentive schools would be identified in the form of individual education plans similar to those developed for special students and would be addressed in the after school programs. The second part of the incentive school program would begin at 3:00 and extend at least until 5:30 each day, and would also continue on Saturdays as well. This part of the program would be devoted to the remediation and enhancement needs of each child and would be conducted in such a way as to promote each child's interest in being comfortable with a school setting most of the time. The third key part of the incentive school program would be the special role of the staff. Staff members would be expected to work approximately twenty percent more time than regular staff members. These staff members would have a specific commitment to the goals and objectives herein and would be capable of empathetic relationships with the students of these schools, their parents and the surrounding community. The fourth key part of the incentive school program would be the employment and utilization of aides and others who would supplement the teaching and professional certified staff. The aides would be recruited from parents and students in the higher grades and would work with the teachers, parents and professional staff to achieve the objectives of the plan. The aides would be selected in part because of their interest in education and in furthering their own education. The idea would be to develop, with district sponsorship, over a period of five to seven years, a number of aides as teachers or professionals who would be available for employment with in the district. The fifth part of the incentive school program provides scholarship The amount and terms of the scholarships assistance to the youngsters who are assigned or who choose to remain in those schools. have not been established, but it was contemplated by us that approximately twenty percent of the double funding would be placed into a trust fund for these youngsters. The total number of students assigned to the incentive schools or who remain there after having had a choice option for the next and succeeding years. The scholarship amounts contemplated would be set to ensure that between one and four years college tuition and costs would be made available to these students based upon the average cost of public higher education in Arkansas at this time.Page Three Ms. Beth Deere May 2, 1989 The enhancement programs would be numerous and would require specially trained persons to develop and implement them. We have many ideas that we would share with the district or with such other person(s) that the Master may designate. These schools should logically begin by July 15 with summer enrichment programs which would continue through September 1 or thereabout. Regular School Programs would begin about September 5 and end as scheduled except that educational continuation programs would be extended as need until July 1 of the next school term. Moreover, assuming an approximately one to fifteen teacher pupil ratio for approximately 2,500 pupils, the minimum incentive staff would be: Regular Year Programs Total Assistant Superintendent and Staff Teachers Counselors Principals Teacher Aides Student Assistants (Part-time High School Students) Drama Specialists Music Specialists Drama \u0026amp; Music Aides Art Specialists Art Aides Grammar Specialists Field Trip Coordinator Field Trip Staff (Aides and Teachers) 4 166 8 8 166 83 3 6 12 6 12 12 18 1 The budget would be set and generally as follows\nTotal available revenue for the schools, not transportation and other special funding sources including 2,500 pupils X $6,000 per pupil = $15,000,000 Expenses Certified Staff 220 X average $24,000 = $5,280,000 Benefits $ 530,000Page Four Ms. Beth Deere May 2, 1989 Aides (Full-time) 211 X $10,000 including benefits $2,111,000 $ Administrative Staff 100,000 Part-time Student Assistants 83 X $4,000 Continuation - 332,000 Summer School (extra staff?) 250,000 Programs Field Trips $100 per child 250,000 Activities in school $200 per child 500,000 Equipment, Instruments, Mise. $200 per child 500,000 Aide College Tuition 166 X $1,300 216,000 Parent Programs 1,000 - 1,500 parents at $100 per parent 125,000 Scholarships $600 X 2,500 (escrowed) $1,500,000 Materials and Supplies $50 per pupil 125,000 Testing and Evaluation $100 per pupil 250,000 Meals $250 per pupil 513,000 = $ $ $ $ $ = $ $ $ $ $Page Five Ms. Beth Deere May 2, 1989 Miscellaneous $ 418,000 Total $15,000,000 Staffing Monitoring and general oversight would be at the top administrative level. These costs would be absorbed by the district's budget for administrative and evaluation. Staff criteria and the section process should be developed cooperatively with the parties, especially the teacher groups. This should be put into place at once if the incentive programs have a chance to effectively work this year, as it must in face of the recent MPT results.A? s E li  12 W^^S53^1 :  A f , \" Little Rock School District April 2, 1990 TO: Office of the Metropolitan Supervisor FROM: Incentive School Scholarship Trust Committee SUBJECT: Scholarship Trust Fund Report The Tri-District Desegregation Plan states that representatives from the Little Rock School District, the Arkansas Department of Education, the Joshua Intervenors, and the Knight Intervenors will administer the incentive school scholarship fund. The Plan also states that a Trust Committee composed of business persons, parents, administrators and teachers will administer the trust fund. The Plan further states that fully developed plans for the scholarship program will be submitted to the Metropolitan Supervisor by April 1, 1990. Because it is unclear which committee is responsible for submitting fully developed plans on April 1, the parties in the case each appointed a representative to prepare a report for the Metropolitan Supervisor's review. The Plan specifically states several guidelines for the scholarship program: 1. A Trust fund will be established for each student who completes at least one full school year at an incentive school. 2. Each student will earn $400 for each full year of enrollment at an incentive school. 3. The funds plus interest will be used for post-secondary education and paid directly to the post-secondary institution. 4. The scholarship program must have a strong counseling and support program monitored by the Bi-racial Committee for the Little Rock School District and an incentive school coordinator. 5. The college tuition program will be given to any black students in the incentive schools who transfer to the school built to accommodate the incentive school students educated in the Pulaski County Special School Di strict. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361i. Office of the Metropolitan Supervisor March 29, 1990 Page 2 This committee proposes the following additions to the scholarship program for the incentive schools: 1. Current sixth graders enrolled in Ish, Stephens, Rockefeller, Rightsell, Garland, and Mitchell will receive a $400 credit for the 1989-90 school year and a $200 credit for each prior year of attendance in these schools if the student has attended one of these schools for four or more years. 2. In 1990-91 students will earn $400 for a full year of attendance and $200 for prior years if the student had attended an eligible school for four or more prior years. 3. Kindergarten students who enroll for 1990-91 will be the only students eligible to earn seven years of $400 credits (1996-97 will be the last year a student may earn credit for the scholarship program). 4. The Little Rock School District will fund the program from proceeds from its desegregation settlement with the State of Arkansas. 5. The Little Rock School District will begin to fund the program by January 1, 1991according to the following schedule: January 1, 1991 January 1, 1992 January 1, 1993 January 1, 1994 January 1, 1995 January 1, 1996 January 1, 1997 January 1, 1998 for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during for credits earned during 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1995-96 1996-97 The last contribution to the fund will be January 1, 1998. The committee recommends that when students transfer to the incentive schools from other districts under the majority-to-minority transfer program, the sending district is responsible for funding credits earned by that student. 6. To retain eligibility for the scholarship program, the student must remain in the Little Rock, North Little Rock, or Pulaski County Special School District after leaving an incentive school. (If extenuating circumstances require that a student leave the system, the student may apply to the Trust Committee for a waiver from this requirement.) 7. If for any reason an incentive school is closed, the students enrolled in the school for the full year prior to the closing will retain eligibility for the scholarship program and will earn credits as if attending an incentive school.' Office of the Metropolitan Supervisor March 29, 1990 Page 3 8. The scholarships will be limited to accredited State supported colleges and universities. 9. The amount available for an individual scholarship will be at least the accumulation of amounts earned for attendance plus interest but no more than tuition costs. After much discussion about the mechanics of determining the scholarship amount, we realized that several issues must be considered--effective earnings. non-participation of eligible students, etc. These issues are very complicated and will take a considerable amount of time, study, and calculations to make a reliable estimation. For this reason, we recommend that we as a committee initiate the establishment of the Trust and suggest (within legal purchasing requirements) an agent to serve as an investment manager. Once the Trust is legally established, the parties will formally appoint trustees who will determine the most equitable method for determining scholarship amounts as eligible students begin to make application for proceeds from the Trust. Respectfully Submitted, Ashvin Vihbaker, Parent Financial Committee John Fincher, Arkansas Department of Education Stella Hayes, Knight Intervenors Wiley Branton, Joshua Intervenors Chip Jones, Little Rock School DistrictJ J n. OKe ViB ot 4\\995 .jur4 IN THE UNITED STATES DISTRICT BASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. MOTION FILED FEB 0 2 1993 J.*.-* R- 16. CLEF^ DEP. CLERK PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS The Joshua Intervenors respectfully request the Court as f\n/. follows: 1. To require the (defendant) plaintiff Little Rock School District to consult with Joshua and the others parties prior to making any desegregation plan alterations which require court approval\nand 2. To require the defendants to include in their budget ^\u0026lt; \u0026lt;' projections the scholarship commitments made either by the school district or by the Joshua Intervenors to the parties and to the Court, including the Court of Appeals, for the pupils who attend or have attended the incentive schools since the inception of the Court approved Desegregation Plan herein. The support for this motion is found in the Desegregation Plan itself as well as in the oral arguments in the Court of Appeals made by the school district. Those commitments have been reinforced by the testimony of Dr. Ruth Steele, Dr. James Jennings r Mrs. Estelle Mathis, and every other school official other than Dr. Mac Bernd who was not privy to the agreements or commitments madeX as set forth above. without the scholarship conunitments being made a integral part of the budget of the district. the district proposes to abort the settlement. Joshua requests an Order regarding this matter so that either party may appeal. This is so because the district, under the leadership of a new superintendent, appears to disregard the basic tenets of the agreement which caused the Court of Appeals to approve the settlement herein. Respectfully submitted. JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 ORIGINAL SIGNED BY UNDERSIG^\"^\" John W. Walker, Bar #64046 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon record by hand-delivery on this ___ day of ------ all counsel of , 1993. ORIGINAL SIGNED BY UNDERSIGNED COUNSEL John W. Walker Af'LEn Disicc RECEIVED rASTEKM CJSTRCr A- 92 JUL 53 PU G:  AUG 4 1993 u I J IN THE UNITED STATES DISTRICT, QOURT EASTERN DI STRICT'-OF- ARKANSAS-  WESTERN DI^.ISION I Office of Desegregation Monitoring (/ LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MOTION FOR CORRECTION OF FINDING OF FACT OR CONCLUSION OF LAW AND MOTION FOR RULING ON REQUEST THAT INCENTIVE SCHOOL BENEFITS INCLUDING SCHOLARSHIP BENEFITS FOLLOW THE INCENTIVE SCHOOL CHILDREN The Joshua Intervenors respectfully move for correction of finding of fact or conclusion of law and for a ruling on their request that incentive school benefits. including scholarship commitments to incentive school children follow the incentive school children upon their reassignment to another virtually all black school, to wit, the new King Elementary School. 1. The Court indicates that Joshua did not object to the Little Rock survey on a timely basis, i.e., within five days, and therefore, Joshua cannot complain about the manner in which the survey was carried out and/or interpreted and implemented. Joshua did not object to the survey at all before the fact. It only objected after the fact to the good faith of the defendants in the manner in which they conducted the survey and to the conclusion that students who did not affirmatively respond to attend Ish were to be regarded as affirmatively choosing or electing to attend King. Our position was that it was just aslikely that the non-respondents would attend Ish in the same proportion as the respondents as it was for the district to conclude that all of the non-respondents would elect to attend King. We respectfully submit that no citation of authority is needed for that proposition. The Status Report of the district could not have been objected to until it was issued. The Status Report was filed on July 16, 1993. Our objection was to the manner in which the survey was conducted. We note that in the Affidavit from Ms. Marie Parker the district sets forth five separate events for which there are no dates other than June, 1993 and four separate dates for which there are no dates other than July, 1993. The absence of dates by the district is an indication that the district did not know when it did certain things or perhaps that it did not do them. It is for this reason, inter alia. that we requested a hearing. Our 2 . objection was not ripe until after the survey results were in and after the district submitted its Status Report if we had no objection to the announced process. What the Court appears to be saying is that if we do not object to the process on the front end. we cannot complain about the results on the back end. Denial of equal protection is the effect of the result of the process. 3. The Court has yet to rule upon our repeated requests for settlement plan implementation of the special benefits which were designed to flow to the Ish children because of its segregated character. The Court still does not rule. The Court has consistently ruled, however, and the evidence shows that the Little Rock School District has been absolutely derelict in seeking tochildren with benefits promised by the plan. The Court's ruling in closing Ish and in assigning the Ish children to another racially identifiable school, King, albeit a new school, is contrary to the settlement plan. . 4. The authority for the motions in this case IS the Desegregation Plan itself and the various rulings of the Court of Appeals herein. 949 F.2d. 253 (Sth Cir. 1991). The fine tuning suggestions of the plan or of the Court of Appeals' ruling are inapposite under the circumstances herein because the district itself IS responsible for the failure of desegregation and integration of Ish by its utter failure to enhance Ish and to provide it with the necessary \"incentives.\" The Court thus appears to reward the wrongdoer and to punish the children by the challenged school closure. WHEREFORE, the Joshua Intervenors respectfully request the district court to modify its opinion herein by rescinding its order to close the Ish incentive school. In the absence of modification. the Court is requested to issue an Order requiring that all incentive school benefits, including scholarship benefits, follow the incentive school children wherever they may be assigned. Moreover, in the event that King opens as a racially identifiable school, Joshua further requests that it become an incentive school so that all children therein will have the benefit of incentive school programs including the promised scholarships. Respectfully submitted. JOSHUA INTERVENORSI ( By: ohn W. Walker, Bar #64046 JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon all counsel of record by U.S. Mail on this 2nd day of August, 1993. / + John W. Walker / / U.S. SiLRJ n n I'**- mr CO!\n: IN THE UNITED STATES DISTRlIOTb COURT EASTERN DISTRICT OF 'ARKAf^SAS''  ' WESTERN DIVISION ^\"EHTS.CLE LITTLE ROCK SCHOOL DISTRICT, ET AL. BY. OHP. GLR: PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MEMORANDUM OF POINTS AND AUTHORITY The authorities for the motion filed herewith are: The Desegregation Plans of the district\nThe Court of Appeals' opinions approving the settlement plans herein. See 949 F.2d. 253 (8th Cir. 1991)\nand The various Opinions and Orders of this Court finding the Little Rock School District to be out of compliance with the Desegregation Plan. The proceeding before the court is an implementation one. We submit that no separate authority is required in implementation - the plan itself is the authority. Where the distric defaults in 1. 2 . 