{"response":{"docs":[{"id":"bcas_bcmss0837_916","title":"Desegregation: ''North Little Rock School District Desegregation Plan,'' Book 3 of 3","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1986"],"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 law and legislation","Educational planning","Educational statistics","School improvement programs","School integration"],"dcterms_title":["Desegregation: ''North Little Rock School District Desegregation Plan,'' Book 3 of 3"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/916"],"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\nSubmitted October 14, 1986\napproved February 27, 1987\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n4 APPENDIX 910--937 5 APPENDIX 1032-1033 8 APPENDIX 1737-1745 14 APPENDIX 3584-3816 NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN SUBMITTED OCTOBER 14, 1986 APPROVED FEBRUARY 27, 1987 BOOK 3 of 3 PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S STUDENT ASSIGNMENT PLAN AND TO CLOSE CENTRAL JUNIOR HIGH SCHOOL FILED. U.S. 01S UICT COUIIT. (. C ..... OISTlltlCT A.OJftAI JUL ~Of~ _,_ IN THE UNITED STATES DISTRICT C~ R. BRENTS,~ EASTERN DISTRICT OF ARKANS~-------::-:~- WESTERN DIVISION OiMLu LITTLE ROCK SCHOOL DISTRICT PLAINTIFF vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al MRS. LORENE JOSHUA, et. al. KATHERINE KNIGHT, et. al. PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT PLAN AND TO CLOSE CENTRAL JUNIOR HIGH SCHOOL DEFENDANTS INTERVENORS INTERVENORS Come the North Little Rock School District and the members of its Board of Education through their attorneys, Jack, Lyon \u0026amp; Jones, P.A., and for their Petition state: 1. The North Little Rock School District presently maintains two senior high schools, Ole Main and Northeast High School, which serve grades ten through twelve. Currently, the senior high school population in the North Little Rock School District is thirty-four ( 34%) percent black and pursuant to the Eighth Circuit's racial balance guideline of plus or minus twenty-five ( 25%) percent of the minority population, the permissible range for senior high schools would be between 25.S and 42.S percent black. 2. In the 1987-88 school year Northeast High was 27. 9% black and Ole Main was 41.6% black. While these populations are narwly within the permitted range, they are at the opposite extremes of that range and it is expected that within two years the population would move out of compliance. Rezoning the high school attendance areas to approximate the 66-34% district-wide balance would require the movement of several hundred high school students from one attendance area to the other with the attendant disruption that such a move would cause. J. As an alternative to simply re-drawing these boundaries with the probability that demographic shifts would require further changes in the future, the North Little Rock School District decided to explore the possibility of reorganizing its secondary structure to provide for one high school serving all students in grades eleven and twelve and another serving all students in grades nine and ten. 4. After several months and numerous public meetings to solicit community input, the North Little Rock Board of Education voted on May 10, 1988 (See Minutes of Special Board Meeting of 5/10/88 attached as Exhibit 1) to reorganize its secondary schools, both junior and senior high, in the following manner: a. Ole Main would be designated the single North Little Rock high school for grades eleven and twelve and Northeast High School would be the single district facility for grades nine and ten. -2- 00911 03-025  b . Central Junior High School, which currently serves all North Little Rock seventh graders, would be closed and the three remaining junior high schools, Ridgeroad, Rose C-ity and Lakewood would serve grades seven and eight. c. To insure proper planning and to allow the current students in the senior high schools to matriculate from their present school, the reorganization would be implemented for the 1990-91 school year. 5. As is more fully set forth in the Superintendent's Memorandum of May 2, 1988 (Attached as Exhibit 2), there are numerous advantages to this reorganization including the following: a. It would achieve a permanent student assignment plan for grades nine through twelve which achieves ideal racial balance. b. Central Junior High School is thirty-five ( 35) years old and closing it would permit the District to avoid approximately 2. 2 million dollars in renovation costs which, when coupled with operational savings, would save the District $258,000 per year. -3- 00912 03-025 0 w r-J I ~ 0 l.,J l.,J  c . The Minimum Performance Test (MPT) is given at the sixth and eighth grades. Having middle schools serving grades seven and eight offers a better framework for remediating inadequate MPT performance than the current structure which has schools housing grades K-6, 7, and 8-9. d. The economy of scale that will result from having all students in particular grades housed in the same school will also permit increased course offerings and the use of more high technology equipment which could not previously be afforded when it had to be purchased for two schools each having one-half of the students interested in programs utilizing such equipment. e. Transportation would be provided for all secondary students who reside more than two ( 2) miles from school where in the past such transportation has only been provided to seventh graders with all other secondary students being responsible for their own transportation to and from school. 6. The North Little Rock School District is aware that this Fall the Special Master will be making recommendations to the Court regarding long-term student assignment and desegregation plans for the Pulaski County and Little Rock School Districts. While we cannot foresee how the North Little Rock School -4- 00913 03-025 0 r-J I I-' 0 w w Dis.rict's second~ry reorganization could in any way impede this planning effort, we recognize that the Court's approval of the District s secondary reorganization and the closure of Central Junior High School will be contingent on their not impeding the development of long-term desegregation plans for the Pulaski County Special School District and Little Rock School District. 7. The undersigned parties do not object to the granting of this petition. WHEREFORE, the North Little Rock School District Defendants request that the Court order the amendment of the North Little Rock School District desegregation plan to permit the secondary reorganization adopted by the North Little Rock School Board on May 10, 1988 and to permit the closing of the Central Junior High School facility contingent only on the requirement that the implementation of this reorganization will not impede or interfere with the long-term desegregation plans of the Pulaski County Special School District and Little Rock School District and for all other just and proper relief. July 6, 1988 Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Tower Capitol at Broadway Little Rock, Arkansas 72201 (501) 375-1122 K. LYON and \\STEPHEN W. JONES, Attorneys for North Little Rock School District -5- 0091' 03-025 u, Re~ewed and Approved: ~ -?' -'? lli..il.le ~~,r- ~ /p'G'laski County Special School District Ji~u~ Arkansas Department ot_~tion J~~~@ Knight Intervenors -6- 00915 03-025 u, \u0026gt; \"'d I'd ttj ZI t, H \u0026gt;\u0026lt; 1--' 0 w I\\.) I H 0 w w C0 ~  CERTIFICATE OF SERVICE I hereby certify that a true and correct copy of the foregoing Petition was sent via U.S. Mail, postage pre-paid to the counsel listed below, on this 20th day of July, 1988. Herschel H. Friday, Esquire Walter A. Paulson, II, Esq. Christopher J. Heller, Esq. H. Charles Gschwend, Esquire FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. Little Rock, Arkansas 72201 M. Samuel Jones, Esquire Alston Jennings, Sr., Esq. WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas 72201 Steve Fedo, Esquire NEAL, GERBER \u0026amp; EISENBERG 208 South LaSalle Chicago, Illinois 60604 Tim Humphries, Esquire ATTORNEYG ENERAL'S OFFICE Heritage West Building 201 East Markham Street Little Rock, Arkansas 72201 -7- H. William Allen, Esquire Attorney At Law 1200 Worthen Bank Building Little Rock, Arkansas 72201 Sharon Streett, Esquire ARKANSAS DEPT. OF EDUCATION Education Building #4 Capitol Mall Little Rock, Arkansas 72201 Noman Chachkin, Esquire LEGAL DEFENSE FUND 99 Hudson Street, 16th Floor New York, New York 10013 John W. Walker, Esquire Attorney At Law 1723 Broadway Little Rock, Arkansas 72201 Richard W. Roachell, Esquire MITCHELL \u0026amp; ROACHELL 1014 West Third Street Little Rock, Arkansas 72201 00916 03-025 I'\"\" 0 l.\nJ !SJ I I'\"\" 0 l.\nJ l.\nJ CCI J~Jullian, Esquire H~E, WALLACE\u0026amp; JEWELL, P.A. 3800 Capitol Tower Capitol at Broadway Little Rock, Arkansas 72201 Steven T. Shults, Esquire SHULTS, RAY \u0026amp; KURRUS 1600 Worthen Bank Bldg. Little Rock, Arkansas 72201 Stuart W. Hankins, Esquire HANKINS, CAPPS, HICKS \u0026amp; MADDEN 800 West Fourth Street Post Office Box 5670 North Little Rock, AR 72119 -8- Stephen L. Curry, Esquire IVESTER, HENRY, SKINNER \u0026amp; CAMP, P.A. 212 Center Street, Suite 900 Little Rock, Arkansas 72201 Thomas B. Staley, Esquire ROBINSON, STALEY, MARSHALL \u0026amp; SHIVELY 111 Center Street, Suite 410 Little Rock, Arkansas 72201 00917 03-025 ) NORTH LITTLE ROCK SCHOOL DISTRICT Office of the Superintendent MINUTES SPECIAL HEETING, BOARD OF EDUCATION Administration Building, 2700 Poplar Street Tuesday, May 10, 1988, 5 p.m. A special meeting of the North Little Rock Board of Education was held on Tuesday, May 10, 1988, 5 p.m., in the Board Room of the Administration Building, 2700 Poplar Street, North Little Rock, Arkansas. The meeting was called to order by the Chairman, Vicki Stephens. Expulsion YH.S: NAYS: Secondary School Purpose of Meeting First item of business was to consider the ac..uinistration's recorr..~endation on a student expulsion. Mrs. Stephens asked if anyone was present to represent Kevin Jones. Mrs. Jones, Kevin's mother, was present and requested the hearing to be in a closed session. The Board retired to the Superintendent's office to consider the ex?ulsion at 5:02 p.m. At 5:17 p.m. the Board reconvened in ope~ session. Hrs. Stephens called for a motion. Mr. Witcher moved to uphold the adr.tinistration's recommendation for the expulsion of Kevin Jones for the remainder of tt.e present school year due to his violation of Board Policy FB~, Assault on School E~ployee. Mrs\nJones seconded the motion. Earrison,Jones,Lazenby,Stephens,Willshire,Witcher None Mrs. Stephens called for a motion to consider t~e qraje organizat~on of ~he secondary schools. Mrs. ~nnoc c~~tg~ that sh~ had a mo~ion in nine parts a~d read the following: \"I move ~hat beginning w~th the school year .1990- 9- that our, 1. High schools be realigned so that there is one high school with two c~~puses. Or.e campus will house grades 11 - 12 and or.e campus grades 9 - 10. 2. That the Ole Main camcus be used for the 11 - 12 grades, and the Nor-:heast Cilmpus be used for the 9 - 10 grades. A-12 00918 u, \u0026gt; '\"C \"d t:,j z C H X I'\"\" 0 w N I H 0 w w c:o Minutes, Special Board Meeting page 2 Tuesday, May 10, 1988, 5 p.m. A-13 3. The junior highs shall include graces 7 and 8. 4. We seek approval for this grade realignment from the Special Master and Judge Woods as quickly as possible. 5. We request th~ Court's permission to discontinue using the building at 2300 North Poplar to house students. 6. The Superint~ndant recommend to the Board for approval a Steering Co~~ittee to develop a planning guide for use throughout the planning for these changes. 7. The planning guide be submitted to the Board for approval. The Steering Committee will submit to the Board monthly reports. 8. All final reports of any sub-committee be submitted to the Steering Committee to be presented to the Board for approval. 9. Financial planning for the renovation or additions to any building be submitted to the Board for approval.\" Murry Witcher seccnded the nine-part motion. Mrs. Stephens called for d~scussion and comments from the Board. Discussion included forming committees first and doing the planning before approval of suggested changes\nconcern about millage passing\ncriteria for designation of the two campuses\nadministration giving direction to the Board on the proposal\nsix-year plan for the District\nlooking at facilities that are available\nfinancial situation\npreserving Central Junior High\nnumber and individuals to serve on steering committee\nimfortance of consistency for seventh and eighth grades on same campus\nand student performance on testing. 00919 Minutes, Special Board Meeting page 3 Tuesday, May 10, 1988, 5 p.m. Amend.ment_ YEAS: NAYS: Discussion Vote YEAS: Nil.YS: Adjournment YEAS: NAYS: Mrs. Harrison moved to amend the motion to omit part three--the junior highs shall include grades 7 and 8. Died for lack of a second. Mrs. Willshire moved to amend the motion to address transportation costs with the information being brought back before the Board. Mr. Witcher seconded the motion. Harrison,Jones,Lazenby,Stephens,Willshire,Witcher None Other discussion covered taking alternative approach by using cor.unittees first and taking the plan step by step\naddressing the courts for approval\nmoney being available for the proposal. Chairman Stephens called for a vote. Harrison, Jones, Stephens, Willshire, Witcher Lazenby It was asked that as many individuals as possible be involved in committees on all segr.lents and to ask for volunteers. Mrs. Jones moved to adjourn with Mrs. Willshire seconding the motion. Harrison,Jones,Lazenby,Stephens,Willshire,Witcher None Vicki Stephens, Presidant Rosa Willshire, Secretary A-14 00920 1.11 :i:,, 'C 'C t,j z 0 H \u0026gt;\u0026lt; I-' 0 w N I I-' 0 w w co .... ., ...-... :.\nOFFICE OF THE SUPERINTENDENT May 2, 1988  MEMTOO : Members,B oard of Education f\nOM: ~ Joe Austin, Superintendent of Schools SUSJECT: Realignment of Secondary Sc~ools For the past several weeks, the realignment of our secondary schools has been considered. The proposal calls for grade 7-8 middle schools to be housed at Ridgeroad, Lakewooda, nd Rose City Junior High School with grades 9-10 at one high school campus and grades 11-12 at the other. It is recoffimendetdh at the plan becomee ffective at the beginning of the 1990-91 school year. This amount of time is advisable in order to do some facility modification and to conduct comprehensive planning necessary to a smooth transition. A great amount of study and evaluation leads to the reccmnendation that the present Northeast High School be designated as the 9-10 grade campus and the present Ole Main High School serve grades 11-12. Several pieces of infonnation are appended for your study. These i_nclude: I. Advantages of a Two-CampuHsi gh School. II. Advantages of the 7-8 Middle School. III. Criteria for Determining 9-10, 11-12 CampusD esignations. IV. Model for Planning Transition to the 7-8, 9-10, 11-12 Organization. V. Observations about the 7-8, 9-10, 11-12 Organizational Structure. VI. Student Transportation Information VII. High School Building Capacity VIII. Cost Savings in the Closing of Central Junior High School IX. Desegregation of High Schools X. Realigrment and Scholarships 00921 OR. JOE AUSTIN ADV~!TAGESO F A TWO-CAMPOSH IGH SCHOOL _ltter Student Schedulina By increasing the student population in t~o grade levels, less scheduling conflicts will develop. Presently, advanced students that select courses offered. only one t::ne during the cay t-.ave great difficulty i~ making a schedule. Mere Course Offerincs Sc~e higher level classes have been ca'\"celled due tc low o::nrollment at each ca..1T,ous. Othe::r courses need to be offerec. for beth the high and low ability students. Vocational shop classes would be better utilized. Better Utilization of Staff The number of preparations for ~eachers would be reduced a~d allow teachers to work in their major field. Elimination of Racial Balance Proble~ Presently, Ole Main has a much higher po?ulation of black students than Northeast. It will be necessary to racially balance the t,o10 schools in the next year or two. New bounc:ary lines can be drawn or combining the schools would solve the problem. Imoroved Athletic and Other Extra Curricular Proarams All progr~~s would be strengthened by providing earlier trainin~ for advanced competition. More stude~ts would be actively participating rather than just being a rne~ber of an organization. Eliminates tha Perceotion of Two Unecual Schools Presently, one school is perceived to be a better school and the other one is becoming the less desirc~le. They are cor..rnonly re:erred to as the \"poor\" and the \"r:c~ schco_, Prcmote Citv Gnitv Al_ students would have the opportunity to interact with others frcro across the city and develop lasti'-g friendships. The school administration and business people would not be perceived as favoring one school. 00922 V, \u0026gt; '0 '0 t,j z 0 1-1 \u0026gt;\u0026lt; I-' 0 w N I I-' 0 w w co Appendix 1 page 2 4est Side Propertv Values Property on the w~st side should ~a more desirable to new people moving in to the city, if all stuaents are attending the sa~e school. TrClnsoortation With seventh gradars going to neighborhood micdle schools, transportation could be provided for all secondary stucents wr.o reside two or more miles from school. 00923 1.11 \u0026gt; \"cl \"C t\u0026lt;:1 z 0 H \u0026gt;\u0026lt; I-' 0 w N I I-' 0 w w CX) APPENDIX II ADVANTAGEOSf THE 7-8 MIDDLE SCHOOL ~ The success of Central Junior High School is r.ot questio~ec. The i-8 middle school provides an excell~nt opportunitv to expand the type of programs offered at Central to  cipproximately twice the number of studencs. 2. The i-8 middle schcol provides fer better cor.tinuity in allo~ing teachers, counselors, and administrato:s to become rr.ore familiar wit~ students and t~eir parents. 3. The i-8 middle sc~ool preserves t~e neighborhood school conce?t for one additional year as most seventh graders will attend middle schools n~arer their homes. 4. Student conduct in the 7-8 schools will be much improved over the current S-9 junior high organization. 5. The 7-8, 9-10, 11-12 plan allows for the closing of a secondary school facility. It is estimated that operating costs will diminish by $250,000 per year with one less school. 6. Th~ middle school allows for a more student-centered approach for ~ighth graders. With hi:h school credits beginning at grade nine, the middle s~hool approach is ffiore concerned with student success than ~ith Carnegie units for credit. 7. The Minimu.-n Ferforrnance Test (MPT) is given at the sixth and eighth grades. Remediation, as needed, is planned for grades seven and eight. The 7-8 middle school offers a remediation framework far superior to the existing K-6, 7, 8-9 grade arrangement. 00924 l,J1 \u0026gt; \"O ~ t'rj :z: 0 1-1 \u0026gt;\u0026lt; t--' 0 w N I t--' 0 w w C0 I APPE~rorx II! .RITERIA FOR DETE\u0026amp;INING 9-10, 11-12 C~~PUS DESIGNATIONS There are many factors th~t can be considered in deter.nining which campus is bet~er suited for grades 9-10 and which for s=ades 11-12. Net all quantity and ~uality factors, howeve~, are relevant to such decisicn making. For example, a cafeteria to feed the approxim~te s~~e number o: students is needed at each campus. It is r.ot possible to determine that one cafete=ia 1o,ould serve a particular campus any better than it would serve the other. The same should be said a:out office space, teacher work areas, geographic locations of the buildings, and several c~ter considerations. Scme factors do, however, seem to have programming at the 11-12 grade level. identify those factors and to evaluate ability to provide for those factors. l::elow. a greater impact on An attempt was made to each high school's Those results are shown SCIENCE FACILITIES: More higher leve_ science courses will be needed at the 11-12 campus. More courses call for more lab space and oth~r instructional areas suited to science teaching. Ole Main facilities for science are more ~lentiful and better suited for grades 11-12. DRAMA/FINE ARTS: Both ca.mouses are forti:nate to have top-flight drama/fine arts facilities: The Northeast facility is more modern and better suited for complex settings and advanced stage productions for grades 11-12.d A7ELETIC FACILITIES: Ole Main athletic facilities are more favorable for grades 11-12 utilization. The gym has more seating and is used for high school athletics exclusively. Track and football facilities would a_so favor the Ole Hain campus. P.!.?3:ING AREAS: More automobiles woulc. be expected at the 11-12 g=ac.e campus. Northeast has much more available space for student, faculty, and fan parking. Additional space can be prov~ded at the Ole Main c~~pus. voc\n.::IONAL FACILITIES: !-!ore shops and other vocational edcation spaces are needed at the 11-12 grade campus. Such spaces are much more abundant at the o_e Hain ca.'!lpus. 00925 t--' 0 w N I t--' 0 w w I I Apendix III page 2 MUSIC FACILITIES: As with drama and other programs, adequate music facilities are needed at each campus. The Ole Main music ..,.tacilities do, however, provide more space and are better ituated to serv~ ~he more advanced music student. OTHER FACILITIES: s~veral other facilities such as libraries, journalism, art, and other teaching spaces were considered. rt coes not appear that those facilities at either campus offer advantages over th~ other for use with graces 11-12. SUM..Y~RY: When all curriculum and student activity possibilities are considered, the Ole Main campus is more ideally suited to house grades 11-12. Due to its proxL~ity to Lakewood and the need to share f~cility with younger students, Northeast is better suited for the 9-10 campus. 00926 APPE~~rx IV WDEL FOR PLANNING !HE TRANSlTION TO THE 7-8, 9-10, 11-12 .GANIZATION Decisions for implementing a new secc~dary grade structure woul~ obviously nQ'l\\ber in the hundreds. Decisions that.relate to course offerings, staff assignments, student activities, athletic programs, and countless othe: concerns will need to be made through the intervening months ahe~d. A:though the planning to be done is cetailed and tirr.e consQ~ir.g, one should find comfort in this major fact: the two most L~portant ingredients in planning are ~~ple time and capable people. Both ingredients are in good supply in planning for a t=ansition that should occur in the 1990-91 school year. It should be further noted that along with the expertise and experience within our o~n district, other districts using the se.me or sL~ilar approaches are availcble for study and comparison. As in the case with all educational planning, the true wexpertsft are to be found among the teaching, counseling, and building administrative corps. Their direct involvement in the planning process is not just L~portant--it is essential to the establishment of an effective program fo= the secondary students of North Little Rock. Tha planning model, therefore, is primarily a model for the involvement of staff and others in the planning process. THE COORDI~ATION OF THE PLAfi\"NING EFFOR~ will be provided by a twelve member steering committee appointed by the Superintendent of School$. The steering committee will be c~aired by the Assistant Superintendent for Instruction and include representati~es from all secondary ce.I.lpuses, the Board, the student body, and parents of secondary school students. The steering co~.mittee mav choose to use the services of educational consultants as d~emed.necessary. ~.mong the early tasks of the ste~ring cc~~ittee will be the development of a pldnning guide for use throughout the planning e::o:t. Along with ~esc:ictions of the various planning objectives, time lint$ wili provide check poin~s to determ~ne i: satisfactory progress is being made and will allow for \"in-flight\" adjustments to the planning process. 00927 SGB COMMITTEESto study and plan specific elements will be appointed and their work su~ervised by the steering committee. Although the determination is to be made by the steering c.Pmmittee, it seeffis likely that sub committees would be needed a, deal with such i~~ms as staff assignments, devising student activity programs, designing instructional programs, and manv other areas of op~ration.  Sub committees should be representative of the buildings, students, and parents served. Their findings should be submitted to the steering committee in the form of highly specific recommendations. PERIODIC REPORTS of the progress being made and of decisions reached should be made by the steerin~ committee to the Superintendent and Board. A?PENDIX V CBSERVATIONSA BOUTT HE 7-8, 9-10, 11-1: ORGANIZATIONALS T?.l:CTl!RE , 1. Contrary to the cpinions of some, student participation in school activities actually increases ir. the 9-10, 11-12 organization. With larger numbers of students of sir:.ilar ~ges _and_incerescs, scudent activities are limited only by 1mag1nat1on. 2. Total numbers o: students in bane, athletics, drill te~~, and cheerleading ~ay actually increase with the 9-10, il-12 arranc:\nement. 3. The strong intramural athletic ar.d music program now at Central Junior High School can easily be continued in the 7-8 middle school setting. 4. Increased numbers of eleventh and t .. elfth grace students presents tremendous opportunity to expand courses for students of all ability levels. More Advanced Placement courses, additional courses in higher ~ath and science, ROTC, a~d strings programs are all possible. In addition, courses such as cor.mercial art and expanded conputer offerings are well within possibilities. Several additional vocational programs should be given ~trong consideration. S. Although realignment brings certain fears and concern_s to some, it clearly provides additional educational, financial, desegregation, transportation, and other advantages that probably cannot be realized in ar.y other way. 00929 V, NORTR L!TT~E ROCK SC~OOL DISTRICT STUDE)IT TR.\nNSPORTATION INFOR.'-t.:\\TION / .rrently, the North Littl: ~ock Scheel District operates a rleet of 42 buses for the ca1ly trar.s~ortation of regular er.d sp~cial education stucents to and frc~ school. Under feceral law, all s~ecial ecucation students are eligible for daily transportation.  Approxi~ately 1400 elener.tary studer.ts are bused in accordance 1-:ith the court mancatec \"Storm Plan.\" All seventh crac.e stuc.ents who resic.e more than two miles from Central Jur.ior,P.ich are bused to ar.c from desig!'\nated stops ttroughout the City. A court crder requires a Si:'tall a.:-,ount of busi::g of secondary stuc.er.ts. Euse~ are used to transport students to the six ~agnet schools and to Metropolitan Eigh School in Little Rock. In addition, buses are used for transporting ele~e::tary, junior high, ar.c high school students to a variety o: student activities, field trips, athletic contests, ar.d perfor~ances. Stucents from all secondary schools are bused to the Skills Cer.ter and some high school students are enroll~d in courses dnd receive transportdtion to the other high schccl campus. During the 1987-88 school year, approximately 1500 students in grade 8-12 who reside two or more miles !ram school are not provided transportation. Although most do not experience major problems in g~cting ~o and from school, some have great difficulty with transportation. High school principals report that many of these students are fre91ently absent due to a lack of transportation. Students with hig~ absenteeism usually have grace prcblen~ and are the most likely to drop out of school. Under the proposed 7-8, 9-10, 11-12 s=ade structure, a total o: 3200 secondary students would live two or wore miles from school. (900 in grades 7-8 and 2300 i:: graces 9-12.) Through t~e past several years, apprcxL~a~ely SO percer.t of eligible seventh gracers actually r:ce the bus to and from school. Applying this ex?erience to t~e 3200 eligible seco~cary s~udents under the propo~ed plan, tra~s?ortat1on would be r.eedec fer a max~mum of 1600 students. It is r.ot ar.tici?ated that 50 perc~nt o: grad25 11-12 student~ woulc chocs2 bus trans?ortatio\n: i: availa:ile. ~1th the addition of ten or less school buses, all stucents residin~ t~o or more m~les from schoo_ could be transported on a c~ily bisis. With elementary classes teginning at 8 a.m. and seconcary classes begi~ni~g at 9 a.m., thirty-one buses would be sufficient. 00930 \\J1 \u0026gt; \"O \"O t,j z 0 1-1 \u0026gt;\u0026lt; 1--' 0 w N I 1--' 0 w w 00\n\u0026gt;g t,j z 0 1-1 Student Transportation Information page 2 l Arkansas, transportation costs are allocated to school stricts based upon the nwnber of eligible students. (Residence of two or rr.ore miles from school) . With fifty percent or less of the eligible students actually riding the bus, i~ is expected that all transportacion costs would be reimbursed ar.d th~t all eligible secondary students .would be transported at no additional cost co the school district. 00931 u, p::,. 'O 'O t:,j z t, H \u0026gt;\u0026lt; I-' 0 w t\\.) I I-' 0 w W1  NORTH LITTLE ROCK SCHOOL DISTRICT HIGH SCHOOL BUILDING CAPACITY APPENDIX VII The following graphic shews square footage and student capacity at Northeast and Ole Hain High Schools. The scudent capacity nu.rnbers represent an 80 percent utilization rate. NORTHEAST SQUARE FEET O.PACITY Main Building 86,020 Fine Arts 1,092 Building 41,389 165 Gvmr.asium 22,437 100 C~:eteria 15,313 ------ TOTAL 165,159 1,357 1357 X .80~ = 1,086 Stucent Capacity OLE MAIN SQUARE FEET CAPACITY ~ain Building 121,270 1,100 Music Building 8,119 100 Vocational Building 18,762 175 Science Building 31,268 325 Gym and PE Dressing 34,787 100 ------- TOTAL 214,206 1,800 1800 X .80\\ = 1,440 Student Caoacitv The proposed 9-10, 11-12 grade align.'!lent \\.-ould necessitate additional classrooms at the Northeast High School. Twelve regular classrooms would allow the Northeast campus to accommodate 1400 students. An addition of 10,200 scruare feet would be constructed for approximately $357,000.  Such addition could be made with a minimum disruotion of classes and other activicies of the school. It is proposed that building costs be paid from the current building fund. Although not essential to the proposed realig~nent plan, Ridgeroad Junior High School should also be renovated and U?-dated at this time. It is estimated that renovation costs would total approximately $1,500,000. These monies should also be paid from the building fund. 00932 U1 \u0026gt; \"ti ttj tii :z: t:, 1-1 \u0026gt;\u0026lt; I-\"' 0 w N I I-\"' 0 w w C0 ~ ttj tii :z: t:, 1-1 NORTH LITTLE ROCK SCHOOL DISTRICT COST SAVINGS IN THE CLOSING OF CENTRAL JUNIOR HIGH SCHOOL APPENDIX VIII  Central Junior High School was constructed in 1953 and is located on a 10 acre site at 2300 Poolar Street. The building is structurally sound but shows the ~ear and tear of 35 years us~ as a junior high school. Certain portions of the non-air conditioned facility are prone to flooding. Several cost savings are obvious in the operation of five rather than six secondary schools. Although the 7-8, 9-10, 11-1i olar. is not proposed as a way to eliminate staff positions, cost savings are likely to occur as staff is more efficiently assigned in new settings. The fig~res below show cost savings as related to custodial and cafeteria personnel. They do not reflect reductions in a~uinistrative, secretarial, and counselor costs that may also be realized. All reductions that do occur will be handled t~rough attrition and no personnel, certified or classified, will lose jobs as a result of the proposed realignment plan. Although no value is shown, the trans:er of furniture, e~uipment, and supplies to the three middle schools should provide for more efficient use. The following annual savir.gs are expected to result from the closing of Central Junior High School: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Cus~odial Salary (through attrition) Custodial Supplies Water Natural Gas Electricity Insurance Security Waste Disposal Normal Maintenance Exoenses Estimated Savings - C~feteria Departuent Avoidance of renovation cost of $2,167,567 divided by 30 years useful life Added cost of $350,000 for Northeast addition assuming one half value left with other one half d:vided by 30 years useful life $54,600 2,750 4,360 17,582 49,526 21,600 1,075 1,550 16,700 22,000 72,252 +5,833 Total Annual Savings $258,162 00933 u, \u0026gt; '0 '0 trj z 0 1-1 \u0026gt;\u0026lt; .... 0 w (\\.) .I. .. 0 w w C0\n\u0026gt;g trj z 0 1-1 \u0026gt;\u0026lt; Savings in Closing of Central page 2 No determination has been made at this time as to the future use ~f the Central Junior High School campus. Demographic 'rojections do not show a n~ed for additional classroom soace in the foreseeable future. Possibilities that might be considered include the following: 1. The property could be sold with the proceeds to be s?ent on other facility needs in the District. Once sold, the value of the property is placed on the tax roll and adds to local tax revenues. 2. The property could be leased for commercial or industrial use. 3. The property could be converted for uses as an elementary school if needed. 4. The property could be used for other district purposes. Such need is unforeseen at this tL~e.  NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATIONO F HIGH SCHOOLS APPENDIX IX The Federal District Court has ordered, dnd the U.S. Eighth Circuit Court of Appeals has upheld, a desegregation plan for the high schools of North Littl~ Rock. The plan calls for two attendance zones with comparable numbers of black and white students in each zone. The order allows for a certain amount of variation in the assignment of students. The schools must be balanced \"to.within plus or minus t~enty-five percent of the minority race.\" The meaning of this phrase is explained below through the actual n~~ber of students enrolled in Northeast and Ole Hain High Schools curing the 1987-88 school year. NORTREAST Black 329 Wnite 850 % 27.9 % 72 .1 Total p~rcentage Total percentage Black White 34% 66% OLE 1-'..AIN Black 424 White 59 5 \\ 41. 6 \\ 58.4 The \"plus or minus 25 percent\" rule is a~?lied as follows: our total percentage of black students at Nor~heast and Ole Main is 34. Twer.ty five percent more than 34 is \u0026lt;2.5. Twenty-five percent less than 34 is 25.5. Therefore the percentage ~f black students at each school must not be more than 42.5 percent and not less than 25.5 percent. -- Trends of the past several years indicate that both high schools are likely to be outside of the plus/minus t~enty-five percent rule within the next t~o years. Rezoning the high school attendance areas to account for a 66-34 balance would require several hundred high school students to change from one zone to the other. As our district moves toward a unitary sta~us with the courts, the 9-10, 11-12 grade structure would be a strong drgu.~ent in our favor. In addition, the stability a::orded students and their parents should lead to a greater co~~unity wide support of the ecucatior.al system. 00935 u, \u0026gt; \"O I'd trj 21 t:j H \u0026gt;\u0026lt; I-' 0 w IS.) I I-' 0 w w CX) I Rca.1.1.g,_-\n-,enta nc ~ct-.olarsr..1.ps page 2 4. Strong four year foreign language programs provides local glo~a\nfirms the opp?rtunity to :ncourage advanced language tra1.ning through the.Lr sponsorsh.1.p. Global firns frequentlv ~ncourage bilingual development as a procedure to enhance  world trade. Scholarships to outstanding language students are a by-product of strong progr~~s. 5. A high school with a magnet program in each curricular area encourages student achievement. Students that are products of such a system would find opportunities available nationwide. These students become more competitive for scholarships and fellowships due to their advanced training. 6. As student enroll.rner.t increase in AP classes, the success rate of students with the ACT and SAT tests will increase due to advanced course preparation. Increased scores on the ACT and SAT make scholarship opportunities available. Although few in number when compared to academic scholarships, some North Little Rock seniors receive scholarships in athletics and music. It likewise is anticipated that more, rather than fewer, scholarships will be awarded in these important areas with implementation of the 9-10, 11-12 high school concept. College and university recruiters are ac~~ely aware of two major factors as they seek talent for their programs: The quality of the student performer and the quality of the program that trained the student performer. It is a well understood fact that larger high schools with quality programs produce a much higher proportion of athletic and music scholarships than do their counterparts jn smaller high schools. 00937 IJ1 \u0026gt; '0 '\"Cl trj z t:, H \u0026gt;\u0026lt; 1--' 0 w N I 1--' 0 w w CX) \u0026gt; ~ trj z t:, H \u0026gt;\u0026lt; 1--' ....J w ....J I 1--' ....J ~ IJ1 ORDER APPROVING NORTH LITTLE ROCK SCHOOL DISTRICT'S PETITION TO CLOSE CENTRAL JUNIOR HIGH SCHOOL AND MODIFY STUDENT ASSIGNMENT PLAN 1.11 :i:,, \"'C \"C t,i z t:l H \u0026gt;\u0026lt; I-' 0 w N I I-' 0 w w cc :i:,, \"'C \"C t,i z t:l H \u0026gt;\u0026lt; I-' -.J w -.J I I-' -.J 1\".1\"1 I IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS ':~RL R. ~i''ffS. CLERK l ,:\ny: /1111\u0026amp;1m-\u0026lt; WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT j PLAINT I FF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFENDANTS MS, LORENE JOSHUA, et al. INTERVENORS KATHERINE KNIGHT, et al INTERVENORS ORDER There are several issues pending before the court. The North Little Rock School District (NLRSD) has moved for approval of a modi(ication of its desegregation plan to permit reorganization or its secondary schools. The proposed changes would make Ole ~ain High School the only NLRSD school for eleventh and twelfth grades and Northeast High School the only NLRSD school for ninth and tenth graders. Further, Central Junior High School, which currently serves all NLRSD seventh graders, would be closed, and the remaining NLRSD junior high schools would serve seventh and eighth graders. The proposed changes would not be implemented until the 1990-91 school year. NLRSD's motion acknowledges that this court's approval must be contingent since the parties to the case are charged with the task of developing long-range, cooperative desegregation plans (September Plan) by September 30, 1988. The proposed changes in NLRSD appear to be desegregative in nature and are, accordingly, approved, with the caveat that the changes not in any way impede 01032 I I I I I I the yet-to-be developed September Plan. -There is also a motion pending to approve the annexation of certain territory into NLRSD from the Pulaski County Special School District (PCSSD). The territory is located within the North Little Rock city limits, but is currently a part of the PCSSD. In conformity with prior holdings of this court and the court of appeals, the annexation is hereby approved. The annexation takes place pursuant to state law. This court will expect the parties to comply fully with state law regarding the exchange of tax base and debt. The current stipulation w~ich governs majority to minority (M to M) transfers should be reviewed and evaluated !or effectiveness. Any changes should be submitted as a part of the September Plan. However, there is one clarification which deserves irrrnediate attention. Students who transfer from one district to another to aid desegregation efforts will be allowed to participate in athletics at the receiving school so long as the transfer is made by Labor Day. This comports with the eligibility requirements of the Arkansas Athletic Association. IT IS SO ORDERED. This 1st day of September, 1988./\" , ?bL------ 01033 (X) PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN (Part of Interdistrict Desegregation Plan) IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al MRS. LORENE JOSHUA, et. al. KATHERINE KNIGHT, et. al. PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN PLAINT I FF DEFENDANTS INTERVENORS INTERVENORS Developments subsequent to the initial submission of the North Little Rock School District's Desegregation Plan in March, 1986 and the Supplement to the Plan in October, 1986 have resulted in some departures from the specific letter of the North Little Rock Plan as adopted by the Court in its Order of February 27, 1987. The North Little Rock School District, therefore, petitions the Court to modify its Plan in recognition of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY SCHOOLS The Orders of this Court and the Eighth Circuit require that each school within the North Little Rock School District have a racial composition, excluding kindergarten, within 25% of the racial composition of the school district as a whole at that organizational level. As of October 1, 1988, however, the racial composition of Lakewood Junior High School had moved EXl:iIBIT 20 01737 outside of this permissible range, being 27.1% black when the minimum was 30.2% although a movement of thirteen students would correct this imbalance. All other schools within the District are still in compliance with the 25% standard although Ridgeroad Junior High School and Ole Main High School are approaching this limit. On September 1, 1988, the Court approved the North Little Rock School District's request to modify its desegregation plan to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School having all students in grades 11 and 12, Northeast High School housing all students in grades 9 and 10, and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades 7 and 8. It was anticipated as part of this reorganization that the attendance areas of the three junior high schools would be changed to equalize their racial compositions. No provision, however, was made for a school moving out of compliance before the 1990-91 school year. The NLRSD has formally requested the Magnet Review Committee and the MET to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- 3-00lJ 01738 I 1989-90. Since the movement of only thirteen students will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successful. The parties recognize that the stability of student assignments is a critical factor in the community's support of a district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment of students should be made to bring the racial composition of the secondary schools within the permissible range before the 1990-91 school year provided that they do not fall more than five percentage points outside the permissible limits. If such an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. In the 1990-91 school year, the attendance areas of all North Little Rock junior high schools will be modified so that each has approximately the same racial composition. To avoid the potential that any NLRSD secondary schools might move outside the permissible range, to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective implementation of its proposed long-term desegregation plan, the North Little Rock School District will assist the PCSSD in its efforts to recruit black students from Ridgeroad, Rose City and -3- 3-00lJ ,: 22 01739 I Central Junior High Schools to attend Oak Grove Junior High School on a voluntary basis. In addition, the NLRSD will permit black students from Ole Main High School to attend the senior high school at Oak Grove provided no transfer negatively affects the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSO. North Little Rock will also accept the transfer -of white students from Oak Grove Junior and Senior High Schools to Ole Main High School and Rose City, Ridgeroad and Central Junior High Schools under these same conditions. Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July l for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page 8.1 of the October, 1986 Supplement to the P~n, the District ------- ----------- -4- 3-00lJ - ._. .. 01740 proposed the use of the System of Multipluralistic Assessment (SOMPA) as an alternative test for intellectual ability in identifying students for its special education and gifted and talented programs. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as an alternative test of intellectual ability in the special education area because the test was not normed nationally but only on the basis of California students. In the gifted area, SOMPA was used but it was found that the Torrence Test for Creative Positives and the use of multiple placement criteria were more effective in identifying minority gifted students than SOMPA. Therefore, because of the questionable applicability of the test, the expense of its administration and the fact that alternatives in the gifted field have proven more effective, the parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and -5- 3-00lJ 01741 Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantalician Foundation in its report. The parties recognize that the purpose of the Cantalician Report was to provide school districts with exemplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent of the Cantalician Report. Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Exhibit A attached). The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching !!!!-handicapped students. The North Little Rock School -6- 3-00lJ ,--- 25 01742 District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The District will continue to seek this information but the parties agree that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. DALLAS PRESCHOOL SCREENING TEST At page 4.3 of its October, 1986 Supplement, the NLRSD committed to administer the Dallas Preschool Screening Test to all kindergarten children at the first of each school year. Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has ceased using it. The North Little Rock School District has, therefore, replaced it with the Early Prevention of School Failure Test which is also being used by the Little Rock and Pulaski County Special School Districts. The parties agree that the North Little Rock School District should be permitted to use the Early Prevention of School Failure Test in lieu of the Dallas Pre-School Screening Test. -7- 3-00lJ 26 01743 I CONCLUSION The Joshua Intervenors and other parties do not necessarily agree with every factual statement in this Petition but do concur in and support the proposed modifications to North Little Rock's desegregation plan. February , 1989 Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Tower Capitol at Broadway Little Rock, Arkansas 72201 (501) 375-1122 By: ~tv.-~ STEP!i]\n}l W. JONES, hlorneyfu North Little Rock School District By: JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas 72201 (501) 374-3758 Attorney Intervenors WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas 72201 (501) 371-0808 -M--+==-=--+==:---r-.-:-:t:.~:-::-::y:-:f.:o::-:r=-- P School D -8- 3-00lJ 01744 I I I I The undersigned parties do not object to this modification. LITTLE ROCK SCHOOL DISTRICT By:~--?------:- :'-5-.,.,..\u0026lt;.i\n--==~r~b'... . ..,.~-- ~- STATE DEPARTMENT OF EDUCATION By: _____________ _ KNIGHT INTERVENORS //  By:__._f_/~_IL_1l_J~_ --- (/ -9- 3-00lJ 01745 NORTH LITTLE ROCK SCHOOL DISTRICT'S STIPULATED COMPENSATORY EDUCATION PROGRAM IMPLEMENTED WITH SETTLEMENT MONIES FILED U S. DISTRICT COURT EASTERN DISTRICT ARKANSAS OCT 2 5 1989 IN THE UNITED STATES DISTRICT ~~R.BRENTS,CLERK EASTERN DISTRICT OF ARKANSA9y: OE? c o:o WESTERN DIVISION  L_.,K LITTLE ROCK SCHOOL DISTRICT PLAINTIFF vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al. MRS. LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. DEFENDANTS INTERVENORS INTERVENORS STIPULATED COMPENSATORY EDUCATION PROGRAMS TO BE IMPLEMENTED BY NORTH LITTLE ROCK SCHOOL DISTRICT WITH SETTLEMENT MONIES The programs listed below will be implemented with settlement monies pursuant to paragraph VIII. D, at page 39, of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989, as amended. The District cannot presently implement these programs without funds from the Settlement Agreement due to the financial condition of the District. In its October, 1986 Supplement to Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as it Applies to the North Little Rock School District, approved by the Court in its Order of February 27, 1987 (LRSD v. PCSSD, et al., 659 F.Supp. 363, 367-68 (E.D. Ark. 1987), the NLRSD described in Section 4: Compensatory Edtication, certain educational programs needed to address achievement disparity of black students which could be implemented only with additional . . funding from the State. With the settlement monies from the State, the NLRSD will now be able to implement those programs as described below. SETTLEMENT PLAN FOR COMPENSATORY EDUCATION Programs to be Implemented with Settlement Monies I. Learning Resources Goal: A. Provide technology based remedial basic skills instruction to reduce the achievement disparity between black and non-black students. Basic Skills Computer Laboratories The first priority of this Settlement Plan is to establish a twenty-eight station Basic Skills Computer Laboratory in each elementary school to assist students in mastering the basic reading\nlanguage and mathematics skills. Settlement funds, federal funds and other available funds will be utilized to fund the computer laboratories. The first priority will be to increase the size of existing computer laboratories at Redwood, Boone Park, Amboy, Glenview and Rose City elementaries to twenty-eight station labs. Computer laboratories would then be added to all other elementary schools in priority based upon the largest number of economically deprived students as determined by the eligible participants in the free/reduced lunch program. The expansion of labs at these five schools will occur the first year of the Plan and additional schools will be equipped with a computer laboratory starting the second year of the Settlement Plan and completing that installation process by the end of the fourth year of the Settlement Plan. -2- 3-00ld B. Diagnostic and Prescription Diagnostic and prescriptive services will be available to each grade 1-8 student and teacher in reading, language and mathematics through locally developed PACIR objectives with prescriptive test and the use of the Curriculum Management software that  IBM has under development. The North Little Rock School District has requested that IBM Corporation allow North Little Rock School District to participate in the pilot of this software this year. Through the use of PACIR objectives and diagnostic tests using the Curriculum Management Software, individual education plans (IEP) will be made available for students. These services will be available during the fourth year of the Plan provided IBM Corporation has developed and releases the .Curriculum Management software in early 1990. II. _Pupil Services (and Program Monitoring) -Goal: To assess student achievement and monitor the reduction of achievement disparity between black and non-black students. A. Diagnosis and Prescription Standardized achievement testing will be extended to grade 1 and grade 11 in order to provide more sequential and comprehensive data for curriculum assessment and individual student mastery. Achievement data by race will be developed for each school by grade. These data will be analyzed each year to determine program efficacy and in developing achievement components of each school's annual School Improvement Plan. B. Beginning in year one of the Settlement Plan, the District will provide up to $5,000.00 to assist disadvantaged youth in paying for college entrance testing such as the SAT and ACT. III. Staff Development Goal: Provide teachers with additional skills and awareness which will more greatly involve -3- 3-00ld IV. I minority students into the mainstream of classroom activities and reduce teacher preconceptions which might hinder learning by black students. A. Teacher Expectations student and Achievement (TESA) Extensive research shows that teacher interaction with students perceived as low achievers is less motivating and less supportive than interaction with students perceived as high achievers. Research also shows that high achievers receive more response opportunities and are given more time to respond to questions. This has particular application to educating minority and disadvantaged students. The Teacher Expectation and Student Achievement Program (TESA) deals with these important research data. It addresses the effects of teacher expectations on student achievement. In the program, teachers learn to increase specific motivating and supportive interactions with low achievers. Fifteen interactions are presented in the program. The training program consists of five workshop sessions and five classroom observations per teacher. The TESA program will begin implementation the first year of the Plan, and all teachers will have received TESA training by the end of the sixth year of the Plan. Early Childhood Goal: A. To better prepare disadvantaged and minority four and five year old students for school success. Pre-Kindergarten Program To better prepare disadvantaged and minority students for school success, a HIPPY program will be established in lower socio-economic elementary attendance zones such as Redwood, Pine, Boone Park, Argenta, Glenview and Seventh Street. This program will focus on academic and social skills necessary for school success. Parent.involvement in the learning process of the students is a component of the program. -4- 3-00ld 03587 One attendance zone will be added each year beginning in 1989-90 school year and continuing until all identified schools' programs are made operational. Funds outside the settlement funds will be utilized until after year four of the Settlement Plan. v. Summer Learning Experiences Goal: Provide tuition grants and transportation to low socio-economic students to attend summer school A. Summer School for Secondary Students B. To meet the summer school needs of educationally disadvantaged students, tuition scholarships and transportation will be provided to those students who would be unable to attend without assistance. Regulations governing the free and reduced lunch participants will be the guide in awarding scholarship tuition and transportation for secondary summer school. Tuition scholarships and transportation will be madeavailable the second year of the implementation plar.. Summer School for Elementary and Junior High School Students Goal: To enable low achieving students the opportunity to receive small group remedial instruction. Summer learning opportunities will be provided for selected elementary and junior high school students who have not mastered the basic skills curriculum. Each year the instructional department will carefully review and analyze Metropolitan Achievement Test data and the data from the Minimum Performance Tests to determine the content areas and grades in greatest need of remediation services. The curriculum would provide remedial and enrichment activities in large and small group settings through both computer assisted and teacher directed instruction. Summer school activities are currently on-going for grades l, 3, 6 and 8. An evuluation and review of each program is made each summer. Continued review and evaluation will continue with consideration given for program expansion for the second year of the implementation plan. -5- 3-00ld VI. Basic Skills Instruction Goal: Provide remedial instruction for basic skills mastery to reduce achievement disparity between black and non-black students A. Remedial Reading Laboratories at the Senior High School Level B. Remedial reading instruction will be provided at each senior high school for students with deficiencies in reading. Instruction would be provided jointly through computer assisted and teacher directed by a reading specialist. Special emphasis would be placed on the following skills: comprehension, word recognition, conm1unication and survival reading skills. These services will be implemented beginning with the fifth year of the Settlement Plan and continuing through year seven. Remedial Reading and Mathematics Supplementary Instruction at the Elementary Level Remedial reading and/or remedial mathematics supplementary instruction will be provided in the elementary schools serving students who score below the twentieth percentile in grades 1, 2 and 3. The Metropolitan Achievement Test (MAT-6) will be used as the evaluative instrument for grades 2 and 3. An appropriate standardized instrument will be selected for evaluation of grade 1 students prior to implementation date. Grades 4, 5 and 6 will be served as funds become available. The supplementary instructional program will be staffed by itinerate (floating) reading and/or n1athematics specialists who will be assigned to schools as needed to deliver instruction to students who score below the twentieth percentile on diagnostic instruments described above for grades 1, 2 and 3. The learning experiences would be in addition to classroom instruction, but will be correlated with classroom programs. The supplementary instructional services will be provided the fifth, sixth and seventh year of the sett~ement plan. -6- 3-00ld 03589 VII. The implementation of the District's compensatory education programs will also be monitored by the State pursuant to Section III A of the Settlement Agreement and nothing in this plan is intended to limit that monitoring responsibility. Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 425 West Capitol Avenue 3400 'l'CBY Tower Little Rock, Arkansas 72201 (501) 375-1122 September \"J4, 19 8 9 By, ,_/4..L,_,.__, c.J~ ~ STEPHEN W. JONES, ~rney for North Little Rock School District The undersigned parties join in this stipulation. JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Al:kansas 72206 Attorneys for Joshua Intervenors FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. Little Rock, Arkansas 72 1 Attorneys for Little Rock School District -7- 03590 3-00ld WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas 72201 laski County Special School District ALLEN LAW FIRM 1200 Worthen Bank Building Little Rock, Arkansas 72201 Attorneys for the Arkansas Department of Education MITCHELL \u0026amp; ROACHELL 1014 West Third Street :::t/42J\nJ\n:\n Rich\u0026amp; W. Roachell 72201 Attorneys for Knight Intervenors CERTIFICATE OF SERVICE I hereby certify that a true and correct copy of the foregoing has been sent to the attacl\n_eg.,-iist of counsel, via  U.S. Mail, postage pre-paid on this _._A_: ::\u0026gt;+ _1f.-..daoyf Ser I ember, CJck ber 1989. -8- 3-00ld 03591 North Little Rock Public Schools 12/ 1/89 NORTHL ITTLE ROCKS CHOOLD ISTRICT REVISED DESEGREGATIOPLNA N IN THE UNITED STATF.S DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al. MRS. LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. NORTH LITTLE ROCK SCHOOL DISTRICT REVISED DESEGREGATION PLAN i PLAINT Irr DEFENDMJTS INTERVCNOPS Introduction Section 1: Section 2: Section 3: Section 4: Section 5: Section 6: Section 7: Section 8: Section 9: Section 10: Section 11: ~ABLE OF CO~TENTS Student Assignment Plan Staff Recruit~ent Plan. Special Education Plan Introduction Compensatory Education and Elimination of Achievement Disparity Page ,i 1 15 21 31 Compensatory Programs Aimed at. 50 Dropout Prevention Extracurricular Activities. . 58 Discipline, Expulsions and. 62 and Suspensions Gifted and Talented Education. . 64 School Construction and Inadequate. 88 Facilities Desegregation Monitoring 91 Community Relations . . . 92 Referral Evaluation Placement and Programming. 95 Procedures for Handicapped Students INTRODUCTION In its decision of April 13, 1984, the Court found lhe tlJr.tlt Little Rock School District (NLRSD) to have committed the following segregative acts: 1. The NLRSD constructed and renovated schools in a manner which sought to preserve the racial identification ,-,1: North Little Rock neighborhoods. Little Rock School Dist. v. Pulaski County Special School District No. 1, 584 F. Supp. 328, 343, Paragraph 39 (E.D. Ark. 1984) (LRSD I). 2. Blacks were underrepresented on the administratLve staff and teaching faculties of the NLRSD schools. Id. at 3 4 8, Paragi:aph 91. 3. Whites were underrepresented in schools south of Interstate 40 and blacks were underrepresented in schools north of Interstate 40. Id., Paragraph 92. 4. The NLRSD had failed to have blacks coaching at the senior high level. Id., at 348-49, Paragraph 93. 5. Blacks were significantly overrepresented in special education classes and no valid testing procedure could explain it. ld. at 349, Paragraph 94 and 99. Furthermore, the NLRSD classified white students as \"learning disabled\" while blacks were classified as \"mentally retarded.\" Id. at 350, Paragraph 103(l)(d) and ( 1) ( g). ii 6. Blacks were underrepresented in the NLRSD's Jttt~~ and talented program: Id. at 349-50, Paragraph 100 and Paragraph 103(1)(a). 7. A disproportionate number of blacks drop out 0E school. Id. at 349, Paragraph 102. 8. Blacks were disproportionately expelled from schocl. Id., Par.Jgraph 10:. 9. The NLRSD did not provide adequate compensatory education programs for black students. Id. at 350, Paragraph 103(l)(c). 10. A disproportionate number of black students w~re bussed in the NLRSD with \"less than satisfactory desegregation results. Id. at 351, Paragraph 103(5)(a). However, only four of these violations were found to have had a continuing interdis tr ict e f feet. Spec if ical ly, the NLRSD \"(a) failed to assign blacks to its central administration or to high school principalships and coaching positions\n(b) concentrated whites in schools north o~ Interstate 40 and blacks in schools south of it\n(c) assigned students to special education classifications on a discriminatory basis\nand (dJ failed to apportion the burdens of transportation equally on black and white students. Id. at 353, Paragraph 10. n-012 iii The Court of Appeals for the Eighth Circuit affi.rmect th~s~ findings and also noted that, in addition to correcting the violations found by the District Court, the NLRSD would be required \"to comply fully with the prior orders of the district court and this Court.\" LRSD v. PCSSD, 778 F.2d 404, 435 (8th Cir. 1985). The NLRSD's rem-2dial plan, Jti.gi1:a.lly suumitted dS ill~RX k-i, was directed toward remediating those segregative acts determined to have interdistrict segregative effects and did n0t address those violations which were intractistrict in their effect. The Court, however, directed that the NLRSD address these intradistrict violations as well and on October 14, 1986, the NLRSD filed its Supplement to Plan. Cumulatively the Flan and Supplement addressed all violations found by Lhe Dislrict Court and the mandate of the Eighth Circuit Court of Appeals regarding Lhis and all prior orders. On February 27, 1987, the Court approved the Plan, as supplemented, in all respects and no party appealed. LRSD v. PCSSD, 659 F.Supp. 363, 367-68 (E.D. Ark. 1987). Since that time, the NLRSD has on several occasions requested the Court to amend the Plan. These include: 1. Addendum to Student Assignment Provisions of Section 1 of the Plan, filed on ,Tuly 21, 1987 and approverJ by Order of July 27, 1987. n-012 iv 03597 2. Petition to Modify NLRSD Student Assignment Plan and to Close Central Junior High School, filed July 20, l'.l88 and approved by Order of September 1, 1988. 3. Petition to Modify NLRSD's Desegregation Plan submitted to the Special Master on February 15, 1989 and approved by Interim Order of July 27, 1989. PURPOSE OF REVISED PLAN One purpose of this revised plan is to incorporate the District's approved plan and all amendments thereto into a single document. Second, the District committed in its original Plan to implement certain compensatory education programs if adequate funding was provided by the State. The Settlement Agreement does provide additional funding to the District for compP.nsatory education and also requires the District to provide a description to the Court of the compensatory education programs which will be implemented with the settlement monies. On October 25, 19 89, the Stipulated Compensatory Education Progr-ams to be Implemented by the NLRSD with Settlement Monies was fil':!cl which details the programs that will be impl~mented and when. This revised plan incorporates the provisions of the Stipulation, contingent, of course, on the Court's approval of the Settlement Agreement. Third, in addition to the original plan as formally amended and the stipulated compensatory education ~rograrns, the District n-012 V proposes some additional program commitments relevant to desegregation which have been incorporated in this revised plan. n-012 vi 03599 SECTION 1: STUDENT ASSIGNMENT PLAN HISTORY OF STORM PLAN Elementary students within the District are assign8d according to the Storm Plan in grades 1-6. The Storm Plan pairs a school in a predominately black area with one or more schools in a predominately white area. These schools are grouped so that each group's racial composition represents the racial composition of the District. This plan is based on two primary premises: first that it accomplishes total integration and, second, that it is the least discriminatory method possible in that no area of the District can be considered to be favored in any way. In order to be as fair as possible students were initially selected at random for transportation. The following procedure was used: all letters of the alphabet were placed in a container and an alphabet was drawn from the container. Beginning with that letter of the alphabet the student body in each school was divided into groups of appropriate size. When the end of the alphabet is reached, the process starts over and the District continues to regroup alphabetically. ELEMENTARY SCHOOLS The North Little Rock School District desegregation plan, approved by the court of appeals, see Davis v. Board of~, 449 F.2d 500, 501 (8th Cir. 1971) and revised with the 1 approval of the district court, see Davis v. Board of Ed., Order (E.D. Ark., May 12, 1978), LRSD v. PCSSD, 659 F. Supp. 363 (E.D. Ark. 1987) incorporates the following features: 1. Since the total student population of the elementary schools in the North Little Rock School District in 1989-90 is approximately 48 percent black and 52 percent nonblack students, each elementary school in the District must have a student population excluding kindergarten, which approximates as nearly as feasible the proportion of black and nonblack students in District as a whole. 