{"response":{"docs":[{"id":"gsu_ggdp_5984","title":"William P. Randall oral history interview, 1993 December 10","collection_id":"gsu_ggdp","collection_title":"Georgia Government Documentation Project","dcterms_contributor":["Tuck, Stephen G. N."],"dcterms_spatial":["United States, Georgia, Bibb County, 32.80659, -83.69776","United States, Georgia, Bibb County, Macon, 32.84069, -83.6324"],"dcterms_creator":["Randall, William P."],"dc_date":["1993-12-10"],"dcterms_description":null,"dc_format":["audio/mpeg","application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Georgia State University Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Georgia Government Documentation Project;","https://archivesspace.library.gsu.edu/repositories/2/resources/1508"],"dcterms_subject":["Voter registration","Civil rights movements","Civil rights workers","Southern Christian Leadership Conference","National Association for the Advancement of Colored People","Ku Klux Klan (1915- )"],"dcterms_title":["William P. Randall oral history interview, 1993 December 10"],"dcterms_type":["Sound","Text"],"dcterms_provenance":["Georgia State University. Special Collections"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digitalcollections.library.gsu.edu/cdm/ref/collection/ggdp/id/5984"],"dcterms_temporal":["1990/1999"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Randall, William P., Interviewed by Stephen G. N. Tuck, 10 December 1993, P2003-06, Series R. Beyond Atlanta, Georgia Government Documentation Project, Special Collections and Archives, Georgia State University Library, Atlanta."],"dlg_local_right":["This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s)."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":["Audio: 1:23:04, Transcript: 42 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_474","title":"Incentive Schools: ''Little Rock School District Incentive School Monitoring Report (1992-93) Summary of Recommendations,''","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":["1993-12-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs","School integration","Educational law and legislation"],"dcterms_title":["Incentive Schools: ''Little Rock School District Incentive School Monitoring Report (1992-93) Summary of Recommendations,''"],"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/474"],"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\nSummary of recommendations for U.S. District Court hearing for January 26, 1994\nLittle Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary of Recommendations U. S. District Court Eastern District of Arkansas Hearing, January 26, 1994 Incentive Schools Franklin Ish Rightsell Stephens Garland Mitchell RockefellerApprox. 12/9/93 12/10/93 12/10/93 12/14/93 12/20/93 1/3/94 1/6/94 1/12/94 1/12/94 1/13/94 Little Rock Schoo! District INCENTIVE SCHOOLS MONITORING REPORT (1992-93) Done (1/26/94) ________ Item Received copies of report____________________ Distributed copies of the Report for reading to: / School Board / Superintendent's Council / Desegregation Facilitator / Incentive School Principals / Other administrators responsible___________ Report was discussed in Superintendent's Cabinet meeting____________________________ Recommendation summarized in chart form Administrative Offices Close__________________ Administrative Offices Reopen________________ Superintendent's Council met all day together reading each page and discussing: / implications of each recommendation on our progress in implementing the plan, court orders, and directives / Impact on our budget and resources / Listing who is and should be responsible for the recommendation____________________ Superintendent's Council met all day together reviewing each recommendation and determining which administrator is or should be responsible Feedback from each of those administrators responsible was solicited_____________________ Met with curriculum supervisors to discuss and receive input concerning recommendations in the Report Approx. 1/13/94 1/19/94 1/20/94 1/20/94 1/22/94 1/26/94 1/27/94 2/3/94 ____________________Item__________________ Met with Student Assignment Office Staff, Desegregation Facilitator, Communications Director, Recruitment Staff, Director of Transportation, and VIPS Coordinator to discuss and receive input concerning recommendations in the Report______________________________ Met with incentive school principals to discuss and receive input concerning recommendations in the Report______________________________ Met with incentive school principals to plan recruitment activities for February registration to consider the relationship between the Report recommendations and registration____________ Feedback was received and follow-up discussions began with individuals who have responsibilities for areas touched by the recommendations__________________________ Feedback was analyzed and a summary compiled in chart form listing each recommendation and where we currently stand on it______________________________________ Court hearing began on the Report____________ Update School Board on status of the Report Agenda item at School Board RetreatLittle Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary of Recommendations Included here is a summary of recommendations from the INCENTIVE SCHOOL MONITORING REPORT (1992-93). Each recommendation has been numbered consecutively based on its order in the report. This was done to facilitate discussion and cross-referencing. A breakdown of recommendations listed by these numbers appears on the first page entitled Summary of 102 Recommendations by Category. Three charts are attached to that. The first is a listing of all 102 recommendations. For each recommendation, the chart displays a number (No), page (Pg), section, and a symbol. The full name of the abbreviations used in the section column appears on the last page of section one. If either no symbol, a \" + or a \"++\" appears in the right margin beside the recommendation, we agree with the recommendation. If an The meaning of each symbol is as follows: #  *  appears, we disagree with the recommendation. Disagree + In Progress + + Completed Behind the complete chart of all recommendations, are two charts in the same format. One chart represents only the recommendations with which we agree, and the other represents recommendations with which we disagree. Included with the \"disagree\" chart recommendations are the associated requirements mentioned in the report. They are noted by a Z mark. Two of the recommendations (numbers 31 and 66) in the complete chart were duplicated when the original chart was typed. The error was discovered as the research process developed. They have been shaded. Therefore, the last recommendation is numbered 104, but there are only 102 recommendations. Duplicated entries were not removed when discovered because renumbering would confuse previous cross-referencing in our discussion notes. Number 1 7 is a reference to tsh School which closed in June of 1 993. RUSS MMO ASSOCIATE SUPERINTENDENT FOR DESEGREGATIONLrt?^llock^^Rool District INCENTIVE SCHOOL MONITORING REPORT (1992-93) Summary of 102 Recommendations by Category AGREEMENT To be done 37 Total In progress(+) 44 Total Completed (++) 9 Total Disagreement (*) 12 Total # 1 2 3 6 7 8 9 10 11 12 [17] 19 24 25 26 28 29 32 41 # 42 46 58 59 60 62 63 65 67 68 69 70 85 86 90 91 96 100 # 5 13 14 16 18 20 27 30 34 36 37 38 39 40 43 44 45 47 48 49 50 51 # 52 53 55 56 57 61 72 73 77 79 80 81 82 83 84 87 89 93 94 97 98 102 # 15 21 22 35 78 92 101 103 104 # 4 23 33 54 64 71 # 74 75 76 88 95 99 I [17] Ish closed June, 1993 01/26S4 aLittle Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary Chart of RecommendationsNo 1 2 3 Pg 5 5 12 Section 4-Yr Enroll Compared 4-Yr Enroll Compared Staff I 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 1 12 13 15 15 15 15 22 22 22 27 30 34 38 38 38 38 38 38 Staff Staff Staff Staff Staff Staff Staff Staff Staff Test Data Discp/Susp Expul G\u0026amp;T Enroll Facilities Facilities Facilities Facilities Facilities Facilities Ish closed June, 1993. INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary of Recommendations ____________________________________________Recommendation____________________________________________ Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated.________________________________________ Identify the facts that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools._______________________________________________________________________________________ Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features.___________________________________________________ Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the school's staffing committee.__________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans._____________________________________________________________________ Institute staffing needs assessments as an annual process in the incentive schools._________________________________ Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data.___________________________________________________________________ Train principals and staffing committees in procedures for effective assessing staffing needs._________________________ Involve the LRSD Human Resource Department as an integral part of the assessment process.________________________ Develop specific, comprehensive job descriptions for instructional and supervision aides._____________________________ Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques._____________________________________________________________________________________________ Provide teacher inservice training in the effective use of instructional aides that include team-building activities for teacher and aide teams.________________________________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan.____________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan.____________________________________________________________________ Increase the amount of time the gifted and talented program specialists spend in the incentive schools so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program. Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet. Repaint the interior of Ish, if the school remains open.^ The spot-painting completed during the summer of 1992 improved the appearance of the building, but the walls need a complete paint job._______ Repair or replace the leaky roof in Mitchell's reading room.___________________________ Replace the loose floor tiles in Mitchells hallway.__________________________________ Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell. Repair the floor and wall in Rightsell classroom 3-B, and then replace any damaged carpet. [ * Disagree + In Progress -I- -I- Completed ] + + + + + + -I- + + 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 2 No 22 23 24 25 26 27 28 29 30 31 Dup 32 33 34 35 36 37 38 39 40 Pg 38 38 40 41 41 41 41 41 41 41 41 43 43 43 45 45 46 47 47 Section Facilities Facilities Prog/oper Prog/oper Prog/oper Prog/oper Prog oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper ____________________________________________Recommendation ___________________________ Take steps to correct the remaining drainage problems at Rightsell, including relocation of any down spout draining toward the foundation._________________________________________________________________________ Make sure all incentive school principals are aware that district funds are available to improve landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings._____________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans___________________________________________________ Create job descriptions for council members that clearly identify the district's expectations of the council, membership responsibilities, and the amount of service time involved.______________________________________________________ Outline the council's organizational structure and its working and reporting relationship to the school board, district administrators, the incentive schools, and other monitoring entities._____________________________________________ Provide a comprehensive orientation for the council at the beginning of each school year so all members will understand their role, district policies and procedures, communication channels, and what district resources and support are available. Develop and carry out a specific plan for meeting council obligations that includes goals and objectives, tasks, timelines, persons responsible, and evaluation criteria that addresses the council's desegregation plan obligations.________________ Develop a monitoring instrument for council use that correlates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its obligations.____________________________________________________________________ Help the council develop monitoring and reporting procedures, guideline, and schedules that provide members clear direction for their monitoring tasks. HeJp the council develop monhoring end reporting procedures, guidelines, and schedules that provide members dean ..................................:.....\nCoordinate monitoring activities with other internal monitoring groups including the district biracial committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of time and other resources.__________________ Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program._________________________________________________________________ Increase the involvement of area colleges and universities by naming active higher education representatives to the task force._______________________________________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan.______________________________________________________ Base staff development on activities on areas of demonstrated need.______________________________________ Utilize Teacher Assistance Plan (TAP) for those teachers who need the help available through the TAP approach.____ Encourage principals and assistant principals to attend subject area in service meetings so they, too, are well informed and understand the new curriculum____________________________________________________________________ Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year.____________________________________________________________________________________ Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily deviate from a particular plan provision. -I- + 4- -I- [ * Disagree -I- In Progress + -I- Completed ] uuiKiHga ITUlilO + -I- + 4- + 4- -I- -I- 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 3 No 41 Pg 48 Section Prog/oper 42 48 Prog/oper 43 I 49 44 45 46 47 48 49 50 51 52 53 54 49 51 51 51 51 52 53 55 56 57 58 55 8 61 56 57 58 Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper VIPS 61 63 65 VIPS VIPS Career Dev. ____________________________________________Recommendation_________________ Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences. Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the district's programs.___________________________________ Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom.____________________ Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures.____________________________ Capitalize on the district's resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program.__________________________________ Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program.________________________________ Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum. Increase the amount and improve the quality of Spanish language materials available in each school.________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________ Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993-94 school year, ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.___________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plans.________________________________ Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum._________________________________________________ Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourager can be so important to a child's development that every student who needs or wants a mentor should have one. Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors. Abandon the practice of limiting three-and-four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school buses.___________________________________________________ Treat and teach career skills development as an integral part of school life. -F -I- -I- 4- 4- . + + 4- -t- * 4- 4- 4- I * Disagree 4- In Progress 4- 4- Completed ] 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 4 No 59 60 61 62 63 64 65 66 Dup 67 68 69 70 71 72 73 Pg 68 68 68 68 68 68 68 68 70 70 72 72 76 76 78 Section Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Recommendation Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it.______________ Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend.____________ Seek broad-based input from incentive school staff, parents, and students to learn what course offerings or other program features make summer school most appealing to prospective participants. Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and when act decisively upon what the evaluation reveals._____________ Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit.__________ Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed.____________ Consider implementing the recommendations made by the extended year administrative staff in the district's summary report._________________________________ Consider impiementing the recommendatfons made by the extended year adminfsttative staff in the district's summary report._______________________________________________ Encourage partnered schools to develop some joint projects and co-activities so students will learn how to plan, organize, and cooperate on activities that they develop. Shared ventures could held increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects.___________________________________________________ Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety.______________ Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play. Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. It's developmentally and emotionally healthy for students to participate in wholesome activities just for fun. .Mgke an effortjo ^air aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team. Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics that include behavior management techniques and other subjects that will contribute to the aides' effectiveness. Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training. I * Disagree -I- In Progress -I- -I- Completed -I- -t- -h 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 No 74 75 76 77 78 79 80 81 82 83 84 85 86 87 to 5 Pg 78 78 84 85 89 89 89 91 92 92 95 97 97 98 Section Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve ____________________________________________Recommendation___________________________________________ Allow principals to contact and select pre-professionals from institutions of higher education when the opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesn't make sense for a good opportunity to get lost in bureaucratic wastelands.________________________________________ Expand contacts with and widen access to the variety of community-based programs designed to support children and families.______________________________________________________________________________________________ Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish to transfer elsewhere, they are not necessarily unfit or incompetent\nthey may simply not be suited for the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there.______________________________________ Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each student's learning path and to help determine the effect of the variables these profiles record._________________________________________________________________________________________ Make sure that each incentive school has a full-time certified guidance counselor on staff throughout the school year. Decide each incentive school's need for a social worker, then staff accordingly. Require incentive school counselor to meet as a group on a regular basis. Such meetings will provide an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers.________________________________________________________________________________ Assign a district employee the responsibility for fully developing and implementing the plan requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria. Follow up to provide appropriate assistance to survey respondents who have expressed interest in receiving specialized help from the district, such as obtaining their GED.___________________________________________________________ Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Center, as a means for providing education opportunities for parents._______________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________________________________________________ Evaluate the parent workshops offered to determine if they are meeting the plan's goal of helping incentive school parents understand and carry out school expectations.________________________________________________________ Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly._____________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plan. I * Disagr^ -I- In Progress -I- -I- Completed  -I- -I- 4- + -I- + -h -I- + 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 6 No 88 pPg 105 Section Parent Involve 89 90 91 92 93 94 95 96 97 98 99 105 105 106 109 109 109 116 116 117 117 117 100 I 11 7 101 117 102 117 Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child _____________________________________Recommendation___________________________________________ Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, or other), and a brief description of the results of the contact or any other pertinent information.__________________________________ Train incentive school principals and staff to serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement.___________________________________________________ Develop transportation policies and procedures, ensuring that principals are aware of this service, know how to identify parents' transportation needs, and understand how to arrange for it to support parent participation where needed.______ Provide parents with current school year contracts to sign when they register their children in the incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that either the school, the district, or both don't place much value on the contracts or parent commitments.________________________ Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator can't be expected to carry out their responsibilities effectively.___________________________________________________________________ Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made._____ Develop job descriptions for the speakers bureau and key communicators that clearly identify the job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job.__________________________________________________________________________ Seriously consider placing at Rockefeller an early childhood program specialist who has the credentials and experience that clearly illustrate adequate training and interest in the education of very young children._________________________ Re-establish the Rockefeller advisory group. Regularly evaluate Rockefeller's early childhood education policies as specified in the plan and then publish the results in an informational handbook for parents._____________________________________________________________________ Make sure that the early childhood students receive the services of the school's counselor. Very young children can need the specialized insights and services of a counselor professional just as much as older children._______________________ Concentrate the same level of attention, funding, and materials on the Rockefeller Early Childhood Magnet Program that the district lavishes on other magnet schools and programs.____________________________________________________ Broadly publicize the Early Childhood Magnet Program. This program is truly unique and the district should capitalize on its success.___________________________________________________________________________________________ Refrain from placing any uncertified teacher in an early childhood classroom. Provide regular, quality staff development opportunities for the early childhood education staff. I * Disagree -b In Progress -b -b Completed ] -b + -)- -b + -b -b * + -b + 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 7 No 103 104 117 120 Section Rockefeller Early Child Incent Sch Doubl Fund ____________________________________________Recommendation ______________ Ensure that Rockefeller serves as an early childhood education model, demonstration site, and training center by initiating the innovative practices described in the desegregation plan, utilizing advice and expertise from parents, teachers, and college and university staff. __________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. -I- -)- -h +  Four-Year Enrollment Comparisons  Staffing  Test Data  Discipline, Suspension, and Expulsion  Gifted and Talented Enrollment Sections  Extended Year/Week  Parent Involvement  Rockefeller Early Childhood Magnet School  Double Funding Facilities Programs and Operations VIPS Career Development I * Disagree 4- In Progress + + Completed ] 01/26/94Little Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary Chart of Recommendations (Agreement Only)No 1 F? 2 3 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 1 5 12 13 15 15 15 15 22 22 22 27 30 34 38 38 38 38 38 38 38 INCENTIVE SCHOOL MONITORING REPORT (1992-93) Summary of Recommendations (Agree) Section 4-Yr Enroll Compared 4-Yr Enroll Compared Staff Staff Staff Staff Staff Staff Staff Staff Staff Test Data Discp/Susp Expul G\u0026amp;T Enroll Facilities Facilities Facilities Facilities Facilities Facilities Facilities Ish closed June, 1993. ____________________________________________Recommendation ____________________ Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated. Identify the facts that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools._____________________________________________________ Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features.______________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.___________________________________________________ Institute staffing needs assessments as an annual process in the incentive schools. Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data._______________________________ Train principals and staffing committees in procedures for effective assessing staffing needs.__________ Involve the LRSD Human Resource Department as an integral part of the assessment process.___________________ Develop specific, comprehensive job descriptions for instructional and supervision aides.____________ Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques.___________________________________________________________________________ Provide teacher inservice training in the effective use of instructional aides that include team-building activities for teacher and aide teams._______________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan.________________________________________ Increase the amount of time the gifted and talented program specialists spend in the incentive schools so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program. Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet. Repaint the interior of Ish, if the school remains open. The spot-painting completed during the summer of 1992 improved the appearance of the building, but the walls need a complete paint job.________________ Repair or replace the leaky roof in Mitchell's reading room._________________ Replace the loose floor tiles in Mitchell's hallway.__________________________________________ Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell. Repair the floor and wall in Rightsell classroom 3-B, and then replace any damaged carpet.____________ Take steps to correct the remaining drainage problems at Rightsell, including relocation of any down spout draining toward the foundation. + + + + + + -I- -I- -I- 4- -I- + 01/264INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (Agree) 2 No 24 Pg 40 Section Prog/oper 25 26 27 28 29 30 32 34 35 36 37 38 39 40 41 42 41 41 41 41 41 41 41 43 43 45 45 46 47 47 48 48 Prog/oper Prog/oper Prog/oper Prog oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper ____________________________________________Recommendation___________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans_____________________________________________________________________ Create job descriptions for council members that clearly identify the district's expectations of the council, membership responsibilities, and the amount of service time involved.______________________________________________________ Outline the council's organizational structure and its working and reporting relationship to the school board, district administrators, the incentive schools, and other monitoring entities._____________________________________________ Provide a comprehensive orientation for the council at the beginning of each school year so all members will understand their role, district policies and procedures, communication channels, and what district resources and support are available. Develop and carry out a specific plan for meeting council obligations that includes goals and objectives, tasks, timelines, persons responsible, and evaluation criteria that addresses the council's desegregation plan obligations._______________ Develop a monitoring instrument for council use that correlates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its obligations.____________________________________________________________________ Help the council develop monitoring and reporting procedures, guideline, and schedules that provide members clear direction for their monitoring tasks.________________________________________________________________________ Coordinate monitoring activities with other internal monitoring groups including the district biracial committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of time and other resources._________________ Increase the involvement of area colleges and universities by naming active higher education representatives to the task force._________________________________________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan.________________________________________________________________ Base staff development on activities on areas of demonstrated need.____________________________________________ Utilize Teacher Assistance Plan (TAP) for those teachers who need the help available through the TAP approach.________ Encourage principals and assistant principals to attend subject area in service meetings so they, too, are well informed and understand the new curriculum________________________________________________________________________ Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year.____________________________________________________________________________________________ Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily deviate from a particular plan provision.______________________________ Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences.___________________________________________ Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the district's programs. -I- -F- 4- -I- + + -I- -F- -F -I- 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (Agree) 3 No 43 44 45 46 47 48 49 50 51 52 53 55 56 57 58 59 60 61 Pg 49 49 51 51 51 51 52 53 55 56 57 61 61 63 65 68 68 68 Section Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper Prog/oper VIPS VIPS VIPS Career Dev. Extended Yr/wk Extended Yr/wk Extended Yr/wk ____________________________________________Recommendation___________________________________________ Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom.______________________________________________________ Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures._________________________________________________________________________ Capitalize on the district's resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program._____________________________________________ Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program._______________________________________________________ Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum.___________________________________ Increase the amount and improve the quality of Spanish language materials available in each school._________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________________________________________________ Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993-94 school year. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.____________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plans._____________________________________________________________________ Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourager can be so important to a child's development that every student who needs or wants a mentor should have one._____________ Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors. Abandon the practice of limiting three-and-four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school buses.______________________________________________________________________________ Treat and teach career skills development as an integral part of school life._______________________________________ Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it._____________________________________ Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend.____________________________________________ Seek broad-based input from incentive school staff, parents, and students to learn what course offerings or other program features make summer school most appealing to prospective participants. -I- + -I- + -F -F + + -F -I- + -F 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (/iffree) 4 No 62 63 65 67 68 69 70 72 73 77 78 79 80 81 82 Pg 68 68 68 70 70 72 72 76 78 85 89 89 89 91 92 Section Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk Parent Involve Parent Involve ____________________________________________Recommendation___________________________________________ Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and when act decisively upon what the evaluation reveals.______________________________________________ Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit.___________________________________________________________________ Consider implementing the recommendations made by the extended year administrative staff in the district's summary report.________________________________________________________________________________________________ Encourage partnered schools to develop some joint projects and co-activities so students will learn how to plan, organize, and cooperate on activities that they develop. Shared ventures could held increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects._____ Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety.___________________________________________________________ Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play. Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. It's developmentally and emotionally healthy for students to participate in wholesome activities just for fun.____________________________________________________________________________________ Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics that include behavior management techniques and other subjects that will contribute to the aides' effectiveness.__________________ Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training._______________________________________________ Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each student's learning path and to help determine the effect of the variables these profiles record. ___________________________________________________________________________________ Make sure that each incentive school has a full-time certified guidance counselor on staff throughout the school year. Decide each incentive school's need for a social worker, then staff accordingly. Require incentive school counselor to meet as a group on a regular basis. Such meetings will provide an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers.________________________________________________________________________________ Assign a district employee the responsibility for fully developing and implementing the plan requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to incIude program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria. Follow up to provide appropriate assistance to survey respondents who have expressed interest in receiving specialized help from the district, such as obtaining their GED. -I- 4- + + -I- -I- + + 01/26/94 aINCENTIVE SCHOOL MONITORING REPORT - 1992-93 [Agree] No 83 84 85 86 87 89 90 91 92 93 94 96 97 98 100 101 Pg 92 95 97 97 98 105 105 106 109 109 109 116 117 117 117 117 B 5 Section Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Parent Involve Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child Rockefeller Early Child ____________________________________________Recommendation__________________________________________ Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Center, as a means for providing education opportunities for parents.______________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.___________________________________________________________________ Evaluate the parent workshops offered to determine if they are meeting the plan's goal of helping incentive school parents understand and carry out school expectations._______________________________________________________ Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly.___________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitment in its desegregation plan.____________________________________________________________________ Train incentive school principals and staff to serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement.__________________________________________________ Develop transportation policies and procedures, ensuring that principals are aware of this service, know how to identify parents' transportation needs, and understand how to arrange for it to support parent participation where needed._____ Provide parents with current school year contracts to sign when they register their children in the incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that either the school, the district, or both don't place much value on the contracts or parent commitments._______________________ Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator can't be expected to carry out their responsibilities effectively.__________________________________________________________________ Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made.______________________________________________________________________________ Develop job descriptions for the speakers bureau and key communicators that clearly identify the job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job._________________________________________________________________________ Re-establish the Rockefeller advisory group. Regularly evaluate Rockefeller's early childhood education policies as specified in the plan and then publish the results in an informational handbook for parents._____________________________________________________________________ Make sure that the early childhood students receive the services of the school's counselor. Very young children can need the specialized insights and services of a counselor professional just as much as older children._______________________ Broadly publicize the Early Childhood Magnet Program. This program is truly unique and the district should capitalize on its success.____________________________________________________________________________________________ Refrain from placing any uncertified teacher in an early childhood classroom. -I- + -h -I- -I- -I- + + + -I- -I- -I- 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (/Igree) 6 No 102 103 104 Pg 117 117 120 Section Rockefeller Early Child Rockefeller Early Child ____________________________________________Recommendation_____________________ Provide regular, quality staff development opportunities for the early childhood education staff. Incent Sch Doubl Fund Ensure that Rockefeller serves as an early childhood education model, demonstration site, and training center by initiating the innovative practices described in the desegregation plan, utilizing advice and expertise from parents, teachers, and college and university staff.______________________________________________________________________________ ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. -I- -I- 4- 01/26/94Little Rock School District INCENTIVE SCHOOL MONITORING REPORT (1992-93) December 9, 1993 Summary Chart of Recommendations (Disagreement Only)No 4 23 33 54 64 Pg 12 38 43 58 68 Section Staff Facilities Prog/oper Prog/oper Extended Yr/wk INCENTIVE SCHOOL MONITORING REPORT (1992-93) Summary of Recommendations (Disagree) ____________________________________________Recommendation___________________________________________ Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the school's staffing committee. / The selection and support of quality staff members will be critical factors in the success of incentive schools. Carefully planned staff-selection criteria and procedures will provide the quality personnel capable of successfully attaining the goals and implementing the programs and curriculum of these schools. (LRSD Plan, pg. 190)  Progress is being made toward racially balancing both the certified and non-certified staff. (ODM 1992 Report, pg. 6) Make sure all incentive school principals are aware that district funds are available to improve landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings. / All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering [SIC]. (ODM 1992 Report, pg. 43.)___________________________________________________________________ Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program. / / The four-year-old program uses High Scope or a comparable curriculum model and a parent component is incorporated into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10) The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg- 17)__________________________________________________________________________________________ Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum. / Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg. 156)___________________________ Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students' home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed. / / / / Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180) Extended year is a continuation of the regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest school's participating in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) * 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (Disagree} 2 No 71 IQ 76 Pg 76 IQ 84 Section Extended Yr/wk Extended Yr/wk Extended Yr/wk Extended Yr/wk ____________________________________________Recommendation______________________________________ Make an effort to pair aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team. / / 7 7 7 / Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. ODM 1992 Report, pg. 23) Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23) Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23) The district collects and closely monitors discipline data in order to make appropriate modifications to the discipline program. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Allow principals to contact and select pre-professionals from institutions of higher education when the opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesn't make sense for a good opportunity to get lost in bureaucratic wastelands. Z Compacts provide students access to community support programs, such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies. (LRSD Plan, pp. 175,183) Z Students have access to a wide spectrum of community-based programs. (ODM 1992 Report, pg. 39)_____________ Expand contacts with and widen access to the variety of community-based programs designed to support children and families. Z Compacts provide students access to community support programs, such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies. (LRSD Plan, pp. 175,183) Z Students have access to a wide spectrum of community-based programs. (ODM 1992 Report, pg. 39)_____________ Allow teachers who want to leave the incentive schools to do so with ifhpunjt^. If staff members wish to transfer elsewhere, they are not necessarily unfit or incompetent\nthey may simply not be suited for the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there. / 7 7 Study skills training enhances skills in test taking, listening, and studying. Test taking skills are being taught and students practice test taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32) Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested. (ODM 1992 Report, pg. 32) Emphasize continuous growth in mathematics understanding and application, reducing computation isolated from application context along with redundancy across grade levels. (ODM 1992 Report, pg. 32) Cultural infusion is evident in classroom materials. (ODM 1992 Report, pg. 32) Teacher-directed and learner-directed instruction co-exist in the classroom. (ODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual students plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32) *   01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 [Disagree] 3 No 88 Pg 105 Section Parent Involve ____________________________________________Recommendation_________________ Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, or other), and a brief description of the results of the contact or any other pertinent information. Z Z 7 Each school provides community role models and a mentoring program (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. 95 116 Rockefeller Early Child student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)_______________________ Seriously consider placing at Rockefeller an early childhood program specialist who has the credentials and experience that clearly illustrate adequate training and interest in the education of very young children. * / / z 7 7 The Rockefeller Early Childhood Magnet Program is available to children from six weeks to four years of age. The program serves as a model for improving the academic achievement of disadvantaged students and attracting white students to the school in order to comply with desegregation requirements, (LRSD Plan, pg, 12) Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and to her area colleges. The LRSD works cooperatively with local colleges and universities to enhance and support the program, (LRSD Plan, pg, 12) At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children, (LRSD Plan, pg, 12) Rockefeller is used as a demonstration center for training the county's teachers, administrators, aides, HIPPY (HOME Instruction Program for Preschool Youngsters), and daycare program workers, (LRSD Plan, pg, 12) Parents and educational professionals from UALR and Other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program, (LRSD Plan, pg, 12) Students attending the three-year-old program are allowed to continue on into the school's four-year-old program, kindergarten, and beyond, (LRSD Plan, pg, 13) Explore developing Rockefeller as a year-round, full-day school for children form infancy through sixth grade, A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program, (LRSD Plan, pg, 13) Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and education goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability desegregation tool, its competitiveness with private schools and daycare, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13) as a 01/26/94INCENTIVE SCHOOL MONITORING REPORT - 1992-93 (Disagree} 4 No 99 Pg 117 Section Rockefeller Early Child ________________________________________ Recommendation__________________________________________ Concentrate the same level of attention, funding, and materials on the Rockefeller Early Childhood Magnet Program that the district lavishes on other magnet schools and programs. / / / / 7 The Rockefeller Early Childhood Magnet Program is available to children from six weeks to four years of age. The program serves as a model for improving the academic achievement of disadvantaged students and attracting white students to the school in order to comply with desegregation requirements. (LRSD Plan, pg. 12) Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and to her area colleges. The LRSD works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12) At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12) Rockefeller is used as a demonstration center for training the county's teachers, administrators, aides, HIPPY (HOME Instruction Program for Preschool Youngsters), and daycare program workers. (LRSD Plan, pg. 12) Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Students attending the three-year-old program are allowed to continue on into the school's four-year-old program, kindergarten, and beyond. (LRSD Plan, pg. 13) Explore developing Rockefeller as a year-round, full-day school for children form infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and education goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycare, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13) * 01/26/94\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_1444","title":"Report: \"1992-93 Incentive Schools Monitoring Report,\" Office of Desegregation Monitoring, United States District Court, Little Rock, Ark.","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Office of Desegregation Monitoring (Little Rock, Ark.)"],"dc_date":["1993-12-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","School enrollment","School integration","School management and organization"],"dcterms_title":["Report: \"1992-93 Incentive Schools Monitoring Report,\" Office of Desegregation Monitoring, United States District Court, Little Rock, Ark."],"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/1444"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["reports"],"dcterms_extent":["126 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1529","title":"Court filings concerning legal proceedings, school districts finance, and school discipline and readmission for Little Rock School District expellants","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":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1993-12"],"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","School districts--Arkansas--North Little Rock","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","Education--Economic aspects","School boards","School management and organization","School districts","School discipline","School enrollment","School integration","Student expulsion"],"dcterms_title":["Court filings concerning legal proceedings, school districts finance, and school discipline and readmission for Little Rock School District expellants"],"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/1529"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["106 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"tnmpl_aframmemphis_000200","title":"Letter, Nov. 22, A.D. 1993, Jackson, Tennessee to Lt. Governor John S. Wilder","collection_id":"tnmpl_aframmemphis","collection_title":"African-American Life in Memphis, Tenn.","dcterms_contributor":null,"dcterms_spatial":["United States, Tennessee, Madison County, Jackson, 35.61452, -88.81395","United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898"],"dcterms_creator":["Branch, Lee E."],"dc_date":["1993-11-22"],"dcterms_description":["Letter from November 22, 1993 from Lee Branch, Sr., to John S. Wilder, Tennessee lieutenant governor, describing the events that led to saving the Lorraine Motel, the site of Dr. Martin Luther King, Jr.'s assassination, from destruction. The letter also describes many individual's contributions to the civil rights struggle in Memphis, Tennessee, as remembered by Branch. King was assassinated at the Lorraine Motel on April 4, 1968, while in Memphis in support of the Sanitation Workers' Strike. The building was purchased by the Martin Luther King, Jr. Memorial Foundation and in 1991 opened as the National Civil Rights Museum; at the time of the letter, Branch was a member of the museum's Board of Directors.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["African-American Life In Memphis, Tenn., Box 4, Folder 2, Memphis Public Library, Memphis, Tennessee"],"dcterms_subject":["Lieutenant governors--Tennessee","Civic leaders--Tennessee--Memphis","African American civic leaders--Tennessee--Memphis","Motels--Tennessee--Memphis","National Civil Rights Museum","Assassination--Tennessee--Memphis","Boards of directors--Tennessee--Memphis"],"dcterms_title":["Letter, Nov. 22, A.D. 1993, Jackson, Tennessee to Lt. Governor John S. Wilder"],"dcterms_type":["Text"],"dcterms_provenance":["Memphis Public Library. Memphis and Shelby County Room"],"edm_is_shown_by":null,"edm_is_shown_at":["https://digital.lib.utk.edu/collections/islandora/object/volvoices%3A6695"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":["Branch, Lee E., Sr.","Wilder, John Shelton, 1921-2010","King, Martin Luther, Jr., 1929-1968--Assassination"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1340","title":"Proceedings: ''Hearing''","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":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1993-11-18"],"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","School districts--Arkansas--Pulaski County","Education--Arkansas","Educational law and legislation","Educational planning","School enrollment","Court records","School boards","School board members","School employees"],"dcterms_title":["Proceedings: ''Hearing''"],"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/1340"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["60 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1370","title":"Proceedings: ''Hearing''","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":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1993-11-17"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Finance","Educational law and legislation","Educational planning","Court records","School boards","School board members"],"dcterms_title":["Proceedings: ''Hearing''"],"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/1370"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["195 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"pth_bcja_metapth611505","title":"Whither Goes the Government?","collection_id":"pth_bcja","collection_title":"Barbara C. Jordan Archives","dcterms_contributor":null,"dcterms_spatial":["United States, Colorado, La Plata County, Durango, 37.27528, -107.88007"],"dcterms_creator":["Jordan, Barbara, 1936-1996"],"dc_date":["1993-11-12"],"dcterms_description":["Text for a speech given by Barbara C. Jordan before the La Plata County Democrats in Durango, Colorado, about the goal of the government."],"dc_format":["image/jpeg"],"dcterms_identifier":["local-cont-no: TSOU_0454-015-001"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["ark: ark:/67531/metapth611505","Whither Goes the Government?, ark:/67531/metapth611548"],"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["ark: ark:/67531/metapth611505","Whither Goes the Government?, ark:/67531/metapth611548"],"dcterms_subject":["African American women politicians--Texas","Speeches, addresses, etc.","Political parties--Colorado--Durango"],"dcterms_title":["Whither Goes the Government?","Texas Senate Papers"],"dcterms_type":["Text"],"dcterms_provenance":["Texas Southern University. Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://texashistory.unt.edu/ark:/67531/metapth611505"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["speeches (documents)"],"dcterms_extent":["2 p. ; 28 cm."],"dlg_subject_personal":["Jordan, Barbara, 1936-1996"],"dcterms_subject_fast":null,"fulltext":null},{"id":"pth_bcja_metapth611502","title":"Barbara Jordan, University of Texas, Development and University Relations Seminar","collection_id":"pth_bcja","collection_title":"Barbara C. Jordan Archives","dcterms_contributor":null,"dcterms_spatial":["United States, Texas, Travis County, Austin, 30.26715, -97.74306"],"dcterms_creator":["Jordan, Barbara, 1936-1996"],"dc_date":["1993-11-09"],"dcterms_description":["Text for a speech given by Barbara C. Jordan at the Development and University Relations Seminar of the University of Texas."],"dc_format":["image/jpeg"],"dcterms_identifier":["local-cont-no: TSOU_0447-012-013"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["ark: ark:/67531/metapth611502"],"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["ark: ark:/67531/metapth611502"],"dcterms_subject":["African American women politicians--Texas","Speeches, addresses, etc.","University of Texas","Seminars"],"dcterms_title":["Barbara Jordan, University of Texas, Development and University Relations Seminar","Texas Senate Papers"],"dcterms_type":["Text"],"dcterms_provenance":["Texas Southern University. Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://texashistory.unt.edu/ark:/67531/metapth611502"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["speeches (documents)"],"dcterms_extent":["10 p. ; 28 cm."],"dlg_subject_personal":["Jordan, Barbara, 1936-1996"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_613","title":"Program planning and budget document, first quarter status report","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":["1993-11-03"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation"],"dcterms_title":["Program planning and budget document, first quarter status report"],"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/613"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"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\nFILED district court EASTERN DISTRICT ARKANSAS NOV 0 J 1993 CARLR. BRENTS, CLERK By--^_____________________ P. CtEHXLITTLE ROCK SCHOOL DISTRICT FIRST QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT November 3, 1993 Planning, Research and Evaluation TABLE OF CONTENTS SEO. # PAGE # SEO. # PAGE # Preface Mission Statement Goals District Financial Summary 11 12 13 14 15 16 17 18 Student Hearing Officer In-School Suspension New Futures 243 246 253 Academic Incentive Grants/Focused Activities 258 McClellan Community School Alternative Learning Center Testing Assistance - Disadvantaged Job Fair 263 269 289 292 Definitions Organization of the Report School Support Cluster (BLUE) Cluster Budget Documents Curriculum Cluster (PINK) 01 02 03 04 05 06 07 08 HIPPY 4-Year Old Program/Clty-Wlde Early Childhood Education Program Academic Support Program (PAL) Multicultural Programs Special Education Gifted Education Federal Programs Vocational Education 11 20 29 35 65 100 108 114 19 20 21 22 23 24 25 26 27 School Operations Cluster (BUFF) 09 10 School Operations Extracurricular Participation 130 229 28 29 30 31 32 33 34 35 36 Commitment to Desegregatlon/Leadershlp Office of Desegregatlon/Student Assignment Staff Development Llbrary/Medla Computerized Transportation System Data Processing Safety and Security Teacher Recruiter Monitoring Activities (Planning, Research and Evaluation) Prejudice Reduction Summer School (Interdlstrlct) Summer Learning Program JTPA ASSET Special Programs Facilities Guldance/Counsellng Program Employment Practices Bidding Practices (Procurement) 294 299 309 321 327 331 338 343 350 353 355 363 367 370 373 375 381 383 1 Ba IBTABLE OF CONTENTS SEO. # PAGE # SEO.# PAGE \u0026lt; 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 Recruitment Cluster (PURPLE) Parent Involvement - Recruitment VIPS - Recruiting Public Relations Unassigned Incentive Schools Cluster (YELLOW) Office of Incentive Schools Writing to Read Science Labs Computer Labs Foreign Language Labs Computer Loan Program Extended Day Field Trips Homework Centers Transportation Homework Hotline Hentors/Tutors Instructional Aides Extended Year Incentive/Recognition Resident Counseling Service Camp Pfeiffer Monitoring Permanent Substitute Unassigned Extended Week 99 ^^9 ^^9 386 397 408 424 428 430 432 434 436 438 440 443 445 447 449 451 454 456 458 460 466 468 11 61 62 63 64 65 Staffing - Recommended Full-Time Required Staff Development Teacher Stipends for Inservice and Extra 5 Days Other Incentive School Academic Programs Kindergarten Reading Across the Curriculum Oral Expression Across Curriculum Learning Styles Inventory School Themes Semi-Departmental Instructional Tech Study/Test-Taking Parent Home Study Computer Managed Instruction Student Education Plans Specialized Programs Incentive Programs Homework Criterion-Referenced Test Heterogeneous Grouping Effective Schools African/American History Social Slcills Family Folklore Positive Imaging Interpersonal Skills Rites of Passage Mentoring Program 470 477 488 490 492SEO, if Incentive Schools Cluster (cont.) 66 Special Activities Peer Tutoring Program Academic Reinforcement Clubs Special Interest Clubs 67 Latin Enrichment Program 68 Unassigned TABLE OF CONTENTS PAGE * SEO. # 495 498 72 73 74 69 70 Career Skills Development Support Services - Other Community Access/Field Trip Community Involvement Special Skills Program Special Training Parental Involvement Learning Time Schedule Home/School Community Extracurricular Program Attendance and Behavior Subject Related Extracurriculum 503 505 71 Counseling/Social Work Community Services Access College/Post Graduate Aware Study Skills Home/Neighborhood Meet Wellness Program 508 111 fl B fi S PAGE # School Policies and Procedures - Other Unassigned Unassigned Student Choices/Options Cluster (GREEN) 75 76 77 78 79 80 81 82 Student Choices/Options King Interdistrict School Stephens Interdistrict School Romine Interdistrict School Rockefeller Early Childhood Original Magnets Parkview Science Magnets M-to-M Magnet Schools (Central, Dunbar, Washington, Henderson, McClellan) Organization Chart (WHITE) Incentive Schools Addendum (WHITE) 516 519 524 528 530 532 535 537 545 547 H B B PREFACE The mission statement and goals for Little Rock School District are the guides for all decision-making. The information gained from the Program Budget Document Report will provide additional direction for quality, interim decision-making for the district. Specifically, programs with poor performance or expenditure problems will be addressed with corrective action during the year rather than after the year The report enhances the district's ability to monitor and report \u0026gt; to the programs identified in the is completed. __ -- _ _ . . achievements and expenditures relative Desegregation Plan for the most efficient and functional program planning on a quarterly basis. During the course of the fiscal year, the district will incorporate nondesegregation programs into the report so that all programs, desegregation and nondesegregation, will be accounted for by the ^end of the 1993-94 fiscal year. Additional obligations may be identified after the course of the year. desegregation audit is complete. The Program Budget Document Report contains the following\n(, 1), The Mission Statement of Little Rock School District\n(2) The Goals of Little Rock School District\n(3) LRSD Quarterly Desegregation Expenses Summary\n(4) Definitions and Data Elements\n(5) Organization of the Report\n(6) Program Budget Documents Grouped by Clusters\n(7) The LRSD Organizational Chart\nand, (8) Incentive Schools Addendum. 1 LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated X Ul^ is A 4* WXXS* w A* ** AW A A  educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the District s curriculum. a dedicated and This will be achieved through the collaborative efforts of a Board,   ------c-i---------------racial equity and competent staff, and of parents and citizens committed to fairness, adequate support for education. 2 ^JS ^^B BB BjS BB ^^BBaBaaaaBBBBBBfififiMfiB LITTLE ROCK SCHOOL DISTRICT GOALS 1. 2. 3. 4. 5. 6. The LRSD will implement integrated educational programs that will ensure all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. The LRSD will develop and maintain a staff that is well-trained and motivated. The Little Rock Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. The LRSD will solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. The LRSD will provide a safe and orderly climate that is conducive to learning for all students. The LRSD will ensure that equity occurs in all phases of school activities and operations. 3 10/28/93 Little Rock School District Quarterly Desegregation Expenses Page 1 No. 01 02 05 06 07 08 09 10 12 13 14 15 16 17 18 22 24 25 26 27 28 29 32 _33 34 35 49 51 52 Program Name HIPPY______________________________ 4-YEAR OLD PROGRAM STUDENT HEARING OFFICER OFFICE OF DESEGREGATION________ EXTRA-CURRICULAR PARTICIPATION TEACHER RECRUITER_______________ STAFF DEVELOPMENT ACADEMIC SUPPORT PROGRAMS MULTICULTURAL PROGRAMS________ ACADEMIC INCENTIVE GRANTS ORIGINAL MAGNETS SPECIAL EDUCATION @ WASHINGTON SECURITY D/P SYSTEM STUDENT INFORMATIOTT M-TO-M MAGNET SCHOOLS MONITORING ACTIVITIES COMPUTERIZED TRANSP SYSTEM ROMINE INTERDISTRICT THEME McClellan community school IN-SCHOOL SUSPENSION JOB FAIR TESTING ASSISTANCE______________ LIBRARY SERVICES ' PARENT RECRUITING ~ VIPS RECRUITING ' PREJUDICE REDUCTION ' CONTINGENCY FUND ' OFFICE OF INCENTIVE SCHOOLS ' WRITING TO READ Budget 93-94 266,763.02 1,523,742.24 94,381.61 433,102.41 5,000.51 35,188.38 465,627.29 1,815,582.10 197,446.69 352,294.55 3,914,000.00 55,695.66 756,878.66 792,523.74 2,254,912.66 387,378.66 ______8,000.00 16,867.82 170,112.24 850,408.55 1,092.82 ______5,066.96 479,954.32 40,000.00 19,090.73 _______5,000.00 300,000.00 1,749.42 6,000.00 FTEs 21 67 2 10 1 7 70 1 38 4 74 4 2 25 30 2 4 JR JR 1^9 ^BS 1 st Quarter 31,286.27 138,599.40 22,646.74 100,300.49 4,962.82 9,695.18 69,080.94 158,246.87 19,443.65 26,486.11 8,178.16 91,086.44 593,453.22 287,665.69 149,459.45 82,090.64 70,413.69 153.38 75.16 61,580.87 10.26 5,857.49 76.77 % Budget Sjieni 11.73% 9.10% 23.99% 23.16% 99.25% 27.55% 14.84% 8.72% 9.85% 7.52% 0.00% 14.68% 12.03% 74.88% 12.76% 38.58% 0.00% 0.00% 48.26% 8.28% 14.04% 1.48% 12.83% 0.03% 30.68% 0.00% 0.00% 4.39% 0.00%BasaaaaBaBBBBBfifiwfififi 10/28/93 Little Rock School District Quarterly Desegregation Expenses Page 2 No. 53 54 56 57 59 61 64 65 66 72 73 74 75 Program Name Budget 93-94 ATE's 1st Quarter SCIENCE LABS_______________________ COMPUTER LABS____________________ COMPUTER LOAN PROGRAM__________ EXTENDED DAY_____________________ FIELD TRIPS_________________________ TRANSPORTATION (ADD'L)____________ INSTRUCTIONAL AIDES_______________ EXTENDED YEAR____________________ INCENTIVE/RECOGNITION____________ RECOMMENDED STAFFING REQUIRED STAFF DEVELOPMENT TEACHER STIPENDS/INSERVICE_______ OTHER INCENTIVE SCHOOL ACTIVITIES TOTAL 12,000.00 6,000.00 2,500.00 747,247.70 33,000.00 15,000.00 496,451.04 99,938.45 14,581.91 808,481.42 52,878.29 72,725.98 51,088.13 17,665,753.96 25,550.48 3,210.95 42 31 431 38,306.87 31,884.03 1,428.45 58,107.81 1,459.85 24,542.02 20,724.59 2,136.064.74 % Budget Spent 0.00% 0.00% 0.00% 3.42% 9.73% 0.00% 7.72% 31.90% 9.80% 7.19% 2.76% 33.75% 40.57% 12.09% 5DEFINITIONS AND DATA ELEMENTS The following are definitions of terms and data elements used in the Program Budget Documents. established plan of operation, composed of a group or series of related activities which are Program: A program is an . . carried out to serve a specific area of identified need. Program Description: related to the respective program. A program description includes a purpose, scope and content, and participants/beneficiaries Program Goal: A program goal is a broad guiding statement and should describe the overall aim(s), purpose(s), or ambition(s) of the specific program. Objectives: Program should provide detail to the goals. objectives present explicitly the desired impact the program should have on a problem. They Strategies: Strategies are the jobs, tasks. efforts, or actions undertaken in a program which contributes to the accomplishment of the objective. Achievements: Achievements are efforts, tasks, evidence, performance, or actions undertaken in a program which contributes to the accomplishment of the strategy. Achievements are placed in alpha order underneath the relative strategy. Evaluation criteria are statements which specify the end product of an objective or strategy and Evaluation Criteria: ---------- -------- - establish measurable and observable levels of performance of the product. Page: Each Program Budget Document uses one of two formatted pages. Program Sequence * (Seq. #): programs in order within the planning document. The purpose of this sequence number is to establish a reference for placing Revision Date: Program Name: Program code: This date is the actual date the program document was first documented or last changed. To eliminate confusion, an established name for each program has been assigned by the district planner. This is a unique accounting code assigned by Financial Services which links budget and expenditure information to the associated program. 6I Definitions and Data Elements (cont.) Primary Leader: The Primary Leader is the cabinet-level associate responsible for the management and operation of the respective program. Secondary Leader: 'T_h_e _S_e_c_o_n_d_a_ry Leader is the associate who is back-up to the Primary and will function in that capacity in the absence of the Primary (i.e. the Program Manager or the Principal). District G\no_a_l1 -S-uc-prp-o_rt-J: Each program directly supports at least one district goal. If more than one district goal is relative, then the appropriate district goals have been listed in descending priority order. Specific plan and page references will directly cite one of the following desegregation documents:  \nI = Interdistrict Desegregation Plan\nS = Settlement Agreement\nC = Court Orders\nT = Transcripts\nP = Pleadings\nM = Monitoring Reports. The format should be L23 or 113-20, for example. This element has been left blank if the program is not directly cited in one of the desegregation documents. Flan Reference: L = LRSD Desegregation Plan\nPlan Reference Page Number: Source references listed for each objective and strategy have been used. If the objective or strategy is desegregation document related, the specific desegregation document and page upon which this objective - - - -. If the objective or strategy is not related to a desegregation document. This element is contained on page 2 and succeeding pages. Plan Reference Page Number: or strategy has been found should be listed. then whatever source was used has been listed. Beginning Date: in the following manner\nThis is the actual date a particular strategy began. For consistency, all dates should be printed MM/DD/yy, (09/30/93). Completion Date. This is the actual date a particular objective or strategy was completed. For consistency, all dates sshhoouulldd bbee eenntteerreedd iinn tthhee ffoolllloowwiinngg ffoorrmmaatt:: MMMM//DDDD//yyyy,, ((0099//3300//9933)).. If an activity toward a strategy has been started but not completed, a percent of completion (75%) should be entered. Responsibility: This is the name of the individual tasked with ensuring an activity has been accomplished. ORGANIZATION OF THE REPORT This section provides guiding information about the text of the Program Budget Document Report. Every page in the text is numbered using Arabic numerals. ___ . _____________J- A-l_ -4* A I* Pages are^consecutivelynu^ered (\"e.g. ,1,2,3,...) throughout the report at the bottom of the page The \"Table of Contents\" is on page i, page ii, and page in. beginning with the \"Preface.\" The Program Budget Document employs two kinds of print density. ----   -  . -------J ------Lighter print enclosed in Print. '-----------3------------- . - , Print denotes original language of the desegregation document(s). Bold parentheses (parenthetical statements) identifies language that is not literal in tne _ ... _ __________-1 T ov T^T-nnt bavA. parenthetical statements of lighter print have been desegregation document(s). The parenthetical statements or iignrer prior oave integrated throughout the Program Budget Documents for clarification of original lan^age in the desegregation document(s) and/or for providing information generalized from the original language of the desegregation document(s) . Parenthetical information should^not be construed to Man new legal obligations nor expansion of the obligations under the desegregation The should document(s). Clusters. Programs Clusters ims have been sorted into broad categories called clusters, schools grouped together because of similar and related operational . _______j_1 1___ k-strA VtAAn rtrnil! include programs or schools grouped together because or similar anu lexaLvu For convenience and management of the report, similar programs have been grouped functions. For convenience and management of tne reporr, similar progiau.