3. its duty, the court is required to act to the benefit of the black children herein. These children are not being benefitted by having their incentive school benefits withdrawn on the one hand and by their concomitant assignment to another virtually all black school on the other hand. (King will probably open as an eighty per cent or more black school\nit will thus be racially identifiable) Respectfully submitted. JOSHUA INTERVENORSBy\nll' \u0026gt; /john W. Walker, Bar #64046 I JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon all counsel of record by U.S. Mail on this 2nd .day of August, 1993. / .trohn'W. Walker /i S f. JOfl JoO rf 1 J UR 2 ud I (R i I I t I :l fw 2 ST 'lOl 22 1 ob nen lonq insq 1 2 3 4 5 V Ai' t MRi WALKERi THE COURTi 6 Yes, ma'am. -T that has not bean addressed. know, whan-I parmittad the suggested that as As you district to . survey\nthe students , I,, an incentive,-they might orfer soma of these benefits that are offered to 1ncentive .school as an.incentive to 3 6 get the kids to go to Ish. V 7 I have not in any wayirulad w1th . respectto that 8 6 motion, however, and I had assumed that the:Incentive school of one thing and that the Interdistrict magnet is another w1 th\n* 01 10 respect to this  1 can't remember what it's called. What i s I J. 11 the magnet program called? i: t 12 iif'i MS. BROWN 1 High intensity learning. El 2. 1 f. 81 T1 81 ei OS XS SS S AS as  9 13 14 16 16 17 18 IB 20 21 22 23 24 26 remembe r. but I some the COURTi High intensity learning. But, In any event, I I couldn't will ba addressing that later. did not Intend to address it today. preliminary questions about King. MR. WALKER J THE COURTi\nalthough 1 do have All right, your Honor. And with respect to scholarships. Mr. Walker keeps reminding the Court that we scho1arshi ps. The scholarship issue is a In terms of how to I know . have not ruled' on really hard one.for\nme administer the schoIarships,' and a 1 so , as 1 recall, the Plan does not commit the Litt Ie.Hock Uistrict to scholarships absolutely. to di scuss 11. MR. WALKERi but commits the district1n good\u0026gt;faith That's where wo differ^ \u0026lt; Ihat's why we '\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_548","title":"Little Rock Schools: Metropolitan Vocational Technical Education Center","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":["1989/2002"],"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","School improvement programs","School management and organization","Students","Teachers"],"dcterms_title":["Little Rock Schools: Metropolitan Vocational Technical Education Center"],"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/548"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nCorrespondence, brochures, flyers, and newsletters, The Metropolitan Achiever, September 29, 1989 and October/November 1989\ntl'te^ your career connection -\u0026lt;?i Z^^6' .ZZ'.'J-S^Z'.ZMETROPOLITAN VOCATIONAL CENTER offers a wide variety of courses for the career or college bound students. I We invite you to be a part of the unique learning experiences scheduled for the next semester. CLASSES are offered in morning, afternoon and extended day. Extended day classes meet daily from 4:00-6:00 P.M. Monday through Thursday. Extended day courses are designed to be one (1) semester in length. You can earn one credit per semester. Extended day enrollment closes at the end of the second week of each semester. Transportation is provided for Little Rock School District students free of charge. If you are still undecided or for additional information... ask your home school counselor or call METROPOLITAN at 565-8465. We are looking forward to having you participate in the learning opportunities at METROPOLITAN. COURSES AVAILABLE\nGZ Applied Math II Auto Body \u0026amp; Paint Technology Automotive Technology Commercial Foods Computer Aided Drafting Computer Graphics/Commercial Art Cosmetology Electronics Health Occupations Education Metal Fabrication/Welding f/ Printing Technology Radio Broadcasting Residential Construction Television Production Word Processing (ext. day only) Workplace Readiness REVISED 8-96 Metropolitan Vocational Center (( Check Out Metropolitans Opportunities !!! your Career Connection 7701 Scott Hamilton Drive Little Rock, Arkansas 72209 (501) 565-8465 Awesome Choose from these exciting career options TEf^VISION PRODUCTION. Produce scripts, direct, perform as on-air talent and gain experience in camera operation, lighting, audio, electronic editing and computer graphics. See your work air locally and intern at television stations. Design If you want to use your artistic and creative abilities to solve technical problems, consider: COMPUTER-AIDED DRAFTING. Prepare for challenging careers in engineering, architecture, and manufacturing as you master Autocad and other software. Create an impressive portfolio of drawings. COMMERCIAL ART/COMPUTER GRAPHICS. Utilize the tools of commercial artists, including Amiga computers. Create art work, graphics, animation and explore desktop publishing. t COMPUTERIZED WORD PROCESSING. Master Wordstar, Wordperfect 6.1, LOTUS 1, 2, 3 and dBase IV on miniframe and personal computers, (prerequisite\nKeyboarding) I EXTENDED DAY ONLY PRINTING TECHNOLOGY. Develop graphic communications skills in a professional production shop. Learn to use powerful computers and programs in composition and desktop publishing\ncamera darkroom  preparation\nplatemaking and press oper- i ations\nand bindery operations. RESIDENTIAL CONSTRUCTION. Explore rewarding careers in the construction field, one of the nations largest industries. Develop skills in framing, finishing and cab- A inetmaking on the job site or with customer projects on campus. Services If you have an understanding of human nature and want to make a difference in the quality of peoples lives, consider\nCULINARY ARTS. Learn nutrition, menu planning and purchasing techniques necessary to be a successful chef, dietitian or manager. Develop culinary and creative skills from visiting chefs who share their secrets. Y COSMETOLOGY, Prepare for a career in beauty as a hair stylist or manicurist. Those who enroll for three years and attend extended day classes can earn the 1500 hours required by the State Board of Cosmetology. (Prerequisites: 10th grade reading level, 15 years of age and completion of 9th grade) MEDICAL PROFESSIONS, Explore the opportunities in the medical field through computerized instruction and lab activities. You may also choose an on-the-job training experience in a health care agency with an individualized study plan. Communications If you have good communications skills and think dearly and logically, consider: RADIO BROADCASTING, Work as a disc jockey, program director, news writer, reporter, sports announcer, copywriter, and traffic director at KMVT, Metros modem campus station. Reading, writing and speech skills are important for success in this field. Intern at local radio stations \u0026amp; recording studios. Mechanics and Repair If you like working with tools and equipment and enjoy the challenge of solving mechanical puzzles, consider: AUTO BODY\u0026amp; PAINT TECHNOLOGY. Develop skills in dent removal, sanding, painting, and glass installation as you learn to repair and restore vehicles. AUTOMOTIVE TECHNOLOGY, Develop skills in diagnosing and troubleshooting with one semester courses in Engine Repair\nEngine Performance\nElectrical\nand Brakes, Suspensions and Steering. The program is nationally certified by ASE. ELECTRONICS. Broaden your possibilities in computer repair, electronics, telecommunications and industrial controls with knowledge and skills in electronics. (Prerequisite: Algebra I Regular) METAL FABRICATIONrWELDING. Leam electric arc, plasma arc, MIG and TIG welding. Use the skills developed in a variety of businesses and industries. Other Related Courses APPLIED MATH II. Applied academics balances theoretical concepts and workplace applications. Mathematical concepts are taught in the context of real-life applications that are transferable to life and work situations. Grade: 10 WORKPLACE READINESS, The study and development of problem solving, teamwork and self management skills and techniques. All of which aid in becoming a successful citizen and worthwhile employee. Thi.s course is required of any student declaring a Tech Prep major. Grade: 10, 11, 12 14. DO YOU HA VE TESTS AND HOMEWORK? Most definitely, yes. In fact, all the rules and regulations of your home school (attendance, discipline, tardiness) apply at Metropolitan. When there is a conflict in student rules/regulations, the Little Rock School District and Metropolitan policies prevail. Remember... vocational-technical education is very similar to education in your home school... and just as important! 15. CANI ENROLL IN THE COURSE OF MY CHOICE A T METROPOLITAN? Yes, with the approval of your parent/guardian and home school counselor. Check to see that you meet the prerequisites. Moral of the story: Make your plans early, and then make application. 19. WHAT ARE ALL THOSE PEOPLE DOING AT METROPOLITAN VOCA TIONAL-TECHNICAL EDUCA TION CENTER A T NIGHT? Through an agreement with Pulaski Vocational Technical School in North Little Rock, Metropolitan facilities and equipment are used for Adult Continuing Education and Apprenticeship training. Pulaski Vocational Technical School coordinates and supports all evening classes at Metropolitan. To obtain additional information about evening classes opportunities contact: Metropolitans Evening Coordinator ,. Pulaski Vocational Technical School... Telephone 565-8465 ext. 102 ...............Telephone 771-1000 Remember these evening classes are for adult students. METROPOLITAN VOCATIONAL-TECHNICAL EDUCATION CENTER 16. DO YOU DISCRIMINATE AGAINST NONTRADITIONAL STUDENTS, FOR EXAMPLE, GIRLS ENROLLING IN AUTO TECHNOLOGY OR GUYS ENROLLING IN COMPUTERIZED WORD PROCESSING? Definitely not. We encourage nontraditional students. The only thing holding you back is you. GO FOR IT! 20. HOW CAN I GET MORE INFORMA TION ABOUT WHAT IS OFFERED A T METROPOLITAN VOCATIONAL-TECHNICAL EDUCATION CENTER? Call or write: 17. IF I ENROLL IN A MORNING OR AFTERNOON COURSE AT METROPOLITAN CAN I ALSO ENROLL AND GET CREDIT FOR AN EXTENDED DA Y COURSE? Sure... we encourage you to enroll in any Extended Day course that will compliment and assist your other Metropolitan courses. For example, Extended Day Electronics would compliment Computer Programming. Printing Technology would assist you in the Extended Day Computer Graphics or, try something totally different, not related to your first choice. Experiment! Metropolitan Vocational-Technical Education Center 7701 Scott Hamilton Drive, Little Rock, AR 72209 Telephone: 565-8465 Now that we have answered your questions, we have some for you: What will YOU be doing in a year or two? Do YOU have any job skills... enough to get a good job, with decent pay? Twenty Qnestaons.,, am 18. JUST WHAT ARE THE ADVANTAGES OF THE EXTENDED DAY (4:15-6:00) PROGRAM? There are several. First, it doesnt interfere with the regular home school schedule\nsecond, students can explore future high-tech jobs further education. Vocational-technical training offers a more diversified and well-rounded education through hands-on practical learning. Last, it is an opportunity to obtain credits that may be needed for graduation. Do YOU really know what skills are involved in different careers or training? Do YOU have the technical background and training to really make it in advanced training in college? Would YOU like to explore some different careers and learn marketable skills at the same time? If you have other questions please call and ask us... Metropolitan Vocational-Technical Education Center has the answers. A completed Application for enrollment must be filed with the Metropolitan Vocational-Technical Education Center and a personal interview may be required before acceptance into the program. FOR INFORMATION CALL METROPOLITAN VOCATIONAL-TECHNICAL EDUCATION CENTER 7701 Scott Hamilton Drive  Little Rock, Arkansas 72209 Phone (501) 565-8465 ^/cat 7701 Scolt Ilainihon Drive Little Kock, Arkansas 72209 Phone (501) 565-8405 JlE,t Ss. c:/} ^Pa,zt Of ffoaz ^utuZE. 9 9 nswers a 1. WHAT EXACTLY IS METROPOLITAN VOCATIONAL-TECHNICAL EDUCA TION CENTER? It is an area high school with a mission to offer specialized vocational skills training that would be too expensive to duplicate in each high school. It offers students in Pulaski, Saline, Lonoke, and Grant counties more intensive technical training on a half-day basis. By choosing from the courses available in their school as well as those at Metropolitan, students are able to select from a wider variety of courses. 2. WHO MA Y A TTEND? Any area high school student (10th, 11th, or 12th grade status) who meets MINIMUM course prerequisites. Check with your principal or school counselor about your districts requirements. Adults may enroll on a space available, tuition basis. 3. WHAT COURSES ARE OFFERED AT METROPOLITAN VOCATIONAL-TECHNICAL EDUCATION CENTER? A wide variety of courses. The complete listing includes: Automotive Technology* Computer-Aided Drafting* Machine Shop Electronics* Computer Technotogy/Repair* Auto Paint and Body Repair Computer Programming* Computerized Word Processing* Cashier-Checker Training Commercial Food Service Cosmetology Radio Broadcasting* Computer Graphics/Commercial Art* Health Occupations Education Computer Printing Technology* Residential Construction* Metal Fabrication-Welding Industrial Electronics Control Television Production* (*) These classes are offered in A.M., P.M., and Extended Day (4:15-6:00 pm) periods. 4. WHAT DOES IT COST? There is no charge to high school students. Adults are charged a nominal fee of $125.00 per semester for A.M. or P.M. courses, and $84.00 for Extended Day courses. 5. WHA T TIME DO CLASSES MEET? There are three time periods daily. See the time schedule below: A.M. classes-------- 9:00-11:30 A.M. Extended Classes- P.M. classes- -4:15-6:00 P.M. 12:30-3:00 P.M. 6. HOW DO I GET TO AND FROM METROPOLITAN VOCATIONAL-TECHNICAL EDUCATION CENTER? Your school provides bus transportation to and from Metropolitan for A.M. and P.M. students. Little Rock School District students are also provided bus transportation for Extended Day Courses. Participating area school students should check with their high school counselor for transportation availability. 7. JUST HOW DOES METROPOLITAN WORK INTO MY HIGH SCHOOL SCHEDULE? Students attend Metropolitan Vocational-Technical Education Center one-half day (either A.M. or P.M.) and then return to their home school for the remainder of their academic schedule. Students enrolling in Extended Day courses attend Metropolitan from 4:15 - 6:00, Monday through Friday. Check with your home school counselor for details. 8. DO I GET CREDIT FOR GRADUA TION REQUIREMENTS? Yes, for all A.M. or P.M. courses, you receive I'/z credits per semester. The Extended Day student receives 1 credit per semester. Just like at your home school, you must receive a passing grade to receive credit. All credits earned at Metropolitan count toward graduation requirements, whether you are planning to go to college or directly to work. 9. I AM GOING DIRECTLY TO WORK AFTER I GRADUATE FROM HIGH SCHOOL, WHA T DO YOU HA VE TO OFFER ME? A real opportunity to explore careers and realistically find out what a specific job or skill is all about. If you are able to attend more than one year you can develop advanced job skills to help you in the world of work after high school. Its a fact...people with vocational-technical training get better higher paying jobs. 10. I AM GOING TO COLLEGE IMMEDIATLY AFTER HIGH SCHOOL. WHAT DO I HA VE TO GAIN BY TAKING POCA TIONALTECHNICAL EDUCATION CLASSES? The Metropolitan Center truly has something to offer every student. Many of the high tech courses directly compliment your academic accomplishments. For example, consider how hands on experience in Electronics and Computer Programming will reinforce your math and science courses and help prepare you for the demands of college. It also gives you valuable work skills to help you find part-time or summer employment. College is expensive. The money earned could be used to defray costs or provide you with extra money. 11. I DON'T KNOW WHA TI WILL DO AFTER HIGH SCHOOL. IS THERE ANYTHING FOR MEAT METROPOLITAN? You bet. Vocational-technical training is especially useful for the undecided. Dont feel alone... being undecided about your plans or career is not limited to just high school students. Statistics show the average working adult changes careers, not jobs, 3 or 4 times in a lifetime. You can sample a number of careers and talk to different instructors about YOUR future. Whatever the future holds... vocational-technical training places you a cut above others. 12. WHAT ABOUT INSTRUCTORS... ARE THEY REALLY QUALIFIED TEACHERS? Definitely. Our instructors are not only technically competent in their specific area of expertise, but have either secondary or vocational instructor certificates. Most instructors have worked in the field they teach. They can give you real world expertise. 13. ARE THERE ANY STUDENTS CLUBS AND ORGINIZATIONS AT METROPOLITAN? When applicants are accepted for enrollment at Metropolitan they automatically become members of one of the three recognized student organizations\nVocational Industrial Clubs of America (VICA) Future Buisness Leaders of America (FBLA) Health Occupations Students Association (HOSA) Club members get involved in skills competition, have an opportunity to attend state and regional meetings, and have fun while they learn. Just give your student organization a good faith try...youll probably like it and want to participate more. METROPOLITAN VOCATIONAL-TECHNICAL EDUCATION CENTER METROPOLITAN IS THE PLACE FOR YOU College-bound students. Prepare for tough courses ahead in college by applying your skills in advanced math, science and communication. Achieve at your own pace in a relaxed setting with teachers who stress teamwork as well as friendly competition. Master techniques as you learn to solve problems faced by professionals in todays complex business world. Find out fast if this is the career field for you. Get on-the-job training in businesses in central Arkansas as you make contacts for future employment. Career-bound students. Prepare for a competitive labor market by developing your skills as well as gaining technical knowledge. Build an impressive resume of qualifications and experiences that will put you ahead of people without training. Learn how to prove you have what it takes to move up the ladder of success. Gain leadership skills through vocational club and student activities. I PREPARE FOR THE FUTURE WHILE YOURE IN HIGH SCHOOL METROPOLITAN is a place to prepare for the challenges of tomorrow. Choose from a variety of courses for college- or career-bound students. 