2. To assure that each elementary school will have a balanced student population. Schools are placed in groups so that s~udents within each group can be assigned ': to schools in such numbers as is necessary to achieve the desired racial composition in each school. See Addendum lA, p. 8. 3. Children entering the first grade after May 1, 1978, enter the District pupil assignment plan according to the last name of the child shown on his official birth certificate (or his previous school record if he is entering from another school district) and will continue in the rotation cycle under that name. 4. Kindergarten students are assigned to their neighborhood schools and are not transported for purposes of racial balance. This was approved by the court in Davis v. Board of Ed., 362 F.Supp. 730 (E.D. Ark. 1973). 03601 5. Black students living in predominately white areas a~d white students living in predominately black areas are not bused or transferred. The questions and answers concerning the District's stuce~t assignment plan (Addendum lB, p. 9) are published each year and mailed to all patrons of the North Little Rock School District. The decision of the Court of Appeals directs that the student population in the District have a racial composition within 25% of the racial composition of the District as a whole. LRSD v. PCSSD, 778 F.2d 404, 435, (8th Cir. 1985). In 1989-90 the NLRSD has 4,444 nonkindergarten elementary students of whom 2,335 (52.5%) are nonblack and 2,109 (47.5%) are black. Thus, in order to meet the~ 25% standard, each school must have a black population between 35.6% and 59.4%, i.e., 47.5% + 11.9%. All the elementary schools in the District are presently in compliance with this standard. JUNIOR HIGH SCHOOLS: 1989-90 Junior high schools, grades eight and nine, are also assigned by zones. The only exception to this is an area bounded on the east by Interstate 30, on the South and southwest by the Arkansas River, and on the north by Twenty-second Street. See Addendum lC, p. 13. Black students in this area are assigned to Ridgeroad Junior High School\nall other students are assigned to Rose City Junior High School. Each junior 3 high school reflects the racial composition of the District in grades 8 - 9. These zoDes will be changed if and when necessary to maintain the racial balance within the District. One school, Central Junior High, serves all seventh graders in the District. In 1989-90, the junior high schools in the District have a student population that is 57.0% nonblack and 43.0% black. See Addendum 10. The black population in each school must be between 32.2% and 53.8% black, i.e., 43.0% ~ 10.8%. All junior high schools in the North Little Rock School District satisfy this standard. See Addendum 10, p. 14. LAKEWOOD JUNIOR HIGH SCHOOL COMPLIANCE FOR 1989-90 Lakewood Junior High School has been brought into compliance with the court order. We used a volunteer method to bring them into compliance. A let~er was sent out to all black students living in the Ridgeroad attendance zones. The letter asked for forty black students to volunteer and transfer to Lakewood Junior High School. It was indicated that this would be dace on a first come first served basis. There were about 35 students to transfer. Another letter was mailed to all white.students living in the Lakewood attendance zone. The letter asked for twenty white students to volunteer and transfer to Ridgeroad Junior High. It was indicated that this would be done on a first come 4 03603 first serve basis. There were about ten students to transfer. SENIOR HIGH SCHOOLS: 1989-90 The senior high school boundaries were drawn in 1970 so that each high school's racial composition reflected the racial composition of the District. These boundaries have not been changed. They will be changed if and when necessary in order to keep each school rucially balanced. The racial composition of the District's senior high schools is 62.0% nonblack and 38.0% black. Thus, each school must have a black population between 28.5% and 47.5%, i.e., 38.0~ + 9.5%. The senior high schools in the North Little Rock school District satisfy this requirement. SECONDARY RESTRUCTURING: 1990-91 AND AFTER The North Little Rock School District will implement the new Restructuring Plan at the beginning of the 1990-1991 school year. The plan will affect the secondary schools only. The elementary structure will remain as is. The changes that will occur due to restructuring will be major changes. However, our desegregation plan is made stronger and even more stable as a result of the changes. At present we have two schools housing grades 10, 11, and 12\nthree schools housing grades 8 and 9\nand one school housing grade seven. When the restructuring occurs there will be only one high school housing grades 11 and 12\none school 5 housing grades 9 and 10\nand three schools housing grade 7 and 8. The seventh grade school, Central Junior High School, will be closed and will n0 longer be in operation. Tte attendance zones wi~l be revised and reestablished as necessary to assure proper rdcial balance in each 7th and S~h grade school. Transportation will be provided in the 1990-91 school year to all students who reside two miles or more from school. This will be a part of the restructured secondary schools program. Par~nts are encouraged to make recommendations and express concerns to the District's Transportation Department. Concerns and recommendations made to the Transportation Department will be investigated and corr~cted as theneed arises. The North Little Rock School District will continue to provide safe transportation by (1) well trained drives, (2) good discipline on buses, (3) proper bus maintenance, and (4) bus routes as short as possible. STUDENT DISTRIBUTION NORTH AND SOUTH OF I-40 The following schools are located south of Interstate 40: ELE~1ENTARY Argenta Boone Park Glenview Lynch Drive Meadow Park Pine SECONDARY Ole Main High Rose City Junior High Central Junior High 6 03605 Redwood Rose City Seventh Street The following schools are located north of Interstate 40: ELEMENTARY Amboy Belwood Crestwood Indian Hills Lakewood North Heights Park Hill Pike View SECONDARY Northeast High Lakewood Junior High Ridgeroad Junior High A map showing the approximate location of all North Little Rock Schools is attached as Addendum lC. The racial composition of elementary students in the District as a whole, excluding kindergarten, is 52.5% nonblack and 47.5% black. Thus each area .must be between 35.6% and 59.4% black, i.e., 47.5% + 11.9%. A review of t~e data in Addenda lA and 1D discloses that the racial compos~tion of all elementary schools north of I-40 is 54.9% nonblack and 45.1% black and of those schools south of I-40 the composition is 50.3% nonblack and 49.7% black. The composition of secondary schools north of I-40 is 59.3% nonblack and 40.7% black and south of I-40 it is 54.8% nonblack and 45.2% black. These are all we:l within the+ 25% standard set by the Court of Appeals. 7 NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF SEPTE~BER 20, 1989 EXC~UDING KINDERGARTEN STUDENTS SCHOOL GROUP A LAKEWOOD ELEMENTARY CRESTWOOD ELEMENTARY BELWOOD ELEMENTARY PINE ELEMENTARY TOTAL: GROUP B PIKE VIEW ELEMENTARY ARGENTA ELEMENTARY TOTAL: GROUP C GLENVIEW ELEMENTARY LYNCH DRIVE ELEMENTARY TOTAL: GROUP D AMBOY ELEMENTARY INDIAN HILLS ELEMENTARY SEVENTH STREET ELEMENTARY BOONE PARK ELEMENTARY TOTAL: GROUPE PARK HILL ELEMENTARY NORTH HEIGHTS ELEMENTARY REDWOOD ELEMENTARY TOTAL: GROUP F MEADOW PARK ELEMENTARY ROSE CITY ELEMENTARY TOTAL: BARING CROSS * ELEMENTARY TOTALS: NON-BLACK ne (57 .5l 117 (56.5) 79 (53.4) :.03 (53.1) 437 (55.4) 2:6 (53.3) 109 (49.5) 335 (52.0) 133 (58.8) 157 (51.0) 290 (57.9) 224 (54.1) 285 (63.6) 183 (58.1) 197 (42.5) 889 (54.2) 135 (61.1) 190 (49.4) 117 (46.6) 442 (51.6) 129 (48.7) 112 (56.6) 241 (52.1) 10 (47.6) 2,644 (53.8) BLACK 102 (42.5) 90 (43.5) 69 (46.6) 91 (46.9) 352 (44.6) 198 (46.7) 111 (50.5) 309 (48.0) 100 (41.2) 111 (49.0) 211 (42.1) 190 (45.9) 163 (36.4) 13: (41.9) 266 (57.5) 751 (45.8) 86 (38.9) 195 (50.6) 134 (53.4) 415 (48.4) 136 (51.3) 86 (43.4) 2:2 (47.9) 11 (52.4) 2,271 (46.2) :40 : o-:: 4 8 194 789 424 :20 644 233 268 501 414 448 315 463 1,640 221 385 251 857 265 19 8 463 21 4,915 *Baring Cross was created as an alternative to placing severely handicapped children in state institutions. The only students assigned to this school are those who are profoundly and multiply handicapped and this school is excluded from the student assignment plan. 8 03607 QCESTIONS AND ANSWERS CONCER~iNG THE REVISED ELEMENTARY SCHOOL DESEGREGATION PLAN FOR THE NORTH LITTLE ROCK SCHOOL DISTRICT 1. Q. What about children in the same family who have different names? A. A child who enters the School District after May 1, 1978, as a first grader or as a newcomer to the District on any grade level will be placed in the pupil assignment rotation according to his/her last name as it appears on the official birth certificate. Special consideration cannot be given to families whose members have different last names. 2. Q. After the number of assignments have been made in t~e - spring to achieve-the proper racial balance, what provisions will be made to protect that balance from losses resulting from moving during the summer? A. An additional 10 percent will be selected as a standby list. 3. Q. Will the elementary schools continue to operate on a staggered time schedule? A. Yes, this is necessary to prevent students from having to wait at school longer than is desirable. It should be noted that no child will be transported more than 7.5 miles one way\ntherefore, the staggered 9 time schedule causes only slight differences in school schedules. 4. Q. Can a student avoid being transported if he/she attends a private school during the yearls) he was assigned to a school outside his neighborhood? A. Any movement within the District will place the student in the rotation plan or assignment presently in effect in the attendance zone where he will be residing. If a student attends a private school during the year(s) he is to be bused he is automatically bused when he returns to the North Little Rock Public Schools. 5. Q. Where do students attend school who enroll after the school year begins? A. Students will be assigned according to their place in the alphabetical rotation system. 6. Q. Are the loading and unloading of buses used to transport children supervised? A. Yes, principals and teachers supervise the loading and unloading of each bus. 7. Q. Where do buses load and unload? A. The neighborhood elementary school will be the pick-up point for all children being transported. No stops will be made to receive or discharge pupils at 10 any other point. It is the parent's responsibility to deliver children to the neighborhood school\nit is the District's responsibility to retur~ the children to the neighborhood school in the afternoon. In case the student is late and does not board the bus at the neighborhood school, it is the responsibility of the parent to transport the child to the school he/she attends. 8. Q. When this plan was revised, were any changes made in the elementary attendance zones? A. Yes, minor changes were made to alleviate crowding in two schools. The zones were revised so that some students who would have attended Crestwood Elementary will now attend .Indian Hills, some students who would have attended Crestwood will now attend Lakewood, and some students who would have attended Seventh Street will now attend Redwood. 9. Q. How were the groupi~~s of schools determined? A. Using the percentages of 42 percent black and 58 percent nonblack students as a goal for each groupings, factors such as the racial composition of attendance zones, the present enrol~ment of each school and the capacity of each school were considered. 11 10. Q. Will any student be exempt from assignment outside their neighborhood? A. Yes, kindergarten students and students who live in an elementary zone with a racial com?osition such that their race is in the minority. Also, there may be instances where some handicapped children will r.ot be transported although it is the general policy of the District to include special education students in the pupil assignment plan. There are children whose handicapping condition requires a particular special education program which m~y not be available in every school. It is also necessary to consider the number of students who can be accommodated in a particular program in a school since it is essential that enrollment in special education classes be small enough to allow for as much indivicual attention as is needed for each child. Exceptions may also be made for children with a medical disability if the situation warrants. These must be considered on an individual basis. 12 HORTII LITTLE R\"-i{ PliDLIC SCHOOLS ... .....,,. ....... I: ,_,, ,.,,. .... ...........  .._,_ ....., , ......-., ....  ....... ...,. ... ..... .......   ...,,,. . .J .. I u.11 , ... ,, Ill ia. ....... ,  .,., II ,.w,i. 11,'fl I! ..,. .. ... II 111L,.:\"  \" ....... u \" \"\"\"' ..... t ., ll ~\"\\t,,\"'Ntl. ~Un.1 . .- .... ~ ..', ........ ... , .. I I ..l,,,  .J )t .... \", .... ... ?I ll,,-.c l .. . 111.~ ... ~ ... !? ............ \"\" ?I ,,.. - ?t II, ..._..~ l ,.,,, C .,. .. c, U 1i..-\\l,a,1-n --- \\ ' * Ridgeroad Junior High-black \u0026amp;tudents' Roae City Junior High-~hite atudents ' 0 e - - . - e ... ....' ...... .. \\\\,I.I . J e 111 ... e SCHOOL CENTRAL LAKEWOOD RIDGE ROAD ROSE CITY TOTALS SCHOOL NORTHEAST OLE MAIN TOTALS NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF OCTOBER 2, 1989 JUNIOR HIGH SCHOOLS NON-BLACK No. (%) 396 (56 .5) 322 (66.0) 333 (53.2) 218 (52.5) 1,269 (57.0) SENIOR HIGH SCHOOLS NON-BLACK No. ( %) 686 ( 69. 3) 528 ( 54. 5) 1,214 ( 62. 0) BARING CROSS* BLACK No. (%) 305 (43.5) 166 (34.0) 293 (46.8) 197 (47.5) 961 (43.0) BLACK No. ( % ) 304 ( 30. 7) 4 40 ( 45. 5) 744 ( 38. 0) (School for multiple .handicapped) SCHOOL NON-BLACK ESACK No. (%) No. (%) BARING CROSS (Secondary) 9 (34.6) 17 (65.4) SECONDARY TOTALS: 2,492 (59.1) 1,722 (40.9) 701 488 626 4:. 5 2,230 TOTAL 990 968 1,958 TOTAL 26 4,214 *Baring Cross was created as an alternative to placing severely handicapped children in state institutions. The only students assigned to this school are those who are profoundly and multiply handicapped and this school is excluded from the student assignment plan. 14 SECT:ON 1  STAFF RECRUIT~IBNT PLAN The primary goal of the North Little Rock School District Personnel Office is to staff all positions in the District with the most qualified employees available. To meet this goal the recruitment, selection, assignment and promotion procedures will be routinely monitored. All personnel office programs and activities will be developed to comply with the District's Equal Employment Policy. The District is also committed to the principles of equal employment. In :urtherance of the commitment, it will regularly analyze its hiring and employment practices to identify areas of under-utilization of minority employees as compared to the pool of qualified persoos in the relevant labor market. The District will develop numerical goals and timetables to address any identified areas of under-utilization. District personnel involved in the employment process will be knowledgeable of all policies relevant to recruitment, selection, assignment and promotion. The Assistant Superintendent for Personnel will seek information on programs and activities related to minority recruitment and employment. When possible, she will participate in seminars designed to enhance recruitment skills. 15 03614 ANALYSIS OF STAFF Computer software specifically designed to provide a profi:e of personnel by race will be used to analyze the District's staff by July 1 each year. This staff analysis will enable the Personnel Department to identify instructional areas and schools where under-representation of minority staff exists. Future decisions relating to employment and assignment of staff will be made in response to identified needs. ASSIGNMENT OF STAFF All personnel will be assigned to jobs that allow for maximum use of individual potential in an atmosphere most conducive to learning for all students. During the spring of 1990 all secondary teachers and administrators will be reassigned to facilitate the reorganization of the North Little Rock secondary schools. Assignments will be made in a manner which will allow for equal minority staff represent~tion in all five secondary schools. PROMOT:CN District personnel will be notified of vacancies in administrative and principal positions and will be encouraged to apply. Announcements of vacancies or job openings will include information relevant to the position title, job description, minimum qualifications, salary information and method used to apply. Notices of vacancies will be posted in 16 the Central Administrative Office Building and in each of the Tiistrict's schools. In addition, this information wi:1 be provided to the President of the North Little Rock Classroom Teachers' Association. Each spring the District will conduct an interest survey among its teachers and administrators with the purpose of identifying individuals who are interested in advancement to upper-level administrative or principal positions. In addition, all minority personnel will be surveyed to determine those currently pursuing or interested in pursuing certification in areas identified as having an under-representation of minority educators. A Minority Mentor Program will be developed to allow minori~y personnel currently employed in administration or areas with under-representation to provide support anc guidance for those with similar aspirations. The District will strive to fill vacancies in assistant administrator positions with black employees who have indicated an interest in advancement to administrative positions and are currently working toward certification. Those assistants will form an applicant pool from which vacancies and newly created positions can be filled at both the District and school level. RECRUITMENT The most important aspect of employment continues to be the ability to attract qualified applicants. The North Little 17 03616 Rock School District is committed to attracting a greater number of black applicants for certified positions thus increasing the pool from which selection can be made. To that end the District pr9poses the following compor.ents of a comprehensive recruitment plan. 1. The District will maintain a budget that anticipates activities related to all compon~nts of the plan and provide the necessary funding for these activities. 2. It will be the policy of the District to notify in writing all recruitment sources and to state in all recruitment materials, including newspaper advertisements, that it is an \"Equal Opportunity Employer.\" 3. All individuals participating in the recruitment process will be made dWare of the District's Equal Employment Policy. 4. All administrators will be kept apprised of the District's need for recruitment, selection and assignment of mir.ority educators. 5. All interviews for administrative positions will be conducted by a bi-racial interview team. 6. The District will regularly analyze its staff in comparison to the pool of qualified persons in the relevant labor market to identify areas where under-representation by minorities exist. Future recruitment will be directed toward areas where under-representation exists. 7. The District will identify regional colleges and universities which have strong teacher education programs with significant black enrollment. 8. The District will identify regional universities having post graduate education programs with significant black enrollment for the purpose of soliciting black applicants for administrative positions. 9. The District will contact identified teacher training institutions, as well as others, using a letter of introduction and will provide them with a brochure containing brief information about the District, occupational opportunities and 18 employee benefits, an Equal Opportunity Employer's statement, and a packet containing other perti~ent information. 10. The following items will be included in recruitment packets prepared for colleges and universities: - an introductory letter - a description of employee bene:its a District brochure (with minorities prominently shown throughout) - an application for employment - specific infor~ational items on teaching, coaching and administrative positions - notices on current job vacancies - schedule of visitations and seminars - brochure described in paragraph 10 11. A recruitment team will be formed to assist the District Personnel Office staff with recruitment efforts. The team will be composed of black and white teachers, administrators. All members of the team will be knowledgeable of the District's equal employment policies and kept abreast of recruitment needs. 12. Members of the District Recruitment Team will periodically visit teacher training institutions with special emphasis on established career days or special events sponsored by the institutions. Special attention will be given to institutions that have historically produced greater numbers of black educators. 13. During special college events the Assistant Superintendent for Personnel will conduct on-campus interviews with all interested individuals. When vacancies exist, \"letters of intent to employ\" will be offered to applicants who present verifiable c~edentials and recommendations. 14. The District will request identified teacher training institutions to provide the names and directory information of minority students enrolled in upper level courses. Periodic communication will then be mailed to these students. 15. When appropriate, the District will advertise teaching and administrative vacancies in newspapers and other media in communities that have colleges and universities targeted for recruitment efforts. 16. A 10-minute slide show describing the District 19 03618 und occupational opportunities in the District will be used at recruitment sites. 17. The District's Personnel Office staff will work cooperatively with the p~rsonr.el office sta:fs of Little Rock and Pulaski County School Districts to facilitate recruitment and placement of minority educators. 18. The District will request assistance from the Arkansas Department of Education in identifying potential minority applicants. COMMUNITY INVOLVEMENT The Assistant Superintendent for Personnel will host meetings with black community leaders to report results of the District's analysis of staff. Those leaders will be encouraged to assist the District in its efforts to recruit and employ minority educators. They will also be asked to identify community groups and professional organizations that couldprovide assistance with minority recruitment. The District will contact organizations identified by black community leaders and will provide them with relevant materials regarding employment with the North Little Rock School District. When appropriate, District personnel will attend state, regional or National conferences sponsored by professional associations for the purpose of recruiting ~inority educators. 20 Section 3: SPECIAL EDUCAT:ON PLAN INTRODUCTION The Court of Appeals has ordered the North Little Rock School District to adopt a \"racially neutral plan evaluating and placing students requiring special education.\" Mem. Op. at 61, 778 F.2d at 435. In addressing this directive, the NLRSD remains cognizant of several important factors. First, the District is obligated by State and federal law to provide every handicapped child with a free and appropriate education. While classifying black children as in need of specia~ education when, in fact, they do not need it, could be discriminatory and, thus, a violation of the Constitution, the failure to provide special education to a black child who did need it would be a violation of Public Law 94-142 and Arkansas Act 102 of 1973. Recognizing the tension between these important public policies, the District considers that the emphasis of its special education plan must be on ensuring the accuracy of its evaluation programs and the elimination of any masking influence caused by cultural or socioeconomic biases. Second, the District recognizes that the Court of Appeals' primary concern is with tie classification of black students as educably mentally retarded (EMR) and has, therefore, focused specifically on the evaluation, placement and instructional prac~ices related to its mental 21 03620 retardation progra~s. Third, the District also notes that the evidence giving rise to the Court's findings arose from data collected in 1976 and 1980. Since 1980, however, significant changes have-been implem~nted in the State and federal regulations governing evaluation and placement in special education programs, many of which were specifically aimed at safeguarding against the misclassification of students as needing special education. See generally, Referral, Placement \u0026amp; Appeal Procedures: For Special Education and Related Services, (Arkansas Department of Education 1985) (Hereinafter referred to as\"Referral Procedures\") and Program Standards and Eligibility Criteria for Special Education (Arkansas Department of Education 1985). (Hereinafter referred to as \"Program Standards\"). STRICT ADHERENCE TO PROCEDURAL SAFEGUARDS ~EQUIRED BY STATE GUIDELINES The Arkansas Department of Education, as the regulatory agency responsible for the enforcement of the Education of the Handicapped Act of 1975, P.L. 94-142, 20 U.S.C. sec.1401 et seq., has issued detailed regulations governing the operation of special education programs in Arkansas public schools. These detailed guidelines were f~rst issued in 1981 and were updated and reissued in 1985. See \"Referral Procedures\" (1981) and \"Program Standards\" (1981) (provided to the Court in NLRX R-1 and NLRX 28). 22 621 These guidelines incorporate provisions which specifically act as safeguards against improper evaluation and placement. ---DUE PROCESS PROTECTIONS In \"Referr~l Procedures\" (1981 \u0026amp; 1985), the Department o: Education adopted detailed requirements for due process designed to safeguard against the misevaluation of a child and to ensure that the best educational interests o: the child were of paramount importance. The North Little Rock School District has complied with these requirements by implementing due process procedures consistent with the State regulations. A copy of the NLRSD's due process procedures are attached hereto as Addendum JA. For a complete understanding of all the details of these procedures, one is referred to the procedur~s themselves. A summary of some of the more important features follows: 1. Parents must be notified of every step in the referral, evaluation and placement process and given the opportunity to attend and participate in all meetings and conferences. 2. Parents must give their consent before any formal evaluation or testing of the child may be done. 3. The parent has the right to be represented by the person of their choice at all proceedings. While not required by State or federa~ regulations, the NLRSD provides the parents of children bei~g evaluated with a list of indepe~dent agencies who provide assistance to parents i~ this process. See Addendum 3B. 4. No child can be placed in a special education program without either parental consent or court order. 23 03622 S. The parent may request an independent professional evaluation from a list of twenty-four approved agencies (Addendum JC). While the NLRSD is required to pay for such an evaluation only in the event the District's evaluation is found to be incorrect, the NLRSD has nonetheless paid for every independent evaluation requested in the past even though its evaluations have never been found to be incorrect. The NLRSD will continue this practice to the extent its budget permits. 6. Finally, the parent has the right to appeal any evaluation or placement decision to a hearing officer, who conducts a formal evidentiary hearing, and ultimately to a court of competent jurisdiction. See ttReferral Procedurestt at 24-33 ( 1985). 7. In any appeal, the burden of proof as to any placement is upon the school district. See ttReferral Procedurestt at Pl.B p. 24 (1985). 8. The NLRSD advises parents of these rights in writing at the .beginning of the referral and evaluation process. :, ---SAFEGUARDS AGAINST H!PROPER USE OF TEST INSTRUMENTS ~ ''r,\n\u0026lt;,. In addition to the procedural safeguards discussed above which are designed to ensure an open process involving fully informed parents having access to independent review of any decision, the State regulations first adopted in 1981 also require the incorporation of specific safeguards in the assessment process. The most important of these safeguards are as follows: 1. Tests and other evaluation materials: a. Have been validated for the specific purpose for which they are used\nand b. Are administered by trained personnel in conformance with the instructions provided by their producer. 24 03623 c. Include materials tailored to assess specific areas of educational need and not ~erely those which are designed to provide a single general intelligence quotient. 2. No single procedure is used as the sole criterion for determining an appropriate educatio~al program for~ child. 3. The evaluation is made by a multidisciplinary team or group of persons, including at least one teacher or other specialist with knowledge in the area of suspected disability. 4. The child is assessed in all areas related to the suspected disability, including, where appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. 5. Intellectual ability must be measured by an individual intelligence test appropriate to the student and such testing may only be done by a certified educational examiner, licensed psychologist or licensed psychological examiner. See \"Referral Procedures\" at 3-4 (1985). STATE REGULATIONS SPECIFY WHICH TESTS MAY~~ USED IN MENTAL RETARDATION ASSESSMENT in furtherance of the requirement that tests must have been validated for the purpose for which they are used, the Arkansas Department of Education, in its \"Prograr.i Standards\" specifies by name which tests may be validly used for what purpose. This is done for each handicap category. The provisions re_ating to mental retardation assessment are found at pages 13-1 through 13-7 of the \"Program Standards\" ( 19 85 l . The North Little Rock School District is in compliance with these regulations. It uses no test not specifically approved 25 624 in these regulations in making final evaluation and placement decisions and will continue to adhere to this practice. ADOPTION OF ALTERNAT:::VE ASSESSMENT PROCEDURES AND INSTRUCTIONAL PRACTICES SPECIFICALLY DESIGNED TO AVOID OVERREPRESENTAT!ON OF MINORITY STUDE~TS IN EMR PROGRAMS In addition to maintaining ics compliance with all State and Federal regulations governing special education, particularly those provisions designed as safeguards against the misclassification of individuals as being mentally retarded, the North Little Rock School District will engage in an on-going effort to identify and study new assessment and evaluation techniques which are designed to address the problem of overrepresentation of minority children in EMR programs. Individual schools :ound to have overrepresentation problems must submit a school action plan which addresses the disparity in their special education population. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not 26 necessarily in the form specifically described by the Cantalician Foundation in its report. The parties recognize that the purpose of the Cantalician Report was to provide school districts with ex~mplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only i~ implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the Districts actions have been consistent with the intent of the Cantalician Report. Therefore, the parties agreed that the North Little Rock School District should not be required to implement the Adaptive Lear~ing Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Exhibit 3D attached). The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching ~-handicapped students. The North Little Rock School District made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The parties have agreed that the 27 03626 North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its e:ficacy for non-handicapped students. The Cantalician Foundation also recommended four alternative referral and assessment practices: 1. Pupil Appraisal Assessment Program (Id. at 30) 2. Rapid Exam for Early Referral and Classroom Learning Screening (Id. at 35) 3. Reclassification and Declassification (Id. at 40) The alternative referral and assessment practices listed ~bove will be closely studied by the NLRSD. If there are critical attributes within the above referenced practices that are not currently in use in the North Little Rock School District and the addition of these attributes will lower referral and placement rates in the District without compromising educational quality, these attributes will be added or used to replace current practices. ---INCREASED REVIEW BY INDEPENDENT PARTIES State regulations provide that the Department o: Education will conduct a review of each school district's special education program annually to determine compliance with all State and Federal regulations. The North Little Rock School District's last compliance review was completed on May 26, 28 1989. See \"Compliance Letter\" attached as Addendum JE. Al!. suggested improvements were implemented by October 1, 1989. See \"Followup Letter\" attached as Addendum JF. In addition to this regularly scheduled compliance review, the District has invited the following organizations to conduct in-service training and/or periodic review of the District's policies, practices and procedures related to special education. 1. Child Advocacy Services, Inc. 2. Bureau of the Educationally Handicapped 3. Parents' Coalition for the Handicapped 4. Federal Office of Special Education 5. Arkansas Department of Education 6. Office of Civil Rights, U.S. Department of Education As a further effort to open the District's assessment process to outside review and constructive criticism, child advocates will be invited to attend conferences where children's need are being discussed, subject to parental approval where necessary. The Superintendent of the North Little Rock Public School District will appoint a Special Education Advisory Committee with the responsibility to conduct compliance reviews every 18 months. This committee will be established with the following additional requirements: 1. Chaired by a member of the North Little Rock Public School Board. 29 03628 2. No fewer than seven (7) members. J. Minimum of two (2) members to have expertise in special education or related field. 4. No employee of the North Little Rock Sc~ool District may-serve as a member. RECORD KEEPING The District will maintain records suf:icient to identify and tabulate separately the total number of students by race in each school and grade level and by type of placement who are (a) referred for consideration for placement in a special education program\n(b) evaluated for such placement\nand (c) actually placed in a special education program. This data will be maintained in the central administrative offices although separately from each student's individual file. This data is to be re.viewed by the central administrative staff and reported to the Court annually. JO SECTION 4: COMPENSATORY EDUCATION AND ELIMINATION OF ACHIEVEMENT DISPAR!TY The North Little Rock ScAool District believes that each student can learn and encourages each student to achieve according to his or her best abilities. Careful appraisal, frequent evaluation, and flexib:e grouping ensure that each student will receive instruction according to identified strengths and needs. The curriculum in the elementary schools places primary emphasis on the basics of reading, spelling, language, mathematics, writing, social studies, science, and health. Students also participate in music, art, and physical education activities. Mastery of skills in each subject is stressed, and career awareness is a component in many of the basic subjects. The middle school program provides a period of transition from the elementary school to senior high school. The transition covers all areas of school life: academic, co-cur=icular and social. At the middle school level, continued emphasis is placed on the individual and on basic skills instruction, while a wider scope of instructional programs and co-curricular activities is introduced. In addition to basic disciplines, middle school students may select electives in modern foreign languages, industrial arts, home economics, exploratory business, art, communications, choral music and band. 31 Introduction to competitive athletics, student government, spirit clubs and special interest organizations encourage self-development and preparation for high school. The senior high schools provide a comprehensive course of study based on the District's commitment to providing a classical college preparatory curriculum and career preparation programs. A strong basic academic program and a wide-range of electives in fine arts, foreign languages, forensics, business, and vocational-technical skills offer a multitude of options to high school students. The District recognizes that the regular curriculum is often insufficient in aiding disadvantaged students to achieve mastery of basic skills. Therefore, within the framework of a comprehensive ~urriculum, which meets and exceeds State Standards and which is structured to meet ~te varying individual needs of all students, the North Little Rock School District must address identified remedial :eeds of disadvantaged minority students. The District also recognizes that achievement disparity does exist between the black and nonblack student population. Addressing the disparity issue may start with the development of disparity plans at each campus unit. ~he summary data of the standardized achievement test are analyzed by race and content area. The content areas that indicate a significant difference in achievement and disparity plans are developed. The following compensatory programs and compensatory 32 * components of progracs will be provided to help students overcome identified deficiencies. EARLY CHILDHOOD PROGRAM Pre-Kindergarten Program. To better prepare disadvantaged and minority students for school success, a HIPPY program will be established in lower socio-economic elementary attendance zones such as Redwood, Pine, Boone Park, Argenta, Gleview and Seventh Street. This program will focus on academic and social skills necessary for school success. Parent involvement in the learning process of the students in a component of the program. One school will be added each year beginning in 1989-90 and continuing until all identified schools' programs are made operational. Funds outside the settlement funds will be . , - ' utilized until after year four of the Settlement Plan. Kindergarten Program Kindergarten programs have been implemented at each elementary school with a District goal of 100 percent attendance by all eligible students. Note: * Program descriptions preceded by\"*\" are dependent on the monies to be paid to the N~RSD as part of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989 (as revised September 28, 1989). If this agreement is not 33 03632 approved by the Court, the District will not be able to implement these programs. The Boehm Test of Basic Concepts is administered to all kindergarten children at the first of each school year. The Boehm Test assesses student understanding of fifty basic concepts which are fundamental to understanding verbal instruction and are essential for early school achievement. The Early Prevention of School Failure program will be implemented in all kindergarten classes. The goal of the program is to prevent school failure through early identification and remediation of developmental deficiencies in young children. The goal is achieved through the implementation of the following six components: team screening, team conferencing, educational planning, modality instruction, evaluation, and parent involvement. Students are screened in the following modality areas: language, auditory, visual, fine motor skills, and gross motor skills. Speech, vision, and hearing are also assessed. By the end of the fourth year of the Plan, the Early Prevention of School Failure program will be implemented in all kindergarten classes. Intensified Instruction At levels kindergarten through second grade, Chapter I teacher aides are assigned to assist teachers in providing learning experiences for selected students who exhibit 34 deficiencies in reading, language, and basic concepts. Third grade students in selected schools also receive special instruction from paraprofessionals in computer labs. The paraprofessional provides supplemental compensatory instruction for selected students. Instruction will occur in small groups and on a one-to-one basis, or with computer assisted instruction. The instructional lessons provided by the paraprofessionals are correlated with the instructional lessons provided by the teachers. BASIC SKILLS INSTRUCTION The curriculum in grades K-7 places primary emphasis on the mastery of the basic skills in reading, language arts, and mathematics. Careful appraisal, frequent evaluation, and flexible grouping ensure that each student will receive instruction according to identified strengths and needs. In grades 8-12, continued emphasis is placed on the individual student and on basic skills instruction within the framework of a comprehensive secondary curriculum. Chapter 1 Computer Labs Chapter 1 computer labs are in operation in the following elementary schools: Amboy, Boone Park, Glenview, North Heights, Redwood and Rose City. An instructional aide is assigned to each lab. Students in grades one through six who are most in need of supplemental instruction in reading and mathematics are served in the labs daily. 35 * Basic Skills Computer Laboratories The first priority o: the Settlement Plan is to establish a twenty-eight station Basic Skills Computer Laboratory in each elemen~ary school to assist students in mastering the basic reading, language and mathematics skills. Settlement funds, federal funds and other available funds will be utilized to fund the computer laboratories. The first priority will be to increase the size of existing computer laboratories at Redwood, Boone Park, Amboy, Glenview and Rose City elementaries to twenty-eight station labs. Computer laboratories would then be added to all other elementary schools in priority based upon the largest number of economically deprived students as determined by the eligible participants in the free/reduced lunch program. The expansion of labs at these five schools will occur the first year of the Plan and additional schools will be equipped with a computer laboratory starting the second year of the Settlement Plan and completing that installation process by the end of the fourth year of the Settlement Plan. Basic Skills Computer Laborato~ies have also been established at Central Junior High School, Lakewood Junior High School, Ridgeroad Junior High School, Rose City Junior High School, Northeast Senior High School and Ole Main Senior High School. The basic skills computer laboratories provide supplementary 36 * computer assisted and computer managed instruction in reading, language and mathematics for all students on a regularly scheduled basis. Utilizing IMPACT software anc other course softwar~ materials, th~ supplemental instruction is geared to the individual student's needs. The educationally disadvantaged student will benefit greatly form this individualized program. Diagnosis and Prescription Diagnostic and prescriptive services will be available to each grade 1-8 student and teacher in reading, language and mathematics through locally developed PACIR objectives with prescriptive tests and the use of the Curriculum Management software that IBM has under development. The North Little Rock School District has request~d that IB~ Corporation allow North Little Rock School District to part:cipate in the pilot of this software this year. Through the use of PACIR objectives and diagnostic tests using the Cur~iculum Management Software, individual education plans (IEP) will be made available for students. These services will be available during the fourth year of the Plan provided IBM Corporation has developed and released the Curriculum Management software in early 1990. A comprehensive assessment program permits the District to identify students who are having academic problems and to provide opportunities for them to experience success. The assessment program also includes standardized tests in grades 37 2-10\nMinimum Performance Tests in grades 3, 6 and 8\naptitude tests\nsubject area mastery tests\ndiagnostic tests, such as the Boehm Test\nteacher-made tests\npsychological tests\nand health screening. Test data is used in planning appropriate compensatory programs and services for stucents. Again, particular emphasis is placed on the needs of minority and disadvantaged students. * Standardized achievement testing will be extended to grade 1 and grade 11 in order to provide more sequential and comprehensive data for curriculum assessment and individual student mastery. * Achievement data by race will be developed for each school by ~ grade. These data will be analyzed each year to determine program efficacy and in developing achievement components of each school's annual School Improvement Plan. * Beginning in year one of the Settlement Plan, the District will provide up to $5,000 to assist disadvantaged youth in paying for college entrance testing such as the SAT and ACT. * REMEDIAL READING AND MATHEMATICS SUPPLEMENTARY INSTRUCTION AT THE ELEMENTARY LEVEL Remedial reading and/or remedial mathematics supplementary instruction will be provided in the elementary schools serving students who score below the twentieth percentile in grades 1, 2 and 3. The Metropolitan Achievement Test (MAT-6) will be used as the evaluative instrument for grades 2 and 3. 38 * An appropriate standardized instrument will be selected for evaluation of grade 1 students prior to implementation date. Grades 4, 5 and 6 will be served as funds become available. The supplementary instructional program will be staffed by itinerate (floating) reading and/or mathematics specialists who will be assigned to schools as needed to deliver instruction to students who score below the twentieth percentile on diagnostic instruments described above for grades 1, 2 and 3. The learning experiences would be in addition to classroom instruction, but will be correlated with classroom programs. The supplementary instructional services will be provided the fifth, sixth and seventh year of the settlement plan. Remedial Reading at the Junior High School Level Remedial reading classes are provided at each junior high school for students with deficiencies in reading. The classes are staffed by reading specialists. Special emphasis is placed on the following skills: comprehension, word recognition, communication, study skills and survival reading skills. Remedial Reading Laboratories at the Senior High School Level Remedial reading instruction will be provided at each senior high school for students with deficiencies in reading. Instruction would be provided jointly through computer assisted and teacher directed instruction by a reading 39 specialist. Special emphasis would be placed on the following skills: comprehension, word recognition, communication and survival reading skills. These services will be implemented beginning with the fifth year of the Settlement Plan and continuing through year seven. PACIR An ongoing curriculum renewal project for Mathematics and Language Arts called Practical Approach to Curriculum and Instructional Renewal (PACIR) has been developed and is being implemented for grades K-12 to ensure that classroom learning meets the expectations of parents and students. In this program objectives are developed\nstudents' progress is measured\nstudents' needs are identified\nand programs, practices, and resources are adjusted. Th~ough this emphasis on the mastery of the basic skills, the ~orth Little Rock School District continues to focus on the remediation of identified deficiencies in reading, language arts, and mathematics. Additional Reading Instruction Generally, District elementary students are involved in only one small group classroom instructional reading lesson per day. Selected elementary students are involved in an additional reading instructional lesson per day. Students who are reading below grade level and who are experiencing 40 difficulty in reading are prime candidates for this additional instruction. Academic Skills Development Plans Stat~ Minimum Performance Tests are administered to students at the third, sixth, and eighth grade levels. Teachers work in cooperation with principals, parents, and counselors to develop and implement Academic Skills Development Plans for all students who do not pass the Minimum Performance Tests. Each individual student plan includes a list of the basic skills which were not mastered by the student and strategies for remediation of these deficiencies. Teachers are required to indicate the date when mastery of each skill has been reached. PUPIL 'SERVICES AND PROGRAMM ONITORING In addition to the opportunities for academic achievement provided by the core curriculum, the District will provide specialized programs and services to diagnose and meet the particular educational needs of all students and to foster their individual physical, social, intellectual and emotional growth. The special needs of identified disadvantaged and minority students are met in a variety of ways. Beginning in the 1990-91 school year, basic cla~ses will be eliminated in phases. Seventh and eighth grade basic classes will be eliminated in 1990-91 and the following year basic classes will be eliminated in grades 9-12. Students will be taught in regular or honors classes. Teachers and counselors 41 will make a concerted effort to identify minority students who can be successful in honors classes. Guidance Services. A guidance program will be provided in each school to aid students in educational, per~onal, social and vocational development. All students will have access to a guidance counselor. The ratio for secondary and elementary schools will be one counselor for every 450 students. Particular attention will be paid in this program to the needs of minority and disadvantaged students. Social Work. A half-time social worker will provide services for students who have serious problems with school adjustment. The social worker will serve as a link between school, home and .. .-,: f,' ~J,- . ! _,.. , .  community and.will assist students in overcoming academic, social and behavior problems. Homebound Services. Students with medical conditions which require them to be absent from school for four or more consecutive weeks will be provided instruction by a certified teacher. LEARNING RESOURCES Library/Media Program The library/media program is a key component of the instructional program. The District Instructional Materials 42 036U Center and the individual school media centers are extensions of classroom instruction as books, films, videotapes, and other instructional materials are utilized to expand a~d enrich the curriculum. The media specialist, recognizing students' unique learning abilities, performance leve~s, learning styles, and interests, prescribes appropriate curricular and special interest learning materials. This service is extremely beneficial to educationally disadvantage students as their specific learning needs are matched to appropriate learning materials. Multicultural Education A committee of elementary and secondary administrators is .charged with the responsibility of reviewing the literature ' ... ~     1  \" \u0026lt;,\n_,.,pn .mul.~icul tural., education :and studying the needs of the ..~ t . #'  { ~-- _.,. \"\u0026gt;\".'. :.. ,.. , :\n.:.,'\\ .~.. ~~.,:\n-~f'\nt~ \" . ~ :\n:' .. district. This committee has written a developmental guide for multicultural education in the North Little Rock School District, and that guide is in the implementation process. The curriculum guide is based on the belief that multicultural education incorporates the idea that male and female students, exceptional students, and students who are members of diverse racial, ethnic and cultural groups will have an equal chance to achieve academically in school. In accordance with recommendations from our parents' advisory group, parents and students will be more actively involved in the implementation of the District's multicultural plan. Computer Assisted Instruction 43 For those students whose instructional needs require reteaching and additional drill and practice to achieve mastery in reading, language and mathematics, computer assisted instruction is erovided. Computer activities are integrated into the instruct\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs"],"dcterms_title":["Correspondence"],"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/360"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["correspondence"],"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\nmore programmatic responsibility for the delivery of the curriculum. A third administrator will be assigned to provide supervision to the schools as an assistant superintendent. The assistant superintendents will report to the Deputy Superintendent. 12. 13. 14. 15. 16. The development and implementation of a leadership academy and training program for current and prospective principals, assistant principals, and central office administrators. The development and implementation of a teacher mentoring program as a key component of the District's staff development. The revision of the District's overall staff development program to provide greater concentration in e elivery of key components co our personnel. Special emphasis will be given to effective teaching strategies and use of current technologies for teaching and learning. Development of school-based parent training programs in every school emphasizing parent workshops and other sessions held at schools and other locations which emphasize the following: Discipline strategies and order in the home Time management for children and parents Planning and monitoring home study Building self-esteem for parents and children Communication within the home and with the school Substance abuse prevention Nutrition and health Development of an Early Childhood Education curriculum that includes components from successful programs in our District (e.g. HIPPY) and other districts. Assuming that the administration is directed to implement these recommendations and following documentation through systematic and comprehensive assessment that significant progress is being made, the Little Rock School Board should reconsider the timeframe for implementation of a 2.0 g.p.a. requirement for graduation after the end of the 1992-93 school year. The decision as to whether the requirement should be implemented and when, should be based upon the Board's analysis of how effectively the above recommendations are being followed. 8TIMELINES Proposed timelines for reconsideration of the 2.0 requirement is outlined for your consideration and approval: 1. Reports to the Board and community documenting progress made in achieving each of the sixteen recommendations in the \"Plan to Increase Learning for All Students.'  2.  * *  August 1991 January 1992 April 1992 July 1992 * November 1992 February 1993 May 1993 August 1993 and ongoing s to the Board an community regarding grade icution and test scores for the Little Rock students. July 1991 February 1992 * July 1992 February 1993 July 1993 and ongoing Reports to the Board from the Biracial Advisory Committee concerning the District's remedial and compensatory programs. Should the Committee wish to make recommendations for changes, they will be included in these reports. August 1991 * June 1992 * *  * * * 3 . * * January 1993 * June 1993 and ongoing twice yearly. 4. Reconsideration of the recommendation to implement a 2.0 g.p.a. requirement for graduation from the Little Rock School District. * August, 1993 MONITORING AND EVALOATION Through the use of the reports outlined above, the Little Rock School District Board of Directors will have access to the data it needs to decide whether to implement a 2.0 g.p.a. graduation requirement. It is recommended that this years as a seventh graders be used as the base population from which to track an increase in students' ability to achieve a 2.0. If by the end of the 1992-93 seventh graders have demonstrated a 10 percent increase each year in the number of students achieving a 9C average, then it may be reasonable to assume that the 2.0 g.p.a. could be fairly required of the 1995-96 graduating class. This would extend by only one year the original time frame as described in the December report. Reports tracking the District's progress in achieving the recommendations in the report and student progress in achieving a 2.0 will be supplied to the parties in the desegregation case and the Office of Desegregation Monitoring with the view that what is learned in this process will be helpful both to educators and the community at large. Ruth S. Steele, Superintendent March 28, 1991 10Z AO Little Rock School District December 12, 1991 D J  gZi\n'\u0026gt;! W' H J\n DEC 1 5 1991 Mr. Bob Morqan Office of Deseqregation Monitoring Heritage West Building, Suite 510 Office of Desegretjalioii Moniioring 201 East Markham Little Rock, AR 72201 Dear Bob: Attached are our responses to the questions posed in Ann Brown's letter to Dr. Steele on October 28. I believe you will find them to be essentially the same as our previous verbal responses. Please call if you have questions. Sincerely, Tony Wood Deputy Superintendent TW/ch 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Question 1. Question 2. LRSD ANSWERS TO ODM QUESTIONS (Reference 10/28/91 Ann Brown letter to Dr. Steele) What are the district guidelines for identifying expenditures as desegregation costs? Answer: Desegregation is one of the basic objectives of the District. Almost everything we do is directed to some degree to this goal. It is not possible therefore, and we have not attempted to identify all the cost associated with it. Our approach has been to identify personnel and materials that are required for the specific programs mandated by the Desegregation Plan, to set up budget accounts for those expenses, and charge to them as the programs are implemented. This approach may result in our charging less than possible to desegregation, but it should allow us to account for the settlement funds. It has never been the view of the LRSD that the settlement funds would cover the total cost of desegregation. Using the funds for court-mandated programs will allow us to use the money and to be able to show that it was used for proper purposes. For the purposes of showing that settlement funds are properly spent, budget/expense accounts are established for the specific programs in the Desegregation Plan. Expenses associated with those programs are charged to those accounts. What process is used to project the desegregation budget? Answer: Building principals, department directors, and others responsible for various functions in the LRSD are designated as budget managers. Each spring the budget managers submit requests for each of the budget account codes assigned to them. If an individual has responsibility for a program mandated by the Desegregation Plan, he or she will have account codes for that. These budgets are approved by the Deputy Superintendent, Associate Superintendents, Assistant Superintendents (where appropriate). Manager of Support Services, and the Controller. All of these codes will show a fund code of 13. If a Desegregation Plan program requires office supplies, for example, there will be an amount coded in the budget for expenses of that description that are related to the desegregation program.QDM Response Page 2 Question 3. How do these costs correspond to the specific provisions of the desegregation plan, i.e., what is the correlation between the settlement monies and specific desegregation objectives? Answer: The costs can be tied to programs that are specified in the Desegregation Plan. This will not be obvious from accounting reports but can be done through discussion with budget managers and the Associate Superintendent for Desegregation. Question 4. If a cost item is determined to be both a desegregation and nondesegregation item (staff development might be a fair example), what criteria determines the apportionment of cost to the desegregation budget (Code 13) and the \"regular\" budget? Answer: If, at budget time, it is determined that an individual will divide time between Desegregation Plan mandated programs and other activities, appropriate portions of that persons cost will be budgeted to the fund source codes. That persons cost will be automatically charged as budgeted through the year. For non-personnel costs, most of the expenses that can be charged to desegregation programs are easily identified, such as PAL computers and four-year- old program equipment. We have the capability to apportion costs, if needed. Question 5. Who makes the decisions about which cost items are budgeted in Code 13? Answer: The budget managers make this decision with review by the Deputy Superintendent, Associate Superintendents, the Manager of Support Services, and the Controller.QDM Response Page 3 Question 6. Who makes the decisions about which costs are actually debited to Code 13? Answer: The budget managers either make this decision or review monthly expense listings to make sure it is properly done. The Associate Superintendent for Desegregation also reviews all Fund 13 expenses monthly. Since many Desegregation Plan projects are the responsibility of the Associate Superintendent for Educational Programs, she also closely reviews these expenses on a monthly basis. Further, our computer system will not allow a budget account to be overdrawn. To transfer additional money into an account from another account requires approval of the Manager of Support Services. These processes are the same as those used to control all LRSD expenses including those that must meet certain state regulations. practices are sound. Independent audits show that LRSD accounting Question 7. What criteria determine how budgeting and debiting decisions are made? Answer: The accounts are clearly named so there is little confusion. The budget managers code the expenses. Question 8. What checks are built into the accounting/bookkeeping system to prevent arbitrary debiting of cost items to one budget category or another? Answer: The procedures described above with the monthly reviews described are intended to catch any improper coding. If an expense is improperly coded to a valid account that has sufficient funds, manual reviews like those described above are the only possible ways to detect it. As stated above, these are the same procedures used throughout our system, and independent audits have consistently found our procedures to be sound.QDM Response Page 4 Question 9. What are the districts spending priorities and how have they been determined? Answer: The district must implement the programs mandated by the Desegregation Plan, must meet state education standards, must meet debt service commitments, and must make the capital improvements committed to voters in millage elections. All salary expenses are under contracts. There is little to prioritize. As Desegregation Plan programs are implemented and their effectiveness is determined, we can petition the court and the other parties to allow us to discontinue or modify those that are not effective. Until we reach that point, we can do little to prioritize our costs. Question 10. What is the districts plan and corresponding timeline for reaching the 90% achievement goal for black students, thereby attaining forgiveness of state loans the district otherwise must repay? Answer: The LRSD will implement the plan called \"No More Excuses: A Plan to Increase Learning for All Students in the Little Rock School District.