=. uac To locate a program, determine the relative cluster of the program by using the \"Table of Contents\" and then refer to the program sequence number (Seq #) or page number for facilitating program reference in the report. into six color-coded clusters. The School Operations cluster classifies the fifty schools elementary, junior high, and senior high.  interdistrict, incentive. organizational Level. according to three school organizational levels: These levels have been further subcategorized according to area, and magnet schools for efficient program reporting. No entry on page one in the fiscal year program budget field Non-Monetary Tracking. L- . _ and/or the quarter expenditure field of a Program Budget Document means desegregation money has not been tracked to the respective program. organizational chart has been included to provide reference Organizational Chart. ************\"^ w-  _ information matching designated responsible persons with desegregation and non-desegregation An programs. lIllBaSnaSiiiiiiiiiiiiii CLUSTER BUDGET DOCUMENTS 9Curriculum Cluster * * * * * * * HIPPY 4-Year Old Program Academic Support Program Multicultural Programs Special Education City-Wide Early Childhood Education Program Federal Programs Vocational Education 10 Prograa Seq f: 01 ProgrsB Maae: Prograa Code: Progn Description: District Goat Si^iport: Prograa Goat: [ Plan References: FY Prograa Budget: YTD Expenditures: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT HIPPY (Home Instruction Program For Preschool Youngsters) 01 Prieary Leader: Estelle Hatthis Secondary Leader: Marion Shead Page: 1 Revision Date: November 1, 1993 HIPPY is a home based developmental program which recognizes the mother as the first significant teacher of the child. HIPPY assists the mother in preparing the child to be successful in kindergarten, therefore assisting in the reduction of the disparity gap between black and white students. HIPPY'S major focus is in the shadow areas of major incentive schools and in the Southwest Little Rock area. HIPPY serves primarily economical and educational disadvantaged families. Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be successful\nand to improve the e\u0026lt;kjcational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Page L-5, L-U, 15, 16 1 $266,763.02 02 1st Qtr Expend: 2nd Qtr Expend: 131,286.27 3rd Qtr Expend: 4th Qtr Expend: FTE 21 [ Related Fmction Codes: ] 11LRSD FY 93-94 PROGRAM BUEXSET DOCUMENT Page: 2 Prograa Seq *: 01 Revision Date: November 1, 1993 Prograa Nw: HIPPY Prograa Code: 01 Priaary Leader: Estelle Hatthis Secondary Leader: Marion Shead Progn Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies L14 Page Nuafaer Beginning Date Coapletion Date Responsibility Evaluation Criteria 1. To promote the HIPPY program July b 1993 June 30, 1994 Staff Hailed letters Appear on show (Docimentation of PSA) 1.1 To compose and mail Public Service Announcement for local radio stations and Channels 14 and 16 flyers. July 1, 1993 June 30, 1994 Staff  A. Staff member appeared on channel 16 B. Hailed PSA to channels 4, 7, 14, 6 16 C. Forwarded PSA to LRSD Communications Department D. Printed ft distributed flyers 342 12 3 Page: Prograa Seq f: 01 Revision Date: Noveirber 1, 1993 Progm Maae: HIPPY Prograa Code: 01 Priaary Leader: Estelle Hatthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Page Hiaber Beginning Date (Uiopletion Date Responsibility Evaluation Criteria L14 2. To select HIPPY aides July 1, 1993 June 30, 1994 Staff By applicants response (Documentation of selection of aides) 2.1 Interview end select fourteen (14) aides. July 1, 1993 Jine 30, 1994 Staff A. Interview \u0026amp; select aides 6. Printed \u0026amp; mailed forty two (42) flyers to area churches C. Mailed job announcement to channels 14, 16, ft 36 L14 3. Initial training of aides and staff July 1, 1993 June 30, 1994 Supervisor Pay the bill (requisition paid) 3.1 Arrange logistics with state for the initial training July 1, 1993 June 30, 1994 Supervisor Pay the bill A. Contacted Principal at Washington Magnet school to assist ft arrange use of facilities for Regional Training B. Conducted pre-initial training for aides 13 g g g 9Page: Progm Seq f: 01 Revision Date: Movenber 1, 1993 Prograa Naaa: HIPPY Prograa Code: 01 Priaary Leader: Estelle Matthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies  Page Niaber Begiming Date Completion Date Responsibility Evaluation Criteria LU LU LU LU LU 4. To enroll fafnilies into program. 5. To recruit families 6. To determine service of coordinators 7. To assign families to be serviced by aides. 8. To organize instructional material. July 1, 1993 June 30, 1994 Supervisor Coordinators (Documentation of family enrollment) 4.1 Conduct home interview and enroll families into program. A. Conducted registration for interested parents 5.1 Coiqwse and mail correspondence to conmunity churches to recruit families and instructional aide trainees. A. Mailed correspondence to forty two (42) area churches 6.1 Identify families to be served by each coordinator A. Assigned families to Coordinators 7.1 Identify families to be served by each aide A. Assigned families to aides 8.1 Print curriculum materiel. 14 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1. 1993 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 Supervisor Coordinators Staff Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators Coordinators Coordinators Secretary of HIPPY Supervisor Coordinators Certification of aides (position of aides filled) Assignment of families to Coordinators Assignment of families to aides Printing conpleted (received ordered curriculim) Page: 5 Prograa Seq *: 01 Revision Date: November 1, 1993 Prograa Haae: HIPPY Prograa Code: 01 Priaary Leader: Estelle Hatthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to ieprove the educational outcomes of students, particularly black students as it relates to the achievement disparity between black end white students. r*pleference Objectives Strategies Begiming Date Collation Date Responsibility Evaluation Criteria L14 L14 L14 Page Miafeer 9. To familiarize aides of the HIPPY implementation in LRSD. 10. Obtain material for program 11. To orientate enrolled families to the HIPPY program. A. Ordered printed currfculun from Dushkin Publishing 9.1 Conduct three (3) day workshop A. Invited LRSD personnel to Inservice Training 10.1 Order material A. Requisitioned materials 11.1 Conduct orientation meeting A. Secured space for orientation B. Invited speakers to orientation C. Prepared program agenda for orientation 15 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993  B June 30, 1994 June 30, 1994 June 30,1994 June 30, 1994 June 30, 1994 June 30, 1994 Si\u0026lt;}ervisor Coordinators Supervisor Coordinators Supervisor Supervisor Coordinators Supervisor Coordinators Agenda/Receive material (doctjnentation of 3 day workshop) Receive materials (received ordered curriculum) (docunentation of requisition of material) Families enrolled in program (docunentation of parent orientation) (docunentation of correspondence \u0026amp; evaluation of orientation) 355553* Page: 6 Program Seq f: 01 Revision Date: Novenber 1, 1993 Program Haae: HIPPY Program Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marion Shead Progri Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to iinprove the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Beginning Date Co^letion Date Responaibility Evaluation Criteria L15 LIS Page Mtaber 12. Identify meeting sites of group meetings. 12.1 Secure meeting sites for group meeting, (mailed letters to building principals) 12.2 Mail out notification of meeting sites. A. Identified appropriate school site for group meetings B. Developed flyers C. Distributed flyers to parents July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 Coordinators Coordinators Coordinators Confirmation of site (docunentation of letters) 13. To schedule iaplementation of HIPPY curriculum July 1, 1993 June 30, 1994 Supervisor Coordinators IG Docunentation of scheduled group meetings (Docimentation of master schedule of home visits of aides)Page: 7 Prograa Seq *: 01 Revision Date: Novefl*\u0026gt;er 1, 1993 Prograa Naae: HIPPY Prograa Code: 01 Priaary Leader: Estelle Hatthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as It relates to the achievement disparity between black and white students. To prepare Plan Reference doc Page Ihafcer L15 L15 L15 Objectives Strategies 13.1 Schedule aides weekly home visits and group. 13.2 Schedule area group meeting-print flyers. 13.3 Schedule Meekly service for aides. A. Invited enrichment speakers B. Prepared agenda 13.4 Schedule aides first teaching with (own child). Beginning Date July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 Coapletion Date June 30, 1994 June 30, 1994 June 30, 1994 June 30,1994 Reaponaibility Supervisor Coordinators Coordinators Si\u0026lt;\u0026gt;ervi8or Supervisor Coordinators Evaluation Criteria Receive materials (Documentation on file) 14. To provide parents with information that will assist them with their children. 15. To evaluate aide trainees mid point (15th week). 16. To determine program success July 1, 1993 June 30, 1994 Supervisor Coordinators Received materials 14.1 Schedule workshop for parents and aides, mail out and print materials. 15.1 To evaluate each aide trainee. 17 29 29 ^9 22 22 99 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 B June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 Supervisor Coordinators Coordinators Coordinators Supervisor Coordinators Cotnpletion of surveyBBaaasBaaBH Page: 8 Prograe Seq *: 01 Revision Date: November 1, 1993 Prograa Maae: HIPPY Prograa Code: 01 Priaary Leader: Eatelle Matthis Secondary Leader: Harion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies UIS L16 L16 L16 L16 Page Mistier Beginning Date Cc^letion Date Responsibility Evaluation Criteria 16.1 Conduct survey of parents - print materials July 1, 1993 June 30, 1994 Supervisor Coordinators 17. Began second*part of program's implementation. 18. Evaluation of aides 19. Provide parents with information to be successful with their children 20. Build the aides children self esteem. 21. Graduation of HIPPY children and aides reception. 22. Evaluate aides July 1, 1993 June 30, 1994 Supervisor Coordinators 17.1 Iirplement second part of HIPPY curriculun: A. Print material B. Print flyers C. Mass mail out 18.1 Evaluate aides 19.1 Obtain a site and speaker and schedule a lecture for parents 20.1 Activity 21.1 Staff Hill organize 18 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 Coordinators Supervisor Supervisor Staff Staff Staff Staff Coordinators Participation of parents Materials completed Completed Consultant fee paid Consultant fee paid Completion of program Page\n9 Prograa Seq *: 01 Revision Date: November 1, 1993 Prograa Naaa: HIPPY Prograa Code: 01 Priaary Leader: Estelle Hatthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Begiming Date Coapletion Date Responsibility Evaluation Criteria L16 Page IHaber 23. Staff in place. 22.1 Schedule final evaluation of trainees in the program July 1. 1993 July 1, 1993 June 30, 1994 June 30, 1994 Coordinators Coordinator Staff began implementation of program 23.1 To begin implementation of HIPPY program. July 1, 1993 June 30, 1994 L16 24. Maintain regular staff. July 1, 1993 June 30, 1994 Supervisor To assist in the implementation of program L16 25. To assist in traveling expense. 24.1 Secretary July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 Aides Pay stipend 25.1 Aides made home visit. 19Prograa Seq f: 02 Prograa Naaa: Prograa Code: Progri Elescription: District Goal Si\u0026lt;]port: Progri Goal: Plan References: Prograa Budget: YTD Expenditures: Related Function Codes: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Four-Year Old Program/City-Wide Early Childhood Program 02 Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Page: Revision Date: 1 Noveinber 1, 1993 The purpose of the program is to meet the growing needs of disadvantaged students and to improve the racial balance at schools that are difficult to desegregate by incorporating Early Childhood Education programs into the Elementary schools. The program provides experiences for young children which meet their needs and stimulate learning in all developmental areas - physical, social, emotional, and intellectual. Priority for identification of program sites will be given to areas that have a very high concentration of low income students and in schools that are difficult to desegregate. Goal $1 - Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal Ifi - The Little Rock School Board, adninistration, staff, and students will demonstrate in their day to day behavior that they accept each diversity among students, staff and the community as a valued resource upon which our conmunity and nation can draw as we prepare for the 2l8t Century. Goal #4 - Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal #5  Provide a safe and orderly climate that is condjcive to learning for all students. Goal #6 - Ensure that equity occurs in all phases of school activities and operations. L7, LIO, L17, 18, 19 $1,523,742.24 1st Otr Expend: 2nd Otr Expend: $138,599.40 3rd Qtr Enpend\n4th Qtr Expend: FTE 67 20 p LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Prograa Seq \u0026lt;: 02 Revision Date: November 1, 1993 Prograa Haae: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Hatthis Secondary Leader\nPat Price Prograa Goal: To iBitcKiit the Four-Year-old Progm in elective whools. , the needs of disadvantaged students\nto ieprove racial balance in schools that are difficult to desegregate.) (To meet F Plan Reference Page Hudier Objectives Strategies Beginning Date Coagiletion Date Responsibility Evaluation Criteria 1. Identify and assign neu four-year old program participants in the incentive schools. L17 L17 L17 L17 L17 July 1. 1993 Jww 30. 19M Student Assignaent Office 1. Applications returned to Student Assigrwent and assignaents aade 2. Recruit teachers and aides as needed. 1.1 Provide pre-registration inservices to elcaentary principals. 1.2 Conduct aedia piA\u0026gt;licity for pre- registration. A. Add run 09/04/93 through 09/06/93 recruiting children for six schools with openings. 1.3 Assign four-year old students. A. Assignments were made from applications in accordance to racial balance requirements on 06/09/93, 07/09/93, end 07/23/93 2.1 Interview interested teachers and aides as needed. 21 July 1. 1993 July 1. 1993 07/09/93 July 1. 1993 07/09/93 July 1. 1993 July 1. 1993 Joe 30. 1994 Jwe 30. 1994 35X Jwe 30. 1994 07/23/93 June 30. 1994 Jwe 30. 1994 Student Assi^went Office Coaawications Department Principals Student Assignaent Office Coaawications Department Student Assigraant SifKrvisors, Huaan Resources Director. Principals Si\u0026lt;)ervisors. Huaen Resources Director, Principals 1.1 Dates of inservice List of participants 1.2 (Docwentation of participating and identified PSA's: Radio and TV stations sent to *00100 aired Pre-registration announcement) 1.3 (Assignment notifications to parents Enrollment in classes) 2. (A list of qualified applicants.) 2.1 A list of qualified applicants. (Employment of teachers and aides for new and open positions.)  H      aProgrM Seq f: 02 Prograai Hane: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Hatthis Progrm Goel: y Plwi Reference P Page Hi^r L17 L17 L17 L17 L17 L17 L17 STSTh 5b I fl 5 fl Ji Secondary Leader: To i^\u0026gt;lcment the Four-Year-Old Program in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Objectives Strategies Beginning Date Oiaf\u0026gt;letion Date Page: 3 Revision Date: November 1, 1993 Pat Price Responsibility Evaluation Criteria A. Teachers and aides hired for every classroom. 07/09/93 08/16/93 3. Obtain curriculia aaterials, stfiplies, and furniture as needed. 4. Train teachers and aides in the iaplcmentation of E.C.E. curriculia.) 5. Familiarize parents with Four-Year Old Program. July 1. 1993 Jow 30, 1994 (Purchasing Dept. Supervisors) 3. (Confirmation of purchase orders.) 3.1 Coaplete and send orders to vendors. A. Materials, supplies and equipment available in all new classrooms. 4.1 Conduct orientation and inservices. A. Principals training July 28th and 29th, 1993. B. Teachers training August 17, 1993. 4.2 Conduct aonthly inservices. A. Inservice training - July 28, 1993\nJuly 29, 1993\nAugust 17, 1993\nSeptember 30, 1993 5.1 Conduct parent orientation seeting and parent coherence. 22 July 1, 1993 07/01/93 July 1, 1993 July 1, 1993 07/28/93 08/17/93 July 1, 1993 07/28/93 July 1, 1993 July 1, 1993 Jine 30, 1994 07/01/93 Jme 30, 1994 30, 1994 70X 70X Jira 30, 1994 35X Jiaw 30, 1994 Juw 30, 1994 Principals Si\u0026lt;ervisors Si4W/Staff Dev Supv/Staff Dev Si^w/Staff Dev Classrooa teachers Classrooa teachers 3.1 Materials available 4. (Docunentation of inservice evaluations.) 4.1 Agenda (Documentation of inservice evaluations) 4.2 Agenda (Docunentation of inservice evaluations) 5. (Docunentation of meetings and evaluations.) 5.1 Nudr of parents attending Parent/Teacher Conferences J Page: 4 Prograa Seq #: 02 Revision Date: Novenber 1, 1993 Prograa Haae: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Hatthis Secondary Leader: Pat Price Prograa Goel: in selective schools. To iaplearnnt the Four-Teer-Old Progri ...------------------- (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan Reference Page Ht^aer objectives Strategies Beginning Date Ccsfileticn Date___ Responsibility Evaluation Criteria A. Parent Orientation - 08/20/93 Fair Park\n09/13/93 Area Schools\n09/14/93 Magnet Schools and Romine\n09/20/93 Incentive Schools 08/20/93 35X L17 5.2 Include four-year old children in Master Schedule - students receive services of comselors, music teachers, school nurses, librarians, physical education and art teachers. July 1, 1993 Joe 30, 1994 Principals 5.2 Master schedules A. Master schedules reflect services children receive. 07/01/93 09/10/93 L18 5.3 Ensure key experiences occurring in the classrooa. A. Twenty-eight classroom visitations. B. Four new programs had licensing site visits and meet requirements. July 1, 1993 08/23/93 08/23/93 Joe 30, 1994 35X 35X Principals Classrooa Teachers Supervisors 5.3 5.3 Curricula checklist (Classroom observations and monitoring reports.) C. All 15 programs previously existing are licensed and meet requirements. 08/23/93 35X 23 fl B B B  B S S S  H H  Page: s Prograa Seq f: 02 Revision Date: November 1, 1993 Prograa Naoe: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Prograa Goal: To iafilcamnt the Four-Teor-Old Program in selective schools. (To meet the needs of disadvantaged students\nto inprove racial balance In schools that are difficult to desegregate.) Plan Reference Page Hiaber L18 L18 Objectives Strategies Begiming Date Collet ion Date Responsibility Evaluation Criteria 6. Evaluate effectiveness of Four-Year Old Program. July 1. 1993 Jwie 30, 1994 (Principals Classroom Teachers Supervisors Planning, Research, and Evaluation, Assoc. Supt.) 6. (Annual review of assessment data beginning at the end of the kindergarten year of each child participating in the program. EPSF Post Assessments) (Comparisons of the progress did and did participate in the program.) of children who not (Standardize achievement tests will be given to each child at the end of the third grade level. These tests Mill provide data indicating the success of the Early Childhood Program as an intervention strategy.) 6.1 Acteinister appropriate evaluation to four- year olds. 6.1 (Maintaining portfolio assessments on four- year olds.) A. Portfolio assessments began on all children 24 July 1, 1993 July 1, 1993 07/01/93 Jme 30, 1994 Jine 30, 1994 35X Classroom teachers (Classroom teachers) 6.1 6.1 Evaluation results (Oocunentation of portfolios recording work which the children do Mhat they know.) and J LPage: 6 Prograa Seq *: 02 Revision Date: Novetnber 1, 1993 Prograa Naae: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Hatthis Secondary Leader: Pat Price Prograa Goal\nTo ii^loent the Four-Year-Old Prograa in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) I Plan Refe I Psge Ria I Lia L_ Reference Hi^ier Objectives Strategies Beginning Date (ki^\u0026gt;letion Date Responsibility Evaluation Criteria 6.2 Analyze student assessaent test data and Directors. prepare report for LRSD Board of 6.3 Utilize results for progn i^roveaent. 25 July 1. 1993 July 1, 1993 Jtaw 30. 1994 Jme 30, 1994 Assoc Sipt Si^jervisor Planning, Evaluation, and Testing (Assoc Supt Supervisor) 6.2 Evaluation report 6.3 (Areas targeted for improvement.)PrograB Seq *: 02 Prograa Naae: Four-Year Old Program Prograa Code: Progri Goal: Plan Reference Page Hoiber L19 L19 L19 L19 L19 L19 L19 L19 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Estelle Matthis Secondary Leader: Page: 7 Revision Date: Hovefflber 1, 1993 Pat Price To combine the efforts of the L.R.S.O., P.C.S.S.O.. N.L.R.S.D.. Head Start and other entities to provide quality early chilcftiood experiences to as many disadvantage students in the city of Little Rock. Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1.4 To receive a letter of si^iport froa each participate. agency desiring to July 1. 1993 Joie 30. 1994 Key representatives froa each agency File record letters 2. To develop a plan for planning a city-aide early childraod prograa. 3. To initiate the planning for the iapleaentation of a city wide early childiood prograa. July 1. 1993 June 30. 1994 Key representatives froa each agency 2.1 To establish plaming procedures aid identify key coHittees and chairpersons planning process. needed for the 2.2 To identify appropriate additional representatives froa each participating for eich coaaittee. agency 2.3 To delineate the goals to be addressed and the tasks to be accoaplished by each coHittee. including appropriate tiaelines to be aet. 3.1 To conduct periodic aeetings to review coaaittee. progress of each 3.2 To identify resources needed by identified by each coaaittee. including Bonetary. 26 July 1. 1993 July 1. 1993 July 1. 1993 July 1. 1993 July 1. 1993 July 1. 1993 Joie 30. 1994 Jine 30. 1994 June 30, 1994 June 30. 1994 Joie 30. 1994 June 30. 1994 Key reprasentat i ves froa each agency Key representatives froa each agency Key representatives froa each agency Assoc Sipt for Educational Prograas Assoc Supt for Educational Prograas Assoc Sigit for Educational Prograas Structured plan for planning on file. Record of coHittee ae^iers Record of coHittee aasbers Minutes of aeetings Identification of coaaittee Page: 8 Prograai Seq f: 02 Revision Date: NovCTter 1, 1993 Prograai Maae: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Hatthis Secondary Leader: Pet Price Prograa Goal: To combine the efforts of the L.R.S.D. students in the city of Little Rock. , P.C.S.S.D., N.L.R.S.D., Head Start and other entities to provide quality early childhood experiences to as many disadvantage Plan Reference Page Hiaber L19 L19 L7 (M) 1. L10 (N) LIO (N) L10 (N) objectives Strategies Begiming Date CoaT\u0026gt;letion Date Resfxinaibility Evaluation Criteria (To collaborate with HIPPY, p.c.s.s.c. N.L.R.S.D.. Head r.u.a.a.c., , i.ww- Start, and other entities in order to fulfill the district's expectations for a quality Early Childhood Education Program.) (N) 3.3 To review the first draft of the ca^jrehensive plan and to make recnawtfnrintions for refinement. 3.4 To S4ait the final draft for approval to all Directors (where applicable). participant Boards of 1.1 (To establish a schedule of regular meetings of representatives of the various entities.) (M) A. Preliminary planning meetings held: July 15, 1993, and July 21, 1993. 1.2 (Supervisors meet to discuss individual program needs and to determine if resources can be shared.)(M) A. Preliminary planning meetings held: July 15, 1993, and July 21, 1993. 1.3 (To plan joint inservices for July 1, 1993 July 1. 1993 July 1. 1993 07/01/93 July 1. 1993 07/01/93 Jme 30. 1994 Jme 30. 1994 Jine 30. 1994 35X Jme 30. 1994 3SX Assoc Si4\u0026gt;t for Educational Progrms Assoc Si^it for Educational Program (LRSD Supervisors and PCSSO/NLRSO and Headstart Supervisors of ECE programs) (LRSD Supervisors and PCSSO/NLRSO and Headstart Supervisors of ECE programs) Sibaission of first draft Draft stteitted to Board 1.1 of 1.2 (Schedule and minutes all meetings) (Roster of participants and minutes of meetings) administrators, teachers and instructional assistants.)(N) 27 July 1, 1993 a June 30. 1994 (LRSD Supervisors and PCSSO/NLRSD and Headstart Supervisors of ECE programs) 1.3 (Roster of participants and evaluations of inservices)Page\n9 Prograa Seq #\n02 Revision Date: Movenijer 1, 1993 Prograa Naae: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Hatthis Prograa Goal: Secondary Leader: Pat Price L.R.S.D., P.C.S.S.D., N.L.R.S.D., Head Start and other entities to provide quality early childhood experiences to as many disadvantage students in the city of Little Rock. Plan Reference Page Hiober Objectives Strategies Beginning Date C(ag}letion Date Responsibility Evaluation Criteria L10 (N) LIO (N) L A. Preliminary planning meetings held: July 15, 1993, and July 21, 1993. 1.4 (To plan joint parent involvement activities.)(N) 1.5 (To use a student referral system allowing parents on a waiting list to know about vacancies.)(N) 28 07/01/93 July 1, 1993 July 1, 1993 35X JUK 30, 1994 June 30, 1994 (LRSD Supervisors and PCSSO/NLRSD and Headstart Supervisors of ECE programs) (LRSD Supervisors and PCSSO/NLRSD and Headstart Supervisors of ECE programs) 1.4 (Roster of participants and evaluations of inservices) 1.5 (List of vacancies each entity has.) LRSD FY 93-94 PROGRAM BUDGET DOCUMENT 1 Prograa Seq *: 03 Page: Revision Date: Movefflber 1, 1993 Prograa Naae: Academic Support Program Prograa Code: 10 Priaary Leader: Estelle Hatthls Secondary Leader: Adams, Stovall, TrowelI Progrj Description: The purpose of the Academic Support Program is to provide support for students in the areas of reading, language arts, and mathematics that will reinforce and enhance the academic achievement of targeted students in grades one through twelve. Thia support is provided by certified reading specialists, English and Mathematics teachers in the regular classrooms, additional classes, and labs. District Goal Support: iKplenent intejr.ted educational programs that Mill ensure that all students grow academically, socially and emotionally with emphasis on basic and academic enrichment while closing disparities in achievement. Prograa Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students in the mainstream setting. I Plan References: L 1. 17, 16, 21, 22, 23, 18, 19, 1, 10-13 ] [ I FT Program Budget: $1,815,582.10 TTP Expenditures: 1st Qtr Expend\n2nd Qtr Expend: S158,246.B7 3rd Qtr Expend: 4th Qtr Expend: FTE 70 Related Function Codes\n29Prograa Seq *: 03 Prograa Naae: Academic Support Program Prograa Code: 10 Prograa Goal: Disparity reduction LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Estelle Hatthis Secondary Leader: Page: 2 Revision Date: November 1, 1993 Adams, Stovall, Trowel I to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Nusfcer March 19, 1993 Revised Acadeaic Support Prograa L 1 L 17 L 17 L 17 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1. The goal of the Acadeaic Sipport Prograa is to provide equitable language arts and aatheaatics learning experiences for all students in the aainstreesRd setting by si\u0026lt;]porting thea with the instructional and technical assistance needed to reduce the learning disparity. July 1, 1993 Jme 30. 199A 1. (An analysis of 1993-94 achievement test data reveals a positive increase in student achievement and a decrease in student learning disparity in language arts and mathematics.) 1.1 Explain the Acadeaic Ajpport Prograa options to local school adainistrators. A. Meeting held to explain options. 1.2 Select the local school's appropriate Acadeaic Si\u0026lt;]port Prograa (indirect/direct/extcnd^ services). A. Options selected for 1993-94 school year. 1.3 Identify students targeted for participation in each prograa by school/grade level. A. Students identified. 30 July 1. 1993 07/08/93 July 1, 1993 07/08/93 July 1, 1993 07/07/93 Juw 30, 1994 07/08/93 Jire 30, 1994 07/13/93 Jine 30, 1994 09/30/93 Associate Superintendent for CurriculiB, Assistant Svf^ts., Dir. of Federal Programs Local school adainistrators Local school teams 1.1 (Surrmary handout of explanation is provided to staff.) 1.2 (Selection of program is submitted to Associate Superintendent of Curriculun.) 1.3 (Print-out of eligible students is provided to local school teams. Uniform District criteria are used (Stanford 8 cutoff score and multiple criteria) to identify targeted students.) I Jt Page: 3 Prograa Seq f: 03 Revision Date: November 1, 1993 Prograa Naae: Academic Support Program Prograa Code: 10 Priaary Leader: Estelle Matthis SecxxKbry Leader: Adams, Stovall, Trowel I Prograa Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Wud\u0026gt;er Objectives Strategies Beginning Date Collation Date Responsibility Evaluation Criteria 1.4 Select staff (identify by position) responsible for delivering Acadeaiic SipfX\u0026gt;rt Program. July 1, 1993 Jww 30, 1994 Principal 1.4 (Staff assignments are determined at the building level and assignments filed at the Office of Federal Programs.) L 17 L 17 L 16,21,22,23 A. Staff selected for 1993-94 school year. 08/01/93 09/30/93 1.5 Schedule the acadeaic team's staff. A. Schedules on file at Office of Federal Programs. 1.6 IiS\u0026gt;lcaent selected school options at local levels. A. Schedules are posted. 1.7 Begin training staff responsible for delivering each Acadeaic Si\u0026lt;]port Prograa. A. Academic Support Program Workshops: Elementary Reading/Mathematics Administration Organization 31 July 1, 1993 Jiaw 30, 1994 Principal 1.5 (Schedules are developed listing team's contact time, nunber of students served, and other variables associated with the team's responsibilities.) 08/23/93 July 1, 1993 08/23/93 July 1, 1993 08/17/93  9 SOX Jwie 30, 1994 SOX Jue 30, 1994 08/17/93 Principal and staff Directors of Staff Developaent and Reading\nSufiervisors of Language Arts, Hatheaetics areJ IRC Specialists 1.6 (Schedules and academic plans of targeted students reflect implementation of the selected school option(s).) 1.7 (Staff training for participants will include program administration (student selection process, record-keeping, progress reports) instructional strategies, parental involvement, and others.)   H  V  Psge: 4 Progrm Seq f: 03 Revision Date: November 1, 1993 Progrm Name: Academic Si^jport Program Progrm Code: 10 Primary Leader: Estelle Hatthis Secondary Leader: Adams, Stovall, Trouell Progrm Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Huidier L 18 L 19 Objectives Strategies Beginning Date Oxq\u0026gt;letion Date Responsibility Evaluation Criteria Secondary Reading/Nathematics Adninistration/Organization 1.8 1.8 08/17/93 08/17/93 Monitor the iaplesKntation of above. (Monitor the inplementation of the Academic Support Program options. These programs may vary from year*to-year.) A. Monitoring schedule docunent was developed assigning the reading and mathematics staffs to schools. B. There have been 111 on*site visits made to elementary schools and 33 on-site visits to secondary schools. 1.9 Provide technical assistance and mintenance workshops as needed in the above staff development areas. 32 July 1, 1993 Jisw 30, 1994 Principals, district-wide staff development tern, and coaputer specialists Principals, district-wide staff development team, curriculum supervisors, IRC specialists) 08/01/93 08/17/93 08/23/93 July 1, 1993 35X Jww 30, 1994 Principals, disti*i Ct-wide staff development tern, and computer specialists 1.8 (School visits/observations are made to provide feedback (oral/written) to trained staff.) 1.9 (Requests for technical assistance are documented and evaluated. Feedback related to improvement or change is recorded.)Page: 5 Progm Seq *: 03 Revision Date: Moveirber 1, 1993 Program Maae: Academic Support Program Prograe Code: 10 Priaary Leader: Estelle Hatthis Secondary Leader: Adams, Stovall, Trowel I Prograa Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Mt^\u0026gt;er L 19 L 19 L 19 Objectives Strategies Beginning Date Collet ion Date Responsibility Evaluation Criteria A. Technical assistance has been provided 50 times in elementary schools and 27 times in secondary schools. 1.10 Schedule school based meetings to assess program effectiveness. 1.11 Collect appropriate data for end of school program evaluation, including pre and poet standardized test scores, student grades and attendance, saaples of student Mork, and parent/teacher/student rtc 0endotions. 1.12 Analyze the above data to evaluate program effectivness. 1.12 (Analyze end of school program evaluation components.) 33 08/23/93 July 1. 1993 July 1, 1993 July 1. 1993 35X Jine 30, 1994 Jine 30. 1994 Jme 30. 1994 (Principals, district'uide staff development team, curriculun supervisors, IRC specialists) Principal Principal and staff Associate Sifierintendent for CuriculuB, Assistant Si\u0026lt;\u0026gt;erinten- dents, CurriculuB Sipervisors and Principals 1.10 (Records of dates of meetings and participants, minutes of meetings, and issues related to program effectiveness are maintained.) 1.11 (Individual student folders that include a systematic collection of student work, pre and post standardized test scores, grades, and reconinendations to provide i ndi vi duaI/group/school progress are maintained for continuous student and program progress.) 1.12 (Results of standardized test scores are evaluated to determine the number of students showing growth and the reduction of disparity.) a  a aPage: 6 Prograa Seq *: 03 Revision Date: November 1. 1993 Prograa Naae: Academic Support Program Prograa Code: 10 Priaary Leader: Estelle Matthis Secondary Leader: Adams, Stovall, Trowel I Prograa Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Hiaber L 1, 10-13 Objectives Strategies Begiming Date Coi^\u0026gt;let{on Date Responsibility Evaluation Criteria 1.13 Assist parents in obtaining the knowledge and skills needed to promote the education of their children at hose and at school through conferences, workshops, and Little Rock School District Hose Study Guides, etc. July 1, 1993 Jine 30, 1994 Principal and staff (Director of Federal Programs, Curriculun Supervisors, Principal and Staff) 1.13 (Parents and staff are surveyed to evaluate parental involvement activities provided throughout the year. Results of the surveys are used to strengthen the parental involvement program.) A. Provided inservice on LRSD Home Study Guides for administrators. 08/17/93 08/17/93 6. Provided inservice on LRSD Home Study Guides for parents. 09/08/93 09/08/93 C. Telephone conferences with parents (12). 08/23/93 3SX 34 iLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prograa Seq *: 04 Page: 1 Prograa Naae: Multicultural Currlculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Revision Date: Movember 2, 1993 Prograa Description: 1. The Multicultural Curriculun Program is designed to provide equity and excellence in all curricular and program areas in the Little Rock School District. (6) The program is further designed to reduce the disparity that exists between black and white students in academic performances and the low representation of black students in advanced placement courses as well as in special activities and programs. (1,6) 2. In order to achieve the coeponents identified in the Multicultural Curriculun Program, multicultural curriculum guides will be used in all schools. Teachers will receive extensive end ongoing staff development in the use of the guides as well as training in the implementation of strategies, techniques, and activities to use to ensure that instruction meets the cultural, academic and social needs of all children. (1,3,6) To suplement existing instructional materials focusing on cultural diversity from a multicultural perspective will be purchased for use in all schools and programs. 3. The participants in the Multicultural Program consists of all teachers, K*12, in core area subjects in addition to music and art teachers. Students of all social. cultural, and ethnic backgrounds will be affected the greatest by activities outlined in the Multicultural Curriculun Program. District Goel Sipport: Goal No. 1. Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal No. 6. Ensure that equity occurs in all phases of school activities and operations. Goal No. 2. Develop and maintain a staff that is well-trained and motivated. Goal No. 4. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal No. 3. The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the conmunity as a valued resource upon which our conmunity and nation can draw as we prepare for the 21st Century. Prograa Goel: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76, objectives 1. 2. 3. 4.) IL^ References\nL66 - 80  FY Prograa Budget: $197,446.69 1st Qtr Expend\n$19,443.65 3rd Qtr Expend: YTD Expenditures: 2nd Qtr Expend: 4th Qtr Eiqxnd: [ Related Fmetion Codes: 1 35iMStt LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 ProgrM Seq *: 04 Revision Date: November 2, 1993 Prograai Maae: Multicultural Curriculun PrograB Code: 12 Priaary Leader: Eatelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure e\u0026lt;Ajcat{onal equity in the elementary and secondary curriculun and program areas. (.