1 SPEND YOUR MORNING OR AFTERNOON PREPARING FOR YOUR FUTURE CAREER Day Program Offerings Air Conditioning \u0026amp; Heating Technology Auto Body \u0026amp; Paint Technology AUTOMOTIVE Technology Cashier-Checker Commercial Foods Computer Graphics/Commercial Art Computer Printing Technology Computer Programming Computer-Aided Drafting Computerized Word Processing Cosmetology Electronics - Computer Repair Technology Electronics II Industrial Controls Health Occupations education Machine Technology Metal Fabrication - Welding Radio Broadcasting Residential Construction Television Production 10 REASONS TO SELECT METROPOLITAN VO-TECH  Apply credits toward graduation requirements in practical arts and vocational education. Earn three credits per year {1 Vz credits per semester) for morning or afternoon programs. Earn one credit per semester for extended day programs.  Choose from more than 20 fascinating courses. Explore career fields that are in demand in the labor market now and in the future.  Select from morning, afternoon or after school classes. Schedule around other plans and activities.  Mature in a relaxed atmosphere where you get the help you need to be an excellent student. Discover career options suited to your interests and needs.  Learn by doing. Try a different approach to education that focuses on active involvement and teamwork.  Use the skills learned to earn money for college. Start to work with the background you need for a good-paying job with a future.  Meet interesting people who have similar interests and career plans. Students enroll from more than 20 public, private and parochial schools in central Arkansas.  Take specialized courses at no cost to you. Use free bus transportation provided by your home school.  Participate in a variety of activities that build your self confidence.  Work with professionals who know how to help you meet success in schooland in life.METROPOLITAN OFFERS YOU A VARIETY OF STUDENT ACTIVITIES AND SERVICES  Build success through VOCATIONAL CLUBS. Compete in local, state, and national skills competitions as a member of !/w04\\  Participate in STUDENT COUNCIL. Plan school activities, serve as Tour Guide, and represent other students at assemblies and meetings.  Contribute your talents to the METROPOLITAN ACHIEVER, a quality newsletter that is circulated to various schools and businesses in central Arkansas. Join the editorial staff, conduct interviews, take photos, and lay out copy.  Explore your possibilities. Get better at solving problems through GUIDANCE AND COUNSELING.  Learn more about your strengths and career opportunities with a VOCATIONAL EVALUATION.  Use computers to review tough subjects or cram for the ACT exam. Check out the BASIC SKILLS LAB.  Find out how to market yourself and get leads for jobs. Apply for JTPA services.  Ask for health information and first aid in HEALTH SERVICES.  Receive the support you need as a teen parent. Develop both job and parenting skills through the PARENTING PROGRAM.  Get back in school. Let GED help you finish high school by taking day or evening classes.  Explore vo-tech opportunities after high school. Talk with on-campus PULASKI VO-TECH staff about day and evening classes. CONSIDER EXTENDED DAY CLASSES: EARN EXTRA HIGH SCHOOL CREDIT AFTER THE REGULAR SCHOOL DAY  Enroll in an interesting course after the regular school day. Prepare yourself for a high tech career.  Explore a new and exciting area of interest.  Earn one credit each semester.  Get bus transportation to your neighborhood after class (Little Rock School District students only). CHOOSE FROM THESE EXCITING OPTIONS AUTOMOTIVE TECHNOLOGY Computer Graphics/Commercial Art Computer Printing Technology Computer Programming Computer Technology/Basic Electronics Computer-Aided Drafting Computerized Construction Technology Computerized Word Processing Radio Broadcasting/Television Production CHOOSE METROPOLITAN... ITS EASY TO APPLY  Talk about your future with family, friends, and your school counselor.  Select a course that meets your career needs or call us for more information at 565-8465.  Fill out and return the enclosed Make a place for Me postcard. * The METROPOLITAN admissions staff will then send you an enrollment form. There are sections for you, your parent, and counselor to complete. * The teachers and support staff are ready to help y to learn, to grow, to succeed at METROPOLITAN METROPOLITAN STUDENTS ARE WINNERS! ASSURANCE STATEMENT In keeping with guidelines of Title VI, Section 601, Civil Rights Act of 1964\nTitle IX, Section 901, Educational Amendments of 1972\nand Section 504 of the Rehabilitation Act of 1973, METROPOLITAN Vocational Technical Education Center assures that no person within its jurisdiction shall, on the basis of race, color, national origin, sex or handicap be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity. EXPAND YOUR CAREER OPTIONS WITH A NON-TRADITIONAL COURSE Consider each program at METROPOLITAN and expand your career options. Enroll in a non-traditional course. Non-traditional courses offer FEMALES: CHALLENGE JOB SECURITY MOBILITY COMPETITIVE ATMOSPHERE SATISFACTION INDEPENDENCE MONEY ACHIEVEMENT I Non-traditional courses offer MALES: CREATIVE POSSIBILITIES JOB SECURITY PEOPLE CONTACT SATISFACTION WORKING CONDITIONS PERSONAL FULFILLMENT KEACH YOUK FULL POTENTIAL THROUGH A NON-TRADITIONAL COURSE AT METROPOLITAN 10-11-12 CASHIER-CHECKER (One semester course). Enjoy being where the action is with training that can put you in a job as a cashier-checker. Operate both electronic and conventional registers as well as scanners. Study customer relations, ten key operations, and handling of money, checks, and credit cards. Learn the basics of merchandising through pricing, stocking, bagging, and product identification. Prepare yourself to work in any business with skills from this one semester course or go on to vo- tech or college for further advancement after high school. 10-11-12 COMMERCIAL FOODS. Turn your desire to create gourmet masterpieces into a career in the food service industry. Study to be a cook or chef and learn culinary techniques that are used in restaurants and food outlets. Get experience in customer service, nutrition, purchasing, menu planning, and management. Participate in apprenticeships with professional chefs in local restaurants as an advanced student. Begin working as a cook or continue training at vo-tech or college after high school. 10-11-12 COMPUTER GRAPHICS/COMMERCIAL ART. Expand your creative talents by preparing for fascinating careers in visual communications. Use computers and other technical art equipment to create multimedia productions, illustrations, and business graphics. Prepare for jobs in advertising, marketing, and print media or continue your education after high school at college or art school. GET SKILLS TRAINING IN THE LARGEST, BEST EQUIPPED VOCATIONAL SCHOOL IN ARKANSASPREPARE FOR AN EXCITING FUTURE WITH SPECIALIZED SKILL TRAINING AT METROPOLITAN VO-TECH CENTER 10-11-12 AIR CONDITIONING \u0026amp; HEATING TECHNOLOGY. Train for a career that offers financial benefits and opportunities for self employment. Learn to install, service, and repair air conditioning and heating units in recreational vehicles, homes, and businesses. Get a good job, continue to specialize at vo-tech, or begin an apprenticeship program after high school. 10-11-12 AUTO BODY \u0026amp; PAINT TECHNOLOGY. Pursue a career that is stable, profitable, and offers many opportunities for self employment. Repair auto body damage ranging from body and frame construction and metal repair to refinishing. Enjoy the challenge and variety of problems encountered in auto body repair. Develop entry level skills and learn the basics of management. Find a rewarding job or continue further training to develop your skills after high school. 10-11-12 AUTOMOTIVE TECHNOLOGY (Four one semester courses). Consider a challenging career in the automotive field. Learn to diagnose problems and keep up with the changes in the increasingly complex auto industry. Develop skills in this updated two-year program that is nationally certified by ASE. Learn automotive repair through one semester courses in: ENGINE REPAIR\nENGINE PERFORMANCE\nELECTRICAL\nand BRAKES, SUSPENSIONS AND STEERING. Get a job or continue training to develop a specialty area after high school. METROPOLITAN offers QUALITY and EXCELLENCE10-11-12 COMPUTERIZED WORD PROCESSING (Prerequisite: Keyboarding skills). Increase communication and clerical skills as you prepare for a variety of rewarding careers in business. Gain technical skills that are needed in offices almost anywhere you decide to live. Use computers to learn advanced word processing programs. Complete practical projects and participate in many leadership activities that will help you compete in the business world. Get a responsible job in the business world or continue your education at vo-tech or college after high school. 10-11-12 COSMETOLOGY (Prerequisites: 10th grade reading level, must be at least 15 years of age and have completed the 9th grade. Seniors not accepted as first year students). Enter the world of beauty and fashion by preparing for a career as a professional hair stylist or manicurist. Follow the established curriculum of the State Board of Cosmetology earning hours of training toward the 1500 required for the license examination. Earn all your hours at Metropolitan by enrolling for three years including extended day classes. Get your license and work for someone else or set up your own beauty salon. 10-11-12 ELECTRONICS (Prerequisite: Algebra I Regular). Open a world of possibilities with a career in electronics. Pursue a field that is demanding but fascinating and financially rewarding. Study basic electronics the first year. Specialize the second year in ELECTRONICS II, COMPUTER REPAIR TECHNOLOGY or INDUSTRIAL CONTROLS. Find out how a microcomputer works, learn how industry uses robots and computers in manufacturing, and discover the possibilities in the telecommunications industry. Prepare for a good paying job in industry after high school or broaden your career options with further training at a college or vo-tech.10-11-12 COMPUTER PRINTING TECHNOLOGY (Prere quisite: Keyboarding skills). Develop skills in design, layout and copy preparation using electronic and laser publishing devices. Study desktop publishing, camera operations, darkroom procedures, negative stripping, platemaking, and press operations. Train on small and large offset presses, computer paper cutter, and high tech folding and bindery equipment. Get the skills you need for a good job or continue graphic arts training at college. 10-11-12 COMPUTER PROGRAMMING (Prerequisite: Algebra I Regular). Get ahead of the class and begin to prepare now for a responsible career in programming, accounting, management, or marketing. Gain extensive knowledge of computers, programming, and business data processing. Learn structured RPG and COBOL. Develop skills in problem solving, flowcharting, and decision trees. Continue preparing for your future with courses at college or vo-tech after high school. 10-11-12 COMPUTER-AIDED DRAFTING. Extend your career interests in art and drafting into skills that are in demand. Prepare for challenging fields such as engineering and architecture. Produce machine drawings using state of the art CAD equipment and software. Work on projects for architects, building contractors and designers. Continue advanced study after high school or get an interesting job in the drafting field. METROPOLITAN offers a RELAXED ATMOSPHERE for SERIOUS LEARNING10-11-12 RADIO BROADCASTING (Good reading skills are desirable.) Learn how to do it through hands on training. Experience the excitement of working on the air at KMVT, a modern, state of the art, campus radio station. Learn to be a disc jockey, program director, news writer, reporter, sports announcer, copywriter, and traffic director. Get the skill training, leadership skills, and confidence you need to be successful in broadcasting. Begin working at local stations or go on to college for advanced training. 10-11-12 RESIDENTIAL CONSTRUCTION. Get practical training in construction, one of the nations largest industries. Develop skills in framing, finishing, and cabinetmaking at the job site or with customer projects on campus. Study blueprint reading, related math, and computer estimating of commercial and residential construction. Extend your knowledge'in construction with an extended day program in COMPUTERIZED CONSTRUCTION TECHNOLOGY. Start working or continue your training with vo-tech, apprenticeship, or college after high school. 10-11-12 TELEVISION PRODUCTION (Good reading skills are desirable.) Join the TV production team and explore opportunities in the television industry. Write scripts, direct, serve as talent and get experience in camera operation, lighting, audio, electronic editing, and computer grafrtiics. Produce on- air programming for cable Channel 4 and participate in an internship program that provides on- the-job training at local television stations. Get an exciting job in television or continue your training at college after high school.10-11-12 HEALTH OCCUPATIONS EDUCATION. Explore a wide variety of job opportunities in the exciting and rewarding field of health care. Build a core of knowledge and skills in HEALTH OCCUPATIONS 1. Learn latest medical procedures through lab experiences and computer instruction. Combine on- the-job training in the health care industry with individualized study in HEALTH OCCUPATIONS COOPERATIVE. Work full time after high school or continue training at a college, vo-tech or specialty school. 10-11-12 MACHINE TECHNOLOGY. Master a career field in machining that offers increasing rewards to those who are willing to build skills and advance. Learn to fit metal parts to precise dimensions. Use precision hand tools and metal cutting machinery including the lathe, milling machine, surface grinder. and drill press. Gain experience in blueprint reading, basic drafting, and practical math. Get a job or continue further training at vo-tech, college, or specialty schools after high school. 10-11-12 METAL FABRICATION-WELDING. Prepare for a career in metal fabrication that offers opportunities for advancement and job security. Learn electric arc, plasma arc, MIG, and TIG welding. Study blueprint reading, math, and metal fabrication. Use what you learn in a variety of businesses and industries. Get a job or continue training after high school at vo-tech or specialty schools. COMBINE A TECHNICAL COURSE WITH HOME SCHOOL CLASSES TO PREPARE FOR TOMORROWD METROPOLITAN VOCATIONAL-TECHNICAL EDUCATION CENTER 7701 Scott Hamilton Drive Little Rock, Arkansas 72209 Non-Profit Organization U.S. Postage PAID Little Rock, AR 72201 Permit #2608 BECOME A WINNER AT METROPOLITAN A place to learn, to grow, to succeed tn '.i?  m 33 O T3 O \u0026gt; z z o o 30 CmO CO \u0026gt; Z o . - O I ni S'^ m o O 2 \"0 n ,,\ni ! i!\n :.:ilWHg ^s^sss cu.riaBHW \u0026gt; \u0026amp; '-.'m J' .\"sss\nr\n?? )ln m \u0026gt; 30 ZM z Q m Z 30 o 3 m Z 0 \u0026gt; o m 6 I O 33\no s\u0026gt; hdz o z m CO 4m .*\u0026gt; Ijj^igg^gigg   PROGRAMS OF STUDY o o METROPOLITAN offers a variety of learning opportunities for students. They can explore television production. . . All programs of study are available during the morning session (8\n50 a.m. to 11:30 a.m.) or afternoon session (12:30 p.m. to 3:10 p.m.). High-tech courses are repeated during the extended day session (3:50 p.m. to 5:45 p.m.). Classes meet Monday through Friday. is Courses last from one to four semesters. Students earn IVa credits per semester for morning and afternon programs and 1 credit per semester for extended day programs. Credits apply toward meeting vocational education or practical arts graduation requirements. 