\" This plan, which was adopted by the Board of Directors on March 28, 1991, provides the framework for attaining the 90% achievement goal for black students (see attachment). Question 11. What steps is the district taking to prevent a funding shortfall that will inhibit carrying out the desegregation plan to its full extent? Answer: As stated in response #9 above, LRSD will measure effectiveness and attempt to remove ineffective programs in the plan. We will address overall funding problems through reducing programs that we can reduce, better management practices and, if necessary, a request for increased millages. F\nodminfo2.wpdNO MORE EXCUSES\nA PLAN TO INCREASE LEARNING FOR ALL STUDENTS IN THE LITTLE ROCK SCHOOL DISTRICT The purpose of this report is twofold: first, to identify and discuss problems and issues which the Little Rock School District must address if we are to substantially improve the level of learning in our schools\nand second, to outline a plan to empower all our students to be successful learners. BACKGROUND import te-che What students are learning in our schools is the most ant issue School Board members, administrators, and rs must consider as decisions are made about education in cur community. The elimination of academic achievement disparities between black and white students, the enrollment in upper level courses, appropriate remediation for the students who are not learning, assignments, the use of school libraries, homework minimum grade point requirements for graduation, the number and quality of reading assignments, multi-cultural education, \"tracking. If higher order thinking skills, and many other issues are all related to this central question: How can we get students to learn what we think they should know and how can we be sure they are learning as much and as well as they can? Last fall the administration was asked to consider a proposal to require a 2.0 grade point average as a requirement for graduation and to subm consideration by December. , a re\nThe 3' to the School Bcax ,5 ministration submitted i rcr ts it report December 3 and recommended that the 2.0 requirement be phased in starting with certain minimum requirements for the 1991-92 school year and implemented fully by 1994-95. The recommendation was presented to the Board at the December meeting and tabled for further consideration at a later meeting. In January, 1991, the Little Rock School District received the Curriculum Audit conducted in September 1990 by a team of administrators and professors from the National Academy of School Executives. This audit was authorized by the Board when it adopted the budget in August 1990. The audit found that the District's curriculum is disjointed, uncoordinated, and inappropriately sequenced. It found that district-wide curricu im objectives do not exist, grading practices are ent, promotion criteria are unclear. assessment is not d to the curriculum, and curriculum guides lack internal ency. In short, even though the Little Rock School .\"is-rict is performing \"reasonably well\" according to the Curriculum Audit, much work needs to be done to improve curriculum design, content, delivery, sequence, and assessment of student learning.Following the December Board meeting, three public hearings were held to give District patrons an opportunity to express their views regarding the proposed 2.0 requirement. were evident during these hearings. Two opinions The first was that people were generally in favor of the schools setting higher learning expectations for students. The second opinion was that schools are responsible for seeing to it that students receive every possible opportunity to develop their intellectual abilities to the fullest extent and that this responsibility is not being met in all cases. Concern was also expressed for the student with identified learning deficits who might not ever be able to achieve the requirement of a 2.0 g.p.a. Since the public hearings, a survey was sent to teachers and principals requesting their opinions concerning the 2.0 g.p.a. requirement. The results showed support for the 2.0 but most thought it should be phased in. The District's Biracial Advisory Committee took the position that the effectiveness of the current remedial and compensatory programs should be assessed before the Board decides to implement the 2.0 g.p.a. requirement. PROBLEMS AND ISSUES The problem of low student achievement in the Little Rock School District is not unique in our community. In a report entitled Accelerating Academic Achievement: A Summary of Findings from 20 Years of NAEP [National Assessment of Educational Progress, September 1990] the following points are made: 1. \"Most of the data in this report show that our present education performance is low and not improving.\" 2. \"Research shows that student academic performance is likely to be greater when pupils work hard, when parents are actively involved in their children's education, and when teachers and school administrators incorporate research tested improvements in the classroom. Yet, this report ....shows that these things are not typically happening.\" 3 . \"Time devoted to some subject areas is limited... II 4 . \"Homework is often minimal or non-existent. II 25. \"Most classroom work is dominated by passive learning activities that feature teacher and textbook-presented information despite research findings indicating that these techniques are not the most effective. It 6. \"Although parents are our children's first and most effective teachers, large proportions of students are not reading outside of school, are spending excessive hours watching television, and are spending little time on homework. II 7. \"Students can read at a surface level, getting the gist of material, but they do not read analytically or perform well on challenging reading assignments. It 8 . \"Small proportions of students write well enough to accomplish the purposes of different writing tasks\nmost do not communicate effectively. II 9 . \"Students' grasp of the four basic arithmetic operations and beginning problem solving is far from universal in elementary and junior high school... II 10. \"Only small proportions of students appear to develop specialized knowledge needed to address science-based problems and the pattern of falling behind begins in elementary school. It 11. \"Students are familiar with events that have shaped American history, but they do not appear to understand the significance and connection of these events. It 12 . \"In recent assessments, more students appear to e gaining basic skills, yet fewer are demonstrating a crasp of higher-level aoolication of these skills. It 13 . \"Despite progress in narrowing the gaps, the differences in performance between white students and their minority counterparts remain unacceptably large.\" 14. \"r.? ge proportions of students.... are not enrolled in challenging mathematics and sc: nee coursework. It 315. \"Across the last 20 years, little seems to have changed in the way students are taught. Despite much research suggesting better alternatives, classrooms still appear to be dominated by textbooks, teacher lectures, and short answer activity sheets. II Other findings from the NAEP report are also highly disturbing: 31 percent of the 12th graders in 1988 read five or fewer pages per day from ajJL textbooks in both homework and school. 52 percent of the 12th graders in 1988 said they never or rarely borrow books from the school or public library. 97 percent of the 4th graders reported that they completed workbooks or skill sheet assignments on what they read\nonly 45 percent said they talked in pairs or groups abou their reading. More than 30 percent of the eighth and twelfth graders reported never talking to someone at home about things they read. Nearly three-fourths of the eighth graders had teachers who reported spending an hour or less on writing instruction and assistance each week or less than 15 minutes per dav. At grade 12, half the students assessed in 1988 reported that they had written two or fewer papers as part of school assignment in the six weeks before the assessment. Only 14 percent of the 8th graders and 9 percent of the seniors reported weekly writing assignments of three or more pages. At grade 3, 49 percent of the teachers reported spending one to two hours a week teaching science. In 1985, one g-aarter of the eleventh graders assessed were no enrolled in a math course nd anopher one quarter were taking lower reVv math courses such as General Mathematics, ?re-algebra, or Algebra I. 4Slightly more than half said they were not taking type of science course. More than two-thirds of the high school seniors typically do an hour or less of homework each day. Only 29 percent had two or more hours of homework each day. These findings are by no means all that the NAEP Report presented. Many others are equally distressing. The inescapable conclusion is that students, for the most part, do not learn nearly what they are able to learn. This appears to be the case for several reasons: (1) they are taught in ways that have been proven ineffective over and over by well-documented research\n(2) the curriculum is content-deficient, and (3) expectations from both parents and educators are set at an unacceptably low level. While these findings are based on nationwide research, they are nc typical of what we find locally and should give us cause for e concern. In fact, the grade distribution, test scores. level of expectations, a large amount of \"seatwork\" in our classrooms, and the limited use of libraries are among the indicators in our own District that support these findings. As we examine our schools in relation to the NAEP report and decide whether to impose a minimum requirement for graduation, we must reflect upon events that have greatly affected our ability to deliver quality education to our students. 1983, we have been in court almost continuously. Since January, During that period, no less than four desegregation plans have been written. Weeks were spent in 1988 and 1989 negotiating a settlement with the State to bring an end to the desegregation litigation. The District has experienced significant changes in its geographi boundaries. Board governance, and administration. As was ted out in the Curriculum Audit, the District has had five different superintendents since 1982. The issues we have dealt with and the rapidity of the changes which have occurred in the District have contributed in varying degrees to weakening many of our internal processes and organizational procedures. We have seen job roles become less clearly defined, lines of authority eroded, and employees not held accountable for their work. The result  as was vividly and painfully described in the Curriculum Audit  is a district in which \"Learning is not likely to get any better, and it could continue to get worse unless administrative direction, expertise. and intervention are provided in the educational programs of the Little Rock School istrict.\" (P-14) .n fulfil 1 ~y opinion, two things are necessary before we can che responsibilities we have as a school district toward 5our patrons and students. reviewed, revised. First, Board policies must be and in some cases improved. Coherent, consistent regulations, directives, and procedures must be developed where needed to support the enactment of these policies. Then all employees must be held accountable for carrying out Board policies and adhering to regulations, directives, and procedures developed to support them. Second, as the Audit pointed out, the curriculum must be reviewed, revised as necessary, developed in an appropriate scope and sequence, and capable of supporting carefully written educational objectives. In my opinion, we cannot afford to take three to five years to complete this redesign of our curriculum. It must be started now. Core areas of the curriculum (reading. language arts, math, science, social studies and fine arts) must be appropriately scoped and sequenced in time for use during the 1992-93 school year. This will require enormous work by a cadre of teachers and administrators, and it may very well require the expertise of curriculum designers who can work with our staff in putting our entire curriculum together in the proper scope. sequence, and format, K-12. It most certainly will require reorganization of the central office administration and an allocation of sufficient resources in order to accomplish this major goal. Not until these things are done can we move forward as a district to address in a meaningful way the evaluation of effective teaching and building management, assessment of student learning, overall school success, and the effectiveness of central office leadership. In my opinion, it would be unfair to place the full burden of improvement in student learning on the students and the parents. is our responsibility to take appropriate and immediate action to remove all barriers to improved performance and at the same time raise expectations for student achievement. RECOMMENDED PLAN OF ACTION TO ACCOMPLISH THE GOALS OF INCREASED LEARNING FOR ALL STUDENTS I am recommending the following: 1. A review and adoption of revised Board policies in Curriculum and Instruction by the Little Rock School Board at a work session to be held before the end of the current school year, preferably during the month of April. All other Board policies will be reviewed. revised as necessary, and adopted by September, 1991. A decision by the Board at this work session as to the educational outcomes we want our students to have whe.n rhey leave our schools. 63 . A decision at the work session regarding the priority the Board wishes to assign to the thirteen recommendations of the Curriculum Audit. 4. An acknowledgement by the Board that the proper way for 5. 6, 7. 8. 10. 11. the schools to address dispar ies in academic achievement is first to have a wrircen curriculum that is comprehensive, relevant, challenging, and properly scoped and sequenced in grades K-12 and then to teach the curriculum effectively to all students, setting forth clear expectations and using strategies that have been proven successful for student learning. Authorization by the Board to design and develop a curriculum specifically for Little Rock School District students which incorporates the characteristics in recommendation number four. Authorization by the Board to develop a comprehensive grade level assessment program to determine the extent to which our students are mastering the curriculum. A revision of the District's grading policies to make them more consistent from school to school and from classroom to classroom. It should be clear that grades are to be assigned on the basis of mastery of specific curriculum content. Periodic reports to the Board, preferably each semester, showing the distribution of student grades at the secondary level. These reports will indicate courses in which students have the greatest difficulty and will track the progress of individual students on a random basis from grade to grade. An ongoing review of the District's remedial and compensatory programs by the Biracial Advisory Committee with recommendations for changes presented to the Board yearly for the next three years. The implementation of an Instructional Management System by the 1992-93 school year that will enable us to track the progress of individual students and provide corrective prescriptions to improve learning. The immediate reorganization of the central office administration to provide concentrated effort in curriculum development and appropriate supervision of schools. To that end, the Associate Superintendent will devote her time primarily to curriculum design and development and staff development. The job roles of the curriculum supervisors will be redefined to include 7more programmatic responsibility for the delivery of the curriculum. A third administrator will be assigned to provide supervision to the schools as an assistant superintendent. The assistant superintendents will report to the Deputy Superintendent. 12. 13. 14 . 15. 16. The development and implementation of a leadership academy and training program for current and prospective principals, assistant principals, and central office administrators. The development and implementation of a teacher mentoring program as a key component of the District's staff development. The revision of the District's overall staff development program to provide greater concentration in the delivery of key components co our personnel. Special emphasis will be given to effective teaching strategies and use of current technologies for teaching and learning. Development of school-based parent training programs in every school emphasizing parent workshops and other sessions held at schools and other locations which emphasize the following: Discipline strategies and order in the home Time management for children and parents Planning and monitoring home study Building self-esteem for parents and children Communication within the home and with the school Substance abuse prevention Nutrition and health Development of an Early Childhood Education curriculum that includes components from successful programs in our District (e.g. HIPPY) and other districts. Assuming that the administration is directed to implement these recommendations and following documentation through systematic and comprehensive assessment that significant progress is being made, the Little Rock School Board should reconsider the timeframe for implementation of a 2.0 g.p.a. requirement for graduation after the end of the 1992-93 school year. The decision as to whether the requirement should be implemented and when, should be based upon the Board's analysis of how effectively the above recommendations are being followed. 8TIMELINES Proposed timelines for reconsideration of the 2.0 requirement is outlined for your consideration and approval: 1. Reports to the Board and community documenting progress made in achieving each of the sixteen recommendations in the \"Plan to Increase Learning for All Students.'  * * * * August 1991 January 1992 April 1992 July 1992 * November 1992 February 1993 May 1993 August 1993 and ongoing Reports to the Board and community regarding grade distribution and test scores for the Little Rock student  * * * July 1991 February 1992 July 1992 February 1993 July 1993 and ongoing Reports to the Board from the Biracial Advisory Committee concerning the District's remedial and compensatory programs. Should the Committee wish to make recommendations for changes, they will be included in these reports. August 1991 * June 1992  * * 2. 3 . * * * January 1993 June 1993 and ongoing twice yearly. 4. Reconsideration of the recommendation to implement a 2.0 g.p.a. requirement for graduation from the Little Rock School District. * August, 1993 MONITORING AND EVALUATION Through the use of the reports outlined above, the Little Rock School District Board of Directors will have access to the data it needs to decide whether to implement a 2.0 g.p.a. as a graduation requirement. It is recommended that this year's seventh graders be used as the base population from which to track an increase in students' ability to achieve a 2.0. If by the end of the 1992-93 seventh graders have demonstrated a 10 percent increase each year in the number of students achieving a 9C average, then it may be reasonable to assume that the 2.0 g.p.a. could be fairly required of the 1995-96 graduating class. This would extend by only one year the original time frame as described in the December report. Reports tracking the District's progress in achieving the recommendations in the report and student progress in achieving a 2.0 will be supplied to the parties in the desegregation case and the Office of Desegregation Monitoring with the view that what is learned in this process will be helpful both to educators and the community at large. Ruth S. Steele, Superintendent March 28, 1991 10Little Rock School District December 12, 1991 D g a is Lu 3 DEC 1 3 1991 Mr. Bob Morgan Office of Desegregation Monitoring Heritage West Building, Suite 510 Office of Desegregaiioii toantionng 201 East Markham Little Rock, AR 72201 Dear Bob\nAttached are our responses to the questions posed in Ann Brown's letter to Dr. Steele on October 28. I believe you will find them to be essentially the same as our previous verbal responses. Please call if you have questions. Sincerely, Tony Wood Deputy Superintendent TW/ch 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Wjt'V fe FROM: THROUGH\nSUBJECT: Dec 17,91 KtCBBgS Little Rock School District * t-  5' December 13, Rnn Brown, Otfic r\n28 No.002 P.Ol ot DeKAfircgaticu Monitor.i nf\nJames Jennings, Assoniate Superintendent Desegregation Moul tori ng and Community services Dr. Ruth Stw]e, Superintendent oi Scliool p Homework Hotline Log TEL : TO\nB T Please find attached the homework hotline log for October . hope to have the log tor November to you before the end of of have the log for next week.TEL: Dec 17,91 11 26 No.001 P.O! LITTLE ROCK SCHOOL DISTRICT OFFICE OF DESEGREGATION 501 Sherman Little Rock, AR 72202 FAX (501) 324-2281 A TO .r7zcr-\u0026gt;C' FROM \u0026lt;\u0026gt; SENDERS PHONE # 324-2271 SUBJECT Special Instructions Number of Paget (include corer p\u0026lt;u\nt i  Fax Pbone Number LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street DEC 1 0 by| TO: FROM: THROUGH: SUBJECT: Little Rock, Arkansas December 16, 1991 72201 Offica of Desegieg\nicn f.'oniiorirg Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for 3 Desegregation Monitoring and Community Services Dr. Ruth Steele, Superintendent of Schools Jlecruitment in Incentive Schools I am providing my latest update on recruitment for the incentive schools. It should be noted, however, that most of the recruitment activities listed on the incentive school timelines (Re: or March. 02327-02333) are scheduled to begin in January, February, It would be counterproductive to implement all of these activities during the first quarter of school even if the recruitment timelines did not exist. recruitment is from January through April. The peak period for I will continue to keep you apprised of recruitment activities in the incentive schools by sending you a copy of my monthly updates on desegregation. Highlight Sheets The highlight sheets have been revised and reprinted. distributed as part of the KIDSFAIR activities. They will They were continue to be used on a routine basis as handouts or special mailouts. They are included in all packages sent to parents who request information about our schools. Incentive chool Video Our eight-week production schedule for completion of an incentive school video is on target. Video footage research is one-fourth complete and script development, tape logging, script writing and research is one-third complete. and assistance is being contributed by AP\u0026amp;L. Four days of editing facility completion date is still projected for January 10. Anticipated Incentive School Brochures Copy is due to the Communications Department from each incentive school January 10 for preparation of the individual school n \"cards. These will be prepared to supplement the overall incentive program brochure on which final artwork is beingRecruitment page two completed presently. Each school will have the opportunity to offer its brochure with the overall brochure to provide the overview and specific information about incentive programs. At the end of the school term, an updated, expanded version of these individual materials can be produced that will further enhance the recruiting/awareness effort. Incentive school brochures will be distributed to target audiences including realtors, businesses, neighborhood areas, etc. KIDSFAIR Over 500 parents visited the Little Rock School District incentive schools booth during KIDSFAIR at Barton Colieseum, November 1-3, 1991. The'booth was attractively set up with information about incentive schools' offerings, and students' work was neatly displayed. The art teachers, media specialists and regular classroom teachers did an outstanding job in helping to plan and set up the booth. Flyers and bookmarks with the incentive school logo were given to prospective parents. Also displayed was a bicycle which had been donated for a prize, bicycle was awarded to one of the parents that registered. This The parent recruiters will put the names and addresses of the parents on a database, set up parent meetings, and provide appropriate follow-up as indicated on the parent sign-up forms. Neighborhood Blitz The Student Assignment Office is in the process of updating its database of private school students. This information will be used to send printed information to targeted neighborhoods. The speaker's bureaus in the incentive schools will also have access to mailing labels for targeted neighborhoods. In addition to the database for private school students, we will also use the names that were acquired at KIDSFAIR. Finally, we are in the process of attempting to purchase a pre-kindergarten database of white students in Pulaski County. Speaker's Bureau A speaker's bureau has been formed for each incentive school. A list of the members was sent to your office on an earlier date by Arma Hart. Inservice training for the speaker bureau members was The provided by Julie Wiedower and Dianne Woodruff (11/25/91). members will be available to assist with school tours, help arrange recruitment meetings, and be involved in meetings in targeted recruitment areas.Recruitment page three Special Media Coverage Special public service announcements will coincide with the announcement of pre-registration for the 1992-93 school year. The State Press, the radio stations in the black community, the Quapaw Chronicle, the Maumelle Monitor, and others will also be asked to publicize the incentive school program. These announcements will be a part of an ongoing media blitz. Telephone Hotline The District expects to have a hotline for incentive and interdistrict schools operative by the end of January. ' The hotline will have a recorded message about the special programs offered in these schools. Tours The parent recruiters will schedule ongoing parent tours in the incentive schools cc: Arma HartJ - It - SLIP SHEET FOR REGULAR BOARD MEETING ON NOVEMBER 19, 1991 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECEIVED JAN 6 1992 TO: December 19, 1991 Board of Directors Office of Desegregation Monitoring Kt - 1 FROM: Ruth S. Steele, Superintendent of School THROUGH: 2 Tony Wood, Deputy Superintendent K uny YiLUJU., oupex xuceHueiiu '^^im Ivey, Manager of Support Services SUBJECT: NEW PARTNERSHIP: Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant I recommend that the partnership between Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant be approved as follows: Booker T. Washington Math/Science Magnet and The Olive Garden Restuarant have united as Partners in Education for the 1991- 92 school year. The students at Washington Math/Science Magnet School will provide art displays for all the major holidays. They will also send homemade birthday cards to the employees of The Olive Garden. The Olive Garden will sponsor field trips to demonstrate to the students how pasta is made. They will also provide resource speakers for various subject areas and events. In addition, The Olive Garden will participate in the cafeteria behavior incentive program in cooperation with the LRSD Food Service Department and in accordance with federal. state. and District guidelines governing school lunch programs. The school has been very pleased with the positive improvements in students' behavior while in the cafeteria and the students are eager to demonstrate appropriate table manners and noise level because they are eager to receive the Olive Garden's incentives.TO: FROM: THROUGH: t i-ti I [CCCfBBBS Little Rock School District December 27, 1991 RECEIVED JAN I 5 1992 Office cf DesegrsgaBon bioruiuring Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for Desegregation'^'^ Monitoring and Community Services Dr. Ruth Steele, Superintendent of School SUBJECT: Update on Desegregation - December Please find enclosed a copy of my update on desegregation for December. cc: Chris Heller enc. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Little Rock School District OcLober 2',, I'JQ'l AUMINI5THATIVt DIRECTIVE O3-O9AI) - Revised October, 1984 TO: E1 oiiiGutafy Principals FROM: r . Ruth S. Steele, Acting Associate Superintendent For Curriculum and Instruction SIJU^Etl: Preparation and Maintenance ol Permanent Record Cards The following |\u0026gt;rnceduies . h\u0026lt;i 11 be used in the preparation and .naintenance of Permanent Record (birds (PRC's) for students in the elementary schools (Primary, Intermediate, and/or K-6 level schools). A. GENERAL PREPARAIION 1. All infonnation entered by school personnel shall be typed or printed LEGIBLY IN BLACK INK. are eventually photocopied.) (This is necessary because records 2. Fill in all blanks on the two top lines anu the pupil's I.D. Number at the beginning of the third line, on both the front and back side of the card. Complete these lines a. Use only the LEGAL name of the student, placing the last name first and writing out the 'omplete middle name, if the student has a middle name. b. Record birthdate, birthplace (city and state), name of person verifying birth certificate (either principal, school secretary, school nurse or certified personnel) and the date on which verification was made, on the pupil data fonn. This infonnation is available c. Record the pupil's I.D. Number as it is recorded on the pupil data fonn. d. Check all information for accuracy and correct spelling. (See example below.) birih Cart. Brown Lisa (t1 I.,I Iw, Hr.I  Hofold Neal Brovin Anne t Ic nliii. J - M- 77 lirth 6*t Ho, 6 0y city IIata raaantaj Mary r\u0026gt;r\u0026gt;nccs Brovin F a I Mr  t Full r.pir. 1.0. o.oigg77 .1 i If rwt with both ^rntt :t '-ilimiAlY SCHOOl RECORD FMOTOCdAFM F w Vr I by  HdffiS 1'1 l-lui ..  1 Md i II l.lMIdllCe III l'l'||lld(lllll. I(|'(I)\nI tdlils ( t.DIi I ' \u0026lt;1. . 3. CoiiipleLe left side of llie cdrd as lolliws\na. School - Enter nniiie of school. b. School level: KiiH^rgarten - ho entry rei|u i red. I'rjmary - Enter-grade placement -1,2, or T WITHIN PARENTHESIS, enter grade level of assigned reading and math materials. The grade level for the reading book may be obtained by referring to the chart on page 4 of this directive. EXAMPLE: Primary 1 (Heading = 1-1, Math = 2) Intennediate - Enter grade placement -4,5, or 6 - 'and, WITHIN PARI NTIILS1S, enter grade level of assicpied reading and math materials The epade level for the reaifing book may be obtained by referring to t.lie chart on page 4 of tfiis directive. EXAMPLE: Intennediate 5 (Reading - 5, Math = 5) c. Residence - Give complete address of student. d. Teacher- Hr./Ms. (full n aine). e. Entered from - name of sctiool, if Little ick School District. - city and state, if outside Little Rock School District. f. Date - Record first day attended. g. Assigned to Phase - No entry required until the end of the (See Section C, P.4.) school year. 5CMO01 13wnca jQ PL, Tli!____ Aaadinj (n(rd kiAf Trnttfr tanjuAQ* A\u0026lt;\u0026amp;l9nd lo rh LpS Aruy-lf*\nC.A- B. MAINTENANCE AND UPKEEP DE PRC 1. After all identifying infonnation at the top of each side of the card has been completed and checked and after the left side of the current school year has been recorded, the card should be folded with the primary section to the inside, stapled tn Hie PRC. At no time should any documents be 2. PP''s musj. be kept on file in the school office at all timest They are not to be removed from the sctiool building and should be returned end ofeacl^^ y EHlLIij LL and,fl eprii uL Ion iind M,iiiilendin.i' nl I'riiihinenl Ki.'i.nrd Ldi tls ((.onl'd., J. J. UuriiKj the school year: a. When school pictures become available during the pupilirst year of school (Kindergarten or Grade 1 or upon first entry at another level) in the primary school, attach the picture r rubber cement ilesignati .1 PRC. Attach an updated picture in designated place on side two when student reaches in lies iijna l.i d place on IliC. tirade 4 or the Inlennediate Level. W 1 e.l / b. Special tests - Record the name and date onjy^ of all special tests that are administered. (Examples: \"WISC-R, 1-4-83\nBurks Behavior Scale, 12-8-82\nGray Oral Reading, 1-5-83\nAudiological, 2-3-84.) The test scores and full reports are filed in the student's Due Process folder. c. Coiiunerit sectjon - Indicate special assignments (such as: Resource Rofxn Special Class, Reading Lab, Math Lab, or home teacher). d. When a student enters from another Little Rock school during the school year, dci nt start a new block but draw a line through the other school infonnation that is no longer applicable and record the now school information. (See example below.) liiL wilC-R nc ___t a ?\u0026lt;i_LxitKirY Aad1n^ Hndr I iTnj iX- lO-BM \"I n I.. i d_r Jtf fI ------------------------- r jiorv___ A new block may be started if the student transfers more than two times during the year. e. When a student transfers 1rom one Little Rock school to another during the school year, the sending school shall record (IN BLACK INK) the name of the school to which the student is going and the date of transfer (top left side of PRC under ELEMENTARY SCHOOL RECORD section). Special note: Do not record interim progress or attendance data in pencil on the PRC, but be very, sure that it is forwarded (in pencil) to the next school on the office copy of the Progress Report Card and the student copy of the Progress Report Card. fonn should be inserted in the PRC. A copy of the District's Transfer f. When a student withdraws from the District during the school year, the sending school records (IN BLACK INK) the school and/or city to which the student is transferring and the date of withdrawal. The sending school also completes, in BLACK INK, the progress section of the PRC (for any student who has been in attendance for at least 15 school days. ) should ' '.ent for all students. Attendance dataPt'tjpdrd 1. Ion and Mdintendncc of Pcniidiietil Record Cdrds (Coiit'd.) 4. C. AT ENO OF SCHOOL YEAR 1. Dottom Left Une, \"Assigned to Phase\" a. Draw a line through \"phase. tl and write in the word \"grade.\" b. r Record the assigned grade i.iacement for the next school year (use Arabic numeral). c. WITHIN PARENTHESIS, enter the grade level of the recommended reading book and the grade level of tfie reconniended mathe- matics book. (Use \"R\" for reading and \"H\" for math.) flotation (code) for the grade level of the reading book may be obtained from the chart below. The reading level (n^o_t the math leyej^) should be the major consideration in determining the reconinended grade placement for the next / school year. EXAMPLE: Assigned to-Phafre- Grade 3 (R = 3-1, H = 3) 2. Progress Section a. Ye^r - Record school year (1904-85). b. Grade in Subject Areas - Record the final grade for the year on the appropriate subject area line. c. Record the Days Present and Times Tard '-, on the blank line and record those da\u0026gt; write in Days Absent Hwoot .Ir-ETei-iorT Fdlb-riQWt LL AXEerulu IML IX- Ui- AM wise -P. T.kU\" Stiin Lag tun. JI- (MeV \u0026gt; 04 J__ - --------- An I to 3 f R* ^'1 x, H* 's. _____B_ ____n _____Lii. _______1_ Mr. -pifYS yiWlnin htl'M - 11 t'o* ** K 3. -Include 1n the folder the following: standardized achievement test scores, the Individual Skills Profile (ISP), and other appropriate test data (Arkansas Minimum Performance Test, etc.). HOUGHTON MIFFLIN READING PROGRAM GRADE LEVEL OF BOOKS GRADE R TITLE PP-1 PP-2 PP-3 1-1 1-2 2-1 2-2 Getting Ready to Read Bells Drums Trumpets Parades Carousels Adventures Discoveries GRADE 3-1 3-2 4 5 6 7 0 TITLE Caravans Joprneys Fl ights Explorations Celebrations Pageants Tri umphsI. II. 111. LITTLE POCK SCHOOl DISTRICT I PS (.01)1.\nHOMI.I/OPK PPCOMMI.HOATlOd', Pm-pos_e riDcjlluL?! (General) (1) Each teacher i|ivin(| an as jonsJ IKI! - R where only classroo'm'\\7('slexl. in a class P'Ovisiofts for hooks Lo he Laken home*' (?) Teachers will seen clearly and h, them. J liresenl. m iitieoqraph,.,| .1 ve ''''l|llc(.iotls ''''''i'lls that t a ft be (3) Homework \u0026lt;i s s i \u0026lt;iimien t \u0026gt;* .. 11 i l concepts Skin-/, In lo' used in complel ini) ('I) Homework Il-evioijsly iriiroflm ed. e, ,, , \" con.,Hl,TP,, i . .......... '\"'\"-il'c ............ ,,.,,.k Stifdenis' Ufitlers Landi no are.is of we.iknf,' concepts anj/o,- Ifovifh' i  1 eachf.'r I'tfio i s i I. ioii of skills. (f\u0026gt;) The type of homework ass ii,n,neLs should he vari-d. ffj II r ( Spec i He) 0) The following ipiidelines shoul.l i r n \"\"o s..,........ ' Io (|iviti(| lioiiic. K iodertpirteii - TIroerally WHik (IS s t-odeiil.s Primary 1 - S f oilffi t s 1 qnitjeii (s may Im , \u0026lt;ioe rmt. (,iv,. p, nt the I. iiider(),irLeri level. Pfimary |i . fo PO miinjfes assitjiied hoiiii\nwork for 15 a fti((lit. -lodeiits may he Io .'ll) minute) assignefl hoiiieworl for\nf) \u0026gt; oi'iht. Poimary 111 - SI odeiits (?) Homt.Work  Ih',\n,)',\"\"''' 30 .'.'.'y .loofjer Ilian i qHHiffip, for |r,( oiOht.. (3) Homework with an average of m, for each of the ooi' hour. .eH'H\u0026gt;d,ale l.pvpl s Lodefl Ls '\u0026gt;ss ic,fiments f,,,-  Pp Serondar work with huildinq assignments or soh.jec I. should itoL 7 I evftl shoo I,J |. pi ven (3'.')'minotes - Secondary prinrinal'' to help coordinate  areas. requi red shall Poo.lef ts whif.h I'li'jhL coni 1 itt. long- Let-IllLITTLE nOCK SCHOOI DISTRICT TPS CODE: 1 KU IIOMLUORK The Little Rock School District ma iotii ins tli.it homov/oi k cao he ao important. activity to help students learn. Homework should hi.\u0026gt; inclinled as an integia part of the instructional program and a mcmns hy which students are provided extended time to master learnim) concepts and olijectives. Homework should be a positive experience and provide students the opportunity to: (1) reinforce skill development\n(2) manage learning time away fr,om the school setting\n(3) coniiiunicate to parrnts learning activities provided during the school day\nand (4) involve other adults in helping them to learn. In the Little Rock School District, all homework assirjnments will be\n. directly I'elated to tlic curriculum and the current learning object i ves\n. explained thoroughly in terms of content, process,.and expectations\n. reasonable and will not preclude pupils from assimiini) ottior homework and community responsibilities\n. designed Io ent ouionje and soppoi t. efforts It) develop the skills to learn independently. I Adopted\nTO\nFROM: THROUGH: SUBJECT: 'CKCBBBS Little Rock School District March 1, 1990 Eugene Reville, Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Special Assignments for Children of Teachers 5- '5. av: The Little Rock School District abandoned the practice of giving school assignment preference to the children of teachers in 1987. Prior to 1987, teachers who lived outside of the attendance zone of their worksite could transfer their children to that particular school. It is my understanding that this practice was abandoned because of the adverse effect that it could have on desegregation requirements. The Pulaski County Special School District has allowed teachers to transfer their children for at least the last five years. According to Eddie Collins, PCSSD does not consider desegregation requirements in considering such transfers. A teacher in the Pulaski County Special School District can transfer hisAier child to any school in the district, including the teacher's worksite. Although the Little Rock School District has not given preference to a teacher's child since the 1986-87 school year, the district has attempted to grant such transfers in cases that would not adversely affect desegregation requirements. The purpose of this memo is to recommend procedures to allow the children of teachers to transfer to the parent's worksite. The procedures for special assignments are listed below for your review and approval. A. Teachers will be allowed to transfer their children if a seat is available and desegregation requirements can be maintained, transfers will only apply to the teacher's worksite. Such B. Attendance zone students will have priority over the children of teachers. C. The same requirements will apply to Act 624 transfers. However, Act 624 transfers will not take priority over special assignment transfers and/or attendance zone students. D. All special assignments for teachers will be processed and approved by the Student Assignment Office. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 ? C-Special Assignments page two E. Special assignment transfers will not apply to magnet schools. Please let me know if you have any questions. cc: Dr. Herb Cleek Estelle MatthisOFFICE OF THE METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 Date: July 12, 1990 To: Mr. Bobby Lester, Superintendent Pulaski County Special School District Mr. James Smith, Superintendent North Little Rock School District From: Dr. Ruth Steele, Superintendent Little Rock Scjipol District Arma Hart, and Ann Brown, Associate Metropolitan Supervisors Subject: Preparation for Desegregation Monitoring In order that we may prepare to monitor the desegregation activities of the three school districts during the 1990-91 school year, we request the following information by Friday, July 27, 1990: A complete list of those programs, facilities, operations, which you intend to implement for the 1990-91 school year. or activities A complete list of any provision of the Tri-District Desegregation Plan which you do not intend to implement for the 1990-91 school year, and the specific reason why any provision will not be implemented. Thank you for your assistance. cc: Judge Susan Webber Wright(IF .. -  s\n4 Little Rock School District July 26, 1990 Mrs. Arma Hart and Mrs. Ann Brown Associate Metropolitan Supervisors 201 East Markham Street Suite 510 Little Rock, AR 72201 SSS Dear Mrs. Hart and Mrs. Brown: In response to your memorandum of July 12, 1990, we are preparing to move ahead with implementing the Tri-District Plan in accordance with the July 2, 1990, order of the Eighth Circuit panel. Paragraph 1 of the Order states: \"The Tri-District Plan provides for the use of presently operating school facilities in a manner different in some respects from the uses proposed by the parties under the settlement plans. To the extent of any such differences, the presently operating school facilities involved shall be used for the 1990-91 school year in accordance with the Tri-District Plan.\" In concurrence with this paragraph of the Order, the following schools will be opened in 1990-91. 1. 2. 3. 4. Dunbar International Studies Magnet School Washington Interdistrict Magnet School Central High School International Studies Program Incentive Schools: Rockefeller (with Early Childhood Magnet), Stephens, Garland, Rightsell, Mitchell, and Ish. In addition, building expansion projects for Woodruff, Western Hills, and Cloverdale will continue. We are also renovating space for housing the Safety and Security Office and have tentative plans for modification of the Incentive Schools. It Paragraph 2 of the Order addresses both facilities and programs, states, \"New facilities required under the Tri-District Plan but not under the settlement plans shall not be constructed absent agreement of all parties. New programs required under the Tri-District Plan but not under the settlement plans may, if planning can be completed in time, be operated for the 1990-91 school year.\" In concurrence with Paragraph 2, facilities planning for the Aerospace Magnet, Business Communications Magnet, Downtown Early Childhood Center, MacArthur Park Magnet, and Science (Zoo) Magnet, while continuing. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361.A Mrs. Arma Hart and .Mrs. Ann Brov.n  July 26, 1990 Page Two cannot be finalized until we receive final orders from the Eighth Circuit Court. With regard to programs, those initiated in 1989-90 and continuing in 1990-91 include: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Before and after school care in incentive schools Early Childhood Education (Garland, Franklin, Badgett, Ish, Stephens, Rockefeller, Washington) Staff development (Director and Trainers) Homework centers in incentive schools. HIPPY Library media program (REACH) Multicultural curriculum enhancement and staff development materials (art, English, foreign language, mathematics, reading, science, special education) Program for Accelerated Learning (reading and mathematics) Summer school tuition program Expanded plant services assistance (construction managers, custodial assistance, additional craftsmen) Expanded special education services (including Learning Center) Development of multicultural curriculum guides Minority teacher recruitment program Parent involvement (expansion of VIPS services) Secondary alternative school program Parkview Science programs Additional programs to be implemented in 1990-91 include: 1. 2. 3. 4. 5 6. 7. 8. 9. 10. n. 12. 13. 14. 15. 16. 17. 18. Academic progress incentive grants for area schools Human relations training for all employees Expanded communications and public relations programs Safety and Security Office Curriculum audit Expansion of the Student Assignment Office/Recruitment Program Two-run transportation system Incentive School program Extracurricular activities program Area school improvements (collaboration with area schools committee) Positive student discipline (including hearing officer) Badgett aviation theme (planning only) Senior high alternative school program Precollege testing Junior high restructuring McClellan Community School program Expanded elementary counseling/social work program Implementation of multicultural curriculum (grades 7-12) Planning for the implementation of programs and services in special education, gifted and talented education, and parent involvement as described in the addenda to the Tri-District Plan will also continue.Mrs. Arma Hart and Mrs. Ann Brown July 26, 1990 Page Three Cooperative planning as directed in Paragraph 3 of the Order will continue in the area of public relations, staff development, teacher recruitment, alternative schools, multicultural education, methods for reducing academic disparity, and parent/community involvement. In addition, we wish to state strongly our commitment to the implementation of the attendance zone plan as described in the Tri-District Plan. Students are and will be assigned according to procedures of the Plan. Please let us know if you desire additional infonnation. Sincerely J I llkCf C I J ) GSolz A\nAw Ruth S. Steele Superintendent of Schools RSS/pkk cc: Dr. Herb Cleek Mr. James Jennings Mrs. Estelle Katthis Mr. Chip JonesLittle Rock School District August 3, 1990 Mrs. Arma Hart and Mrs. Ann Brown Associate Metropolitan Supervisors 201 East Markham Street, Suite 510 Little Rock, AR 72201 Dear Mrs. Hart and Mrs. Brown: It is my understanding that you would like for us to provide additional information to that contained in our letter to you of July 27, 1990. It would be helpful if you would describe in writing the additional information you need since we provided everything you asked for in your first request. We are, I might remind you, less than a month from the opening date of school and tim.e is a precious commodity right now. I am sure both of you recall the intense level of activity needed to have a smooth school opening and get everything off to a positive start, especially in light of the many new programs we will be implementing as a result of the Tri-District Plan, all of which were listed in our July 27 letter. When James Jennings returns from school after August 9, he will be happy to work with you and our parents in addressing the concerns you have as we wait for the final ruling from the Eighth Circuit Court. Sincerely, Ruth S. Steele Superintendent of Schools RSS/pkk 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 August 8, 1990 Ruth Steele, Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Steele: Thank you for your letter of August 3, 1990, requesting a written request from this office regarding information that I described to you over the phone July 31, 1990. As I stated at that time, the information provided by the district was helpful and very much appreciated. I am more than happy to comply with your request for information in writing and will continue to work in a spirit of cooperation with the Little Rock School District. I am most cognizant of planning activities and events that occur prior to the opening of school\ntherefore, what was requested was not in addition to information identified in the Tri-district plan. What I discussed with you, however, was primarily related to format, i.e., listing the programs, etc., under the appropriate headings according to the plan and making some items clearer by succinctly denoting the degree of implementation, i.e.. Junior High Restructuring. Please let me know if further information is needed\nand I will be happy to talk with Mr. Jennings, who has been most helpful in the past. Sincerely Arma Hart Associate Metropolitan Supervisor AJH/parQp - 0 Little Rock School District October 12, 1990 TO: All Budget Managers FROM: Brady Gadberry, Labor Relations Specialist f/'' THROUGH: '1 Herb Cleek, Deputy Superintendent SUBJECT: Drug Free Schools and Campuses Enclosed are copies of the LRSD policy and regulations covering drug free schools and campuses. Federal law mandates that each employee must be provided the policy and made aware of the possible conse- quences of failure to comply. The law also requires that each employee sign a statement acknowledging receipt of the policy. Please distribute the policy and acknowledgment form to each employee in your building or unit. each employee. Collect the signed acknowledgment from possible inspection. You should keep the signed forms on file available for 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 1^TO: FROM: SUBJECT: Little Rock School District October 24, 1990 Donna Creer, Executive Director, Magnet Review Committee Bobby Acklin, Assistant Superintendent for Student Affairs, NLRSD Billy Bowles, Administrator for Research, Planning, and Quality Assurance, PCSSD Mable Bynum, Assistant Superintendent, Desegregation, NLRSD Eddie Collins, Assistant Superintendent, Pupil Personnel, PCSSD Office of Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation '3'^ Monitoring and Program Development New Location of Student Assignment Office The LRSD Student Assignment Office is now located on the southeast corner of Capitol (5th) and Sherman Streets. 324-2272. Our new office telephone number is Mailing Address: LRSD Student Assignment Office 501 Sherman Street Little Rock, Arkansas 72202 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 1 I cr.' LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS January 24, 1991 TO: Board of Directors FROM: 6$^ Ruth S. Steele, Superintendent of Schools SUBJECT: SALARY RECOMMENDATIONS I recommend your approval of the following salaries for the 1990-91 school year for the senior administrators listed below: 1989-90 Salary 1990-91 Salary Difference % Amount Associate Superintendent $56,500 Estelle Matthis $59,890 +6% $3,390 Associate Superintendent James Jennings 58,500 59,890 +2.4% 1,390 Manager, Support Services Chip Jones 49,600 52,576 +6% 2,976 Asst. Superintendent Margaret Gremillion 50,000 53,000 +6% 3,000 Controller Mark Milhollen 50,539 53,000 +4.9% 2,461 Total $13,217J'm- - Little Rock School District February 1, 1991 Vi^ TO: Ann Brown, Office of Desegregation Monitoring Arma Hart, Office of Desegregation Monitoring FROM: THROUGH: gii James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools ^Dr. Herb Cleek, Deputy Superintendent SUBJECT: Semi-annual Monitoring Report According to the Tri-District Desegregation Plan, the Little Rock School District was required to provide a written monitoring report to the court on a semi-annual schedule (February 1, or the nearest work day, and July 15, or the nearest work day). Although the Tri-District Desegregation Plan is no longer in effect, the Little Rock School District is still in the process of preparing a semi-annual monitoring report. This report should be completed for submission on or before February 28, 1991. cc: Chris Heller Sterling Ingram 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361TO\nFROM: THROUGH: SUBJECT: OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 November 6, 1990 Dr. Ruth Steele, Superintendent Little Rock School District oily Ramer, Administrative Assistant .rma Hart, Associate Metropolitan Supervisor 1990-91 Interim Budget With Judge Wright's Order of October 30th approving our 1990-91 interim budget, I am in the process of determining each district's contribution for that budget and bringing my books up-to-date, need to be followed to complete this process: The following steps 1. LRSD send to this office a print-out determining the exact amount due LRSD for the 1989-90 retroactive pay for Ann Brown, Arma Hart, and Polly Ramer. 2 . LRSD send to this office a print-out determining the exact amount due LRSD for the 1990-91 retroactive pay for Ann Brown, Arma Hart, and Polly Ramer. 3. Using the above information, OMS pro-rate and credit the remaining 1989-90 budget against the districts 1990-91 budget contributions. 4. The three school districts cut checks for the amount due OMS for the 1990-91 budget. 5. OMS cut a check for the to-date reimbursement due LRSD for salary, travel allowance, and benefits for Ann Brown, Arma Hart, and Polly Ramer for 1990-91. 6. Monthly the OMS cut checks for reimbursement of salary, travel allowance, and benefit payments for Ann Brown, Arma Hart, and Polly Ramer. As you see by the above steps, the completion of the 1990-91 budget process cannot begin until this office receives the print-out of the retroactive pay. greatly appreciated. Whatever may be done to expedite this process will be with you or Mark Milhollen, if you so desire. If any questions arise, I will be glad to meet Thank you for your cooperation in this matter.OFFICE OF THE METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, AR 72201 November 2, 1990 Dr. Ruth Steele, Superintendent Little Rock School District Markham at Izard Streets Little Rock, AR 72201 Dear Ruth: This is to confirm our meeting next Tuesday morning, November 6, 1990, at 8:00 A.M. at the Apple Blossom restaurant in the Excelsior Hotel. Since my colleague, Ann Brown, and I work closely together. believe it is directly with you. very important that both she and I communicate After our meeting next Tuesday, I expect that both Ann and I will meet together with you in the future. I I look forward to seeing you on November 6. Sincerely, Arma J. Hart Associate Metropolitan SupervisorOFFICE OF THE METROPOLITAN SUPERVISOR 201 EAST MARKHAM. SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, AR 72201 August 24, 1990 To\nBobby Lester, Superintendent, PCSSD James Smith, Superintendent, NLRSD Ruth Steele, Superintendent, LRSD From\n^^Ann Brown, Associate Metropolitan Supervisor Arma Hart, Associate Metropolitan Supervisor Subject: 1990-91 Budget: Salary Adjustments On July 30, 1990, a letter was sent from this office to the financial directors of each school district regarding the 1990-91 budget for the Office of the Metropolitan Supervisor. As stated in that correspondence, we will continue to operate on the same budget total that was approved by Judge Henry Woods for the 1989-90 fiscal year. In accordance with an agreement with the late Eugene Reville, employees of the Office of the Metropolitan Supervisor are to suffer no financial loss as a result of their temporary employment move from a school district to this office. Anytime there is a salary increase for employees in one of the school districts which has previously been the \"home\" district of a Metropolitan employee, that staff member is to automatically receive the same salary increases as employees in the home district. Our agreement with Mr. Reville also specified that salary adjustments would be made after negotiations between the districts and the unions are completed. According to news reports, the Pulaski County districts have reached salary agreements with their employees. At this time, compensation at the rate commensurate with the salary increase settlement reached in the Pulaski County Special School District has been made to the former Associate Metropolitan Supervisor whose home district has been the PCSSD. However, compensation commensurate with both the retroactive and current salary increase settlements reached in the Little Rock School District has not been received by the three employees (both current Associate Metropolitan Supervisors Administrative Assistant) whose home district is the LRSD. and our You will note from the attached copy of our July 30 memo that the budget will accommodate such salary increases for the Metropolitan staff without any additional cost to the districts. Since Judge Woods' order of July 6, 1990, clearly bars retaliation against any member of the Metropolitan Supervisor's staff, we believe that the failure to receive the adjustment in salary is inadvertent. correcting this oversight will be appreciated. Your immediate attention to Thank you.* . OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 August 8, 1990 Ruth Steele, Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Steele: Thank you for your letter of August 3, 1990, requesting a written request from this office regarding infoarmation that I described to you over the phone July 31, 1990. As I stated at that time, the information provided by the district was helpful and very much appreciated. I am more than happy to comply with your request for information in writing and will continue to work in a spirit of cooperation with the Little Rock School District. I am most cognizant of planning activities and events that occur prior to the opening of school\ntherefore, what was requested was not in addition to information identified in the Tri-district plan. What I discussed with you, however, was primarily related to format, i.e., listing the programs, etc., under the appropriate was etc. --------, f eui..., ujiuer cne appropriate headings according to the plan and making some items clearer by succinctly denoting the degree of implementation, i.e.. Junior High Restructuring. Please let me know if further information is needed\nand I will be happy to talk with Mr. Jennings, who has been most helpful in the past. Sincerely, Airma Hart Associate Metropolitan Supervisor AJH/parLittle Rock School District V,' August 3, 1990 Mrs. Arma Hart and Mrs. Ann Brov/n Associate Metropolitan Supervisors 201 East Miarkham Street, Suite 510 Little Rock, AR 72201 Dear Mrs. Hart and Mrs. Brown: It is my understanding that you would like for us to provide additional information to that contained in our letter to you of July 27, 1990. It would be helpful if you would describe in writing the additional information you need since we provided everything you asked for in your first request. We are, I might remind you, less than a month from the opening date of school and tim.e is a precious commodity right now. I am sure both of you recall the intense level of activity needed to have a smooth school opening and get everything off to a positive start, especially in light of the many new programs we will be implem.enting as a result of the Tri-District Plan, all of which were listed in our July 27 letter. When James Jennings returns from school after August 9, he will be happy to work with you and our parents in addressing the concerns you have as we wait for the final ruling from the Eighth Circuit Court. Sincerely, Ruth S. Steele Superintendent of Schools RSS/pkk 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361TO: FROM: RE: DATE: OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 Dr. Ruth Steele, Superintendent Little Rock School District Arma Hart, Associate Director Board Agendas and Slip Sheets January 28, 1991 The staff of the Office of Desegregation Monitoring is requesting copies of all slip sheets that accompany board agendas. Slip sheets that are not prepared at the time the board agendas are sent may be sent the day following the board meeting or given to representatives from our office that are in attendance at the board meeting. Obtaining board agendas without the slip sheets does not provide adequate information. Your assistance in this matter will be appreciated.(if: 1 Little Rock School District r's.'' February 6, 1991 I*' ^2 1 Ms. Ann Brown Ms. Arma Hart Office of Desegregation Monitoring Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Re: Monitoring of Desegregation Plan in LRSD Dear Ann and Arma: Now that we are certain there will be no further appeals of the Court of Appeals December 12, 1990 order, I believe we should establish, to the extent possible, a systematic approach to compiling and sharing the information necessary for you to monitor the implementation of the approved desegregation plan. Two of the most important functions of the Office of Desegregation Monitoring are to gather the information necessary to determine whether the desegregation plan is being properly implemented and to establish a means by which implementation problems can be quickly resolved. We want to provide necessary information to you in a timely manner and to act quickly to resolve implementation problems. We believe there are two ways we can help you get the information you need to effectively monitor desegregation implementation in the District. First, once you have determined what information you will need on a regular basis (monthly, quarterly, annually), we will establish a system to provide you that information on the dates requested. Second, we will designate one person at LRSD who has sufficient authority to provide any information requested by your office to serve as the person responsible for insuring that you get a prompt response to any ad hoc information request. We believe it will be helpful to both LRSD and ODM if we could establish a calendar of information which will be necessary on a regular basis and designate a person who is responsible to insure that all other information requests receive a prompt response from LRSD. We understand that regular reports and ad hoc information requests will not provide you with all of the information you need for effective monitoring and that there is no substitute for visiting the schools and talking with teachers, parents, and students. We will assist you in whatever way O 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000Ms. Ann Brown and Ms. Arma Hart February 6, 1991 Page Two we can or in whatever way you would find helpful to facilitate this aspect of your work. We are committed to the successful implementation of our desegregation plan and will work quickly to resolve any problems which are brought to our attention. I urge you to make us aware immediately of problems you find concerning the implementation or operation of our desegregation plan. We want to be able to respond quickly and effectively in resolving whatever problems exist and to work cooperatively with you in addressing them. You may already have some ideas about how we can work cooperatively to insure that our desegregation plan is successful. We would be happy to meet with you to discuss any of the proposals set out in this letter or any other steps we can take to insure that our efforts are successful. Sincerely, A. Ruth S. Steele Superintendent of Schools RSS/pkk O 02 08-91 ' 12\nfl5 B'S 111 374 7609 001 ?n b L R School Dlst t Little Rock School District   February 6, 1.991 .. : f  Ms. Ann Srown .  1 . Ms.- Arma Bart. ' Office of Desegregation Monitoring Heritage West Bldg., Suite 51-0 201East Markham Street Little Rock. AR 72201. \nRe: J 3 Monitoring of Des.egregation Plan in LRSD Dear Ann and Arma: Now that we are certain there will be^no further appeals of the Court _ of Appeals December. 12, 1990..order,-! belieye we should establishj ' - to the'extent possible, a systematic approach to compiling and sharing... the information necessary for you to-irionitor the implementation.of the approved desegregation plan. Two of the-most important functions of the Office of Desegregation Monitoring-are to gather the information -'necessary to determine whether the desegregation plan is being properly implemented and to establish a means by which implementation problems-- . can be quickly resolved. We want to -provide neces.sary information to-- you in a timely .mannerand'to'act quickly to resolve impTemehtation  problems. .. . - . We believe there are two ways we can help you get the information you-- .