*.p.,.t' -..1 To collaborate with the PCSSD and the NLR5D to promote multicultural activities and curriculum development. (Applies to entire docunent except for page 7h, objectives 1, 2, Z, 4.) (Applies only to page 76. objectives 1. 2, 3, 4.) Plan Reference Page Hudier (XJective8 Strategies Beginning Date Ca^\u0026gt;letion Date Responsibility Evaluation Criteria L 66 L 66 L 66 L 76 L 66 1. To provide teacher learning opportunities throu^ formal course training 1.1 Contact local colleges and miversities to obtain information on propoaed course offerings related to ethnic studies for the suNser and fall, 1991 1.1 (LRSD will receive armouncements from local colleges/universities on proposed multicultural courses) A. Coapletion of initial contact 07/91 1.2 Receive and advertise course offeri^ to all certified staff, including opportiaiities for tuition reiidMirseaent and/or salary credit A. Course offerings received/advertised for surrner and fall, 1993 1.3 Identify participants in sutr and fall courses 3G (07/01/93) (07/01/93) (01/91) (07/01/93) (07/19/93) (07/01/93) (06/30/94) (06/30/94) (07/91) (06/30/94) (08/16/93) (06/30/94) (Director of Staff Development, Subject Area Supervisors, Principals) Assoc Si\u0026lt;\u0026gt;t.- Educ. Programs Dean of Grad. Sch. Academic Deans (Director of Staff Development) (Supervisor of Social Studies) Assoc Supt - Educ Prograas Office of Hunan Resources Eaployees (Director of Hunan Resources) 1. (Multicultural strategies will be inplemented in schools as assessed by administration during classroom observations and teacher conferences) 1.1 List of college offerings 1.1 (The nunber of teachers who have received multicultural training will increase.) 1.2 (kipy of inforaation provided 1.3 Copy of acadeaic course coaipletion on file in Personnel office (Office of Hunan Resources) LPage: 3 Progrm Seq *: 04 Revision Date: November 2, 1993 Prograa Naae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and pogrom areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSD to promote multicultural activities and curriculun development. (Applies only to page 76, objectives 1. 2. 3. 4.) Plan Reference Page Umber L 66 L 66 L 66 L 66 Objectives Strategies Beginnino Date (kapletion Date Responsibility Evaluation Criteria A. Participants identified in initial course (08/91) (02/92) 2. To develop a district-wide multicultural audio/visual resource catalogue (07/01/93) (06/30/94) (Subject area supervisors) 2. (To maintain district-wide multicultural audio/visual resource catalogue) 2.1 Review and catalogue present audio/visual materials related to multicultural curriculia A. Completion for initial develofsnent on 05/90 B. Audio/visual materials reviewed and catalogued for current term 2.2 Purchase additional audio/visual materials frcai the 1968-89 bucket A. Initial purchase completed 05/90 B. Additional materials purchased 2.3 Identify and catalogue other resources for multicultural audio/visual amterials, i.e., AR Dept of Education, LR Piblic Library, AR Library Coamiissian A. Initial identifying and cataloging completed on 12/89 37 (07/01/93) (07/89) (07/01/93) (07/01/93) (07/89) (07/01/93) (07/01/93) (07/01/89) (06/30/94) (05/90) (08/06/93) (06/30/94) (05/90) (50X) (06/30/94) (12/01/89) 2. (Multicultural resources will be used for classroom instruction) Sipv of Media Services (Subject area supervisors) Sifrv of Media Services (Subject area supervisors, principals) Sipv of Media Services 2.1 Current catalogue listing 2.1 (Copies of updated multicultural audio/visual catalogue will be distributed) 2.1 (Multicultural materials will be checked out and used by instructional staff in the schools) 2.2 Requisition aaterial 2.2 (Materials ordered, received, and catalogued for distribution/use) 2.3 Completed catalogue B H B B B B B B B BPage: 4 Prograa Seq *: 04 Revision Date: Noventier 2, 1993 Prograa Haaw: Multicultural Curriculun Progn Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To ensure emotional equity in the elementary and secondary curriculun and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSO to promote multicultural activities and curriculun development. ...................  (Applies only to page 76. objectives 1. 2, 3. 4.) Plan Reference Page Nudier L 66 L 66 L 67 L 67 Objectives Strategies Begiming Date Collation Date Responsibility Evaluation Criteria B. Resources from organizations identified and catalogued for current term 2.4 Revise, print and distribute multicultural audio/visual resource catalogue for the LRSD A. Initial revision, printing, and distribution conpleted in 08/89 A. Audio-visual catalogue updated and distributed copies to schools 2.5 Place initial stgqjleamntal order for Bulticultural audio/visual materials from the 1989-90 budget A. Initial supplemental order placed in 06/90 (07/01/93) (07/01/93) (06/89) (07/01/93) (07/01/93) (07/89) (06/06/93) (06/30/94) (08/89) (06/06/93) (06/30/94) (06/90) SqKTV of Media Services Media Specialists 2.4 Distribution of catalogue 2.4 (Multicultural materials will be checked out by schools) 2.5 Requisitions st^mitted 2.5 (Materials ere available for check* out/use) 3. To plan and iaB\u0026gt;lcment the Instructional Materials Fair (Multicultural) 3. (To supply information about multicultural materials for purchase to teachers, parents and the connunity) (07/01/93) (06/30/94) (Assoc Supt for Educational Programs) (Supv of Media Services) 3. (Multicultural materials will be used by instructional staff in ell schools) 3. (Evaluate the effectiveness of the Multicultural Fair) 3.1 Involve a teem of parents, camunity resources, and teachers in detailed plaming for the Fair-specific dates, time, place and fomot-to be held as a coiponent of 1988-89 pre-school conference 3.1 (To plan and implement the Instructional Multicultural Materials Fair for current term) A. Initial development completed on 06/30/88 B. Phone contact has been made in 08/93 and 09/93 regarding Fair for 199394 term 38 (07/01/93) (06/30/94) Assoc S(\u0026lt;)t for Educational Program (Supv of Media Services) 3.1 Ifqjleaentation Plan 3.1 (Involved input from parents, connunity, and teachers) (08/93) (06/01/88) (08/93) (20%) (06/30/88) (20X)Page: 5 Prograa Seq f: 04 Revision Date: November 2, 1993 Prograa Maae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progri Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO end the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1. 2. 3, 4.) Plan Reference Page Wudier L 67 L 67 L 67 L 67 L 67 L 67 Objectives Strategies Begiming Date Coapletion Date Resporaibility Evaluation Criteria 3.2 Identify national and local vendors of ailticultural instructional iterials (07/01/93) (06/30/94) Assoc Si^it for Educational Programs 3.2 Co^)letion of nailing list 3.2 (Major suppliers of multicultural materials will be invited to exhibit at the Fair) A. Initial identification of vendors completed on 04/30/86 3.3 Establish pre-school conference dates and extend invitation to vendors 3.3 (Establish date for Fair) A. Initial dates and invitations extended on 05/86 3.4 Confira Fair participants A. Initial confirmation of participants completed on 07/30/88 3.5 Acquaint principals and central office staff with plans and Fair relationship to desegregation efforts A. Initial item completed on 07/30/88 3.6 Conduct media campaign for Fair to staff and parents A. 08/88 Initial media campaign completed on 3.7 Host tri-district \"Instructional Materials Fair\" 3.7 (Host the Multicultural Fair rotating the site among the three districts) 39 (03/88) (07/01/93) (03/88) (07/01/93) (07/01/88) (07/01/93) (07/01/86) (07/01/93) (07/88) (07/01/93) (04/30/88) (06/30/94) (05/88) (06/30/94) (07/30/88) (06/30/94) (07/30/88) (06/30/94) (08/86) (06/30/94) Executive Staff Assoc Sigrt for Educational PrograsB Sipv of Media Services Assoc Sigrt for Deseg and Schools Sipv of Media Services, Dir of CoMsiications Assoc Supt of Educational Programs Morfcing uith coHittee 3.3 Conference scheduled 3.3 (Fair date placed on District master calendar) 3.4 Confirmation 3.4 (List of participating vendors) 3.5 Staff agenda 3.5 (Staff can relate Fair to the District's desegregation efforts) 3.6 Piiilicity 3.6 (Fair is advertised to the public) 3.7 Validate Fair participation 3.7 (Materials ordered/purchased) H      SPage: 6 Prograa Seq *: 04 Reviaion Date: Hovenfcer 2, 1993 Prograa Maae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To ensure e^xational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1. 2. 3, 4.) Plan Reference Page Nud^er L 68 L 68 L 68 L 68 L 68 Objectives Strategies Bagiming Date Coaipletion Date Responsibility Evaluation Criteria A. initial hosting of Fair completed on 08/88 among the three districts) B. Phone contact has been made with NLR and PCSSD on 08/93 and 09/93 regarding Fair for 93-94 term (08/88) (08/93) (08/88) (09/93) 4. To develop criteria for textbook review and adoption 4.1 Revise Board policy for textbook adoption A. Board policy revised on 08/22/91 4.2 Identify an ad hoc coaarittee to review criteria presently being used in LRSD and other districts for textbook adoptions (10 meidmra) A. Initial identification completed on 12/11/90 4.3 Conduct staff developamnt training on avoiding sex and race bias and stereotyping in textbooks 4.3 (Textbooks on the approved Arkansas State Department of Education's textbook list are free of sex/race bias) A. Initial training completed in 12/91 B. Partial training conducted 09/15/93 4.4 Siiait revised policy and criteria to the Board of Directors for first reading A. Revised policy/criteria submitted to Board of Directors on 06/20/91 40 (07/01/93) (07/01/93) (12/10/90) (07/01/93) (12/01/90) (07/01/93) (07/91) (09/15/93) (07/01/93) (06/20/91) (06/30/94) (06/30/94) (08/22/91) (06/30/94) (12/11/90) (06/30/94) (12/91) (25X) (06/30/94) (06/20/91) (Assoc Supt for Curriculun, Subject Area Supervisors) Assoc Sigrt for Educational Prograas Assoc Sigit for Educational Programs Assoc Sipt for Educational Programs (Arkansas State Dept, of Education) Si\u0026lt;ierintendent Assoc Si\u0026lt;)t for Ed Progs 4. (Criteria checklist implemented by textbook committees) 4.1 Approved criteria 4.2 Roster of com!ttee meadiers 4.3 Schedule of meeting and agenda 4.3 (Textbooks selected will be free of sex/race bias) 4.4 Board agendaPege: 7 Prograa Seq *: 04 Revision Date: Novejrber 2, 1993 Prograa Naaa: Multicultural Curriculum Progn Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Progn Goal: To ensure educational equity In the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate alth the PCSSO and the NLRSD to promote multicultural activities and curriculun development. (Applies only to page 76, objectives 1. 2. 3. 4.) Plan Reference Psge Huaber L 68 L 68 L 68 L 69 L 69 Objectives Strategies Begiming Date Coapletion Date Responsibility Evaluation Criteria 4.5 Adopt policy on textbooks A. Policy adopted 08/22/91 4.6 Utilize a local consultant to train staff on \"Avoiding Sax and Race Stereotyping in Textbooks\" A. Initial utilization of consultant completed in 12/89 B. Partial inservice training to teachers on \"Avoiding Sex and Race Stereotyping In Textbooks\" conducted during adoption cycle 4.7 Select and recaaaend to Board for adoption of textbooks (elearnntary and secondary) based on criteria for adoption (07/01/93) (08/22/91) (07/01/93) (07/89) (09/15/93) (07/01/93) (06/30/94) (08/22/91) (06/30/94) (12/89) (25X) (06/30/94) LRSD Board of Directors Assoc Si4\u0026gt;t for Educational Programs (Curriculun Supervisors) Assoc Si\u0026lt;it for Educational Prograam (Curriculun Specialists) 4.5 4.6 4.6 Board agenda Monitoring (Textbooks are free of sex/race stereotypes) 4.7 Board approval 4.7 (Criteria checklist was used for textbook selection) L 69 5. To develop and iaplcment a multicultural curriculun for prekindergarten throujb grade 6 (07/01/93) (06/30/94) 5. (To implement the LRSD curriculun, K* 6, which is multicultural) (Principals, Teachers, Asst. Supts., Curriculum Supervisors) 5. (Observation of curriculun implementation during classroom visits/teacher conferences) 5. (Inprovement in student performance and assessment of attitude regarding learning) 5.1 Plan and host at least three (3) public meetings to receive suggestions from patrons on areas to be included in a multicultural curriculia A. Completed in 12/89 during initial development 5.2 Identify and retain the services of a national eiqiert in Multicultural curriculum developaent (lead consultant for two (2) year contract). 41 (07/01/93) (06/30/94) Assoc Si\u0026lt;yt for Educ Prog Assoc Sipt for Desegregation 5.1 Transcript of suggestions (09/88) (12/89) (07/01/93) (06/30/94) Assoc SiB\u0026gt;t for Educational Programs 5.2 Contractual coaaitment for the 1988-89 school year (Dr. James A. Banks was used)   H   Page: 8 Prograa Seq *: 04 Revision Date: Novenber 2, 1993 Prograa Naae: Multicultural Curriculum Prograa Code: 12 Primary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculua development. (Applies only to page 76. objectives 1, 2, 3, 4.) Plan Reference Page Mudter L 69 L 69 L 69 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria A. Completed in 09/88 during initial development 5.3 In cooperation with the leed consultant, the Division of Educational Programs will issue a detailed curriculia developaent timeline for the year, including a checklist for task coapletion A. Corrpleted in 10/86 during initial development 5.4 Develop expectations for metiers participating on multicultural curriculum coMittee A. Completed in 11/88 during initial development B. Expectations developed also during the curriculum revision process 5.5 Identify curriculus coatittee nesRiers and contract for services: 8 * Health/Science 5 - Music 14 - Reading/Language Arts 3 - Art 4 - Social Studies 4 - Libraries 38 5.5 (All core curriculum areas were involved in the development of guides) 5.5 (Curriculun areas revised were: Reading, Language Arts, Social Studies, Math, and Science) A. Completion in 10/66 with initial development B. Identification completed with revised curriculum 42 (09/88) (07/01/93) (10/88) (07/01/93) (10/86) (10/91) (07/01/93) (08/88) (09/91) (09/88) (06/30/94) (10/88) (06/30/94) (11/88) (11/91) (06/30/94) (10/88) (10/91) Leed Consultant Assoc Si\u0026lt;\u0026gt;t for Educational Prograaa Leed Consultant Assoc Supt for Educ Proarmaa Assoc Sigtt for Educational Programs 5.3 Timeline/checklist (Timeline included in this docunent 5.5 * 5.17) 5.4 Expectations 5.4 (Contractual agreements with curriculum writers) 5.5 Identification of coHittee meidiers diPage: 9 Prograa Seq *: 04 Revision Date: Noveffber 2, 1993 Prograa Maae: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1. 2. 3. 4.) Plan Reference Page Hud^er L 69 L 70 L 70 L 70 Objectives Strategies Begiming Date Coapletion Date Responsibility Evaluation Criteria 5.6 Obtain Hilticultural curricula uiits from models used in other cities A. Completion in 10/86 with initial development B. Multicultural curriculun units obtained also during revision process 5.7 Develop expectations for use of local resource consultant in milticultural curriculus development A. Corrpletion in 10/88 with initial development B. Expectations developed also with revised curriculun 5.8 Secure the services of six (6) local resource consultants to serve on the districtuide curriculus development coamittee A. Coapletion in 10/88 with initial development B. Consultants utilized also with revised curriculun 5.9 Conduct inservice session on Rtethods for Developing Multicultural Teaching Strategies to include (a) uvierstandirMi the rationale, trends, and goals jlticultural curriculus, (b) developing a conceptual fraaeuork for aulticultural curriculLm, and (c) establishing procedures for developing a ilticultursl curriculum A. Completion on 03/11/89 with initial development 43 (07/01/93) (07/88) (07/91) (07/01/93) (08/88) (09/91) (07/01/93) (08/88) (11/91) (07/01/93) (12/14/88) (06/30/94) (10/88) (10/91) (06/30/94) (10/88) (10/91) (06/30/94) (10/88) (05/92) (06/30/94) (03/11/89) Assoc Si^it for Educational Prograas Assoc Sifit for Educational Prograaa Assoc Si^it for Educational Programs Assoc Sifd for Educational Programs (Curriculum Supervisors) 5.6 Copies of milticultural materials distributed to coamittee aaabers 5.7 List of expectations 5.8 Contract services of consultants 5.9 Participants' uritten evaluation 5.9 (Original inservice completed\nongoing inservice will be docunented and evaluated by participants)      s aPage: 10 Prograa Seq *: 04 Revision Date: NovefTber 2, 1993 Prograa Naae: HuLticultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograai Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1, 2, 3, 4.) Plan Reference Page Huaber Objectives Strategies Begiming Date Co^etion Date Responsibility Evaluation Criteria B. Staff development conducted in conjunction with the revised curriculum procedures (10/91) (11/91) L TO 5.10 Conduct task coapletion aunitoring as identified in timeline (07/01/93) (06/30/94) Div of Educational Programn (Assoc Supt for Educational Programs) 5.10 l^lcaentation of monitoring instrueent L TO A. Completion in 11/91 with initial development B. Task coflpletion monitoring conducted also during the curriculus revision process 5.11 Operationalize the curriculia development timeline (monthly meetings with specific dates developed in cooperation with coamittee metiers) (10/91) (11/91) (10/91) (12/91) (07/01/93) (06/30/94) Assoc Sigrt for Educational Programs 5.11 Agenda of each meeting A. Conpletion in 05/91 with initial development (10/88) (05/91) B. Curriculun developntent timeline operationalized also during the curriculum revision process (10/91) (05/92) L TO 5.12 Review and edit the coaprehensive guides in each content ares at each grade level (07/01/93) (06/30/94) Assoc Si\u0026lt;\u0026gt;t for Educational Programs 5.12 I^lementation of guides A. Completion in 07/89 with initial development B. Guides reviewed and edited also dduring the curriculun revision process (05/89) (05/92) (07/89) (06/92) L TO 5.13 Type and print all guides 44 (07/01/93) (06/30/94) Assoc Sipt for Educational Programs 5.13 Guides coapleted 5.13 (Guides delivered to schools)Pa9e: 11 Prograa Seq *: 04 Revision Date: Novenber 2, 1993 Prograa Hae: Multicultural Curriculun Progn Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSD to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1, 2, 3. 4.) Plan Reference Page Mt^er L TO L TO Objectives Strategies Beginning Date Co^iletion Date Responsibility Evaluation Criteria A. Completion in 07/89 with initial development B. Guides typed and printed also during the curriculun revision process 5.14 Conduct inservice for all eleamntary principals and teachers A. Completion in 09/89 with initial development B. Inservice for elementary principals and teachers conducted also during the curriculum revision process 5.15 Irwolve principals and teachers in ordering lulticultural aaterials froa local building budgets: a. Make available aaterials catalogues to building level principals b. Order and acquire BBterials based on curricului to be tau^t A. Initial catalogue provided during 89 term B. Materials ordered and acquired C. Additional catalogues/brochures were provided to principals or current term 0. Materials ordered based on existing curriculum or current term 45 (06/89) (07/89) (06/92) (07/01/93) (08/89) (08/01/92) (07/01/93) (07/01/89) (07/01/89) (08/93) (08/93) (07/92) (06/30/94) (09/89) (08/31/92) (06/30/94) (08/30/89) (09/30/89) (25X) (SOX) Assoc Si4\u0026gt;t for Educational Prograas (Curriculun Supervisors) Assoc Si\u0026lt;\u0026gt;t for Educational Prog Elea Teachers Principals Principals 5.14 Agenda 5.14 (Curriculun inplementation) 5.14 (Inservice on revised curriculun is ongoing) 5.15 Acquisition of aaterials 5.15 (Instructional materials representing diverse groups will be present in all schools) a H a s B JdPage: 12 ProgrM Seq *: 04 Revision Date: Novefnber 2, 1993 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Karie McNeal Progri Goal: To ensure echjcational equity in the elementary and secondary curriculun and program areas. ... ----. ------------. ------ r- --------- (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. ........... - - . . (Applies only to page 76, objectives 1. 2. 3, 4.) Plan Reference Page Nuiber L 70 L TO L 72 L 72. Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 5.16 Extend inservice through scheduled district level regular elementary cluster ametings (reading, language arts, social studies, art, and music) A. Initial inservice conducted B. Inservice extended during 93-94 term 5.17 Host three (3) education meetings for parents of elementary children to provide an overview of the coafx*ehensive multicultural curriculum A. Conpletion in 09/89 during initial development B. PTA meetings/audio/vfsual broadcasts were conducted to give board members and parents an overview of the revised multicultural curriculun guides C. Explanation/overview of the revised multicultural curriculum is being conducted at PTA meetings/parent conferences (07/01/93) (07/89) (07/93) (07/01/93) (08/89) (09/92) (09/93) (06/30/94) (08/90) (25X) (06/30/94) (09/89) (12/92) (25%) Assoc Si\u0026lt;\u0026gt;t for Educational Programs Division of Educational Programs 6. To develop and iaplement a multicultural curriculua for grades 7-12 (To inplement the revised curriculun 7-12, which is multicultural) (07/01/93) (06/30/94) (Principals, Teachers, Asst. Supts., Subject Area Supervisors) 6.1 Verify second year contract of national expert in multicultural curriculua (07/01/93) (06/30/94) Div of Educational Programs 46 5.16 (Inservice on revised curriculum is being offered through minicourses and building meetings during the 1993-94 school year) 5.17 Program and roster of participants 5.17 (Assessment of multicultural education during parent conferences) 6. (Observation of curriculum implementation during classroom visits/teacher conferences) 6. (Inprovement in student academic performance and assessment of attitude regarding learning) 6.1 Contractual coamitment entered into for second year (Dr. James A. Banks was used)Page: 13 Program Seq f: 04 Revision Date: Moventer 2, 1993 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculim development. (Applies only to page 76. objectives 1. 2, 3. 4.) Plan Reference Page Wtstoer L 72 L 72 L 72 L 72 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria A. Completion in 06/89 during initial development 6.2 In cooperation uith the lead consultant, the Division of Educational Programs will issue a detailed curriculua development timeline for the 1909-90 school year, including a checklist for last completion A. Completion in 06/89 during initial development 6.3 Plan and hold at least three (3) piblic meetings to receive suggestions from patrons in areas of mjlti-currlculim and programing A. Completion in 12/89 during initial development 6.4 Develop expectations for meeber participation on multicultural curriculim coamittee A. Completion in 05/89 during initial development B. Expectations developed also during the curriculum revision process 6.5 Identify secondary curriculua coamittee meabers and contract for services: 4 4 4 4 Reading Librarians Nath Science 12 English 12 Social Studies 4 4 Music Art 47 (04/89) (07/01/93) (04/89) (07/01/93) (09/89) (07/01/93) (04/89) (07/91) (07/01/93) (06/89) (06/30/94) (06/89) (06/30/94) (12/89) (06/30/94) (05/89) (09/91) (06/30/94) Assoc SiB\u0026gt;t for Educational Prograam Assoc Sigit for Educational Prograam Assoc for Educ Programn Assoc Si\u0026lt;\u0026gt;t for Desegregation Assoc Si\u0026lt;\u0026gt;t for Educ Programs Assoc SifJt for Desegregation 6.2 Timeline coapleted (Timeline included in this dociment 6.5 * 6.19) 6.3 Suggest tens received, reviewed, and considered 6.4 List of expectations 6.4 (Contractual agreements with curriculum writers) 6.5 Contractual iapleamntation for each coamittee member  B 9 B 9 B1 Page: 14 Prograa Seq *: 04 Revision Date: Novenfcer 2, 1993 Prograa Neaa: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goel: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO end the MLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1. 2. 3. 4.) Plan Reference Page Nuiber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria L 73 L 73 L 73 A. Completion in 06/89 during initial development B. Committee identified also during the curriculun revision process 6.6 Obtain nulticultural curriculun wits from axxlels used in other districts A. Completion in 09/89 during initial development B. Multicultural units obtained also during curriculum revision process 6.7 Develop expectations for use of local resource consultants In multicultural curriculun developamnt A. Completion in 06/89 during initial development B. Expectations developed also during multicultural curriculun development 6.8 Identify secondary social studies, Busic, and art ccHittee: 1991: 1 studies 19 teachers: 7 social \u0026lt;06/89) (09/91) (07/01/93) (06/89) (06/91) (07/01/93) (06/89) (06/91) (07/01/93) (06/89) (10/91) (06/30/94) (09/89) (10/91) (06/30/94) (06/89) (06/91) (06/30/94) Assoc Svpt for Educ Programs Assoc Si^rt for Educ Programs Assoc Sipt for Educ Programs 19^: 11 teachers: studies 6 nusic 6 art 3 social S(\u0026lt;\u0026gt;ervisor of Social Studies 1993: 11 teachers\nstudies 4 music 4 art 3 social 4 ausic 4 art 48 (Supervisor of Social Studies, Teachers in identified areas. Assoc. Supt) 6.6 Secure multicultural curriculia wits for coMittee modiers 6.7 Develop expectatiora 6.8 Roster of coaaittee (Guides for social studies, music and art with a nulticultural focus will be implemented in LRSD classrooms)Psge: 15 Program Seq f: 04 Revision Date: Noventer 2, 1993 Program Mame: Multicultural Curriculun Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progn Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSO to promote multicultural activities and curriculun development. 76. (Applies only to page 76, objectives 1. 2. 3. 4.) Plan Reference Page Mud\u0026gt;er Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L 73 L 73 L 74 A. Committee members identified with phase in developed for social studies, music, and art 6.9 Secure the services of eight (8) local resource consultants to serve on the districtwide curriculum development coaittee A, Completion in 07/89 during Initial development B. Local resosurce consultants utilized during the revised curriculun process (04/91) (07/93) (07/01/93) (06/30/94) Assoc Si\u0026lt;rt for Educational Programs 6.9 Contract for services agreement entered into (07/89) (12/91) (07/89) (05/92) Phase in Multicultural and learning (social studies, music, and art) (Needs to be deleted from this column) (Implemented after the identification of connittee members, 6.8) 6.10 Conduct inservice session or Methods for Developing Multicultural Learning Strategies to include (a) mderstanding the rationale, trends, and goals of multicultural curriculun and (b) establishing procedures for developing a multicultural curriculum A. Completion in 10/89 during initial development B. Staff development conducted in conjunction uith the revised curriculun procedures C. Extended staff development being conducted 6.11 Corvfcjct last task coqjletion monitoring as identified in timeline A. Completion in 12/89 during initial development B. Task completion monitoring conducted also during the curriculun revision process 49 (07/01/93) (07/89) (07/92) (08/93) (07/01/93) (09/89) (10/91) (06/30/94) (10/89) (04/93) (25X) (06/30/94) (12/89) (06/93) Assoc Supt for Educational Programs Sipervisor of Social Studies Assoc Supt for Educ Programs 6.10 Roster of participants 6.10 (Original inservice completed. Ongoing inservice will be documented and evaluated by participants) 6.11 Tasks coaf\u0026gt;leted in accordance with timeline  Prograa Seq *: Prograa Raae: Prograa Code: Prograa Goal: Page: 16 04 Revision Date: Hoveinber 2, 1993 Multicultural Curriculun 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal To ensure educational equity in the elementary and secondary curriculun and prograam aarreeaass.. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives *1 . *2 . 3 , 4 .) Plan Reference Page Mu*er L 74 L 74 L 74 Objectives Strategies Begiming Date Coapletion Date Responsibility Evaluation Criteria 6.12 Operationalize the curricula developing timeline (monthly) meetings with specific dates developed in cooperation with coMittee meabers A. Completion in 05/90 during initial development B. Curriculun development timeline operationalized during revision process 6.13 Review and edit the coa^irehensive guide for each content area at each grade level (social studies, music, and art) A. Conpletion in 05/90 during initial development B. Guides for social studies, music, and art reviewed and edited 6.14 Type and print all guides for social studies, music, and art A. Social Studies guides typed and printed B. Draft forms of music and art guides in schools 50 (07/01/93) (06/30/94) St\u0026lt;)ervisor of Social Studies (Teachers in identified areas. Assoc. Supt. for Curriculun) 6.12 Meetings held according to timeline 6.12 (Guides for social studies, art and music with a multicultural focus will be implemented in LRSD classrooms) (09/89) (10/91) (07/01/93) (04/90) (06/91) (07/01/93) (06/91) (06/91) (05/90) (06/93) (06/30/94) (05/90) (06/93) (06/30/94) (07/93) (07/93) Assoc Si\u0026lt;)t for Educational Prograas Assoc Si\u0026lt;\u0026gt;t for Educ Programs Su(w-Soc Studies 6.13 Review and edit guides 6.13 (Guides for social studies, art and music with a multicultural focus will be iiq\u0026gt;lemented in LRSD classrooms) 6.14 Guides typed and printed 6.14 (Guides for social studies, art and music with a multicultural focus will be implemented in LRSD classrooms) Page: 17 Prograa Seq *: 04 Revision Date: NoveiTber 2, 1993 Prograa Naaa: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To ensure educational equity in the elementary and secondary curriculum and program areas. ------ ---- . - . . . To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1. 2. 3. 4.) Plan Reference Page Mud)er L 7k L 7k L 7k Objectives Strategies Beginning Pate CoiB\u0026gt;letion Date Responsibility Evaluation Criteria 6.15 Conduct inservice for all secondary adainistrators and teachers A. Completion in 09/90 during initial development B. Inservice for secondary adninistrators and teachers conducted also for revised curriculun and phase-in 6.16 Involve principals and teachers in ordering aulticultural amterials from local building budgets: (a) Make available materials catalogums to building level principals (b) Order and acquire materials based on curriculua to be taught A. Initial catalogues/brochures distributed to building principals and curriculum coordinators B. Materials based on curriculum ordered and acquired C. Additional materials based on revised curriculun ordered and acquired 6.17 Monitor the use of curriculta guides (07/01/93) (07/91) (07/01/90) (07/90) (07/90) (08/93) (07/01/93) (06/30/94) (08/20/93) (06/30/94) (09/90) (12/90) (25X) (06/30/94) 511 Assoc Sifit for Educ Prograaa Assoc Si\u0026lt;rt for Educational Prograas Principals Area Sifiervisors 6.15 Monitoring of inservice 6.15 (Guides for social studies, art and music with a multicultural focus will be implemented in LRSO classrooms) 6.16 Materials purchased 6.16 (Instructional materials representing diverse groups will be present in all secondary schools) 6.17 Schedule/Docuaentat i on 6.17 (Observation of curriculum implementation during classroom visits and teacher conferences) 6.17 (Improvement in student achievement and attitude toward self and learning) a B 9 B BPrograi Seq f: 04 Prograa Maae: Multicultural Curriculun Program Code: 12 Priaary Leader: Estelle Matthis Program Goal: Plan Reference Page Nudier L 75 L 75 L 76 a a Page: 18 Revision Date: Novenfeer 2 1993 Secondary Leader: Marie McNeal To ensure ecAjcational equity in the elementary and secondary curriculum and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO end the NLRSD to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1, 2, 3. 4.) Objectives Strategies Beginning Date Corslet ion Date Responsibility Evaluation Criteria 1. To provide staff developsent in the area of multicultural education A. Periodic curriculun monitoring being implemented 6.18 Extend inservice through scheduled district level regular comcil meetings (reading, English, social studies, science, art, and music for the secondary level) A. Inservice extended with revised curriculum 6.19 Host three (3) education meetings for parents of secondary children to provide an overview of the co^jrehensive multicultural curriculua A. Completed on 09/30/90 with initial development B. PTA Open House meetings were conducted to give parents an overview of the revised multicultural curriculua guides C. Curriculun overview/explanation is conducted at PTA meetings and parent conferences 52 (09/01/93) (07/01/93) (07/93) (07/01/93) (07/01/93) (09/01/90) (09/92) (09/93) (07/01/93) (20X) (06/30/94) (25X) (06/30/94) (06/30/94) (09/30/90) (12/92) (25X) (06/30/94) Assoc Supt and Staff for Educational Programs Assoc St\u0026lt;\u0026gt;t for Educational Programs (Content Area Sipervisor* Principals) (Director of Staff Development, Subject Area Supervisors, Principals) 6.18 Agenda of meetings, roster of participants 6.18 Additional inservice will occur through minicourses and council meetings during 1993-94) 6.19 Program and roster of participants 1. (Multicultural strategies will be implemented in schools as assessed by administration during classroom observations and teacher conferences) 1. (Academic achievement of students will improve as evidenced by report cards and standarized tests) Page: 19 Program Seq *: 04 Revision Date: November 2, 1993 Prograe Maae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progn Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1^2, 3. 4.) Plan Reference Page Wtafcer L 76 L 76 L 76 Objectives Strategies agiming Date Collation Date Responsibility Evaluation Criteria 2. To provide access to and inforaation about aulticultural aaterials to teachers, parents, coaauiity 1.1 Jointly negotiate for consultants to provide inservice for the districts 1.1 (Conduct staff development in the area of multicultural education) A. A Joint cot loberation using Dr. James Banks as a consultant on 12/14*15/88 and 03/10-11/89 2.1 Share responsibility for Multicultural Materials Fair to be held annually 53 BB (07/01/93) (10/88) (07/01/93) (07/01/93) B B (06/30/94) (11/89) (06/30/94) (06/30/94) LRSD Assoc. Si\u0026lt;}t for Educ Prograas (Director of Staff Development) (PCSSD - Coor for Multicultural Curr Dev Dir of Library Serv LRSD - Assoc Supt for Educ Programs, Supv of Media Serv NLRSO - Coor of Instructional Materials) PCSSD - Coor for Multicultural Curr Dev Dir of Library Serv LRSD - Assoc S^}t for Educ Prograas Supv of Media Serv KLRSO - Coor of Instructional Materials 1.1 Contractual agreeaent 1.1 (Roster of participants) 1.1 (Multicultural strategies will be implemented in LRSD classrooms as determined by classroom observations and teacher conferences) 2. (Teachers, parents, coflinunity will have the opportunity to attend Multicultural Materials Fair) 2.1 Schedule of vendors 2.1 (The Multicultural Fair will be Jointly planned by LRSD, NLRSD and PCSSD) H B B B B 6 ePage: 20 Progri Seq #: 04 Revision Date: November 2, 1993 Prograa Maae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progri Goal: To ensure echjcational e^ity in the elementary and secondary curriculun and program areas.  .. u . ... \\ -------- -------------  -------- --------------- (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. '** - - - . . (Applies only to page 76, objectives 1. 2. 3. 4.1 Plan Reference Page Hudier L 76 L 76 L 76 3. Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria To provide inforantion to staff eatars on the availability of graduate coursework in aulticultural education A. Plan and implement Multicultural Materials Fair. Phone contact has been made with NLR and PCSSO on 08/93 and 09/93 regarding Fair for 93*94 term 3.1 Write letters to institutions of higher education in the area conceming the need for such courses A. Contact made with area institutions of higher education concerning needs for multicultural courses B. LRSD will receive amouncemants of multicultural courses from local institutions of high education for courses during each school term 3.1 Proante such courses to the staffs of each school district 3.2 (Duplication of nunber) 54 (08/93) (07/01/93) (07/01/93) (01/91) (04/93) (07/01/93) (20X) (06/30/94) (06/30/94) (07/91) (SOX) (06/30/94) (Director of Staff Development, Subject Area Supervisors, Principals) PCSSO - Coor of Instructional Materials LRSO \u0026gt; Assoc Si\u0026lt;\u0026gt;t for Educational Programs NLRSO - Coor of Instructional Materials PCSSO Coord of Multicultural NLRSO Coord of Instructional Materials (LRSO Director of Staff Development, Supervisor of Social Studies) 3. (Multicultural strategies will be implemented in schools as assessed by administration during classroom observations and teacher conferences) 3.1 Letters on file 3.1 (The number of teachers enrolled in multicultural courses will increase) 3.1 Promotional instruaents file 3.2 (Duplication of number) 3.2 (The nunber of teachers enrolled in multicultural courses will increase) 1Page: 21 Prograa Seq *: 04 Revision Date: Novenber 2, 1993 Prograa Naae: Multicultural Curriculun Progri Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progri Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. To collabora.te with the PCSSD end the NLRSD to promote multicultural activities and curriculun development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76. objectives 1. 