30 cn m (Z) \u0026gt; 2  m 2 30 O s m 2 \"Tl O 33 S O 33 m '2 n O 33 s \u0026gt; o 2 m \u0026gt; 30 22 Q O \"0 T3 o 30 2 m CZ) learn to repair and maintain cars. . . METROPOLITAN serves sophomores, juniors and seniors in Pulaski, Saline, Lonoke and Grant County schools and is free to all high school students. or even create graphics using computers. To apply for METROPOLITAN courses, students must submit completed applications to METROPOLITAN. They may also be interviewed before being accepted. Applications are available from your high school counselor. There are 23 courses in all, each designed to increase knowledge and self-confidence. Each program includes classwork that covers theories and principles and real-life work situations through which theory is put into practice. nOHM EASY TO REACH... METROPOLITAN is located at 7701 Scott Hamilton Drive in Little Rock, just south of the I-30/Scott Hamilton Drive intersection. Transportation for students to METROPOLITAN is provided by your high school. Encourage students to experience METROPOLITAN! By combining work-related instruction with the knowledge they gain in home school classes, students have the best of both worlds. TJ O 33 s o 33 m (9) 5 i [ Metropolitan Vo-Tech 5? \u0026gt; O c o B (0 X o u MorthA )ock ' Rock 4: 16? ridwt Metropolitan- A Place To Learn And To Grow A Place For All Students! '2 m O 33 s \u0026gt; o 2 For more information about METROPOLITANS programs and opportunities, please call: METROPOLITAN VOCATIONAL-TECHNICAL EDUCATION CENTER 7701 Scott Hamilton Drive Little Rock, AR 72209 Phone (501) 565-8465 m \u0026gt; 30 22 Q O D D O 30 2 m w LEARNING OPPORTUNITIES AUTO BODY AND PAINT TECHNOLOGY (morning, afternoon)* The need for people with expertise in repairing basic auto body damage is ever present. This class gives hands-on experience ranging from body and frame construction, to metal repair, to refinishing... all steps necessary to complete the job. Other important aspects of this course include learning to read charts and guides, writing estimates and invoices and filling orders. Students are also taught how to effectively present themselves when searching for a job in this field. I 4. AUTOMOTIVE TECHNOLOGY (morning, afternoon, extended day) Highly qualified automotive service technicians are in greater demand than ever before because of the growing complexity of automotive technology. Math and science skills learned at the home school are utilized by students as they go through this program. Students learn the importance of teamwork, develop good work habits and discover what is needed to complete a job correctly. Students choose to specialize in areas such as engine repair, electrical systems, heating and air conditioning, brakes, transmissions and others. I * Information in parentheses indicates if the course is offered in the morning, afternoon or extended da^ program. CASHIER-CHECKER TRAINING (morning, afternoon) Using applied math in a simulated grocery store setting, students learn all aspects of cashier-checker responsibilities. A variety of areas are covered including customer relations, job-seeking skills and hands-on experience using cash registers and scanners, ten-key calculators and credit card machines. On-the-job training in various grocery stores is provided for all students. m \u0026gt; Z Z o o 0 0 o 30 2 COMMERCIAL FOODS (morning, afternoon) Our commercial foods course is appropriate for students interested in acquiring knowledge and background for occupations in the world of restaurants and food service. m CZ) Hands-on experience is offered in areas such as customer service, nutrition, food preparation, purchasing and menu planning and management which equip students for a variety of hospitality- related jobs. Apprenticeships with professional chefs in local restaurants are available to selected advanced students. COMPUTERAIDED DRAFTING (morning, afternoon) In order to keep pace with advancing technologies, computer- aided drafting was developed to provide high-tech training in todays engineering and architectural world. Through the use of industrial equipment and computer programs, students explore advanced drafting methods in architecture and engineering. We recommend that students complete a basic drafting class before entering this course.COMPUTER-AIDED DRAFTING (extended dai\n) Through the use of computer generated drawings in this exploratory drafting course, students produce sets of small residential plans. Computers are used to help students learn to develop machine drawings and architectural drawings for engineers, architects and designers. COMPUTER GRAPHICS/COMMERCIAL ART (morning, afternoon, extended dag) Just as newspapers, magazines and television rely on words to get their messages across, commercial artists must use photographs, graphic art and visuals to catch peoples attention and illustrate what they want to say. Our commercial art course offers an opportunity to gain experience with several types of technical art equipment and cameras and to prepare visual advertising layouts using a variety of art media. COMPUTER PRINTING TECHNOLOGY (morning, afternoon) Practical experience through supervised lab activities allows students in this course to produce actual printed materials for the Little Rock School District. Four areas of printing are coveredcomputer composition, camera/darkroom, press operation and binderyand then students specialize in the areas they choose. Keyboarding is recommended before entering the composition area. COMPUTER PRINTING TECHNOLOGY (extended dag) The extended day course in computer printing is a computerized composition class in which students learn to typeset, proofread and edit materials to be printed while using state-of-the- art digitized typesetting equipment. A basic knowledge of math, grammar and keyboarding is recommended. COMPUTER PROGRAMMING (morning, afternoon, extended dag) For students who would like to major in programming or go directly into computer operations, our computer programming course gives them a good head start. We suggest that students take Algebra I before entering this course. After first learning the basics of programming, input, processing and output, students will sort files, develop programs, build sequential and index files and acquire a good working knowledge of computer software. Using COBOL and RPG II, students are given the chance to use business computers and learn the many ways businesses process information. COMPUTER REPAIR TECHNOLOGY (morning, afternoon) As society relies more on computers, the demand increases for competent computer repair technicians to install and maintain them. In this high-tech program students focus on basic electronics to learn about computer operation and later advance into digital and microprocessor technology. The importance of reading and math skills is emphasized in preparing students for this career field. Before entering this course, students are encouraged to take Algebra I.COMPUTER REPAIR TECHNOLOGY/ELECTRONICS (extended day) Electronic theory, circuitry and use of electronic measuring instruments are emphasized in this class. Students also learn theory and practical application of computer repair. Upon completion of the course, students should be able to demonstrate a knowledge of microcomputer functions, use of computer arithmetic and programming. Before entering this course, we recommend that students take Algebra I. I  COSMETOLOGY (morning, afternoon) Cosmetology prepares students for the world of hairdressing. This two-year course offers hands-on experience, basic elements of cosmetology and an opportunity to earn 900-1100 hours of training toward the 1500 required to take the State Board of Cosmetology license examination. First-year students must be 16 years of age and in the eleventh grade. COMPUTERIZED CONSTRUCTION TECHNOLOGY (extended day) Computerized cost and job estimating make this course challenging. While learning to maximize materials and labor efficiency on various construction projects, students receive training on computers. Students also use woodworking equipment needed for millwork operations. ELECTRONICS (morning, afternoon) This program is for students who want to be engineers or technicians and is structured as a pre-engineering program. We provide information to students about engineering programs available and the colleges that offer them. Before entering this course, we recommend that students take Algebra 1. Students will learn about areas in electronics ranging from analytical methods and communications to fiber optics, lasers, robotics and others. COMPUTERIZED WORD PROCESSING (morning, afternoon, extended daij) Word processors have the background to work in a variety of positions in corporate offices. Basic word processing concepts and software operations give students the ability to become correspondence secretaries, administrative secretaries or data input operators. Because our students are oriented toward using computers including the latest IBM software systems, we recommend they take keyboarding before entering this course. Emphasis is placed on knowledge of good grammar, punctuation, spelling, formatting and the ability to use dictionaries and other reference materials. A concentration of chemistry, physics and science is included to enable students to develop a solid background to pursue this field. HEALTH OCCUPATIONS EDUCATION (morning, afternoon) Any student interested in entering a health-related profession would benefit from METROPOLITANS individualized related study assignments. Morning students learn in the classroom lab, while afternoon students are placed in health-related jobs for 15 hours each week where they receive actual work experiences. Before placement in the health field, our students are required to attend METROPOLITAN for intensive lab experience. First-year students must be 16 years of age and in the eleventh grade.INDUSTRIAL ELECTRONICS CONTROL (morning, afternoon) Changes in manufacturing processes have created a big demand for technicians and engineers to install and maintain equipment in industrial plants. Covering the six areas in the electronic controlling industrial process, students are equipped with a sound background to pursue further education to become technicians or engineers. MACHINE TECHNOLOGY (morning, afternoon) Growth of industry and technology has created the need for more skilled machinists to operate machine tools and shape and repair metal parts. Training in this program prepares students in machine technology for machine tool shops or industrial plants. Areas covered are lathe operation, milling, machine operation, drill press operation, blueprint reading, basic drafting and mathematics...all vital aspects of competent tool room management. RADIO BROADCASTING (morning, afternoon, extended da^) metropolitan's radio broadcasting class provides experience for students interested in working in a commercial radio station. Students gain the most valuable experience possible through on-the-air operation of the METROPOLITAN campus radio station. This course teaches students studio production of broadcast material, announcing techniques, programming, control room operations, copy writing, traffic and news broadcasting, as well as how to interact with others. RESIDENTIAL CONSTRUCTION (morning, afternoon) Students prepare concrete forms, lay a foundation and actually build a house in this course. Training is first provided in the form of construction basics. Real experience is then obtained as students learn cabinetmaking, blueprint reading, practical mathematics and estimating commercial and residential construction costs. METAL FABRICATION/WELDING (morning, afternoon) The metal fabrication industry provides a constant source of employment for people with the ability to do welding and metal forming. Metal fabrication, blueprint reading, electric arc, plasma arc, MIG, TIG and oxy-acetylene welding are all parts of this program which offers practical experience obtained through supervised lab activities. TELEVISION PRODUCTION (morning, afternoon, extended day) Television production is a course which provides training in all disciplines of the making of television programs and paves the way for a diversity of job opportunities in the television industry. Through teamwork, hands-on experience and instruction in camera operation, lighting, audio, electronic editing, scriptwriting, talent, directing and computer graphics, students gain an understanding of the entire production process. Unique to this course is an internship program which provides students an opportunity for on-the-job training at local television stations.Apprenticeship Programs offered in these classes. Design  Computer-Aided Drafting  Printing technology  Residential Construction  Commercial Art Communications  Computer Programming  Word Processing  Radio Broadcasting  television Production I See your school COUNSELOR ABOUT ENROLLMENT, OR CALL 565-8465 YOUTH APPRENTICESHIP Mechanics and Repair  Air Conditioning \u0026amp; Heating Technology  Automotive Tiechnology  Auto Body \u0026amp; Paint Technology  Electronics  Welding  Computer Repair Services  Health Occupations  Cosmetology  Commercial Foods Metropolitan Vocational-Technical Education Center 7701 Scott Hamilton Drive Little Rock, AR 72209 STATaon OF Assurance keeping with guidelines of Tide VI, Section 601, CMI Rights Act of 1964\nTitle IX, Section 901, Educational Amendments of 1972\nand Section S04 of the Rehabilitation Act of 1973, Metropolitan Vocational Technical Education Center assures that no person within its jurisdiction shall, on the basis of race, color, national origin, sex or handicap be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity. 1I I JS Rathw/ws 'TO 'THE Fut'gre IS vocjrrionAL 'i ... 'J The primary objective of Metropolitan Vocational Center's Youth Apprenticeship program is to link resources of business and industry, education and the community to bridge the gap between the classroom and the workplace. Arkansas Acts 545, 553, and 10 of 1991 established youth appren-ticeship/ work based learning programs for college bound and workbound students. Six pilot programs demonstrating youth apprenticeship models of learning and skill development through the integration of school and work components are operating in Arkansas. Implementation at Metropolitan Vocational Center began in the Fall of 1992. What is Youth Apprenticeship?  Work experience and guided learning opportunities provided for the students by employers.  A structured linkage between secondary and postsecondary educational institutions, leading to high school diploma, postsecondary credential, and certification of occupational skills.  Integration of academic and vocational learning.  A systematic plan to prepare youth for the future. What Does Youth Apprenticeship Offer?  Certification of academic and occupational proficiencies that reflect high expec-tation/ high achievement curriculum.  Credential of occupational skills achievement.  Ability to continue postsecondary learning in a four-year college program.  Access to a career ladder that progresses to a high quality, high wage career.  Transferable credits to postsecondary learning, if participant meets all requirements.  Planned and coordinated training to ensure that youth advance both academically and occupationally.  Linkage between schools and employers to integrate academic and occupation instruction. METROPOLITAN TECHNICAL CENTER EXTENDED DAY PROGRAMS Metropolitan Technical Center offers a wide variety of courses for the career or college bound students. We invite you to be a. part of the unique learning experiences scheduled for the next semester.  EXTENDED DAY PROGRAMS OFFERED  AUTOMOTIVE TECHNOLOGY COMPUTER-AIDED DRAFTING COMPUTER GRAPHICS/COMMERCIAL ART COMPUTER PRINTING TECHNOLOGY COMPUTER REPAIR TECHNOLOGY COMPUTERIZED CONSTRUCTION TECHNOLOGY COMPUTER PROGRAMMING COMPUTER WORD PROCESSING RADIO BROADCASTING TELEVISION PRODUCTION Extended day classes meet daily from 4:00 - 5:45 P.M. You can earn one high school credit per semester. LRSD students will be transported to Metropolitan for Extended Day classes. Students also receive transportation to their neighborhood after class.  DAY PROGRAMS OFFERED (MORNING (9-11:15 AM) (AFTERNOON 12:30-3:00 PM): APPLIANCE REPAIR (PROPOSED) AUTO BODY \u0026amp; PAINT TECHNOLOGY AUTOMOTIVE TECHNOLOGY CASHIER-CHECKER COMMERCIAL FOODS COMPUTER-AIDED DRAFTING COMPUTER GRAPHICS/COMMERCIAL ART COMPUTER PROGRAMMING COMPUTER PRINTING TECHNOLOGY COMPUTER REPAIR TECHNOLOGY COMPUTERIZED WORD PROCESSING COSMETOLOGY ELECTRONICS HEALTH OCCUPATIONS EDUCATION INDUSTRIAL ELECTRONICS CONTROL MACHINE TECHNOLOGY METAL FABRICATION/WELDING RADIO BROADCASTING RESIDENTIAL CONSTRUCTION TELEVISION PRODUCTION You can earn Wi credits per semester. Courses are 1 or 2 years in length. Should you still be undecided or for additional information... ask your home school counselor or call Metropolitan at 565-8465. We are looking forward to having you participate in the learning opportunities at METROPOLITAN. THE TECHNICAL CENTER A Technical Center is a school facility designed to provide specific skill training in a variety of programs. More than 20 programs are currently offered to the high school student to help you prepare for jobs that fit your interests and abilities. HOW THE PROGRAM WORKS Youll spend one-half day at your regular high school, taking required and elective classes needed for graduation. Then, youll spend the other half-day at the Center working with specialized equipment and receiving instruction needed to help you prepare for your career. TRANSPORTATION A public school bus will pick you up at your local school and return there each day. WHY SHOULD I APPLY?  To learn specific job skills in the field of your choice  Prepare for responsible, independent, adult living after high school graduation. Even the college bound can benefit: ** Career exploration. Part-time employment to help with college expenses. HOW DO I APPLY? 1. 2. 3. 