- need to effectively mon-itor desegregation-implementation in- the District. . First, once you have determined what-information you wil.l need on a regular basis (monthly, quarterly,' annually)-, we will-establish a system, to provide you that information-on- the dates requested. Second, we will - designate one person at LRSD who has'sufficient authority to provide any ' information requested by your-office to.serve as the person responsibTe -for insuring that you g'et-a'prompt response to 'any ad hoc information request. We beTieve.it will be helpful to-both LRSD and ODM if we could establ.ish a calendar-of information which will be. necessary on a regular - basis and designate a-person who is responsible to insure that all other information requests receive, a-prompt response froiir LRSD........- We-understand that regular reports and ad hoc information requests-will not provide you with all of the information you need for effective morritoring and that there is no substitute for visiting the-schools and talking .with teachers, parents, and students. We will assist you in whatever way FAX ANSMI, TTAL SlO V FAXx T R A N S M L T T \u0026gt;5 TP: DEPT:/ FR0M\ng CO\nMEMO NO. OF PAGES 12g- PHONE\nPosMfbfanc lax transniina: meniQ 7571 1)324-2000 FAXfc f'z/- o EBSaW 1 02 06 91 12:06 501 374 7609 L R School DIst @002 f Ms. Ann Brown and Ms. Arma Hart February 6, 1991 Page Two we can or in whatever way you would find helpful to facilitate ti aspect of your work. We are committed to the successful implementation of our desejr-.c=tion plan and.will work quickly to resolve any problems which are bt to our attention. I urge you to make us aware immediately of nt\\. ,ems you find concerning the implementation or operation of our desegregation plan. We want to be able to.respond quickly and effectively in resolving whatever problems exist and to work cooperatively with ycu in addressing them. I You may already have some Ideas about how ive can work cooperatively to insure that our desegregation plan is successful. We iirould be'happy to meet with you to discuss any of the proposals set out in this letter or any other steps we can take to insure that our efforts are successful. 3 Sincerely, Ruth S. Steele Superintendent of Schools RSS/pkk February 15, 1991 OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, AR 72201 Dr. Ruth S. Steele Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Ruth: Thank you for your letter of February 6. reaffirmation of We certainly have no doubt that your completely genuine. commitment to the success of the desegregation plan i s The conversion of the Office of the Metropolitan Supervisor into the Office of Desegregation Monitoring has led us into a transitional period when we recognize that there are questions about how the office will operate. This is also an interim time as well, for the new director of ODM, when appointed, will have a major role in defining the specific functioning of this office and in shaping its relationship with the districts. During this interim period, while we are considering the approach we'll use in monitoring desegregation compliance, our deliberation di stricts priority need to meet the Court's March 30, i s affected by the 1991, deadline: identifying the \"appropriate fit\" between the Settlement and Tri-Di strict Plans within one unifying document. While this time-consuming task is underway, and until a director of this office is appointed, we do not intend to impose any major new monitoring requirements upon the school districts. Previous court orders already require the districts to submit quarterly reports on desegregation programs and activities. School and district biracial commi ttees are al so involved in school-by-school moni tori ng activities. Furthermore, district administrators present monthly reports on desegregation to the Board of Education that, when shared, help keep us abreast of progress. Although the quarterly reports, observations of biracial committees, and status summaries to the Board are valuable, we don't expect that they will ultimately provide an adequate picture of desegregation in the schools\nhowever, we expect them to suffice for the time being. If the search for a monitoring director should prove to take longer than we presently expect, or if other circumstances should necessitate changes, we will modify our interim requirements for regular reports accordingly. In the meanwhile, we expect quarterly reports to be filed on time, the findings of the biracial committees to be submitted immediately after each review cycle, and the monthly reports to the Board to be forwarded as a matter of routine. Of course, we will also continue to ask for any ad hoc information needed in order to deal with specific questions or issues which may arise.February 15, 1991 Page Two Additionally, since the Circuit Court has directed that the use of desegregation funds is to be carefully monitored, we will be looking closely at how the districts are spending desegregation monies and how they are financially assuring that programs and activities are consistent with court orders. We'n notify you of specific information requirements within the next few days as we begin reviewing the districts' budgets and spending. We were pleased to read in your letter that you remain committed to providing information in a timely manner and that you expect quick action in resolving implementation problems. We recognize your prerogative to define an internal management process by which you choose to move information. Your idea of a data coordi nator may prove expeditious within your organizational framework, particularly for compiling regular reports and gathering complex or lengthy data. We would be pleased to work with a coordinator or overseer should you designate such a position in your district. However, it is inappropriate and unreasonable for us to expect to be limited to a specific person or process through which we access information from any school district. During the recent January 25, 1991, hearing. Judge Wright specifically addressed the need for ODM to be able to rely on the districts for speedy and accurate information. A highly formalized or structured routing system through one individual may actually hinder the \"quick response\" Judge Wright has called for, especially when it comes to routine, day-to-day facts. Therefore, we hope we can count on all levels of district staff being responsive to our inquiries, within a reasonable time frame, whether the requests are oral or written. It's difficult to be patient with delays resulting from personnel who counter our verbal requests with a mandate to \"put it in writing.\" When employees are unable to comply with a request for whatever reason, surely they can take responsibility for redirecting inquires they aren't personally able to handle. Also, \"I don't know, but I'll find out\" is an acceptable answer to a question when it describes the truth\nwe won't be offended by such a response. A tremendous amount of important work lies ahead for all of us and many critical decisions are still to be made. We want to work with you in a spirit of mutual cooperation and responsiveness to meet the challenges and solve the problems we'll inevitably encounter. We will do our best to make our expectations clear and reasonable and urge you to contact us whenever you have suggestions, questions, or just want to talk things over. We're confident that, together, we can all success in providing the best of educational look forward to much growth and service to our community. Very truly yours. Ann S. Brown Associate Director Arma''J. Hart Associate Director bio Little Rock School District 810 VJest Markham Street TO: FROM: THROUGH: SUBJECT: Little Rock, Arkansas March 1, 1391 72201 Ann Brown and Arma Hart Office of Desegregation Monitoring James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent Monitoring Reports Please find enclosed the following information: A. Educational Equity Monitoring First Quarter Report - Incentive Schools B. First Educational Equity Monitoring Report - Semi-Annual Summary Report By copy of this memo. reports to the court and the parties. I am asking Chris Heller to submit these cc: Chris Heller 9)^ 0^ Little Rock School District 810 V/est Markham Street TO: FROM: THROUGH: SUBJECT: Little Rock, Arkansas March 1, 1991 72201 Ann Brown and Arma Hart Office of Desegregation Monitoring James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent Monitoring Reports Please find enclosed the following information: A. Educational Equity Monitoring First Quarter Report - Incentive Schools B. First Educational Equity Monitoring Report - Semi-Annual Summary Report By copy of this memo. reports to the court and the parties. I am asking Chris Heller to submit these cc: Chris Heller TO: FROM: OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK James Jennings Hart ARKANSAS 72201 I RE: Desegregation Monitoring Report on Incentive Schools DATE: March 27, 1991 Thank you for the monitoring information on Incentive Schools. Areas that you did not address were: 1. 2. The scholarship program for incentive schools (p. 32) Field trips (local and national) for incentive schools (p. 42, 66, 73) 3. Foreign Language Programs and science lab\nat each school 4. Number and percentage of parent involvement in various activities in Incentive Schools (p. 103-104), e.g.: 5. (a) (b) (c) (d) (e) training workshops to develop parenting skills, etc., two way system of communication between the home and the school, parent volunteers and PTA participation, inservice to help parents assist students at home, and training sessions to help parents ideas in decision making. assume active Statistical data to support the number and percentage of white parents who were recruited during the 1990-91 school year and the recruitment and marketing program presently in effect. These are only a few of the areas that I'm sure you agree should be carefully implemented and monitored since they are vital to the success of the program. Also, your assistance in providing information on the programs presently being implemented during the regular day and during the extended day program in each school would be helpful to this office at this time. any changes will be approval. I am cognizant that ubmitted in your final Court submission for I appreciate your assistance.QF! 1 u OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 TO: James Jennings FROM: Hart RE: Desegregation Monitoring Report on Incentive Schools DATE: March 27, 1991 Thank you for the monitoring information on Incentive Schools. Areas that you did not address were: 1. The scholarship program for incentive schools (p. 32) 2. Field trips (local and national) for incentive schools (p. 42, 66, 73) 3. Foreign Language Programs and science labs at each school 4. Number and percentage of parent involvement in various activities in Incentive Schools (p. 103-104), e.g.: (a) (fa) (c) (d) training workshops to develop parenting skills, etc., two way system of communication between the home and the school, parent volunteers and PTA participation, inservice to help parents assist students at home, and (e) training sessions to help parents ideas in decision making. assume active 5. Statistical data to support the number and percentage of white parents who were recruited during the 1990-91 school year and the recruitment and marketing program presently in effect. These are only a few of the areas that I'm sure you agree should be carefully implemented and monitored since they are vital to the success of the program. Also, your assistance in providing information on the programs presently being implemented during the regular day and during the extended day program in each school would be helpful to this office at this time. _ __ __________ ____ any changes will be submitted in your final Court submission for I am coanizant that approval. I appreciate your assistance.IL SLIP SHEET FOR REGULAR BOARD MEETING ON 3/28/91 LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas 72201 March 28, 1991 TO\nLRSD Board of Directors FROM\nJames Jennings, Associate Superintendent for Desegregation Monitoring and Program Development THROUGH\nDr. Ruth Steele, Superintendent of Schools |4c Dr. Herb Cleek, Deputy Superintendent SUBJECT\nUpdate on Desegregation Early Childhood Education According to the settlement plan, all incentive schools will have a four-year-old program. Plans are underway to add a four-year-old class at Mitchell and Rightsell. These construction projects were approved by the court on March 21, 1991. Incentive Schools The Biracial Advisory Committee recently completed another monitoring visit to the incentive schools. All principals will be asked to respond to concerns identified in the monitoring reports. The next monitoring visit will occur after the administration of the MAT-6 test. The Semi-Annual Monitoring Report was submitted to the Office of Desegregation Monitoring on March 1, 1991. New Interdistrict Schools The administration is continuing to work on long-range plans for two new schools in the 1-630 Corridor. Three of the sites referred to in the February update on desegregation seem to have the greatest potential for accommodating our needs. Philander Smith College has expressed an interest in developing a model teacher education training program and would like to develop a partnership with the District. Presently, we have proposed two possibilities for locating a school on the Philander Smith campus, and\nhe President of Philander seems to prefer a two-story building located between 12th and 13th treats on the west side of the campus (Chester Street). The District is considering the idea of placing intermediate students (grades 4-6) at the Philander Smith site, if approved, and placing pre-kindergarten through 3rd grade at the old West Side site (14th and Marshall Streets). The placement of the younger students at the old West Side site will enhance the/ , Update on Desegregation page two proposed partnership between the District and the Arkansas Children's Hospital. program will serve both sites. Philander's teacher education training All of these ideas e still under exploration by the administration and the respective parties. The administration is also exploring the possibility of building a new school at the current site of Stephens School. The current Stephens site is adequate to support a school for approximately 656 K-6 students and 40 four-year-old students for a total of 696 students. The next few weeks will he used to develop final proposals for the new interdistrict schools. Plan Modifications Proposals for plan modifications will be shared with all of the parties. According to the December 12 order from the Eighth Circuit Court of Appeals, 11 it may be necessary, in order to make a smooth transition, for the details of the settlement plans to be adjusted to produce an appropriate fit between their future application and existing circumstances, parties should be able to agree as to whether any such The adjustments are necessary, and, if so, what they should be. ti A considerable amount of work has been devoted to this effort. Each change, whether an addition or deletion, is highlighted for easy identification. Also, each edit page (page with changes highlighted) is accompanied by a clean copy that incorporates all of the changes, near future to review all changes. The parties will meet in the Recruitment The parent recruiters are currently involved in conducting building tours for prospective four-year-old parents. Tentative plans have been developed to conduct recruitment activities in the office complexes throughout the 1-630 Corridor. These activities will focus on recruitment to Woodruff School, the Incentive Schools, and other schools that are difficult to desegregate. The District will proceed with the development and completion of a marketing plan for the incentive schools. Recruitment plans will be shared with the respective building principals immediately after spring break.Update on Desegregation page three Romine Interdistrict School According to the settlement plan, Romine is to be converted into an Interdistrict School. Its student population will be composed of those students from the Romine attendance zones and white students recruited from PCSSD, particularly the western sector. White students returning to LRSD will also be recruited to Romine. PCSSD shall engage in early, rigorous and sustained recruitment of white PCSSD students to assist in the desegregation of Romine Elementary School. Romine shall have an early childhood education program. A survey has been developed to send to LRSD parents in the Romine area and PCSSD parents in the Baker School area. The Pulaski County Special School District Office of Desegregation has approved the survey. determine a specialty theme for Romine. The purpose of the survey is to The survey will be sent home by the students at both schools after spring breadc. Student Assignments Final assignment letters will be mailed to all parents on April 8 . This includes kindergarten and new students who pre- registered by March 8. Desegregation transfer applications for secondary schools will be accepted during the period of April 8-19. Summer Learning Program The Summer Learning Program provides remediation in the areas of reading and math for secondary students participating in the Summer Youth Employment Training Program. The Summer Learning Program is sponsored by the City of Little Rock's Job Training Partnership Act (JTPA) Program. Students who need remediation attend school for half of a day and work half of a day. Planning is underway to begin this program shortly after the end of school. The Offices of Desegregation and Planning, Research and Evaluation have held several meetings with the JTPA Office to prepare for implementation. The administration is in the process of selecting a school site for the program. The program will last for six weeks.CLP OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 April 3, 1991 James Jennings, Associate Superintendent for Desegregation Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Mr. Jennings: Thank you for the March 28, 1991, Update on Desegregation. There are, however, a few questions and/or concerns that I have listed, along with some additional information needed: Early Childhood Education Specify the date the four-year-old classes will be in place at Mitchell and Rightsell and the plans to recruit and notify parents of these programs. Incentive Schools The Biracial Advisory Committee reports findings at each incentive school and the principals are asked by the administration to respond in writing to those findings that need corrective action. Keep the ODM informed of the actual dates the corrections were made by each incentive school and/or the plan of action regarding the problems cited in the monitoring report. It is not enough to report deficiencies unless there is deliberate and specific followup. New Interdistrict Schools It is gratifying to know that the president of Philander Smith College has expressed an interest in developing a model teacher education training program and would like to develop a partnership with the district. Has there been any written agreement that outlines a plan in which the district will have property at 12th and 13th streets to build a two-story school? Without such an agreement in place, will the district proceed in the next few weeks to develop final proposals for the interdistrict schools Philander (grades 4-6) and West Side (14th and Marshall)? at will these students primarily come from within LRSD? plans to close Ish or any other district school?  projected enrollment and timeline for completion? Where ' Are there What is theLittle Rock School District March 28, 1991 O'V'ce Ms. Ann Brown and Ms. Arma Hart Office of Desegregation Monitoring 201 East Markham Street Little Rock, RR 72201 Dear Ann and Arma: I have enclosed for your review a report which I am presenting to the Board on Thursday, March earlier recommendation regarding the The report grew out ' ! implementation of a of an 2.0 grade point average as a requirement for graduation, Since the recommendation was tabled, I have continued to think about how we can best improve student learning so that the achievement of 2.0 is the norm rather than the exception. I believe a the approach contained in District blueprint for this report will provide the Board and improving our school system and consequently enhancing learning for students. I invite your comments and suggestions. Cordially, V ' A* 28 . a 0^ ^00'^'\"'^ Ruth S. Steele Superintendent of Schools Pk 810 West Markham Street Little RocR, Arkansas 72201  (501)374-3361 NO MORE EXCUSES: A PLAN TO INCREASE LEARNING FOR ALL STUDENTS IN THE LITTLE ROCK SCHOOL DISTRICT The purpose of this report is twofold: first, to identify and discuss problems and issues which the Little Rock School District must address if we are to substantially improve the level of learning in our schools\nand second, to outline a plan to empower all our students to be successful learners. BACKGROUND What students are learning in our schools is the most important issue School Board members, administrators, and teachers must consider as decisions are made about education in our community. The elimination of academic achievement disparities between black and white students, the enrollment in upper level courses, appropriate remediation for the students who are not learning, the use of school libraries, homework assignments, minimum grade point requirements for graduation, the number and quality of reading assignments, multi-cultural education, \"tracking,\" higher order thinking skills, and many other issues are all related to this central question: How can we get students to learn what we think they should know and how can we be sure they are learning as much and as well as they can? Last fall the administration was asked to consider a proposal to require a 2.0 grade point average as a requirement for graduation and to submit a report to the School Board for its consideration by December. The administration submitted its report December 3 and recommended that the 2.0 requirement be phased in starting with certain minimum requirements for the 1991-92 school year and implemented fully by 1994-95. The recommendation was presented to the Board at the December meeting and tabled for further consideration at a later meeting. In January, 1991, the Little Rock School District received the Curriculum Audit conducted in September 1990 by a team of administrators and professors from the National Academy of School Executives. This audit was authorized by the Board when it adopted the budget in August 1990. The audit found that the District's curriculum is disjointed, uncoordinated, and inappropriately sequenced. It found that district-wide curriculum objectives do not exist, grading practices are inconsistent, promotion criteria are unclear, assessment is not related to the curriculum, and curriculum guides lack internal consistency. District is performing In short, even though the Little Rock School II reasonably well\" according to the Curriculum Audit, much work needs to be done to improve curriculum design, content, delivery, sequence, and assessment of student learning.Following the December Board meeting, three public hearings were held to give District patrons an opportunity to express their views regarding the proposed 2.0 requirement. were evident during these hearings. Two opinions The first was that people were generally in favor of the schools setting higher learning expectations for students. The second opinion was that schools are responsible for seeing to it that students receive every possible opportunity to develop their intellectual abilities to the fullest extent and that this responsibility is not being met in all cases. Concern was also expressed for the student with identified learning deficits who might not ever be able to achieve the requirement of a 2.0 g.p.a. Since the public hearings, a survey was sent to teachers and principals requesting their opinions concerning the 2.0 g.p.a. requirement. The results showed support for the 2.0 but most thought it should be phased in. The District's Biracial Advisory Committee took the position that the effectiveness of the current remedial and compensatory programs should be assessed before the Board decides to implement the 2.0 g.p.a. requirement. PROBLEMS AND ISSUES The problem of low student achievement in the Little Rock School District is not unique in our community. In a report ent it1ed Accelerating Academic Achievement\nA Summary of Findings from 20 Years of NAEP [National Assessment of Educational Progress, September 1990] the following points are made: 1. \"Most of the data in this report show that our present education performance is low and not improving. II 2 . \"Research shows that student academic performance is likely to be greater when pupils work hard, when parents are actively involved in their children's education, and when teachers and school administrators incorporate research tested improvements in the classroom. Yet, this report ....shows that these things are not typically happening. II 3. \"Time devoted to some subject areas is limited... II 4. \"Homework is often minimal or non-existent.\" 25. \"Most classroom work is dominated by passive learning activities that feature teacher and textbook-presented information despite research findings indicating that these techniques are not the most effective. II 6. \"Although parents are our children's first and most effective teachers, large proportions of students are not reading outside of school, are spending excessive hours watching television, and are spending little time on homework.\" 7 . \"Students can read at a surface level, getting the gist of material, but they do not read analytically or perform well on challenging reading assignments.\" 8. \"Small proportions of students write well enough to accomplish the purposes of different writing tasks\nmost do not communicate effectively.\" 9. \"Students' grasp of the four basic arithmetic operations and beginning problem solving is far from universal in elementary and junior high school... II 10. \"Only small proportions of students appear to develop specialized knowledge needed to address science-based problems and the pattern of falling behind begins in elementary school.\" 11. \"Students are familiar with events that have shaped American history, but they do not appear to understand the significance and connection of these events.\" 12. \"In recent assessments, more students appear to be gaining basic skills, yet fewer are demonstrating a grasp of higher-level application of these skills. II 13. \"Despite progress in narrowing the gaps, differences in performance between white students and their minority counterparts the 14. remain unacceptably large. II \"Large proportions of students....are not enrolled in challenging mathematics and science coursework. II 315. \"Across the last 20 years, little seems to have changed in the way students are taught. Despite much research suggesting better alternatives, classrooms still appear to be dominated by textbooks, teacher lectures, and short answer activity sheets.\" Other findings from the NAEP report are also highly disturbing: 31 percent of the 12th graders in 1988 read five or fewer pages per day from all textbooks in both homework and school. 52 percent of the 12th graders in 1988 said they never or rarely borrow books from the school or public library. 97 percent of the 4th graders reported that they completed workbooks or skill sheet assignments on what they read\nonly 45 percent said they talked in pairs or groups about their reading. More than 30 percent of the eighth and twelfth graders reported never talking to someone at home about things they read. Nearly three-fourths of the eighth graders had teachers who reported spending an hour or less on writing instruction and assistance each week - or less than 15 minutes per day. At grade 12, half the students assessed in 1988 reported that they had written two or fewer papers as part of school assignment in the six weeks before the assessment. Only 14 percent of the 8th graders and 9 percent of the seniors reported weekly writing assignments of three or more pages. At grade 3, 49 percent of the teachers reported spending one to two hours a week teaching science. In 1986, one quarter of the eleventh graders assessed were not enrolled in a math course and another one quarter were taking lower level math courses such as General Mathematics, Pre-algebra, or Algebra I. 4Slightly more than half said they were not taking any type of science course. More than two-thirds of the high school seniors typically do an hour or less of Only 29 percent had two homework each day. or more hours of homework each day. These findings are by no means all that the NAEP Report presented. Many others are equally distressing. The inescapable conclusion is that students, for the most part, do not learn nearly what they are able to learn. This appears to be the case for several reasons: (1) they are taught in ways that have been proven ineffective over and over by well-documented research\n(2) the curriculum is content-deficient, and (3) expectations from both parents and educators are set at an unacceptably low level. While these findings are based on nationwide research, they are not atypical of what we find locally and should give us cause for grave concern. In fact, the grade distribution, test scores. level of expectations, a large amount of \"seatwork\" in our classrooms, and the limited use of libraries are among the indicators in our own District that support these findings. As we examine our schools in relation to the NAEP report and decide whether to impose a minimum requirement for graduation, we must reflect upon events that have greatly affected our ability to deliver quality education to our students. 1983, we have been in court almost continuously. Since January, During that period, no less than four desegregation plans have been written. Weeks were spent in 1988 and 1989 negotiating a settlement with the State to bring an end to the desegregation litigation. The District has experienced significant changes in its geographic boundaries. Board governance, and administration. As was pointed out in the Curriculum Audit, the District has had five different superintendents since 1982. The issues we have dealt with and the rapidity of the changes which have occurred in the District have contributed in varying degrees to weakening many of our internal processes and organizational procedures. We have seen job roles become less clearly defined, lines of authority eroded, and employees not held accountable for their work. The result  as was vividly and painfully described in the Curriculum Audit  is a district in which \"Learning is not likely to get any better, and it could continue to get worse unless administrative direction, expertise, and intervention are provided in the educational programs of the Little Rock School District.\" (p.l4) In my opinion, two things are necessary before we can fulfill the responsibilities we have as a school district toward 5our patrons and students. First, Board policies must be reviewed, revised, and in some cases improved. Coherent, consistent regulations, directives, and procedures must be developed where needed to support the enactment of these policies. Then all employees must be held accountable for carrying out Board policies and adhering to regulations, directives, and procedures developed to support them. Second, as the Audit pointed out, the curriculum must be reviewed, revised as necessary, developed in an appropriate scope and sequence, and capable of supporting carefully written educational objectives. In my opinion, we cannot afford to take three to five years to complete this redesign of our curriculum. It must be started now. Core areas of the curriculum (reading. language arts, math, science, social studies and fine arts) mu^ be appropriately scoped and sequenced in time for use during the 1992-93 school year. This will require enormous work by a cadre of teachers and administrators, and it may very well require the expertise of curriculum designers who can work with our staff in putting our entire curriculum together in the proper scope. sequence, and format, K-12. It most certainly will require reorganization of the central office administration and an allocation of sufficient resources in order to accomplish this major goal. Not until these things are done can we move forward as a district to address in a meaningful way the evaluation of effective teaching and building management, assessment of student learning, overall school success, and the effectiveness of central office leadership. In my opinion, it would be unfair to place the full burden of improvement in student learning on the students and the parents. It is our responsibility to take appropriate and immediate action to remove all barriers to improved performance and at the same time raise expectations for student achievement. RECOMMENDED PLAN OF ACTION TO ACCOMPLISH THE GOALS OF INCREASED LEARNING FOR ALL STUDENTS I am recommending the following: 1. A review and adoption of revised Board policies in Curriculum and Instruction by the Little Rock School Board at a work session to be held before the end of the current school year, preferably during the month of April. All other Board policies will be reviewed. revised as necessary, and adopted by September, 1991. 2. A decision by the Board at this work session as to the educational outcomes we want our students to have when they leave our schools. 63. A decision at the work session regarding the priority the Board wishes to assign to the thirteen recommendations of the Curriculum Audit. 4 . An acknowledgement by the Board that the proper way for the schools to address disparities in academic achievement is first to have a written curriculum that is comprehensive, relevant, challenging, and properly scoped and sequenced in grades K-12 and then to teach the curriculum effectively to all students, setting forth clear expectations and using strategies that have been proven successful for student learning. 5. Authorization by the Board to design and develop a curriculum specifically for Little Rock School District students which incorporates the characteristics in recommendation number four. 6. Authorization by the Board to develop a comprehensive grade level assessment program to determine the extent to which our students are mastering the curriculum. 7. A revision of the District's grading policies to make them more consistent from school to school and from classroom to classroom. It should be clear that grades are to be assigned on the basis of mastery of specific curriculum content. 8. Periodic reports to the Board, preferably each semester, showing the distribution of student grades at the secondary level. These reports will indicate courses in which students have the greatest difficulty and will track the progress of individual students on a random basis from grade to grade. 9. An ongoing review of the District's remedial and compensatory programs by the Biracial Advisory Committee with recommendations for changes presented to the Board yearly for the next three years. 10, The implementation of an Instructional Management System by the 1992-93 school year that will enable us to track the progress of individual students and provide corrective prescriptions to improve learning. 11. The immediate reorganization of the central office administration to provide concentrated effort in curriculum development and appropriate supervision of schools. To that end, the Associate Superintendent will devote her time primarily to curriculum design and development and staff development. The job roles of the curriculum supervisors will be redefined to include 7more programmatic responsibility for the delivery of the curriculum. A third administrator will be assigned to provide supervision to the schools as an assistant superintendent. The assistant superintendents will report to the Deputy Superintendent. 12. 13. 14. 15. 16. The development and implementation of a leadership academy and training program for current and prospective principals, assistant principals, and central office administrators. The development and implementation of a teacher mentoring program as a key component of the District's staff development. The revision of the District's overall staff development program to provide greater concentration in the delivery of key components to our personnel. Special emphasis will be given to effective teaching strategies and use of current technologies for teaching and learning. Development of school-based parent training programs in every school emphasizing parent workshops and other sessions held at schools and other locations which emphasize the following: Discipline strategies and order in the home Time management for children and parents Planning and monitoring home study Building self-esteem for parents and children Communication within the home and with the school Substance abuse prevention Nutrition and health Development of an Early Childhood Education curriculum that includes components from successful programs in our District (e.g. HIPPY) and other districts. Assuming that the administration is directed to implement these recommendations and following documentation through systematic and comprehensive assessment that significant progress is being made, the Little Rock School Board should reconsider the timeframe for implementation of a 2.0 g.p.a. requirement for graduation after the end of the 1992-93 school year. The decision as to whether the requirement should be implemented and when, should be based upon the Board's analysis of how effectively the above recommendations are being followed. 8TIMELINES Proposed timelines for reconsideration of the 2.0 requirement is outlined for your consideration and approval: 1. Reports to the Board and community documenting progress made in achieving each of the sixteen recommendations in the \"Plan to Increase Learning for All Students. * * *  August 1991 January 1992 April 1992 July 1992 * November 1992 February 1993 May 1993 August 1993 and ongoing 2. Reports to the Board and community regarding grade distribution and test scores for the Little Rock students. *  * *  July 1991 February 1992 July 1992 February 1993 July 1993 and ongoing 3. Reports to the Board from the Biracial Advisory Committee concerning the District's remedial and compensatory programs. Should the Committee wish to make recommendations for changes, they will be included in these reports. August 1991 * June 1992 * * * * * * January 1993 June 1993 and ongoing twice yearly. 4. Reconsideration of the recommendation to implement a 2.0 g.p.a. requirement for graduation from the Little Rock School District. * August 1993 MONITORING AND EVALUATION Through the use of the reports outlined above, the Little Rock School District Board of Directors will have access to the data it needs to decide whether to implement a 2.0 g.p.a. as a graduation reguirement. It is recommended that this year's seventh graders be used as the base population from which to track an increase in students' ability to achieve a 2.0. If by the end of the 1992-93 seventh graders have demonstrated a 10 percent increase each year in the number of students achieving a 9C average, then it may be reasonable to assume that the 2.0 g.p.a. could be fairly required of the 1995-96 graduating class. This would extend by only one year the original time frame as described in the December report. Reports tracking the District's progress in achieving the recommendations in the report and student progress in achieving a 2.0 will be supplied to the parties in the desegregation case and the Office of Desegregation Monitoring with the view that what is learned in this process will be helpful both to educators and the community at large. Ruth S. Steele, Superintendent March 28, 1991 1004.12 91 09:45 0301 374 7609 L R School Dlst ODM 0002 'ssai. Little Rock School District NEWS RELEASE April 12, 1991 For moi I information, contact Dianne G. Woodruff, 324-2020 M Dr. Herbert H. Cleek, 51, deputy superintendent of the Little Rock School District, suffered a fatal heart attack Thursday evening, April 11, at his home, 2200 Andover Square, Little Rock. Cleek, who has been responsible for the day-to-day operations of the staters largest school district since July 1989, became ill at his home at 10:30 p.m. Thursday. Attempts to revive him were unsuccessful after emergency personnel were called and he was taken to St. Vincent Infirmary. Cleek is survived hy his wife, Janecia, and a son. Philip, who is a teacher at Kensett High School. Superintendent Dr. Ruth Steele, who has worked with Cleek for a number of years, expressed the profound shock and loss of the school_district: 810 West Markham Street  Little Roch, Arkansas 72201  {501)374-336104 12 91 09\n46 501 374 7609 L R School Dlst ODM @003 \"Herb Cleek was an outstanding educator and a man of exceptional integrity and ability. The progress our District has made in recent months would not have been possible without his perseverance, tenacity and intelligence. His professionalism, character and devotion to education were exemplary. \"I am proud to have had the opportunity to work with him for the past four years and to have known him for many years as a good friend and colleague for whom i had the very deepest respect and admiration,\" Dr. Steele said. \"Our hearts go out to Janecia and Philip at this time of great loss. They will be in our prayers,\" she added. Cleek was hired by the District's Board of Directors as deputy superintendent on July 13, 1989. As deputy, he served as acting superintendent in the absence of the superintendent\nconsulted daily on all aspects of the day- to-day operations of the District's 50 schools and nearly 26,000 students\ndeveloped plans, budget recommendations and policy recommendations\nand worked extensively on the implementation of the District's desegregation plan. Prior to joining the District in 1989, Cleek served as deputy director of the Arkansas Department of Education General Education Division, for two years where he was responsible for the oversight of the Department's general operations, especially budgetary matters, legislative relations and coordination with local school districts. He was the state's representative on the Interstate Migrant Education Council, a board member of the Southwest In HBH 04 12 91 09:47 501 374 7609 L R School Dlst ODM  004 Educational Development Laboratory and a member of the Study Council of the Council of Chief state School Officers, From July 1985 to July 1987, Cleek was director of the Wilbur D. Mills Education Service Cooperative at Beebe, one of 15 regional education service agencies that assist local school districts in more effective use of educational resources. I Cleek was superintendent of the Marshall School District from July 1981 through June 1985. In 1983, the vocational agriculture program in the Marshall District was one of only 59 in the United states to receive the Gold Award of Achievement. The district was chosen as one of only 21 in the state to receive funding from the Instructional Microcomputer Project for Arkansas Classrooms Project (Project IMPAC) in 1934. Prior to being employed at Marshall, cleek was associate superintendent for supportive services in the Little Rock School District from 1978 through 1981. In that position, he was responsible for data processing, personnel, purchasing, accounting and budgeting, school food services, student transportation and school plant services, areas which required the services of approximately 800 employees under his supervision in addition to 1,200 certificated employees. A breakfast program was begun during this time for all elementary schools in the District and the school food services program was improved. Also, an extended day care program in the District's primary schools was implemented. TjSuSk'SSTTESSISSFZ^04-12 91 09:47 0501 374 7609 L R School Dlst ODM @003 From July 1977 to July 1978, cleek was an administrative services supervisor by the Arkansas Department of Education where he assisted local administrators with budget preparations and in establishing bookkeeping procedures under a new accounting system. He was superintendent at McRae from 1974 through 1977. Prior to that, he held various positions in and closely related to public education, including employment as a media specialist and math teacher from 1972 to 1974 in the England School District, He served as president of a local classroom teachers' association during this period. Prior to that, he worked as a civilian employee in federal government and four years as controller of a school equipment firm. From 1958 to 1964, he was an employee of the Arkansas Assessment Coordination Department. Cleek received his bachelor of science degree from the University of Arkansas at Little Rock in 1962, a master of science in education degree from the university of Arkansas at Fayetteville in 1976 and his doctorate in education from Vanderbilt University at Nashville, Tenn, in 1986. He was a member of the American Association of School Administrators, Phi Delta Kappa Educational Association, Arkansas and International Association of School Business Officials, Arkansas Association of Educational Administrators and Association for Supervision and Curriculum Development.04/12 91 09:48 0501 374 7609 L R School Dlst ODM 0006 Funeral arrangements will be by North Little Rock Funeral. Home. -30-04-12 91 09:45 501 374 7609 L R School Dlst ODM 0001 LITTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM STREET LITTLE ROCK, AR 72201 FAX (501)324-2032 DATE TO FROM SENDER'S PHONE # SUBJECT uSpedallbstructiciK Number of Feger (include cover pegs) Fox Fbone. Number. Speed Dial I FOR DATA FROCESSING OFFICE VSE ONLY Transmitted By .J)ate Time R 03/91 i . j Little Rock School District r.'- i3 . April 19, 1991 ^f B '.- 5 n r kN- To\nMs. Ann Brown, Desegregation Monitor From: Through: Subject\nkJ- VAngela M. Sewall, Assistant Superintendent Estelle Matthis, Associate Superintendent - Educational Programs and Staff Development A+ Arkansas and ACTION Proposal Attached you will find a copy of the Parent Involvement Project which three of our schools are undertaking in partnership with the Chamber of Commerce, A+ Arkansas and ACTION. These are for your information. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361TO: FROM: THROUGH: SUBJECT: 0-3 I r* j LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 May 9, 1991 All Employees Covered by Short Term Disability Insurance Mark D. Milhollen, Controller|(j^ Chip Jones, Manager, Support Services 6 CHANGE OF CARRIER Effective May 1, 1991, the District's short term disability carrier will be Washington National. ~ change an approximate 5% rate reduction will be pu\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_964","title":"'Supplement to Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as it Applies to the North Little Rock School District''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1984"],"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 law and legislation","Educational planning","School discipline","School employees","School enrollment","School facilities","School improvement programs","Student activities","Student assistance programs","Gifted persons"],"dcterms_title":["'Supplement to Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as it Applies to the North Little Rock School District''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/964"],"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.\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_531","title":"Job descriptions","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":["1980/1991"],"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 employees","Teachers","School administrators","School improvement programs"],"dcterms_title":["Job descriptions"],"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/531"],"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\nLITTLE ROCK PUBLIC SCHOOLS WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS July 28, 1980 VACANCY ANNOUNCEMENT The Little Rock Public School District announces the following teacher vacancies for the 1980-81 school year: Band Director - Booker Length of Contract: 9^ months Salary: Placement on the teacher's salary schedule according to degree and experience, plus band director's stipend. Journalism Teacher - Parkview Contract Length: 9^ months Salary: Duties: Placement on the teacher's salary schedule according to degree and experience. Teach photography and mass media, and to supervise production of the year book. Letters of application should be sent to: Director of Personnel Little Rock School District West Markham and Izard Little Rock, Arkansas 72201 DEADLINE DATE FOR RECEIPT OF LETTERS OF APPLICATION: August 8, 1980#5- * Little Kock Public Schools TO: All Certified Personnel FROM:  E. Thrasher, Jr., Director of Personnel DATE: January 23, 1981 SUBJECT: Vacancy Announcement - Henderson'Junior High School The Little Rock School District announces the following vacancy for the 1980-81 school year: Girls' P. E. Teacher/Volleyball \u0026amp; Gymnastics Coach Minimum Qualifications: Bachelor's Degree. Arkansas as a P. E. Teacher, athletics at college level. Eligible for certification in Active participant in Evidence of ability to teach fundamentals in sport for which application is made. Evidence of a strong commitment to quality integrated education. Contract Length: 9 1/A Months. Salary: 9 1/4 Teacher Salary Schedule, plus stipend for Coaching. Deadline for receipt of letters of application: February 3, 1981. NOTE: ALTHOUGH YOU MAY PRESENTLY HAVE AN APPLICATION ON FILE, PLEASE CONTACT THE PERSONNEL OFFICE WITHIN THE DESIGNATED TIME PERIOD TO ENSURE THAT YOUR APPLICATION WILL NOT BE OVERLOOKED. M\n'kh3r\u0026lt;n .anH liHcPnH,. U ? 74 - A 1 LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 August 2, 1982 The Little Rock School District School ''^ar. announces the following vacancies for the 1982-8: TITLE: Band Director - Henderson Director - Hall, Pulaski Heights, Forest Heights QUALIFICATIONS: 1. 2. 3. A Bachelor's Degree (Minimum) Must meet Arkansas Certification requirements Evidence of\u0026gt;a strong commitment to quality integrated education REPORTS TO: Principal JOB GOAL: To help students learn subject matter and skills that will contribute to their development as mature, able, and responsible men and women. \"RFORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes in the location and at the times designated 2. 3. 4. 5. 6. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior Encourages students to set and maintain standards of classroom behavior Guides the learning process toward the achievement of curriculum goals and--in harmony with the goals--establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students 7. Employs a variety of instructional techiques and instructional media, consistent with the physical limitations of the location provided and the needsand capabilities of the individuals or student groups involved Page two PERFORMANCE RESPONSIBILITIES: (Continued) - 8. Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives 9. Assesses the accomplishments of students on a regular basis and provides progress reports as required 10. Takes all necessary and reasonable precautions to. protect students, equipment, materials, and facilities 11. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation 12. Assists the adminsitration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner 13. Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms 14. Strives to maintain and improve professional competence Attends staff meetings and serves on staff committees as required OF EMPLOYMENT: Nine and one/fourth SALARY: EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel DEADLINE FOR RECEIPT OF LETTERS AND/OR APPLICATION: August 10, 1982 Letters and/or applications should be sent to: Dr. Robert E. urner iO . J Mwnc^zzxeiwe Little Rock School District West Markham and Izard Little Rock, Arkansas 72201LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND-IZARD LITTLE ROCK, ARKANSAS 72201 August 19, 1983 The Little Rock School District announces the following vacancy for the 1983-84 school year: TITLE: English Teacher (Southwest) QUALIFICATIONS: 1. A bachelor's Degree (Minimum) 2. Must meet Arkansas Certification requirements 3. Evidence of a strong commitment to quality integrated education NOTE: Applicants should be prepared to show evidence of these qualifications in the initial screening interview. bASIC PERFORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes in the location and at the times designated. 2. Plans a program of study that, as much as possible, meets the individual needs. interests, and abilities of the students. 3. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interest of the students. 4. Prepares for classes assigned, and shows written evidence preparation upon request of immediate superior. 5. Encourages students to set and maintain standards of classroom behavior. 6. Guides the learning process toward the achievement of curriculujn goals, andin harmony with the goals--establishes clea\nobjectives for all lessons, units, projects and the like to communicate these objectives to students. 7. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Page 2 - Job Announcement - Teachers (Transition School) PERFORMANCE RESPONSIBILITIES: Continued 8. Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives. 9. Assesses the accomplishments of students on a regular basis and provides progress reports as required. 10. Takes all necessary and reasonable precautions to protect students, equipment, materials-, and facilities. 11. Maintains accurate, complete, and correct records as reouired by law, district policy, and administrative regulations. 12. Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 13. Makes provision for being available to students and parents for education- related purposes outside the instructional day when required or requested to do so under reasonable terms. 14. Strives to maintain and improve professional competence. 15. Attends staff meetings and serves on staff committees as required. '^GANIZATIONAL RELATIONSHIP: Reports to the Director of Adult Education JOB GOAL: To help students learn subject matter and skills that will contribute to their development as mature, and responsible men and women. SALARY CLASSIFICATION: EVALUATION: Performance of this job will evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE: October 25, 1983 Letters of inquiry should be sent to: Mr. Richard Maple Director of Personnel Little Rock School District West. Markham and Izard Streets Little Rock, Arkansas 72201LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 October 18, 1983 The Little Rock School District is now accepting applications for the following certified positions for the Transition School, Adult Education/Community Education Building, 14th \u0026amp; Scott, Little Rock, Arkansas. POSITIONS: English, Math, Science and Social Studies Teachers QUALIFICATIONS: 1. Minimum of a Bachelor's Degree from an accredited institution. 2. Must meet Arkansas Certification requirements. 3. Evidence of successful experience in dealing with students, parents, administrators, and staff in decision making. 4. Evidence of knowledge of basic techniques necessary for helping students make adequate educational and career choices. 5. NOTE: Evidence of a strong commitment to quality integrated education. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. BASIC PERFORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes in the location and at the time designated. 2. a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. Plans 3, Creates a classroom environment that is conducive to learning and appro-priate to the maturity and interests of the_ students. 4. 5. 6. 7. Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior. Encourages students to set and maintain standards of classroom behavior. Guides the learning process toward the achievement of curriculum goals-- and in harmony with the goals--estab1ishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student oroups involved. English Teacher - Page 2 BASIC PERFORMANCE RESPONSIBILITIES: Continued Assesses the accomplishments of students on a regular basis and provides progress reports as required. ..-+0T Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. . Maintains accurate, complete, and correct records as required by law. District policy, and administrative regulations. Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 17, Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms. ? Strives to maintain and improve professional competence. JOB GOAL: To help students learn subject matter and skills that will contribute to their development as mature, able, and responsible men and women. CRMS OF EMPLOYMENT: T Nine and one-fourth montfisT?- SALARY: 13,183 minimum EVALUATION: performance of this job will be evaluated in uccordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF LETTERS AND/OR APPLICATIONS: August 26, 1983 LETTERS AND/OR APPLICATIONS TO: Richard Maple Director of Personnel Little Rock School District West Markham and Izard Little Rock, Arkansas 72201PLEASE POST LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 May 16, 1985 The Little Rock School District announces the following vacancies for the 1985'86 school year: POSITIONS: Booker Magnet School 2 - Intermediate IV 2 - Intermediate V 2 - Intermediate VI QUALIFICATIONS: 1. A bachelor's degree (minimum) 2. Must meet Arkansas certification requirements 3. Evidence of successful teaching experience 4. Endorses concept of all the arts for every Child 5. Willing to work in collaborative team approach to program planning and delivery of service 6. Demonstrates concern with one of the arts as a personal concern or hobby 7. Evidence of successful experience with, parent, student and staff involvement in decision making 8. Evidence of strong interpersonal skills 9. Evidence of a strong comnitment to quality integrated education note: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. PERFORMANCE RESPONSIBILITIES: 1. fleets and instructs assigned classes in the location and at the times designated. 2. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. 3. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. 4. Utilizes weekly t^am meetings and planning time to develop curricula and to plan the delivery of services. 5. Incorporates the arts and humanities in the total instructional program. inC OPENINGS (Booker Magnet School) Page 2 PERFORMANCE RESPONSIBILITIES, Cont'd: 6. Assist in identifying and utilizing community resources for the arts magnet school program. 7. Fosters in students the self-discipline inherent in artistic and academic achievement. 8. Facilitates the development of special events held to recognize student achievement and attends school functions. 9. Willingness to participate in inservice activities for personal and professional growth. 10. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation. 11. Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 12. Makes provision for being available to students and parents for education- related purposes outside the instructional day when required or requested to do so under reasonable terms. 13. Strives to maintain and improve professipnal competence. 14. Attends staff meetings and serves on staff committees as required. ORGANIZATIONAL RELATIONSHIP: Reports to the principal SALARY AND TERM OF EMPLOYMENT: EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE: / May 24, 1985 LETTERS OF INTEREST: Richard Maple Personnel Director Little Rock School District West Markham and Izard, LR 72201V ^0 LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 Announcement of Vacancy The Little Rock School District is now accepting applications for a creative movement teacher at the Booker Arts Magnet for 1983-84 school year. TITLE: Creative Movement Teacher - Booker Arts Magnet QUALIFICATIONS: 1. A Bachelor's Degree (minimum). 2. Must meet elementary certification requirements. 3. Evidence of successful teaching experiences. 4. Demonstrated concern with dance, creative movement and/or mime. 5. Willing to work in collaborative team approach to program planning and delivery of services. Certified to teach physical education. 7. Evidence of strong interpersonal skills. 8. Evidence of strong commitment to quality integrated education. REPORTS TO: Principal GOAL: To nurture and motivate student achievement and self-discipline through the inclusion of the arcs and humanities'in the delivery of tne instruction program. PERFORMANCE RESPONSIBILITIES: 1. Utilizes weekly team meetings and,planning time to develop curricula and to plan the delivery of services. 2. Incorporates the arts and humanities in the total instructional program.Page Two (2) PERFORMANCE RESPONSIBILITIES. CONT. 3. 4. Assist in identifying and utilizing community resources for the arts magnet school program. Fosters in students the self-discipline inherent in artistic and academic achievement. 5. Facilitates the development of special events held to student achievement and attends school functions. recognize 6. 7. Willingness to participate in inservice activities for personal and professional growth. Conducts evening and/or weekend field trips, a maximum of four times a year at the rate of $30 per day or prorated on hourly scale. SALARY: ^P1 SEemeniPofi Teacher' S\" Sal arj^cal TERM OF EMPLOYMENT: Nine and one-fourth months EVALUATION: Performance of this job will be evaluated in accordance with pro- visions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF LETTER OF APPLICATION: May 20, 1983 Letter of inquiry and/or application should be sent to: Mary Jane Cheatham Acting Personnel Director Little Rock School District West Markham and Izard Little Rock, AR 72201PLEASE POST LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 May 16, 1985 The Little Rock School District announces the following vacancy for the 1985-86 school year: POSITION: Biology Teacher/Kead Track Coach (Hall High School) QUALIFICATIONS: 1. A bachelor's degree (minimum) 2. Must meet Arkansas certification requirements in biology 3. Must meet State Department of Education requirement for coaching endorsement 4. 5. Must meet Arkansas Activities Association requirement for coaches Evidence strong commitment to quality integrated education NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. - ---------------- 1. Meets and instructs assigned classes in the location and at the times designated. 2. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. J. Creates a classroom environment that in conducive to learning and appropriate to the maturity and interests of the students. 4. Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior. 5. Encourages students to set and maintain standards of classroom behavior. 6. Guides the learning process toward the achievement of curriculum goals andin harmony with the goalsestablishes clear objectives for all lessons, to students. units, projects and the like to communicate these objectives 7. 8. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Strives to imolement by instruction and action the district's philosophy of education and instructional goals and objectives. Vflcanc'/ - Rioloo'/ Teachcr/Head Track Coach (Hall Hinh School) Page 2 PERFORMANCE RESPONSIBILITIES, Cont'd: 9. Assesses the accomplishments of students on a regular basis and provides progress reports as required. 10. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. 11. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations. 12. Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 13. Makes provision for being available to students and parents for education- related purposes outside the instructional day when required or requested to do so under reasonable terms. 14. Strives to maintain and improve professional comnetence. 15. Attends staff meetings and serves on staff committees as required. 16. Coaches individual participants in the skills necessary for excellent achievement in sport involved. SmRY AND TERM: Salary-wi 11-be based on teacher's nine and one fourth month salary scale plus\" rcoaching stipend EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE: May 24, 1985 LETTERS OF APPLICATION TO: Richard Maple Director of Personnel Little Rock School District West Markham and Izard Little Rock, Arkansas 72201May 2, 1985 LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD little ROCK, ARKANSAS PLEASE POST Announcement of Vacancy The Little Rock School District 1985-86 school year. TITLE: announces the following vacancies for the High School Band Director - Parkview Senior High QUALIFICATIONS: 1. Master's Degree in Music Education or related area preferred. 2. Must meet Arkansas certification requirements. 3. Evidence knowledge of appropriate pedagogy for percussion instruments. wind and 4. . Evidence of skills in the area, of classroom management. 5. Evidence of strong interpersonal skills. 