2, 3, 4^) Plan Reference Page Nudber L 76 L 76 L 77 Objectives Strategies Beginning Date Ccapletion Date Responsibility Evaluation Criteria A. Promotion of courses have been advertised by LRSO to LRSD teachers and staff periodically as received (07/19/93) (50%) 4. To investigate the possibilities of cooperating on strategies to acquaint staff and coaaunities with multicultural education 1. To cntiance educational equity in instructional methodology and teacher/student interaction (07/01/93) (06/30/94) (PCSSD Coor of Multicultural LRSD Assoc Supt for Educational Programs NLRSD Coord of Instructional Materials) 4. (Multicultural education strategies will be used in LRSD classrooms as determined by classroom observations and teacher conferences) 4. (Assessment of community d i scuss i on/conferences, feedback from debriefing of multicultural education) 4.1 Meet to diacuaa poeaibilities of seminars, sy^xMiuas, or other activities to promote multicultural education Mong the three districts 4.1 (Plan, schedule, advertise and implement strategies) (07/01/93) (07/01/93) (06/30/94) (06/30/94) 55 PCSSD Coor of Multicultural LRSO Assoc. Si\u0026lt;\u0026gt;t for Educational Programs NLRSD Coord of Instructional Materials (Director of Communications, Director of Staff Development) (Curriculum Supervisors, Curriculum Specialists, Principals) 4.1 Minutes of meeting 4.1 (Three collaborative activities will be held to inform staff and community about multicultural activities) 1. (Assessment of instruction/teacher student interaction during classroom/school observation and conference) 1. (Increase in student achievement) S  a H B BiiiiiisaaaasflaasBsaifiai Page: 22 Prograa Seq *: 04 Revision Date: November 2, 1993 Prograa Name: Hulticultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSD to promote multicultural activities and curriculun development. (Applies only to page 76, objectives 1, 2. 3. 4.) Plan Reference Page Ihmber L 77 objectives Strategies Begiming Date Collet ion Date Responsibility Evaluation Criteria 1.1 Research and share effective instructional strategies at regularly scheduled comcil and program area meetings (07/01/93) (06/30/94) Content Area Sipervisors 1.1 Docuaentation within the Division of Educational ProgrosB 1.1 (Assessment of implementation of instructional strategies through classroom observations and teacher conferences) I A. Effective instructional strategies researched and shared at comcil and program area meetings (07/01/93) (10X) L 77 L 77 L 77 L 77 1.2 Purchase science stgiplies for teachers to facilitate the hands-on science approach K, Hands-on science supplies purchased 1.3 Purchase math aanipulatives for teachers to facilitate hands-on math instruction K. Math manipulatfves purchased 1.4 Purchase sets of trade books for teachers to facilitate the raphaBis on literature and the idioleness of language approach A. Trade books purchased 1.5 Provide inservice for using aaterials identified in 1.2, 1.3, 1.4 5fi (07/01/93) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (10X) (10X) (06/30/94) (10X) Sigivs of Sp^ific (kmtent Areas Sipvs of Spiscific Content Areas \u0026amp;\u0026lt;1VB of Specific Content Areas Stpervisors of Spific Areas (Curriculun Specialists, Principals) 1.2 Materials purchased 1.2 (Hands-on science activities used In District classrooms) 1.3 Materials purchased 1.3 (Hanipulatives are used in District math classrooms) 1.4 Materials purchased 1.4 (Whole language is used in District classrooms) 1.5 Docuaentation of participants 1.5 (Desired instructional strategies are being implemented in District classrooms as assessed through classroom observations end teacher conferences)Page: 23 Prograa Seq *: 04 Revision Date: Movefflber 2, 1993 Prograa Heae: Hulticultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to peae 76. objectives 1. 2, 3. 4.) Plan Reference Page Mi^ier (AjJectivea Strategies Beginning Date Co^\u0026gt;let1on Date Responsibility Evaluation Criteria A. Staff development being conducted in use of instructional materials for science, math, literature/whole language (08/17/93) (10X) L 77 1.6 Identify needs of teacher* for ieproved delivery of instruction using student data, principal rtf omw, whit ion, school i^JTOvement plans, and teacher questionnaires as the basis for decision making. (Resource: LRSD Resource Staff Developmertt Guide) (07/01/93) (06/30/94) Principals, Teachers, and Content Area Si\u0026lt;)ervisors 1.6 Observation of instruction 1.6 Disaggregation of data 1.6 (Individual Improvement Plans, HP's, reflect identified needs of teachers) A. Needs of teachers for inproved delivery of instruction identified (07/01/93) (50%) L 77 1.7 SiRasit the inservice needs to the Staff Development Departamnt (07/01/93) (06/30/94) Principals 1.7 Staff development doctaentation (Needs identified in school improvement plans) fii. Needs submitted to Staff Development Department (07/01/93) (50%) L 78 1.8 Schedule teachers as identified for the appropriate inservice (07/01/93) (06/30/94) Staff Developamnt Deportment 1.8 Staff development documentation 1.8 (Inservice will be provided that addresses the needs of teachers as identified in the school improvement plan) A. Placement is based on teacher requests and administrative recommendations (09/01/93) (SOX) L 78 1.9 Monitor the teacher* use of effective instructional and classroom monagement strategies (07/01/93) (06/30/94) Si^iervisors of specific arees (Principals) 1.9 (Assessment of inpiementation of strategies through classroom observations and teacher conferences) A. Teacher use of effective instructional and classroom management strategies is monitored through classroom observation and teacher conferences (09/01/93) (25X) 57 ^(1Prograa Seq *: Prograa Maae: Prograa Code: Prograa Goal: Page: 24 04 Revision Date: Novenber 2, 1993 Multicultural Curriculum 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal To ensure eckicational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculun development. * '    (Applies only to page 76. objectives 1, 2. 3. 4.) Plan Reference Page Nudier L 78 L 78 L 78 L 78 Objectives Strategies Beginning Date Completion Pate Responsibility Evaluation Criteria 2. To incorporate aulticultural materials into the instructional prograam 2.1 Review and assess appropriate multicultural materials A. Completed in 06/90 dduring initial curriculun development 6. Periodic review and assessment of appropriate multicultural material being conducted 2.2 Identify and st^gest multicultural material to be purchased at local school level by content and grade A. Identification/purchase of materials completed during initial development of curriculun B. Multicultural material identified and suggested for purchase periodically 2.3 Schedule workshope on use of materials (tdiere appropriate) A. Workshops scheduled during initial curriculun development and purchase of initial materials B. Appropriate workshops scheduled on use of multicultural materials periodically (07/01/93) (07/01/93) (03/89) (07/93) (07/01/93) (08/89) (07/01/93) (07/01/93) (08/89) (08/93) 58 (06/30/94) (06/30/94) (06/90) (25X) (06/30/94) (10/90) (25X) (06/30/94) (06/90) (10X) (Supervisors of Specific Areas, Curriculun Specialists, Principals) Si\u0026lt;iervisors of specific areas (Curriculun Specialists, Principals) Si^wrvisors of specific areas (Curriculum Specialists, Principals) Sig\u0026gt;ervisors of specific areas (Curriculun Specialists, Principals) 2. (Observe implementation of materials at teacher conferences and during classroom visits) 2.1 (Multicultural materials used in District classrooms) 2.2 (Titles/description of materials forwarded to schools) 2.3 (Catalogue listings) 2.3 (Multicultural materials used in District classrooms)Page: 25 Prograa Seq f: 04 Revision Date: Movetnber 2, 1993 Prograa Neaa: Multicultural Curriculun Progri Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO end the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1, 2, 3, 4.) Plan Reference Page Nudier L 78 L 78 L 78 L n L 78 Objectives Strategies Beginning Date (kmpletion Date Responsibility Evaluation Criteria 2.4 Monitor the use of appropriate Kilticultural materials A. Use of appropriate multicultural materials being monitored periodically through observations and teacher conferences (07/01/93) (09/93) (06/30/94) (25X) 3. To i^\u0026gt;leBKnt organizational practii that Mill enhance educational equity ices (07/01/93) (06/30/94) 3.1 Provide teachers with training for effective in-class gr\u0026lt;M\u0026lt;\u0026gt;ine A. Training in class grouping provided at council and program area meetings 3.2 Monitor faploaentation of strategies through classroom visitations and feetfcock in follow-(g\u0026gt; workshape A. Implementation of strategies monitored periodically 3.3 Review placement criteria for enrichment/ honors and advanced placeamnt classes A. Initial review completed in 01/89 (07/01/93) (08/93) (07/01/93) (09/0^/93) (07/01/93) (09/88) (06/30/94) (50%) (06/30/94) (10X) (06/30/94) (01/89) e. Placement criteria for enrichment/honors and advanced placement classes reviewed and revised for current term 59 (02/93) (05/93) Sifiervisors of specific areas (Curriculun Specialists, Principals) (Assoc. Si4\u0026gt;t., Assist. Supt., Principals, Teachers) Sqservisors of specific areas Stpervisors of specific areas Assoc $i4\u0026gt;t of Educational Programs 2.4 (Classroom observations/ teacher conferences reflect use of multicultural materials) (3. Educational programs in LRSO have equitable participation and success by all students) 3.1 (Grouping practices are equitable in LRSO classrooms) 3.2 (Assessment of classroom observation) 3.3 (Placement practices in LRSD classrooms will increase participation of black students in GT/Honors/AP classes)  B   BPrograa Seq \u0026lt;: 04 Prograa Maae: Multicultural Curriculum Progri Code: 12 Priaary Leader: Prograa Goel: Plan Reference Page Niaber L 78 L 79 L 79 L 79 L 79 L 79 Estelle Matthis Secondary Leader\nPage: 26 Revision Date: Marie McNeal November 2, 1993 To onsure ed^.tion.1 equity in the elementary end secondary curriculua and program areas. (Applies to entire docuaent except for page 76, objectives 1, 2, 3. ,) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculun development. \" -- - - - Objectives Strategies areas. Beginning Date (Applies only to page 76~ obi^tives 1. 2, 3, 4.) Cospletion Date Responsibility Evaltation Criteria 4. To ensure increased educational equity through inservice training 5. To ensure equity in the selection and use of textbooks 3.4 Provide stqiport to principals fn monitoring the distribution of students fn higher level courses to assess gender and race equity A. Support given principals through periodic staff development for monitoring the distribution of students in higher level courses 4.1 Refer to activities outlined in ftcaa 1.2  1.4 above 4.1 (Purchase science supplies, math manipulatives, tradebooks) A. HandS'on science, math aanipulatives, and trade books purchased 5.1 Inventory and assess current textbooks for multicultural presence A. Textbooks inventoried and assessed for multicultural presence during each adoption cycle 5.2 Identify the deficiencies existing in current textbooks GO (07/01/93) (06/30/94) Assoc and Asst Sqrts 3.4 (Classroom observation of student enrollment and enrollment reports to central office will reflect equitable distribution of gender and race) (08/93) (SOX) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (09/15/93) (07/01/93) (06/30/94) (06/30/94) (10X) (06/30/94) (06/30/94) (25X) (06/30/94) 4. (Educational programs in LRSD have equitable participation and success by all students) Supervisor of specific areas (Assoc Supt of Curr., Subject Area Supervisors, Teachers, Principals) Sifiervisor of specific areas (Curriculun supervisors, Teachers) 4.1 (Updated multicultural materials in schools) 4.1 (Enrol Iment/inplemen-tatfon of staff development courses) 5. (Criteria checklist that includes multicultural and sex/race bias-free factors is used to select textbooks) 5.1 (Criteria checklist for textbook selection) 5.2 (Deficiencies are identified) Page: n Prograa Seq *: 04 Revision Date: Noveflber 2, 1993 Prograa Maae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McKeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. To collaborate with the PCSSO and the MLRSD to promote multicultural activities and curriculun development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76. objectives 1. 2. 3, 4.) Plan Reference Page Mud\u0026gt;er Objectives Strategies Begiming Date Collation Date Responsibility Evaluation Criteria L 79 L 79 L 79 L 79 A. Deficiencies in current textbooks identified during adoption cycle 5.3 Select and purchase resource aaterials to replace or si^iplcaent areas of deficiency A. Resource aaterials selected and purchased 5.4 Provide training for use of sigipleBental aaterials A. Training for use of supplemental aaterials being conducted 5.5 Monitor teacher iiqjlementation of the use of Bulticultural texts/aaterials in the curricula A. Monitoring iaplementation of nulticultural texts/materials through observation being conducted 5.6 Develop a checklist for selection of new textbooks during the adoption cycle to facilitate the selection of a text that is free of gender, race, and ethnic stereotypes A. Checklist for new textbook (reading) developed in conjunction with LRSD Board approved textbook list G1 (07/01/93) (07/01/93) (07/93) (07/01/93) (08/93) (07/01/93) (09/93) (07/01/93) (07/01/93) (25X) (06/30/94) (25X) (06/30/94) (25X) (06/30/94) (2SX) (06/30/94) (09/01/93) SB (Curriculum supervisors) (Media specialists) (Principals) (Curriculun supervisors) Principals and Content Area Sufiervisors Content Area Sistervisors (Assoc. Supt. for Educational Programs) 5.3 (Curriculun resosurce guids are used to provide updates) 5.4 (Training is provided during cluster aaetings, building aaetings, minicourses and/or council meetings) 5.5 Schedule/Dociaentation 5.5 (Assess implementation throu^ classroom observation) 5.5 (Improvement in student achievement) 5.6 Textbook checklist 5.6 (Textbook checklist inplemented to ensure bias- free textbooks)  Prograa Seq *: Program Maae: Progri Code: Program Goal: Page: 28 04 Revision Date: November 2, 1993 Multicultural Curriculum 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1, 2. 3. 4.) Plan Reference Page Nudwr L 79 L 79 L 90 L 80 L 80 L 90 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6. To achieve equity in the iaftleamntation of special activities 7. To ensure the maintenance of challenging and relevant course offerings (07/01/93) (06/30/94) (Assoc. Supt., Assist. Supt., Principals, Teachers, Content Area Supervisors) 6. (Increased representation of black students in activities currently under-represented) 6.1 Ensure that student participation in special events is multicultural and that the quality of participation is equitable A. Participation of black students and gender of students in special activities is monitored 6.2 Develop guides for each course area that are multicultural in content and that facilitate equity in methodology A. Curriculun guides for courses with multicultural content have been developed addressing equity in methodology 6.3 Monitor the use of the curriculua guide A. The use of curriculun guides are monitored through observations and teacher conferences 7.1 Review research and recomaended practices for each content/program area 62 (07/01/93) (08/93) (07/01/93) (07/01/93) (09/01/93) (07/01/93) (07/01/93) (06/30/94) (25X) (06/30/94) (06/30/94) (25X) (06/30/94) Principals and Teachers St^ervisor of specific area (Principals, Subject Area Supervisors) (Assoc. Supt. for Curr., Subject Area Supervisors) (Curriculun supervisors) 6.1 Participation data 6.1 (Increased representation of black students in activities currently under-represented) 6.2 (Implementation of revised curriculun guides) 6.3 (Guide usage is monitored through classroom observations teacher conferences and abacus assessment) 7. (Comparison of student achievement with state/ national level) 7.1 (Docunentation of research and practices reviewed) Page: 29 ProgroH Seq *: 04 Revision Date: November 2, 1993 Prograa Naaa: Multicultural Curriculijn Program Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To ensure educational equity in the elementary and secondary curriculun and program areas. , , . . To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1. 2. 3.. 4.) Plan Reference Page Mtaber L 80 L 80 L 80 L 80 L 80 L 80 Objectives Strategies Begiming Date CoigHetian Date Responsibility Evaluation Criteria A. Practices for content area/program are reviewed and recommended during council and program area meetings 7.2 Assess the LRSO course content to identify needs for changes A. LRSD course content periodically reviewed for changes 7.3 Sidait recosBendation and rationale for any new courses to the Assoc Sipt for Ed Prog 7.4 Develop curriculw guides for approved courses 7.5 Provide inservice for staff on i^leaentation of courses 7.5 (Conduct staff developaient on implementation of new courses) A. Staff development conducted on implementation of new courses for 93-94 term B. Extended staff development on implementation of courses being conducted 7.6 Conduct workshops to appropriate staff on new course offerings A. Workshop conducted to appropriate staff 7.7 Monitor iapleaentation of ttie courses, including equity in assi|pent of students (07/01/93) (07/01/93) (07/93) (07/01/93) (07/01/93) (07/01/93) (08/93) (09/93) (07/01/93) (08/93) (07/01/93) (25X\u0026gt; (06/30/94) (10X) (06/30/94) (06/30/94) (06/30/94) (09/93) (25X) (06/30/94) (09/93) (06/30/94) (Curriculun supervisors) (Curriculun supervisors) (Curriculun supervisors) Content Area Sqwrvfsors Content Area Sipervisors Principals (Curriculun si^iervisors) 7.2 (Docunented conparison with state, national curriculum standards) 7.3 (Documentation of reconaendation and rationale submitted) 7.4 (Implementation of guides) 7.5 Docuaentation of inservice 7.6 Docuaentation of workshop 7.7 (Monitor/implementation through classroom observations and teacher conferences) A. Implementation of courses monitored periodically (09/93) 63 (10X) a B a s B ^^9 ^^9 9^^ aPrograa Seq *: 04 Prograa Maae: Prograa Code: Prograa Goal: Plan Reference Pege Mudier L 80 L 80 aaaaaaaaaa Multicultural Curriculun 12 Priaary Leader: Estelle Matthis Secondary Leader: Page: 30 Revision Date: Marie McMeal Moveinber 2, 1993 To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76. objectives 1. 2 3 4 ) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development.  -  Objectives Strategies areas. Beginning Date (Applies only to page 76. objectives 1. 2. 3. 4.) Collation Date Responsibility Evaluation Criteria B. Monitoring of implementation of new courses for 93-94 including equity in student assignment is being conducted 7.8 Review placeaent criteria for enriched/ honors and advanced placeaent courses 7.9 Monitor enrollment in courses to ensure equity in assignaent/participation of students A. Monitoring of enrollment in courses for equity in assignment/partipation of students being conducted B4 (09/93) (25X) (07/01/93) (07/01/93) (09/93) (06/30/94) (06/30/94) (25X) Assoc \u0026amp;\u0026lt;\u0026gt;t for Educational Prog Assoc Si\u0026lt;it for Ed Prog ft Principals 7.8 Replaceaent criteria reviewed 7.8 (Participation of black students in 6T/Honors/AP courses will increase) 7.9 Data on file 7.9 (Assessment of enrollment in courses currently under-represented by race (blacks) and sex) JProgram Seq f: Program Name: Program Code: n 05 Special Education 15 Primary Leader: LRSD FY 93-94 PROGRAM BUDGET DOCUHEWT Dennis Glasgow Secondary Leader: Psge: 1 Revision Date: November 1, 1993 Dr. Patty Kohler Program Description: This includes instruction Purpose Special education is specially designed instruction, at not cost to parents, to meet the unique needs of students with disabilities, conducted in the classroom, in the home, in hospitals and institutions, and in other settings\nend instruction in physical education. Scope and Content Special educati^ services are provided in accordance with each child's Individual Education Program (lEP). A student is determined eligible for special education services when a disability is present as defined in the Individuals with Disabilities Education Act (IDEA) that results in an adverse effect on educational performance and the corresponding need for special education services. A full continuun of services is provided which includes multiples options for placement. Participants/beneficieries Students served through special education services have been identified as having disabilities defined by the IDEA. During the 1992-93 school year, 8.13X of the district's population or 2,026 students received special education services (Dec. 1, 1992 count). District Goal Si^jport: Goal #1  Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal #2 * Develop and maintain a staff that is well-trained and motivated. Goal #3 - The Little Rock\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_556","title":"Program planning and budget document, first quarter status report","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":["1993-11-03"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Education--Evaluation"],"dcterms_title":["Program planning and budget document, first quarter status report"],"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/556"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"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\n1993-94 LITTLE ROCK SCHOOL DISTRICT'S FIRST QUARTER STATUS REPORT PROGRAM BUDGET DOCUMENT DESEGREGATION PROGRAMS lbLITTLE ROCK SCHOOL DISTRICT FIRST QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT received NOV 3 1993 OiSico of Desogregaiion Moniwting I November 3, 1993 Planning, Research and Evaluation i J lift Wb ftft ftft BB HW ftft IB Bl ftft IB Bl IBB ftft ftft TABLE OF CONTENTS SEO. # PAGE # SEO.# PAGE # Preface Mission Statement Goals District Financial Summary 11 12 13 14 15 16 17 18 Student Hearing Officer In-School Suspension New Futures 243 246 253 Academic Incentive Grants/Focused Activities 258 McClellan Community School Alternative Learning Center Testing Assistance - Disadvantaged Job Fair 263 269 289 292 Definitions School Support Cluster (BLUE) Organization of the Report Cluster Budget Documents Curriculum Cluster (PINK) 01 02 03 04 05 06 07 08 HIPPY 4-Year Old Program/City-Wide Early Childhood Education Program Academic Support Program (PAL) Multicultural Programs Special Education Gifted Education Federal Programs Vocational Education 11 20 29 35 65 100 108 114 19 20 21 22 23 24 25 26 27 School Operations Cluster (BUFF) 09 10 School Operations Extracurricular Participation 130 229 28 29 30 31 32 33 34 35 36 Commitment to Desegregation/Leadership Office of Desegregation/Student Assignment Staff Development Library/Media Computerized Transportation System Data Processing Safety and Security Teacher Recruiter Monitoring Activities (Planning, Research and Evaluation) Prejudice Reduction Summer School (Interdistrict) Summer Learning Program JTPA ASSET Special Programs Facilities Guidance/Counseling Program Employment Practices Bidding Practices (Procurement) 294 299 309 321 327 331 338 343 350 353 355 363 367 370 373 375 381 383TABLE OF CONTENTS SEO.# PAGE # SEO.# PAGE # 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 MH Recruitment Cluster (PURPLE) Parent Involvement - Recruitment VIPS - Recruiting Public Relations Unassigned Incentive Schools Cluster (YELLOW) Office of Incentive Schools Writing to Read Science Labs Computer Labs Foreign Language Labs Computer Loan Program Extended Day Field Trips Homework Centers Transportation Homework Hotline Mentors/Tutors Instructional Aides Extended Year Incentive/Recognition Resident Counseling Service Camp Pfeiffer Monitoring Permanent Substitute Unassigned Extended Week PH ess 386 397 408 424 428 430 432 434 436 438 440 443 445 447 449 451 454 456 458 460 466 468 11 61 62 63 64 65 Staffing - Recommended Full-Time Required Staff Development Teacher Stipends for Inservice and Extra 5 Days Other Incentive School Academic Programs Kindergarten Reading Across the Curriculum Oral Expression Across Curriculum Learning Styles Inventory School Themes Semi-Departmental Instructional Tech Study/Test-Taking Parent Home Study Computer Managed Instruction Student Education Plans Specialized Programs Incentive Programs Homework Criterion-Referenced Test Heterogeneous Grouping Effective Schools African/American History Social Skills Family Folklore Positive Imaging Interpersonal Skills Rites of Passage Mentoring Program 470 477 488 490 492 521 B K 1 BBB kbikBEkSibESSB fi E TABLE OF CONTENTS SEO. # PAGE * SEO.# PAGE # 66 67 68 69 70 71 Incentive Schools Cluster (cont.) Special Activities Peer Tutoring Program Academic Reinforcement Clubs Special Interest Clubs Latin Enrichment Program Unassigned Career Sl^ills Development Support Services - Other Community Access/Field Trip Community Involvement Special S)cills Program Special Training Parental Involvement Learning Time Schedule Home/School Community Extracurricular Program Attendance and Behavior Subject Related Extracurriculum Counseling/Social Wor)\u0026lt; Community Services Access College/Post Graduate Aware Study Slcills Home/Neighborhood Meet Wellness Program 495 498 503 505 508 Ill 72 73 74 School Policies and Procedures - Other Unassigned Unassigned Student Choices/Options Cluster (GREEN) 75 76 77 78 79 80 81 82 Student Choices/Options King Interdistrict School Stephens Interdistrict School Romine Interdistrict School Roclcefeller Early Childhood Original Magnets Parlcview Science Magnets M-to-M Magnet Schools (Central, Dunbar, Washington, Henderson, McClellan) Organization Chart (WHITE) Incentive Schools Addendum (WHITE) 516 519 524 528 530 532 535 537 545 5472 2 2 Sk fl fl, fl 5E Bl Sl BL PREFACE The mission statement and goals for Little Rock School District are the guides for all decision-making. The information gained from the Program Budget Document Report will provide additional direction for guality, interim decision-making for - ,tiue. Specifically, programs with poor performance or expenditure problems addressed with corrective action during the year rather than after the year is completed. The report enhances the district's ability to monitor and report achievements and expenditures relative to the programs identified in the for all decision-making. the district will be The report enhances the district's Desegregation Plan for the most efficient and functional program planning on a quarterly basis. During the course of the fiscal year, the district will incorporate non-desegregation programs into the report so that all programs, desegregation and nondesegregation, will be accounted for by the end of the 199394 fiscal year. Additional obligations may be identified after the fiscal year. desegregation audit is complete. (1) The Mission The Program Budget Document Report contains the following\n, _ Statement of Little Rock School District\n(2) The Goals of Little Rock School District\n(3) LRSD Quarterly Desegregation Expenses Summary\n(4) Definitions and Data Elements\n(5) Organization of the Report\n(6) Program Budget Documents Grouped by Clusters\n(7) The LRSD Organizational Chart\nand, (8) Incentive Schools Addendum. 1 ILITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the District's curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education. 2 9S9 = = = S = = = SBSBBaBaBBSBliaBiiiBiiBiiilBlSaiaita LITTLE ROCK SCHOOL DISTRICT GOALS 1. that will ensure all students The LRSD will implement integrated educational programs ----. \ngrow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. grow academically 2. The LRSD will develop and maintain a staff that is well-trained and motivated. 3. The Little Rock Board, administration, staff, and students will demonstral^ in their day to day behavior that they accept each individual as a an view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. a valued contributor to society and 4. financial and other resources that are necessary to The LRSD will solicit and secure _ fully support our schools, including our desegregation plan. 5. The LRSD will provide a safe and orderly climate that is conducive to learning for all 6. students. The LRSD will ensure that equity occurs operations. in all phases of school activities and I 310/28/93 Little Rock School District Quarterly Desegregation Expenses Page 1 No 01 02 05 06 07 08 09 10 12 13 14 15 16 17 18 22 24 25 26 27 28 29 32 33 34 35 49 51 52 Program Name HIPPY___________________________ 4-YEAR OLD PROGRAM____________ STUDENT HEARING OFFICER________ OFFICE OF DESEGREGATION________ EXTRA-CURRICULAR PARTICIPATION TEACHER RECRUITER_____________ STAFF DEVELOPMENT_____________ ACADEMIC SUPPORT PROGRAMS MULTICULTURAL PROGRAMS_______ ACADEMIC INCENTIVE GRANTS ORIGINAL MAGNETS_______________ SPECIAL EDUCATION @ WASHINGTON SECURITY_______________________ D/P SYSTEM STUDENT INFORMATION M-TO-M MAGNET SCHOOLS MONITORING ACTIVITIES___________ COMPUTERIZED TRANSP SYSTEM ROMINE INTERDISTRICT THEME McClellan community school IN-SCHOOL SUSPENSION___________ JOB FAIR________________________ TESTING ASSISTANCE LIBRARY SERVICES________________ PARENT RECRUITING______________ VIPS RECRUITING_________________ PREJUDICE REDUCTION____________ CONTINGENCY FUND______________ OFFICE OF INCENTIVE SCHOOLS WRITING TO READ Budget 931-94 266,763.02 1,523,742.24 94,381.61 433,102.41 5,000.51 35,188.38 465,627.29 1,815,582.10 197,446.69 352,294.55 3,914,000.00 55,695.66 756,878.66 792,523.74 2,254,912.66 387,378.66 8,000.00 16,867.82 170,112.24 850,408.55 1,092.82 5,066.96 479,954.32 40,000.00 19,090.73 5,000.00 300,000.00 1,749.42 6,000.00 21 67 2 10 1 7 70 1 38 4 74 4 2 25 30 2 1 st Quarter 31,286.27 138,599.40 22,646.74 100,300.49 4,962.82 9,695.18 69,080.94 158,246.87 19,443.65 26,486.11 8,178.16 91,086.44 593,453.22 287,665.69 149,459.45 82,090.64 70,413.69 153.38 75.16 61,580.87 10.26 5,857.49 76.77 % Budget Spent 11.73% 9.10% 23.99% 23.16% 99.25% 27.55% 14.84% 8.72% 9.85% 7.52% 0.00% 14.68% 12.03% 74.88% 12.76% 38.58% 0.00% 0.00% 48.26% 8.28% 14.04% 1.48% 12.83% 0.03% 30.68% 0.00% 0.00% 4.39% 0.00% 4 H PW B9 CS CSS BS SS B3 S9 C9 53 39 99 99 S3 B3 53 SB Bl 91 BB BB10/28/93 Little Rock School District Quarterly Desegregation Expenses Page 2 No 53 54 56 57 59 61 64 65 66 72 73 74 75 Program Name SCIENCE LABS_____________________ COMPUTER LABS___________________ COMPUTER LOAN PROGRAM_________ EXTENDED DAY___________________ FIELDTRIPS_______________________ TRANSPORTATION (ADD'L)___________ INSTRUCTIONAL AIDES______________ EXTENDED YEAR___________________ INCENTIVE/RECOGNITION___________ RECOMMENDED STAFFING__________ REQUIRED STAFF DEVELOPMENT TEACHER STIPENDS/INSERVICE______ OTHER INCENTIVE SCHOOL ACTIVITIES iTOTALsia^iiiii^^ Budget 93-94 12,000.00 6,000.00 2,500.00 747,247.70 33,000.00 15,000.00 496,451.04 99,938.45 14,581.91 808,481.42 52,878.29 72,725.98 51,088.13 17,665,753.96 ATE s 42 31 431 1st Quarter 25,550.48 3,210.95 38,306.87 31,884.03 1,428.45 58,107.81 1,459.85 24,542.02 20,724.59 2,136,064.74 % Budget Spent 0.00% 0.00% 0.00% 3.42% 9.73% 0.00% 7.72% 31.90% 9.80% 7.19% 2.76% 33.75% 40.57% 12.09% I 5DEFINITIONS AND DATA ELEMENTS The following are definitions of terms and data elements used in the Program Budget Documents. Program: A program is an established plan of operation, composed of a group or series of related activities which are carried out to serve a specific area of identified need. Program Description: related to the respective program. A program description includes a purpose, scope and content, and participants/beneficiaries Program Goal: A program goal is a broad guiding statement and should describe the overall aim(s), purpose(s), or ambition(s) of the specific program. Objectives: Program objectives present explicitly the desired impact the program should have on a problem. They should provide detail to the goals. Strategies: Strategies are the jobs, tasks, efforts, or actions undertaken in a program which contributes to the accomplishment of the objective. Achievements: Achievements are efforts. contributes to the accomplishment of the strategy, strategy. tasks, evidence, performance, or actions undertaken in a program which Achievements are placed in alpha order underneath the relative Evaluation Criteria: Evaluation criteria are statements which specify the end product of an objective or strategy and establish measurable and observable levels of performance of the product. Page: Each Program Budget Document uses one of two formatted pages. Program Sequence t (Seq. *) : programs in order within the planning document. The purpose of this sequence number is to establish a reference for placing Revision Date: This date is the actual date the program document was first documented or last changed. Program Name: To eliminate confusion, an established name for each program has been assigned by the district planner. Program Code: This is a unique accounting code assigned by Financial Services which links budget and expenditure information to the associated program. 6 wt pw pw 59 95 29 iB 38 B ^8 Bl 88 81 88 81 SB ^8 ^8 88 Bl BE ^8Definitions and Data Elements (cont.) Primary Leader: The Primary Leader is the cabinet-level associate responsible for the management and operation of the respective program. Secondary Leader: -____4__The Secondary Leader is the associate who is back-up to the Primary and will function in that capacity in the absence of the Primary (i.e. the Program Manager or the Principal). If more than one district goal is District Goal support: Each program directly supports at least one district goal, relative, then the appropriate district goals have been listed in descending priority order. Specific plan and page references will directly cite one of the following desegregation documents\nI = Interdistrict Desegregation Plan\nS = Settlement Agreement\nC = Court Orders\nT = Transcripts\nP = Pleadings\nM = Monitoring Reports. The format should be L23 or 113-20, for example. This element has been left blank if the program is not directly cited in one of the desegregation documents. Flan Reference: L = LRSD Desegregation Plan\nThe should for example. Plan Reference Page Number: If the objective or strategy is desegregation document related or strategy has been found should be listed, then whatever source was used has been listed. Source references listed for each objective and strategy have been used. , the specific desegregation document and page upon which this objective If the objective or strategy is not related to a desegregation document. This element is contained on page 2 and succeeding pages. Beginning Date: in the following manner: This is the actual date a particular strategy began. For consistency, all dates should be printed MM/DD/YY, (09/30/93). For consistency, all dates completion Date. This is the actual date a particular objective or strategy was completed. . should be entered in the following format: MM/DD/YY, (09/30/93). If an activity toward a strategy has been started should be entered in the following format: MM/DD/YY, (09/30/93). but not completed, a percent of completion (75%) should be entered. Responsibility: This is the name of the individual tasked with ensuring an activity has been accomplished.ORGANIZATION OF THE REPORT This section provides guiding information about the text of the Program Budget Document Report. Pagination. Every page in the text is numbered using Arabic numerals. Pages are consecutively numbered (e.g.,1,2,3,...) throughout the report at the bottom of the page beginning with the \"Preface.