4. Discuss your post-high school goals with parents or guardian. Select a program. Fill out the application included with this brochure. Return application to Metropolitan Technical Center.SCHOOLS PARTICIPATING: LITTLE ROCK SCHOOL DISTRICT Central High School McClellan High School Parkview Magnet School Hall High School J.A. Fair High School PULASKI COUNTY SPECIAL SCHOOL DISTRICT Jacksonville High School North Pulaski High School Mills High School Oak Grove High School Sylvan Hills High School Joe T. Robinson High School NORTH LITTLE ROCK SCHOOL DISTRICT Ole Main High School Northeast High School OTHER AREA HIGH SCHOOLS Benton High School Bryant High School Cabot High School Harmony Grove High School Paron High School Sheridan High School Bauxite High School Lonoke High School School for the Blind All High Schools within 25 miles are eligible to send students. METROPOLITAN TECHNICAL CENTER 7701 Scott Hamilton Drive Little Rock, Arkansas 72209 METROPOLITAN TECHNICAL CENTER A PLACE FOR All Students! MAKE A PLACE FOR ME! IN THE Name Address City/Zip Phone School Non-Profit Organization U.S. Postage PAID Little Rock, AR 72201 Permit #2608 CLASS. Grade_____ Date Don't miss a high tech experience... enroll today. Extended Day Discover hands-on, active learning School is fun when you discover hands-on, active learning at Metro. Classrooms, labs and shops have the same state of the art computers and equipment that business and industry use. Qualified, experienced teachers and smaller classes insure that you can succeed in a high tech field. Metro courses help you gain college-prep skills as you apply academic knowledge to solve problems that professionals face every day on their jobs. You also build practical skills useful at school and home\ni.e., research papers, desktop publishing, auto repair, carpentry, creative writing and computer graphics, lob-prep skills prepare you to get a more rewarding part-time job now or to help pay for college after high school. Automotive Technology Computer-Aided Drafting Computer Graphics/Commercial Art Computer Printing Technology Computer Programming Computerized Construction Technology Computerized Word Processing Radio Broadcasting Television Production Earn one additional credit this semester  at no cost to you. Classes meet Monday through Thursday 3:55-6:00 p.m. Call us today 565-8465 Ask for Martha Allen or See your home school counselor. Free transportation provided for Little Rock School District students. Metropolitan Vocational-Technical Education Center 7701 Scott Hamilton Drive Little Rock AR 72209 / FUNDING OF SECONDARY VOCATIONAL CENTERS (Based on SBER for 1989-90 Of $1986.09) Funding vocational education programs in a typical comprehensive high school: MFP I^\"Add-On\" .6 X SBER Per FTE $1,192 Per FTE .9 X SBER = $1,787 MFP State Aid Local Funds State Based Equalization Rate (SBER) ($1986.09 for 89-90) SBER $1,986 SBER = $1,986 Total $3,178 $3,773 Funding Vocational Education Program in a typical Secondary Vocational Center: Home School Vocational Center Per FTE Per FTE \"Add-On\" pass thru Add-on (yr. behind) (.6) $1,192 (.9) $1,787 iTuition Tuition ! (current yr.) $500 $500 $1,388 fixed costs remain at home school Vocational Center Aid (current yr.) $1,486 $1,486 Vocational Center Aid - Public School Fund Total $3,178 $3,773 Secondary Vocational Centers also receive Special Equipment grants for occupational specific programs, and start-up grants for any approved new programs. SOME OF THE MAIN ARKANSAS LAWS AFFECTING SCHOOLS AND SCHOOL FUNDING ACT 64 of 1981 Created a separate and equal Vocational and Technical Education Division in the State Department of Education ACT 445 of 1983 Established minimum standards for accreditation of secondary schools ACT 34 of 1983 (School Finance Act of 1984) Established financing procedures for public schools. programs. Also provided start-up money for equipment for new vocational ACT 788 of 1985 Established secondary vocational centers and their funding. ACT 789 of 1985 Amended sections 2 and 6 of ACT 34 of 1983 to add a vocational add-on weight group (weight group 4, .9 add-on) for exceptionally high cost vocational programs (electronics\nwelding\nmachine shop\nindustrial equipment mechanics\nand metal trades). ACT 1048 of 1987 Provided special funds to be used in occupational specific vocational edcation programs for the purchase of equipment costing $100 or more. ************************************** ' ACT 34 (SCHOOL FINANCE ACT OF 1984) as amended: Money is distributed to public schools through Minimum Foundation Aid and incorporates: (1) Minimum Foundation Program funds\n(2) Special Education funds\n(3) Gifted and Talented funds\n(4) Guidance and Counseling funds and (5) Vocational Education. 1. 2. 3. 4. Average Daily Membership (ADM) - Number of students enrolled in each period. Full-Time Equivalency (FTE) - one student all day long (6 periods), all year long. Weighted Average Daily Membership (WADM) - ADM plus add on weights. State Based Equalization Rate (SBER) per WADM - total of state wide net local resources and state funds available for MFPA (Minimun Foundation Program Aid) divided 5. by the state total WADM. ($1986.09 at this time 1-90) Vocational Add-On - the amount of additional funds distributed to a school (over the SBER) for students enrolled in approved vocational programs. The purpose is to provide for the additional cost of operating vocational and technical education programs. Based strictly on enrollment. More students, more money (and vice-versa). VOCATIONAL ADD-ON WEIGHTS PER FULL TIME EQUIVALENT STUDENT (STUDENT ENROLLMENT IN A CLASS PERIOD DIVIDED BY 6 PERIODS): Cooperative Programs and C.O. Exploratory Programs Skill Training Programs High Cost Skill Training Programs (Add On Weight .4) (Add On Weight .5) (Add On Weight .6) (Add On Weight .9) Weight Group 1 Weight Group 2 Weight Group 3 Weight Group 4 Formula used in calculating add-ons (WADM): The ADM in each class is divided by 6 (periods) to obtain the FTE. The FTE is then (The State figures this multiplied by the add-on weight to obtain the number of add-ons. for each quarter, but the above formula will obtain fairly accurate results, if the class lasts for the complete school year, and enrollment is consistent.) Each Vocational Add-On drives an amount of MFPA equivalent to the SBER.A quick way of getting a very rough estimate on the amount of add-ons is to figure $132 for each .4 student\n$165 for each .5 student\n$198 for each .6 student\nand $298 for each .9 student (based on a minimum of 2 periods and 89-90 SBER of $1986). ************************************************************************************** EXAMPLE: Anytown School District HOME ECONOMICS TEACHER BUSINESS ED. TEACHER TRADE \u0026amp; INDUSTRIAL TEACHER PERIOD COURSE STUDENTS COURSE STUDENTS COURSE STUDENTS 1. Cons/Hmkg 12 B.E. Skill Tr. 19 T\u0026amp;I Skill Tr. 11 2. Cons/Hmkg 16 B.E. Skill Tr. 19 T\u0026amp;I Skill Tr. 11 3. Cons/Hmkg 17 Conference T\u0026amp;I Skill Tr. 11 4. Cons/Hmkg 12 B.E. Explor. 14 T\u0026amp;I Explor. 14 5. Career Or. 18 B.E. Skill Tr. 20 Study Hall Supervisor 6. Cons/Hmkg 20 B.E. Explor 20 T\u0026amp;I Explor. 20 7. Conference B.E. Skill Tr. 20 Conference PR06RAM/WEIGHT GROUP NO. OF STUDENTS DIVIDED BY 6 FTE ADD-ON WEIGHT ADD-ONS Cons/Hmkg / 3 (.6) 77 12.8 .6 7.68 Career Orient. / 1 (.4) 18 3.0 .4 1.20 Bus. Ed. Skill Tr. /3 (.6) 78 13.0 .6 7.80 Bus. Ed. Explor. /2 (.5) 34 5.66 .5 2.83 T\u0026amp;I Skill Tr. /3 (.6) 33 5.5 .6 3.30 T\u0026amp;I Explor. /2 (.5) 34 5.66 .5 2.83 6 6 6 6 6 6 X X X X X X X TOTAL ADD-ONS 25.64 25.64 ADD-ONS TIMES THE SBER = AMOUNT OF ADDITIONAL MONEY THE DISTRICT WILL RECEIVE FOR ITS VOCATIONAL EDUCATION PROGRAMS. THESE FUNDS RUN ONE YEAR BEHIND. ONE YEAR ARE RECEIVED BY THE DISTRICT THE FOLLOWING YEAR. ADD-ONS GENERATED In addition to the add-on money, districts also receive special funds to be used for the purchase of equipment for occupational specific (skill training) programs. The amount of these funds is figured based on the number of occupational specific add-ons generated the preceding year in the district. VTED recommends that these funds be spent in the program/s generating them. Districts also receive start-up money for equipment for newly approved vocational education programs. These funds are distributed during the first year the program is It can be spent only for equipment for the newly approved program. approved.A .'7 pwk AUG 14 1595 August 10, 1995 Office of Desegiegdiicn iitennoring Betty Mitchell Little Rock Classroom Teachers Association 1500 West 4th Street Little Rock, Ar 72201 Dear Ms. Mitchell\nThe CTA membership of Metropolitan is appointmentof Mr. Michael Peterson over recommendation of the teacher/parent interview____ ...... recommendation of the Director of Vocational Education for Little Rock District. concerned about Mr. Peterson interviewed. the the unanimous team and the the neither applied for the position. He also has no vocational background. nor was he Because of the unique situation of vocational education we urgently need stronger and more experienced vocational leadership for our facility. We realize that the appointment of Mr. Peterson has not been voted on or approved by the Board. T* li ___ i_____ J______ _ timely response to our inquiry before such action is taken. We would appreciate an immediate and Respectfully, CTA Membership cc\nSchool Board ODM/Ann Brown Frank Martin - IIS 76 96 17:43 501 324 2023 LRSD COJDirXICATI OD5I @002 ''002 L LirrtE Rock School District Advisory Ausui.1 26. 1996 For informaiioir Zeomee' Merts, 324-2020 ( toevrolei Unijatiiig V ehifJe to MetropolitiUi Vocational Technical ('enter Chevrolet Moor Division will donate a vehicle to Metropolitan Vocational Technical Ceriier in a ceremony at Bale Chevrolet on Chenal Parkway. Tuesday, Aiiaust I'i. ai $\n00 a.m. It wiU be used by msmictors to teach automotive technician students how an engine and oths.r cai components work and how to make repairs. 810 West Markham Street  Little Rock, Arkansas 73201  (501)324-3000 1 Bruce A. Miles Telephone (SOI) 224-5998 1602 Green Mtn. Dr. *114 Little Rock, AR 72211-1762 May 7, 1997 Mr. John Riggs, President LRSD Board of Directors 810 W. Markham Little Rock, AR 72201 (JaY I OFICEOF Dear Mr. Riggs: I am writing in reply to Dr. Roberts decision to reduce my employment to one-half time for the 1997-1998 school year. Tlie Television Production Class is a valuable class for students in the central Arkansas area. If you look in the Little Rock Yellow Pages you will find eight (8) TV stations and over 20 video/TV production facilities listed\nand this does not include the medical, corporate, industrial, and training facilities that need skilled visual media employees. (In fact the NLR School District thinks that TV Production is so valuable that the NLR District provides its class with $10,000 per year and the city supports it with an additional $20,000 per year. Contact Mr. Jim Billings for verification.) Following are three facts you should consider before reducing my contract to half-time\n For the 96-97 school year I had applications from 19 students who chose TV as their first choice class. These applications were signed by the student, their parent/guardian, and the home school counselor, yet these 19 students did not make it toMetro. This indicates a serious problem within the home school and not with Metro or its course offerings. I am told Dr. Vic Anderson is aware of our students being diverted from Metro so I suggest you attempt to correct this home school disregard of the students' and parents' choices before reducing Metro's teacher's contracts. According to the Welcome New Employees column in the monthly News and Views the LRSD has hired at least 317 people since October. Most of these new hires are not classroom teachers. This would indicate a hiring frenzy that needs to be controlled without punishing tenured classroom teachers. In the 94-95 school year the District found duties for Doris Jones, Metro's Health Occupations Teacher, (per the P/N AGREEMENT), so she would not be reduced to part-time. I would hope you would afford a tenured classroom teacher such as myself the same courtesy. Sincerely, Bruce Miles cc: Dr. Don Roberts, Superintendent Ann Brown, ODM Grainger Ledbetter, CTA LRSP Board of Directors Carol Green C If Bruce A. Miles Telephone (501) 224-5998 1602 Green Mtn. Dr. #114 Little Rock, AR 72211-1762 May 12, 1997 Mr. John Riggs, President LRSD Board of Directors 810 W. Markham Little Rock, AR 72201 RECSn-SD i'b'i'! -I 4\nS87 CrFiGEGF DESEGREGATIOM MONITORiftIG Dear Mr. Riggs\nThis is a follow-up to my letter questioning the Administration's decision to reduce myself and several other Metro teachers to part-time for the 1997-1998 school year. I would like a clear, written explanation as to how the decision was made to choose the programs/teachers which are cut. Of the programs at Metro only four (4) (as of 5-7-97) had more than 30 student applications (15 per class period) yet not all programs/teachers with less than 30 total student applications were given notice of a reduced contract. What is the criteria for deciding which teacher is targeted for contract reduction? 1 must reflect back to February of this year when my Extended Day Program was cut (5 yveeks into the semester}. 1 was told that ten (10) students who attended \"more often than not\" was the number needed to keep the program going. 1 know of two teachers who did not have 10 regularly attending students yet their program was not cut. I hesitate to think that their being Black and me being White was an issue, but 1 can't see any other explanation. 1 feel that this Extended Day incident as well as other past disparities indicate that there is no written policy and such decisions are made at whim. In closing I ask for a written explanation of the decision making process that affects myself and other Metro teachers. If this is policy then why are comprehensive school teachers not affected when their student enrollment numbers are low? Sincerely, Bnice Miles cc\nDr. Don Roberts, Superintendent Ann Brown, ODM Dr. Stephen Franks, Director Vocational Ed. Grainger Ledbetter, CTA LRSD Board of Directors Carol Greeni Bruce A. Miles Telephone (501) 224-5998 1602 Green Mtn. Dr. *114 Little Rock, AR 72211-1762 May 12, 1997 Mr. John Riggs, President LRSD Board of Directors 810 W. Markham Little Rock, AR 72201 RECEIVED MAY 1 4 1997 OFFICE OF DESEGREGATION MONITORING Dear Mr. Riggs: This is a follow-up to my letter questioning the Administration's decision to reduce myself and several other Metro teachers to part-time for the 1997-1998 school year. I would like a clear, written explanation as to how the decision was made to choose the programs/teachers which are cut. Of the programs at Metro only four (4) (as of 5-7-97) had more than 30 student applications (15 per class period) yet not all programs/teachers with less than 30 total student applications were given notice of a reduced contract. What is the criteria for deciding which teacher is targeted for contract reduction? I must reflect back to February of this year when my Extended Day Program was cut (5 weeks into the semester). I was told that ten (10) students who attended \"more often than not\" was the number needed to keep the program going. I know of two teachers who did not have 10 regularly attending students yet their program was not cut. I hesitate to think that their being Black and me being White was an issue, but I can't see any other explanation.I feel that this Extended Day incident as well as other past disparities indicate that there is no written policy and such decisions are made at whim. In closing I ask for a written explanation of the decision making process that affects myself and other Metro teachers. If this is policy then why are comprehensive school teachers not affected when their student enrollment numbers are low? Sincerely, Bruce Miles cc: Dr. Don Roberts, Superintendent Ann Brown, ODM Dr. Stephen Franks, Director Vocational Ed. Grainger Ledbetter, CT A LRSD Board of Directors Carol Green02/07/2002 09:58 501-324-2023 This is your special irwltation to LRSD COMMUNICATIONS PAGE 01/01 Metropolitan Career-Technical Center OpenJTouse Tuesday, February 12, 2002 ^rom - 9:00 a.m. until 7:00 p.m. 7701 Scottjiamilton i)rive 565-8465 l UtlG Michael i^eterson, ^ncipal A'- i-i Parents, neighbors, employers, and friends  V Share in the learning experiences of yonr chiWr^^  See creativity and technical skills development  )htmn information about courses offered Please come support Metropolitan Career-Technical Center and our a efforts in the education of your children! We look forward to your presence!'' 02/05/2004 05:25 501-447-1161 LRSD COMMUNICAriONS C-'. PAGE 01/01 i^i B. Vi 810 West Markham  Little BLock, AR 72201 For Immediate Release Feferuary 5, 2CC^ For more infonnation: Michael Peterson^ 447-1200 Metropolitan Career-Technical Center Open House to Showcase Ont9.t?T\u0026gt;d.ir\u0026lt;g^ Care^ The Open House at Metropolitan Career-Technical Center on Tuesday, February 10, offers parents and students a chance to see the wide variety of career training that the school provides. Metropolitan students have enjoyed large scholarships and immediate career placement in past years, and the school is recruiting students to take classes during the2004-05 school year. A student does not have to live in Little Rock to take classes at Metropolitan, according to principal Michael Peterson. He encourages high school students and their parents to visit Metropolitan between 9 ajn. and 7:30 p-m. on February' 10 and talk with teachers about the interesting classes at the school. Career paths at Metropolitan include\nauto body and paint technology\nmedical professions\nautomotive technology, metal fabncation/welding\nculinary arts\nmicrocomputer systems\ncomputer- aided drafting\nprinting technology cosmetology radio broadcasting\ndiesel technology television production\nand law enfercement fiindamentak The Metropolitan Open House on Feb. 10 includes classroom tours, skill demonstrations\nexhibits\nand visits with post-secondary colleges and universities. For more infonnation, please contact Michael Peterson at 447-1200.The Metropolitan A place to learn, to grow, to succeed. SEPTEMBER 29,1989 VOLUME No. 2  ISSUE No. 1 The Vocational Technical Newsletter Publication of Metropolitan Vocational Technical Education Center Little Rock School District Area Vo-Tech Serving Pulasid, Saline, Lonoke and Grant Counties. Winners keep competing, achieving success (EDITORS' NOTE\nBased on researc h by Robin Harshaw, Nicole CoUiei\nand Stacy Linton) Competing In skills competitions Is serious business at Metropolitan. Ask Darren Elliott, Andy Babbit, Terry Lovelace, Todd Skaggs, Charlotte Humphries, Candy Farguson, Kelli Hill, Jill Osbahr, Patricia Golden, Donetta Davidson, Missy Melvin, and Mark Watts. They represented Metropolitan In state and national skills competitions during the past few months. This Issue of the Achiever recognizes the achievements of these outstanding students who attended Metropolitan during the past school year. Plymouth Trouble Shooting Contest Darren Elliott, Cabot, and Andrew Babbit, Bryant, formed a winning team In the annual Arkansas Plymouth/AAA Trouble Shooting Contest last spring. The Auto Technology graduating seniors Holding the impressive trophy from the Plymouth Trouble Shooting Contest are (l to r) Andy Babbit, Bill Estes and Darren Elliott. Red ribbons promote drug free by Jeff Calhoun Something special is going to happen Oct. 22-29. Red Ribbon week, the theme this year: My Choice Is Drug Free. The Achiever staff believes that if we make students aware, we may be able to help a few students realize that drugs are not a wise choice. But our main objective is to make you aware. brought back a second place trophy that is on display in the Trophy Case outside the office. Ten compete in national VICA Residential Construction, Cosmetology, and Commercial Foods students competed in the national VICA United States Skill Olympics in Tulsa, Oklahoma this summer. In order to qualify for the national contest, students had to win the competition at the state level. Over 3,500 students from all 50 states, Canada, Virgin Islands and Puerto Rico participated in the five day event. Terry Lovelace, graduating McClellan senior In Residential Construction, competed In the residential plumbing contest. He was also the program's Outstanding Student for the Year and received an award from the Arkansas Democrat where he worked parttime during the year. see Best on page 3 Every student will be given a red ribbon to wear all week to support this war on drugs. We ask that everybody think about what it says, and wear the ribbon. Help your friends make their choice drug free, even If only for this week. The choice for the Achiever is drug free. Terry Lovelace pauses to show one of the MANY AWARDS HE RECEIVED DURING HIS SENIOR YEAR. Staff plans year's work by Jason Gaines, Radio Broadcasting Damon Conn, Printing This year's Achiever staff has ambitious plans for an Improved student publication. There will be seven Issues this year. Since the number of issues have been cut back from last year, there will be more pages to each issue. Submit your ideas to the staff The staff encourages students to submit articles to the newsletter. In this Issue there Is a cartoon, an original see Achiever Staff on page 2 AM AchieveR staff set goals for year, (l to r) Jason Gaines, Dean'na Nipps, Carlos East, Terry Searcy, Allison Douglas, Jeff Calhoun, Damon Conn. PAGE S\nTH^ METROPOLITAN ACHIEVER SEPTEMBER 29,1989 EDITORIAL Look of yourself first by Angela Ray Everybody has them. 