6. knowledge and success of appropriate pedagogy for stage band instruct! on. 7. Evidence of a strong conmitment to quality integrated educati on. APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE REPORTS TO: OF THESE QUALIFICATION IN THE INTERVIEW Principal JOB GOAL: maintain, according to the Little Rock an instrumental and School District Music Department s instructional goals and obiectives an instrumental program consisting of brass, woodwinds, an\nperiossiin Ss. PERFORMANCE RESPONSIBILITIES: 1. To provide music instruction through the concert band and the t-aditional stage band. marching band 2. 3. Concert performance experience for students, enrolled in the concert and stage bands. t?youtr\"^^^^ prepare students for the regional and all-state band 4. To provide a marching band consisting'of students enrolled in the band program for all home football games and selected games scheduled PERFORMANCE GOALS: (cont'd) outside of the Little Rock School District. 5. To supervise student behavior at concerts, football games, senior clinic tryouts, senior clinic, concert-contest, and other related events involving his/her students. games, 6. 7. To insure the proper care and maintenance of the band equipment, supplies and materials assigned to his/her school. To provide reasonable music support for school assemblies. SALARY: Appropriate placement on Teacher's Salary Scale TERM OF EMPLOYMENT: tKlne.'and one-fourth months\u0026lt; EVALUATION: Performance of this30b willx^e evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT LETTER OF APPLICATION: May 10, 1985 / Letter of inquiry and/or application should-be sent to: Richard Maple, Personnel Director Little Rock School District West Markham and Izard Streets Little Rock, AR 72201( Announcement of Administrative Vacancy Little Rock School District West Markham and Izard Little Rock, Arkansas July 2, 1985 The Little Rock School District announces the following administrative vacancy for the 1985-86 school year: POSITION: Supervisor - Libraries QUALIFICATIONS: ' 1. 'Atleast five (5) years' successful experience as a librarian. 2. 3. A Master's Degree (minimum) with Arkansas certification as Librarian K-12 and/or Media Specialist K-12. Holds or is eligible for Arkansas Certification as a Supervisor. 4. Shows evidence of strong writing and organizational skills. 5. Evidence of a strong commitment to quality integrated education. 6. Evidence of successful experience with parent and staff involvement. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. ~ REPORTS TO\nAssigned Associate Superintendent - Curriculum and Instruction SUPERVISES: Librarians JOB GOAL: To assist the assigned Associate Superintendent, building principals, and librarians in curriculum activities, training, and other logistical and consultative support in the area of library services. PERFORMANCE RESPONSIBILITIES\n1. Coordinates the process whereby the library program is developed to meet the school district's goals and priorities. 2. Familiarizes her/himself with recent trends, developments, publications, and instructional management and supervision pertaining to the library program. I 3. 4. 5. 6. 7. -2- Coordinates the development of training programs designed to better enable the district and school-level staff to effectively implement the district's approved library program. Assists in the development of sections of the budget that pertain to the Library Program. Assists principals in obtaining improvement in individual library staff competencies. Assumes responsibility for seeing that community, staff, and, where appropriate, students are involved in the development of curriculum and other planning responsibilities assigned. Strives to maintain and improve professional competencies. *8,' Attends staff meetings and serves^ on staff committees as required. 9. Performs other duties as assigned. EVALUATION: Performance of this position will be evaluated with provisions of the Board's policy on Evaluation of Professional Personnel. SALARY AND TERMS: $23,736 - $29,336 plus car allowance $688 and Benefit Package\n11 Months PLEASE NOTE\nIndividuals who are interested in the above position must complete a very rigorous selection process. Therefore, because an individual applies for the position does not mean that he/she will be considered for an interview. LETTERS OF INQUIRY SHOULD BE SENT TO: Richard Maple, Personnel Director Little Rock School District West Markham and Izard Little Rock, Arkansas 72201 DEADLINE FOR RECEIPT OF LETTERS OF APPLICATION\nJuly 15, 1985PLEASE POST LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 June 3, 1985 The Little Rock School District announces the following vacancy for the 1985-86 school year: POSITION: P.E./Head Football Coach (Henderson Junior High) QUALIFICATIONS: 1. A bachelor's degree (minimum) NOTE: 2. 3. 4. 5. Must meet Arkansas certification requirements in biology Must meet State Department of Education requirement for coaching endorsement Must meet Arkansas Activities Association requirement for coaches Evidence strong conmitment to quality integrated education APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. 1. Meets and instructs assigned classes in the location and at the times designated. 2. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. 3. Creates a classroom environment that in conducive to learning and appropriate to the maturity and interests of the students. 4, Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior. 5. Encourages students to set and maintain standards of classroom behavior. 6. Guides the learning process toward the achievement of curriculum goals andin harmony with the goa1s--establishes clear objectives for all lessons, . units, projects and the like to communicate these objectives to students. 7. 8. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student gr'oups involved. Strives to imolement by instruction and action the district's philosophy of education and instructional goals and objectives. VacancV - P.E./Head Football Coach (Henderson Junior High) Page 2 PERFORMANCE RESPONSIBILITIES, Cont'd: 9. 10. 11. Assesses the accomplishments of students on a regular ba.sis and provides progress reports as required. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations. 12. Assists the administration in implementing all policies and/or rules qoverninq student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 13. Makes provision for being available to students and parents for education- related purposes outside the instructional day when required or requested to do so under reasonable teniis. H. 15. Strives to maintain and improve professional comoetence. Attends staff meetings and serves on staff committees as required. 16. Coaches individual participants in the skills necessary for excellent achievement in sport involved. SALARY AND TERM: Salary will be based on teacher's nine and one fourth month salary scale plus coaching stipend EVAL^TJON: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE\nJune 11, 1985 LETTERS or APPHCMJDN TO\nRichard Maple Director of Personnel Little Rock School District West Markham and Izard Little Rock, Arkansas 72201LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 November 1, 1985 The Little Rock School District is now accepting applications for an interim Science Specialist for the 1985-86 school year: QUALIFICATIONS 1. Must meet Arkansas Elementary Certification requirement. 2. Evidence of knowledge of science. 3. Evidence of experience in using activity oriented science instruction. 4. 5. Evidence of knowledge of successful teaching strategies. Evidence of strong interpersonal skills and a record of successful interaction with students, parents, peers, and supervisory personnel. 6. 7. Evidence of knowledge of the District's science program is desirable. Evidence of teaching experiences covering all levels (ages) of elementary students is desirable. 8. NOTE\nEvidence of a strong commitment to quality integrated education. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Science Supervisor JOB GOAL: To assume the responsibility of liason between the elementary science teachers and Supervisor of Science and continue the programs at the Science Resource Center. BASIC PERFORMANCE RESPONSIBILITIES: 1. 2. 3. 4. Prepares and distributes science loan box materials requested by elementary teachers. Serves as a liason between the elementary science teachers and the supervisor of science. Assumes the responsibility for maintaining the necessary supplies for the Science Resource Center. Helps to organize and conduct inservice sessions for elementary science teachers. 5. Develops science curriculum materials. VACANCY ANNOUNCEMENT CONTINUED - Science Specialist BASIC PERFORMANCE RESPONSIBILITIES, Cont'd 6. Provides demonstration lessons to illustrate effective techniques for teaching science. 7. Works with teachers who request assistance in planning science centers, activities, or experiments. 8. Other duties as assigned. SALAPY AND TERM: *TearherSa 1 ary' Schedul en i ne*an\u0026lt;l\u0026lt;e=fourJthLSSSS^[^EbW^3^a214cge' EVALUATION: Performance of this job will be evaluated in accordance with the provisions of the Board policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: November 11, 1985 SEND LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW.TITLE: Music Specialist (Piano/Harmony) - Parkview QUALIFICATIONS: 1. 2. 3. 4. 5. 6. 7. Master's Degree in Music Education or related area preferred. Must meet Arkansas Certification requirements. Evidence knowledge of class piano pedagogy. Evidence of skills in the area of classroom management. Evidence of strong interpersonal ski n a. Evidence knowledge of appropriate pedagogy for music theory instruction. Evidence of a strong conmitment to quality integrated education. APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INlkRVitW  ------------------------------------- REPORTS TO: Principal JOB GOAL: To establish and maintain, according to the Little Rock School District Music Department's instructional go^s and objectives, class piano instruction and appropriate music theory instruction. PERFORMANCE RESPONSIBILITIES: 1. To provide music instruction through class piano. 2. To provide appropriate music theory instruction. 3. To provide reasonable support for the arts, magnet program. 4. Willingness to participate in inservice for personal and professional growth. 5. To work in collaboration with other arts staff members in the delivery of the magnet program. SALARY: Placement on Teacher's Salary Scale SALARY: Placement on teacher's-salaryrschedule plus benef. TERM OF EMPLOYMENT: rNine and\none\"quarter-(9.25)months__ EVALUATION: Performance of this job will be evaluated in accordance with pro-visions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF LETTER OF APPLICATION: June 1, 1987 Letter of inquiry and/or application should be sent to: Richard Maple Personnel Director Little Rock School District 810 West Markham Street Little Rock, Arkansas -72201 MOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW, /TITLE: Drama Specialist/Stage Manager - Mann Magnet QUALIFICATIONS\n1. Masters Degree preferred. 2. Must meet Arkansas Certification requirements. 3. 4. 5. Evidence proficiency in creative drama and improvisation. Evidence skills in theater management and play production. Evidence knowledge of acting, directing, stagecraft, and management pedagogy. APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INTERVIEW =  REPORTS TO: Principal JOB GOAL: To provide instruction in drama and related fields of study and maintain the auditorium for performances and classroom learning activities. P^TORMANCE RESPONSIBILITIES: 1. To provide drama and stage management instruction. 2. Maintain the auditorium for performances and classroom learning activities. 3. To provide reasonable support for the arts magnet program. 4. Willingness to participate in inservice for personal and professional growth. 5. To work in collaboration with other arts staff members in the delivery of the magnet program. SALARY: Placement on Teacher's Salary Scale ' TERM OF EMPLOYMENT: Nine and one-fourth (9.25) months LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 November 1, 1985 The Little Rock School District is now accepting applications for the following vacancy for the 1985-86 school year: POSITION:- Interim Instructional Supervisor (Science) QUALIFICATIONS: 1. 2. 3. 4. 5. 6. Must have five (5) years' successful teaching experience in the area of science. Master's Degree (Minimum) Eligible for Arkansas certification as a supervisor. Evidence of knowledge of successful teaching strategies. Evidence of strong interpersonal skills and a record of successful interaction with students, parents, peers, and supervisory personnel. Evidence of a strong commitment to quality integrated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. BASIC PERFORMANCE RESPONSIBILITIES: Assists in the development, implementation, and evaluation of curriculum and instructional services. 2. Guides the development, implementation, and evaluation of staff training and inservice programs for professional personnel. 3. Assists principals in obtaining improvement in individual staff competencies in the area of instructional effectiveness. 4. Assists in the development of sections of the budget that pertains to curriculum and instruction. 5. Assists in-explaining and interpreting the curriculum and its philosophy to the Board, the Administration, the Staff, and the general public. 6. Assists teachers in organizing classrooms for effective learning. 7. Serves as consultant and/or advisor in the selection of text-' books and other instructional materials within a specific area. 8. Coordinates the revision and rewriting of curriculum guides and programs of study. 9. Performs demonstration lessons with students in classroom situations for observation by teachers. 10. Prepares special reports, upon request by the Associate Superintendents, to the Superintendent and Board on the status of 1. Job Vacancy - interim i cructionai supervisor lif nee) Page two BASIC PERFORMANCE RESPONSIBILITIES, con regular and special programs in the assigned curricular area. 11. Supervises and coordinates the ordering'and utilization of departmental instructional aids and materials for the assigned curricular area. 12. Keeps abreast of all new developments in his/her field and disseminates information about them on a regular basis to teachers in the assigned curricular area. 13. Evaluates student achievement in the assigned curricular area on a district-wide basis and recommends changes or adjustments in the curriculum as seem advisable. 14. Engages in an ongoing evaluation of the effectiveness of the instructional program. 15. Assists in providing a program of orientation and inservice for teachers new to the District. 16. Provides teachers with counsel and assistance toward the solution of instructionalproblems. 17. Regularly observes instruction in classrooms, and, upon request of principals, helps teachers improve their performance. 18. Assists in interpreting achievement test data to the staff and public at large. 19. Schedules and coordinates district-wide programs requiring deployment of specialized personnel (e.g., music teachers, art teachers, special reading teachers, special math teachers.) ' 20. Assumes the responsibility for seeing that community, staff, and. where appropriate, students are involved in the development of curriculum and other planning responsibilities assigned to her/him. REPORTS TO: Appropriate Associate Superintendent JOB GOAL: To provide technical assistance to principals, teachers, and other staff members in implementing the District's approved science curriculum and achieving District goals related to science curriculum and instruction. EVALUATION : Performance of this job will be evaluated in accordance with the provisions of the Board's policy on evaluation of Professional personnel.Job Vacancy { Interim Instructional Supervisor (Science)). Page three SALARY AND TERM: Administrative salary scale -Ml months Iowa nr o pl us, Benell tj\u0026gt;ackagie. DEADLINE: November 11, 1985 SEND LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: Individuals who are interested in the above position must complete a very rigorous selection process. Therefore, because an indivi- dual applies for a position does not necessarily mean that person will be considered for an interview.TITLE\nSupervisor of Special Education QUALIFICATIONS: 1. 2. 3. 4. 5. 89 At least five (5) years successful teaching experience. A Master's Degree (Minimum). Eligible for Arkansas certification as a Supervisor. Evidence of a strong comnitment to quality integrated education. Evidence of successful experience with parent and staff involvement. REPORTS TO: Director of Pupil Services JOB GOAL: To assist the Director of Pupil Services and the building principals in special education and other logistical and consultative support services provided to principals and special education teaching staff. PERFORMANCE RESPONSIBILITIES\nThe Supervisor of Special Education will have the responsibility for the development and supervision of a program of education for the pupils who need special instruction because of their intellectual or physical dif-ferences. Specific responsibilities are as follows: 1. 2. 3. Serves as the chief advisor to the Director of Pupil Services and the building principals on matters pertaining to curriculum development, education, logistical and consultative support to schools in the area of special education. Serves as a member of various district advisory committees - and task forces as assigned by the Director of Pupil Services. Coordinates the process whereby special education curriculum is developed to meet the school district's goals and priorities, and the needs of the children. I 4. Coordinates the development of educational programs designed to better enable the district and school level staffs to effectively implement the district approved special education curriculum. Page Two (2) 90 PERFORMANCE RESPONSIBILITIES: (Continued) 5. Coordinates the activities of any personnel reporting to her/him who are providing logistical and/or consultative support to building principals and teaching staff. 6. Monitors the processes of implementing special education curriculum development, training, logistical and/or consultative support. 7. Assumes the responsibility for conducting the personnel evaluation of those staff reporting to her/him. 8. Assumes responsibility for seeing that evaluation results are utilized to improve the quality of special education instruction in the schools. 9. Assumes the responsibility for seeing that community, staff and where appropriate, students are involved in the development of special education curriculum and other planning responsibilities assigned to her/him. 10. Works cooperatively with other district personnel to develop federal programs and programs requiring inter-disciplinary and inter-departmental cooperation. 11. Familiarizes her/himself with recent trends, developments and publications in special education and instructional management and supervision. 12. To supervise the home-teacher program. 13. To direct in-service programs for professional growth of special education personnel and arrange visitation and observation for new teachers. 14. Keeps informed of the state of financial aid for special education. 15. Assists in developing plans for physical facilities in establishing building eligibility, and makes recommendations on design, furnishings, and equipment. 16. To perform other duties as assigned. TERM OF EMPLOYMENT: Eleven Months EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 July 17, 1986 The Little Rock School District is now accepting applications for the following position for the 1986-87 school year: POSITION:' Teacher (Science)/Assistant Football Coach - Central High School QUALIFICATIONS: 1. A Bachelors Degree (Minimum). 2. Must meet Arkansas Certification requirements. 3. Evidence of a strong commitment to quality integrated education. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. BASIC PERFORMANCE RESPONSIBILITIES: 1. 2. Meets and instructs assigned classes in the location and at the times designated. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. 3. Creates a classroom environment that is conductive to learning and appropriate to the maturity and interests of the students. 4. Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior. 5. 6. Encourages students to set and maintain standards of classroom behavior. Guides the learning process toward the achievement of curriculum goals andin harmony with the goalsestablishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students. 7. 8. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Strives to implement by instruction and action the district's philisophy of education and instructional goals and objectives. 9. 10. Assesses the accomplishments of students on a regular basis and provides progress reports as required. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Page Two (2) BASIC PERFROKANCE RESPONSIBILITIES: (Continued) 11. Maintains accurate, complete,, and correct records as required by law, district policy, and administrative regulations. 12. Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 13. Makes provision for being available to students and parents for education- related purposes outside the instructional day when required or requested to do so under resonable terms. 14. Strives to maintain and improve professional competence. 15. Attends staff meetings and serves on staff committees as required. 16. Coaches individual participants in the skills necessary for excellent achievement in sport involved. SALARY AND TERM: Ta I ffpy^tiased'on'' teacher * s nine and one fourth month salary scale. EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: July 29, 1986 SEND WRITTEN LETTERS OF APPLICATION TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 PLEASE POST May 22. 1987 The Little Rock School District is now accepting applications for the following positions for the 1987-88 school year. POSITIONS: Reading/Learning Lab Teacher (eight (8) positions) Locations: Cloverdale Junior High School (three (3) positions) Mabelvale Junior High School (three (3) positions) Fair High School (one (1) position) McClellan High School (one (1) position) QUALIFICATIONS: 1. Certified Education. in reading as required by the State Department of 2. Evidence of mastery of effective teaching techniques. 3. Evidence in the belief that all students can learn. 4. Evidence of a strong commitment to quality integrated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREEENING INTERVIEW. REPORTS TO: Principal JOB GOAL: To develop and implement a structured individualized approach to learning for critical needs students in the area of reading. BASIC PERFORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes in the location and at the designated time. 2. Cooperates with core area teachers and plans an individualized program of study that provides reading remediation. reinforcement and/or maintenance of skills for students. 3. Utilizes the profile information to identify student strengths and weaknesses and to develop an Academic Skills Improvement Plan based on assessed needs. Reading/Learning Lab Teacher Page 2 BASIC PERFORMANCE RESPONSIBILITIES\ncontinued 4. environment where each student can experience needed for Creates an _ acadanic success and develop the competencies functioning effectively in the regular classroom. 5 Prepares for classes assign^, and shows written evidence of preparation upon request of inmediate superior. 6. Encourages students to set behavior. and maintain standards of classroom -1 instructional objectives which provide for individualized, diagnostic remediation of learning deficits. 7. Establishes clear 8. 9. Employs a variety of instructional techniques and instructional media consistent with the needs ana capabilities of the individual or groups. Utilizes learning strategies to improve study skills and thinking skills. 10. Provides ongoing assessments to ensure movanent of student in meeting the expectations of the Academic Skills Improvement 11. 12. Plan. Maintains accurate, complete, and correct records for the program as required by law, administrative regulations. District Policy, Makes provision for being for education-related purposes available to students and parents outside the instructional day when required or requested to do so under reasonable terms. EVALUATION: accordance with Performance of this job will be evaluated in FeL-uLiuau\u0026lt;,\u0026lt;= J _ ,.,...4...^ Qf Professional provisions of the Board's policy on Evaluation Personnel. SALARY AND TERMS: acement 'on~ TeacherrNfneana\"0ne9uarteritS\n25')^ Scale -plusr^enefixs-PackageReadingAeai^ning Lab Teacher Page 3 SEND WRITTEN LETTERS OF INQUIRY TO: Little Rock School District Reading Department Attention: Dr. Mary H. Mosley 1201 South Pine Little Rock, Arkansas 72204 DEADLINE FOR RECEIPT OF LETTERS OR APPLICATIONS\nJune 2, 1987 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. INDIVIDUALS WHO APPLY FOR A POSITION WILL NOT NECESSARILY BE CONSIDERED FOR AN INTERVIEW.LITTLE ROCK SCHOTL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 July 1, 1987 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 1987-88 school year: POSITION: Parent Coordinator QUALIFICATIONS: 1. Must meet Arkansas Elementary/Secondary Teacher and/or Administrator certification requirements. 2. 3. A bachelor's degree or higher from an accredited college or university. Knowledge of the district's desegregation plan. 4. Some experience with conmunity and civic groups. 5. 6. Evidence of a strong commitment to quality integrated education. Demonstrates the conviction that all children can and will learn in the Little Rock School District, 7. Evidence of successful experience with parents. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. , REPORTS TO: Associate Superintendent - Desegregation JOB GOAL: To assist parents in the process of selecting appropriate schools within the constraints imposed by the desegregation plan. BASIC PERFORMANCE RESPONSIBILITIES: 1. Facilitates school visits by parents. 2. Dispenses information and advice to parents in seeking the appropriate school setting for their children. 3, Assumes the responsibility of establishing support systems among parent, community, and civic groups. 4, Assists in disseminating information to parents about school activities and programs. '.Parent Coordinator BASIC PERFORMANCE RESPOMS13ILITIES: (Cont.) 5. Serves as a liasion between the Little Rock School District and community organizations. various 6. Assists in the implementation of student assignment and transfer pro- Lvuur 7. Other duties as assigned. SALARY AND TERMS: Anriua1Eleven^fl-D-Month\nContract pl StinAnH RonoPn-t- uti__________ _ . r ax.... Stipend, Benefit Package, and Car Allowance?\" EVALUATION: Performance ol\" this position will be evaluated annually in accordance with provisions of the Board s policy on Evaluation of Administrative Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: July 15, 1987 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE: INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR FORa5\"'iStERVI^?^ necessarily mean that that PERSON WIU\nBE SnSIDEReT1987-88 Vacancies (Cont.): TITLE: Parent Coordinator QUALIFICATIONS: 1. Must meet Arkansas Elementary/Secondary Teacher and/or Administrator certification requirements. 2. A bachelor's degree or higher from an accredited college or university. 3. Knowledge of the district's desegregation plan. 4. Some experience with community and civic groups. 5. Evidence of a strong commitment to quality integrated education. 6. Demonstrates the conviction that all children can and will learn in the Little Rock School District. 7. Evidence of successful experience with parents. REPORTS TO: Associate Superintendent - Desegregation JOB GOAL: I  To assist parents in the process of selecting appropriate schools within the constraints imposed by the desegregation plan. SALARY AND TERMS: ^f6'7047'2'$20\n101\"Annual Eleven (11) Mdhth Contract plupESucatfonal Stipend, Benefits Package, and Car \u0026lt;ance. 1 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 July 1, 1987 PLEASE POST  The Little Rock School District announces the following vacancies for the 1987-88 school year: TITLE: /Elementary- Reading .Teachers^Accel era ted Learning Program - Thirty-Seven (37) Positions QUALIFICATIONS: 1. Bachelor's Degree (minimum). 2. Valid Arkansas elementary teacher's certification with reading endorsement. 3. Evidence of a strong commitment to quality integrated education. REPORTS TO: Principal JOB GOAL: To help underachieving students master subject matter in areas of deficiency and gain skills that will contribute to their development as mature, able, and responsible men and women. SALARY AND TERMS: ^9.25 Months-^-Teachers Salary Schdeule- TITLE: .-rjunior High'School 'AcceleratedLearnlngtieachej^- Two (2) English and Two (2) Mathematics for each Junior High School - Thirty-Two (32) Positions QUALIFICATIONS: 1. Bachelor's Degree (minimum). 2. Valid Arkansas secondary teacher's certificate. 3. Preference of English/Social Studies and'Math/Science certification. 4. Evidence of a strong commitment to quality integrated education. JOB GOAL-To help underachieving students master subject matter in areas of deficiency and gain skills that will contribute to their development as mature, able, and responsible men and women. REPORTS TO: Principal SALARY AND TERMS: j^dj.'25iMonths =\"7 ea'chers Sa 1ary^'Cheduie\"\n, I LITTLE ROCK SCHOOL DISTRICT - 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 PLEASE POST July 0, 1987 The Little Rock School District.is now accepting applications for the followinq positions for the 1987-88 school year: POSITIONS-Health Teacher/Head Football Coach - McClellan High School Physical Education Teacher/Head Basketball Coach - J.A. Fair High School QUALIFICATIONS: 1. 2. 3. Bachelor's Degree (minimum) from an accredited institution. Must meet Arkansas Certification requirements for a teacher other than Physical Education. Must meet State Department of Education requirements for coaching endorsement. 4. 5. NOTE: Must meet Arkansas Activities Association requirements for coaches. Evidence of a strong commitment to quality integrated education. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW^ BASIC PERFORMANCE RESPONSIBILITIES: 1. 2. 3. 4. Coaches individual participants in the skills necessary for excellent achievement in the sport involved. Conducts team tryouts to select team members. Arranges for and supervises students during the physical examination clinic. Develops a schedule of competition in cooperation with the principal, athletic director and other coaches. 5. 6. Assumes responsibility for issuing and maintaining a current inventory of uniforms and equipment. Plans and schedules a regular program of practices during the regular season program within the confines of the time specified by the principal and athletic director. 7. Assumes the responsibility for striving to build good sportsmanship and developing good public relations in the school community. Page 2 Health Teacher/Head Football Coach -McClellan High School Physical Education Teacher/Head Basketball Coach - J.A. Fair Hinh School BASIC PERFORMANCE RESPONSIBILITIES: (Cont.) 8. Assumes the responsibility for explaining all district policies. i.ivluJiuM the grade point average and citizenship requirements to all members of the team. including 9. Takes all necessary and reasonable precautions to protect students, ment, materials, and facilities. equip- 10. Oversees the safety conditions of the facility or area in which assianed sport IS conducted at all times that students are present. 11. Assumes responsibility for arranging transportati on. 12. Assumes responsibility for keeping records as required and requested by the principal and athletic director. 13. 14. Assigns assistant coaches their coaching assignments. Attends coaching meetings, conferences, district and local meetings. 15. Assumes responsibility for assisting in-district track meets. JOB GOAL: To provide leadership and coordination of the assigned sport program at the school level and to teach those skills and strategies necessary for students to derive maximum benefit from participation in the football program. organizational RELATIONSHIP: Reports to the principal EVALUATION: Performance of this job will be evaluated in accordance with the the Board's policy on Evaluation of Professional Personnel. SALARY AND TERMS: provisions of *^st^Us DEADLINE FOR RECEIPT OF APPLICATIONS: July 22, 1987 z SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham St. Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROU.S SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW.1987-83 Vacancies (Cont.): TITLE: *:S?rrior-High-School-Accelerated LearningtTeachersr- One (1) Each - English , Mathematics, Science and Social Studies for each'Senior High School - twenty-four (24) Positions QUALIFICATIONS: 1. Bachelor's Decree (minimum). 2. Valid Arkansas secondary teacher'.s certificate with subject area endorsement English, Mathematics, Science or Social Studies. 3. Evidence of a strong commitment to quality integrated education. REPORTS TO: Principal JOB GOAL: To help underachieving students, master subject matter in areas of deficiency and gain skills that will contribute to their development as mature, able, and resDonsible men and women. SALARY AND TERMS: \"9.25 Months - Teacher Salary Schedule TITLE: ^fComputerScience/Computer-Literacy.Jnst^tor Two (2) each Junior High School, Eight (8) Positions ' \" OUALIFI CATIONS: 1. Bachelor's Degree (minimum). 2. Valid Arkansas secondary teachers certificate (ANY AREA). 3. Strong mathematics background in Algebra and Geometry. 4. 5. Willingness to attend weekly training sessions during the initial year of course implementation. Willingness to attend special inservice/curriculum design sessions prior to the beginning of the 1987-88 school year. 6. Expertise or interest in specializing in one or more of the following computer areas: Base Programming, LOGO Programming, Interorated Software Applications^ Telecommunications and B.B.S. Operations, Information Search and Retrieval Techniques/ Systems, and/or Robotics. 7. Evi de:,re of a stro.ig commitment to quality integrated education. PLEASE POST . LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 July 29. 1987 PLEASE POST The Little Rock School District is now accepting applications for the following positions for the 1987-88 school year: POSITIONS: Computer Specialists - Computer :Specialty Schools - Four (4) Schools, Two (2) Positions: Baseline Elementary Franklin Elementary Rockefeller Elementary Terry Elementary QUALIFICATIONS: 1. Bachelor's degree (minimum). 2. Valid Arkansas elementary teacher's certification. 3. Background in educational Computer classroom applications, curriculum development and inservice. 4. Willingness to attend special inservice/curriculum design sessions prior to the beginning of the 1987-88 school year. 5. Willingness to attend weekly training sessions during the initial year of the specialty school implementation process. 6. Evidence of a strong comnitment to quality integrated education. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Principal JOB GOAL: To coordinate the computer program to be offered at the District's Computer Specialty Schools. BASIC PERFORMANCE RESPONSIBILITIES: 1. Aid classroom teachers in effectively using computers to promote student gains through on-the-job-training, individualized instruction, inservijce offerings, school wide contests, and the development of classroom curriculum materials. 2. Be responsible for the overall operation of the computer labs at designated schools. 3. Coordinate with Principal, staff and computer lab attendants to assigned schools to schedule classes and ALP students into the computer labs as Page Two (2) Computer Specialists - Computer Specialty Schools Positions (Cont.) BASIC PERFORMANCE RESPONSIBILITIES: (Cont.) efficiently as possible. 4. Coordinate with Principal and staff in designated schools to identify the most useful student data needed by classroom teachers and to see that the computer lab/system provides as much of that data as possible in a timely fashion. 5. Conduct special student computer classes/projects beyond the scope of the average classroom teacher, eg. programming in BASIC or LOGOWRITER. 6. Be responsible for troubleshooting minor computer problems at designated schools. 7. Cooperate with the librarians to establish, support, publicize, and optimize a software lending library designed to support the schools curriculum. 8. Conduct special parent inservice classes after school and at night. 9. Conduct inservice training for teachers in other District schools after school and at night. 10. Coordinate with local computer clubs, etc. via VIPS to promote a computer club within designated schools. 11. 12. Be responsible for working with each school's gifted and talented personnel to develop and implement appropriate computer units. Coordinate with the District's 9th grade computer instructors. 13. Other duties as assigned by the Principal in cooperation with the District's Supervisor of Instructional Technology. SALARY AND TERMS: ff9^25*Mon'th^-Teacher-3alary3aedin:^^^s\n^iene^itsTpac^e^ EVALUATION: Performance of the job will be evaluated in accordance with the provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: August 10, 1987 t SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Little Rock, Ar. 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEWPLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM little rock, ARKANSAS 72201 PLEASE POST AUGUST 10, 1987 Inr School District is now accepting applications for the following positions for the 1987-88 school year:  POSITIONS: Elementary Math Teachers - Accelerated Learnino Program - Thirty-Seven (371 Positions ' QUALIFICATIONS: 1. Bachelor's Degree (minimum). 2. Valid Arkansas elementary teacher's certification. 3. Interest in mathematics. 4. Evidence of a strong comnitment to quality integrated educati on. REPORTS TO: Principal JOB GOAL: To help underachieving^students master subject matter in areas of deficiency and gam skills that will contribute to their development as mature, able, and responsible men and women. EVALUATION: Performance of the job will be evaluated in accordance with the the Board's policy on Evaluation of Professional Personnel. SALARY AND TERMS: provisions of r-9.25 Months\"-Teachers^Sartary-Srhedtrie'^ DEADLINE FOR RECEIPT OF APPLICATIONS: August 19, 1987 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Street NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROUS SELEC-TION PROCESS. THEREFORE, BE-Little Rock, Ar. 72201 CAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW. PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 October 12, 1987 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 1987-88 school year: POSITION: Student Assignment Officer QUALIFICATIONS: 1. 2. Arkansas Elementary/Secondary Teacher and/or Administrator certification preferred. A Bachelor's degree or higher from an accredited college or university. 3. At least five (5) years successful experience as a teacher and/or administrator in an urban school district setting. 4. Experience in data management and statistical analysis is desirable. 5. 6. 7. Knowledge of the district's desegregation plan. Evidence of a strong commitment to quality integrated education. Demonstrates the conviction that all children can learn and will learn in the Little Rock School District. 8. Evidence of successful experience with parents and staff involvement in decision making and communication. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW: REPORTS TO\nAssociate Superintendent - Desegregation JOB GOAL: To assist the Associate Superintendent - Desegregation in the assignment of students in accordance with the desegregation plan. BASIC PERFORMANCE RESPONSIBILITIES: I. 2. 3. Assumes the responsibility for the implementation of student assignment and transfer procedures. Assumes the responsibility for the maintenance of data, records, and the communication with parents regarding student assignment and transrer policies and procedures. Assumes the responsibility of processing all requests for student transfers from one school to another or one district to another. . ft  1^0 * * s 'Sibil it'.' of recording and referring aopeals from -2- Student Assignment Officer BASIC PERFORMANCE RESPONSIBILITIES (Pont.) 5. 6. 7. 8. Assumes the responsibility of transmitting the decision on appeals to the appellant, and implements that decision. Oversees the registration of new students to see that they are placed in the appropriate schools. Provides reports on student racial composition and processes the data as required for the successful implementation of the plan. Periodically reviews the implementation of data to insure that it is accurate and updated, and reports any and all discrepancies to the Associate Superintendent - Desegregation. 9. Other duties as assigned. SALARY AND TERMS: .*$lBWO^iy^22V534*'^Annu a'lSfl cititinal^ pend ,*^enef i ts' PackageT^nd Car 'Ahl owaric'e. EVALUATION: Performance of this position'wil1 be evaluated annually in accordance with provisions of the Board's policy on Evaluation of Administrative Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: October 21, *1937 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE\\POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAl)SL^N_INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW. /LITTLE RO SCHOOL DISTRICT 10 '..'EST WiRKHAM PLEASE POST M,vi\\ , nhkAnSZ*.^ 17 UJ The Li October 27, 19S7 le Rock School District is nov\naccepting applications position for the 19C7-o school 3'ear: '\nr POST for tile follov.'ing I POSITIOfJ: Superintendent of Schools QUALIFICATIONS : 1. Must hold an Administrator's Certificate in school administration the State of Arkansas. from 2. Minimum of a .Master's degree\nterminal degree preferred. 3. High personal and professional integrity. 4. Successful experience as an administrator in an integrated urban setting. 5. Strong management credentials in the area of finance, personnel, and long range planning. operations, 7. Demonstrates an administrative style which is flexible, 07 the viev/s of others. open, and perceptive evidence of a strong conniitment to qualitj' integrated education. REPORTS TO: Board of Education SUPERVISES: D.reculy, or throuc.h delegation, all Little Rock School District employees JOB GOAL: To proviae the best possible educational programs and services for the children in the Little Rock School District. AREAS OF RESPONSISILITY: Provides leadership for the educ 2. In-orms the Board of the needs,- conditions, end accomplishments of all schools in the District. 3. Proposes needed policy and procedure changes for Board consideration. 4. Maintains citizen support for public education in Little Rock.  Maintains communication with the Board, Sta , Students, and Community. 6. I Page Two (2) Superintendent of Schools AREAS OF RESPONSIBILITY: (Cont.) 6. Assures procedures to identify the needs of students. 7. the needs of students. implementation and evaluation of programs to meet 8. Develops and recommends the District. a budget that reflects the needs and priorities of 9. Maintains a highly qualified, dedicated, and effective staff. 10. Generates additional school income through appropriate sources. 11. Little Rock School District. JS!!!? whose aoti.ities affect the 12. Assures effective use of physical, fiscal. and human resources. 13. Performs such other tasks as may from time to time be assigned by the Board. SALARY: Low to mid eighties evaluation: The Board will mutually agreed upon process and Superintendent's performance in accordance with a procedure. DEADLINE FOR RECEIPT OF APPLICATIONS: November 13, 1987 SEND LETTERS OF INQUIRY TQ- Harold Webb Associates 525 Winnetka Avenue Suite 1 Winnetka, Ill. 60093 SPECIAL INSTRUCT!ONS: eXi'enTT LT\"\" QW'WfcaMons. Arrnmnf? ^^ascns for.interest in the position, and most sionificant S  Send current resume' and a list . . our personal reierences who can be contacted includino names, titles Send current resume' and a list addresses and telephone numbers, be sent to Harold Webb Associates. Request that your university credentials /PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS November 6, 1987 PLEASE PO The Little Rock School District announces the following vacancy: POSITION: Supervisor of Social Studies QUALIFICATIONS: 1. At least five (5) years' successful teaching experience. 2. A Master's Degree with graduate hours in one of the social sciences. 3. 4. 5. 6. 7. Eligible for Arkansas certification as a Supervisor. Evidence of strong commitment to quality integrated education. Evidence of successful professional experiences in dealing with students, parents, and staff. Evidence of organizational and managerial skills. Highly developed oral and written communication skills. 8. Knowledge of recent research and trends in social studies education. note APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS ---------IN THE INITIAL SCREENING INTERVIEW\n' REPORTS TO: Associate Superintendent - Research, Development, and Curriculum SUPERVISES: Staff assigned JOB GOAL: To assist the Associate Superintendent for Research, Development, and Curriculum and the building principals in curriculum development activities, staff development, and other logistical and consultative support services provided to principals and teaching staff in the area of social studies, K-12. PERFORMANCE RESPONSIBILITIES: 1. Serves as chief advisor to the Associate Superintendent for Research, Development, and Curriculum and the building principals on matters Pef-taining to curriculum development, staff development, and logistical and consultative support to schools in the area of social studies, grades K-12. PERFORMANCE RESPONSIBILITIES: continued 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Serves as a member of various district advisory committees and task forces as assigned by the Associate Superintendent for Research, Development, and Curriculum. Coordinates the process whereby the social studies curriculum, K-12, is developed to meet the school district's goals and priorities. Coordinates the development of staff development programs and activities designed to better enable the district and school level staffs, grades K-12, to implement effectively the school district's approved social studies curriculum, K-12. Serves as program advisor for the development and implementation of the Gibbs International Magnet School and the Law/Government/Economics elementary specialty schools. Conducts staff development activities (PET, TESA, Classroom Management, etc.) as needed. Coordinates the activities of any personnel reporting to him/her who are providing logistical and consultative support to building principals and teaching staff. Monitors the processes of implementing curriculum development, training, and logistical and consultative support in the area of social studies, K-12. Assumes the responsibility for conducting the personnel evaluation of those staff reporting to him/her. Also, assists the principal, upon request, as a consultant on matters related to evaluating personnel in the delivery of social studies 'instruction. Assumes responsibility for seeing that community, staff, and (when appropriate) students are involved in the development of curriculum and other planning responsibilities assigned to him/her. Works cooperatively with other district personnel to develop federal programs and inter-disciplinary/inter-departmental programs. Maintains a familiar!ty with recent trends, developments, and publications in social studies education, elementary and secondary education, and instructional management and supervision. TERM OF EMPLOYMENT: E{leveri'(ll) months EVALUATION: Effecti ve Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. SALARY AND TERMS: According to the salary schedule for supervisors, car allowance, educational stipend, and benefits package.DEADLINE FOR RECEIPT OF APPLICATIONS: November 17, 1987 SEND WRITTEN LETTERS OF INQUIRY TO: Mr. Richard Maple Personnel Director Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS~SELECT'ION PROCESS. THEREFORE. BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED\" FOR AN INTERVIEW'.) PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 November 12, 1987 PLEASE POST The Little Rock School District is now accepting applications for the following positions for the 1987-88 school year: POSITIONS: Elementary Art Teachers - Four (4) Positions QUALIFICATIONS: 1. A Bachelor's Degree (Minimum). 2. Must meet Arkansas Certification in Art K-12, 3. Endorses concept of all the arts in every child. 4. Demonstrates expertise in the visual and performing arts. 5. Evidence of strong interpersonal skills. 6. Evidence of a strong commitment to quality integrated education. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Principal JOB GOAL: To nurture and motivate student achievement and self-discipline through the inclusion of the arts and humanities in the delivery of the instruction program. BASIC PERFORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes in the locations and at the times designated. 2. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of th'e students. 3. Incorporates the arts and humanities in-the total instructional program. 4. Identifies and utilizes community resources for the arts program. 5. Creates a classroom environment that is conducive to leaning and appropriate to the maturity and interests of the students. 6. Fosters in students the self-discipline inherent in artistic and academic achievement. 7. Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior. Page Two (2) Elementary Art Teachers - huur (4) Positions BAS7C PERFORMANCE RESPONSIBILITIES: (Cont.) 8. Encourages students to set and maintain standards of classroom behavior. 9. 10. 11. 12. Guides the learning process toward the achievement of curriculum goals and - in harmony with the goals - establishes clear objectives for all lessons, units, projects, and the like to communicate these objectives to students. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Strives to implement, by instruction and action, the district's philosophy of education and instructional goals and objectives. Assesses the accomplishments of students on a regular basis and provides progress reports as required. 13. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. 14. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation. 15. Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 16. Makes provisions for being available to students and parents for education- related purposes outside the instructional day when required or requested to do so under reasonable terms. 17. to maintain and improve personal and professional competence by demonstrating a willingness to participate in inservice activities. Strives 18. Attends staff meetings and serves on staff committees as required. TERMS OF EMPLOYMENT: f^T^^ment'^ Teachers^''- SaTary^Scales^.25)\nMonths itraveTi? PI 'us^nsaiefl ts-packagewnd EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: / November 20, 1987 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple, Personnel Director, Little Rock School District, 810 W. Markham, Little Rock, Ar. 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED I.'. THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROUS SELECTION PROCES A POSITION DOES NOT NECES rqr an interview. PORE, BECAUSE AN INDIVIDUAL APPLIES FOR HAT THAT PERSON WILL BE CONSIDEREDPLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 PLEASE POST June 2, 1988 The Little Rock School District is now accepting applications for the followinq positions for the 1988-89 school year: POSITIONS: Instructional Specialists - Carver Magnet School - Two (2) Positions - K-3 \u0026amp; 4-6 QUALIFICATIONS: 1. Arkansas elementary certification. 2. 3. 4. 5. 6. Evidence of knowledge of successful teaching strategies. Evidence of knowledge of total Magnet School Concept/Curriculum. Evidence of strong interpersonal skills and a record of successful interaction with students, parents, peers and supervisory personnel. Evidence of extraordinary knowledge of elementary mathematics and science. A willingness to work in a collaborative team approach to program planning with classroom teachers and other magnet specialists. 7. A willingness to participate in PET, TESA, and Discipline inservice. 8. 9. Evidence of knowledge of the LRSD recordkeeping system. Evidence of a strong commitment to quality integrated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE OUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. 1 ' REPORTS TO: Principal JOB fiOAL: To assist classroom teachers in integrating mathematics and science instruction through use of the Young Astronaut Program and the STACs Concepts. BASIC PEP,FORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes as designated. / 2. 3. Orders and catalogs curriculum material from the Young Astronaut Program. Conducts inservice sessions for classroom teachers on use of Young Astronaut curriculum material and competitions. 4. Sets up Field Trips which correlate with the math/science curriculum. Page Two (2) - Two (2) Positions - K-3 and 4-6 5. Coordinates special events held to 6. Assesses the accomplishments of progress reports as required. recognize student achievement. students on a regular basis and provides 7. patrons and assists with orientation 8. Instructs Primary/intermediate 9. science lab classes as required. Pair and mathematicrcompetitiSP\"^\"^ Invention Convent! on, Science 10. Assists classroom and I centers. 11. teaching strategies Any other duties as assigned. application deadline- June 13, 1988 SALARY AND TERfiS: sPlacement on Teachers EVALUATION: Salary Scale\nNine and one-fourth (9.25) months Performance of this inh win policy on Evaluation of Profession] PersonSe?'''*\"'^\" provisions of the Board's SEND WRITTEN LETTERS OF inquiry TO: Richard Maple Personnel Director Little Rock School 810 West Markham Little Rock, Ar. District 72201 NOTE: SsSSgSRgffiBa, DOES/WTLITTLE ROCK SCHOOL DISTRICT 810 West Markham LITTLE ROCK, ARKANSAS 72201 The Little Rock School District is now accepting applications for the following position for the 1987-88 school year: POSITION: Mathematics Specialist - Carver Magnet School QUALIFICATIONS: 1. Arkansas Elementary Certificat''on. 2. Evidence of skills in mathematics, including algebra and geometry. 3. Evidence of knowledge of successful teaching strategies. 4. Evidence of strong interpersonal skills and a record of successful interactionwith students, parents, peers, and supervisory personnel. 5. 6. A willingness to work in a collaborative team approach to program planning and delivery of mathematics instruction. Evidence of teaching experiences covering all levels (ages) of students is desirable. 7. A willingness to participate in PET, TESA, and Assertive Discipline inservice. 8. A willingness to participate in four (4) weeks of inservice and curriculum development - summer, 1987. 9. Evidence of a strong coimitment to quality integrated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Principal of Carver Basic Skil1s/Math-Science Magnet School JOB GOAL: To assume the primary responsibility for teaching mathematics to assigned students and to coach/sponsor math competitions such as Math Olympiads and those designated through the Young Astronauts Program. BASIC PERFORMANCE RESPONSIBILITIES: 1. 2. Plans a program of study in mathematics and instructs designated students. Integrates mathematics and science instruction by illustrating mathematical applications. -2- fVither.atics Specialist - Carver Magnet School BASIC PERFORMANCE RESPONSIBILITIES (Cont.): 3. Facilitates the development of special events held to recognize student achievement. 4. Maintains membership and participates in professional organizations devoted to the advancement of mathematics education. 5. Serves as a liaison between Carver Magnet School staff and the Little Rock School District's Mathematics Department as related to mathematics curriculum development and identification of instructional materials. 6. Provides demonstration lessons to illustrate effective techniques for teaching mathematics concepts. 7. Other duties as assigned. APPLICATION DEADLINE: June 1, 1987 SALARY AND TERMS: ' Placement on Teacher's Salary Scale\n'Nine' and one-fourth (9.25)lii6nths- EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple, Personnel Director Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE. BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW,PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 July 1, 1988 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 1988-89 school year: POSITION: Communications Specialist - Mitchell Elementary (1/2 Time) QUALIFICATIONS: 1. Arkansas Elementary Certification. 2. Evidence of knowledge of successful teaching strategies. 3. Evidence of extraordinary knowledge of specialized communications skills. 4. Evidence of strong interpersonal skills and a record of successful interaction with students, parents, peers and supervisory personnel. 5. 6. A willingness to work in a collaborative team approach to program planning with classroom teachers. A willingness to participate in PET\nTESA, and Communications inservice. t' 7. Demonstrates the conviction that all children can learn and will learn in the Little Rock School District. 8. Evidence of a strong commitment to quality integrated education. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Principal JOB GOAL: To assist classroom teachers in integrating conmunications skills throughout the core curriculum as well as through special activities, (i.e. Reader's Theatre, Drama Club, Storytelling, etc.) BASIC PERFORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes as designated. 2. Conducts inservice sessions for classroom teachers on the integration of the core curriculum and communication activities. Page Two (2) BASIC PERFORMANCE RESPONSIBILITIES: (Cont.) 3. Assesses the accomplishments of students on a regular basis and provides progress reports as required. SALARY AND TERMS.- ^^mniitPMeachersE!sfsa7ary^ine^vand.\u0026lt;)ne.,QUl\nd4.^/^ EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board s policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: July 22, 1988 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Director of Human Resources Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: * INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED.PLEASE POST liitll pock school district 810 WEST MARr.HAM little ROCK. ARKANSAS 72201 July 6, 1980 PLEASE POST The Little Rock School District is now accepting applications for the following [)osition for the 1988-39 school year: POS ITI or!: Director of Data Processing QUALIFICATIONS: 1. A minimum of a B.A. degree in computer science, mathematics, or a related field plus six (6) years experience in data processing or an Associate degree and six (6) years experience, or a minimum of eight (8) years experience as a systems analysist or programmer analvsist. 2. Evidence of a strong commitment to quality integrated education. 3. Evidence of successful experience with staff and administrators in decision making. A. Demonstrates the conviction'that all children can learn and will learn in the Little Rock School District.  ' NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS- IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Administrative Manager of Business Operations and Support Services SUPERVISES: All personnel serving in Data Processing Department JOB GOAL: To help the district utilize date processing to increase effectiveness and reduce cost to the ultimate benefit of the educational program. BASIC PERFORMANCE RESPONSIBILITIES: 1. Assumes prime responsibility in the processing of the payroll for all employees. 2. Plans, organizes, and controls the overall activities of electronic data processing, including systems analysis, programming, and computer operatinn activities as related to the district's business operations, instructional programs,'research activities and pupil record keeping. 3. Provides consultant services to those departments whichindicate a need, interest', or desire to develop data processing applications. A. Conducts inservice programs to keep personnel informed as to applications and developments in the field of electronic data processing in education. Tfloe T-.'O (t) Director oi Data Processing BASIC PERFORMANCE RESPQNSIB 1LIT!tS: Cent.) 5. Serves as a consultant to the instructors in data processing in the vocational arts program. 6. Projects data processing resource requirements, including personnel, equipment and housing, with associated costs, and coordinates with the planning and budgeting cycles of the district. 7. Develops, trains, supervises, and evaluates data processing staff. 8. Evaluates regularly the district's use of data procps-tinq tions and expansions as necessary. and recommends altera9. Analyzes, investigates, a..J leasing of suitable equipment. and advises the administration regarding purchase of 10. Maintains a cooperative relationship and o.^Vope.acive relationship and open communication with those holding simlar^positions in other districts in the region and state, to investiaate and implement feasible data processing programs on a multi-district basis. 11. Develops plans and budgets for the data processing activity. 12. Performs such other duties consistent ma}' be assigned from time to time. with his/her professional competence as SALARY AND TERMS: $31,229 position. .SA6,193, plus benefits package and car allowance. A Twelve (12) Month EVALUATION: po1ic\\' on Evaluation of Professional Personnel. bs evaluated in accordance with provisions of the Board s DEADLINE FOR RECEIPT OP APPLICATIONS: July 15 1988 SEND WRITTEN LETT, OP INQUIRY TO\nRichard Maple Director of Human Resources Little Rock School District p 10 West Markham Little Rock, Arkansas. 72201 NOT INDIVIDUALS WHO ARE INTERESTED IN SELECTION PROCESS.. -urnrrnnr - POSITION MUST COMPLETE A VERY RIGOROUS JHEREPORE, BECAUSE AN 'INDIVIDUAL APPLIES FOR A POSITION I necessarily mean that an interview will be conducted. DOES NOTPLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK. ARKANSAS 72201 September 7, 1988 PLEASE POST The Little Rock School District is now accepting applications for the following positions for the 1988-89 school year: POSITIONS\nArts Magnet Curriculum Specialists - Booker Arts Magnet School - Two (2) Positions One (1) - K-3 One (1) - 4-6 QUALIFICATIONS: 1. 2. Arkansas elementary certification. Evidence of skills in curriculum development, organization, and implementation. 3. Evidence of the knowledge of the total arts program and inroads to the total community. 4. Evidence of strong interpersonal skills and a record of successful interaction with students, parents, peers, and supervisory personnel. 5. A willingness to work in a collaborative team approach in curriculum planning, organization and implementation. 6. Evidence of a sensitivity to the needs of the specialist in each area and ability to provide a support system for principals. 7. Possesses the ability to write and obtain grants and other resources available for the magnet program. 8. Evidence of a strong commitment to quality integrated education. 9. Demonstrates the conviction that all children can learn and will learn in the Little Rock School District. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Principal JOB GOAL: To assume the primary responsibility for curriculum development, organization, and coordination in the magnet school, to the total school program. To be a curriculum expert and a positive influence BASIC PERFORMANCE RESPONSIBILITIES\n1. Plans a program of curriculum development in the arts magnet school. Page Two Arts Magnet Curriculum Specialists - Booker Arts Magnet School - Two (2) Positions (K-3) (4-E BASIC PERFORMANCE RESPONSIBILITIES: (Cont.) 2. Writes and secures grants and other available resources for the magnet program. 3. Must be aware of the arts in the greater Little Rock area and surrounding areas which will benefit and complement the arts magnet program. 4. Serves as a liaison between the Arts Center, Arkansas Repertory Theatre and the Arkansas Symphony Orchestra. 5. Serves as a principal designee in the administration of the arts magnet program. 6. Other duties as assigned. SALARY AND TERMS\n\u0026lt;:bnefits package EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: September 15, 1988 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 applications for the following position for the 1987-88 school year:  POSITION: Art Specialist - Gibbs Magnet School QUALIFICATIONS: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. A Bachelor's Degree (minimum). Must meet elementary certification requirements. Evidence of succisssful teaching experiences. Understanding of the goals and purpose of the International Studies Magnet Program. Expression of an interest in international education. Evidence of ability to work cooperatively in developing and implementing an interdisciplinary program. General familiarity with one of three foreign languages. Willingness to participate (with stipend) in staff development activities prior to beginning of contract and throughout school year. Evidence of skills in the area of classroom management. Evidence of strong interpersonal skills. 