\" The \"Table of Contents\" is on page i, page ii, and page iii. Print. The Program Budget Document employs two kinds of print density. Print denotes original language of the desegregation document(s). Bold Lighter print enclosed in parentheses (parenthetical statements) identifies language that is not literal in the desegregation document(s). The parenthetical statements of lighter print have been integrated throughout the Program Budget Documents for clarification of original language in the desegregation document(s) and/or for providing information generalized from the original language of the desegregation document(s). Parenthetical information should not be construed to mean new legal obligations nor expansion of the obligations under the desegregation document(s). Clusters. Programs have been sorted into broad categories called clusters. Clusters Include programs or schools grouped together because of similar and related operational functions. For convenience and management of the report, similar programs have been grouped into six color-coded clusters. To locate a program, determine the relative cluster of the program by using the \"Table of Contents\" and then refer to the program sequence number (Seq #) or page number for facilitating program reference in the report. Organizational Level. The School Operations cluster classifies the fifty schools elementary, junior high, and senior high. according to three school organizational levels: ... . . These levels have been further subcategorized according to area, interdistrict, incentive. and magnet schools for efficient program reporting. Non-Monetary Tracking. No entry on page one in the fiscal year program budget field and/or the quarter expenditure field of a Program Budget Document means desegregation money has not been tracked to the respective program. Organ!zatlonal Chart. An organizational chart has been included to provide reference information matching designated responsible persons with desegregation and non-desegregation programs. 8 BH RH JW E9 ^9 J|9 ^^9 ^|9 99 ^9 99 99 959 CB ^9 S9 SB GBMAS CLUSTER BUDGET DOCUMENTS 9Curriculum Cluster * * * A HIPPY 4-Year Old Program Academic Support Program Multicultural Programs Special Education City-Wide Early Childhood Education Program Federal Programs Vocational Education 10Prograa Seq f: 01 Program Maae: Prograa Code: Prograa Description: District Goal Si^iport: Prograa Goal: [ Plan References: FT Prograa Budget: TTD Expenditures: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT HIPPY (Home Instruction Program For Preschool Youngsters) 01 Primary Leader: Estelle Hatthis Secondary Leader: Marion Shead Page: 1 Revision Date: November 1, 1993 HIPPY is a home based developmental program which recognites the mother as the first significant teacher of the child. HIPPY assists the mother in preparing the child to be successful in kindergarten, therefore assisting in the reduction of the disparity gap between block and white students. HIPPY'S major focus is in the shadow areas of major incentive schools and in the Southwest Little Rock area. HIPPY serves primarily economical and educational disadvantaged families. Inplement integrated educational programs that will ensure that all students grow academically, socially and emotionally with enphosis on basic skills and academic enrichment while closing disparities in achievement. To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be successful\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Page L-5, L-14, 15, 16 $266,763.02 1st Qtr Expend: 2nd Qtr Expend: $31,286.27 3rd Otr Expend: 4th Qtr Expend: FTE 21 [ Related Fmction Codes: 11 H SHPrograa Seq *: 01 Prograa Haae: HIPPY Prograa Code: 01 Prograa Goal: Plan Reference doc Page Mwfcer L14 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Estelle Matthis Secondary Leader: Page: 2 Revision Date: Marion Shead November 1, 1993 To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Objectives Strategies Beginning Date Co^\u0026gt;let{on Date Responsibility Evaluation Criteria 1. To promote the HIPPY program July 1, 1993 June 30, 1994 Staff Mailed letters Appear on show (Docunentation of PSA) 1.1 To compose and mail Public Service Announcement for local radio stations and Channels 14 and 16 flyers. July 1, 1993 June 30, 1994 Staff A. Staff member appeared on channel 16 B. Mailed PSA to channels 4, 7, 14, \u0026amp; 16 C. Forwarded PSA to LRSD Connwications Department D. Printed \u0026amp; distributed flyers 342 12Page: 3 Progreo Seq *: 01 Revision Date: November 1, 1993 Prograa Nsae: HIPPY Prograa Code: 01 Priaary Leader: Estelle Matthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students particularly black students as it relates to the achievement disparity between black and white students. ' Plan Reference doc Objectives Strategies Page Huriser Begiming Date (Xa|\u0026gt;let{on Date Responsibility Evaluation Criteria LU 2. To select HIPPY aides July 1, 1993 June 30, 1994 Staff By applicants response (Documentation of selection of aides) 2.1 Interview and select fourteen (14) aides. July 1, 1993 June 30, 1994 Staff A. Interview \u0026amp; select aides B. Printed \u0026amp; mailed forty two (42) flyers to area churches C. Mailed job announcement to channels 14, 16. \u0026amp; 38 LU 3. Initial training of aides and staff July 1, 1993 June 30, 1994 Supervisor Pay the bill (requisition paid) 3.1 Arrange logistics with state for the initial training July 1, 1993 June 30, 1994 Supervisor Pay the bill A. Contacted Principal at Washington Magnet school to assist \u0026amp; arrange use of facilities for Regional Training B. Conducted pre-initial training for aides 13  ubi w B B B B B B B B B BPage: Prograa Seq f: 01 Revision Date: Hovenber 1, 1993 Prograa Naae: HIPPY Prograa Code: 01 Priaary Leader: Estelle Matthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Beginning Date Collation Date Responsibility Evaluation Criteria L14 L14 L14 L14 L14 Page Mtatoer 4. To enroll families into program. 4.1 Conduct home interview and enroll families into program. A. Conducted registration for interested parents 5. To recruit families 6. To determine service of coordinators 7. To assign families to be serviced by aides. 8. To organize instructional material. July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 Supervisor Coordinators Supervisor Coordinators Staff (Documentation of family enrolIment) Certification of aides (position of aides filled) 5.1 Compose and mail correspondence to conmunity churches to recruit families and instructional aide trainees. A. Hailed correspondence to forty two (42) area churches 6.1 Identify families to be served by each coordinator A. Assigned families to Coordinators 7.1 Identify families to be served by each aide A. Assigned families to aides 8.1 Print curriculum material. 14 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators Coordinators Coordinators Secretary of HIPPY Supervisor Coordinators Assignment of families to Coordinators Assignment of families to aides Printing completed (received ordered curriculun)Prograa Seq f: 01 Page: 5 Prograa Naae: HIPPY Revision Date: November 1, 1993 Prograa Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marion Shead Prograa Goal: Io prepare eco^ically disadvantaged children to enter kindergarten Kith the necessary skills to be success\nand to inprove the educational outcomes of students particularly black students as it relates to the achievement disparity between black and white students. educational outcomes of students. Plan Reference doc Objectives Strategies  Psge Htaber Beginning Date Coafiletion Date Responsibility Evaluation Criteria LU LU LU 9. To familiarize aides of the HIPPY implementation in LRSD. 10. Obtain material for program 11. To orientate enrolled families to the HIPPY program. A. Ordered printed curriculun from Dushkin Publishing 9.1 Conduct three \u0026lt;3) day workshop A. Invited LRSD personnel to Inservice Training 10.1 Order material A. Requisitioned materials July 1, 1993 July 1. 1993 July 1, 1993 July 1, 1993 July 1. 1993 June 30. 1994 June 30. 1994 June 30.1994 June 30. 1994 June 30. 1994 Supervisor Coordinators Supervisor Coordinators Supervisor Supervisor Coordinators Agenda/Receive material (documentation of 3 day workshop) Receive materials (received ordered curriculun) (docunentation of requisition of material) Families enrolled in program (docunentation of parent orientation) 11.1 Conduct orientation meeting July 1, 1993 June 30. 1994 Supervisor Coordinators (documentation of correspondence \u0026amp; evaluation of orientation) A. Secured space for orientation B. Invited speakers to orientation C. Prepared program agenda for orientation 15 Page: 6 Prograa Seq f: 01 Revision Date: Movember 1, 1993 Prograa Haaa: HIPPY Prograa Code: 01 Priaary Lender: Estelle Matthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to iinprove the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies L15 Psge Hudber Beginning Date (ki^letion Date Responsibility Evaluation Criteria 12. Identify meeting sites of group meetings. July 1, 1993 June 30, 1994 Coordinators Confirmation of site (documentation of letters) 12.1 Secure meeting sites for group meeting, (mailed letters to building principals) 12.2 Mail out notification of meeting sites. July 1, July 1, 1993 1993 Ji^ 30, 1994 June 30, 1994 Coordinators Coordinators A. Identified appropriate school site for group meetings 8. Developed flyers C Distributed flyers to parents L15 13. To schedule implementation of HIPPY curriculum July 1, 1993 June 30, 1994 Supervisor Coordinators 16 Documentation of schedjled group meetings (Docunentation of master schedule of home visits of aides) JPsge: 7 Progm Seq *: 01 Revision Date: November 1, 1993 Prograa Naae: HIPPY Prograa Code: 01 Priaary Leader: Estelle Matthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies L15 L15 L15 Page Ntaber Begiming Date CoaB\u0026gt;letion Date Responsibility Evaluation Criteria 14. To provide parents with information that will assist them with their children. 15. To evaluate aide trair\u0026gt;ees mid point (15th week). 16. To determine program success 13.1 Schedule aides weekly home visits and group. 13.2 Schedule area group meeting-print flyers. 13.3 Schedule weekly service for aides. A. Invited enrichment speakers B. Prepared agenda 13.4 Schedule aides first teaching with (own child). 14.1 Schedule workshop for parents and aides, mail out and print materials. 15.1 To evaluate each aide trainee. 17 July 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 June 30,1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 Supervisor Coordinators Coordinators Supervisor Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators Coordinators Coordinators Supervisor Coordinators Receive materials (Documentation on file) Received materials Completion of survey ^^223P89e: 8 Prograa Seq f: 01 Revision Date: Noverrber 1, 1993 Prograa Haae: HIPPY Prograa Code: 01 Prisary Leader: Estelle Hatthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Begiming Date Coagiletlon Date Responsibility Evaluation Criteria Page Wiaber 16.1 Conduct survey of parents - print materials July 1, 1993 June 30, 1994 Supervisor Coordinators fi. L15 17. Began second-part of program's implementation. 17.1 Implement second part of HIPPY curriculun: A. Print material B. Print flyers C. Hass maiI out LIS 18. Evaluation of sides 18.1 Evaluate aides L16 L16 L16 L16 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 Supervisor Coordinators Coordinators Participation of parents Materials co(rpleted Completed 19. Provide parents with information to be successful with their children 20. Build the aides children self esteem. 21. Graduation of HIPPY children and aides reception. 22. Evaluate aides July 1, 1993 June 30, 1994 Stpervisor Consultant fee paid 19.1 Obtain a site and speaker and schedule a lecture for parents 20.1 Activity 21.1 Staff will organise 18 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 Supervisor Staff Staff Staff Staff Coordinators Consultant fee paid Completion of programPage: 9 Prograa Seq *: 01 Revision Date: Novetnber 1, 1993 Prograa Naae: HIPPY Prograa Code: 01 Priaary Leader: Estelle Matthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies L16 Page MtMwr 22.1 Schedule final evaluation of trainees in the program 23. Staff in place. Beginning Date July 1, 1993 July 1, 1993 Completion Date June 30, 1994 June 30, 1994 Responsibility Coordinators Coordinator Evaluation Criteria Staff began implementation of program 23.1 To begin implementation of HIPPY program. July 1, 1993 June 30, 1994 L16 24. Maintain regular staff. July 1, 1993 June 30, 1994 Supervisor To assist in the iiqilementation of program L16 25. To assist in traveling expense. 24.1 Secretary July 1, 1993 June 30, 1994 July 1, 1993 June 30, 1994 Aides Pay stipend 25.1 Aides made home visit. 19 99999BSSSS9a59aaBBflBBWB0LRSD FY 93-94 PROGRAM BUDGET EXDCUMENT Prograa Seq *: 02 Page: 1 Revision Date: November 1, 1993 Prograa Haae: Four-Year Old Program/City-Uide Early Chilctiood Program Progri Code: 02 Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Progri Description: The purpose of the program is to meet the growing needs of disadvantaged students and to improve the racial balance at schools that are difficult to desegregate by incorporating Early Childhood Education programs into the Elementary schools. The program provides experiences for young children which meet their needs and stimulate learning in all developmental areas - physical, social, emotional, and intellectual. high concentration of low income students and in schools that are difficult to desegregate. Priority for identification of program sites wilt be given to areas that have a very District Goal Stuport: Goal 1 - Implement integrated educational programs that will ensure that alt students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal #3 * The Little Rock School Board, ackninistration, staff, and students will demonstrate in their day to day behavior that they accept each diversity among students, staff and the comnunity as a valued resource upon which our community and nation can draw as we prepare for the 2l8t Century. Goal #4 * Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal #5 - Provide a safe and orderly climate that is conducive to learning for all students. Goal #6 - Ensure that equity occurs in all phases of school activities and operations. Program Goal: Plan References: L7, LIO, L17, 18, 19 Program Budget: $1,523,742.24 1st Gtr Expend: $135,599.40 3rd Otr Expend: FTE 67 Expenditures: 2nd Qtr Expend: 4th Otr Expend: [ Related Fmction Codes: 7 20 L aProgm Seq *: 02 Prograa Maae: Four-Year Old Program Prograa Code: Prograa Goat: Plan Reference Page Niadjer L17 L17 L17 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Estelle Hatthis Secondary Leader: To i^\u0026gt;leaKnt the Four-Year-Old Prograa in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Objectives Strategies Beginning Date CoBf)letion Date 1. Identify and Bssi^i new four-year old program participants in the incentive schools. 1.1 Provide pre-registration iraervices to eleaantary principals. 1.2 Conduct aadia p^licity for pre- registration. Page: 2 Revision Date: November 1, 1993 Pat Price Responsibility Evaluation Criteria July 1, 1993 July 1, 1993 July 1, 1993 Jme 30, 199* Jwe 30, 1994 Jme 30, 1994 L17 L17 L17 2. Recruit teachers and aides as needed. Student Assignaent Office Student Assi^aent Office (kmauiications Department Principals Student Assignment Office Coamssiications Department 1. Applications returned to Student Assijrment and Bssivents made 1.1 Dates of inservice List of participants 1.2 (Docunentation of participating and identified PSA's: Radio and TV stations sent to Oates aired Pre-registration announcement) A. Add run 09/04/93 through 09/06/93 recruiting children for six schools with openings. 1.3 Assiff) four-year old students. A. Assignments were made from applications in accordance to racial balance requirements on 06/09/93, 07/09/93, and 07/23/93 2.1 Interview interested teachers and aides as needed. 21 07/09/93 July 1, 1993 07/09/93 July 1, 1993 July 1, 1993 35X Jus 30, 1994 07/23/93 Jme 30, 1994 Jtsa 30, 1994 Student Assignaent Si^iervisors, Huaan Resources Director, Principals Si^iervisors, Huaan Resources Director, Principals 1.3 (Assignment notifications to parents Enrollment in classes) 2. (A list of qualified applicants.) 2.1 A list of qualified applicants. (Employment of teachers and aides for new and open positions.)Page: 3 Prograa Seq *: 02 Revision Date: Movenijer 1, 1993 Prograa Maae: Four-Year Old Progrean Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Progm Goat: To iiq\u0026gt;lcaKnt the Four-Year-Old Prograai in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan Reference Page Nuaber Objectives Strategies Beginning Date Coapletion Date Respanaibflity Evaluation Criteria A. Teachers and aides hired for every classroom. 07/09/93 08/16/93 L17 L17 3. Obtain curriculm aaterials, supplies, and furniture as needed. July 1. 1993 Jine 30, 1996 (Purchasing Dept. Si4\u0026gt;ervi8or8) 3. (Confirmation of purchase orders.) 3.1 Coa^lete and send orders to vendors. July 1, 1993 Jine 30, 1994 Principals Si\u0026lt;rvisors 3.1 Materials available A. Materials, supplies and equipment available in all new classrooms. 07/01/93 07/01/93 L17 L17 4. Train teachers and aides in the iiqslcBentation of E.C.E. curriculuB.) 4.1 Conduct orientation and inservices. July 1, 1993 July 1. 1993 Jine 30, 1994 Jine 30, 1994 Si^w/Staff Dev Si\u0026lt;]v/Staff Dev 4. (Documentation of inservice evaluations.) 4.1 Agenda (Documentation of inservice evaluations) A. Principals training July 28th and 29th, 1993. 07/28/93 70X L17 L17 L17 B. Teachers training August 17, 1993. 4.2 (Xmduct aonthly inservices. A. Inservice training - July 28, 1993\nJuly 29, 1993\nAugust 17, 1993\nSeptember 30, 1993 08/17/93 July 1. 1993 07/28/93 70X Jine 30, 1994 35X Si\u0026lt;iv/$taff Dev 4.2 Agenda (Oocimentation of inservice evaluations) 5. Familiarize parents with Four-Year Old Prograa. July 1, 1993 Jine 30, 1994 Classrooa teachers 5. (Documentation of meetings and evaluations.) 5.1 Conduct parent orientation meeting and parent coherence. July 1, 1993 Jine 30, 1994 Class rooai teachers 5.1 Niaber of parents attending Parent/Teacher Conferences 22 Page: 4 Prograa Seq *: 02 Revision Date: November 1, 1993 Prograa Name: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Prograa Goal: To ispleaent the Four-Year-Old Program in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) N Plan Reference Niadser L17 L18 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria A. Parent Orientation  08/20/93 Fair Park\n09/13/93 Area Schools\n09/14/93 Magnet Schools and Romine\n09/20/93 Incentive Schools 5.2 Include four-year old children in Master Schedule - students receive services of counselors, music teachers, school nurses, librarians, physical education and art teachers. A. Master schedules reflect services children receive. 5.3 Ensure key experiences occurring in the classrooa. A. Twenty-eight classroom visitations. B. Four new programs had licensing site visits and meet requirements. C. All 15 programs previously existing are licensed and meet requirements. 23 08/20/93 July 1. 1993 07/01/93 July 1, 1993 08/23/93 08/23/93 08/23/93 35X Jme 30, 1994 09/10/93 JiMW 30, 1994 35X 35X 35X Principals Principals Classroom Teachers Sifjervisors 5.2 5.3 5.3 Master schedules Curriculua checklist (Classroom observations and monitoring reports.) \"^^9 ^^9 -g \"HfflSBHBBBBBBBBiilLaaeLll Page: 5 Prograa Seq *: 02 Revision Date: Novent\u0026gt;er 1, 1993 Prograa Naaa: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Prograa Goal: To iapleaent the Four-Tear-Old Prograa in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan Reference Page Hiaber L18 L18 Objectives 6. Evaluate effectiveness of Four-Teer Old Program. Strategies Beginning Date July 1. 1993 6.1 Adainister appropriate evaluation to four- year olds. 6.1 (Maintaining portfolio assessments on four- year olds.) A. Portfolio assessments began on all children 24 July b July 1, 1993 1993 07/01/93 Co^letion Date Jine 30, 1994 June 30, 1994 Jine 30, 1994 35X Responsibility (Principals Classroom Teachers Supervisors Planning, Research, and Evaluation, Assoc. Supt.) Classrooa teachers (Classroom teachers) Evaluation Criteria 6. (Annual review of assessment data beginning at the end of the kindergarten year of each child participating in the program. EPSF Post Assessments) *(Cofflperisons of the progress did and did participate in the program.) of children who not (Standardize achievement tests will be given to each child at the end of the third grade level. These tests Hill provide data indicating the success of the Early ChiIdhood Program as an intervention strategy.) 6.1 6.1 Evaluation results (Docunentation of portfolios recording the chiIdren do what they know.) work which and 6 Page: Prograa Seq *: 02 Revision Date: November 1, 1993 Prograa Haaa: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Prograa Goel: To ispleaant the Four-Yeer-Old Prograa in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) E Plan Reference Page Mtafeer L18 L18 Objectives Strategies 6.2 Analyze student saBeaaaent test data md Directors. prepare report for LRSD Board of 6.3 Utilize results for prograa iaproveaent. Beginning Date July 1, 1993 July 1. 1993 Co^letion Date Jifw 30, 1994 June 30, 1994 Responsibility Assoc Sipt Sipervisor Planning, Evaluation, and Testing (Assoc Supt Supervisor) Evaluation Criteria 6.2 Evaluation report 6.3 (Areas targeted for improvement.) 25 I *2 g 9 B S 29 S S g a 1M| B a \u0026amp; B B a Si iiiiiiiiiiiaiBi LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 7 ProgrflM Seq *: 02 Revision Date: November 1, 1993 Prograa Naae: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Hatthis Secondary Leader: Pat Price Prograa Goal: To combine the efforts of the L.R.S.D.. P.C.S.S.D.. N.L.R.S.O.. Head Start and other entities to provide quality early childiood experiences to as many disadvantage students in the city of Little Rock. Plan Reference Page Hialier L19 L19 L19 L19 L19 Objectives 2. To develop a plan for planning a city- wide early childhood prograa. Strategies 1.4 To receive a letter of si^iport froa each participate. agency desiring to 2.1 To establish planning procedures and identify key coaaittecs and chairpersons plaming process. needed for the 2.2 To identify appropriate additional representatives froa each participating for each coaaittee. agency 2.3 To delineate the goals to be addressed and accoaplished by each the tasks to be coaaittee. including appropriate tiaelines to be net. Beginning Date July 1. July 1. July 1. July 1 July 1. 1993 1993 1993 1993 1993 Coapletion Date Jine 30. 1994 Jine 30. 1994 Jine 30. 1994 Jine 30. Jine 30. 1994 1994 Responsibility Key representatives froa each agency Key representatives froa each agency Key representatives froa each agency Key representatives froa each agency Key representatives froa each agency Evaluation Criteria File record letters Structured plan for planning on file. Record of coaaittee af^ara Record of coaaittee ae^rs L19 L19 L19 3. To initiate the planning for the i^leaentation of a city Hide early childhoixl prograa. 3.1 To conduct periodic aeetings to review coaaittee. progress of each 3.2 To identify resources needed by identified by each coaaittee, including Bonetary. 26 July 1. July 1. July 1, 1993 1993 1993 Jine 30. 1994 Jine 30. 1994 Jine 30. 1994 Assoc Supt for Educational Prograas Assoc Sipt for Educational Prograas Assoc Sipt for Educational Prograas Minutes of aeetings Identification of coaaittee JI Page: 8 Prograa Seq *: 02 Revision Date: November 1, 1993 Prograa Naae: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Prograa Goal: To conbine the efforts of the L.R.S.D., P.C.S.S.D., N.L.R.S.D., Head Start and other entities to provide quality early childhood experiences to as many disadvantage students in the city of Little Rock. Plan Reference Page Himber L19 L19 L7 (N) L10 (N) LIO (H) LIO (N) 1. Objectives Strategies Beginning Date Completion Date Reaponsibility Evaluation Criteria (To collaborate with HIPPY, P.C.S.S.C., N.L.R.S.O., Head Start, and other entities in order to fulfill the district's expectations for a quality Early Childhood Education Program.) (H) 3.3 To review the first draft of the co^irehensive plan and to make recowondations for refinearnnt. 3.4 To ulait the final draft for approval to all Directors (where applicable). participant Boards of 1.1 (To establish a schedule of regular meetings of representatives of the various entities.) (N) A. Preliminary planning meetings held: July 15, 1993, and July 21, 1993. 1.2 (Supervisors iseet to discuss individual program needs and to determine if resources can be shared.)(H) A. Preliminary planning meetings held: July 15, 1993, and July 21, 1993. 1.3 (To plan joint inservices for adninistrators. teachers and instructional assistants.)(N) 27 BB9999aaB July 1, 1993 July 1, 1993 July 1, 1993 07/01/93 July 1, 1993 07/01/93 July 1, 1993 Jwe 30, 19M Jw 30, 199^ Jme 30, 1994 35X Jme 30, 1994 35X June 30, 1994 Assoc Bigit for Educational Program Assoc Sigrt for Educational Programs (LRSO Supervisors and PCSSO/NLRSD and Headstart Supervisors of ECE programs) (LRSD Supervisors and PCSSO/NLRSD and Headstart Supervisors of ECE programs) (LRSO Supervisors and PCSSO/NLRSO and Headstart Supervisors of ECE programs) Siiaission of first draft Draft siiaiitted to Board 1.1 of 1.2 (Schedule and minutes all meetings) (Roster of participants and minutes of meetings) 1.3 (Roster of participants and evaluations of inservices) gi ga gaB  a  B B B'B BBBBfiaBBSBaBaaafiB Page: 9 Prograa Seq *: 02 Revision Date: Noveinber 1, 1993 Prograa Naaa: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Hatthis Secondary Leader: Pat Price Prograa Goal: To conbine the efforts of the L.R.S.D.. P.C.S.S.D., N.L.R.S.D.. Head Start and other entities to provide quality early childhood experiences to as many disadvantage students in the city of Little Rock. Plan Reference Psge NiaAter Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria A. Preliminary planning meetings held: July 15. 1993. and July 21. 1993. 07/01/93 35X L10 (N) L10 (N) 1.4 (To plan Joint parent involvement activities.)(N) 1.5 (To use a student referral system allowing parents on a waiting list to know about vacancies.)(N) 28 July b 1993 July 1. 1993 Jine 30. 1994 Jine 30, 1994 (LRSD Supervisors and PCSSO/NLRSO and Headstart Supervisors of ECE programs) (LRSD Supervisors and PCSSD/NLRSO and Headstart Supervisors of ECE programs) 1.4 (Roster of participants and evaluations of inservices) 1.5 (List of vacancies each entity has.) JLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prograa Seq \u0026gt;: 03 Page: 1 Prograa Naae: Academic Support Program Progri Code: 10 Priaary Leader: Estelle Matthis Secondary Leader: Revision Date: kovefnber 1, 1993 Adams, Stovall, TrowelI Prograa Description: The purpose of the Academic Support Program is to provide support for students in the areas of reading, language arts, and mathematics that will reinforce and enhance the academic achievement of targeted students in grades one through twelve. This support is provided by certified reading specialists, English and Mathematics teachers in the regular classrooms, additional classes, and labs. District Goal Sn^xjrt: laplement integrated educational programs that will ensure that alt students grow academically, socially and emotionally with emphasis on basic and academic enrichment while closing disparities in achievement. Prograa Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students In the mainstream setting. [ Plan References: L 1, 17, 16, 21, 22, 23, 18, 19, 1, 10-13 FT Prograa Budget\n11,815,582.10 1st Qtr Expend\n1158,246.87 3rd Qtr Expend: FTE 70 TTP Expenditures\n2nd Qtr Expend: 4th Qtr Expend: [ Related Function Codes\n29 'i I  BBBB99BB99BBBB3BBBHHSPrograa Seq *: 03 Prograa Nase: Academic Support Program Prograa Code: 10 Prograa Goal: Disparity reduction Plan Reference Page Hiaber March 19, 1993 Revised Acadeaic S\u0026lt;4]port Prograa L 1 L 17 L 17 L 17 fl jBt Sb St LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Estelle Hatthis Secondary Leader: Page: 2 Revision Date: November 1, 1993 Adams, Stovall, Trowel I to provide equitable language arts and mathematics learning for all students in the mainstream setting. Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1. The goal of the Academic Si^iport Prograa is to provide equitable language arts and aetheaatics learning experiences for all students in the aainstreeaed setting svfiporting thea with the instructional and technical assistance needed to reduce the learning disparity. July 1, 1993 Jine 30, 1994 1. (An analysis of 1993-94 achievement test data reveals a positive increase in student achievement and a decrease in student learning disparity in language arts and mathematics.) 1.1 Explain the Acadeaic Si^^port Prograa options to local school adainistrators. A. Meeting held to explain options. 1.2 Select the local school's appr^iate Acadeaic Si\u0026lt;]port Prograa (indirect/direct/extended services). A. Options selected for 1993-94 school year. 1.3 Identify students targeted for participation in each prograa by school/grade level. A. Students identified. 30 i July 1, 1993 07/08/93 July 1, 1993 07/08/93 July 1, 1993 07/07/93 Jiaie 30, 1994 07/08/93 Jiste 30, 1994 07/13/93 June 30, 1994 09/30/93 Associate Si\u0026lt;\u0026gt;erintendent for Curricului, Assistant S\u0026lt;4\u0026gt;ts., Dir. of Federal Prograas Local school adainistrators Local school teaiBS 1.1 (Sumtary handout of explanation is provided to staff.) 1.2 (Selection of program is submitted to Associate Superintendent of Curriculun.) 1.3 (Print-out of eligible students is provided to local school teams. Uniform District criteria are used (Stanford 8 cutoff score and multiple criteria) to identify targeted students.) JPage: 3 Prograa Seq #: 03 Revision Date: November 1, 1993 Prograa Maae\nAcademic Support Program Prograa Code: W Priaary Leader: Estelle Matthis Secondary Leader: Adams, Stovall, TrowelI Prograa Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Miaber L 17 L 17 L 16,21.22.23 Objectives Strategies Beginning Date Collation Date Responsibility Evaluation Criteria 1.4 Select staff (identify by position) responsible for delivering Acadeaic St\u0026lt;]port Prograa. A. Staff selected for 1993-94 school year. 1.5 A. Schedule the acadeaic teaa's staff. Schedules on file at Office of Federal Programs. 1.6 li^leaent selected school options at local levels. A. Schedules are posted. 1.7 Begin training staff responsible for deliverir^ each Acadeaic Si\u0026lt;]port Prograa. A. Academic Support Program Workshops: Elementary Reading/Mathematics Adninistration Organization 31 July 1. 1993 08/01/93 July 1, 1993 08/23/93 July 1, 1993 08/23/93 July 1. 1993 08/17/93 Jme 30. 1994 Principal 1.4 (Staff assignments are determined at the building level and assignments filed at the Office of Federal Programs.) 09/30/93 Jwa 30. 1994 SOX Jme 30. 1994 SOX Jkw 30. 1994 08/17/93 Principal Principal and staff Directors of Staff Development and Reading\nSupervisors of Language Arts. Mathematics and IRC Specialists 1.5 (Schedules are developed listing team's contact time, nuiber of students served, artd other variables associated with the team's responsibilities.) 1.6 (Schedules and academic plans of targeted students reflect implementation of the selected school option(8).) 1.7 (Staff training for participants will include program administration (student selection process, record-keeping, progress reports) instructional strategies, parental involvement, and others.)Page: 4 Prograai Seq f: 03 Revision Date: Novenijer 1, 1993 Prograai Naae: Academic Support Program Program Code: 10 Primary Leader: Estelle Matthis Secondary Leader: Adams, Stovall, TrowelI Prograa Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Number L 18 L 19 Objectives Strategies Beginning Date Ca^\u0026gt;letion Date Responsibility Evaluation Criteria Secondary Reading/Mathematics Adninistrat1on/Organization 1.8 1.8 08/17/93 08/17/93 Monitor the iiqjleaentation of above. (Monitor the inplementation of the Academic Support Program options. These programs may vary from year-to-year.) A. Monitoring schedule dociment was developed assigning the reading and mathematics staffs to schools. B. There have been 111 on-site visits made to elementary schools and 33 on-site visits to secondary schools. 1.9 Provide technical assistance and maintenance workshops as needed in the above staff developamnt areas. July 1, 1993 08/01/93 08/23/93 July 1, 1993 June 30, 1994 08/17/93 35X Jme 30, 1994 Principals, district-wide staff development team, and coqxjter specialists Principals, district-wide staff development team, curriculum supervisors, IRC specialists) Principals, distinct-wide staff development team, and coaputer specialists 1.8 (School visits/observations are made to provide feedback (oral/written) to trained staff.) 1.9 (Requests for technical assistance are documented and evaluated. Feedback related to iiFprovement or change is recorded.) L 32 JI Page: 5 Prograa Seq *: 03 Revision Date: November 1, 1993 Prograa Hooie: Academic Support Program Prograa Code: 10 Priaary Leader: Estelle Matthis Secondary Leader: Adams, Stovall, Trowel I Progri Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Himber Objectives Strategies Beginning Date Coaf)letion ___Date Responsibility Evaluation Criteria A. Technical assistance has been provided 50 times in elementary schools and 27 times in secondary schools. 08/23/93 35X (Principals, district-wide staff development team, curriculun supervisors, IRC specialists) L 19 L 19 L 19 Hl 1.10 Schedule school based meetings to assess program effectiveness. 1.11 Collect appropriate data for end of school program evaluation, including pre and post standardized test scores, student grades and attendance, saoples of student work, and perent/teacher/student recooBKnda t i ons. 1.12 Analyze the above data to evaluate prograoi effectivness. 1.12 (Analyze end of school program evaluation components.) 33 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 Principal Principal and staff Associate Siperintendent for Curiculim, Assistant Superintendents, Curriculum Si\u0026lt;)ervisor8 and Principals 1.10 (Records of dates of meetings and participants, minutes of meetings, and issues related to program effectiveness are maintained.) 1.11 (Individual student folders that include a systematic collection of student work, pre and post standardized test scores, grades, and recommendations to provide individual/group/school progress are maintained for continuous student and program progress.) 1.12 (Results of standardized test scores are evaluated to determine the number of students showing growth and the reduction of disparity.)Program Seq \u0026lt;: 03 Prograa Haae: Academic Support Program Prograa Code: 10 Priaary Leader: Prograa Goal: Disparity reduction Plan Reference Page Mmber L 1, 10-13 Page: 6 Estelle Matthis Secondary Leader: Revision Date: November 1, 1993 Adams, Stovall, Trowel I to provide equitable language arts and mathematics learning for all students in the minstream setting. Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1.13 Assist parents in obtaining the knowledge and skills needed to promote the education of their children at hoam and at school through conferences, workshops, and Little Rock School District Koam Study Guides, etc. July 1, 1993 Jim 30, 1994 Principal and staff (Director of Federal Programs, Curriculum Supervisors, Principal and Staff) 1.13 (Parents and staff are surveyed to evaluate parental involvement activities provided throughout the year. Results of the surveys are used to strengthen the parental involvement program.) A. Provided inservice on LRSD Home Study Guides for adninistrators. 08/17/93 08/17/93 B. Provided inservice on LRSD Home Study Guides for parents. 09/08/93 09/08/93 C. Telephone conferences with parents (12). 08/23/93 35X 34 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Progm Seq *: 04 Page: 1 Prograa Maae: Multicultural Curriculim Revision Date: Novenober 2, 1993 Prograe Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Description: 1. The Multicultural Curriculun Program is designed to provide equity and excellence in all curricular and program areas in the Little Rock School District. (6) The program is further designed to reduce the disparity that exists between black and white students in academic performances and the low representation of black students in advanced placement courses as well as in special activities and programs. (1,6) 2. In order to achieve the components identified in the Multicultural Curriculum Program, multicultural curriculim guides will be used in all schools. Teachers will receive extensive and ongoing staff development in the use of the guides as well as training in the implementation of strategies, techniques, and activities to use to ensure that instruction meets the cultural, academic and social needs of all children. (1,3,6) To suplement existing instructional materials focusing on cultural diversity from a multicultural perspective will be purchased for use in all schools and programs. 