'Whether they are strong feelings about somebhe or sad feelings Or hippy feelings. One of the saddest things some people do Is make fun of other people. This especially happens tn schooL People make fun of others because they are short, tall, fat, freckled faced or even If they think that they are ugly. These are Just some of the little things that start In grade school. After grade school It usually goes on into junior high and then on up into high school. People In junior high may make fiin of you because you don't fix your hair or your clothes are not the way they would like them to be. hl high school you are usually made fun of because you don't have Guess jeans or designer clothes. It is really sad that people have to make fun of other people to make themselves feel better. Why can't people quit being so mean? Look at yourself first ^e what's wrong with you before you look at other people. This may be one of the causes why there are so many dropouts. You are at school to get an education, not to have a fashion show,: Sure, It Is good to: try to look your best but looking your best Isnt everything.\nLearning is much more important. Please, the next time you think about making fun of somebody, look at yourself and your faults first. Achiever staff... cent, from pg. 1. drawing and numerous articles that students have submitted. Please submit your original workpoems, cartoons, art, editorials and essaysto any Achiever staff member, Co-edltors elected bom AH and PH Jason Gaines, Damon Conn are co-edltors of the AM staff. Jeff Calhoun, Printing, Is the advertising manger. Carlos East, Terry Searcy, Kathy Wilson, Allison Douglas, and Dean'na Nipps from Printing and Waymon Overton, Commercial Art/Computer Graphics, are assisting with various regular columns and features. Stacy Linton, Radio Broadcasting, and Angela Ray, Printing, are co-edltors of the PM staff. Ricky Price, Printing, is the advertising manager. Assisting with columns and features are Suki Lin Schaberg, Donna Fuller, Kelly Carter, Radio Broadcasting\nLorene Markham, Cashler/Checker\nand Tanya Dunlap, Printing. Goals set for year The staff has set two goals for the year\nto focus on drug Biker Safety by Terry Searcy Riding on two wheels may be But with no helmet, it fun... may be a bad run. Don't waste it on drugs (EDrrOR'S NOTE: Each issue will feature an Achiever staff article on the importance of living drug free. This article is by the AM staff. Look for irformation next issue from the PM staff.) Hello, fellow students. It's been a great year so far. We want you to use all your energy and creativeness In school. Don't waste it on drugs. We could preach to you all day about drugs. We think that it would be more effective to show you what can happen to those who do waste their energy and talent using drugs. We want to prove the point that you should \"Just Say No.\" Dangera of Marfjuana Can cause behavior and productive problems, delayed puberty and birth defects In the offspring of parents who smoke IL May weaken the Immune system. Researchers are now investigating whether those who smoke marijuana may be more vulnerable to AIDS if exposed to the virus. Impairs short-term memoiy, learning ability. Dangera of Cocaine Can cause heart palpitations which can become chronic and can cause death by cardiac arrest. Cocaine acts directly on the heart, also on the area of the brain that controls the heart and lungs. Can cause chronic mood swings. Including depression, paranoia and irritability. Can invite other addictions. Cocaine abusers often depend on alcohol, marijuana or heroin to help them sleep or to combat the jittery feeling that characterizes the cocaine high. The Metropolttan prevention and to publish a better newsletter than last year. With the help of other students and staff at Metropolitan, the Achiever will be a lot more Interesting than it was last year. PM STAFF ADOPTFD DRUG PREVENTION AS AN ISSUE. (CLOCKWISE) Kelly Carter, Suki Lyn Schaberg, Ricky Price, Donna Fuller, Stacy Linton, Angela Ray, Tanya Dunlap, Lorene Markhau AND Martha Allen, advisor. Achiever An In-house newsletter publication written, edited and printed by vocational students and faculty of Metropolitan Vo-Tech Education Center, 7701 Scott Hamilton Drive, Little Rock, Arkansas 72209. Publishing 7 Issues during the 89-90 school year. Supported by friends and businesses directly associated with vocational technical education. AM Staff Members PM Staff Members Jason Gaines Damon Conn Co-Editor Co-Editor Jeff Calhoun.....Advertising Manager Carlos East......... Terry Searcy........ Allison Dougl.as.. Dean'na Nipps.... Kathy Wilson....... Waymon Overton ......Columnist ......Columnist ......Columnist ......Columnist ......Columnist Photographer Stacy Linton Angela Ray. Ricky Price.. Suki Lin Schaberg Donna Fuller........ Kelly Carter........... Lorene Markham.. Tanya Dunlap....... Martha Allen......... .....................Co-Editor .....................Co-Editor Advertising Manager Columnist Columnist Columnist Columnist Columnist .....Advisor Extended Day staff members are identified in italics SEPTEMBER 29.1989 THE METROPOLITAN ACHIEVER PAGES CAD students get perspective for design in summer UA Class Heather Atkinson and Martin Weyberg and Mikel Woodall, Bryant seniors, spent part of their summer vacation at the Universify of Arkansas Fayetteville campus in a Summer Design Workshop. People came from SL Louis, Chicago, Florida, even Italy to work with instructors and students in the School of Archlture. Mikel Woodall said the workshop was \"both fun and a great learning experience. The workshop was about the basic principles of architectural and landscape design.\" He feels the experience \"helped to open my thoughts and broaden my perspective for design.\" Mikel has returned to Computer Aided Drafting for a second year. Work hard, play hard Heather Atkinson explained that the theme of the week long workshop was work hard, play hard. There was a field trip to Best... cont. from pg. 1. Todd Skaggs, Commercial Foods student from Bryant, competed In Prepared Speech during the Skill Olympic competition. He was also one of the students who earned the American VICA degree during the past year. Cosmetology sent largest delegation There were more Cosmetology students qualified for the national competitions than any other program at Metropolitan. Charlotte Humphries, Bryant graduating senior, represent^ the state in the Cosmetology over 400 hours competition. She was also selected for the Director's Award as the outstanding student leader for 1988-89. This Is the most prestigious award that can be earned by a student who attends Metropolitan. Charlotte and Candy Farguson, Bryant, were among the seven Metropolitan students who earned the American VICA degree, the highest degree a high school student can earn from VICA. They, along with Kelli Hill, McClellan\nJill Osbahr, Benton\nPatricia Golden, Cabot\nDonetta Davidson, McClellan\nand Missy Melvin, Bryant, participated in the Opening and Closing Ceremonies competition at national VICA. Two schools represented in drafting Mark Watts, McClellan drafting graduating senior, participated in the computer aided drafting competition. He was also enrolled In the extended day Computer Aided Drafting program at Metropolitan. These students have been excellent representatives for Metropolitan. No doubt they will continue to compete in life and achieve In their careers. Eureka Springs to look at Victorian style architecture. \"The major project was to design our own house considering a certain amount of people living in it.\" Heather said. The last night I stayed up working until 4 a.m.\" She is continuing her drafting studies for the second year and also takes an extended day program in Commercial Art/Computer Graphics. Employed by arehitectural firm Martin Weyenberg is working during his senior year for Randy Wolverton. Inc., In Benton. Mr. Wolverton is the president of the company that does construction management and architectural observation. Martin is applying the knowledge acquired in Metropolitan's CAD program and the summer workshop. Carl Grummer, CAD Instructor, explained that the workshop students Former student highlights educational background with Metropolitan students UvTDN Howell, cauem oarkfx\u0026gt;ou technician FROU THE Arkansas Deuocrat, is interviewed BY Angela Ray, co-editor of the PM Achiever STAFF. Layton is a former Metropolita n student who uses the skills he gained in Commercial Art/Computer Graphics on his JOB. He recently spoke with both Printing Technology and Commercial Art students about HIS JOB. ? I I9 J 1 Heather Atkinson and Mikel Woodall pause to TALK ABOUT SUMMER CLASS. worked along with the regular college architectural students. \"My students came back this fall and told me how exciting the experience was. In order to qualify for the program the students submitted an application with a recommendation from Mr. Grummer. There is no doubt that this was one of the most valuable, interesting and unforgettable summers that these students have ever experienced. GED offers adult classes by Lorene Markham, Cashier Checker It takes a lot of courage to come back to school after you have dropped ouL Mrs. Pat Willbanks in the GED program says that the first step is the Irardest. \"to walk up to the door and say I am here.\" There are about 75 students enrolled in the Metropolitan GED program. Students can choose from morning, afternoon or evening schedules. The class will last as long as necessary, depending upon each student's progress. When students are ready they are ready they are given a test and then receive their high school equivalency diploma. If you know of someone who has dropped out of school, tell them about Metropolitan's GED classes. The program is an opportunity for adults to complete their education without going back to high school. PAGE 4 THE METROPOUTAM ACHIEVER SEPTEMBER 29,1989 -e-  Why go two more hours? by Doan 'na Nlpps (EDITORS NOTE: Look tn the next Issue for more extended day Interviews.) What makes high school students, who go to school for seven hours, go back to school for two more hours? Is it for fun or could it be for the education. We asked some of the students In the Printing Technology class to answer this mystery. After interviewing every student, we got some very strange answers. \"For the learning experience and for the extra credit. Damon Conn. 10th- Bryant. The more experience you get the more It helps you In the working world. John Fought. 12th-McClellan. \"Mr. Collie wanted me to come back and go for a good position In a job. Sandy Deneen. 12th-J.A. Fair. Participate in contest, stress safety in shops A Safety Poster Contest is being sponsored by the teacher committee designed to promote good safety practices at Metropolitan. Students have listened to numerous lectures and class demonstrations for the past few weeks. It Is Important that everyone at Metropolitan leam and practice safety on a daily basis. This issue is so important that teachers have formed a Safety Committee. This committee, chaired by Truman Thacker. Machine Technology instructor, has released some Information about the contest. Extended day Pruting-Graphic Couuunication STUDENTS USE MACINTOSH SOFTWARE TO PRODUCE STORIES, GRAPHICS, AND ILLUSTRATIONS. \"1 have nothing else better to do and It keeps me out of trouble. I need the credit.\" Kathy Wilson. 1 Ith-BiyanL \"For higher education and the chance to leam more In this field for a better job.\" Dean'na Nlpps. 12th-Bryant. \"For the learning experience.\" Darrell Boyd. 12th-McClellan. \"No comment\". Stacy Grable. 12th- Central. These students are committed to this program. They are learning to pasteup and typeset now and will learn camera/darkroom. bindery and. printing In the weeks to come. Steve Collie Is the extended day Instuctor. Their main goal of the class Is to be able to help the AM and PM classes with their work. Right now the class Is working on Individualized note pads so they will understand the total printing process. They will soon be completing projects like professionals. Safety Contest planned Deadline: Posters are to be displayed In the Activity Center no later than the 15th of each month. Rules for contest: 1. The poster must cany out the theme for that month. 2. The theme will be announced by the Safety Committee. 3. The poster must be designed and constructed by the student(s) entering the contest 4. Maximum size will be standard poster board size. There Is no minimum size. Judging will be based on: Elducatlonal value Layout and design Use of theme Creativity and originality Workmanship. More details will be available soon from the Safety Committee. Snack Shack offers food, training by Mrs. Katty Crownover As the Snack Shack opens for business this school year. It will provide training opportunities for two separate classes at Metropolitan Vo-Tech Center. The Snack Shack serves various snacks prepared by the Single Skills Fast Foods class taught by Mrs. Crownover. The students In this class are members of a Coordinated Career Education program at their home schools and are preparing for work In the area of fast foods. This year the Snack Shack Is also providing hands-on training for the Cashier Checker class taught by Christi Flnkbelner. The checkers are working In pairs presently and are handling the cashiering duties of the Snack Shack. The Snack Shack Is open for business during morning and afternoon break periods. Popcorn, cookies, nachos, and hot dogs are prepared each day by the Single Skills students. This year the Snack Shack Is selling milk and finilt drinks. The Cashier Checker students who have had a chance to work at the register had mostly positive things to say about the experience. Tammy Rlcheson. Biyant. said. \"It's a lot of fun. and the experience we're class last year and Is presently enrolled In the Cashier Checker class. She said the cooperation and sharing of work assignments In the Snack Shack was a refreshing change. receiving Is a big help. Lorene Markham and Marie Berryman. Bryant seniors, agree that they really enjoy meeting all the other students at Metro. Tyra Phillips. McClellan, believes It Is helpful to get some real experience during her class time. Brandl Sockwell. McClellan, said. \"Students should be patient with us because this Is our first experience on the cash re^ster.\" Melissa DeBeaux. Mills senior, attended the Brandi Sockwell and Tyra Phillips help behind the Snack Shack Single Skills Fast Food counter. Students ENJOY A BREAK FROM classes. SEPTEMBER 29,1989 THE METROPOLITAN ACHIEVER PAGES Bon Jovi/Skid Row give spectacular rock show by Tanya A. Dunlap The Bon Jovi/Skid Row concert September 16 was the big event that weekend. Many students from Metropolitan attended. Before the concert. Skid Row was at Discount Records from 2:00 p.m. - 4:30 p.m. This reporter did get In to meet the members of Skid Row: Sebastian Bach, Dave \"The Snake\" Sabo, Rachel Bolan, Scotti Hill, and Rob Alfuso. The group that opened for Bon Jovl were all extremely nice, not stuck up rock stars. They were down-to- earth guys. missed an excellent performance. Skid Row Is a great group. I'm sure they will be the topic of talk for quite a long time. The Skid Row guys are going to be back this December with another one of our favorites, Aerosmlth. If you want to see a killer concert, be sure you're there. Until next time, keep rocking. Stephanie Wise, Couuercial Art/Couputer Graphics SENIOR FROM BRYANT, UTILIZED HER ARTISTIC SKILLS TO RECORD LeR UPRESSIONS OF THE RECENT BON JOVI CONCERT. The concert was absolutely spectacular. The guys from Skid Row can play some really great music. Eighteen and Life, Youth Gone Wild, Piece of Me, and I Remember You were just a few of the songs that were a big hit among the audience. The Skid guys didn't put on a big glam pretty-boy kind of show. They just got up on the stage and played the best music they could, which was pretty great. If you didn't go to the concert, you Sci\\A/yer Brovynies love counttY/rock concert All In A Day's Sight by Dean'na NIppa While some Metropolitan students were going to eat lunch at the famous Geyer Springs fast food joints last week, they were able to witness a wreck. As It turned out no one was hurt. But the wreck seemed to be the topic of talk over hamburgers and tacos. Some of our students saw it happen and others just gazed in passing. Ilie story seemed to change In every conversation from one student to another. After the story was overheard by this reporter It had gotten pretty gross. To set the story straight it was just two trucks, one of which had run the red light at the Geyer Springs Exit and spun the other truck around. It seemed to have blocked traffic for a little while. In all the madness we were all glad it wasn't us. The fun-lovtng Country/ Rock band. Sawyer Brown, showed a crowd of about 3000 what the name Sawyer Brown really means. The group got their start on \"Star Search\" In 1984. The concert was held at the White County Fair on September 15. The performance stunned many people who had never attended a Sawyer Brown concert before. A variety of tunes were sung Including past hits \"Betty's Beln Bad\", \"Shakln\". Their current single, \"The Race Is on\". Which made Its debut on by Donna Fuller, Radio Broadcasting Billboard's top 100 country chart at #48 last week. After a few numbers the crowd was on Its feet, clapping, stomping, and having a great time. Frantic females screamed as good-looking, lead vocalist Mark Miller danced all over the stage. Sawyer Brown just released their sixth album entitled The Boys are Back.