11. Evidence of a strong commitment to quality integrated educati on. 12. Must be certified in elementary art. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. - -------------------------------------1------------------------- REPORTS TO: Principal JOB GOAL: To help students facilitate the learning of all areas of the curriculum through regular classroom instruction. BASIC PERFORMANCE RESPONSIBILITIES: 1. Utilizes scheduled meetings and planning time to develop currcula for the magnet school. -2- Art Specialist - Gibbs Magnet School BASIC PERFORMANCE RESPONSIBILITIES (Cont.)\n2. Willingness to participate in inservice for personal and professional growth. 3. Assists in identifying and utilizing community resources. 4. Fosters in students the self-discipline inherent in artistic and academic achievement. 5. Facilitates the development of special events held to recognize student achievement, and attends school functions. SALARY AND TERMS: Placement on Teacher's Salary Scale\nNine and one-fourth (9.25) months EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: June 1, 1987 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple, Personnel Director Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW. /PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 October 27, 1988 PLEASE POST The Little Rock School District is now accepting applications-for the followinq position for the 1988-89 school year:  POSITION: New Futures Liaison QUALIFICATIONS: 1. Master's degree or higher. 2. Minimum of five (5) years experience in education and/or social services. 3. Experience in education and administration. 4. 5. 6. 7. Knowledge of the schools and District policy and procedures. Knowledge of New Futures Initiative and all of its component parts. Awareness of the community and all community groups involved in the grant implementation, either directly or indirectly. Knowledge of grants and grant implementation. 8. Evidence of a strong commitment to quality integrated education. 9. Evidence of successful conmunication skills with adults and children. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. ------------------------------------- REPORTS TO: Associate Superintendent for Schools JOB GOAL: To guide and monitor the implementation of the New Futures for Little Rock Youth (Annie Casey Grant) for the Little Rock School District and to monitor educational programs and services for the Little Rock School District as stated in the New Futures for Little Rock Youth grant. BASIC PERFORMANCE RESPONSIBILITIES: 1. Manages the New Futures Implementation process and taskplan in the targeted schools as stated in the grant. 2. -3. Serves as an advisor for the Associate Superintendent for Schools and the Superintendent regarding implementation and planning relative to New Futures. Aqts as a liaison among the schools, the administration and the New Futures Director relative to grant implementation and modification. A C V- New Futures Liaison BASIC PERFORMANCE RESPONSIBILITIES: (Continued) 5. Manages the monitoring process for grant implementation and recommends modifications in procedure or budget as needed via the development for recommendation for ways to improve both process and outcome relative to \"youth at risk\". 6. Works with the technical advisor and evaluations from The Casey Foundation to facilitate their involvements in the District. 7. Manages matching grant monies and acts to facilitate appropriate staff development for personnel involved in the grant and its implementation. 8. Works as a liaison to all District programs and involvements related to youth \"at risk\". 9. Works to facilitate implementation in the context of site-based management. 10. Attends Board meetings and prepares reports related to grant matters as requested. 11. Establishes procedures required to accomplish school district goals in relationship to other agency efforts on behalf of Little Rock youth. 12. Other duties relative to New Futures in the schools as assigned. SALARY AND TERMS: Salary to be determined - annual twelve (12) month contract, car allowance and benefits. EVALUATION: Performance of this position will be evaluated in accordance with the provisions of the Board's policy on Evaluation of Administrative Personnel. APPLICATION DEADLINE: November 7, 1988 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Director of Human Resources Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED.PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 February 13, 1989 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 1988-89 school year: POSITION: Drug Abuse Prevention Coordinator QUALIFICATIONS:  1. Master's degree in Social Work or a related field. 2. 3. 4. Minimum of 2-5 years experience working in an educational school setting. Evidence of strong planning and organizational skills. Evidence of successful experiences in designing and implementing drug abuse prevention programs and strategies. 5. Evidence of successful experience in working with youth, community leaders, parents and school personnel. 6. Ability to compile and analyze data necessary to carry out program monitorinq and evaluation functions. 7. Evidence of effective interpersonal skills and strong verbal and written conmuni-cation skills. 8. Evidence of a strong conmitment to quality integrated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. ---------------------------------------------------- --------------------------------------------------- - REPORTS TO: Director of Pupil Services JOB GOAL: To work cooperatively with the Little Rock Drug Free Schools Advisory Council and Little Rock School District personnel in the implementation, monitoring and evaluation of specific programs/activities designed to prevent drug/alcohol abuse among Little Rock School District students. BASIC PERFORMANCE RESPONSIBILITIES: 1. Provides day to day oversite and monitoring of all drug/alcohol prevention programs implemented within the Little Rock School District. 2. Ensures that all activities contained in the Drug Free Schools Comprehensive Drug Abuse plan an ce ried out and on time. Drug Abuse Prevention Coordinator BASIC PERFORMANCE RESPONSIBILITIES: (Continued) 3. 4. 5. Provides/coordinates appropriate training for District administrators, counselors, teachers and other staff in methods of detecting and effectively dealing with students who use drugs/alcohol. Coordinates the organization and maintenance of school-based drug/alcohol student assistance teams and other school-based approaches. Assists building staff in obtaining community and other drug education resources for use in schools. 6. 7. Plans and implements training programs for students and parents to develop effective communication and problem-solving skills. Compiles and analyzes pertinent information necessary to carry out program monitoring and evaluation functions. 8. 9. Provides quarterly and annual reports to the Advisory Council and the Little Rock School District Board of Directors relative to financial expenditures and the progress made in implementing its Drug Abuse Prevention Plan. Other duties and responsibilities as assigned. SALARY AND TERMS: travel allowance-and benefits package. An Eleven (11) Month-Contract. EVALUATION: Performance of this job will be evaluated inaccordance with provisions of the Board's policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: February 21, 1989 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Director of Human Resources Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. AN EQUAL OPPORTUNITY EMPLOYERPLEASE POST little rock school 810 W. MARKHAM LITTLE ROCK, AR DISTRICT 72201 May 11, 1989 The Little Rock School 10 beaching 1989-90 school year: District i POSirioNS: the rrtTCra Je~ TeacTiel* /  d^^'fea c fie?: - Tea cheF Sixth-Grade -Teacher^ QUALIFICATIONS: 1. 2. \"?ree (some 3. A. 5. Must meet Arkansas elementary teacher Evidence of the ability to pl units and classroom a' '  Evidence of the abili ' learning styles and Evidence of the certification an activities. 6. ! . mathematics and Evidence of the ment of a wide : Evidence of a NOTE: graduate work preferred) requirements for an and develop interdisciplinary ity to apply skills in in a team teaching en-vito^me^^?^ ability to implement Lnds- c^ence education. ability to stimulate range of classroom Strong commitment on activities in participation in activities. to quality integrated and enjoy-education. REPORTS TO: initial SCREENINGiNrERVIE^.'''^ Principal JOB GOAL: To work in a cooperative relationship with other classroom teachers, every student's maximum development specialists and parents to ot seiKTrth, approbation for others. BASIC PERFORMANCE RESPONSIBILITIES: 1. Demonstrates mastery of the content areas. 2. Demonstrates an understanding and commitment to the goals and purpose of the magnet program. 3. Demonstrates the ability to . for instruction and counseling that will mee plan and implement activities designed * - _\n.  --.-.J.-.  .\n/-/cnni al the acaderaic/social A. 5. 6. 7. 8. needs of individual students. staff development the school year. Demonstrates the ability to interdisciplinary program. implementing an Demonstrates Demonstrates cteristics. work cooperatively in developing and an interest in mathematics and science. the ability to structure lessons to the ability to facilitate learnin Demonstrates -----------. instructional models and implement different ms learned chara- within different itructional formats. o 9. Demonstrates the ability to maintain a all children to pertorm. creating opportunities for high level of participation, the ability to select and use a 10. Demonstrates 1-- , . , . instructional materials and activities J variety of diverse within a class period. 11, Demonstrates a strong commitment to working with at-risk students. 12. Demonstrates a related to: willingness to be a role model for the students as - task commitment - acceptable dress and grooming - social behavior - traditional American values of good manners, responsibility, pride and patriotism. SALARY AND TERMS:EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: May Hi , 1989 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Director of Human Service Little Rock School District 810 W. Markham Little Rock, Ar 72201 NOTE : INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. INTERVIEWS WILL BE CONDUCTED BY A SELECTION TEAM COMPOSED OF THE PRINCIPAL, TEACHERS AND PARENTS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. AN EQUAL OPPORTUNITY EMPLOYER /TITLE: Supervisor of Adult Education QUALIFICATIONS: 1. 2, 3. 4. 5. Minimum of a Masters Degree. Must be eligible for certification as an Adult Education Supervisor. Minimum of five years classroom teaching experience. Evidence of a strong commitment for quality, integrated education. Evidence of successful experience in involving adult and staff in decision making. REPORTS TO: Director of Adult Education SUPERVISES^ Staff assigned JOB GOAL To extend the benefits of the districts educational program to as wide a section of the community as is interested and as can benefit from continued exposure to academic, vocational, and avocational courses. PERFORMANCE RESPONSIBILITIES: 1. Assists in the development, implementation, and evaluation of curriculum and Instructional services. 2. Provides such assistance as may be needed in improving the instructional effectiveness of the teachers of adult education classes. 3. Assists Director in obtaining improvement in individual staff competencies in the area of instructional effectiveness. 4. Serves as consultant and/or advisor in the selection of textbooks and other instructional materials within a specific area. 5. Coordinates the revision and rewriting of curriculum guides and programs of study. 6. Maintains complete and accurate records of the program, and from these records prepares such reports as may be required by district personnel or other legal authorities. 7. Participates in county, state, and national activities designed to improve adult education. Page 2 (Cont) I 8. Supervises and coordinates the ordering and utilization of departmental instructional aids and materials for the assigned curricular area. 9. Keeps abreast of all new developments in his/her field and disseminates information about them on a regular basis to teachers in the assigned curricular area. 10. Assists in providing a program of orientation and inservice for teachers new to adult education. 11. Provides teachers with counsel and assistance toward the solution of instructional problems. 12. Assumes the responsibility for seeing that community, staff, and, where appropriate, students are involved in the development of curriculum and other planning responsibilities assigned to her/him. TERMS OF EMPLOYMENT: Ten Months EVALUATION: Performance of this job will be evaluated annually in accordance with provisions of the Boards policy on Evaluation of Administrative Personnel.i Please Post !! I! Administrative Vacancy ?l i I II ilPosition now open I i ii LABOR RELATIONS SPECIALIST Little Rock School District August 3, 1989 I1 IlIi ...IIII QUALIFICATIONS:. 1 . A master's degree or higher with emphasis in Labor Relations, Personnel Management, Educational Administration, or related field. 2. A minimum of five (5) years experience in Labor Relations and/or as a school administrator in a district which has employee bargaining practices. Evidence of a strong conjmitment to quality integrated education. 4. Demonstrates the conviction that all children can and will learn in the Little Rock School District. NOTE: APPLICANTS SHOULD BE PREPARED TQ SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Deputy Superintendent JOB GOAL: To assist in the administration of all union contracts entered into by the district with personnel in such a way as to ensure maximum fairness to all perries, minimum friction, and the ultimate benefit to the students in the Little Rock School District. BASIC PERFORMANCE RESPONS151LITIE 1. 2. Provides assistance to the negotiator for the Little Rock School Disirict in negotiations with recognized bargaining units and meet and confer units to arrive at agreement and proposals for changes in contract language. Assists principals and support services managers in the interpretation of contract language and proposals for changes in contract language. Assists the Director of Human Resources as facilitator at the informal level IO resolve 1 ebor/management problem:ms5 . 4. Serves as the official designee of the Superintendent at appropriate suages of me grievance procedure. r c I C {' Labor Relcticns Speciclist L ASIC PERFOR^^ANCE ftESPO^SIEIL] ! r (Continued): 5. Coordinates f.l I aspects various contracts with employee organizations. f contt-oct odrrinistretion during the term cf C. Coordinates a training program in contract eaministration for all management personnel. Assists the Director of Human Resources in processing reconri'endaLions for termination of employees, assembling substantiating information for dismissal of employees,- and arranging any necessary conferences and hearings. . Prepares information on cases for fact-finding, assists in selection of the fact finder, evaluates fact-finding decisions, and makes recommendations on acceptance or rejection of those decisions. 0 Provides information to the Board of Directors in regard to its responsibilities and roles in personnel actions. 10. Prepares an annual report to the Superintendent on grievances and terminations of employees. SALARY AND TERMS: $36,409 - 51,015 - A Twelve (12) Month Contract plus Educational Stipend, Car Allov/ance, and Benefits Package EVALUATION: Performance of this position will be evaluated annually in accordance with the provisions of the Board's policy on Evaluation of Administrative Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: August 25, 1989 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Director of Human Resources Little Rock School District SIO West Markham Little Rock, A rkensas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS A POSITION DOES NOT NECESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR ILY MEAN THAT AN INTERVIEW WILL BE CONDU L. AN EQUAL OPPORTUNITY EMPLOYERLITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 August 9, 1989 The Little Rock School District is now accepting applications for the following position for the 1989-90 school year\nPOSITION\nSupervisor of CARE Program (School-Age Child Care Program) QUALIFICATIONS\n1. Bachelor's degree or higher with certification as an elementary teacher and experience in an supervisory capacity. administrative or Minimum of one (1) year of successful teaching experience. Evidence of successful experience involving students. paren ts, and school administration. 4. Evidence of strong organizational and educational leadership qualities. 5. Evidence of a strong commitment to quality integrated education. NOTE\nAPPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO\nDirector of Pupil Services SUPERVISES\nCARE Program office staff and CARE school personnel JOB GOALS a The supervisor will\n(1) work cooperatively with principals and CARE workers to provide each student enrolled in the program with educationally and developmentally appropriate experiences that will enhance his/her school day and (2) effectively and efficiently administer the program on a self-supporting 'basis. BASIC PERFORMANCE RESPONSIBILITIES\n1 . Recrui t, screen, interview and orient all CARE staff. Supervise, monitor and evaluate performance of CARE staff on a continuing basis. Provide leadership in planning. initial and ongoing training for CARE staff. implementing and evaluating 4 . Operate the program on a self-supporting basis. a. Prepare annual budget and monitor income and expenditures. b. Supervise billing, collection and depositing of fees. c. Order, purchase and deliver materials and supplies. d. Requisition payments for expenditures. 5. Secure substitutes for CARE Program. 6. Work cooperatively with building principals and Director of Pupil Services in the operation of the CARE program. 7. Plan, implement, monitor and evaluate all activities relating to operation of CARE Program. Design, develop and produce all materials for registration of CARE students. 8. 9. 10. b. c . d. e. f . Assure program food needs are met by working with Pood Service personnel. Coordinate with the Plant Services Department concerning custodial needs. Organize activities. food services, staffing and other arrangements for operation of program on school holidays and early dismissal or inclement weather days. Communicate and interpret the program to staff. patrons, principals and other administrative personnel. Oversee preparation of payroll for CARE employees and report to LRSD Business Office. Develop and keep current public information (brochures, f1 yers, handbooks) for a11'interested persons. Operate program to fulfill Arkansas child care licensing requirements. Other related duties as assigned. EVALl-IAT I ON s Performance will be evaluated in accordance with provisions ofthe Board's policy on evaluation. SALARY AND TEF^NS\nWWW9rTt:h'Con-tr'acrtr'for 1989-90\nsalary range-T\u0026lt;2341ii36t plus insurance and retirement benefits and mileage reimbursement. This position is not a regularly budgeted position. The position is for the contracted period only and continuation will depend on the financial status of the program. DEADLINE FOR RECEIPT OF LETTERS OF APPLICATION\nAugust 16, 1989. SEND WRITTEN LETTERS OF INQUIRY TO\nDirector of Human Resources Little Rock School District West Markham and Izard Little Rock, Arkansas 72201 NOTE: INDIVIDUALS INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, COMPLETION OF AN APPLICATION FORM DOES NOT NECESSARILY MEAN THE PERSON WILL BE CONSIDERED FOR AN INTERVIEW.I i ______________ PJease Post AdministrSTve Vacancy 1 Position now open associate si'fER].Ym\u0026lt;n.?\u0026lt;T or somis Little Rock School District NOTE: August 16, 1989 COMPATABLE POSITION AFTER THREE (3) ITARS. MIGIET BE SUBJECT TO REASSIGNMENT TO A QUALIFICATIONS: 1. isn (10.) years' sjzcessLul least fivffS) and administration, e [j) 01 uluch should have been in administration. at 2. 3. master's degree or higher. f-lisltillit)' [or Arkansas certification as a school administrator. 4. At least three (3) years' successful experience trator in an urban school district setting. as an educational adminis- 5. Evidence of a strong conwitment to quality integrated education. 6. Evidence of successrul experience with parent and sion making and communication. staff involvement in deciNOTE: REPORTS TO: Superintendent of Schools JOS GO.AL: STs-ssuy-iss.^^and services for the Little Rock BASIC performance PFSPQNSITEr rc. / 1. Serves as a member\nthe major responsib\n-- the Superintendent's Administrative Team, u-hich assumes ^luies ror the oay-to-day operations of the school district. which assumes . - Assumes the responsibilitv for evaluation results are used tc eeing that assessments, studies, sur\\^eys, and . improve program development and implementation.  rarticipates in the evaluation of building principals. '/vti (2) P. A Aisoc-ate Superintendenl c\nehools iVASTC PERTORWCE RESPONSIBILrTIES: ('Concinuec) JIGS the boarc of directors' iiiee Boaro' as the Supierintendont iiia) request. tiigs and prepares sucii reports tor the Maintains contact with state and federal officials so statutes, regulations, court decisions, and tl'ie operation of the public schools. le, igal opinions s to keep abreast of ich i\u0026gt;ertain to e. Serves, upwn the designation by the Superintendent, in the absence of the Superintendent. as Acti ~ SupG ntendent, c 1. pecial areas of super^ision will be assigned upon employment. TERM Or EMPL0i'M3\\T: Ti^'elve (12) Months SALARY\nCommensurate with that of other Associate Superintendents. EVALUATION: sions of PefiOrmance of this job will be evaluated annually in accordance with the provi- ---- the Board s policy on evaluation ot Administrative Personnel. DEADLINE FOR RECEIPT Or APPLICATIONS\nAugust 25, 1989 LETTERS OF INQUIRY SHOULD BE S3\\T TO: Richard Maple Director of Human Resources Little Rock School District 810 West Markham Little Rock, Arkansas 72201 . NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST CO''^LET- SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A NOT NECESSARILY MEAN THAT Aj\\' II'TERVIEv? WILL THEREFOj BECAUSE AN TI. TVIDUAl BE CONDUCTED. \\IERY RIGOROUS POSITIO.N DOES AN EOUAi OPPORTUNITl' S'lPLOY'ERI Please Post Administrative Vacancy Position nov/ open DIRECTOR OF PLANKING, RESEARCH AKO\"EVALUAT1 ON Little Rock School District August 31, 1989 QUALIFICATIONS: 1 . 2. At least ten years of successful experience in teaching and administration. A Master's Degree from an accredited college or university. 3. Eligibility for certification, as a teacher and school and/or administrator. supervisor 4. 5. 6. NOTE: Course work in research, testing, and statistics. Evidence or a strong commitment to quality' integrated education. A commitment to parent and staff involvement in decision makina. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. ----------- REPORTS TO: Superintendent of Schools SUPERVISES: Planning and Evaluation Specialists and assigned support personnel assigned to her/his department. JOB GOAL: Clerical and secretarial IO assjSu the Superintendent in providing the Board of Directors with pertinent evaluation data on all programs and services (both educational and supportive) being provided by the school district. BASIC PERFORMANCE RESPONS131LITIES: 1 . To manage the process whereby the Board identifies, on a yearly basis, the programs and services which have priority for evaluation. 2. To supervise the development of an evaluation design for each of the programs and services which have received priority for evaluation. ?e-ge Two (2) Di'^ecter of Planning, .\nearch, and Evaluation BASIC PERFORf\u0026lt;ANCE RESPONSIBILITIES\n(Continued) 3. To supervise the implementation of planning and evaluation design which have been approved by the school district. 4. To supervise the compilation of data, and the organization and reporting of evaluation results and recommendations. 5. To assume responsibility for coordinating the process for selecting outside planners and evaluators when they are needed. 6. To supervise the design and implementation of a district-wide testing program. 7. Serves as a member of the Superintendent's administrative advisory cabinet. o Serves on such patron and staff committees as the Superintendent may direct. 9. Assumes the responsibility for conducting the personnel evaluation of those staff reporting to her/him. 10. Assumes reponsibility for developing such reports as necessary' to keep patrons and sta better informed about school programs and services and to facilitate their participation in planning and decision making. TERMS OF EMPLOYMENT\nTwelve (12) Months SALARY\n532,881 - S47,487 plus educational stipend, benefit package and car allowance EVALUATION\nPerformance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation and Professional Personnel. DEADLINE FOR R I, I PT OF APPLICATIONS\nSeptember 7, 1989 LETTERS OF INQUIRY SHOULD BE SENT TO: Dr. Herbert H. Cleek Deputy Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 NOTE: INDIVIDUALS WHQ ARE INTERESTED IN THE ABQVE PQSITIOK MUST CDMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. AN EQUAL OPPORTUNITY EMPLOYER .I _______________Please Post________ Administrative Vacancy Position now open DIRECTOR OF HUMAN RESOURCES  QUALIFICATIONS: 2. 3. 4. 5. 6. NOTE: Little Rock School District September 7, 1989 At least ten 3'ears of successful experience in teaching and administration. A Mester's Degree or higher from an accredited college or university. Eligibility for certification, in Arkansas, as a teacher, principal and/ or administrator. Evidence of a strong commitment to quality integrated education. A commitment to parent and staff involvement in decision making. Evidence of strong organizational and interpersonal skills. APPLICANTS SHOULD EE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Deputy Superintendent SUPERVISES: All staff members assigned to the Director of Human Resources 005 GOAL: To recruit certificated and non-certificated personnel of the highest caliber available to ensure that district programs and services are implemented efficiently and e actively for the benefit of students, staff, and patrons. BASIC PERFORMANCE RESPONSIEILITIES: Works closely with the departments and schools to assess the personnel needs of the system. 2. Plans, directs, coordinates, end participates in the recruitment of certificated end non-certificated personnel. 1. 1 . f Dire or o\ntiucncir'. i.tS -CS BASIC PERFORHAATE RE^PONSlBlLn \u0026lt;\n (Continued) 5 Plans, directs, coordinates, and participates in the implementation of the school district's affirmative action [irogranr. Maintains an up-to-date application file of prospective candidates for all teaching, administrative, and supervisory positions. 5. Manages the interview process and forwards staff and conmittee recommendations for appointments to the Deputy Superintendent. 6. Screens and processes applications for consideration by personnel committees and administrators. 7. Develops and maintains a system of personnel records for all school employees, in order to provide a comprehensive, efficient, accurate, and current record of all matters pertinent to employment, transfer, tenure, retirement, leave and promotion. 8. Prepares and maintains statistical information on all personnel, and submits the necessary'statistical reports to the State Department of Education and to the Board. SALARY AND TERMS: 536,409 - $51,015 -- A Twelve (12) Month Contract plus Educational Stipend, Car allowance, and Benefits Packaoe. EVALUATION: Performance of this position will be evaluated annually in accordance with the provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT Or APPLICATIONS: Applications must be received no later than 12:00 Noon on September 14, 1969. SEND WRITTEN LETTERS OF INQUIRY TO: Dr. Herbert Cleek Deput}' Superintendent Little Rock School District 610 West Markham Street Little Rock, AR 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS S CT I ON PROi A POSITION DOES NOT N S. TH Er Or BECAUSE AN INDIVIDUAL APPLIES FOR S5ARILY MEAN THAT AN INTERVIEW WILL EE CONDUCTED. A . AN EQUAL OPPORTUNITY EMPLOYER_______ ______ Please Post Administrative Vacancy Position now open Director of Cbrmunicat ions (Extended) Little Rock Scho\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_896","title":"Early childhood/Hippy 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":["North Little Rock School District"],"dc_date":["1974/1993"],"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","School districts--Arkansas--North Little Rock","Education--Arkansas","Educational planning","Student assistance programs","Educational statistics","School improvement programs"],"dcterms_title":["Early childhood/Hippy 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/896"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nA Parent's Guide For a Successf u 1 EVEN START Program North Little Rock School District 2700 Poplar Street North Little Rock, AR 7 2115 (501) 771-8163 l Foreword We are pleased to welcome you and your child to the North Little Rock School District Even Start Program. This guide is designed to acquaint the families participating in Even Start with the goais and objectives of the program. School District Staff James Smith Gene Jones Esther Crawford Jim Dyer Jann Pharo Nova Staggs Superintendent Assistant Superintendent for Instruction Director of Elementary Education Director, Even Start Even Start Coordinator Language Arts Coordinator School Board Members Mrs. Mable Mitchell Mr. Prentice Dupins Mrs. Pat Blackstone Mr. Lynn H~ilton Mrs. Dixie Harrison Mrs. Emily Denton Rev. J.W. Johnson President Vice President Secretary Member Member Member Member What is Even Start? Even Start is ... a home and center-based education program for ~ three year old children and their parents . .. . designed to provide early childhood education to young children while simultaneously providing basic skills and literacy instruction for their parents . . . . a commitment for parents to work with trained paraprofessionals on specific skills to help better prepare their child/children for school . .. . designed to equip parents with the skills necessary to improve their own education and to create a positive, nurturing home environment for their child/children . .. . a federal program which the North Little Rock School District is pleased to offer to patrons in target areas. What are the Even Start goals for parents? To learn to assess the educational needs of your child. To become aware of how to use everyday living experiences and materials to enhance your child's learning. To develop ideas and materials on how to become a better teacher of your child. To improve your knowledge and understanding of early childhood development. To improve your abilities to use your own resources to the best advantage. To help you reinforce your child's positive behavior. To help you assess your family's health, nutritional and safety needs and access appropriate resources. Once every two weeks a trained paraprofessional assigned to your area will visit your home. You and the paraprofessional will work together to plan and implement activities, techniques and lessons which will enhance learning for you and your child. Parents and children will also be scheduled for activities outside the home every other week. These activities include: field trips, computer-assisted instruction, arts and crafts, videos, workshops, and presentations designed for the interests and needs of Even Start participants. What are the guidelines and expectations for Even Start parents? Help us serve you better by observing the following guidelines: - Be at home at the time of your scheduled home visit. - Attend group meetings scheduled in your area or at the Parent Center. - Call your paraprofessional or the Even Start office if you are unable to keep your appointment. - Work with your child on a regular basis. - Have completed activities ready to be checked by your paraprofessional. - Call the Even Start office at 771-8163 or 771-8161 if your paraprofessional is not keeping appointments with you. Occasionally, an emergency or other unexpected situation will occur that will prevent you from keeping your appointment. Should this happen, we ask that you contact your paraprofessional or the Even Start office. Please work with your assigned paraprofessional to reschedule your make-up lesson as soon as possible. What kinds of skills will children in Even Start be taught? An Overview of Skill Areas and Activities Basic Skill Areas Tactile Discrimination Visual Discrimination Auditory Discrimination Conceptual Discrimination Types of Activities Using materials and objects of various textures, shapes, and sizes to: Touch Identify Describe Compare Using objects and pictures which vary by size, color, shape, direction and number to: Identify Describe Compare Using different sounds to: Listen Identify Describe Compare Imitate Using spatial concepts (up/ down, next to, between, on/ under, in front/behind) to: Describe Compare Identify Imitate Follow directions Give directions Language Development and Verbal Expression Eye-hand Coordination Pre-math Concepts Listening to stories Identifying pictures Asking and answering questions Completing sentences Describing real situations Describing imaginary situations Completing a story Telling a story Imitating parts of a story Reading pictures and symbols Expanding ideas Name common objects Classify Drawing lines over a pattern Copying lines and angle designs Drawing within a given path Discriminating by size Counting 0-10 Identifying specific quantities Identifying relative quantities (more/less) Matching same quantities Matching numbers to quantities Ordering quantities Recognizing numerals Writing numerals Logical Thinking Self-concept Creativity Motor Skills Using given pictures to: Analyze Organize Classify Complete information Sorting objects Sorting pictures Eliminating unnecessary information Ordering information Recalling information Describing oneself Describing one's family Expressing likes and dislikes Teaching newly learned skills Drawing freely Completing pictures Telling stories Completing stories Acting out parts of stories Fingerplays Work with clay Finger painting Scribble Roll Climb Crawl Jump What else do Even Start parents need to know? Q. Who is eligible for the Even Start Program? A. Families with three to four year old children (children must be 3 by October 1, 1991) who are not served by preschool or by a similar family-centered program and in which a parent has a need for basic skills training or literacy education. Q. What do the program activities include? A. Program activities include: identifying and recruiting eligible children\nscreening and preparing parents and children for participation, including testing, referral to necessary counseling, and related services\ndesigning programs and providing support services\nestablishing instructional programs for the adults, training them to support the educational growth of their children, and preparing children for success in the regular school program\nproviding special training for staff\nproviding and monitoring integrated, home-based instructional services\nand coordinating Even Start programs with other related programs. Q. How does a family enroll? A. Call the Even Start Office at 771-8163 or neighborhood elementary school office. Q. What is the purpose of adult literacy training? A. The purpose is to improve basic skill levels of parents in order to enable them to better serve as their child's first teacher and to improve their own educational level. Q. May parents who are Even Start participants elect to participate in only some of the family or parental activities? A. No. The Even Start program is a family literacy program. Its components are linked together in a unique effort to provide educational services to both parents and children. Both parents and children must participate in all activities intended to serve them. Q. How long must a family be in the program? A. A family must remain in the program for one school year. Q. Where will Even Start services and activities be located? A. Services/activities will be provided in the homes of the families being served, in the Parent Center, and in the community. Conclusion The North Little Rock School District is committed to providing a comprehensive, family-centered approach to both early childhood and parent education. The goals and objectives of North Little Rock Even Start are based on recognition of the fact that in terms of a child's education, \"home is where the start is.\" We realize that you, the parent, are your child's first and, in many ways, most important teacher. We look forward to joining with you as partners in building a strong foundation for your child's success in learning and in enhancing your skills as both a learner and a teacher. We thank you for your commitment to the goal~ of North Little Rock School District Even Start. Booklet compiled by Nova Staggs and Jann Pharo Children Learn What They Live If children live with criticism, They learn to condemn. If children live with hostility, They learn to fight. If children live with ridicule, They learn to be shy. If children live with shame, They learn to feel guilty. If children live with tolerance, They learn to be patient. If children live with encouragement, They learn confidence. If children live with praise, They learn to appreciate. If children live with fairness, They learn justice. If children live with security, They learn to have faith. If children live with approval, They learn to like themselves. If children live with acceptance and friendship, They learn to find love in the world. Dorothy Law Nolte A Parent's Guide For A Successful HIPPY Program North Little Rock School District 2700 Poplar Street North Little Rock, AR 72115 (501) 771-8055 Foreword This parent's guide is written to acquaint you with the HIPPY Program philosophy and the policies that help make this program so successful. We are pleased to welcome you and your child to the HIPPY family and know that with your cooperation, both you and your child will reap educational benefits for years to come. HIPPY is a successful preschool program that really works. It works because of people like you. School Districts throughout the United States have reported excellent outcomes as a result of families participating in HIPPY. Thank you for taking time to teach your child. We know that you will enjoy playing an active role in developing his/her learning foundation. Your are after all, your child's first, most important and most influential Teacher! School District Staff Mr. James Smith Mr. Gene Jones Mrs. Esther Crawford Mrs. Barbara Gilkey Superintendent Assistant Superintendent for Instruction Director of Elementary Education HIPPY Coordinator School Board Members Mr. Lynn Hamilton Mrs. Mable Mitchell Mrs. Dixie Harrison Mr. Prentice Dupins Mrs. Emily Denton Mrs. Pat Blackstone Rev. J.W. Johnson President Vice President Secretary Member Member Member Member Parent's Prayer 0 HEAVENLY FATHER, make me a better parent. Teach me to understand my children, to listen patiently to what they have to say, and to answer all their questions kindly. Keep me from interrupting them or contradicting them. Make me as courteous to them as I would have them be to me. Forbid that I should ever laugh at their mistakes or resort to shame or ridicule when they displease me. May I never punish them for my won selfish satisfaction or to show my power. Let me not tempt my child to lie or steal. And guide me hour by hour that I may demonstrate by all I say and do that honesty produces happiness. Reduce, I pray, the meanness in me. And when I am out of sorts, help me O Lord, to hold my tongue. May I ever be mindful that my children are children and I should not expect of them the judgement of adults. Let me not rob them of the opportunity to wait on themselves and to make decisions. Bless me with the bigness to grant them all their reasonable requests and the courage to deny them privileges I know will do them harm. Make me fair and just and kind. And fit me, 0 Lord, to be loved and respected and imitated by my children. What is HIPPY? HIPPY is short for Home Instruction Program for Preschool Youngsters. HIPPY originated in Israel in 1969 and has been in the United States for six years. ltis spreading rapidly in other European Countries and the United States. The North Little Rock HIPPY Program began in 1989 in the Redwood attendance area. It is a home based education program for four and five year old children and their parents. Parents commit themselves to work with a trained home visitor for thirty weeks on specific skills to help prepare their child/children for school. HIPPY is an excellent program and North Little Rock School District is pleased to offer this high quality program to patrons in the school district who live in the target areas being served by HIPPY. The Role Of Parents In HIPPY There are many things parents can do to help their child get ready for school. There are also many things parents can give to help children do better once they begin school. Two of the most important things you can give in HIPPY are: 1. Yourself 2. YourTime Yourself HIPPY requires that once every two weeks you allow a trained home visitor to visit in your home for thirty minutes to one hour to role play the weekly activities with you. In HIPPY you are also asked to attend a group meeting that is planned carefully and with a lot of fun and information. These meetings will be scheduled and a location determined early in the school year. North Little Rock School District provides many of opportunities for parents to get information on how to help their child achieve to his/her maximum ability. Parents are usually amazed when they begin communicating more openly and freely with their children. Also, many parents have stated that being involved in HIPPY has actually strengthened their relationship with their child. Your Time HIPPY is a 30 week program that runs concurrently with the school 1ears. The daily activities with your child requires only fifteen (15) inutes per day for five days per week. You may teach your child when _ is convenient for you, however we do recommend establishing a schedule so your child and you will get in HIPPY routine very quickly. Your home visitor will visit in your home or other designated location for your personal training at a time convenient for the two of you. A Parent'sH IPPYD 0 1s IfyouhavecommittedtoparticipateinHIPPY,pleasehelpusserveyou better by observing the following program guidelines. - Be home at the designated time that you have agreed to with your home visitor. - Attend group meeting scheduled to be held in your area - Call your home visitor or the HIPPY Office if you are unable to keep your appointment. - Teach your child on a regular basis. Please try not to get behind. - Have completed activities ready to be checked by your home visitor. - Keep up with your supplies and materials. Scissors, glue, pencils, booklets and a container will be issued at the beginning of the program. - Call the HIPPY Office at 771-8055 if your a home visitor is not keeping appointments with you. A Parent's HIPPY Do Not's Occasionally, an emergency or other unexpected situation will occur that will prevent you from keeping your appointment. Should this happen, we ask you to contact your home visitor or the HIPPY Office and inform them. Please reschedule for a later date as soon as possible. This will enable us to provide you the professional service you deserve. Please read the list of do not's to receive even better service. Do Not - Forget to call your home visitor or the HIPPY Office if you will be unable to keep your appointment. - Complete your child's work for him/her. - Miss group meetings or other scheduled events in HIPPY. - Misplace your supplies and materials. HIPPY Booklets Aee4 There are nine booklets in the four and five year old curriculum. Each is designed to help you teach your child specific skills. The booklets and the approximate week you should receive them are: Booklet Sounds I Hear Sometimes Big, Sometimes Small The Cat Who Liked for a House A Cookie for Kate Who Wants to Play With Susie's Preschool Goodbye Berry Beware Ducks Crossing Secret Name Booklet The Brave Frog A Hundred Rooms Pete and The Vegetable Soup The Rooster and the Hen Gary The Gardener We'll See Three Hardworking Girls Something Else Dan Goes To First Grade Weeks 1-3 4-6 7-10 11-14 15-16 17-20 21-23 24-26 27-30 Weeks 1-3 4-7 8-11 12-15 16-19 20-22 23-25 26-28 29-30 An Overview of Skill Areas and Activities Basic Skill Areas Types of Activities Tactile Discrimination Using materials and objects of various textures, shapes, and sizes to: Touch Identify Describe Compare Visual Discrimination Using objects and pictures which vary by size, color, shape, direction and number to: Identify Describe Compare Auditory Discrimination Using Different sounds to: Listen Identify Describe Compare Imitate Conceptual Discrimination Using spatial concepts (up/down, next to, between, on/under, in front/behind) to: Describe Compare Identify Imitate Follow directions Give directions Language Development and Verbal Expression Eye-hand Coordination Pre-math Concepts Logical Thinking Listening to stories Identifying pictures Asking and answering questions Completing sentences Describing real situations Describing imaginary situations Completing a story Telling a story Imitating parts of a story Reading pictures and symbols Expanding ideas Drawing lines over a pattern Copying lines and angle designs Drawing within a given path Copying letters and numbers Discriminating by size Counting 0 - 10 Identifying specific quantities Identifying relative quantities (more/less) Matching same quantities Matching numbers to quantities Ordering quantities Recognizing numerals Writing numerals Using given pictures to: Analyze Organize Classify Complete information Sorting objects Sorting pictures Eliminating unnecessary information Ordering information Recalling information Self-concept Creativity Describing oneself Describing one's family Expressing likes and dislikes Teaching newly learned skills Drawing freely Completing pictures Telling stories Completing stories Acting out parts of stories Questions and Answers You May Want to Know About the HIPPY Program Q. WHAT IS HIPPY? A. Home Instruction Program for Preschool Youngsters (HIPPY) is a home-based education program where a child is taught by a parent. Q. HOW WAS HIPPY DEVELOPED? A. HIPPY has been in operation since 1969 and was developed by Dr. Avima Lombard, Hippy Academic Director, the NCJY Research Institute for Innovation in Education, the Hebrew University of Jerusalem. Q. HOW OLD MUST A CHILD BE TO ENROLL IN HIPPY? A. A parent joins HIPPY when her /his child is 4 years old or the year before kindergarten. Q. HOW LONG MUST MY CHILD BE IN THE PROGRAM? A. A child must remain in the program for two years. Q. WHO IS MY CHILD'S TEACHER? A. Mon/Dad is the child's first teacher. However, a siblingmayteac1. the child when Mom/Dad is not available. Q. HOW MUCH TIME ID DEVOTED TO EACH LESSON? A. The lessons take about 15 to 20 minutes a day. Q. HOW DO YOU GET MATERIALS? A. A trained home visitor is responsible for the issuing of all HIPPY Program materials. Q. WHO WILL TEACH ME WHO TO USE THE HIPPY MATERIALS? A. Your home visitor is responsible for teaching you. However, the local HIPPY Coordinator will provide assistance. Q. HOW OFfEN ARE HOME VISITS MADE? A. Home visits are made bi-weekly by the a home visitor. Group meetings for the home visitor and all their mothers are held on the weeks following the home visits. Q. WHY SHOULD THE HOME VISITOR CONTINUE TO VISIT MY HOME ONCE I AM TRAINED TO USE THE MATERIAL? A. The materials change regularly and a parent leader maintains contact so as to assist with problems which may arise as you teach your child. Q. WHAT ARE TIIE CONTENTS OF THE MATERIAL? A.  The contents of the material are: 1. Language  2. Math 3. Sensory and Perception Skills Q. HOW LONG HAS THE HIPPY PROGRAM BEEN IN ARKANSAS? A. The HIPPY Program began in Arkansas in 1986. Q.  HOWLONG HASTHEHIPPYPROGRAMBEENINNORTH LITTLE ROCK SCHOOL DISTRICT? A. The HIPPY Program began in North Little Rock School District in 1989. CHARACTECRA N'TB EC OUNTERFEITED LISTEN TO THE CHILDREN Take a moment to listen today To what your children are trying to say Listen today, whatever you do Or they won't be there to listen to you Listen to their problems, listen for their needs Praise their smallest triumphs, praise their smallest deeds Tolerate their chatter, amplify their laughter Find out what's the matter, find out what they're after But tell them that you love them, every single night And though you scold them, make sure you hold them, And tell them \"Everything's all right.\" If we tell our children, all the bad in them we see They'll grow up exactly how we hoped they'd never be But ifwe tell our children, we're so proud to wear their name They'll grow up believing they're winners in the game. Take a moment to listen today To what your children are trying to say Listen today, whatever you do And they will come back to listen to you! A Home Visitor's Guide For A Successful HIPPY Program HIPPY USA North Little Rock School District 2700 Poplar Street North Little Rock, AR 72115 (501) 771-8055 Foreword This guide is written for Home visitors in the Home Instruction Program for Preschool Youngsters. It is designed to acquaint you with the HIPPY program philosophy and policies that govern the program. We hope it will provide the necessary information to help you become the best home visitor in the school district. We are pleased to have you as a staff member in North Little Rock School District and welcome you to the HIPPY Program. Please take a few minutes to read and familiarize yourself with the information in this booklet. HIPPY is a successful preschool program that works, but it requires a lot of dedication from home visitors, parents, other school district employees and community support. Many school districts throughout the United States have reported very good results after being involved in HIPPY for several years. We hope you will enjoy working with us, but more importantly, we hope you will commit yourself to providing the best possible service to families who will be entrusted to you. Good luck and remember that the staff is ready and willing to assist you in any way possible, all you must do is ask ! ! ! School District Staff Mr. James Smith Mr. Gene Jones Mrs. Bther Crawford Mrs. Barbara Gilkey Superintendent Assistant Superintendent for Instruction Director of Elementary Education HIPPY Coordinator School Board Members Mr. Lynn Hamilton Mrs. Mable Mitchell Mrs. Dixie Harrison Mr. Prentice Dupins Mrs. Emily Denton Mrs. Pat Blackstone Rev. J.W. Johnson President Vice President Secretary Member Member Member Member What is HIPPY! HIPPY is short for Home Instruction Program for Preschool Youngsters. HIPPY originated in Israel in 1969 and has been in the United States for six years. It is spreading rapidly in other European countries and the United States. The North Little Rock HIPPY Program began in 1989 in the Redwood attendance area. HIPPY is a home based education program for four and five year old children and their parents. Parents commit themselves to work with a trained home visitor for thirtyweeks on specific skills to help prepare their child/children for school. HIPPY is an excellent program and North Little Rock School District is pleased to offer this high quality program to patrons in the school district who live in the target areas being served by HIPPY. The Role Of Home Visitors In HIPPY A home visitor can do many things to help families prepare their child/children for school. Once the home visitor arrives at the parents home, he/she must be ready to teach. Following is a guide for an effective home visit. At each home visit the home visitor should: 1. Review the activity packets from the previous week. 2. Instruct the parent in the upcoming week's material. 3. Discuss any problem which arose while the parent worked with the child and pass these concerns on to the coordinator for further discussion and assistance. 4. Let the parent know you are genuinely concerned about their involvement in HIPPY. 5. Be as professional and courteous as possible. You are the key to maintaining a working relationship with this family. Guidelines for Home Visitor's Home Visits 1. Before the home visit - prepare all materials to be used: a. Cut out pictures b. Prepare props - cups, silverware, stones, etc. c. Practice reading the texts aloud (both book and worksheets). d. Explore all problems and questions relating to the activities with the coordinator. 2. During the home visit: a. Establish a regular visiting day and hour. Help the mother maintain this regular contact by appearing punctually and well-prepared. b. Help Mother prepare the setting for working together: - turn off the television - sit next to a table or a similar clear flat working surface - settle children into activities or setting which will keep them busy. (Anticipate their needs and bring appropriate materials.) c. Examine the previous week's activity sheets - praise achievement and explore the reasons for incomplete work. Make a note of problems, children's responses, etc. on weekly report sheet. d. Work with Mother on the next week's activities:  Role-play throughout. If Mother is capable, alternate teaching role with her. Play every activity with the mother.  Make sure all necessary items are in the house - silverware, matches, coins, etc. and help Mother decide on alternatives where missing.  Make sure the Mother is comfortable and understands the material in the workbook. 3. At the end of the visit: a. Discuss which activities the child will like/ find difficult - easy. b. Remind Mother of the group meeting- write the day and time on Page One by the activity book. 4. Other points to remember: a. Some mothers need help in finding ways to store the HIPPY materials. Discuss possibilities with her and encourage care and attention to the materials. b. The Aide is a Model for the mother. What she does and~ how she reacts, and how she enourages the mother all serve as examples for the mother, and will directly affect Mother's behavior with her child. c. It is not enough for Mother to understand. She must engage her child regularly and happily in the HIPPY activities if the child is to learn and progress, so that Mother is reinforced for her successful teaching. All the aide's efforts are directed to helping Mother be successful. d. If the home visitor feels that he/she is in a threatening or dangerous situation - LEA VE IMMEDIATELY. Contact your coordinator to discuss your next action. The Issue of Confidentiality Confidentiality is very important in any job, however, it becomes even more important in HIPPY. Parents will occasionally discuss personal issues with you and do not want to run the risk of hearing this information in the community. Home visitors are encouraged to respect the rights and privacy of conversations between you and a parent. Treat the parents warmly and enthusiastically, but stay away from personal comments about their homes, their dress, hairstyles, religion or other moral issues. Convey to Parents that you are trustworthy and respect them through your words and actions. Appropriate Attire For Home Visitors HIPPY Home visitors are community role models and should always be aware of their visibility in the neighborhood in which they work. When preparing for home visits, weekly training sessions, regional or other state meetings please dress appropriately. Be as neat as possible by not wearing shorts, tank tops, or thongs. Please keep hair clean and well groomed. Wear coordinated blouses, skirts, pants or dresses. \"Parents See - Parents D0 11 There are regularly scheduled training sessions and workshops Home visitors must attend and \"punctuality\" or being on time is extremely important. If an emergency or other situation occurs that may detain you or keep you from attending a scheduled meeting, please call the HIPPY office at 771-8055 and notify them regarding your circumstances. Also, if you are unable to keep a scheduled home visit, you must contact the family immediately to inform them and reschedule for another time as soon as possible. Home visitors must give parents the courtesy they expect them to give. Contact the HIPPY office if major changes in your schedule should occur. The meetings you should plan to attend are: Weekly home visitors Training Sessions Regional home visitors Workshops Periodic State Training Sessions Child Development Associate Classes Other workshops as requested by the local or state office HIPPY Booklets Aee4 There are nine booklets in the four and five year old curriculum. Each is designed to help you teach your child specific skills. The booklets and the approximate week you should receive them are: Booklet Sounds I Hear Sometimes Big, Sometimes Small The Cat Who Liked for a House A Cookie for Kate Who Wants to Play With Susie's Preschool Goodbye Berry Beware Ducks Crossing Secret Name Booklet The Brave Frog A Hundred Rooms Pete and The Vegetable Soup The Rooster and the Hen Gary The Gardener We'll See Three Hardworking Girls Something Else Dan Goes To First Grade Weeks 1-3 4-6 7-10 11-14 15-16 17-20 21-23 24-26 27-30 Weeks 1-3 4-7 8-11 12-15 16-19 20-22 23-25 26-28 29-30 An Overview of Skill Areas and Activities Basic Skill Areas Types of Activities Tactile Discrimination Using materials and objects of various textures, shapes, and sizes to: Touch Identify Describe Compare Visual Discrimination Using objects and pictures which vary by size, color, shape, direction and number to: Identify Describe Compare Auditory Discrimination Using Different sounds to: Listen Identify Describe Compare Imitate Conceptual Discrimination Using spatial concepts (up/down, next to, between, on/under, in front/behind) to: Describe Compare Identify Imitate Follow directions Give directions .. Language Development and Verbal Expression Eye-hand Coordination Pre-math Concepts Logical Thinking Listening to stories Identifying pictures Asking and answering questions Completing sentences Describing real situations Describing imaginary situations Completing a story Telling a story Imitating parts of a story Reading pictures and symbols Expanding ideas Drawing lines over a pattern Copying lines and angle designs Drawing within a given path Copying letters and numbers Discriminating by size Counting 0 - 10 Identifying specific quantities Identifying relative quantities (more/less) Matching same quantities Matching numbers to quantities Ordering quantities Recognizing numerals Writing numerals Using given pictures to: Analyze Organize Classify Complete information Sorting objects Sorting pictures Eliminating unnecessary information Ordering information Recalling information Self-concept Creativity Describing oneself Describing one's family Expressing likes and dislikes Teaching newly learned skills Drawing freely Completing pictures Telling stories Completing stories Acting out parts of stories Questions and Answers You May Want to Know About the HIPPY Program Q. WHATISHIPPY? A Home Instruction Program for Preschool Youngsters (HIPPY) is a home-based education program where a child is taught by a parent. Q. HOW WAS HIPPY DEVELOPED? A. HIPPY has been in operation since 1969 and was developed by Dr. Avima Lombard, Hippy Academic Director, the NCJY Research Institute for Innovation in Education, the Hebrew University of Jerusalem. Q. HOW OLD MUST A CHILD BE TO ENROLL IN HIPPY? A. A parent joins HIPPY when her/his child is 4 years old or the year before kindergarten. Q. HOW LONG MUST MY CHILD BE IN THE PROGRAM? A. A child must remain in the program for two years. Q. WHO IS MY CHILD'S TEACHER? A. Mom/Dad is the child's first teacher. However, a sibling may teach the child when Mom/Dad is not available. Q. HOW MUCH TIME ID DEVOTED TO EACH LESSON? A. The lessons take about 15 to 20 minutes a day. Q. HOW DO YOU GET MATERIALS? A. A trained home visitor is responsible for the issuing of all HIPPY Program materials. Q. WHO WILL TEACH ME WHO TO USE THE HIPPY WS:TERIALS? A. Your home visitor is responsible for teaching you. However, the local HIPPY Coordinator will provide assistance. Q. HOW OFfEN ARE HOME VISITS MADE? A. Home visits are made bi-weekly by the a home visitor. Group meetings for the home visitor and all their mothers are held on the weeks following the home visits. Q. WHY SHOULD THE HOME VISITORS CONTINUE TO VISIT MY HOME ONCE I AM TRAINED TO USE THE MATERIAL? A The materials change regularly and a parent leader maintains contact so as to assist with problems which may arise as you teach your child. Q. WHAT ARE THE CONTENTS OF TI-IE MATERIAL? A. The contents of the material are: 1. Language 2. Math 3. Sensory and Perception Skills Q. HOW LONG HAS THE HIPPY PROGRAM BEEN IN ARKANSAS? A. The HIPPY Program began in Arkansas in 1986. Q. HOWLONG HASTHEHIPPYPROGRAMBEENINNORTH LITTLE ROCK SCHOOL DISTRICT? A The HIPPY Program began in North Little Rock School District in 1989. CHARACTECRA N'TB EC OUNTERFEITED LISTEN TO THE CHILDREN Take a moment to listen today To what your children are trying to say Listen today, whatever you do Or they won't be there to listen to you Listen to their problems, listen for their needs Praise their smallest triumphs, praise their smallest deeds Tolerate their chatter, amplify their laughter Find out what's the matter, find out what they're after But tell them that you love them, every single night And though you scold them, make sure you hold them, And tell them \"Everything's all right.\" If we tell our children, all the bad in them we see They'll grow up exactly how we hoped they'd never be But ifwe tell our children, we're so proud to wear their name They'll grow up believing they're winners in the game. Take a moment to listen today To what your children are trying to say Listen today, whatever you do And they will come back to listen to you! NOV 1 9 l~~l Office of DesegregatioMn onitoring EARLYC HILDHOOEDD UCATIOMN ANUAL(P OLICIES, ETC.) SEE ATTACHMEN7 T NOV 1 9 1991 Oft1ceo f DesegregatioMn onitoring EARLYC HILDHOOEDN ROLLMENBTY SCHOOL,A GE LEVEL (e.g. FOUR-YEAR-OLPDR OGRAM)R, ACE, GENDER See Page 5 of Central Elementary Profile See Attachment 8 Pre K GRADE LEVEL K 1 2 3 4 5 6 1 - 6 l)OTAL (Elementary ~PECIAL EDUCATION Resource t~lf-Contained more of dav or more .!!ehaviorAdjustment Chapter I Comp. Ed. p.m. Extended Day Lab Gifted Education Honors Program (Sec) Adv. Placement (Sec) II % . . ./ : . ..,.  .  #  #  # % #  # .  It  .  # .,. # ..., .  2 7.5 2 7.5 WHITE MALE FEMALE 2 7 3.8 13.2 9 11 18.8 22.9 15 11 28.8 22. 2 15 19 23.1 29.2 18 12 32.7 21. 8 18 14 32.7 25.5 15 13 31.9 27.7 90 80 28 25 4 11 12 15 41 44 SCHOOL ENROLLMENT TOT,._L BLACK WHITE MALE FEMALE 9 27 17 7.0 50.9 32 .1 20 15 12 1. 7 31. 3 25.0 26 11 13 ,o.o 21. 2 25.0 34 13 18 D2. 3 20.0 27. 7 30 11 13 4.5 20.0 23.6 32 10 12 8.2 18.2 21. 8 28 7 12 9.6 14. 9 25.5 170 67 80 53 20 25 23 85 ... 0- ... 1. Blt.CK 44 83.0 27 56.3 24 146. 2 31 47. 7 24 43.6 22 40.0 19 40.4 14 7 45 OTHER MINORITIES MALE FEMALE 1 2 .1 2 3.8 1 1.8 1 1.8 5 1. 3 TOTAL ENROLLMENT IN SPECIAL PROGRAMS WHITE TOT\"'L BLACK TOT4\\,. OTHER MINORITIES MALE FEMALE t,YHITE MALE FEMALE BLACK MALE FEMALE f'-..-..... ......._ ~I'\u0026gt; See SB / / I/ 25 25 50 66 63 129 3 13. 7 13. 7 27 36 34 .6 71 1 6 3 9 3 8 11 3 1.5 4.5 1.5 4 5.5 11 10 21 20 11 31 3 20 18 38 36 20 56 5 7 7 14 2 \u0026lt;\n7 33 33 66 9 23 33 TOTAi,. PTHEA 1 2 .1 2 3.8 1 1.8 1 1.8 ~ 1.3 TOT\"L OTHER 3 1 3 27 Attachment 8 Court approved ranges: TOTAL Elem.= ~., 37.3-62.3 48 52 65 55 55 4/ .\u0026gt;LL '\"\"'\"\" 182 LO 55 71 M.S.= 35.2-58.8 H.S.= NA NOV 1 9 1991 Officeo f DesegregatioMn onitoring HIPPY PARTICIPATION,I NCLUDINGA REAS ERVED,R ACE, GENDER See Attachment 10 Attachment 10 NORTHL ITTLE ROCKS CHOOLD ISrRICT HIPPY PROGRAM HIPPY program will be established in lower socio-economic elementary attendance zones The 1991-92 HIPPY program has been expanded to three new areas. Currently the program serves Redwoc,c, Seventh Street, Centi al, Boone Park and parts of Glenview attendance zones. Fifteen staff members have been hi~ed to work with approximately 184 families who are participating in this years' proqram. Each staf: member completes at least two days o: training provided by the State HIPPY Office d~ring the week of September 9-12, 19~1. !raining cor.tinues tc be an import2nt component cf HIPPY a~c each Home Visitor is required tc attenc weekly training sessicns. rour parent orientatio11 sessions were held to explain the program philosophy. sixty-one parents atcended the meeticgs. The following information reflects program statistics: Number 0 Number of Total Number Black Families White Farr,ilies Served Age 4 Prc~ram 130 15 145 Age 5 Program ~8 1 39 Total 168 16 184 WED 1 2: S 3 NLRSCHOOLS N0kfH LITTLE ROCK SOIOOL DlSIRICl' 2700 POPLAR, r'. 