3. The participants in the Multicultural Program consists of all teachers, K-12, in core area subjects in addition to music and art teachers, cultural, and ethnic backgrounds will be affected the greatest by activities outlined in the Multicultural Curriculun Program. Students of all social, District Goal Si^port: Goal No. 1. Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal No. 6. Ensure that equity occurs in all phases of school activities and operations. Goal No. 2. Develop and maintain a staff that is well-trained and motivated. Goal No. 4. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal No. 3. The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the connwity as a valued resource which our connunity and nation can draw as we prepare for the 21st Century. Prograai Goal: To ensure educational equity in the elementary and secondary curriculua and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculuw development. (Applies only to page 76. objectives 1. 2. 3. 4.) Plan References: L66 - SO FT Program Budget: $197,446.69 1st Qtr Expend: $19,443.65 3rd Qtr Expend: FTE TTD Expenditures: 2nd Qtr Expend: Related Fiaiction Codes: r [ 1 I 35Prograa Seq f: 04 Prograa Naaa: Prograa Code: Prograa Goel\nPlan Reference Page Nurtier L 66 L 66 L 66 L 76 L 66 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Revision Date: November 2, 1993 Multicultural Curriculum 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSO to promote multicultural activities and curriculun development. \" (Applies only to page 76. objectives 1. 2, 3, 4.) Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 1. To provide teacher learning opportiaiities throu^ formal course training 1.1 Contact local colleges and diversities to obtain information on proposed course offerings related to ethnic studies for the suoaer and fall, 1991 1.1 (LRSD will receive announcements from local colleges/universities on proposed multicultural courses) A. Completion of initial contact 07/91 1.2 Receive and advertise course offerings to all certified staff, including opportiaiities for tuition reiaburscaant and/or salary credit A. Course offerings received/advertised for summer and fall, 1993 1.3 Identify participants in stmaer and fall courses 3G (07/01/93) (07/01/93) (01/91) (07/01/93) (07/19/93) (07/01/93) (06/30/94) (06/30/94) (07/91) (06/30/94) (08/16/93) (06/30/94) (Director of Staff Development, Subject Area Supervisors, Principals) Assoc Educ. Programs Dean of Grad. Sch. Acadeaic Deans (Director of Staff Development) (Supervisor of Social Studies) Assoc Si\u0026lt;\u0026gt;t * Educ Prograam Office of Huaan Resources Eiif\u0026gt;loyees (Director of Hunan Resources) 1. (Multicultural strategies will be implemented in schools as assessed by adninistration during classroom observations and teacher conferences) 1.1 List of college offerings 1.1 (The nurber of teachers who have received multicultural training will increase.) 1.2 Copy of information provided 1.3 Copy of acadeaic course coaf\u0026gt;letion on file in Persomel office (Office of Hunan Resources)Page: 3 Prograa Seq f: 04 Revision Date: Novetnber 2, 1993 Prograa Maae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1. 2. 3, 4.) Plan Reference Page Mu^r L 66 L 66 L 66 L 66 Objectives Strategies Begiming Date Coapletion Date Responsibility Evaluation Criteria A. Participants identified in initial course (08/91) (02/92) 2. To develop a district-wide Kilticultural audio/visual resource catalogue (07/01/93) (06/30/94) (Sfjbject area supervisors) 2. (To maintain district-wide multicultural audio/visual resource catalogue) 29 2^9 ^^9 ^^9 2.1 Review and catalogue present audio/visual materials related to multicultural curriculia A. 05/90 Coapletion for initial development on B. Audio/visual materials reviewed and catalogued for current term 2.2 Purchase additional audio/visual materials from the 1968-89 bud^t A. Initial purchase completed 05/90 B. Additional materials purchased 2.3 Identify and catalogue other resources for mlticultural audio/visual materials, i.e., AR Dept of Education, LR Public Library, AR Library CoMission A. Initial identifying and cataloging completed on 12/89 37 (07/01/93) (07/89) (07/01/93) (07/01/93) (07/89) (07/01/93) (07/01/93) (07/01/89) (06/30/94) (05/90) (08/06/93) (06/30/94) (05/90) (50%) (06/30/94) (12/01/89) 2. (Multicultural resources will be used for classroom instruction) S14W of Media Services (Subject area supervisors) Sipv of Media Services (Subject area supervisors, principals) Supv of Media Services 2.1 Current catalogue listing 2.1 (Copies of updated multicultural audio/visual catalogue will be distributed) 2.1 (Multicultural materials will be checked out and used by instructional staff in the schools) 2.2 Requisition aeterial 2.2 (Materials ordered, received, and catalogued for distribution/use) 2.3 Coapleted cataloguePage: 4 Prograa Seq f: 04 Revision Date: Noveinber 2, 1993 Prograa Haaa\nMulticultural Curriculijn Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the MLRSO to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1, 2. 3, 4.) Plan Reference Page Ihaber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Resources from organizations identified and catalogued for current term (07/01/93) (08/06/93) L 66 2.4 Revise, print and distribute multicultural audio/visual resource catalogue for the LRSD A. Initial revision, printing, and distribution conpleted in 08/89 (07/01/93) (06/89) (06/30/94) (08/89) Siperv of Media Services 2.4 Distribution of catalogue 2.4 (Multicultural materials will be checked out by schools) A. Audio-visual catalogue updated and distributed copies to schools (07/01/93) (08/06/93) L 66 2.5 Place initial sigiplemental order for Bulticultural audio/visual materials from the 1989-90 budget (07/01/93) (06/30/94) Media Specialists 2.5 Requisitions sdmitted 2.5 (Materials are available for check-out/ use) A. Initial supplemental order placed in 06/90 (07/89) (06/90) L 67 L 67 3. To plan and i^lement the Instructional Materials Fair (Multicultural) 3. (To supply information about multicultural materials for purchase to teachers, parents and the corrnunity) (07/01/93) (06/30/94) (Assoc Supt for Educational Programs) (Supv of Media Services) 3. (Multicultural materials will be used by instructional staff in all schools) 3. (Evaluate the effectiveness of the Multicultural Fair) 3.1 Involve a team of parents, co^msiity resources, and teachers in detailed planning for the Fair-specific dates, time, place and format-to be held as a coofjonmt of 1988-89 pre-school conference 3.1 (To plan and implement the Instructional Multicultural Materials Fair for current term) A. Initial development completed on 06/30/88 (07/01/93) (06/30/94) Assoc Si^jt for Educational Programs (Supv of Media Services) 3.1 l^\u0026gt;lementati\u0026lt;]n Plan 3.1 (Involved input from parents, community, and teachers) (08/93) (06/01/88) (20X) (06/30/88) B. Phone contact has been made in 08/93 and 09/93 regarding Fair for 1993-94 term (08/93) (20X) 38 Page: 5 Prograa Seq f: 04 Revision Date: Novenber 1993 Prograa Naae: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McMeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the MLRSD to promote multicultural activities and curriculun development. ----- (Applies only to page 76. objectives 1, 2. 3, 4.) Plan Reference Page Mvaber L 67 L 67 L 67 L 67 L 67 L 67 (Jbjectives Strategies Beginning Date Coaipletion Date Responsibility Evaluation Criteria 1 3.2 Identify national and local vendors of oulticultural instructional smterials A. Initial identification of vendors completed on 04/30/88 3.3 Establish pre-school conference dates and extend irwitation to vendors 3.3 (Establish date for Fair) A. Initial dates and invitations extended on 05/88 3.4 Confira Fair participants A. Initial confirmation of participants completed on 07/30/88 3.5 Acquaint principals and central office staff with plans and Fair relationship to desegregation efforts A. Initial item completed on 07/30/88 3.6 Conduct media campaign for Fair to staff and parents A. 08/88 Initial media campaign completed on 3.7 Host tri-district \"Instructional Materials Fair\" 3.7 (Host the Multicultural Fair rotating the site among the three districts) 39 E^3 S3 99 99 99 (07/01/93) (03/88) (07/01/93) (03/88) (07/01/93) (07/01/88) (07/01/93) (07/01/88) (07/01/93) (07/88) (07/01/93) (06/30/94) (04/30/88) (06/30/94) (05/88) (06/30/94) (07/30/88) (06/30/94) (07/30/88) (06/30/94) (08/88) (06/30/94) Assoc Sifit for Educational Programs Executive Staff Assoc Si\u0026lt;n for Educational Programs Sifiv of Media Services Assoc Sifit for Deseg and Schools Si\u0026lt;iv of Media ServicaSf Dir of CoHstications Assoc Sqit of Educational Programs Horfcing with coamittee g g 3.2 Coapletion of Bailing list 3.2 (Major suppliers of multicultural materials will be invited to exhibit at the Fair) 3.3 Conference scheduled 3.3 (Fair date placed on District master calendar) 3.4 Confirmation 3.4 (List of participating vendors) 3.5 Staff agenda 3.5 (Staff can relate Fair to the District's desegregation efforts) 3.6 Pti\u0026gt;licity 3.6 (Fair is advertised to the pudolic) 3.7 Validate Fair participation 3.7 (Materials ordered/purchased) \u0026gt; \u0026gt; a 9 s v v w v y a k s Page: 6 Prograa Seq f: 04 Revision Date: Novenfcer 2, 1993 Prograa Naae: Multicultural Curriculm Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1, 2. 3, 4.) Plan Reference Page Nuaber L 68 L 68 L 68 L 68 L 68 Objectives 4. To develop criteria for textbook review and adiption A. Strategies Initial hosting of Fair completed on 08/88 among the three districts) B. Phone contact has been made with NLR and PCSSO on 08/93 and 09/93 regarding Fair for 93-94 term 4.1 Revise Board policy for textbook adaption A. Board policy revised on 08/22/91 4.2 Identify an ad hoc caaaiittee to review criteria presently being used in LRSD and other districts for textbook adoptions (10 amabera) A. Initial identification completed on 12/11/90 4.3 Conduct staff developaamt training on avoiding sex and race bias and stereotyping in textbooks 4.3 (Textbooks on the approved Arkansas State Department of Education's textbook list are free of sex/race bias) A. Initial training completed in 12/91 B. Partial training conducted 09/15/93 4.4 SiAait revised policy and criteria to the Board of Directors for first reading Beginning Date (08/88) (08/93) (07/01/93) (07/01/93) (12/10/90) (07/01/93) (12/01/90) (07/01/93) (07/91) (09/15/93) (07/01/93) Coapletion Date (08/86) (09/93) (06/30/94) (06/30/94) (08/22/91) (06/30/94) (12/11/90) (06/30/94) (12/91) (25X) (06/30/94) Responsibility (Assoc Supt for Curriculun, Subject Area Supervisors) Assoc Sipt for Educational Program Assoc Supt for Educational Program Assoc Supt for Educational Program (Arkansas State Dept, of Education) Superintendent Assoc Supt for Ed Progs 4. Evaluation Criteria (Criteria checklist implemented by textbook connittees) 4.1 Approved criteria 4.2 Roster of comittee midjers 4.3 Schedule of meting 4.3 (Textbooks selected will be free of sex/race bias) 4.4 Board agenda A. Revised policy/criteria submitted to Board of Directors on 06/20/91 (06/20/91) (06/20/91) 40Page: 7 Prograa Seq f: 04 Revision Date: Noveniier 2, 1993 Prograa Maae: Multicultural Curriculun Progri Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSa\u0026gt; and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76, objectives 1. 2. 3, 4.) Plan Reference Page Nudxr L 68 L 68 Objectives Strategies Beginning Date Cmgiletian Date Responsibility Evaluation Criteria 4.5 Adopt policy on textbooks A. Policy adopted 08/22/91 4.6 Utilize a local consultant to train staff on \"Avoiding Sex and Race Stereotyping in Textbooks\" (07/01/93) (08/22/91) (07/01/93) (06/30/94) (08/22/91) (06/30/94) LRSD Board of Directors 4.5 Board agenda Assoc Sept for Educational Progrmss (Curriculum Supervisors) 4.6 4.6 Monitoring (Textbooks are free of sex/race stereotypes) L 68 L 69 5. To develop and l^ilement a multicultural curriculim for prekindergarten throu^ grade 6 5. 6, (To implement the LRSD curriculun, K- which is multicultural) L 69 L 69 A. Initial utilization of consultant conpleted in 12/89 B. Partial inservice training to teachers on \"Avoiding Sex and Race Stereotyping in Textbooks\" conducted during adoption cycle 4.7 Select and reccend to Board for adoption of textbooks (elementary and secondary) based on criteria for adoption 5.1 Plan and host at least three (3) public meetings to receive suggestions from patrons on areas to be included in a multicultural curriculim A. Conpleted in 12/89 during initial development (07/89) (09/15/93) (07/01/93) (07/01/93) (07/01/93) (09/88) (12/89) (25X) (06/30/94) (06/30/94) (06/30/94) (12/89) 5.2 Identify and retain the services of a national expert In multicultural curriculus development (lead consultant for tMO (2) year contract). (07/01/93) (06/30/94) 41 Assoc Sigit for Educational Programs (Curriculum Specialists) (Principals, Teachers, Asst. Supts., Curriculum Supervisors) Assoc Sijpt for Educ Prog Assoc Supt for Desegregation Assoc Supt for Educational Programs 4.7 Board approval 4.7 (Criteria checklist was used for textbook selection) 5. (Obeervation of curriculun implementation during classroom visits/teacher conferences) 5. (Improvement in student performance and assessment of attitude regarding learning) 5.1 Transcript of suggestions 5.2 Contractual coamitment for tile 1968-89 school year (Dr. James A. Banks was used)Page: 8 Prograa Seq *: 04 Revision Date: November 2, 1993 Prograa Haae: Multicultural Curriculum Prograa Code: ^2 Priaary Leader: Estelle Matthis secondary Leader\nEstelle Matthis Marie McNeal Prograa Goal: areas. To collaborate with the PCSSO (Applies only to page 76. objectives 1. 2. 3. 4.) r Plan Reference Page Btaber 69 L 69 Objectives Strategies Beginning Pate Coapletion Pate Responsibility Evaluation Criteria A. Completed in 09/88 during initial development 5.3 In cooperation with the lead consultant, the Division of Educational ProgrM will issue a detailed curricula development tineline for the year, including a checklist for task coRiletion A. Completed in 10/88 during initial development 5.4 Develop expectations for neaben participating on aulticultural curricula coMittee A. Conpleted in 11/88 during initial development B. Expectations developed also cfcjring the curriculum revision process 5.5 Identify currieuliaa coasittee nepers aid contract for services: 8 - Health/Science 5 - Music 14 - Reading/Language Arts 3 - Art 4 - Social Studies 4 - Libraries 38 5.5 (All core curriculum areas were involved in the development of guides) 5.5 (Curriculum areas revised were: Reading, Language Arts, Social Studies, Math, and Science) A. Completion in 10/88 with initial development B. Identification completed with revised curriculum 42 (09/88) (09/88) (07/01/93) (06/30/94) Lead Consultant Assoc Sifit for Educational Prograas 5.3 Tiaeline/checfclist (Timeline included in this document 5.5  5.17) (10/88) (10/88) (07/01/93) (10/88) (10/91) (07/01/93) (08/88) (09/91) (06/30/94) (11/88) (11/91) (06/30/94) (10/88) (10/91) Lead Consultant Assoc S(\u0026lt;\u0026gt;t for Educ Prograas Assoc S(^ for Educational Prograas 5.4 Expectations 5.4 (Contractual agreements with curriculun writers) 5.5 Identification of conit tee ae^rrs JI Page: 9 Prograa Seq *: 04 Revision Date: Prograa Naae: Multicultural Curriculun Novenber 2, 1993 Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goel: To ensure ecitcational equity in the elementary and secondary curriculum and program areas. To collaborate with the PCSSD and the NLRSO to promote multicultural activities and curriculun development. (Applies to entire dociment except for page 76, objectives 1, 2, 3, 4.)  -'--t. (Applies only to page 76. objectives 1, 2, 3. 4.) Plan Reference Psge Mudser L 69 L 70 L 70 L 70 Objectives Strategies Beginning Date Co^letion ___Date Responsibility Evaluation Criteria 5.6 Obtain multicultural curriculun wiits from models used in other cities A. Completion in 10/88 with initial development B. Multicultural curriculun utits obtained also during revision process 5.7 Develop expectations for use of local resource consultant in multicultural curriculia development A. Completion in 10/88 with initial development B. Expectations developed also with revised curriculun 5.8 Secure the services of six (6) local resource consultants to serve on the districtuide curriculun development coHittee A. Completion in 10/88 with initial development B. Consultants utilized also with revised curriculun 5.9 Conduct inservice session on ^tethods for Developing Multicultural Teaching Strategies\" to include (a) uiderstanding the rationale, trends, and goals ilticultural curriculun, (b) developing a conceptual frameuorf. for multicultural curriculun, and (c) establishing procedures for developing a oulticultural curriculun A. Completion on 03/11/89 with initial development 43 (07/01/93) (07/88) (07/91) (07/01/93) (08/88) (09/91) (07/01/93) (08/88) (11/91) (07/01/93) (12/14/88) (06/30/94) (10/88) (10/91) (06/30/94) (10/88) (10/91) (06/30/94) (10/88) (05/92) (06/30/94) (03/11/89) Assoc Si\u0026lt;rt for Educational Prograas Assoc Si\u0026lt;\u0026gt;t for Educational Prograas Assoc Si\u0026lt;rt for Educational Prograas Assoc Si^Jt for Educational Prograas (Curriculum Supervisors) 5.6 Copies of multicultural materials distributed to coHittee mp^n 5.7 List of expectations 5.8 Contract services of consultants 5.9 Participants' written evaluation 5,9 (Original inservice completed\nongoing inservice will be documented and evaluated by participants) a a a a aPage: 10 Prograai Seq f: 04 Revision Date: November 2, 1993 Prograa Haaa: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leeder: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. To collaborate with the PCSSO end the NLRSO to promote multicultural activities end curriculun development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.)   (Applies only to page 76. objectives 1. 2. 3. 4.) Plan Reference Page th^jer L 70 L 70 L 70 Objectives Strategies Beginning Pate Coapletion Date Responsibility Evaluation Criteria B. Staff development conducted in conjunction with the revised curriculun procedures 5.10 Conduct task co^letion aonitoring as identified in tiaeline A. Coapletion in 11/91 with initial development B. Task completion monitoring conducted elso during the curriculun revision process 5.11 Operationalize the curriculun development timeline (monthly meetings with specific dates developed in cooperation with coaarittce moabers) A, Completion in 05/91 with initial development B. Curriculun development timeline operationalized also during the curriculum revision process 5.12 Revieu and edit the coaprehensive guides in each content area at eoch grade level (10/91) (11/91) (07/01/93) (06/30/94) Div of Educational Prograas (Assoc Supt for Educational Programs) 5.10 Ii^leaantation of onitoring instruaent (10/91) (10/91) (07/01/93) (10/88) (10/91) (07/01/93) (11/91) (12/91) (06/30/94) (05/91) (05/92) (06/30/94) Assoc Sigit for Educational Prograas Assoc Supt for Educational Prograas 5.11 Agenda of eoch meeting 5.12 lapleaentation of guides L TO A. Completion in 07/89 with initial development B. Guides reviewed and edited also dduring the curriculua revision process 5.13 Type and print all guides 44 (05/89) (05/92) (07/01/93) (07/89) (06/92) (06/30/94) Assoc Supt for Educational Prograas 5.13 Guides coapleted 5.13 (Guides delivered to schools) Psge: 11 Program Seq *: 04 Revision Date: November 2, 1993 Prograai Naae: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie HcMeal Program Goal: To ensure educational equity in the elementary and secondary curricultsn and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1. 2. 3. 4.) F\n: Page MiMier .an Reference Objectives Strategies Begiming Date Conpletion Date Responsibility Evaluation Criteria L 70 L 70 A. Completion in 07/89 with initial development B. Guides typed and printed also during the curriculun revision process 5.14 Conduct inservice for all eleamntary principals and teachers A. Completion in 09/89 with initial development B. Inservice for elementary principals and teachers conducted also during the curriculun revision process 5.15 Irwolve principals and teachers In ordering multicultural materials from local building budgets: a. Hake available materials catalogues to building level principals b. Order and acquire materials based on curriculiai to be tauj^it A. Initial catalogue provided during 89 term B. Materials ordered and acquired C. Additional catalogues/brochures were provided to principals or current term D. Materials ordered based on existing curriculun or current term 45 (06/89) (06/92) (07/01/93) (08/89) (08/01/92) (07/01/93) (07/01/89) (07/01/89) (08/93) (08/93) (07/89) (07/92) (06/30/94) (09/89) (08/31/92) (06/30/94) (08/30/89) (09/30/89) (25X) (SOX) jjj SB j^B m9 j|S Assoc Si\u0026lt;)t for Educational Prograam (Curriculum Si4\u0026gt;ervi8ors) Assoc Sigit for Educational Prog Elem Teachers Principals Principals 5.14 Agenda 5.14 (Curriculun implementation) 5.14 (Inservice on revised curriculun is ongoing) 5.15 Acquisition of materials 5.15 (Instructional materials representing diverse groups will be present in all schools)12 Prograa Seq *: 04 Revision Date: November 2, 1993 Prograa Naaa: Multicultural Curriculum Progri Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. . To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculum development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) (Applies only to paae 76, objectives 1. 2. 3. 4.) Plan Reference Page Ifcafcer L TO L 70 L 72 L 72 Objectives Strategies 5.16 Extend inservice throng scheduled district level regular eleaentary cluster meetings (reading, language arts, social studies, art, and music) A. Initial inservice conducted B. Inservice extended during 93-94 term 5.17 Host three (3) education meetings for parents of elementary children to provide an overview of the co^wehensive milticultural curriculua A. Completion in 09/89 during initial development B. PTA meetings/audio/visual broadcasts were conducted to give board menbers and parents an overview of the revised multicultural curriculum guides C. Explanation/overviev of the revised multicultural curriculum is being conducted at PTA meetings/parent conferences Beginning Pate (07/01/93) (07/89) (07/93) (07/01/93) (08/89) (09/92) (09/93) Coapletion Pate (06/30/94) (08/90) (25X) (06/30/94) (09/89) (12/92) (25X) Responaibility Assoc Si\u0026lt;\u0026gt;t for Educational Prograas Division of Educational Prograas Evaluation 5.16 (Inservice curriculum through minicourses building meetings the 1993-94 5.17 Progri participants 5.17 (Assessment of multicultural education during parent conferences) 6. To develop and i^lement a multicultural curriculua for grades 7-12 (To implement the revised curriculun 7-12, which is multicultural) 6.1 Verify second year contract of national expert in aulticultural curriculia 46 (07/01/93) (07/01/93) (06/30/94) (06/30/94) (Principals, Teachers, Asst. Supts., Subject Area Supervisors) Div of Educational Prograas 6. (Observation of curriculun implementation during classroom visits/teacher conferences) 6. (Improvement in student academic performance and assessment of attitude regarding learning) 6.1 Contractual coamitment entered Into for second year (Dr. James A. Banks was used) J Psge: 13 Prograa Seq f: 04 Revision Date: Novenber 2, 1993 Prograa Haae: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Hatthis Secondary Leeder: Marie McNeal Prograa Goal: To ensure educational equity in the elementary end secondary curriculum and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO end the NLRSO to promote multicultural activities and curriculun development. (Applies only to paoe 76. objectives 1. 2, 3. 4.) Plan Reference Page Niaber Objectives Strategies Begiming Date Coapletion Date Responsibility Evaluation Criteria A. Completion in 06/89 during initial development (04/89) (06/89) L 72 6.2 In cooperation with the lead consultant, the Division of Educational Prograas will issue a detailed curriculia developaent tiaeline for the 1909-90 school year, including a checklist for last coapletion (07/01/93) (06/30/94) Assoc Si\u0026lt;\u0026gt;t for Educational Prograas 6.2 Tiaeline coapleted (Timeline included in this docunent 6.5 * 6.19) A. Coapletion in 06/89 during initial development (04/89) (06/89) L 72 6.3 Plan and hold at least three (3) piblic meetings to receive suggestions froa patrons in areas of ailti-curriculua and prograaaing (07/01/93) (06/30/94) Assoc Supt for Educational Prograas 6.3 Suggestions received, reviewed, and considered A. Coapletion in 12/89 during initial development (09/89) (12/89) L 72 L 72 6.4 Develop expectations for meaber participation on aailticultural curriculia coaaittee A. Completion in 05/89 during initial development B. Expectations developed also during the curriculun revision process 6.5 Identify secondary curriculum coaaittee meabers and contract for services: 4 4 4 4 Reading Librarians Nath Science 12 Ervlish 12 Social Studies 4 4 Music Art (07/01/93) (06/30/94) Assoc Sigit for Educ Pl uiji IM Assoc Sigrt for Desegregation 6.4 List of expectations 6.4 (Contractual agreements with curriculun writers) (04/89) (07/91) (07/01/93) (05/89) (09/91) (06/30/94) Assoc Si\u0026lt;\u0026gt;t for Educ Prograas Assoc Si4\u0026gt;t for Desegregation 6.5 Contractual iaplcaentation for each coMittee matter 47 9 B S IB Si JHL Si i^K iK - jU Page: U Prograa Seq f: 04 Revision Date: Movenber 2, 1993 Prograa Maae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To ensure eeitl^jactatiioonnaall equity in the elementary aend secondary curriculun and program aarreeaass.. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76, objectives 1. 2, 3, 4.) Plan Reference Page Nudier Objectives Strategies Begiming Date Coipletion ___ Date____ Responsibility Evaluation Criteria A. Completion in 06/89 during initial development \u0026lt;06/89) \u0026lt;06/89) B. Connittee identified also during the curriculun revision process \u0026lt;09/91) \u0026lt;10/91) L 73 6.6 Obtain mjlticultural curriculun mits from models used in other districts \u0026lt;07/01/93) \u0026lt;06/30/94) Assoc Sipt for Educ Programs 6.6 Secure multicultural curriculua mits for coamittee meabers L 73 L 73 A. Completion in 09/69 during initial development 8. Multicultural units obtained also during curriculum revision process 6.7 Develop expectations for use of local resource consultants in Hilticultural curriculia development A. Completion in 06/89 during initial development 8. Expectations developed also during nulticultural curriculun development 6.8 Identify secondary social studies* music, and art coamittee: 1991: 19 teachers: studies 7 social \u0026lt;06/89) \u0026lt;06/91) \u0026lt;07/01/93) \u0026lt;06/89) \u0026lt;06/91) \u0026lt;07/01/93) \u0026lt;09/89) \u0026lt;10/91) \u0026lt;06/30/94) \u0026lt;06/89) \u0026lt;06/91) \u0026lt;06/30/94) Assoc Sifrt: for Educ Programs Assoc S\u0026lt;\u0026lt;\u0026gt;t for Educ Programs 6.7 Develop expectations 6.8 Roster of coaaittee 1992: 11 teachers: studies 6 Busic 6 art 3 social Sipervisor of Social Studies 1993: 11 teachers: studies 4 music 4 art 3 social 4 music 4 art 48 \u0026lt;Supervi8or of Social Studies, Teachers in identified areas. Assoc. Supt) \u0026lt;Guides for social studies, music and art with a multicultural focus will be implemented in LRSD classrooms) J Psge: 15 Prograa Seq f: 04 Revision Date: November 2, 1993 Prograa Naae: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goel: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSO to promote multicultural activities and curriculum (ievelopment. ................ - - . . (Applies only to page 76, objectives 1. 2, 3, 4.) 1 Plan Reference Page Nuri^er L 73 L 73 L 74 Objectives Strategies Beginning Date Co^letion Date Responsibility Evaluation Criteria A. Coamittee members identified with phase in devel(ped for social studies, music, and art 6.9 Secure the services of eight (8) local resource consultants to serve on the districtuide curriculiai development coaaiittee A. Coapletion in 07/89 during initial developaient B. Local resosurce consultants utilized during the revised curriculun process (04/91) (07/01/93) (07/89) (12/91) (07/93) (06/30/94) (07/89) (05/92) Assoc Sipt for Educational Prograas 6.9 Contract for services agreement entered into Phase in Multicultural and learning (social studies, music, and art) (Needs to be deleted from this column) (Implemented after the icJentificaticxi of committee members, 6.8) 6.10 Conduct inservice session or Ttethods for Developing Multicultural Learning Strategies* to include (a) understanding the rationale, trends, and goals of multicultural eurriculus and (b) establishing procedures for developing a jlticultural curriculia A. Completion in 10/89 during initial development B. Staff development conducted in conjunction with the revised curriculum procedures C. Extended staff development being conekjcted 6.11 Conduct last task coapletion Bonitoring as identified in tisaline A. Coapletion in 12/89 during initial development B. Task completion monitoring conducted also (Airing the curriculum revision process 49 (07/01/93) (07/89) (07/92) (08/93) (07/01/93) (09/89) (10/91)  asBBBaaaaas'BV (06/30/94) (10/89) (04/93) (25X) (06/30/94) (12/89) (06/93) Assoc Stpt for Educational Prograas Supervisor of Social Studies Assoc Supt for Educ Prograas 6.10 Roster of participants 6.10 (Original inservice completed. Ongoing inservice will be documented and evaluated by participants) 6.11 Tasks coapleted in accordance with tiaeline II I a a n   RPage: 16 Prograa Seq *: 04 Revision Date: Moveffber 2, 1993 Prograa Maae: Multicultural Curriculun Progri Code: 12 Priaary Leader: Estelle Matthis Secondary Leader\nMarie McMeal Prograa Goel: areas. (Applies only to page 76. objectives 1. 2. 3. 4.) Plan Reference Pege Wilier L 74 L 74 L 74 Objectives Strategies Begiming Date Ccapletion Date Responsibility Evaluation Criteria 6.12 Operationalize the curriculia development timeline (monthly) meetings with specific dates developed in cooperation with coamittee meters A. Completion in 05/90 during initial development B. Curriculun development timeline operationalized during revision process 6.13 Review and edit the ccaprchensive guide for cmch content area at each grade level (social studies, music, and art) A. Completion in 05/90 during Initial development B. Guides for social studies, music, and art reviewed and edited 6.14 Type and print all guides for social studies, asaic, and art (07/01/93) (06/30/94) 8i\u0026lt;\u0026gt;ervisor of Social Studies (Teachers In Identified areas, Assoc. Supt. for Curriculun) 6.12 Meetings held according to tiaeline 6.12 (Guides for social studies, art and music with a multicultural focus will be implemented 1n LRSD classrooms) (09/89) (05/90) (10/91) (06/93) (07/01/93) (04/90) (06/91) (07/01/93) (06/30/94) (05/90) (06/93) (06/30/94) Assoc Si\u0026lt;t for Educational Prograas Assoc Si^ for Educ Prograas Sifiv-Soc Studies 6.13 Review and edit guides 6.13 (Guides for social studies, art and music with a multicultural focus will be Infilemented In LRSD classrooms) 6.14 Guides typed and printed 6.14 (Guides for social studies, art and music with a multicultural focus will be Implemented in LRSD classrooms) A. Social Studies guides typed and printed B. Draft forms of music and art guides In schools 50 (06/91) (06/91) (07/93) (07/93) J Page: 17 Prograa Seq *: 04 Revision Date: November 2, 1993 Prograa Naaa: Multicultural Curriculum Prograa Code: 12 Priaary Leeder: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: TO emure educ.tionel equity in the elementery end secondery curriculun end progran areas. (Applies to entire doc^t sjcefit for page 76, ^j^tives 1 2. 3, i.i To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculua development. (Applies only to page 76, obiectives ,,_L.J (Applies only to page 76\" objectives b 2. 3. k.} Plan Reference Page Ntatoer L Ik L 7k L 74 Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria 6.15 Conduct inservice for all secondary adainistrators and teachers A. Completion in 09/90 during initial development B. Inservice for secondary adninistrators and teachers conducted also for revised curriculun and phase-in 6.16 Involve principals and teachers In orderir multicultural materials from local building budgets: (a) Make available materials catalogues to building level principals (b) Order and acquire materials based on curriculia to be tauj^t A. Initial catalogues/brochures distributed to building principals and curriculum coordinators B. Materials based on curriculum ordered and acquired C. Additional materials based on revised curriculun ordered and acquired 6.17 Monitor the use of curriculua guides (07/01/93) (07/90) (07/91) (07/01/90) (07/90) (07/90) (08/93) (07/01/93) (06/30/94) (09/90) (08/20/93) (06/30/94) (09/90) (12/90) (25X) (06/30/94) 5 11 Assoc Sifit for Educ PrograsB Assoc Sifit for Educational Programs Principals Area StB)ervisor8 1 6.15 Monitoring of inservice 6.15 (Guides for social studies, art and music with a multicultural focus will be iffplemented in LRSD classrooms) 6.16 Materials purchased 6.16 (Instructional materials representing diverse groups will be present in all secondary schools) 6.17 Schedule/Docuaentatfon 6.17 (Observation of curriculum implementation during classroom visits and teacher conferences) 6.17 (Improvement in student achievement and attitude toward self and learning)   B a a 8 9 9 B a B fl a \u0026gt; B bba a a-Prograa Seq f: 04 Page: 18 Prograa Hane: Multicultural Curriculum Revision Date: Noventjer 2, 1993 Progri Code: 12 Priaary Leader: Estelle Hatthis Prograa Goel: Secondary Leader: To ensure educational e\u0026lt;^ity in the elementary and secondary curriculun and program areas. (Applies to ent To collaborate with the PCSSO and the NLRSD to promote multicultural activities and curriculun development. Marie HcMeal (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) .- , (Applies only to page 76, objectives 1. 2. 3. 4.) Plan Reference Page Mudier L 75 L 75 L 76 Objectives Strategies Begiming Date Collation Date Responsibility Evaluation Criteria A. Periodic curriculun monitoring being implemented 6.18 Extend inservice through scheduled district level regular comcil aeetings (reading, English, social studies, science, art, and music for the secondary level) A. Inservice extended with revised curriculun 6.19 Most three (3) education aeetings for parents of secondary children to provide an overview of the coaprehervive aulticultural curriculiai A. Completed on 09/30/90 with initial development B. PTA Open House meetings were conducted to give parents an overview of the revised multicultural curriculum guides C. Curriculum overview/explanation is conducted at PTA meetings and parent conferences (09/01/93) (07/01/93) (07/93) (07/01/93) (07/01/93) (09/01/90) (09/92) (09/93) (20X) (06/30/94) (25X) (06/30/94) (06/30/94) (09/30/90) (12/92) (25X) 1. To provide staff developaent in the area of aulticultural education (07/01/93) (06/30/94) 52 Assoc Sipt and Staff for Educational Prograas Assoc Supt for Educational Prograas (Content Area Supervisor, Principals) (Director of Staff Development, Subject Area Supervisors, Principals) 6.18 Agendo of aeetings, roster of participants 6.18 Additional inservice will occur through minicourses and council meetings during 1993*94) 6.19 Program and roster of participants 1. (Multicultural strategies will be implemented in schools as assessed by adninistration during classroom observations and teacher conferences) 1. (Academic achievement of students will improve as evidenced by report cards and standarized tests) I Page: 19 Prograa Seq f: 04 Revision Date: November 2, 1993 Prograa Naae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progn Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculun development. onlY_3._(Applies only to page 76. objectives 1. 2. 