\" It follows In the footsteps of the other six albums with Its mixture of Country and Rock and Roll. (PICTURED LEFT) AFTER THE SHOW TTK GROUP CONSISTING OF (LEFT TO RIGHT) JU SCHOLTEN, MARK MILLER, Gregg Hubbard, Bobby Randall ano Joe Suyth, signed autographs and talked to fans miCH the band CALLS \"Sawyer Brownes.\" (pictured right) Sawyer Brown lead vocalist, Mark Miller, gratefully ACKNOWLEDGES HIS MANY FANS. PAGE 6 THE METROPOLITAN ACHIEVER SEPTEMBER 29,1989 Broadway Satellites 4321 E, Broadway N. Lt. Rock Ar. 72116 945-3553 TOSHIBA Home Satellite Theater Over 200 channels to choose from. The best in sports, news, Music, newest movies, and adult entertainment. J TOSHIBA . s CHMMl A affBUftf V MGOet - pu 1 \u0026gt;11 TOSHIBA f'WS' SB^UT w-5 A-nI I TRX 80 and Trx 100 IRD's are easy to use, and easy to enjoy. Full stereo compatibility, VideoCipher II descrambler, on-screen graphics and satellite data memory bring high tech to your TV. Toshiba's reliable performance is backed with a 2- year limited warranty. PAGE? THE METROPOLITAN ACHIEVER SEPTEMBER 29.1989 Answers to issues on shorts, tardies by Dean'na NIpps while most students were In class working away, this Achiever went to Interview Mr. Springer. We had asked students what they wanted to know when we interviewed him. Most seemed to be Interested In the new school rules, such as no shorts and the tardy policy. On the minds of some was the new No Smoking More ride bus this year policy. Below Is Interview. a summary of the On the shorts issue. This is a vo-tech school and we are here to learn business training. Shorts do not depict any business code of work. Leisure attire should be worn for recreation. In business, we do have a certain standard we must uphold,\" On the new tardy policy. The Little Rock School District (LRSD) has a new tardy policy. Flrst tardy-- student/adminlstrator conference\nsecond tardy--parent/student/ad minis trator conference: third tardythree to five day suspension.\" On the new smoking policy. To let you know that the policy is not my decision, the Board of Directors ordered that each LRSD campus would be smoke free.\" When we asked for a reason for this decision, Mr. Springer did not have one. Look for more details in iutiue Issues. On using the bull horn. The reason 1 use the bull horn is that it is faster to use.\" Bryant students are riding the bus this year: they are not allowed to drive their cars except for EXTENDED DAY CLASSES. The strict tardy policy makes getting to school on due even more important An advantage of riding USTEAD OF DRIVING IS THAT A LATE BUS IS NOT COUNTED AS A TARDY. pinions On drugs on this campus. \"I don't think we have a major problem here.\" Many people who use drugs, Mr. Springer said, \"don't even recognize they have a problem.\" On Uetropolitan students this year. \"Students this year seem to be a lot calmer, better organized.\" Advice to students. His advice to any student is to. \"1. Be there, 2. Participate, 3. Do It right.\" No smoking on campus \"There should be no smoking on campus.\" Rick Ehsans, Printing Technology Instructor. \"1 think it's stupid because If you are old enough to make your own decisions you should be able to smoke. Permy Teague, Printing. T think it is wrong...1 mean going all day without a smoke is a pain.\" Wally Goodwin, Radio Broadcasting. The policy Is a good thing because a lot of kids would be pressured into smoking.\" Broadcasting. Christy Marvel, Radio Shorts \"1 think shorts should be worn if they are an appropriate length.\" Jason Hall, Printing. \"1 think it's stupid...\" Carla Kidder, Printing. \"It doesn't bother me.\" Jim Hollady, Printing. \"I don't care.\" Darin Givens, Machine Technology. p n.^ECJt9^o.f.ocjy- f Charles Springer, Students Services Coordinator, enforces the school rules. Ricky Price, Kevin Henson and Penny league, all Printing Technology-Graphic Communications ^students, moke adjustments on a paper folder. Theiei are four areas of emphasis in Printing Technology-Graphic Communications: Computer Typesetting/Pasteup, Camerar'Darkrootn, Pressroom Operations, Si Bindery and Finishing. Come ktwn and develop a eareer that can lead you to success! For more information: Contact your school counselor, A Metropolitan Counselor or a representative of the Printing Technology class TODAJU! Metropolitan Vocational Technical Education Center 7701 Scott Hamilton Drive  Little Rock, Arkansas 72209 - 565-8465 PAGE 8 THE METROPOLITAN ACHIEVER -JSSft SEPTEMBER 29.1989 Crusade leaves lasting message The sound of hymns no longer fill War Memorial Stadium but the message left by the Billy Graham Crusade is still in the air. A number of students and teachers at Metropolitan participated nightly In the events, some as volunteers, to Insure that the crusade ran smoothly. Few who went complained about the late day sun or the chill air that made blankets feel good some nights. Many were changed or strengthened by the crowds that continued to grow each evening, far beyond expectations. The spirit of cooperation within the community has been cited by most as one of the most Important outcomes of the eight-day event. Students remember the time as being \"neat, touching, a chance of a lifetime.\" Enough money was raised by the final night to Insure that the crusade can be televised nationally in about six months. Identify Mystery Picture Win Metropolitan T-shirt The Mystery Picture column is back by popular demand. Carlos East, Printing student, assists each issue in finding a Suitable object from one of the shop areas. Enter the contest and win a T-shirt. Write your guess on a slip of paper with your name and class. The entries will be turned into the Attendance OfBoe.  aMMih There will be a drawing for a T-shirt from those who guess correctly. Deadline for entering: Friday, October 20. The winner will be announced in the next issue of the Achiever. National Education Center* . Business oniceTechnology Arkansas College of Technology Campus . Electronic Engineering Technology OUR GRADS ARE GOING s -a PLACES! \"9  Electronic Technician  Word Processing Build A Career With A Future! \"Licensed by the State Board of Vocational Education\" Day \u0026amp; Evening Classes  Financial Assistance For Those Who Qualify  Part Time Placement During Training  Job Placement Assistance  N.A.T.T.S. Accredited Approved For Veterans L.ITTLE ROCK 224-8200 9720 Rodney Parham Rd. PAGE 9 THE METROPOLITAN ACHIEVER SEPTEMBER 29.1989 Cosmetology shows leadership skills by Nicole Collier Robin Harshaw, Hall Students Not only do students achieve in the world of cosmetology, they also prepare to be future leaders. Students have proven their leadership abilities thro^h active Involvement with the VICA club. There have been a variety of activities recently. Osbahr services as state VICA V P. Jill Osbahr, Benton, is serving as the state VICA Vice President for the 1989-90 school year. She will be assisting in planning the Fall Leadership Conference that will be held Friday and Saturday, November 3-4, In Hot Springs. Officers elected for year. VICA officers have been elected In Cosmetology at Metropolitan for both first and second year classes. Second year officers are: Jill Osbahr. President-Benton All Tinkle., Vice President-Northeast Becky Jordan, Secretary-Paron Tammy Felmster, Treasurer-Benton Kim Balding, Parllamentarian-Benton Shelley West, Hlstorlan-McClellan Nicole Collier, Reporter-Hall First Year officers are: Janet Eddleman, President-Benton Usa Freeman, Vice President-Benton Sheiia Chism, Secretaiy-Benton Gwen Masterson, Treasurer-McClellan Andi Doss, Htstorlan-McClellan Robin Harshaw, Reporter-Hall Initiation welcomes first year students The second year students in Cosmetology really \"laid it on thick\" as a welcome to the first year students earlier Linda Soderllng's second year students are striving to be the best that they can be. You will see more from them In the months to come. (PICTURED below L TO R) LiSA FREEMAN-ViCE President\nCheria Chism-Secretary\nGwen Mastehson-Treasurer\nLafaye Sum-this month. As a part of the Initiation held In the Student Center, first year students wore outdated wigs, wild makeup, mismatched shoes, and lab coats. For entertainment they sang and acted out each farm animal in \"Old MacDonald's Farm.\" Mrs. Scottie Hines's first year students and Mrs. (PICTURED ABOVE L TO R) NiCOLE COLLIER-REPORTER\nSHELLY WEST-HiSTORIAN\nKim Balding-Parliamentarian\nTammie Fieuster-Treasurer\nBecky Jordan- Secretary\nAli Tinkle-Vice President\nJill Osbahr-President. Printing- Graphic Communications Technology PM VICA Officers Presldent-Kevln Henson Vice President-Teddy Bradly Secretary-Bill McDowell Treasurer-Chris Hammett Reporter-Tammy Harris Parllamentarlan-James Holloway Commercial Art/Computer Graphics AM VICA Officers President-Glenroy Charles Vice Presldent-Shella Bowling Secretaiy-Stephanle Wise Treasurer-Mlchelle Barnett Reporter-Melissa Cates Parliamentarian- Old Fashioned Onion Grilled Burgers Hot Lunches * Mon-FrI 11-2 Granny's Burger Place 2202 Military Rd 1  Benton, AR 72015 778-2825 Christy Bishop Fund Raising Chair Person-Shelly Collins Activity Committee- Robin Barrett Jennifer Ballinger Lasonla Shavers Fabian Abraham Parliamentarian\nAndi Doss-Historian\nRobin Harshaw-Reporter\n(not pictured) Janet Edoleman-President. Air Conditioning and Heating Technology AM VICA Officers Presldent-Scott Knight Vice President-Jimmy Anderson Secretary-Greg Jeffords Treasurer-Joe Johnson Reporter-Pat Massey Parllamentarlan-Joel Thomas Representatlve-James Bright The clubs advisors are J.C. Skipper and Don Havens. Officers Auto Body and Paint Technology AM VICA Officers President-Becky Myers Vice Presldent-Shon Smith Secretary-Lee Smith Treasurer-Tommy Freeman Reporter-Tom Morrow Parliamentarlan-Leon Toney Saftey Manager. Paint Shop-Randy Heath Saftey Manager, Body 4 Welding Shop-Leon Toney VICA Sponsor-Earl Carter, instructor (PICTURED ABOVE L TO R) MKHELLE BENNETT, WAYUON OVERTON, STEPHANIE Wise, Glenroy Charles, Shelia Bowling, Christy Bishop, Melissa Cates. PAGE 10 THE METROPOLITAN ACHIEVER SEPTEMBER 29,1989 I October birtHdays... ( ItMMWWaJ Feep/e Stacy Grable 10-20\nSonja Holmes 10-07\nRaymond Moore 10-14\nPhillip Kirkpatrick 10-17\nMary Patrice Cooper tions 10-22\nGrady Bradford 10-09\nRodrlck Hariis 10-24\nFabian Abraham 10-04\nKeith Allen Price 10-30\nTammie Lazenby 10-02\nJalmee OrloskI 10-12\nLee Stock 10-31\nBryant Hammonds 10-07\nCharles Gibbs 10-22\nKathy Lovell 10-25\nKimberly Blakely 10-18\nGreg Bagley 10- 30\nJeffrey Carmack 10-05\nStephanie Henson 10-23\nLaura Graham 10-18\nKeith Holland 10-27\nShea Keady 10-30\nMike Cogbum 10-29\nJim Holladay 10- 20\nLuke May 09-29\nJim Harris ] Christy Marvel 10-02\nCarla Dodgen 10-01\nI 10- 10\nJeff Calhoun 10-20\nDeanna Nipps 09- 29. Jerald 10-01 MlnorlO-11, Ashley Collie VVEl^ Welding \u0026amp; Industrial Products \u0026amp; Gases Mike Porter Salesman by Lorens Markham, Cahlar Chackar Cosmetology class has a new baby. Janet Eddlemon, Benton student recently had a baby girl. Jessica Michelle was bom September 7, 3\n05pm.. at Saline Memorial Hospital. She weighed 5 lbs. 6 oz. Mother and daughter are doing well. Cashier Checker PM Class Is planning a Halloween party for the elderly at Trinity Court Nursing Home. Commercial Art/Computer Graphics AM Class plans to attend Louisiana Tech University College Day Program In Ruston, Louisiana on Saturday. October 28. They will tour the campus, learn about the career opportunities offered and see the Tech vs. University of Tulsa game that evening. Bryant seniors recently selected their class song, flower, colors and motto. Cosmetology students offer lowest prices In town. A sample of what you can get\nHair cut$4.00 Hair cut, shampoo, blow dry$6.00 Shampoo, blow dry, curl$3.(X) Press and curl$6.00 Bleach$10.00 Ear piercing$5.00 Manicure$2,00 Visit today for complete list of services, rooms 109 and 111. Options is a column for students at Metropolitan. It will give you a sampling of the information available In the Guidance Center located in the Activity Center (formerly the Media Center). When you find something of interest to you, get a pass from your teacher to see the counselor. Martha Allen. SENIOR LEADERS Deadline\nTuesday. October 3 If you are an officer or representative to the Student Council at Metropolitan or your home school, you may qualify for a trip to Washington, D.C. Get Details Today. Deadline in two days! SUICIDE PREVENTION Deadline: Thursday. October 5 A team of students at Metropolitan will attend the Youth Suicide Prevention Conference on Saturday October 14. If you are Interested In representing Metropolitan, get an application form today. IHNORITT SCHOLARSHIPS Application deadline\nNovember 6 The American Society of Newspaper Editors offers a $750 scholarship to 60 minority high school seniors who plan a career in Journalism. Complete details available. 800 East Roosevelt Road Little Rock, AR. 72206 372-2252 THE HALL OF FAME Sports Hobby Shop Monday TuMday 2 3 T-Shirti (High School. Cdtoge \u0026amp; Pro) Cie^BatabiN Cardo S Moro 776-1112 # 12 Lincoln SquareBenton, Arkansas Bring This Ad In for 10% off anything! October 1989 Wadnaaday NATEF INSPECTION 4 Thursday MATtF NSPECnON 8 Friday Saturday 1 Sufxtoy JOBS AT PIZZA PRO Deadline\nHiring now Pizza Pro is looking for future management personnel. Opportunities available in Little Rock. Cabot and Benton. Educational benefits available to those who qualify. Contact Martha Allen for more information . PUBLISH TOUR WORK Available during year The Challenge magazine is looking for talented young writers. Submit your feature articles, editorials, reviews, essays, short stories, poetry, photography, cartoons and illustrations. Pick up a copy of the guidelines. NATEF NSPECTK3N 8 7 8 FOR SALE 12 X12 GREENHOUSE Constructed Completely by WeitHiy 'Tuft dr J^fsidentud Construction $1000.00. Contact Mr. Stroud Rm. 321 or call METRO 565-8465 Student Counett 10\n]SAJf. l.-OOPJC *TimK(ppur Blood Drive 1 0 Fire Depart. Safely (Aeeembiy AM Student ActMty Appreciotlon 1 1 Day ASA Convention flfo SchooO 1 2OoZumbus Doy AEA Conwootion (No SchooO 1 3 1 4 1 8 1 6 Student Councl 10:15 A.M. 2 3 LOOP-M. 1 7 PM) 3 0 24 BCQU^ COfUMt .