0. BOX 687 NOl{J'HU TILE ROCKA R 7211::'.-.5:_: ___ _ October 27, 1993 MEJ\\.TfOo. Polly Ramer.O fficeo f Desegregationr vfunitnring FROM: ~--\\ti-ltlM.ibBley numA, ssist:inSt upcrimcndcnfot r Dcsegreg-c1tion SUB.JECT: Pre-SchooEl nrollmenDt ata NorlhL illh, RockS chooDl istticri nitintr.da n on-campusp r\u0026lt;:-kiu\u0026lt;leq,'3Iten program Jwi11g Im:1 991-9s2c hooylC llt. PrC1Cl1tltyh ere aret lll\\.'e ~hoolsm th r,rc-t-\nnderg:arkpnro gi.:-u,lliE, nrollmenitn fonum:iofno llow~: ~neP.M\u0026amp; 199l-9Z 199?-93 _1993~ Black. 21 22 Non-Blaclc 12 13 Tutal 33 35 % Bll!Ck 63,6 62.9 Centrs1E.Il s:m Black 22 30 32 Non-Ulack 4 l Total 27 31 J\"G % Black 85.2 9G.8 88.9 Redwood Black (Janwry) 23 n Non-Black 2 1 Tobi 25 23 %Blaclc 92,0 9S.7 P. 0 1 Philosophy and Policies of The North LilUe Rock School District's Preschool Leaming Center Philosophy The North Little Rock School District believes that all parents want the best for their children. We also believe that some families need asSistance in preparing their children for school. Family mobility, single parent homes and changing values necessitate direct attention to the nuturing of the whole child in ways that neutraliZe the pressure and stress of daily living. A strong support oose from both home and school is important to the developing self-concept of the three and four-year-old. The North Little Rock School District's Preschool Learning Center Will address these issues by providing an environment that will sumwate and challenge each child as he/she proceeds through various stages of development. We will also encourage parents to become involved in their child's education through - newsletters containing activities that can be done at home, as wen as opportunities to come work with their child in the Center. . ....t he challenge of good education is to find the content and the methods of teaching that fit the young child. Then his mind Will really stretch ... Dur concern has to be to develop a love of teaming: James Hymes, 1974 Purpose The purpose of the North Little Rock School District Preschool Learning Center is : Goats  To create a developmentally appropriate environment that challenges the child to think critically, work cooperatively, and solve problems creatively.  To actively engage the child in constructing and reconstructing their physical and social worlds.  To promote the meaningful involvement of parents and other community members in the child's education. The child will: - develop a positive self-concept and attitude towards learning , self-control and a sense of belonging . - develop curiOSiyt about the world, confidence as a learner , creativity and imagination. - use language to communicate effectively and to facilitate thinking and learning. -become competent in the management of their bodies, acqUire basic physical skills both gross motor and fine motor. Operational Policies The Preschool Leaming Center wm be open Monday through Friday and begin accepting children at 7 :30 AM. All children should be picked up by 5:00 PM. Between 7:30 - 8:25, the children will be provided breakfast and an opportunity for qUiet play. The instructional day will begin at 8:25 and continue until school is dismissed at 2: 5 5. Af terschool care is available until 5:00 for children enrolled in the center. The center will adhere to the North Little Rock School District and Central Elementary's calendars for parent- teacher conferences, special events and holidays. Child Admission Policies Target Population The Preschool Leaming Center will serve - the children of high school children. - the children from the Early Childhood Education Project for Handicapped Children (not to exceed l /4 of the Center's population). - the children in HIPPY project communtities who cannot be adequately served by HIPPY because of the absence of a cooperative or capable adult relative. - other children \"at risk of school failure. Eligible students shall have at least one of the f on owing characteristics: I '- - low income level of parent (Dept. of Human Services and Head Start forms or copies of income tax forms may be used to document income level. See attached scale.) - low parental educational level ( A copy of school records or a statement from a school superintendent may serve as documentation.) - low birth weight -under five and one half pounds. (This can be documented by providing a copy of the hospital birth record or a birth certificate.) - teenage parent household ( Both the birth certificate of the child and parent is needed to document this.) - substance abuse/ addition ( A Jetter of ref erraJ from a physician. counselor, or a treatment center can serve as documentation.) - abuse or neglect(A Jetter from the Dept. of Human Serv. or SCAN documenting abuse/neglect wm acceptable.) ATTACnMENT A . I ABC PROGRAM .J\u0026gt; Lf)_L 1nCtJYC C\\ fj INCOME ELIGIBILITY SCALE FAMILY SIZE l 2 3 4 5 6 7 8 9 10 ANNUALIN COME $ 9,600.00 12,553.00 15,506.00 18,460.00 21,414.00 24,367.00 24,921.00 25,475.00 26,029.00 26,582.00 Criteria for Dismissal The Preschool Learning Center is a part of the North Little Rock School District and will adhere to the district policies on the dismissal of a student. Staff Policies Hiring Prospective employees will follow the North Little Rock School District application process. In addition, personal or telephone contact whenever possible, will be made with the applicant's employers for the preceding siX (6) years to determine the employee's sUitability for child care. These contacts will be documented in the employee's records. The applicant must declare whether a court has denied him/her parental, custodial, or visitation rights as a resutt of child abuse and sign an authoriZation for release of confidential information contained within the Arkansas Child Abuse and Neglect Central Registry. The applicant will also sign an authorization for a Criminal Record Check from the State Police. No person convicted of an offense involving child abuse or child neglect shall be employed by an ABC funded program. Dismissal As the employees of the Preschool Learning Center are also employees of the North Little Rock School District, District policies concerning evaluation and dismissal will be followed. Inappropriate disciplinary measures such as hitting, pinching, twisting arm, verbal/ abusive language or anyother maltreatment of child will not be tolerated and may be cause for dismissal. Principal The principal must fulfill a strong leadership role in establishing a high quality preschool program. The person in this position must carefully work with the community as well as the administration in identifying, planning, implementing, and evaluating the preschool program. Responsibilities: - Relate in an effective manner to the preschool children, their parents, the school staff, and the community. - Relate and enforce any standards as presented by the state and local boards. - Support the teaching staff in setting up and implementing a program based on sound child development principles. - Cooperate with the teacher in determining the needs and formulating the requests for instructional materials and equipment for use in the Center. - Interpret the preschool program to any of the auxillary services involved in the school operation. This would include: psychologists, counselors, librarians, cafeteria workers, and custodial staff. - Provide the appropriate teaching climate for optimum learning of young children. School Board The primary responsibility of the North Little Rock School Board is to\"set direction for the school system to follow. That direction is expressed through written policies which serve as a guidance to the superintendent, administrative and teaching staffs, and the entire educational community. Toe board is the agency through which the School District acts in regard to school matters ... ..T. he board shall be cognizant that all actions must be taken in good faith, with reasonable prudence, sincerity and based on belief that such actions are correct and in the best interests of the School District in accordance with statutes and pertinent Judicial precedents. *taken from the North Little Rock School District Policy manual and Adminstrat1ve Handoook. Discipline Policy Be positive, firm, fair, and consistent. Center Rules 1. Listen 2.Share 3.Clean up 4. W a1k in the building. 5. Be polite. 6. Think of others. Disciplinary Procedures 1. Redirect the child ...t.o an acceptable activity of behavior. 2. Talk with the child ... in a positive manner. Discuss the rule, reason for the rule, and a workable solution to the problem. 3. Time_ out....i n a \"think spot\" in the room until the child regains self-control... not to exceed .S minutes. 4. Time out .... in the Center Office until the child feels he/she is ready to rejoin the group .... not to exceed 5 minutes. 5.C ontactp arent... .e ither by phone or in writing to elicit their help. 6. Parent Conference.. a t the Center to further discuss the problem and develop a plan together. ***Positive behavior will be rewarded through verbal praise, written awards, stickers and special activities. '\"\"'Discipline shall not be associated with food, rest, toilet training, or isolation for illness. ***Physical punishment will not be used at the Center. Child Abuse Policy \"'All accidents/ incidents will be documented usmg the following form and placed in the child's folder. This procedure will also be followed for accidents/incidents that occur in the home and are brought to our attention by the parent, child or a staff member. * The program director will be notified of all accidents/incidents as soon as possible.  The Center's licensmg specialist will be notified of any serious accidents /incidents occuring at the center.  By law, it is the responsibility of all staff members to report suspected child abuse or child neglect to SCAN or the Child Abuse Hotline 1-800-482-5964.  Any report of neglect or abuse committed by a staff member will be investigated and handled on an individual baSis. Protective services will be notified immediately.  Any staff member found gUllty of child neglect or abuse will be dismissed immediately. ACCIDENT /INCIDENT REPORT Check one Accident D Incident D To be filled aout as soon as possible on day of accident/incident by the person witnessing the occurance Child's Name ______________ _ Parent's Name ______________ _ Person in Charge ----------------------------------- Time of Accident/Incident _____________________ Date _______ _ Describe Accident/Incident (What happended) _______________________ _ Place of Accident/Incident Cause of Accident Describe the lnJury I Occurance ---------------------------------------- Names of Witnesses ----------------------------------- Who was not1f1ed (Parenti Relative) When, Date, Hour ________ _ Was child taken to Doctor) (Name. address. place. time)--------------------- Describe treatment administered by staff Slaff comments ---- -------------------------------------- ------------------------------------ This f Orm Is available upon request from the Child Care Licensing Specialist C:FS-S~4(R 11 '86)-105240 \\\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_484","title":"Incentive Schools: ''Little Rock School District Incentive Desegregation Plan,'' Office of Desegregation","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":["1950/2024"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs","School integration"],"dcterms_title":["Incentive Schools: ''Little Rock School District Incentive Desegregation Plan,'' Office of Desegregation"],"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/484"],"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 INCENTIVE SCHOOLS DESEGREGATION PLAN Office of Desegregation i Little Rock School District INCENTIVE SCHOOLS DESEGREGATION PLAN Office of Desegregation INCENTIVE SCHOOL PROGRAM Introduction The Little Rock School District will have seven (7)* schools providing the incentive interdistrict school, but would continue to provide school program. Rockefeller may become an 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 wiU not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation these schools and in the entire school district. The following schools will provide the incentive school program: Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens The question of an additional incentive school for the 1992-93 school yw is ...  -s-i- * to add an additional discussion. The parties do not seek to modify the plan at this time incentive school. 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 resourcm uhd cxpccutiom. the toceudve Khodl progruto wffl Kuve B a luodcl of otocBcncc for the county, ttate and nation. The iucce of the tocentive titoool progtan. is directly related of the long-term desegregation plan in the Little Rock School District. to the success of the long-term ocsBgreaouv**  u addmoa to the ongoms camprahaaaivt pragmas to the inacanvt ichooU, the will ..pin., the possible me of . trust fend to proride future eoUese tootatstop tocaioves. ^es toll detetmtoe the costs of impleinenttog t otoohmhip projnuu for the students schools end will detenutoe the feesihiUty of using trmt funds to prov.de . The parties who attend incentive such an taeeniw. B will have the responsibility for establishing the guidelines and criteria to be used in aUocating any resources to the students. The trust fund ac achievement incentive to students and would also assist would be used to provide an academic parents studenu to settin, retdistic gotds tar sttendtog college. Page 149 I I IIncentive School Progrem Committee developed by a committee of -3. The blueprint will be used ATf^ework'forspecific activities that are expected to occur after court approval of the The blueprint for the incentive school program was administrators, teachers, community represenutives and parents as incentive school program. The following areas were considered in the development of the incentive school program\nA. Staffing B. Parent Involvement C. Staff Development Acadf^i^ Programs and Curriculum Development E. Social Skills F. Support Programs G. Monitoring and Evaluation H. I. J. K. L. Special Student Activities Parent Recruitment School Ariministratiop School Policy and Procedures Counseling/ Social Worit The Incentive School Program Committee divided into five (5) sub-committees to address the above areas: Subcommittee 1 - Academic Programs - Special Student Activities - Sodal Skills Subcommittee 2 - Support Programs \u0026gt; School Administration . P^unneeling/ Sodal WOtk - Monitoring and Evaluation - School Poli^ and Procedures Subcommittee 3 - StafBng ~ Soff Development Subcommittee 4 - Parent Involvement Subcommittees - Parent Recruitment Page ISOf Blueprint for Excellence of this document is to clearly define the mission d pecuuo^ for the Thc purpose of this oocumcm is lu however, attempt to L 1 t'ka inf*^ntive School P^QPTBTn Committee did not, incentive schools. The incenti e ,-,~oTn This document merely fimishes the community with the parameters for exceuencc m local practitioners, and concerns for each individual incentive school must be in The local practitioners are the principals, teachers, parents and P program school The _____J.  ok. nr.rtiinitv foT thc oracuuoncrs to make certam decisions _____ depends on the opportunity for the practitioners OCDCuUd UU U*v J -------r . J This document is hereby submitted to the federal court and the community with the understanding that further details wiU be developed. The Incentive School Program Committee will continue to The committee will be expanded to include at least one parent function until August 1,1989. from each incentive school __ (function as a district-wide The council will have two parent represenutives from each X uC tUlUUUlVvv -- attendance zone. On August 1. the committee wiU be restructured to council of incentive school parents. The councu ww nave rwo p.uu incentive school. Also, four members at-large wiU be PP7^^n^totinE aU activities related Incentive School Program Parent Council will be responsiblefor^^m 5^*001 lo thc incentive school program. The Parent Council will p\u0026lt; to the Little Rock District Board of-Directors and Joshua Intervenors on a quarterly basis. The Aohlemic i^hievemoh, is to h of to that all children can learn, and broad-based commiuuty supptm. j certainly the with the availability of financial resources, educanonal exceUence pjwMlj. It belief of the District that all of these ideals will be evident in each Page 151I Section One: Incentive School Academic Programs and Curriculum Development Schools have the responsibility for expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of aU children. The content of the education must be true, appropriate, and relevant. The processes of education arc cjqjccted 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.\" (Saving the African-American Child. 1984) 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 - (subject to an thereof) annual Bsscssmcnt of thc effectiveness 1. Four-Year Old Program (Early Childhood Education)-Thorne Rock^ool^^^ Four-Year Old Program will be operative in each incentive school. The Hi^Scope Curriculum or a coi5able curriculum which is developmentally appropriate and fosttis SSaS? P.S: componcn, lel be inconKnaud in me program model. 2. Writing-to-Read - An instructional technology program, such as Writing to Read, will be implemented at each incentive school for K-2 studentt. 3. VinriPT^arten - The Little Rock School District Early Prevention of School Failure rnodel -ive school. Release time and flexible scheduling will be Page 1524. 5. 6. 7. 8. iis for developing reading _ ______.bje Curric** will be a major emphasis for to \"^nri'clkical reading skills. Each subject area wiU also utihxe strategies to of L appreciation for reading (Pre-Kindergarten.6). Reading Across increase students pleasure of and appreciation fw.., Easmssinn Anmss the Cunicnlum wiU offer instmnnonel objecuves and trnKpes area designed to increase the oral commnnicanons and American English skills of the students (Prc-Kindcrgarten-6). Teaming Styles Inventories will be used in each inceimvc diversifying their teaching styles to JVC school to assist teachers in match the learning stjdes of the students. 7-____i will be developed at the local school level by parents recommended to be integrated into the total curriculum. School Themes and staff and are Snmiepartmentalinetion will be the recoi^ded 6. This organization wfll faciUtate the development of speoahied skills lor suoj teachers for the respective grade levels. 9. Instructional Technology win be available in specialized lhhorator.es and in individual classrooms. 10. Science Laboratories equipped wi\u0026amp; adequate equipment am mobile or permanent, will be available for students. id materials and supplies, either 11. rnpiitr Laboratories for remediation of 25 stations in each incentive school. ul enridmem wffl be expended for a miaidiain 12. Foreign Language be operative in each school. InOTKUooIaboratcrtes with appropriate equipment end mtetiahuill 13. Study and Test^aking Skills wfll be ttught in an each grade level. integral component of the curriculum at ---------- available for loan to students /Remediation and enrichment software will be available for Loan Program - portable computOT 14. Computer (grades 4-6) for use at home home-based experiences. 15 Parent Home Study Guides will be dewio^ in each core subject area for each grade (1-6). win be developed by the beginning of the 1993.94 school year in 16. Computer Managed Instructional Technology will be ing of the 1992-93 school year. njfd for continuous tracking of 17. Student Education progress by the beginning of the --------------------- win be developed, implemented, and monitored for each student. Page 15318. 19. 20. 21. 22. 23. 24. Specialized Programs - Federally or state mandated programs (remedial, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through the extended-day, week, or year programs. Incentive Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. Homework - homework as required according to Little Rock School District policy and regulations. Criterion-Referenced Testing - formative criterion-referenced tests will be computer generated for the ongoing assessment of students. Heterogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. Effective Schools model will be operative in each incentive school, with appropriate training provided for implementation. African 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 F-mphari^ 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 each of the content areas. Readins - f -taming to Read Through Literature, with emphasis on ethnic classes in each genre, will be the primary reading program (R-) - Basal textbooks will be used to augment the classics reading program (K-6) - Strong emphasis on critical reading skills (grades 4-^ - Increased motivation and learning with oral expression through reading\neg^ choral reading, student storytelling, debate, drama, etc. (K-6) F.nglich/Uternture Arts - Writing to Read, or a similar program, as an instructional comfranent for K-2 - Writing Across the Curriculum will be used to enhance the writing skills of studenu (K^) - Latin Program will be used to increase the vocabulary and word attack skills of studenu (5-6) . . - Oral Language Expression wiU be a major emphasis m the reading anf English/language arts areas (K-6) Page 154- Penmanship wiU be emphasized at each level, with appropriate recogniuon of the developmental level of the individual student (K-6) Modeling will be expected in the oral expression, vocabulary, and usage Language skills of thc teachers (K-) Social Studies context-World History, - Emphasis on the study of history from a subject area American History, and Arkansas History (4-6) - Emphasis on introductory concepu in history, geography, and civics qk ) . fipnmnhv will be ttuEht throu^ active learning strategies S'\"??\"?  wm include a multicultural cumculum - riRph subject and grade level in social studies will include a - Learning strategies and activities will promote living social studies\" (K-6) - Emphasis on American and Arkansas History (4-5) - Empbosis on World History (6) - CfIfbrarinns/ ceremonies be integrated into the cumculum Mathematics - Emphasis on use of word or story problems (2-6) - Introduction to basic concepts in geometry and algebra (2-6) - Extensive use of manipulatives (Pre-K-S) - Use of computers for organizing and utilizing mathematical data - Emphasis on critical thinking in addition to methodology and results (K-o? Science Instruction wifi utilize a handson discovery and exploration approach to thc learning of scientific method and suggest the include prepped Wonnntion pieB describing ---------- Msienments wiu inci reinforce what has been ttught - Homework assignments   experiments parentt and students can in the classroom Fine Arts . Content will include an introduction to basic concepts in music and art in the content, knowledge, . S^phS in the earlier grades will be on pSZ^and crafts (Pre-K-3) the enjoyment and creation of music, Page 155- Emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and developmenu (4-6) - In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts Foreign language - Each school will select at least one foreign language for study, with Spanish and a choice of an Asian language as strong recommendations - The instructional methodology for each language will be a \"total physical response\" approach - Emphasis will be on basic vocabulary, conversational, and cultural materials for 1-6. - 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 with a native language user. - Emphasis will be on vocabulary, grammar, reading, writing, and cultural materials (4- 6). Physical Education/Health - Family Life Education will be included in the total elementary curriculum (1-6) - Nifty Nutrition will be available for all grades (1-6) - Emphasis on \"wellness\" for the young (K-6) - Emphasis will be on the development of an understanding of and respect for the handicapped\nix., disabilities simulations (5-6) - Emphasis on team sports and lifelong leisure skills (K-6) Social Skills Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be oq\u0026gt;ectcd to model exemplary behaviors toward each other, the students, and the total community. activities will be used to emphasize the development of appropriate social skills: FamDy Folklore - Students 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. Inteipersonal Skills - Structured group sessions will focus on problem-solving, decisionmaking, peer pressure, etc. Page 156r Rites of Passage - A structured program will be initiated to respond to the emotional. physical, and social developmental changes in the young si may be established for male and female students. studenu. Separate programs Hole Model ProgrMi - Individuals (intetnalioual. national, state, local and cotnm^W Stations at the school in evet, area of the pr^ to models for students. Special emphasis will be placed on s----------- Afrirap-A-merican role models for males. Mentoring Program  Utilizing local resources in the community and the Partners Program, a mentoring program will be established for students. 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. and/ or units of national or state organizations. Academic Reinforcement Activities may include G\u0026gt;ut not be limited to) the following. Peer Tutoring Program - Peer tutors will be assistants to teachers in the Homeworic peer tutoring (see Support Programs). Academic Reinforcement Qubs - Chess Club, Computer Progranumng Club. I^att Clu^hespian (Drama) Club. Math Club (Math Olympiads). Odyssey of Ae Mind. Great Boo^ Club. Science Club. Annual Knowledge Bowl (elementary level). Foreign Language Club Special Interest Clubs may include the following: Photography Newspaper Yearbook Choir/Glee Club Tennis Club Archery Club Camping Club String Instruments Sign Language Club Aerobics Club Cooking Club Band Swimming Club Bowling Club Rifting Club An Club Horseback Riding Qy^nnactif Club Dance Club Great Decisions International Pen Pal Club Sewing Club Page 157Field Ttips - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for 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, DjC.) 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 submitted to the Board and administration for approval on an annual basis. Documented school-based involvement in the needs/interest assessment and planning process must accompany each School Program Plan. A projected budget must accompany each plan. Page 158Latin Enrichment Program Elementary T.ngiiag\u0026lt; Aits Classes L Background In the early 196Os, the Philadelphia (PA) School District raised reading an vocabulaiy scores of elementary school children through a progr^ using Latin m language arts classes. The program was developed by a team of Latin teachers, but the materials were designed to be used by elementary language arts teachers\nthe progr^ did not depend on using trained Latin teachers in the elementary classes. Since that time programs of this sort have been implemented in many other school distticts, such as Indianapolis, Indiana\nWashington, D.C4 St. Louis, Missouri\nDallas, Texas\nAngeles, California: New York City, New York\nOakland, California\nand Kansas City, Missouri. Some use the Philadelphia materials\nothers have developed then own materials. In these programs the focus is not on teaching formal Latin grammar, it xs on mantel m IIIWJV ya v--  using Latin words and myths as a means to improve English skills. These programs have also resulted in improved self-image among learners. The initial implementation of the program by Philadelphia and later in the ab^ identified districts was in inner city schools with a large minority poputotion. The targeted levels were grades five and six or grade six only. Reports concerning students performances on standardized tests in the above identified districts reveal at leut a one year growth in rr-ydinE and vocabulary and a significant amount of growth in o er content areas (see attached). In all districts, a team of Latin teachers trained thc elementaiy lan^^ arts teachers in nring the xnaterials and served as resource persons for background in Ro^ .  A -..._______________ if\u0026gt;mentflrv teachers studied to and Greek culture. As the program grew, many of these elementary Suu wZwClk UlULIUw* U** yaw^aaaa* ------  . . become proficient in Latin. A corresponding program using the Greek language has also been developed\nthis program uses the same methods and approach. The materials focus on using Latin and Greek word roots as a basis to increase English readinE and vocabulary skills. Materials arc varied\nthe two basic co^ are and riith crades and are based on classical mythology and lif . designed for fifth and sixth grada and are based on wide variety of subjects, including science, math. Supplemental courses cover a astronomy, and blacks in antiquity. n. Rationales th.n fnifi, of words in the English language are based on Latin words\nMore than 60% of words in uw vnowledee of word-building elements will increase knowledge of focusing on studies and reading curricula the GrtcoioM. world.\nvocboW Mterials that relau  te subject maJrer wiU broaden learning and provide enrichment. Page 159Ability to read English is not limited to language arts and other academic areas but affects success in life itself\nincreasing that ability creates more successful individuals who feel competent to deal with school and living. Latin is an unusual subject for studentt, especially in elementary school. While the study is not focused on learning the Latin language per se, study of an unusual and \"different\" subject, and seeing success in doing so, brings an improved self-image to the learners. The program itself is easy to implement. The cost is minimal, and investment of time by elementary teachers to learn the materials is limited. The materials are easy to . use. They are inexpensive to purchase and can be duplicated for distribution to teachers. The program has been successfully used by many areas with educational situations similar to Little Rock. The uniqueness of the program should appeal to parents as well as students\nno other public or private schools in Arkansas, certainly in the metropolitan Little Rock area, have such a program. The program would serve the desegregation plan for the incentive schools and would help in achieving the targeted objectives of raising standardixed test scores and eliminating disparity between scores of the major ethnic elements of the school community. Also, with the emphasis on multiethnic education within the Little Rock School District, materials can be developed locally to include this emphasis. Using the existing materials as models, LRSD teachers can create units that use their unique talents and skills and that are directed to the special interests and needs of the Arkansas students. HL Proposal It is proposed that the Little Rock School District implement an elementary Latin program in the elementary language arts classes at the fifth and sixth grade levels in the incentive schools for the purpose of increasing reading and vocabulary skills, improving standardized test scores, and enhancing the self-image of learners. IV. Program description After teachers for the incentive schools have been identified in the spring of 1989, these teachers win receive six hours of inservice training during the summer of 1989 in implamenting the program. The program wiU be implemented at the start of the 1989-90 school year and wiU be incorporated into the fifth and sixth grade language arts instructional block for approximately fifteen to twenty minutes per day. Throughout the 1989-90 school year, teachers will be involved in four (1) additional inservice workshops (two per semester). Also, these teachers will have the opportunity to become more proficient in Latin by enrolling in a college course designed especially for them\nthis course will be optional and at the teachers own expense. Throughout the year, the principal in each building will monitor the program. At the end of the 1989-90 school year, a formal districtwde assessment of the program will be made\nthis assessment will be based on surveys and test data. Page 160Instructional Materials Budget Sununar\n(Per Teacher) $ 30 Printins 60 Inservice Materials 30 Inservice Consultant Fee 15 College Course Materials 20 College Course Instructorss Fee 30 Inservice Stipends 60 TOTAL $245 Budget Summary (Program in all Sth and 6th grades in all incentive schools) 7 schools with 4 teachers each  28 teachers $6360 1 school with 10 teachers \" 10 teachers 2350 TOTAL $9310 Page 161LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Latin Program Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation t. To provide awareness of the Latta program to incenllw school prtacipab and staffs. l.l Present imptemenialbn plan proposal Io assoctate supertaiendenis and assisuni supertaiendenis. Jan 30. 1989 Foreign Language Supervisor Staff Dev Director Plan presentaibn 12 IJ Schedute awareness meelbg with principals of bcenllve schools. Develop ageoda for principals meelbg. March I, 1989 Assoc Supi for Edncalbnal Prog Meelbg on calendar 1.4 Conduct awarenem meeting whh prtacipab. IJ Schedute awarenem meeting whh current Sth and Ah grade teachers In tacenlbm schoob. 1.6 Conduct awarenem meeting whh current Sth and 6ih grade leachers. 1.7 Identify Sih and 6lh grade teachers who wish to remain at Incentive schoob. March I, 1989 March IS, 1989 March IS, 1989 AprU 1992 May 1992 Assoc SupI for Edncalbnal Prog Foreign Lang Supv SlafT Dev Dlr Latin Teachers Asst Supi Foreign Lang Supv Staff Dev Dlr Lalb Teachers Human Resources Director Prbled agenda Concerns/ quesibns expressed by prbcipals Meelbg on calendar Meelbg agenda Usl of Menlined 5lti and 6lli grade leachers 2? 5 IJ Reciull and fill vacancies. July 1992 Human Resources Director Idenllfted Sth and 6lh grade leachers al bcenllvc schools for 1989^.LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Latin Program (continued) Objectives 2. To provide Inservice to participating teachers. 3. Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 2.1 21 2J 2.4 23 2.6 2.7 21 2.9 Requisltloo lostrucllonal materials. DnpUcate copies of above materials. Schedule Iwo Inservice meetings of three hours each. Develop agenda for above two meetings. Conduct above two meetings. Contact UALR about offering college course. Schedule above college course. Implement above college course. Schedule four Ivrofomr Inservice workshops In local bulldtagsZdusters disirictwide. 2.10 Conduct above 4 Inservice workshops. I May 1992 July 1992 JuiK 1992 July 1992 Aug 1992 June 1992 Dec 1992 May 1993 Sept 1992 Foreign Lang Supv Arrival of materials Foreign Lang Supv Foreign Lang Supv Foreign Lang Supv Latin Teachers Foreign Lang Supv Latin Teachers Foreign Lang Supv Latin Teachers Principals Foreign Lang Supv One copy for each teacher Meettags on calendar Printed agendas Agendas and materials Course proposal Identified dales/times/place Completed course Meetings on calendar n e To Implement the elementary Latta program In Sth and 6th grades al incenllve schoob. 3.1 31 33 Schedule time for ctassroom tastructlon. Purchase/dupUcateZ create student materiab. Incorporate Latin program tato districts language arts program. May 1993 Aug 1992 Ongoing Ongoing Latta Teachers Principals Foreign Lang Supv Principals Meeting agendas School's instructional schedule Materials ready for classroom use Lesson plansLRSD desegregation PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Latin Program (continued) Objectives Strategies/ Activities Beginning Date Ending Date lesponsibllity evaluation 4. To evaluate the elementary UtIn program. 4.1 Monitor classroom acllshlcs. 42 Identify student growth on standardized tests. 4 J Develop student, teacher, parent assepnmnt survey. 4.4 Disseminate abow satwys. 4 J Compile surmy lewHs. 4.6 Submit final evahialion report to nociale snperintendenls. May 1993 May 1993 AprU 1993 May 1993 May 1993 lune 1993 Principals Principals Foreign Ung Supv Utin Teachers Principals Foreign Lang Supv Foreign Lang Supv Identified strength and weaknesses Test data Printed forms Completed forms relumed Survey data Submitted report JAREA: Incentive Schools LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Goal I: To develop and Imptement a quatlly academic program for Incentive Schoo s. Objectives Strategies/ Activities Bcglniiiiig Date Ending Date Responsibility Evaluation I. To promote/enhance leadership and staff understanding of the Incentiw school concept. 1.1 Provide an faideplh pre-orlenlallon session on each component of the Incentive schools for principal. February IS. 1989 February 28. 1989 Supts Cabinet Asst Supt-lncentlve Schools 2. To develop Incentive School Plan for each school. 12 IJ 1.4 2.1 22 2J Develop ta cooperation with the principals a detailed process and formal for developing the Individual Incentive School Phn. Assist each building principal In presenting an In-depth pre-orlentallon session for sulf on each component. Assisi each principal and stalf-wlih orientation session for parents ta the Incenllm schools. Identify Incentive School Man teams. Develop the detailed Indlvidnal Incentive School Plan. Review and approve School Phn. March 3. 1989 March I. 1989 March I. 1989 June 1,1989 June 1989 June 1989 March IS. 1989 March IS. 1989 March IS. 1989 June IS. 1989 Inly 1989 July 1989 Supts Cabinet Asst Supt-faicenllve Schools Supts Cabinet Asst Supt-lncentlve Schools Supts Cabinet Principals Asst Supt-lncentlve Schools Principals Asst Supt-lncentlve Schools AU Divisions Supt's Cabinet Board of Dbectors \u0026lt; 85 3. To develop cnrrlcuhim specific to the incenllve schools. 3.1 Identify each area In need of curriculum dewlopmenl. June IS, 1989 July 31. 1989 Principals Asst Supt-lncentlve Schools Cun Div SupvsAREA: Incentive Schools Goal 1: (continued) I Objectives 3. (continued) I A s: To procure equipment and furniture Ibr Incentive School Programs. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities Beginnhig Date Ending )ate Responsibility 32 32 3.4 33 3.6 3.7 33 4.1 Evaluation Identify teachers for cnrrlcsinm teams. Pten orleniallon and format for currlculnm development. Review prehmlnaty draft of revised cnrricniar for LRSD. Develop addhlooal components for each curricnium area. Proof and type toeentlve School Curricninm Ouldes. Print Curriculum Ouldes. Distribute and provide Inservice on (he hnplenientatloo of the currlculnm guides. Develop speclflcalloo for bld for equipment and fomltnre. Jone 1.1989 June 1.1989 June It 1989 June 1,1989 July 1.1989 July 20,1989 August I, 1989 March IS, 1989 June IS, 1989 June IS, 1989 June 30, 1989 June 30, 1989 July 20. 1989 July 30, 1989 August 30, 1989 April IS, 1989 Principals Asst Supt-Incentive Schools Curr Div Supvs Principals Asst Supt-IncentIve Schools Curr Div Supvs Curriculum Teams Curriculum Teams Curriculum Div Principals Curriculum Division Curriculum A School Division Principals Dlr of Purchasing Asst Supt-lncentlve School Staff-CurriculumAREA: Incentive Schools Goal I: (continued) Objectives 4. (continued) 5. To effect facility modUlcatlons for Implemenlallon of the Incenllve School speclaUzed programs. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities leghinhig late Endbig Date lesponsibllity Evaluation 42 4J 4.4 S.l 9 Bld for specific equipment and fomlture. Order fiimllnre and equipment. I InttaU and Invenlory to ensure adequacy of aU equipment and fomhure. Review the detailed Incentive School Plant with the Support Servicet Division. 52 5J 9.4 April IS, 1989 May IS, 1989 Principala Dlr of Purchasing Asst Supt-lncentivc Schools Staff-Curricuhim May IS, 1989 August I, 1989 Principals Dir of Purchasing Asst Supt-lncentlve Schools Siaff-Currlcuhim August I, 1989 AprU IS, 1989 August IS, 1989 AprU 30, 1989 IdentUy modUlcallons limeUne as previously eoUaboraled in the development of the plan. Contract for service at needed/ Mcnilfled hi the pUns. Implement the modlflcatlon pUn for the fociUtles. April IS, 1989 AprO 30, 1989 May IS. 1989 AprU 30, 1989 May IS, 1989 August IS, 1989 Principals Dir of Purchasing Asst Supt-lncentlve Schools Slaff-Curriculum Div of Schools Assoc Supt Asst Supt Principal Div of Support Services Div of Support ServicesAREA: Incentive Schools Goal I: (continued) Objectives S. (continued) 6. To ensure the avallahllHy of adequate resources to Implement academic programs. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation S J Make Unai Inspecllon on the work for the focilities modification. 6.1 Inhtale Idenitflcatlons of miterbh and lestbooha needed for the 1989-90 school year. 62 Involve school teams staff and parents hl revfewlng the needs Mentifled as required for core and special programs. 6 J Identify any materials or textbooks that must he ordered prior to fiscal year 1989. 6.4 Malnlaln hulMtag record of requbilloos for the 1989 school year. 6J Monitor and approve requisitions as requested from bcentim schools. 6.6 Malnlaitt audit for all materials received. May IS. 1989 May 1.1989 May 1.1989 May 1,1989 May 1.1989 May 20, 1989 July 1.1989 6.7 Cross validaie with purchasing all orders not received. July 1.1989 \u0026amp; 00  Bacept for articles requiring a much longer time period, all requbhlons are signed on or immediately following July August IS, 1989 June 30, 1989 June 30, 1989 May 20, 1989 Ongoing Ongoing Ongoing Ongoing Principals Principal School Teams Principal Asst Principal All Divisions With major input from Purchasing Principal Appropriate Assoc Supi Principal PrincipalAREA: Incentive Schools Ooil I: (continued) Objectives 6. (contteued) LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE 0 StratcgIesZ Activities Beginning Date Ending Date lesponsiblllty evaluation 6.8 6.9 Obtain requirements for participation In all special programs. Pay partldpallon fee and order aO necessary materials for special activity. March 15. 1989 April 30. 1989 Principal 6.10 Select sponsors for each special program acHvhy approved In the Incenllm School Plan. 6.11 Complete special contracts with aU enended day employees for the 1989^ school year. 6.12 6.13 Complele Master . Schedule for total school program. Review/revise as necessary the naff development plan for the foil (September-December). April 30. 1989 April 30. 1989 Augnsi I, 1989 AprU 30. 1989 Augun 30. 1989 (As necessary, but al lean once each semener) Jub 1.1989 Principal July 30. 1989 Principal August 30. 1989 August IS. 1989 September IS. 1989 (As necessary, but al least once each aemester) Principal Principal Principal o $I n AREA: Incentive Schools LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Goal II: To provide staff devetopment for Iniplementallon of Incentive SchodPI^ Objectives trategles/ Activities Beginning Date End big Date lesponsiblllty Evaluation I. To Implement staff devekipmenl activities for toeentlve schoob. l.l Identify the staff development needs of each toeentlve school. April 30. 1989 May 15,1989 Principals Dir of Staff Dev 12 Develop Inservice schedule to colbboralton with hnlMtog principal. May IS. 1989 May 30.1989 Principals Dlr of Staff Dev 12 Notify each achool staff of proposed toservice dales for pre-school Iratotog. May 30. 1989 Aug 30.1989 Principals 1.4 Pbn deialb for deSvery of Inservice, la., she, time, arrangemenls, etc. May 30.1989 July 30.1989 Principals Asst Supi Dir of Staff Dev IJ Obtain services of coosuhanls (as required). May 30.1989 July 30.1989 Principals Asst Supi Dir of Staff Dev I 1.6 Inplenenl fcS trataing cycle. Aug 1.1989 Aug 30. 1989 Principals Asst Supi Dlr of Staff Dev 1.7 Evaluaie sUff development acllvhy through suney response from each staff. Aug 1.1989 Ongoing Principals Asst Supi Dir of Staff Dev oSection Two: Incentive School Operations The focus, function and guiding process of the incentive schools will be to provide excellence shall exemplify the close partnership between parents motivational factor for students. The school program and the school community which is _ will address student success and XJIOU VftUUUW **** --------   development of potential from affective, skill based and academic perspecuves. Support Programs The following items will be components of every incentive school: A. Homework Centers - Although it is anticipated that the school day shall extend from Homework Centers will be extant in each school at iwt BKX) am. to 5:00 pjn.. Homework Centers wiU be extant m e^n  three days per week to assist studenu who are in need of specific help witn ciass material. The school day may be extended another hour if necessaiy. It will be necessary to provide transportation home for studenu who remain at e Homework Center so that studenu whose parenu cannot supply transportation and/ or who live outside of the area which is reasonable walking distance may a themselves of the center. If studenu choose not to attend Homework CentOT, other options for student assistance will be explored. Staffing for tae Homework enters will be in the form of classroom teachers who will be available on a \"volunteer Staff will be mtating basis, communi^ volunteers and peer tutors. - - - certified teacher working. If the number of studenu reaches 25, an instructional aide shall be added to_asM studenu. When the number of studenu attending regularly reaches 5U, an additional certified teacher wiU be hired. Thereafter, as each addinon^ u^ment of 25 studenu attend, instructional aides and teachers will be added on an compensatedJiomework Centers will have alternating basis. B. Homework Hotline - Homework Hotlines should also be put tato p^ S^\"ta^ for a hotline) to be open from 6KK) - 8^ MondHy- ThSrsday eventags. This too will be staffed by teachers on a rotating basis such timt ZS^ntive teStaer wiU provide one (1) evenings service approximately every 45 days. Staff will be paid for this time. c. will be selected from among a group of self-nominated Tntnrinn-Peer tutors will be seiecteo irom aniuuB o 6* _ a outstanding academic averages but will also be open - well with other students and who can verbalize an those students with achieving studenu who work acluvTiUB *******--------- . _____J understanding of subject matter to be covered. Peer tutors will be compensated with coupons which can be redeemed for donated win PC vu H -------books magazine subsenpuons, school '------Boods such as games, books magazine Xu  U B attletic cempment. luus. ett. To\u0026gt;s Will be assigned by subject area and on who wish to serve as peer tutors t rotating basis in order to allow all students the opportunity to do so. a Page 171D. 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. E. Instructional Aides - There will be an instructional aide in every classroom. Applicants will be encouraged to work toward a degree. The LRSD will establish a program to provide financial assistance for instructional aides who have acquired the equivalent of one full year of earned college credit in order that they may work towards a degree in education. The program will be designed to forpve a certain portion of the loan for each year of service after graduation as a certified teacher, provided the aide is employed by the LRSD. Aides shall provide extra assistance for individual students and groups of students. Aides will also assist teachers with monitoring of Student progress, communication with parents and preparation of supplemental instructional materials. F. Supervision Aides - An appropriate number of Supervision Aides will be provided at each incentive school. G. Career SldUs Devdopment Program - A program will be developed within each school whereby written information, guest spe^ers, films and other presentations will be provided to students on topics relevant to possible career choices. Among the information given in earb presentation will be skills needed, academic background required, interest inventories, career planning recommendations, expected Miming potential and a general \"mapping* of how a student can pi ogress from elementary school to the desired' career goal. Other components of this category will be opportunities for students to participate in programs sponsored by the Boy Scouts of America. H. Extended-Year Program - A summer school program for remediation and enrichment will be offered at an incentive school site, or sites as needed, and wfil be available for all incentive school students free of charge. The program will be provided in accordance with other LRSD elementary summer programs. LRSD will advertise summer school for incentive school students and these students wiU be encouraged to participate. Students wiU participate in thc program generally on an elective basis with prescription for attendance from teachers of students who ye behind grade level in core curriculum areas. A few seats may be open to other students on a space available and paying basis as well. Transportation maybe provided. The number of incentive schools at which summer 1 rauspu __ . ,____J armIc nnd interests. will be held will be based on identified student needs and interests. programs Students participating in the Extended-Year Program wm be^tructed at their own endemic levels rather than by means of a specifically identified grade designauon iTomer words, a student functioning at grade 2 level in math would study at tha Page 172r 1. level but may also study at the fifth grade level in summer reading programs, regardless of his/her actual designated grade level. 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. Field trips and access will include the opportunity for student experiences with:  historical events and displays  cultural events and exhibits  sciertifie/ mathematical events and exhibits to include both child-oriented activities such as the Arkansas Arts Center Children s Theater and also the opportunity to attend cultural events such as Arkansas Symphony Orchestra performances. Exhibits and performances will also be brought to the schools. Students have the opportunity to visit industrial complexes to view the actual manufacturmg process and to gain information relative to the world of work by means of visits to actual wrork sites and some shadowing experiences in the intermediate grades, ix fifth and sixth. Among opportunities in the community which exist are:  several major manufacturing corporations  a symphony  a repertory theater  an arts center  a ballet company  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 McdcUan-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, hospitals and a law school. J ..tw, Tnvnivompnt - OoDortunities to participate in both Boy Scouting and  will exist at each incentive school with existing troops at each building. Girl Scouting will exist at During thc 3:00 - 5 JO pin. time period (or whatever the K. spi.l sums be provdcd no, only designat^ r-nter and Peer Tutoring activities but also for students to SmilenBflmbingaoivibeseerlysbaUrepcmeither to or guardian. Page 173These skills shall be defined as the opportunity to participate in:  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 and hopefully to the program), but certainly at minimal cost to the school L. M. N. Special Training * Ongoing training will be provided to staff in areas like human relations skills\nlearning and interactive styles\nTSA\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, will be involved in training. Parents will have access to special training in working with their students, assisting with homework, computer literacy, nutrition and human growth, and developments. Parental Involvement - Parents will be absolute partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis. Regular communication will take 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 with students as well as to visit their childrens classes. Regular meetings, monthly, will be held at the school. Parental access will be provided for identified pick up points within the school community. Parents will be encouraged to provide classroom support in the form of tutoring, storytelling, and general assistance. Timing Time Schedules - schedules wiU be set to meet the needs of students to include the Homework Center, special skills training and leisure time activities, for example:  Homework Center  Special Skills  Leisure Activities \u0026gt;4 days -1 day -1 day \u0026lt; (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tannic etc. based on student interest and access to appropriate playing fields etc.)  Clubs, Extracurricular -1 day O Home/School Communication - Monthly reporting to parents wiU take place. Early indicators and early intervention programs wiU be formulated with \"alert\" and \"success\" cards to be sent to parents to update them on their childs needs and achievements. Page 174p. be involved in school Programs - Extracurricular programs will be establtthed to aUow studentt recognition, leadership experience and a chance to J activities. Among these wiU be future teachers programs. Just Say No uuos. SmSals. monik \"jobs' in the office (at recess or lunch time, not c^ ume . Ubrary. with the flag, safety patrol, fire marshals and student council membership . Attendance and behavior guidelines will trained personnel will help studenu with problem solving. Q. Attendance and Behavior Guidelines --------------------- provide nnigue opportunities to assist students and keep them in schMl. Tim areas staffed with studentt soivmg. Studentt will participate in the process of developing school-based managemen rules. Studentt and parents will sign a contractual agreement to be at school an on time each day. R Subject Related Extracurricular Activities - Other options for studentt may include, . ............... ...... ....hnnVc vnUnB but not be limited to, activities like math olympiad, junior great boolu, young authors club, young sdentistt, Olympics of the mind, elementary band and a strmg program. Parents will be informed of all of these options. Studentt will be encouraged to participate in these activities and a regular schedule will exist for club/academic- related activities. find cannot attend Note: Students who live in the Washington attendance zone Washington will have access to extended day aebvities^^^nded year acnyia^M thf rhf\u0026gt;itTghip program if a plan to manage this arrangement is appro y Court, CounseliiigZ Sorial Work A rIn Smtes Atcen . Ttae ih.ll be tags to county momii,i\u0026gt;ro\u0026lt;ledto.tiideiiBwboKtei\u0026gt;dtbeii\u0026gt;ceativei^ programs provided to students who attend tne mceni^ ^^STpropLis can be negotiated and/or secured by compact choir in the schools\nvolunteers and pre-professionals from area colleges and nnivefsities XD aSSiSt from social agencies to intervene personal need situations. if studentt need assistance in health and/ m - A mentoring program wiU be established hei^ten student expecutions with which will piuvid _,,-ness of wii ncces$ry for successful entry into the in riK\u0026gt; K \u0026gt;0 hagbte. student opecutiooi with otflote y pgloatt. Parents will also receive L_----- which arc open to their chUdren. this information so that they may be aware of the options Page 175c. D. E. F. G. H. Study Skills - Counselors and teachers will be responsible for working with students to enhance test taking skills, listening skills and study skills. Practice will be provided for students in test taking, ix., bubble sheeu will be used on some class tests and a variety of question types will be used by teachers. HomeZNeighbortiood Meetings - Meetings with parents will not always be held at the schools. Other meetings, for small groups of parents, will be scheduled at community locations such as churches and some homes if invited by parents. These less formal meetings out of the school environment maybe more productive and can help forge a school/ neighborhood partnership. It is suggested that local ministers be considered as part of the school partnership and community. Individual and Group Counseling - Individual and group counseling as well as peer facilitators will be employed at the school to assist students as they attempt to work through concerns and the normal issues which arise as student growth and development takes place. Students will also be taught conflict resolutions. Incentive/ Recognition Programs - Incentive/ recognition programs will be developed by students, staff and patrons at each school. Ideas (suggestions) presented m the subcommittee meeting included? awards programs, recognition days, good citizen clubs, free tickets to community and athletic events, tangible rewards such as a book of the students choice for academic growth and the like. Wellness Program - A wellness program will be in place at each building with availability of a full time nurse. Students will be screened for physical health Md will also receive information on topics like self-esteem, nutrition, drug prevention and awareness Md first aid. Presentations will likewise be made to parents on similar topics for their information on a continuing education basis. Camp Pfeifer - Students in need of additional academic assistance will have access to programs such as that currently in place at Camp Pfeifer, udiereby, they spend some time in residence at a program away from the school and the home which provides counseling, intensive academic support and time management skills. Parent involvement is m inherent part of this program in assisting them to work with students on homewotit and academics. Students will participate in this program provided the funding of the program continues and it meets the needs of the students. Monitoring and Evaluation A. Verifiable Monitoring of Student Growth - The Planning. Research and Evaluation District will be assigned the task of developing a plan for verifiable Office of the District will be assignee uw uu*.------------ at tmicnt growth id for the development of reliable procedures to accomplish these tasks. This plan ud its accompMjinB procedures should tore uccouot not o^y test 1 ________ . V , class achievement as evidenced scores achieved on norm-referenced tests but also class achievement as evidenced Page 176 AB. c. D. by teacher tests and curriculum and criterion-referenced tesu. There should be long-term monitoring of student growth. Regular Monitoring of Student Attendance, Discipline/Behavior and Achievemnt- Reldar monitoring of student attendance, ducipline/behavior accomplEhed through the development of and use of mdmdual tiSiles by classroom teachers and the buUding administrator. This done on a minimum of a quarterly basE. Individual student of interventions and/ or programmatic changes will be predicated on identif . assessment will or enrichment indicators determined through ongoing review of data. in the Development of Student Educational Excellence Pl^ - The Involve Patents in the Development oibtuoem taucauonai school staff shall involve parenu in the development and momtonng of s educational exceUence plans. Parenu are the first teachers of their students and sec a context outtide the school. In the parental capacity, there u spec^ .. .. extremely them in l -------------------- -------- awareness of a childs potential, talenu and interests. This input is important in reviewing not only academic programs but also extracurricular, peciai skills and extended day activities. Quarterly Reports and Visitations - Quarterly reports wiU be made and will take place for the purpose of assessing student progress, facility lykeep care of grounds and equipment The monitoring team wiU toma staff, school staff, patrons and representatives from the community. s write goaE. not only for the school in general, but also personal goaE staff member has a duty to provide a climate conducive to learning and should how t^nm will be composed of district and model high expectations for all studenu. Students will also be involved in the goal setting process \"contracts* for their own achievement. and will formulate evaluators will be asked to complete evaluations E Student Evaluators - Student (------------- relative to the school, iu dimate and then educational expenence twice a year. F. Sdd Cltamte - Studchts, tcKhen, ri pBChts wffl be riked to complete . *ool climate survey once each year. involvement quesnonnaires to the studenu regarding changes made m rriSd ih this evriuriic pwccss. The sun-ey results edU J^S^d^th each school for dissemination. Computerized datt access will be a reality in all G. Compuurixed - .nd 'am be incennve schools so ^[^^^,^eeededreladw torii school progin Bpecis. immediate for reports Page 177~H. School Site Teams - School site teams will be created to work to implement needed ~ programmatic modiflcations which will be a greater benefit to the students. Membership on these teams will be routing and on a semester basis so that staff (including custodial, aides and cafeteria works), patrons and students have an opportunity for input. School Policies and Procedures A. Flexible Programs - Every student will receive individualized instruction every day, as needed. Programs will be flexible in order that team teaching and extended time blocks for additional student assistance as needed will be provided. B. Additional Items - It is recommended that each incentive school have:  a permanent assigned substitute who is familiar and dedicated to the building and program philosophy  at least a half time assistant principal depending on school population (where there is a part time assistant, that person will devote the rest of his/her time to working with program development and community outreach).  Uniforms for student (such as blue jeans and a white shirt)  dress code for staff  encouraged PTA attendance (and other parent meetings and visits), at least two (2) meetings per year, one of which shall be the Open House  student handbooks available at every building which are produced in and reflective of the philosophy and program at that building  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 presenution at incentive schools on a mrating basis for parenu in those communities to enhance their skills Page 178 Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to: - field trips - enrichment activities - tutoring X - parent/child \"make \u0026amp; take sessions - book fairs - physical education activities Page 179LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal I: To develop support programs and procedures which will allow Incentive schools to provide enhanced educational opportunities for an students. Objectives Strategies/ Activities Begbubig Dale V I. 2. To provide Homework Centers and Homework Hotlines for the students al these seboob through the extended day program. To eslabUsh training for peer tutors and an ongoing peer Inlorhig program for students. l.l 2.1 3. 4. 5. 6. s To use the skUb of retired teacher mentors to tutor and sponsor clubs. To enhance student kaming through exiensiw use of ebssTOora based ,'taslructlotul aides. To develop and Impkmenl a career sUUs developmeni program whkh wlU help * students develop awareness and motivate them to enhance skllb kading lo specifk careers. To develop a program for year round school includlDg enrkhmenl and remedbl options. 3.1 4.1 S.l 6.1 Ending Date Responsibility Evaluation Schedules vriU be set at the schools to meet their students needs. Honrs wUl meet student needs. Teachers and students vriU receive training to peer tutoring. A model wUI be put bl place. Teachers wiU supervise the process. Mentors vriU volunteer. TheywUl provide esira support to students and suppleaKnl teacbm work. Instructional aides with college hours vriU be employed one to a chssroom to assist teachers and students. Written bfbnnatlon, guest speakers, films win be used to make students aware of career chokes. Summer segments In remedtatlon/ ehrkhment, prescriptions for courses to be taken. Transportation may be provided. Pan AnnuaUy AnnuaUy Annually July August Annually June AnnuaUy Ongofaig Ongoing Ongoing Ongoing Ongoing July AnnuaUy AU divisions Staff Developmeni Asst Supts Coor of Inceollve Schools Office of Descg Educational Prog VIPS Human Resources Dept School Principab VIPS Educational Programs Coor of Incentive SchoolsLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal I: (continued) Objectives Strategies/ Activities Beginning Date Ending Date esponsibllltj Evaluation 7. Community access/ filed trips are to be arranged for enhanced esperience for students. 8. 9. To build a program of community Involvemenl to be provided for students with access to communhy organizations and volunteer esperlences. Special skills programs to be offered after school on a four day per week basb. 7.1 Visits to historical, sclentlflc and cultural events and eahibIts within the Chy and around to state and region whh appropriale chaperons to provide educational tapnt. 