3, 4.) Plan Reference Page Wudber L 76 L 76 L 76 2. Objectives Strategies Beginning Date Co^letion Date Responsibility Evaluation Criteria To provide access to and inforaation about Bulticultural aaterials to teachers, parents, coaauiity 1.1 Jointly negotiate for consultants to provide inservice for the districts 1.1 (Conduct staff development in the area of multicultural education) A. A joint colloberation using Dr. James Banks as a consultant on 12/14-15/88 and 03/10-11/89 2.1 Share responsibility for Multicultural Materials Fair to be held annually 53 (07/01/93) (06/30/94) LRSO Assoc. Sqst for Educ Programs (Director of Staff Development) 1.1 Contractual agreearnnt 1.1 (Roster of participants) 1.1 (Multicultural strategies will be implemented in LRSD classrooms as determined by classroom observations and teacher conferences) (10/88) (11/89) (07/01/93) (07/01/93) (06/30/94) (06/30/94) (PCSSD - Coor for Multicultural Curr Dev Dir of Library Serv LRSD - Assoc Supt for Educ Programs, Supv of Media Serv NLRSO - Coor of Instructional Materials) PCSSD - Coot for Multicultural Oirr Dev Dir of Library Serv LRSD - Assoc Si\u0026lt;}t for Educ Programs St\u0026lt;]V of Media NLRSD - Coor of Irotructional Materials 2. (Teachers, parents, coimwity will have the opportunity to attend Multicultural Materials Fair) 2.1 Schedule of vendors 2.1 (The Multicultural Fair will be jointly planned by LRSD, NLRSO and PCSSD) IIts J I a B  B a  a 3 b b b b b-  b Mi Page: 20 Progri Seq: 04 Revision Date: November 2, 1993 Prograa Maae: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader\nMarie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculum end program areas. To collaborate with the PCSSD and the NLRSO to promote multicultural activities and curriculun development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76. objectives 1. 2, 3. 4.) Plan Reference Poge Welter Objectives Strategies Beginning Pate Co^etion Pate Responsibility Evaluation Criteria II teria II L 76 L 7b L lb 3. To provide inforastion to staff aeidars on the availability of graduate coursework in aulticultural education A. Plan and implement Multicultural Materials Fair. Phone contact has been made with NLR and PCSSO on 08/93 and 09/93 regarding Fair for 93-94 term 3.1 Write letter* to institutions of higher education in the are* concerning the need for such course* A. Contact made with area institutions of higher education concerning needs for multicultural courses B. LRSD will receive announcements of multicultural courses from local institutions of high education for courses during each school term 3.1 Proante such courees to the staff* of each school district 3.2 (Duplication of number) 54 (08/93) (20X) (07/01/93) (07/01/93) (01/91) (04/93) (07/01/93) (06/30/94) (06/30/94) (07/91) (50%) (06/30/94) (Director of Staff Development, Subject Area Supervisors, Principals) PCSSO - Coot of Instructional Material* LRSD - Assoc Sigjt for Edinational PluyfM NLRSO - Coot of Instructional Materials PCSSD Coord of Multicultural NLRSO Coord of Instructional Materials (LRSD Director of Staff Development, Sipervisor of Social Studies) 3. (Multicultural strategies will be implemented in schools as assessed by adninistration during classroom observations and teacher conferences) 3.1 Letters on file 3.1 (The rxaber of teachers enrolled in multicultural courses will increase) 3.1 Promotional instruments file 3.2 (Duplication of mirber) 3.2 (The mnber of teachers enrolled in multicultural courses will increase) Page: 21 Prograai Seq f: 04 Revision Date: November 2, 1993 Program Maae: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. obiectives 1, 2, 3. 4.) fl Plan Reference Page Hudier L 76 L 76 L 77 Objectives Strategies Begiming Date Co^\u0026gt;letion Date Resporwibility Evaluation Criteria A. Promotion of courses have been advertised by LRSD to LRSD teachers and staff periodically as received (07/19/93) (SOX) 4. To irwestigate the poesibilities of cooperating on strategies to acquaint staff and coHsilties with multicultural education 1. To enhance educational equity in instructional methodology and teacher/student interaction (07/01/93) (06/30/94) (PCSSD Coor of Multicultural LRSD Assoc Supt for Educational Programs NLRSD Coord of Instructional Materials) 4. (Multicultural education strategies will be used in LRSD classrooms as determined by classroom observations and teacher conferences) 4. (Assessment of coffnunity di scussion/conferences, feedback from debriefing of multicultural education) 4.1 Meet to discuss possibilities of seminars, syapoaiuss, or other activities to promote multicultural education among the three districts 4.1 (Plan, schedule, advertise and implement strategies) 55 (07/01/93) (07/01/93) (06/30/94) (06/30/94) PCSSO Coot of Multicultural LRSD Assoc. Si\u0026lt;\u0026gt;t for Educational Programs NLRSO Coord of Instructional Materials (Director of Coninunications, Director of Staff Development) (Curriculun Supervisors, Curriculum Specialists, Principals) 4.1 Minutes of meeting 4.1 (Three collaborative activities will be held to inform staff and community about multicultural activities) 1. (Assessment of instruction/teacher student interaction during classrooffl/school observation and conference) 1. (Increase in student achievement) ijgi -jm \u0026gt;|j\nVVWBWWW M * a  Page: 22 Prograa Seq *: 04 Revision Date: Noventier 2, 1993 Prograa Naaa: Multicultural Curriculun ProgrM Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progn Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. ____ To collaborate uith the PCSSD and the NLRSO to promote multicultural activities and curriculun development. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76. objectives 1. 2. 3. 4,) Plan Reference Page Mudjer L 77 L 77 L 77 L 77 L 77 Objectives Strategies Begiming Date Coapletion Date___ Responsibility Evaluation Criteria 1.1 Research and share effective instructional strategies at regularly scheduled comcil and prograa area meetings A. Effective instructional strategies researched and shared at counci I and program area meetings 1.2 Purchase science st\u0026gt;lies for teachers to facilitate the hands-on science approach A. Hands-on science supplies purchased 1.3 Purchase aath manipulatives for teachers to facilitate hands-on math instruction A. Math manipulatives purchased 1.4 Purchase sets of trade books for teachers to facilitate the c^tfiasis on literature and the tdMleness of lan^age approach A. Trade books purchased 1.5 Provide inservice for using aaterials identified in 1.2, 1.3, 1.4 (07/01/93) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (06/30/94) (10X) (06/30/94) (10X) (06/30/94) (10X) (06/30/94) (10X) (06/30/94) Content Area Si\u0026lt;\u0026gt;ervisors SigiVB of SpMific Content Areas SupVB of specific Content Areas Sigjvs of Specific Content Areas Si^jervisors of Sproific Areas (Curriculun Specialists, Principals) 5G 1.1 Doctaantation within the Division of Educational Prograas 1.1 (Assessment of implementation of instructional strategies through classroom observations and teacher conferences) 1.2 Materials purchased 1.2 (Hands-on science activities used in District classrooms) 1.3 Materials purchased 1.3 (Manipulatives are used in District math classrooms) 1.4 Materials purchased 1.4 (Uhole language is used in District classrooms) 1.5 Doctaentation of participants 1.5 (Desired instructional strategies are being implemented in District classrooms as assessed through classroom observations and teacher conferences) Page: 23 Prograa Seq *: 04 Revision Date: Novenber 2, 1993 Prograa Maae: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculum development. 76._obiective8 (Applies only to page 76, objectives 1. 2. 3. 4.) Plan Reference Page Niaber L 77 L 77 L 78 L 78 objectives Strategies Beginning Date Collet ion Date Responsibility Evaluation Criteria aa as aa A. Staff development being conducted in use of instructional materials for science, math, literature/whole language 1.6 Identify needs of teachers for iiproved delivery of instruction using student data, principal recosamndation, school isprovement plans, and teacher questionnaires as the basis for decision asking. (Resource: LRSD Resource Staff Developamnt Guide) A. Needs of teachers for improved delivery of instruction identified 1.7 Siiit the inservice needs to the Staff Developarnnt Department A. Needs submitted to Staff Development Department 1.8 Schedule teachers as identified for the appropriate Inservice A. Placement is based on teacher requests and adninistrative recomnendations 1.9 Monitor the teachers use of effective instructional and classroom aanagcarnt strategies A. Teacher use of effective instructional and classroom management strategies is monitored through classroom observation and teacher conferences aa (08/17/93) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (09/01/93) (07/01/93) (09/01/93) (lOX) (06/30/94) (50%) (06/30/94) (SOX) (06/30/94) (SOX) (06/30/94) (25X) 57 Principals, Teachers, and Content Area S^)e^viso^s Principals Staff Develo|BKnt Department Supervisors of specific areas (Principals) WB 1.6 Observation of instruction 1.6 Disaggregation of data 1.6 (Individual Improvement Plans, HP's, reflect identified needs of teachers) 1.7 Staff developsRnt documentation (Needs identified In school iirprovement plans) 1.8 Staff development docuaentation 1.8 (Inservice will be provided that addresses the needs of teachers as identified in the school improvement plan) 1.9 (Assessment of implementation of strategies through classroom observations and teacher conferences)3\"5 B B B \u0026gt; 3 ff \u0026gt; V B Page: Ik Prograa Seq f: 04 Revision Date: Novetrber 2, 1993 Prograa Haaa: Multicultural Curriculun Prograa Code: 12 PriBBry Leader: Estelle Matthis Secondary Leoder\nMarie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) (Applies only to paae 76. oblectives-1. 2. 3. 4t) Plan Reference Pege Umber L 78 L 78 L 78 objectives Strategies Beginning Date (U]^\u0026gt;letian Date Responsibility Evaluation Criteria L 78 2. To incorporate aulticultural materials into the instructional programs 2.1 Review and assess appropriate multicultural materials A. Completed in 06/90 dduring initial curriculun development B. Periodic review and assessment of appropriate multicultural material being conducted 2.2 Identify and suggest Hilticultural material to be purchased at local achool level by content and grade A. Identification/purchase of materials completed during initial development of curriculun B. Multicultural material identified and suggested for purchase periodically 2.3 Schedule workshops on use of BBterials (Uiere appropriate) (07/01/93) (07/01/93) (03/89) (07/93) (07/01/93) (08/89) (07/01/93) (07/01/93) (06/30/94) (06/30/94) (06/90) (25X) (06/30/94) (10/90) (25%) (06/30/94) (Supervisors of Specific Areas, Curriculum Specialists, Principals) Sifiervisors af specific areas (Curriculun Specialists, Principals) Si\u0026lt;ierv1sors of specific areas (Curriculun Specialists, Principals) 2. (Observe implementation of materials at teacher conferences and during classroom visits) 2.1 (Multicultural materials used in District classrooms) 2.2 (Titles/description of materials forwarded to schools) Si^Kfvisors of specific areas (Curriculun Specialists, Principals) 2.3 (Catalogue listings) 2.3 (Multicultural materials used in District classrooms) A. Workshops scheduled during initial curriculun development and purchase of initial materials Appropriate workshops scheduled on use of multicultural materials periodically B. (08/89) (08/93) 58 (06/90) (10X) I 1 Page: 25 Prograa Seq *: 04 Revision Date: November 2, 1993 Prograa Naoe: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leeder: Marie McNeal Prograa Goel: To ensure edjcatiooal equity in the elementary and secondary curriculun and program areas. -------, -------- - -----. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. obiectives 1, 2. 3. 4.) Plan Reference Page Nudjer L 7B L n L 79 Objectives Strategies Beginning Date Cuqjletion Date Responsibility Evaluation Criteria 2.4 Monitor the use of appropriate jlticultural materials A. Use of appropriate multicultural materials being monitored periodically through observations and teacher conferences (07/01/93) (09/93) (06/30/94) (25X) 3. To i^leawnt organizational practices that will eritance educational equity (07/0^/93) (06/30/94) 3.1 Provide teachers with training for effective in-class gro(\u0026lt;\u0026gt;ing (07/01/93) (06/30/94) L 79 L 78 A. Training in class grouping provided at council and program area meetings 3.2 Monitor i^tloaentation of strategies through classroom visitations and feedMcfc in folloit-ig\u0026gt; workshops A. Implementation of strategies monitored periodically 3.3 Review placement criteria for enrichment/ honors and advanced placement classes A. Initial review completed in 01/89 B. Placement criteria for enrichment/honors and advanced placement classes reviewed and revised for current term 59 (08/93) (07/01/93) (09/01/93) (07/01/93) (09/88) (02/93) (SOX) (06/30/94) (10X) (06/30/94) (01/89) (05/93) S)4\u0026gt;ervisors of specific areas (Curriculun Specialists, Principals) (Assoc. Supt.f Assist. Supt., Principals, Teachers) Si^jervisors of specific areas Si\u0026lt;\u0026gt;ervisars of specific arees Assoc Si\u0026lt;\u0026gt;t of Educational Prograas 2.4 (Classroom observations/ teacher conferences reflect use of multicultural materials) (3. Educational programs in LRSD have equitable participation and success by all students) 3.1 (Grouping practices are equitable in LRSD classrooms) 3.2 (Assessment of classroom observation) 3.3 (Placement practices in LRSD classrooms will increase participation of black students in GT/Honors/AP classes)I Progrm Seq f: Progn Progn Code: Prograa Goal: I Plan Reference Page Nuaber L 78 L 79 L 79 L 79 L 79 L 79 04 Hulticultural Curriculun 12 a a-ro Si iliis * \" \u0026gt;  Priaary Leader: Estelle Matthis Secondary Leader: To ensure educational equity in the elementary and secondary curriculua and program areas. To collaborate with the PCSSD and the NLRSO to promote multicultural activities and curriculun development. Objectives Strategies 3.4 Provide sipport to principals in annitoring the distribution of students in higher level courses to assess gender and race equity A. Support given principals through periodic staff developaent for monitoring the distribution of students in higher level courses Page: 26 Revision Date: November 2, 1993 Marie McNeal (Applies to entire docuaent except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76. objectives 1. 2. 3. 4.) Beginning Date (07/01/93) (08/93) Co^letion Pate (06/30/94) (SOX) ReaponsibiUty Assoc and Asst Sipts Evaluation Criteria 3.4 (Classroom observation of student enrollment and enrollment reports to central office will reflect equitable distribution of gender and race) 4. To ensure increesed educetionml equity through inservice training 5. To ensure equity in the selection and use of textbooks A (07/01/93) (06/30/94) 4. (Educational programs in LRSO have equitable participation and success by all students) 4.1 Refer to activities outlined in item 1.2 - 1.4 above 4.1 (Purchase science supplies, math manipulatives, tradebooks) A. Hands-on science, math manipulatives, and trade books purchased 5.1 Inventory and aseess current textbooks for wlticultural presence A. Textbooks inventoried and assessed for multicultural presence during each adoption cycle 5.2 Identify the deficiencies existing in current textbooks GO (07/01/93) (07/01/93) (07/01/93) (07/01/93) (09/15/93) (07/01/93) (06/30/94) (10X) (06/30/94) (06/30/94) (25X\u0026gt; (06/30/94) Si\u0026lt;\u0026gt;ervisor of specific areas (Assoc Supt of Curr., Subject Area Supervisors, Teachers, Principals) Supervisor of specific areas (Curriculun supervisors, Teachers) 4.1 (Updated multicultural materials in schools) 4.1 (EnrolIment/inplementation of staff development courses) 5. (Criteria checklist that includes multicultural and sex/race bias-free factors is used to select textbooks) 5.1 (Criteria checklist for textbook selection) 5.2 (Deficiencies are identified) Page: 27 Prograa Seq *: 04 Revision Date: November 2, 1993 Prograa Haae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1. 2. 3, 4^) Plan Reference Page Nuiber L 79 L 79 L 79 L 79 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Deficiencies in current textbooks identified during adoption cycle 5.3 Select and purchase resource materials to replace or SMapleamnt areas of deficiency A. Resource materials selected and purchased 5.4 Provide training for use of si\u0026lt;f\u0026gt;lcaental iterials A. Training for use of supplemental materials being conducted 5.5 Monitor teacher implementation of the use of ilticultural texts/materials in the curricula A. Monitoring implementation of multicultural texts/materials through observation being conducted 5.6 Develop a checklist for selection of new textbooks during the adoption cycle to facilitate the selection of a text that is free of gender, race, and ethnic stereotypes A. Checklist for new textbook (reading) developed in conjunction with LRSD Board approved textbook list Bl (07/01/93) (07/01/93) (07/93) (07/01/93) (08/93) (07/01/93) (09/93) (07/01/93) (07/01/93) (25X) (06/30/94) (25X) (06/30/94) (25X) (06/30/94) (25X) (06/30/94) (09/01/93) (Curriculun supervisors) (Media specialists) (Principals) (Curriculun supervisors) Principals and Content Area Supervisors Content Area Si^jervisors (Assoc. Supt. for Educational Programs) 5.3 (Curriculun resosurce guids are used to provide updates) 5.4 (Training is provided during cluster meetings, buiIding meetings, minicourses and/or council meetings) 5.5 Schedule/Dociaentation 5.5 (Assess implementation through classroom observation) 5.5 (Improvement in student achievement) 5.6 Textbook checklist 5.6 (Textbook checklist implemented to ensure bias* free textbooks)\u0026lt;  \u0026gt; M M  B S fi S Psge: 28 Prograa Seq *: 04 Revision Date: November 2, 1993 Prograa Hana: Multicultural Curriculun Progri Code: 12 Priaary Leader\nEstelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculum development. (Applies only to page 76. obj^tives 1, 2. 3, 4.) Plan Reference Page Nud:er L 79 L 79 L 80 L 90 L 80 L 80 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 6. To achieve equity in the ingalementation of special activities 7. To ensure the aaintenance of challenging and relevant course offerings (07/01/93) (06/30/94) (Assoc. Si\u0026lt;\u0026gt;t., Assist. Supt., Principals, Teachers, Content Area Supervisors) 6. (Increased representation of black students in activities currently under-represented) 6.1 Ensure that student participation in special events is multicultural and that the quality of participation is equitable A. Participation of black students and gender of students in special activities is monitored 6.2 Develop guides for each course area that are multicultural in content and that facilitate equity in methodology A. Curriculun guides for courses with multicultural content have been developed addressing equity in methodology 6.3 Honitor the use of the curriculua guide A. The use of curriculun guides are monitored through observations and teacher conferences 7.1 Review research and recoMended practices for each content/prograa area G2 (07/01/93) (06/93) (07/01/93) (09/89) (07/01/93) (09/01/93) (07/01/93) (07/01/93) (06/30/94) (25X) (06/30/94) (90X) (06/30/94) (25X) (06/30/94) (06/30/94) Principals and Teachers Supervisor of specific area (Principals, Subject Area Supervisors) (Assoc. Supt. for Curr., Subject Area Supervisors) (Curriculun supervisors) 6.1 Participation data 6.1 (Increased representation of black students in activities currently under-represented) 6.2 (Implementation of revised curriculun guides) 6.3 (Guide usage is monitored through classroom observations teacher conferences and abacus assessment) 7. (Comparison of student achievement with state/ national level) 7.1 (Documentation of research and practices reviewed) L 1 Page: 29 Prograa Seq *: 04 Revision Date: Movenber 2, 1993 Prograa Maaa: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76~ obiectives 1. 2. 3. 4.) Plan Reference Psge Nuiber L 80 L 80 L 80 L 80 L 80 L 80 Objectives Strategies Beginning Date Coa|\u0026gt;letion Date Responsibility Evaluation Criteria A. Practices for content area/program are reviewed and reconrnended during council and program area meetings 7.2 Assess the LRSD course content to identify needs for changes A. LRSD course content periodically reviewed for changes 7.3 SiAait recoasendation and rationale for any new courses to the Assoc Sigrt for Ed Prog 7.4 Develop curriculua guides for approved courses 7.5 Provide inservice for staff on i^lcaentation of courses 7.5 (Conduct staff development on implementation of new courses) A. Staff development conducted on implementation of new courses for 93*94 term B. Extended staff development on implementation of courses being conducted 7.6 Conduct workshops to appropriate staff on new course offerings A. Workshop conducted to appropriate staff 7.7 Monitor iiqjleaantation of the courses, including equity in sssigraent of students A. Implementation of courses monitored periodically (07/01/93) (07/01/93) (07/93) (07/01/93) (07/01/93) (07/01/93) (08/93) (09/93) (07/01/93) (08/93) (07/01/93) (09/93) G3 (25X) (06/30/94) (10%) (06/30/94) (06/30/94) (06/30/94) (09/93) (25X) (06/30/94) (09/93) (06/30/94) (10X) (Curriculun supervisors) (Curriculun supervisors) (Curriculum supervisors) Content Area Sifarvisors Content Area St^arvisors Principals (Curriculun supervisors) 7.2 (Documented comparison with state, national curriculun standards) 7.3 (Docunentation of recommendation and rationale submitted) 7.4 (Isplementation of guides) 7.5 Doaaentation of insarviea 7.6 Docunentation of workshop 7.7 (Monitor/implementation through classroom observations and teacher conferences)saaBBBMMBji a \u0026gt; 5 a S B B * \u0026gt; S Ji S B b Prograa Seq *: 04 Page\n30 Prograai Maae: Multicultural Curriculum Revision Date: Moveinber 2, 1993 Prograa Code: 12 Priaary Leader\nEstelle Hatthis Prograa Goal: Secondary Leader: To ensure educational equity in the elementary end secondary curriculun end progrem areas. (Applies to ent To collaborate with the PCSSO and the NLRSD to promote multicultural activities and curriculun development. Marie HcMeal (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) ... (Applies only to page 76, obiectives 1. 2. 3. 4.) Plan Reference Page Nuidier Objectives Strategies Beginning Date Coag\u0026gt;letion ___Date Responsibility Evaluation Criteria B. Monitoring of inplementation of new courses for 93-94 including equity in student assignment is being conducted (09/93) (25X) L 80 L 80 7.8 Review placement criteria for cnricfied/ honors and advanced placeaent courses 7.9 Honitor enrollment in courses to ensure equity in assi^aent/perticipotion of students A. Monitoring of enrollment in courses for equity in assignment/partipation of students being conducted G4 (07/01/93) (07/01/93) (09/93) (06/30/94) (06/30/94) (25X) Assoc Si\u0026lt;it for Educational Prog Assoc Si\u0026lt;)t for Ed Prog t Principals 7.8 Replacearnnt criteria reviewed 7.8 (Participation of black students in GT/Honors/AP courses will increase) 7.9 Data on file 7.9 (Assessment of enrollment in courses currently under-represented by race (blacks) and sex), fl a a a i b LRSO FY 93-94 PROGRAM BUDGET DOCUMENT Prograa Seq *: 05 Page: 1 Prograa Maaie: Special Education Prograa Code: 15 Priaary Leader: Dennis Glasgow Secondary Leader: Revision Date: Noveni\u0026gt;er 1, 1993 Dr. Patty Kohler Prograa Description: Purpose Special education is specially designed instruction, at not cost to parents, to meet the unique needs of students with disabilities...... . conducted in the classroom, in the home, in hospitals and institutions, and in other settings\nand instruction in physical education. Scope and Content Special eAxation services are provided in accordance with each child's Individual Education Program \u0026lt;IEP). A student is determined eligible for special education services when a disability is present as defined in the Individuals with Disabilities Education Act (IDEA) that results in an adverse effect on educational performance end the corresponding need for special education services. A full continuun of services is provided which includes multiples options for placement.   Students served through special education services have been identified as having disabilities defined by the IDEA. ' ------- district's population or 2,026 students received special education services (Dec. 1, 1992 count). ies. This includes instruction Participants/beneficieries During the 1992-93 school year, 8.13X of the District Goal Si^iport: Prograa Goal: Plan References: Goal #1 - Implement integrated eAjcational programs that will ensure that all students grow academically, socially and emotionally with enphasis on basic skills and academic enrichment while closing disparities in achievement. Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal #3 - The Little Rock school Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students\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_1545","title":"Court filings concerning school district planning, legal proceedings, Stephens Interdistrict School reports, and school management tools.","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":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1993-11"],"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","Little Rock School District","Stephens Elementary School (Little Rock, Ark.)","Education--Arkansas","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","School management and organization","School integration","School board members"],"dcterms_title":["Court filings concerning school district planning, legal proceedings, Stephens Interdistrict School reports, and school management tools."],"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/1545"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["235 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null}],"pages":{"current_page":328,"next_page":329,"prev_page":327,"total_pages":3369,"limit_value":12,"offset_value":3924,"total_count":40428,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":307},{"value":"online exhibitions","hits":37},{"value":"teaching guides","hits":34},{"value":"timelines (chronologies)","hits":23},{"value":"bibliographies","hits":15},{"value":"worksheets","hits":5},{"value":"annotated bibliographies","hits":4},{"value":"study guides","hits":4},{"value":"learning modules","hits":3},{"value":"slide shows","hits":2}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40428},{"value":"Sound","hits":1050},{"value":"StillImage","hits":803},{"value":"MovingImage","hits":213},{"value":"Collection","hits":10},{"value":"InteractiveResource","hits":4}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Thurmond, Strom, 1902-2003","hits":2076},{"value":"Mississippi State Sovereignty Commission","hits":1425},{"value":"Newman, I. DeQuincey (Isaiah DeQuincey), 1911-1985","hits":1003},{"value":"Herrera, John J.","hits":777},{"value":"Connor, Eugene, 1897-1973","hits":567},{"value":"Jordan, Barbara, 1936-1996","hits":464},{"value":"South Carolina Council on Human Relations","hits":397},{"value":"AFL-CIO. Civil Rights Department","hits":326},{"value":"Hunter, Charles N., approximately 1851-1931","hits":323},{"value":"United States. District Court (Arkansas: Eastern District)","hits":289},{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":244}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_facet","items":[{"value":"Race relations","hits":4661},{"value":"Civil rights","hits":3223},{"value":"People--Ethnic Groups--Hispanics","hits":2928},{"value":"African Americans--Civil rights","hits":2321},{"value":"African Americans","hits":1792},{"value":"Education--Arkansas","hits":1747},{"value":"Civil rights--South Carolina","hits":1739},{"value":"Civil rights movements--Mississippi","hits":1550},{"value":"League of United Latin American Citizens","hits":1531},{"value":"LULAC","hits":1517},{"value":"Race","hits":1483}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_personal_facet","items":[{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966--Correspondence","hits":1888},{"value":"Meredith, James, 1933-","hits":1501},{"value":"Baker, Augusta, 1911-1998","hits":1413},{"value":"Herrera, John J.","hits":1312},{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":713},{"value":"Mizell, M. Hayes","hits":639},{"value":"Silver, James W. (James Wesley), 1907-1988","hits":623},{"value":"Jordan, Barbara, 1936-1996","hits":608},{"value":"Connor, Eugene, 1897-1973","hits":582},{"value":"Snelling, Paula","hits":582},{"value":"McCain, James T.","hits":418}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"name_authoritative_sms","items":[{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":2592},{"value":"Meredith, James, 1933-","hits":1497},{"value":"Herrera, John J.","hits":1331},{"value":"Silver, James W. (James Wesley), 1907-1988","hits":622},{"value":"Jordan, Barbara, 1936-1996","hits":608},{"value":"Snelling, Paula","hits":580},{"value":"Connor, Eugene, 1897-1973","hits":579},{"value":"Thurmond, Strom, 1902-2003","hits":360},{"value":"De Laine, Joseph A. (Joseph Armstrong), 1898-1974","hits":345},{"value":"King, Martin Luther, Jr., 1929-1968","hits":315},{"value":"Samet, Seymour, 1919-2014","hits":279}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"event_title_sms","items":[{"value":"Ole Miss Integration","hits":1567},{"value":"Housing Act of 1961","hits":663},{"value":"Little Rock Central High School Integration","hits":386},{"value":"Martin Luther King, Jr.'s Nobel Prize","hits":299},{"value":"Freedom Summer","hits":188},{"value":"Birmingham Bombing (Sixteenth Street Baptist Church)","hits":125},{"value":"Memphis Sanitation Workers Strike","hits":104},{"value":"University of Georgia Integration","hits":83},{"value":"Freedom Rides","hits":68},{"value":"Brown versus Board of Education","hits":55},{"value":"Civil Rights Act of 1964","hits":43}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"location_facet","items":[{"value":"United States, 39.76, -98.5","hits":10939},{"value":"United States, South Carolina, 34.00043, -81.00009","hits":4304},{"value":"United States, Georgia, 32.75042, -83.50018","hits":3804},{"value":"United States, Arkansas, 34.75037, -92.50044","hits":3648},{"value":"United States, Mississippi, 32.75041, -89.75036","hits":2519},{"value":"United States, Arkansas, Pulaski County, 34.76993, -92.3118","hits":2032},{"value":"United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","hits":1863},{"value":"United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898","hits":1801},{"value":"United States, Texas, Harris County, Houston, 29.76328, -95.36327","hits":1564},{"value":"United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798","hits":1236},{"value":"United States, New York, New York County, New York, 40.7142691, -74.0059729","hits":1198}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"us_states_facet","items":[{"value":"South Carolina","hits":6466},{"value":"Georgia","hits":5551},{"value":"Arkansas","hits":3826},{"value":"Mississippi","hits":3452},{"value":"Texas","hits":3432},{"value":"Tennessee","hits":2359},{"value":"Alabama","hits":2352},{"value":"North Carolina","hits":1657},{"value":"New York","hits":1561},{"value":"Florida","hits":1185},{"value":"District of Columbia","hits":1167}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"year_facet","items":[{"value":"1962","hits":5885},{"value":"1964","hits":5684},{"value":"1963","hits":5401},{"value":"1965","hits":5249},{"value":"1966","hits":5016},{"value":"1961","hits":4941},{"value":"1968","hits":4914},{"value":"1967","hits":4901},{"value":"1969","hits":4708},{"value":"1960","hits":4681},{"value":"1957","hits":4182},{"value":"1958","hits":4010},{"value":"1977","hits":3976},{"value":"1959","hits":3971},{"value":"1971","hits":3904},{"value":"1970","hits":3870},{"value":"1976","hits":3790},{"value":"1955","hits":3718},{"value":"1974","hits":3664},{"value":"1972","hits":3650},{"value":"1975","hits":3649},{"value":"1956","hits":3611},{"value":"1973","hits":3461},{"value":"1994","hits":3357},{"value":"1995","hits":3332},{"value":"1950","hits":3315},{"value":"1978","hits":3266},{"value":"1954","hits":3261},{"value":"1979","hits":3249},{"value":"1996","hits":3225},{"value":"1980","hits":3158},{"value":"1948","hits":3126},{"value":"1953","hits":3050},{"value":"1997","hits":3036},{"value":"1949","hits":3022},{"value":"1998","hits":2990},{"value":"1999","hits":2983},{"value":"1952","hits":2967},{"value":"1947","hits":2958},{"value":"1951","hits":2907},{"value":"1981","hits":2856},{"value":"2000","hits":2833},{"value":"2001","hits":2792},{"value":"2002","hits":2693},{"value":"1982","hits":2691},{"value":"1946","hits":2690},{"value":"2003","hits":2675},{"value":"1983","hits":2652},{"value":"1945","hits":2610},{"value":"1985","hits":2584},{"value":"1943","hits":2578},{"value":"1944","hits":2577},{"value":"1984","hits":2573},{"value":"1942","hits":2499},{"value":"1941","hits":2473},{"value":"1940","hits":2447},{"value":"1986","hits":2438},{"value":"1939","hits":2375},{"value":"1930","hits":2352},{"value":"1938","hits":2341},{"value":"1937","hits":2323},{"value":"1936","hits":2303},{"value":"2004","hits":2296},{"value":"2005","hits":2270},{"value":"1931","hits":2252},{"value":"1990","hits":2186},{"value":"1987","hits":2183},{"value":"1991","hits":2181},{"value":"1935","hits":2174},{"value":"2006","hits":2165},{"value":"1934","hits":2161},{"value":"1933","hits":2160},{"value":"1932","hits":2150},{"value":"1992","hits":2139},{"value":"1993","hits":2123},{"value":"1989","hits":1879},{"value":"1929","hits":1874},{"value":"1988","hits":1753},{"value":"1928","hits":1509},{"value":"1921","hits":1393},{"value":"1925","hits":1275},{"value":"1927","hits":1272},{"value":"1926","hits":1266},{"value":"1924","hits":1263},{"value":"1923","hits":1208},{"value":"1922","hits":1188},{"value":"1920","hits":1187},{"value":"2007","hits":1029},{"value":"2011","hits":1029},{"value":"2008","hits":1017},{"value":"2010","hits":992},{"value":"2009","hits":980},{"value":"2012","hits":967},{"value":"2013","hits":965},{"value":"2014","hits":924},{"value":"2016","hits":876},{"value":"1919","hits":850},{"value":"1918","hits":849},{"value":"1900","hits":831},{"value":"2015","hits":826}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null},"min":"0193","max":"2035","count":301323,"missing":11},{"name":"medium_facet","items":[{"value":"correspondence","hits":9610},{"value":"documents (object genre)","hits":4200},{"value":"letters (correspondence)","hits":3564},{"value":"newspapers","hits":1925},{"value":"manuscripts (documents)","hits":1690},{"value":"records (documents)","hits":1429},{"value":"oral histories (literary works)","hits":1385},{"value":"reports","hits":1362},{"value":"clippings (information artifacts)","hits":1156},{"value":"articles","hits":903},{"value":"transcripts","hits":816}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"rights_facet","items":[{"value":"http://rightsstatements.org/vocab/InC/1.0/","hits":13560},{"value":"http://rightsstatements.org/vocab/InC-EDU/1.0/","hits":9168},{"value":"http://rightsstatements.org/vocab/UND/1.0/","hits":8110},{"value":"http://rightsstatements.org/vocab/CNE/1.0/","hits":6150},{"value":"http://rightsstatements.org/vocab/InC-NC/1.0/","hits":1673},{"value":"http://rightsstatements.org/vocab/NoC-US/1.0/","hits":1494},{"value":"http://rightsstatements.org/vocab/NKC/1.0/","hits":40},{"value":"http://rightsstatements.org/vocab/NoC-NC/1.0/","hits":20},{"value":"http://rightsstatements.org/vocab/InC-RUU/1.0/","hits":12},{"value":"http://rightsstatements.org/vocab/InC-OW-EU/1.0/","hits":2},{"value":"https://creativecommons.org/publicdomain/zero/1.0/","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"collection_titles_sms","items":[{"value":"John J. Herrera Papers","hits":3271},{"value":"Strom Thurmond Collection, Mss 100","hits":2068},{"value":"Lillian Eugenia Smith Papers (circa 1920-1980)","hits":1887},{"value":"Office of Desegregation Management","hits":1843},{"value":"Isaiah DeQuincey Newman, (1911-1985), Papers, 1929-2003","hits":1717},{"value":"Augusta Baker papers, 1911-1998","hits":1696},{"value":"Memphis World","hits":1484},{"value":"James W. Silver Collection","hits":1430},{"value":"Sovereignty Commission Online","hits":1423},{"value":"Integration Correspondence","hits":1420},{"value":"Land of (Unequal) Opportunity: Documenting the Civil Rights Struggle in Arkansas","hits":1403}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"provenance_facet","items":[{"value":"John Davis Williams Library. Department of Archives and Special Collections","hits":3821},{"value":"South Caroliniana Library","hits":3419},{"value":"University of North Texas. Libraries","hits":3316},{"value":"Hargrett Library","hits":3287},{"value":"University of South Carolina. Libraries","hits":3250},{"value":"Butler Center for Arkansas Studies","hits":2174},{"value":"South Carolina Digital Library","hits":2167},{"value":"University of South Carolina. South Carolina Political Collections","hits":1793},{"value":"Atlanta University Center Robert W. Woodruff Library","hits":1663},{"value":"Rhodes College","hits":1641},{"value":"Mississippi. Department of Archives and History","hits":1435}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"class_name","items":[{"value":"Item","hits":40191},{"value":"Collection","hits":237}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}},{"name":"educator_resource_b","items":[{"value":"false","hits":40278},{"value":"true","hits":150}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}}]}}