(AssembUr 3 1 AW no 1 8 Wear Red Ribbon Day 28 1  20 2 1 2 2 S Everything \" for the Photographer and Artist 26 27 28 29 ^wonkBfiAmic 1201 Main St. Uule Rock. Arkansas The Metropolitan A place to learn, to grow, to succeed. OCTOBER/NOVEMBER 1989 VOLUME No. 2  ISSUE No. 2 The Vocational Technical Newsletter Publication of Metropolitan Vocational Technical Education Center Little Rock School District An Area Vo-Tech Serving Pulaski, Saline, Lonoke and Grant Counties. HOSA Club to sponsor accident prevention submitted by Crystal Ellison HOSA reporter Health Occupations Students of America Club Is hosting an accident prevention program this week. The club, a part of the Health Occupations Education (HOE) program, has sponsored this popular program In the past. Are you already driving? Are you old enough to drive? Do you ride with friends your age when they drive? If your answer is \"yes\" to any of these questions, then this program is for you. Y.AP.P. is a federally funded program sponsored by the Arkansas Transportion Safety Agency. It Is administrated through Pulaski County Municipal Court This program Is especially designed for teens who are Just beginning to drive. The program will consist of education, demonstrations and feedback from participants. The Y.A.P.P. program director, working In cooperation with local law enforcement and HOSA schools, will be conducting a Youth Accident Prevention Program In the Activity Center November 6- 9. Student Appreciation Day time to eat, greet, meet The Y.A.P.P. program consists of: Course 1 - Getting It together: Course 2 - Use of seat belts\nCourse 3 - Why alcohol, drugs, and driving do not mix\nCourse 4 - What can happen with 'Y.A.P.P\". The lines seems endless to the teachers and students who helped at the grill. Student Appreciation Day is held in the fall and spring to honor the students who attend Metropolitan. (Continued on page 3) Metropolitan lobbies for drug free America Information compiled by Deanna Nlpps The Achiever challenged all students to be drug free for at least the week of October 23-29. It is hoped that those students who use drugs will be encouraged to continue living a drug free life. In addition, staff members encourage those who do not use drugs to challenge someone who does to make a wiser choice. Rally at Capitol Monday Some of the week's activities included a Red Ribbon Rally to the steps of the State Capitol building. Staffers Jeff Calhoun, Allison Douglas, Tanya Dunlap, Carlos East, Lorene Markham, Dean'na Nlpps, Angela Ray, Terry Searcy, and Stephanie Wise represented Metropolitan. Accompanied by sponsor Martha Allen, the group was among hundreds of students and adults who wore red and chanted for a drug-free life. The Metropolitan delegation wore the offical Red Ribbon Shirt. Red Ribbon Day Wednesday Wednesday Achiever staff gave out red ribbons to all students, staff and visitors to Metropolitan. The red ribbon signifies the Importance of being drug free. Hundreds of names were collected on petitions to be sent to members of Congress. The petition stated that \"Metropolitan Vo-Tech Center students want a drug free America. This effort Is part of a national effort to lobby Senators and Representives to get tough on drugs. These elTorts are part of a year-long campaign at Metropolitan to insure that every student is aware of the importance of a drug free life. PAGE 2 THE METROPOLITAN ACHIEVER OCTOBER/NOVEMBER1989 EDITORIAL Druggie or Drugfree by Kelly Carter In helping tabulate the siuvey that the Achiever staff t(k\nIt made me very angry. It seems that these people who are so concerned about what drugs and alcohol are doing to the society have actually tried and used drugs and alcohol. If this is the case, society Is worse off than before. I mean if our society is assembled with people who have even tried and used drugs and alcohol, how are we helping the society any? I'm not talking about recreational drugs like pot. Im talking about cocaine, crack, etc.. It's a proven fact that the first time you try crack you'll be addicted Instantly. Do you want that? How would the government run If the president and cabinet were always high? Theyd be pushing the nuke button constantly so that wed have nuclear weapons coming at us from everywhere. All Im saying is, please think before you drink and just say no to drugs. Taking away the pain Tean in education: three. Tean in industry/business: experience/previous 20. Jobs Work held: Demonstrator of Kodak Instant cameras, secretary, bookkeeper, sales representative, employment agency placement specialist, cashler/checker sales clerk. Educational Background: High School-Mt. SL Mary, LR College, U of A Fayetteville, Memphis State University \u0026amp; UCA, Conway. Why you choae education career: Because 1 love young adults and 1 want to try to Improve their futures by helping them believe in themselves. Describe yourself: Loving, caring, outgoing. Favorite music: country/western-KSSN. Faroiite by Stacy Linton Breaking up can be hard to do. but everyone usually gets When a split in your relationship occurs, instead of over It. throwing everything he or she ever gave to you away, box It all up. After all, that may mean your favorite shirt gets trashed. Put every poem or picture, teddy bear or balloon in the closet. In this way you'll be able to go through these things years later and remember all the good times you had together. Instead of moping around the house and school, get Involved in some different activity that you've always been curious about. Maybe this activity Is stamp club or science club, or It may be something done at home such as photography or horseback riding. And. if nothir^ else, buy a plant. No matter what you do, don't just sit around crying and being depressed. Get your mind off of that special someone and get back In the game. A doser look at teachers This issue four teachers new on the staff have been selected for a closer look. Watch for your favorites in upcoming issues. movie/TV show: Roseanne, The King \u0026amp; I. Favorite hangout: Metropolitan Vo-Tech and home. Favorite paattimea: Cake decorating, sewing, watching TV, walking and being with Uebchen (my dog). Jig saw puzzles. Favorite Saturday outfit: sweats Family information you would like to share: I have a Lhasa Apsa named Liebchen. I have two sisters, one brother, five step-sisters. One teaches at Fulbright Elementary, Dottie Cooper, and one is Principal at David O. Dodd, Mary Jane Cheatham. Most outrageous dream: To go to U of A and marry a star Razorback football player, be a housewife, and have lots of kids. Future career/life plans: To continue teaching. I have found the career I enjoy. I feel I have something to offer \"my kids\" and I know they are blessings to me. Three most important things in your life: My trust in God, my job here at Metropolitan Vo-Tech, my new red 1989 Nissan Sentra. continued, see Teachers on page 4 Christi Finkbbner - CashieiVChCKR Instructor Continued in third (3) Column The Metropoutan An in-house newsletter publication written, edited and printed by vocational students and faculty of Metropolitan Vo-Tech Education Center. 7701 Scott Hamilton Drive, Little Rock, Arkansas 72209. Publishing 7 Issues during the 89-90 school year. Supported by friends and businesses directly associated with vocational technical education. AM staff Members PM Staff Members Jason Gaines.. Dean'na Nipps Co-Editor Co-Editor Jeff Calhoun.....Advertising Manager Carlos East......... Terry Searcy........ Allison Douglas... Stephanie Wise... Waymon Overton ......Columnist ......Columnist ......Columnist .....Art Design Photographer Stacy Linton Angela Ray. Ricky Price.. Suki Lin Schaberg Donna Fuller........ Kelly Carter........... Lorene Markham.. Tanya Dunlap........ Martha Allen......... .................... Co-Ed itor .................... Co-Editor Advertising Manager ..Photographer ........ Columnist ........ Columnist ........ Columnist Pbotograptier/CotufTinist ............. Advisor Extended Day staff members are identified in italics -OCTOBER/NOVEMBER 4989 THE METROPOUTAN ACHIEVER pinions What you like beat about Uetropolitan Tracy Warren, Central student In Radio Broadcasting: atmosphere. \"The people and Elyah Tindall, McClellan student in Radio Broadcasting: \"The experience.\" Penny Teague. Bryant student tn Printing: \"The experience It gives you for the real world.\" Rob Matheny, Parkview student In Radio Broadcasting: \"There Is more freedom than regular school.\" What you like least about Metropolitan Heath Williams. Radio Broadcastlrig student from Sylvan Hills: \"It's too far out of Ure way.\" Jack Fitzhugh, Auto Tech student from Cabot: 'The long bus ride. Greg Witonski, Radio Broadcasting student from Bryant: \"Not enough break time.\" Keith Holland, Commercial Art student from Bryant: \"No smoking rule.\" Favorite music Tracy Warren, Radio Broadcasting student from Central: Rock-n-roU Charlotte Atkinson, Radio Broadcasting student from Sylvan Hills: Heavy Metal Dwight Discus, postsecondary student In Radio Broadcasting\nolder Rock-n-roll Paula Gunnels. Northeast student in Radio Broadcasting: Country. Favorite bands Randy Dungy. Parkview Radio Broadcasting student\nIron Maiden Penny Teague: George Strait, the Judds Lona Ashcraft, Benton Radio Broadcasting student: Pink Floyd Suki Lin Schaberg, Parkview Radio Broadcasting student: Boston Custom (Buift Tfogfiouses \u0026amp; Storage 'SuiUings small, medium, and large $20^ and up (mostly up) 8'x8' Storage Building $400 Gmstwui OmpUi^ ^ii/entifl/CoiutetOT THE HALL OF FAME Sports Hobby Shop T-Shirt* (High School Colleg* t Pro) Cai*,Bueball Cud* t Mon 776-1112 # 12 Lincoln Square  Benton, Arkansas Bring This Ad In for 10% off anything! ZWERICAN yCANCER Tsoanv* Greatamerkan SMOKEOUT LEAVE THE PACK BEHIND ON NOVEMBER 16 Students enjoy their day at Metropolitan. After pigging out on hot dogs and drinks, there iws time TO CHECK OUT OTHERS. Most try drugs, alcohol One in four uses weekly A recent drug and alcohol survey reveals that people have a right to be concerned about drugs. The Achiever staff surveyed 226 students in AM. PM and extended day classes. The results are not surprising to those who are aware of the drug problem in America today. Most try alcohol, drugs The survey reveals that three out of four students. 78%. have tried alcohol and that one of two. 52%. have tried pills, marijuana, cocaine, and other drugs. This data Is consistent with the results of other studies throughout the nation and in Arkansas. Metropolitan students appear to experiment with drugs about as often as do other teenagers. Most don't use weekly Students were also asked about their usage of drugs and alcohol. Approximately three out of four students do not use on a weekly basis. Alcohol is used weekly by 26% of students surveyed while 23% of students use drugs weekly. Again, these figures are comparable to other data collected recently. One in four has abuse problem Drug abuse Is a problem for one in four students surveyed. It Is obvious from the survey that drugs and alcohol usage Is too high, and that Metropolitan and other schools need to get Involved. For too many students, drugs are part of their dally life. Staffer Lorene Markham coordinated the survey. PAGE 4 THE METROPOLITAN ACHIEVER OCTOBER/NOVEMBER1989 Teachers (continued from page 2) Don Havens - Air Conditioning S Heating Instructor Tears of education: 4. Tears in John Hill, Campus Supervisor Favorite music: Ballads. Favorite movie/TV show: Cosby show. Favorite Saturday outfit: Sult. Family information you would like to share: I'm the only tall person In my family. Three most important things in your life: (1) health (2) God (3) family. J. C. Skipper, Auto Body Instructor Tears in education: 2. Tears in Favorite hangout: With family and friends. Favorite pasttimes: travel. Favorite Saturday outflt (shoes, clothes, etc.): blue jeans and gym shoes, anything raggedy. Family information you would like to share: Married, one daughter (16). Most outrageous dream: Becoming a millonaire. Future career/life plans\nTo continue In education, finish my degree, earn masters. Three most important things in your life: (1) God (2) iamily (3) home life. October in Indus try/businesc 23. Work f^evlew ezperience/previous Jobs held: AP.\u0026amp; L. - 7yrs., Heavy Contructlon - 8 yrs.. Own H.V.A.C. Business \u0026amp; Teaching, 8 yrs. Educational Background: High School, 1 year college, 2 yrs. Vo-Tech, Many seminars. Why did you choose education career? I like working with young people, and I enjoy sharing what I've learned. Describe yourself: big, easy-going, very outgoing with people. Favorite music: country and rock. Favorite movie/TV show: Night Court, 'Tin Men\". Favorite hangout: Home with my kids. Favorite pasttimes: Fishing, hunting, reading, gardening, cooking, and canning. Favorite Saturday outfit (shoes, clothes, etc.): shorts, tee-shirt, and Dexters. Family information you would like to share: Married 21 years. 3 children. 18. 15. \u0026amp; 14 years of age. Most Outrageous dream: A little too outrageous for prlntl Future career/life plans: Teaching young adults until retirement - then garden, hunt. \u0026amp; fish. Three most important things in your life: (1) My children. (2) my career. (3) my home. John Hill, Campus Supervisor Tears in education: 3. Years in industry/buslness: 10. Work experience/previous Jobs held: Auto body technician. Educational Background: High School graduate, 3 1/2 yrs. college. 1 yr. vocational Education - Auto Body .Why did you choose education career? It's an enjoyable field, and 1 do enjoy teaching this wonderful trade. Describe yourself: Industry/buslness\nno ne. Work ezperience/previous Jobs held: Lifeguard Instructor, Psychiatric Technician. Educational background: 16 years of school - Southern Arkansas University, San Diego Jr. College. Why did you choose education career? 1 like working with teen-agers. Describe yourself: Tall. J. C. Skipper, Auto Body Instructor Loving, kind, respectful of others, good provider for family and a Christian. Favorite music: Gospel. Favorite movie/TV show\nAny and all sports. Arkansas State Fair celebrates its 50th anniversary with record crowds and beautiful weather. Central High School homecoming festivities erupt Into what Is called a race riot. Students express horror and fear as fights break out for 30 minutes on front lawn and In hallways. Tigers lose their Homecoming Game, but cahn returns to campus life. Hugo comes ashore at Charleston Bay. Only two people die but millions are lost In property damage. Jim Bakker, TV evangelist, is convicted of all charges In the PTL scandal. San Francisco is devastated by an earthquake. More than 270 are feared dead. Two billion dollars in damage occurs. World Series on the Bay is halted temporarily. Sidney Moncrief, Milwaukee Bucs player, announces his retirement at Hall High School where he graduated. Schools in Pulaski County move closer to court settlement as Special Master Aubrey McCutcheon conducts hearings. OCTOBER/NOVEMBER 1989 THE METROPOtrrAN ACHIEVER PAGES by Donna Fuller The Oak Ridge Boys are better than ever with their newest member, Steve Sanders. The Oak Ridge Boys, along with Tanya Tucker put on a spectacular performance at the MidSouth Fair on September 30. Tanya shows Off Presley Tanya Tucker sang a variety of Songs, \"Delta Dawn\", \"Strong Enough to Bend\" and \"Daddy Home\". In the middle of Tucker's perfomance, Tanyas sister, LaCaste, brought Tanya's baby daughter, Presley Tanita, onto the stage for the crowd to admire. Tucker then sang a few more tunes, and then her performance was over. Oak Ridge Boys sing oldies The Oak Ridge Boys then brought the crowd to their feet with their high-energy performance. The group sang old songs like \"Elvira,\" and new songs like \"American Family,\" which is off their newest album, \"American Dreams.\" The Oak Ridge Boys are Dwane Allen, who has been with the group for 25 years, Richard Sterban, and Joe Bansall, who has been with the Oaks for only two years. The Oak Ridge Boys have a huge following of fans. Young and old alike had a fabulous time at the concert. Future Rock star? Presley Tanita Tucker, Tanyas daughter, attends recent CONCERT. fOENTIfr MySTERT PicmitE Win Metropolitan T-shirt No one guessed the Mystery Picture last issue. Carl Gruinmer, CAD instructor, chose a pin turret, a holder for a plotter. The plotter is used to generate computer drawings, Try your luck with this mystery picture. Write your guess on a slip of paper with your name and class. The entries will be turned into the Attendance Office. There will be a drawing for a T-shirt from those who guess correctly. Deadline for entering\nWednesday, November 15. The winner will be announced in the next issue of the Achieoer, Huto CosnEB Editors note: Informalion submined by BiH Estes, Auto Tecb tnstrucbr Oassing up meuns checking out car Take a few minutes each time you stop for gas to check out your vechlcle. A quick inspection of lights, tires and under the hood can prevent trouble on the highway or a country road. nRES-Check air pressure. Examine tires for abnormal wear. Check to see that hub caps are secure. LIGHTS-AU lights tn front and rear should be working for your safety and others on the road. Replace bulbs Immediately. OIL-Check oil level weekly. Change oil every 3,000 miles or six months. COOLING-Inspect for worn hoses and loose clamps before you have a problem. Check water level in radiator. Do not remove radiator cap when engine is hot A quick inspection of your car when you gas up is a good habit that will prevent many problems. Try your luck at answering the question below!! When your car burns oil it usually is because of: worn piston rings D fouled spark plugs  worn valve guides  all of the above *The correct answer will appear in the November issue.  PAGE 6 THE METROPOLITAN ACHIEVER OCTOBER/NOVEMBER 1989 The Final Battle by SukI Lin Schaberg Blue skies darken against the wind as the shadows start to fall. The midnight creatures start to roam as the child hears her call. She's the chosen one. Got to win this war tonight The battle of good and evil begins as she turns out the light Fighting for her Innocence she tries not to think of fear. The children of the nighttime have got to disappear. If the good doesn't beat the evil, we can say goodbye to our Ilves. Because we are the pure ones we might not make It back through the night Goodness makes a move. Darkness takes a fall. But before the evil regains Its power we've got to take the call. Bring In the magic. The children need our help, because this Is the final battle, we may not make It back. The midnight creatures scream as we attack again. The unicorns and the Pegases help the Ughtslde win. Their power and the enchantment Is all we have left. Darkness cringing, moving near Its death. The children of the light know their deed Is done. All the struggles of good and evil, good has finally won. The next tine yon thro a party find yon ant Lire Entertainment then oall EiErNIty at 824-O81J and D\u0026gt;e'Il play for yonr party needi It's All Hallows Eve... by Suki Lyn Schaberg And it's dark outside, the moon is lull. Evil creatures are roaming the streets: Goblins, Ghouls, Vampires and Witches. There Is a strange sensation in the air. One little goblin walks up to a house and taps on the door. As the door opens, a stream of light falls on the goblin, and loudly he screeches, \"Trick or Treatl Smell my feetl Give me something good to eatl\" The elderly woman pretends to be scared, as she fills his already stuffed bag of candy. All Hallows Eve. or Halloween, originally began as a pagan festival for the dead. People once believed that ghosts roamed the earth and that witches met to worship the devil on the thirty first These are the symbols that contribute to many of the costumes you see on Halloween. To a child Halloween Is a time when you get to dress up In a costume and receive a years supply of candy. Last year over a billion dollars of candy was distributed, and even more was spent on costumes. Senior John Rash told us about an experience he had with one of his Halloween costumes. \" I dressed\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_1269","title":"Parent Committee: Little Rock School District, area schools","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1991"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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