8.1 Establish OIrV Boy Scoot programs at each school. September Annually Fall Annually 00 9.1 Establish offerings to loctude some of the followiBg: choir, music and dance In addition to Homework Center and peer tutoring. September Annually Ongoing Ongoing VIPS Educational Programs Curriculum Desegregation Quapaw Council Asst Supts for Schools Coor of Incentive Schools Principals School StafT nLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Ool tt: To establish procedures for admlnlstrallon and staffing of the Individual schools such that spectai skills win be brought to bear for the benefit of students at these schools. Objectives StratcgIesZ Activities Beginning Date Ending Date Responsibility Evaluation 1. To establish a viable program for staff recruHment. 1.1 12 IJ 2. To provide special iralntag for staff on an ongoing basis and special training for parents. 2. 3. To establish meaningful attendance and behavior guidelines. 3.1 32 4. To provide subject retaled activities to enhance student leamlng. 4. Nationwide search. Hire staff on a one year bash. Parents IO be Involved In the Interviews. Staff win demonstrate commhmenl Io working wkh \"al risk* youth. TBSA, PBT. working whh youth al rbk. analysis and use of data human retallons skids - parent training on assisting with homework, noirhion and human growth and dcvelopmeel. Tfane-oul area staffed whh trained personnel. Student/parent agreement for attendance and behavior. To Include some or al of math olympiad, junior great books. Olympics of the mind and the like. July Annually August AnnuaHy August Annually August AnnnaUy Ongoing Ongoing Ongoing Ongoing 1 R Human Resources Div of Deseg Office-Curricuhim School PriiKipal Staff Dev Coor Incenllve Sch Principals Principal School Staff Principal School StaffLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal HI: To create a nrniTiM of Counseling/soctol worfc to provide estrt support to students to ensure them opportunity for success. Objectives Strategies/ Activities Begiiining Date sndbig Date Responsibility Evaluation I. 2. To provide community services access for aU students who need additional support. To provide college/ post graduation awareness vb a mentoring program wkh rote modeb to help students pten for the future. I. 2.1 2.1 3. To provide student tratabg In study skUb. testing sUUs and Ustentag skUb. 4. To hold home/ neighborhood meetings to Inctease parental/ neighborhood Involvement In student fearelng. 5. To Increase parental Involvement so that parents become true partners fat the learning process. Compacts vrlth community agenctes, univershtes to assbt with student opportunkbs. Parental Infbnnatlon. Mentoring program. 23 Special emphasb 00 schoob rectuhing mlnorlly students. 3. Testing, tbtening and study AUb wUl be provided to students as weU as particahr ei^ertence In testing. 4.1 Meetings al neighborhood skes wkh smaU groups of parents. 42 Meetings al homes wkh groups of I parents. 4 J Involrement of ministers. 3.1 Parent assbunce at schoob. 52 Parents win sign home*k' lune AnnuaUy Ongoing September AnnuaUy September Annually September AnnuaUy September Annually Ongoing Ongoing Ongoing Ongoing S 8S 3 J Regubr communication between, school and home wlU take pbee 3.4 Day visits for parents. 3 J Schedule settings. VIPS Office of Deseg Curriculum Educational Programs PupU Personnel Counselors VIPS Educational Programs PupU Personnel Counselors. VIPS Educational Programs Principals School Staff Principal School StaffLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal III: (continued) E Objectives Strategies/ Activities Bcgiiinhig Date Ending Date Responsibility Evaluation 6. To establish learning lime schedules for the afternoon's emended day. 6. Schedule (sellings) weekly emended day programs based on hidlvldual school needs. August Annually September Annually Principal School Staff 7. To Improve home/school communicalioo. 7.1 Early Indicalor and early taferventloo programs. September Annually Ongoing Principal School Stair 8. 9 To establish meaningful elemeniaty emracurrlcutar activhles for students. To Implement Individual and group counseling for aU students. 10. Incentive/recognklon programs wtH be Implemented by 1990-91. II. To structure and begin wellness prorai\" students al each school. 12 8. 9.t 92 9J 2 1 Alert and Snocem cards sent regubriy to parents. Ohe students recognition and leadermilp opportunities vb ebbs and monkortag responsibilities. Peer bclUuiors. Counselors doing Individual and group counseling. Conflld resolution wiB be taught. lO.I Student recognition programs. lOJ Oood Chhen programs. lOJ Community Involmment In recognition. Il.l FuB-tlme nurse al each building. 111 Student screening. Ill Parent presentations. September Annually Ongoing Principal School Staff Pan Train Students Ongoing Pupil Personnel VIPS Partners In Education Health Services ILRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal III: (continued) Objectives Strategies/ Activities Itoginning I Ending Responsibility Evaluation 12. To work with community programs like Camp Pfeifer to supplement school programs for students. 12.1 122 I2J Study success of Pfeifer program. Work whli Director to target Incentive studentt. Work with other community groups to undertake similar projects. Date Date PapU Personnel DIstrici Divisions s nLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal IV\nTo more closely and thoroughly monitor Incentim schools fat order lo develop a clearer picture of student achievement al these buildings. Objectives StrategiesZ Activities Beglnnliig Dale Ending Date Responsibllitj Evaluation I. To develop a process for obtaining verifiable Informalion regarding student growth. l.l 12 2. To provide a systematic program for tracking student attendance, discipline, behavior a^ achlemmenl. 2.1 22 3. To Involve parents ta the developmeni of Student Educational Plans (SEP). 3.1 32 3J 4. To ptan and set parameters for quarterly reports and visitations by a mnkifaceted monitoring team. 4.1 42 4J 4.4 Developmeni of validZ reliable monkortag Insirumenl(s). Establish irataing for monkoring learns to use of the Instfument. To be done on a quarterly basb. Ctass and school profiles will be kepi In regard to attendance, behavior, discipline and achlemmeni. Develop SEP formal. Involve parents In wrking phn-based on student needs. To Include eattacurrlcnbr activities also. Develop reporting Format. Involve sMff. patrons, In mookorlng. Involve an staff In goal seutag. Bvahiale goal achievement. September Annually September AnnuaSy September Annuany September Annually Ongoing Ongoing Ongoing Ongoing J? n 3. To establish a student evaluator program for student Inpui and Meas. 3.1 Random seleclion of alndenis lo partlclpaie each year. Fan Ongoing 32 Student training*. 00 o* 32 Student generation of questlonnatres. Assoc Supts Ptanning Research and Evahialion Curriculum Specialist School Staff Pupil Personnel School Staffs PTA Officers School Staff Community Pbnnbig Research and Evaluation Planning Research and Evaluation School Staffs Principals 1LRSD desegregation plan implementation timeline AREA: Incentive Schools - School Operations Goal IV: (continued) Objectives Strategies/ Activities Beginning I Ending Responsibility Evaluation 5. (continued) S.4 53 5.6 Analysis of data collection. Conclusions generated. Report back to students on response Io student evniualloo. 6. To establish a program for computerized data access at each Incentive school. 6.1 6J 63 7. To establish she teams al each school to trnplemenl programmatic modiflcations to beneflt the students. 7.1 Inftin compnteri. 73 13 Tie tato mainframe. Write programs Ibr reporting student data In a variety of modes. Include representatives aB sctir^ departments (cuslodtal, food service, aides and leachers). Team membership to be rotating and on a semester basis. Plan for parent/student meettags for tapni. lA Plan Ibr Implcnieniailon of changet. 73 Make lecommendatlona Ibr changea. Date Date 1991-92 Ongoing Data Processing School Staff Assoc Supts PaB Annually Ongoing I Principals I School Staff n 3 7.6 Implement changes. 7,7 Evaluate changes. (Each aspect wUI occur on a reguhr and rotating basis.)1 LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal V\nTo reassess Individual school policies and procedures as they rebte to meeting the needs of ah snidenis. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Evaluation 1. To establish a flexible programming approach al each incentive school which compiles with standards and also meets Individnal student needs. 1.1 12 IJ 2. Areas Io be Invesllgaled for possibfe phn Inclusion. 2.1 Allow for team teaching by means of scheduling. Provide for opportnnllfea for students lo remain In chases for extended Ifane periods as needed. Develop n phn for hidividualhed Insirucllons wkhln the specific building. Pennaneirt assigned snbsillale In each Incenllve school lo be avalhbfe as needed. August Annually August Annually Ongoing Ongoing School Principal Staff Assoc Supts Asst Supts 22 At feast  ooe-hair time assisMat principal. 2 J Uniforms for students. 2.4 Standard dress for teachers. 2J Encouraged PTA allendance (al least two (2) meetings per year for parents/all meetings for staff). 2.6 Student handbooks will be avalhbfe al every school and Individual lo that school. 2.7 A science lab al each school. u 22 A computer lab at each school. 00 oo 2.9 A complete phygronnd for PC purposes.LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - School Operations Goal V: (continued) Objectives Strategies/Activities Beginning I Ending lesponsibllltj Evaluation 2. (continued) 2.10 2.11 Additional compenaatloa for teachers/principab who work the eatra time periods. Community educatloo cbsses should be Investigated for parents hi the Incentive school communities. 2.12 Salnidajr earichnwnl programs. Date Date School community members \u0026lt; ooI Section Three: Incentive School Staffing The selection and support of quality staff members will be critical factors in the success of Incentive Schools. Carefully planned staff-selection criteria and procedures will provide the quality personnel capable of successfully attaining the goals and implementing the programs and curriculum of these schools. Ongoing staff development for Incentive Schools must prepare the staffs to attain the standards of excellence they uphold for achieving student success and fulfillment of potential. Stafling A. Little Rock School District (LRSD) Incentive Schools Staffing Committef - A committee will be established to assess staffing needs for Incentive Schools, to set criteria for staffing, to recruit quality staff members, and to determine procedures for staffing. The committee would be composed of teachers, parents, supervisors, principals, other administrators, and Joshua Intervenors. B. Staffing Needs Assessment - The needs and interests of student populations in the Incentive Schools will be considered before staff selections are made. Factors to be considered before adding new staff include the following:  Number of students per grade level  Race and gender  Academic achievement needs and interests  Disciplinary needs  Social interaction needs  Health needs Program goals and curriculum of the Incentive Schools win also be examined. The LRSD Incentive Schools Staffing Committee will then utilize the student data, goals, and curriculum to identify staffing needs for the Incentive Schools. The foUnwing full-time positions are recommended for each school but are not all inclusive of positions which may be identified during the needs assessment process.  Classroom teachers  Counselor  Media specialist  Music  Art  PZ.  Social Worker  Permanently assigned substitute teacher (for each Incentive School)  Reading (remediation)  Math (remediation)  Computer lab attendant  Resource  Speech  Specialist for alternative classroom Page 1909 Media derk . Instructional aides (one per classroom)  Program specialist  Principal  Assistant principal  Non-certified supervision aides The LRSD will taiplemeot oogoios neUonwide reenduneot r Rtatt - The LRSD wui unpicaii^uh members. Swe^S^Zlpecial empl^ o reenntmg quehfled BWonV.!?. of Section. Item F). D. Staff Selection will develop criteria for LRSD Ihcehtive Schools Suffiog .C\"^^lX7:S^hTidared principal and staff selection. All ^^hnol so that they may be Principals shaU be selected first for\n^ved in staff selection and coUection and review of smdent oaia. criteria will include, but not be limited to, the following. 1. The vacant.  Race and gender  Successful teaching and/or adnunistrative  Record of commitment tonality (jTcoUeagues, principals,  Strongrecommcndationsfromavaiictyofso^(ix.,couis with at-risk youth college professors, and other administrators) Resonices outlining program schoob StdSn,. Connmncc wffl deiop\u0026gt; d.\u0026gt;ip and contractual requirements. and spedal contracts 3. The Human Resources Department wfll advertise the positions. The LRSD from five to seven members composeo oi uw -e will select interview teams of  Teachers  Parents I SthS^Xinistrators as  Joshua Intervenors rcpresentttive . The io^mew education and outline eJ^principals. The principals will The teams wfll make Human Resources Department, who will in then make recommendations to th . c,.hnni Board. then make  wake recommendations turn to the School Board. Page 191 56. With Board approval, contracts will then be issued. Principal and staff will be hired on a onc-ycar basis and involuntary transfer or other decisions may be enacted at the end of the year, depending on quality of performance. (This will also apply to aides, clerical, and custodial workers). A. Staff Recruitment - Certain specific experiences 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. I 1. 2. 3. A nationwide search will be conducted for staff. Principal and staff will be required to show evidence of a commitment to working in an urban district\nto working with youth at risk and to committing the time necessaiy to provide the kinds of support and services provided at incentive schools. 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 performance and the success of the individual in woridng with students and procedures. This one year contractual feature will also apply to the positions of aides, clerical and custodial workers. For the 1991-92 school year, all staff members presently assigned to Franklin School who indicate a commitment to the incentive school program will be given the option to remain in so far as a racially balanced staff can be provided. B. Staff Commitmeiit/Effectiveness Monitored 1. Staff conunitment will be reviewed infonnally by the teacher and principal on an ongoing basis thrnngh the use of clinical supervision and monitoring of Individual tnprtwetnent Plans. formal review conferences also will beheld. 2. Monitoring of staff effectiveness will be based upon student academic achievement as measured by test results and other forms of measuremenL Semi*annual formal review conferences will be held to assess staff effectiveness. C. Staff Development: The LRSD Staff Development Department A committee at cach incentive school will assess staff development needs, plan staff development experiences which will meet identified needs, and faciliute staff development activities. The committee wiU be composed of IRC spec^ts. parents, principals, and other administrators as appropriate. These activities will be coordinated through the Director of Staff Development and the Coordinator of Incentive Schools. Dau the needs of student and teacher populations in the incentive schools wiU be coUected and analyzed by each school. Information to be examined includes, but is not limited to, the following: Page 192f  Number of students per grade level  Race and gender  Academic achievement needs and interesu  Disciplinary needs  Social interaction needs  Health needs  Attendance records  Tardiness records Program goals and curriculum of incentive schools will be examined. A survey o staff members to determine their staff development needs and interests also will be made. The LRSD Staff Development Department and school planing conmttee will use these data to identify staff development needs for thc incentive schools md to meet the identified needs. The then plan quality staff development experiences committee will function on an ongoing basis as staff development needs WUi AiUA^UWAi we-r ------------------  zfhlv The LRSD Staff Development Committee also will meet on a mommy identified. '****-*.* w~... ---------------------- , . basis to plan activities related to meeting the needs of students who are achievmg below acceptable levels of mastery. The LRSD Staff Development Department will act as a facilitator for the ^ool staff development committees by coordinating, arranging speakers, and gathering materials. An evaluation of staff development experiences wiU be made by participants following each session. D. Minimum Staff Development Requirements - The foUowing staff experiences are recommended as a tninitnum requirement but certainly Susive of experiences which may be identified during the needs assessment process.  PET (1 cycle and a refresher course every 3-5 years)  TESA (1 cycle)  Classroom Management (1 cycle)  Effective Schools Training  Cooperative Learning and Learning Styles  ^nS Commu^Pon and Hnnun Relations Skills : sSS^. E. Teacher Demonstration Program - A district^de Teacher Demonstration Program -----which will enable teachers at the administrators as appropriate. be composed of leKbcs. prmcipals. ud other Page 193I r schools where schools would serve in the capacity programs, and The incentive . teachers from other schools could come and observe curriculum. It is hoped that experience v----- _ which would assist teachers statewide. would be gained through these observauons F. Master Teacher Program  7...^  A committee of ipcective school teachers aiid_ win be established re plan a p. toigaed concentration of J^^SXrstomstatewide.aadlocalcone^jm^ re to iaceative schools. The commiuee win be romped of Sieges aad Other administrators, and faculty representauves from sute anfl locai and local coUeges and universities. schools would serve as laboretory Kh\u0026lt;b where prospective to weds ot in oroviding quality education m-------------- studuB fohtSonint below accepreble leveU of nresteiy. enil  a desegregated setting, in meetmg the neetU m i fphnneing the SCU esteem of these students. A pool of prospective sreff membere would be drewp tom tnmrhnrc assigucd to incentive schools through the Master Teacher gram. The Ftodpal reid concn faaU^r represcore^ wiU reoto of strengths and concerns. ii the iaceative Bdtools re ideadlT  pSSadt would be solicited tom studeat teachets. This lafonaattoa worn Shared with the staffs of the incentive schools. G with Special Instructional Needs - An . Asissasree te Nb. Terehere real Oshere sHsh Instructional Resource Center (IRQ newly hired or who are ongoing support to teachers in thc incentive schwls^^^ e^rienciir\u0026lt;lifficulty. Demonstranon materials and program mplemrata^. 7 nth^ needs wiU be addressed and bulletin boards, environ^t^ from ^principal and staff of the through a remediation planSS^XS^artment to assist IRC.ThismCspedalistwmworkwitt^S^^^ The Districts Staff with intervice training programs through . --------- i nmvidine will be directly involved as Development Department inservice training throughout the school year. a resource in providing A orindoals. fHministrators. and parents will be A. comniiths^e compc^ unlive tchnol program and recommend changes for the selected to review thewifiSemachers thc opportunity to provide 199,42 odiool ,r. to progrem. 7- -\nH. A committee appropriate input after one\n^taplcoiMiostheprogreoi. -----. Teachers will receive a stipend for their meet work The committees report work five days earlier for inservice. Incenuve ive school rerohere re.^  work .heed oi ed re rep^w\n^^^^ ' Separate! _ schedule. Franklin -- the 1991-92 school year than other LRSD teachers for inservice. Page 194 I ILRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Staffing and Staff Development 00.11: To Objectives Strategies/ Activities Beginning Date Ending Date lesponsiblllty Evaluation I. Delermlne staffing needs and promote staff awareness of bcenllw school concepts. 1,1 Establish Distrlcl Incentive Schools Staffing Commhiee to assess ttafftog needs for each Incentive school. 12 Identify staffing needs (classroom teachers and fun-lime support personnel.!.. counselor. Ubrarhn. music, art. P.. social worker, PAL reading. PAL math. PAL oornputer hb. resource, speech, non- certlfled spectallsl for aliemative classroom, media clerk, certified Insirucllonal aides. Bupervlslan aide, permanently assigned I substllnte teacher, program apedaUsl, prfocipal, asslsunt principal, and others. February 1989 February 1989 IJ 1.4 IJ n 1.6 Develop erherte for principal and staff selectloo based on race/gender, successful leachtag eaperteuces, record of commitment 10 qnaUty desegregated education, and strong recommendations from a variety of sources (coUeagues, principals, and others). Develop Job descriptions Io include special programs and contractual requirements for staff and principal. Dectare all positions vacant and advertise positions. Provide an Indeplh orientation session on each component of the Incentive schoob for prtacipab and staff of esbitag schoob. February 1989 February 1989 March I, 1989 February IS. 1989 March 1989 March 1989 March 1989 Mar 30. 1989 Feb 28. 1989 Assoc Supi Asst Supi Incentive Schools Siamng Committee Asst Supt Incentive Schools Staffing Committee Human Resources Director Human Resources Director Assoc Supts Asst SuptsLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA! Incenllve Scbooh  Siadlng nd Swlf Developmenl Goal 1: (continued) Objectives StrateglcsZ Actlrilies Bifgtnnlng I Ending Responsibility Ernluatlon Date Date 2. Identify pool of prospective staff members and administrators. 2.1 Implement ongoing local and nat^al recruitment strategies whh specbl emphasis oo recruhlng qualified minority sulf members. February IS, I Ongoing 1989 Human Resources Director 3. Select principals and provide orientation and trafailng. 11 3.1 Mahiialn current flies on qualified prospective stolf members. Review criteria for principal selectloo based on successftil administrative eiqierience, record of commitment to quality desegregated education, and strong recommendations from a variety of sources (superlnlendcnts cablnel, asslslant superlnlendent, FTA board February 1989 February 8, 1989 OngohiK Human Resources Director Associate Superintendent Assistant Superintendent \u0026lt; and others). 31 Begin local and national recruitment/application proceas. February IS, 1989 Human Resources Director 3J Select racblly balanced Interview teams of S-7 members composed of the following: teachers, parents, principal and othef adininlitfatota as approprtaie. Eaperlence to Interview process Is preferable. 3,4 Preliminary screening/ Interviews. March I. 1989 March IS, 1989 March 31, 1989 Human Resources Director Associate Superintendent Interview Teams Human Resources DirectorLRSD desegregation PLAN IMPLEMENTATION TIMELINE AREA\nIncentive Schools - Stamng and Staff Development Goal I: (continued) Objectives Strategies/Activllles Beginning I Ending Responsibility Evaluation Date Date 3. (continued) 3 J Conduct final Interviews. March IS, 1989 March 31, 1989 Interview Teams Human Resources Director 4. Select staff. 3.6 3.7 4.1 *8 so Make recommendations to the School Board. Ptan and Implement orlentatloo arid irahihig hiservice to acquaint new principals of Inceotlve schools lo Job espectallons, procedures and timelines for suff Interviews and selection. Select racially bahnced Interview teams of 5-7 membeii composed of the following: teachers, patents, principal and other admlnbiratora as approprhie ftom Incentlw school communities. Esperlence hi the Interview process preferable. 42 Interview applicants. 4J 4.4 4J April 1.1989 Superintendent Make staff recommendatloos. Make staff recommendations for employment to the School Board. Issue and esptaln one-year special contracts. March I, 1989 March IS, 1989 Staff Development Committee Assoc and Asst Superintendents April 1.1989 AprU 1989 AprU 1989 May 1989 June 1989 June I, 1989 June 1989 May 31, 1989 Assoc Supt Human Resources Director Interview Teams Interview Teams Principal Human Resources Director Human Resources DirectorLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE ABRAi Incentive Schools - Staffing and Staff Development Goal I: (continued) esK Objectives Strategies/ Activities Beginning Date Ending )ate Responsibility Evaluation 5. Review staFT member employment/commitment and eflectiwness on an ongoing basis. S.l Review staff commitment Informally on an ongoing bash vrtth seml-nnnnal formal review conferences. August 1989 June 1990 Principal Asst Sept \u0026lt; so oo 53 Monitor effectiveness based upon student academic achlewmenl as measured by formal test results and other taformal forms of measurement. August 1989 June 1990 Principal StairLRSD desegregation plan implementation timeline AREA: Incentive Schools - Stamng and Staff Development Goal II\nTo Involve principals and teachers In the development and Implementation of a quality academic program for Incentive Schools. Objectives StratcgIesZ Activllles Beginning Dale Ending Date Responsibility Evaluation 1. To promote/ enhance leadership and staff understanding of the Incentive school concept. 1.1 Establish In cooperatloo whh the principals a detailed process and fomat ftw develophig the Individual Incentive School Plan. Msrch 3, 1989 , March IS, 1989 Supts Cabinet Asst Supt-lncentlve Schools 2. To develop cunlcuhim specific to the Incenllve schools. 11 IJ 2.1 21 Aaslst each twIMhig principal In presenting an Indepth pre-orlenWlon for staff on each component. Assisi each principal and staff ^h orientation session ft\u0026gt;r parents m the bcenllve schools. Idenilfy each area In need of  curriculum developmenl. Identify tetcheri for cnrrlcnhim teams. 2J plan orleniallon and format for curricnium development. Msrch I, 1989 March I, 1989 June IS June 1,1989 June 1.1989 March IS, 1989 March IS, 1989 July 31 lune IS, 1989 lune IS, 1989 i 2.4 Review preliminary draft of revised curriculum for LRSD. lune 1,1989 lune 30, 1989 Supts Cabtaet Asst Supt-lncentlve Schools Supts Cabinet Asst Supt-lncentlve Schools Principals Asst Supt-lncentlve Schools Curr Div Supvs Principals Asst Supt-lncentlve Schools Curr Div Supvs Principals Asst Supt-lncentlve Schools Curr Div Supvs Curriculum TeamsLRSD desegregation plan implementation timeline AREA! Incentive Schools - Siamng and Staff Development Goal II: (continued) Objectives Strategies/Activities Beginning I Ending Responsibility Evaluation Date Date 2. (continued) 2J Develop addhlonal components for each currlctthiin area. June 1.1989 June 30, 1989 Cnniculuni Teams 2.6 Proof and type Incentim school cnrricuhim guides. July 1.1989 July 20. 1989 Curr Division Principals 2.7 Pftot cti1cnln guldei. July 20,1989 July 30, 1989 Cunicuhim DI* 2J Distribute and provide Inservice oo the tarptemenialloo of the cnrricuhim guides. August I, 1989 August 30, 1989 Curriculum and School Division \u0026lt;* LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Staffing and Staff Development Goal 111: To provide quaUty staff development experiences and curriculum. so that staff members are prepared to achiem Incentive School goals and to snccessfidly Implement propams Objectives Strategies/ Activities I Beginning Date Ending Responsibility I Evaluation )ate 1. Analyze staff developmeni needs for principal, certified staff, and non- cerllfled staff on an ongoing bash. 1.1 Establish a Staff Development Committee composed of teachers, IRC specbllst, parents, principab, and mher admtabtralors as approprhie lo pbn staff dcwlopmenl experiences necessary lo meet the needs and Interesis Identified through needs assessment. 1J Collect and review data on needs and hnerests ofiUndent popubllon. Urgeling Ulflsk- lewl, raceZg^r makeup, academic, KhleveTOni 0SVW ^9  ____________u^aiak mrlal needs/ Interests, dbdpMnaty needs, heahh needs, socbl Interaction needs, and attendance and Urdlnem records). 1J Conduct a survey to determine staff developmeni ^ds and tateresia (le. Staff Developmeni Survey) as retoted lo Incentive Schooh Program goals, cnrrlcolnm, and needs/ Inierests of student popubllon. 1.4 Identify staff members who have not participated In the _ a n a --------J AMumwInaaaMtm* following required Inservice experiences: a. PET b. TBSA c. Classroom Management d. Effcctlve Schooh Trabtag e. Cooperatlw Learntog/ Learntag Siyks f Human Effectiveness Trabtag (Elemenlary Curriculum) Parent/Educator Communication and Human Rebtlons g August 1989 August 1989 August 1989 AnnuaUy June 1990 Ongoing i Skllb IJ Assess staff members needs on an ongoing bash through clinical supervblon and monitoring of Individual Improvement Pbns. AnnuaUy Ongoing Incentive Schools Planning Committee Principal Staff Principal Staff Dev Planning Committee Principal PrincipalLRSD DtSECRECATION PLAN IMPLEMEOTATION TIMEUNE area\nIncentive School. - Sinning end SInH Development Goal III\n(comlnucd) Objectives StrategiesZActWlles Beginning Date Ending Date Responsibility Evaluation 2. Plan naff development eiqieriencea on an ongoing basis. 21 Plan a minimum ot the following naff devetopment activities for Incentive achool naff memberr. a. PET (I cycle and a reftedter course every M years) 1 b. TESA (I cycle) ___ c Classroom Management (I cycle) i Effective Schoob Training e. Cooperative Learning and Learning Stylet________. . f Human Blfcctheness Training^ i. Parent/Educator CommunIcatton and Human Rehttons SUUs Annually Ongoing Staff Development Department Principal 22 2J h. Mentor Teacher Program The LRSD Staff Demtopmenl Department win conduct ongoing planning of staff **P^* esperlefKCS rehted to n^s of nudents who are achieving below acceptable levels of manery. The LRSD Staff Develop^nt Department wlU ptan naff ^velopmenl activhles on an ongoing bash as needs/taterens are Identllted thrmgh the use of clinical supervbloo and monhorlng of Individual Impromment Plans. AnnuaUy AnnuaUy Ongoing Ongoing Staff Devetopment Department Staff Developnienl DepattmenlLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Staffing and Staff Development Ooal lit: (continued) Objectives Strategies/ Activities Beginning I Ending I Responsibility Evaluation Date Date 3. Implement staff dewlopmenl actlvltiet. 3,1 Implement Staff Developmenl Commhlee activhles in order to lacilhate staff developoMnl experleoces (In, arranging speakers, gathering materials). Annually Ongoing Staff Development Department tu 32 33 Staff dewelopment actlvhlea. Annually Ongoing Staff Dev Dept Preseniors Staff 4. Implement Teacher Demonstration Program. 4.1 evaluate staff developmenl espcriencei. (Panlclpanla win evalnaie). Use Informailoa for Arturo planning. establish a dlsirtelwlde commhlee to plan a Teacher Demonstration Program where leachera al the Incenllve schools will serve as models Aw teachers In non^ncenllm acfaools tiaievride. The commhlee wiU be composed of teachers, principals, and other adminlstralora. 41 implemenl the Teacher Demonstration Program. 43 The principal In each Incenllw school will monitor the Teacher Demonstration Program and identify areas of strengths and concerns. These shall be shared wlih the siaff In each Incentive school.________ Annually Ongoing Presenters Staff lune Ongoing Incentive School Coordinator Asst Supts Annually Ongoing Teacher Demonstration Program Committee Incenllve Schb Staff Visiting leachers/ administrators Annually Ongoing PrincipalLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Stamng and Staff Development Goal III: (continued) I Objectives Strategics/ Activities Beginning Date Ending Date lesponsiblllty Evaluation 5. Implement a Mailer Teacher Program. 3 I Establish a dblrlctwide commhlee lo pbn a Master Tweher Program In which a concentration of student teachers from local and statewide colleges and nniveralltei will be asrfgned. The commhlee will be composed of teachers, p^lpab. mher admbbtraton and hcuhy representatives from local and state coUeges and unlvershlcs. Annually Ongoing Human Resources Dlr Master Teacher Program Committee SI Implement a Maaier Teacher Program In each Inceallm achool. Annually Ongoing Master Teacher Program Committee Incentive Schools Stairs 3 J Maintain a pool of prospective naff membem dtav, from the student teachers assigned to Incenllve schools through the Master Teacher Program. Annually Ongoing Faculty Reps from colleges and universities Principal Human Resources Dlr S  6. Provide assistance Ibr newly hired teachers or those esperlencing difficulty. 3 4 The principal and college hcuhy represeniallvea Mil monitor the Master Teacher Programs In each IncMilveachTOland Identify areas of strengths and concerns. These shall be shared with the sttff In each Incentive school. 61 Select an Instrucllonni Resource Center (IRC) Insiructlonal specialist who win provide needed assblance for the incentive ^oob. Specbl needs vrffl be Mentlfled and a Teacher Assistance Pbn (TAP) developed for teachers needed assblance In the ebssroom. Annually Ongoing Inly Ongoing Principal Faculty Reps from colleges and universities Principal Staff Dev Dept Human Resources DlrSection Four\nIncentive School Parent Involvement Researchers, practitioners, and policymakers consistently rank parent involvement Wgh among the components of effective schools. Research on family environments show children have an advantage in schools where their parents continuously support and encourage their school activities. Not all families know how to become involved in school-related activities and not all schools actively encourage and direct parent involvement. There have been many discussions on how to solve the problem of designing, implementing, and evaluating successful pwni involvement programs and thc most useful times of parent involvement. Surveys o teac ers, principals, parents and students, have identified five main types of parent involvement. The most basic involvement of parents is providing for their childrens food, clothing, shelter, safety, health and general well being. Parents teach their children basic cogmnvc ano * ...  _i___1 kAi* ^htldr^n social gViiit in their child rearing activities and prepare them for school. Once their chudren are in school, parents are expected to provide support by arranging family life, setting es or \u0026lt;UC AU BWUWX* poicuu OAV WA|/WfcWW *w |awvww - V V--- - . ond practices wdiich promote alermess in school, providing supplies and space for homewor getting them to school on time. Most parents meet their childrens basic needs independently, but when these obligations are not met, administrators and teachers may be obliged to assist the family. Because parents vary in their experiences and skills, some schools take active roles in helping parents to understand and to build positive home conditions for their children s school leanung m behavior. These activities can include publications, workshops, and programs on panting, child development, nutrition, discipline, attendance, homework, television viewing, e use o community resources and services and other topics related to home conditions and pracuces that affect student success in school. A second type of parent involvement common to all schools is communication from the SCCOuO lypc 01 poreui uatwat\u0026amp;aaaw*** ------------------ _ - school to the home. The school has an obligation to inform parents about schMl an ihcir childrens progress, and parents are expected to act on the information th^ schools send home memos, elendm. of . calendars ot tne scnooi yw -k dUtricu iso offer upi. lessees o. schoolss communication can be designed so school to home and from home to school. that useful messages, ideas and questions go from A third and most commonly known type school building, usually in connection with parent of parent involvement brings parents to the volunteer assistance, parent audiences, and parent attendance at workshops. involvement at the school that go beyond valuable nnrent involvemeut ai me scaum There are benefiu fromi p non^caching duties. Having parents in classroom manag . paints to conduct learning activities with assistance in---------- active at school encourages teachers to their children at home. Page 20sI  I I i I A fourth major type of parent involvement is assistance with learning activities at home. The loaming activities should be designed to build general skills and behavior, or spec Unming skills that are directly coordinated with the childrens class work. A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups. Parents participate in PTA, PTO, or other formal and informal school committees, parent advisory councils, or other groups at the scnooi. district, and state levels. These groups maybe active as advocates for children\npamcipaw m school improvement plans\nhelp to formulate or revise school policies, program ^onnes, curricula, or budgets\nparticipate in the selection of new principals, teachers, or staff\npart in other school-related activities mandated by federal or state-funded program. decision-making bodies may meet and act autonomously, but they are part of the official Bnimrnine ctnirtiii* under the leadershio of school. district. Or state administrators. In a governing structure, under the leadership of school, district, or comprehensive program, however, aU five types will be effectively pracuced. All parents at im grade levels should be involved in purposeful communicatioo with the school, and in the education of their own children. We are only h^ginning to understand which types, formats, frequencies and locations of parent involvement lead to specific student, parent, and teacher achievements, attitudes u Principals can help teachers to successfully involve parents by coordinating. bChflVlOlS* L AaaaayBw  ------------------------------- J 1 flinP managing, supporting,funding,recognizing, and rewarding parent involvement, and by p E programs to strengthen that involvemenL We e^\u0026gt;ect the process of developing paren involvement activities to be on-going. Some suggested activities are listed below: 1. 2. Offer opportunities for adult community education. Establish a parent internship program in all incentive schools with the purpose of employing parents as teacher aides. 3. Recruit parents from the incentive neighborhoods for teacher aides and other positions for which they are qualified. 4. 5. Establish mentorships between leachers and parents in the incentive schools. Establish a Parent Center in each school. 6. Assume responsibilities for development and distributions of a monthly communications packet. 7. Prepare and distribute parent handbooks and monthly calendar of events. I I 8. Require at least two or more home visits. 9. Provide parenting education classes. I 1 Page 206LRSD desegregation PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Parent Involvement Goal I: Establish and Implement a program the school community. for parents of students ta the Incentive School to equip then, with Job skill, necesury for emplopblllt, at aU levels within Objectives Strategies/Activities Bfiglnniiig I Ending responsibility Evaluation 1. Design and administer a needs assessment to determine community Interest and need. 1.1 Oller opportunities for aduh community education. 12 tJ 1.4 Establish an locentlvewWe Parent Intemslilp Program with the purpose of employing parents as teacher aides. Recruit patents from the Incentive scboots neighborhoods for teacher aides and other positions Ibr which they are qualified. Establish mentonlilps between leachera and parents In the Incenllve schools. Date I Date FaU AnnuaUy Fall AnnuaUy FaU AnnuaUy Fan AnnuaUy Ongoing Ongoing Ongoing Ongoing Coordinator of Incentive Schools Counselors Principals Teachers S *8LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incenllve Schools - Parent Involvemeot . 1. relations through a partnership which promotes good, poslllve Inieracllons and reactions lo the education occurring Goal II: To Increase school, community and human relations inrougn a paromiwv k sr- In the buUdIng. Objectives Strategies/Activities Beginning I Ending Responsibility Dvaluatlon 1. Establish a Parent Center In each school. 1.1 Provide resources and staff to house/operate the center which wM loan matertab to parents. 12 IJ 1.4 Trata a parent la the community to operate the center. Formubte a committee composed of patents and other school personnel to make recommendations on matertab. Assume responsibilities (or developmenl and dhlrnmtlon of a monthly eommunicalloos packet. Date I Date Fan Fan Fan Fan Ongoing Ongoing Ongoing Ongoing Coordinator of Incentlw Schools Asst Supt Principals Counselors \u0026lt; gLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Parent Involvement Goal III: Increase parental Involvement and support bv devetoptog activhles and programs Io attract pirenn md ihe community Into the Khooh. Objectives Strategies/ Activities Beginning Ending responsibility i^valuatlon t. Develop a program that wiU assist parents to understand and carry out Ihe expeclailons of Ihe school. l.l 11 IJ 1.4 2. Use parent recognition as a tool for community and 2.1 parent Involvement. 21 Offer mini-workshops on topics such as: study sklUs, discipline, lime management, pre-reading skllh^ ftaanclal management, developmental learning sUUs. Request that parents come to Ihe school at least twice a year to pick up the report card. Provide and require opporlunHIes for counselors to have direct contact whh parents through scheduled meetings and home vishs. Bach school shaU demonstrate Ihe use of communhy resources In Ihe Insirncllonal program. Recognire parents monthly at PTA meetings for meeting Ihe schoora expeclailons.  Recognlte a communhy pet son monthly at PTA meetings for school Involremenl. Date FaU Fall Fall FaU FaU FaU Date Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Principal Teachers Principal Teachers Principals Principals S  2J Display parent/communhy recognition awards on a huUelln board In the entrance haU. FaU Ongoing Principals TeachersLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incenllve Schools - Parent Involvement Goal 111: (continued) Objectives Strategics/ Activities Beginning I Ending esponsibillty evaluation 2. (continued) 2.4 Provide school lunch vouchers and etc. for award winners. 3. CstabUsh a systematic spproach to ellecllm comrannicallon between the bone and school. 2J 3.1 32 3J 3.4 3J Involve students to the selectloo process of award winners. Identify at leasi three (3) key parent commnnicalors as a vital source for all to rely upon. Teach parents the system for advancing anpport and concern for the school. EstablMi a community resource Usl of role modeb and mentors. Invite community patrons of pre-school youngsters to PTA meetings and other parent tovolvemenl activities. Encourage parent attendance al PTA meeltags and other school related activhles. 3.6 Prepare and dbtrlbuie Parent Handbooks and monthly calendar of 3.7 emnts. Require parents to sign homework assignments, projects, etc. Dale Date Fan Fan Fan Fan Fan Fan August Augnst August Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing PrhKipals Teachers Communications Dept VIPS Principals Teachers Principals Teachers OLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Parent Involvement Goal III: (continued) Objectives Strategies/ Activities leglnnlng Date Ending )a(e lesponsibllity Evaluation 3. (continued) 3A Require parents lo call the school lo report absences and require the school lo can Ihe home and document reasons for absences. 4. Require contractual commhinenl from parents. 35 4.1 Require al Icasi Iwo (2) or more home visits. Require ah parents to sign contracts by having patents sign contract prior to enrollment In Incentive Program. Fan Ongoing Principal r\u0026gt;AREA: Parent Involvement Goal IV LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE : To help milor enhancement schoob provide p.reni with new remarcei. opportunhles .nd atra\u0026gt;egte to enhance .he .cMevemcnt of chlMren. Objectives StratcgIesZ Activities Beginning Date Endbig Date lesponsiblllty evaluation I. Strengthen Unkages between the home and the school. l.l Parenting education cbsses for mothers. Fan Ongoing Principab Counselors 11 Evening and Saturday cbsses lo eapose chndreu lo the Importance of science/math as means lo a heller future. tJ Use school as community center al mtafanal cost to user. Fan Ongoing 1.4 Workshops to eapose students and parents lo the Importance of science/math as a means to a belter future (reguhr workshops for students and parents). s o MLRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Parent Involvement Goal V\nTo strengthen the knowledge base of all teachera^ Afrlcan-Americaa hfatoty  tradhkwn, morab and wilue history. Objectives Strategies/ActWilM Beginning Date Ending Date Responsibility Evaluation I. Raise Ihe Iran level between the school and the community. l.l 11 IJ 1.4 Inservice coorses for teachers and school. Develop a speakers buresn for community groups In Ihe school \u0026gt;nes on educatloo bsues. Develop a calendar of events of uelghborhood actWiles and post ta the school. Develop an act that places high value on neighborhood pride - poster contest, talent dwws, participailoo In parades, cicm coordinaied by school staff. Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing \u0026lt; L4LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE AREA: Incentive Schools - Parent Involvement Goal VI: Establish a shared novernance team to ereiy school. Objectives Strategies/ Activities Beginning Date Ending Date Responsibility Valuation E SB 1. Formuble a committee of administrators, parents, and teachers to develop the school Improrement pbn. 1.1 12 IJ Provide an atmosphere where parents are open, honest and trnstworthy. Obtain masfannm topnt prior to making decbtons by tovoivtog more peopte to decbion making. Create a sense of ownership to decbtons throngh tovohement. Fan Fan Fan Ongoing Ongoing Ongoing PrincipabSection Five: Incentive School Parent Recruitment Aggressive marketing and recruitment are essential to the overall school oroeram Careful marketing of the incentive school program is the first step propam, T^e phe of Uta focus on providing general information to the community. The black commumty wui targeted during thc initial phase of marketing activities. Recruitment wiU be an ongoing process at the incentive schools. The puipose of recruitment program is to encourage voluntary assignments that will enable the schools to comply with the desegregation requiremenu. I. To provide information to the community about the incentive school program. A. Mail final report on incentive school program to special interMt and coMiu^ groups (ix. PTA Coundl, Junior League, Greek organizations. Ministerial Alliance. Tri-bistrict Council, ACORN, etc.). B. Conduct information sessions at churches located near churches throughout the community with large memberships. incentive schools and C. Conduct information sessions with special audiences. D. Establish Saturday information booths at such places as UniversiQf Mall^qrk Pl^ Mall, Wal44art Stores, Safeway Stores, Krt^ Stores, etc. St. \" fjornwinnity will also be targeted for information booths.* Stores in the black E. Secure special media coverage from local newspapers and radio stations. F. Develop highlights sheet for distribution to all elementary parents (and new elementary parents). G. Use telephone hotline.* H. Place highlights sheet in local businesses.* I. Special media coverage from State Press and black radio stations. Note: 'Will be dOK is conjunction with promonon of etudeot assignment ptan. n. To implement a recruitment program with the desegregation requirements. that will enable the incentive schools to comply A. Brochures - for each incentive school. Brochures should Produce a brochure fm each incenuve scuou*. ----------------------- ^Xol ipectal resoorees. prognuos. theme taformeuon, p.^- 01 scnowi, ____ . - Tn.TnhT with hnef include: photo in-education information, grants received, honors, list of staff members with brief credentials. Page 215B. C. D. E. F. G. H. I. J. K. L. PSAs - Produce generic public service announcements for all incentive schools. Billboards - Use billboards, bus benches, etc., to advertise generic information about incentive schools. Seek donated space. Billboards throughout Pulaski County should be used. Media Blitz - Conduct an ongoing media (radio, TV and newspaper) blitz to heighten public awareness regarding incentive schools. Pursue funding donations from community. Videocassette Recordings * Produce short (10-15 minutes) videocassette recordings to be used in public presentations (ix. PTA meetings, realtors, etc.) Flyers * Produce generic incentive school flyers to be distributed throughout Pulaski County. (Example: insert flyers in utility companies* bills\nmass mailings to targeted K-S white parents in NLRSD and PCSSD. Open House - Provide special open house opportunities at incentive schools. Nei^dmrfaood Blitz - Target geographic areas/neighborhoods to receive informational blitz regarding a specific incentive school. Stress group preference as an assignment option. Mail individual school brochures to each elementary student in targeted area. Tours * Conduct small group Tor Your Information\" tours to acquaint parents, grandparents, businessmen, realtors, etc., with the incentive schools. State Department of Education - Request a special designation from the Arkansas Department of Education (ix. \"Five Star Schools\", \"Model Schools\") to be used in marketing incentive schools. Celdirities - seek incenter- school endorsements from local celebrities. Arrange visits by celebrities, news events, special ceremonies, etc., to generate media coverage. Conduct meetings with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers to incentive schools. M. RprniityFB - Hire two parent recruiters to conduct recruitment activities. N Speakers Bureau - Establish a speakers bureau for each incentive school. The parents of white students enroUed in the incentive schools will be encouraged to serve on the bureau along with celebrities, teachers, etc. Page 216m. To monitor and schools. evaluate the effectiveness of the recruitment program for the incentive will also serve as thc The Little Rock School District Biracial Advisory Committee wilI se^ ____:____tnr incentive school recruitment program. Thc Little kock rnmniittee for thc school recruitment program steering committee tor me mceaurc on the District omce of Desegregation will be responsible for submitung bi-mo P implementation and effectiveness of various recruitment strategies. These reports shared with the Little Rock School District Board of Directors. The Biracial Advisory Committee will review each bi-monthly report and recomme^ w and/or Office of Desegregation any changes needed m recruitmM the Board of Directors and/or Office of Desegregauon any enanges strategies/activities. Thc Biracial Advisory Committee wiU also appomt with in marketing/ advertising to advise the Committee on rccruitmen s The Biracial Advisory Committee will evaluate thc recruitment The evaluation of the recruitment program will be addressed in the quarterly monitoring/evaluation report on the incentive school program. Page 217\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_978","title":"Needs assessment, North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1950/2024"],"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","School improvement programs","Students","Parents"],"dcterms_title":["Needs assessment, North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/978"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n*DEVELOPING A NEEDS ASSESSMENT There are four basic steps in developing a needs assessment and utilizing the information. 1. Assessing needs. The importance of a needs assessment cannot be overemphasized. It allows the planners to address the most important and/ or manageable needs of a target population. It can avoid wasting time, energy, and resources. The results of a needs assessment shapes the contents of a complete list of goals and objectives listed in order of priority. 2. Developing Objectives. Goals should be clearly spelled out in simple statements. The means to reach these goals are the objectives. Objectives should be specific, observable, and measurable, including the who, what where and when of their accomplishment. They also serve as guide posts that help measure progress or as \"reality checks\" on the course of action taken. Objectives also serve as the basis for further planning activities and determine the focus of evaluation. 3. Assessing Resources. In order to achieve success in implementing goals and objectives, consideration must be given to what will be needed to be successful. Resources come in several forms: human, materials, organizational, financial, and facility. Do not be afraid to look outside traditional arenas. Be receptive to unusual ideas and nontraditional approaches\njust because you've never done it that way before, doesn't mean it can't be done. 4. Developing Strategies Start by brainstorming and work towards refinements. Consider all ideas and approaches and then start analyzing and selecting the best for exploration and implementation. At this phase, you already have completed the first three steps. A needs assessment should be short, simple, and easy to return. Captive audiences work best because you don't have to wait for responses, nor trust that they will even be returned. Many people fail to respond to surveys even when free postage is provided. The downside to using the captive audience approach is that your results are tainted. You may get a certain result because the audience consisted of people with the same problems, beliefs, or biases\ntherefore, they would tend to have a strong common link and results might not be truly representative of the population that will be served. A combination of captive audiences, mailouts, and deposits at places frequented by the target population is recommended (neighborhood stores, beauty shops, churches, laundromats, etc.) * Based on Arkansas Scope And Sequence K-12 Guidance and Curriculum Guide, Appendix E, pages 56, 57 (1987) STAFFING NEEDS ASSESSMENT 1.How many students are enrolled Grade Pre-K Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade Black Male Black Female White Male White Female Total 2. If your enrollment is over 450, do you have an additional counselor in your building every day? Aside from the fact that a school is technically out of compliance when they have a student population over 450 and only has the part-time counselor in the building on certain days instead of every day, the lack of an additional counselor requires more time on the part of the principal to handle personal, social, and developmental matters usually referred to a school counselor. 3. Do you have a social worker? If so, is he/ she in the building every day? Social workers spend a great deal of time working with students and their families. Some of the services they provide include referrals to social service agencies, assisting with applying for public assistance, counseling, and home visits. Without a social worker, the school must depend on the principal to assume some of these duties. 4. How many students are referred to the principal's office for disciplinary matters on a daily average? Disciplinary actions are very time consuming, and depending on the number and severity of the problems, could have a negative impact on the principal's ability to concentrate on other areas of importance in the school. 5. How many students are enrolled in special education? Special education students bring unique problems and situations to a school. Couple that with students from economically and socially deprived backgrounds and the need for specialized intervention grows exponentially. Social workers are of enormous benefit to faculty and parents because they can serve as facilitators in arranging services or providing intervention for this high-risk population. They can train faculty and parents in methods to work with these students in areas that are not directly related to curriculum and instruction, but are important to their educational process. 6. How many students receive free/ reduced lunch? The answer to this question helps to determine the number and proportion of economically disadvantaged students in the school. The higher the number, the greater need for specialized social services. 7. Estimate the percentage of your students from single-parent homes. Single parent homes are generally headed by females. This often means smaller incomes and little to no male influence in child-rearing. The lack of proper role models or the presence of an overworked parent can lead to problems that place families at risk of winding up in the social service or criminal justice system. A social worker may be the difference between success or failure for some of these families. 8. How many homeless students attend your school. Foster Care Residential Care Facilities (Dorcas House, Battered Women's Shelter, Elizabeth Mitchell, etc.) These speak for themselves. 9. Do you have in-school suspension? The LRSD desegregation plan commits to placing alternatives to suspension in each school. (LRSD Desegregation Plan, April 29, 1992, page 34) 10. If not, is space available? Schools are required to develop a school-based discipline plan and to have discipline/ attendance intervention teams. (page 34) Incentive schools are required to have time-out rooms staffed with trained personnel. This person provides training in problem solving techniques. (page 175) 11. How many out-of-school suspensions did you have last year? Expulsions? High numbers strengthen the need for an alternative classroom specialist. 12. What is the average number of certified personnel absent each day? This helps to ascertain the cost-effectiveness of hiring a permanent substitute teacher. 13. What is the average number of post-observation conferences held with teachers each nine weeks? These conferences take the teacher out of the classroom during normal instruction time. If a principal averages three of these conferences a year per teacher, the need for a permanent substitute increases with the size of the teaching staff. 14. What percentage of the staff is nontenured? A large nontenured staff also poses the need for an additional person, preferably a certified teacher. That person could wear more than one hat. Questions 1-4 relate to the need for an assistant principal. Schools with large student populations, high numbers of disciplinary incidents, and significant absentee rates would benefit from an assistant principal. Questions 5-8 would indicate the need for a social worker if a disproportionate number of students fall into those categories. Questions 9-11 address the need for an alternative classroom specialist. Questions 12-14 help to identify the need for a permanent substitute. This person not only substitutes for absent teachers, but also serves as classroom replacements for teachers during post-observation conferences. NEEDS ASSESSMENT- PARENTS/ STUDENTS 1. I visit the school - daily weekly monthly twice a year once a year only when I have to (circle one) When parents visit the school, they generally see the principal, even if they have a meeting with the child's teacher. This is an important part of a principal's job, but it too can take time from other essential duties. 2. My child(ren) has been sent to the principal's office this year for breaking the rules. Y N This question is self-explanatory. Disciplinary hearings and other discipline related activities are very time consuming. 3. My child(ren) has been to see the principal as a reward for good behavior. Y N While principals should love these types of activities, they too take time, and plenty of time should be given to students who are being \"rewarded\" with a visit to or by the principal. 4. When I need to speak to the principal he/ she has time to listen. y N Self-explanatory. 5. I live within two miles of the school. y N Students who live in the neighborhoods of the incentive schools tend to come from families of low socio-economic backgrounds and are often headed by single parents. These circumstances sometimes requires the intervention or assistance of a social worker or counselor. The higher the at-risk population, the greater the need for a full-time social worker. 6. I have 3 or more children at home. y N Poverty can be defeating in itself, add several children and some parents have trouble coping. Sometimes a trained specialist is the only thing standing between neglect and assistance. 7. I am employed full-time part-time not employed This will help the administrative staff to determine the number of students that are from families of \"the working poor.\" These families are often eligible for assistance and are not aware of the help that is available to them. Social workers are invaluable to these families. 8. My child has gotten into trouble at school for fighting. Y N Fighting leads to suspension or expulsion. Trained specialists help students to acquire the skills necessary to handle and express anger. They are also helpful in designing and implementing an equitable disciplinary policy. 9. My child likes his/ her school. y N If a child does not his/ her school, this dislike is often manifested in the form of behavior problems. Alternative classrooms can be designed to accommodate problem students and to help them to learn how to become members of the school community. My child has been sent home for getting into trouble at school. y N Students cannot learn when they are not in school. An alternative classroom should be a part of the school's structure. 11. My child has trouble sitting still in the classroom. y N Hyperactive children, kinesthetic learners, and some gifted children have trouble in traditional classrooms. It is like trying to put square pegs into round holes\nthey don't fit. Many of these children wind up in disciplinary trouble and too often out of school. While punishment isn't the answer, a good alternative classroom could be. (See 1991- 1992 Monitoring Report on the Alternative Schools, ODM, December 18, 1992) 12. My child likes to talk. y N See #11. 13.My child gets upset when he/ she doesn't know the substitute teacher. y N Children like stability. They like familiar surroundings and faculty that is familiar to them. Getting to know a new teacher takes time, and there is a need for a certain amount of bonding to occur before a new person is accepted into the \"academic family.\" 14. The best time of day for me to come to school to talk to my child's teacher is If the only time a parent can visit the school is during the regular school day, then the teacher has to leave the classroom or the visit doesn't take place. This survey should be filled out by the parent and child together. The sequences of questions reveal the need for an assistant principal, social worker, alternative classroom specialist, and a permanent substitute teacher. Some of the other recommended positions in the incentive schools (pp. 190-191) would require similar assessments. The district must also take into consideration space allotment, number and types of special programs in the school and staff positions already in place. Some other areas of exploration are outlined below. PE - Does the school have a gym? If not, does it have a good play area, equipment, safe surroundings? How does PE fit in with the required wellness program? Do the nurse and PE instructor coordinate activities? What is the level of fitness/ health in the school? Art - What is available in the neighborhood or community to enhance art instruction (museum, historic buildings, local artists, art gallery, etc.)? How is art infused into the curriculum? Can it help to provide integrative experiences? Media Clerk - How often is the library used?. Is the library and its staff a regular part of instruction? Are students allowed easy access to the library? Is the library well stocked? Does it have the latest equipment? Can parents use the library? Are guest speakers and presenters a regular component of library services? Consideration should be given to the effectiveness of parent and volunteer participation in the school. How strong is the PT A/ PTO? Does the school have a functioning parent center? Are parents utilized in the school on a regular basis - do they serve as mentors, classroom aides, tutors, chauffeurs, office assistants, or guest lecturers? How can parent participation be strengthened so that the school can become self-sufficient yet economically viable? By looking at each position and analyzing information obtained through the needs assessment, the district can make informed decisions about staffing needs in any of the schools. The publication A Curriculum Audit of the Little Rock School District (1990) points out that the district has a wealth of data but is weak on information. By following the steps outlining how to develop and use a needs assessment at the beginning of this document, the district will have the technical ability to develop plans, guidelines and policies on any subject affecting the LRSD.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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