{"response":{"docs":[{"id":"suc_abaker_4274","title":"Letter, 1988, Margaret Chisholm to Fred Cordova","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Cordova, Fred"],"dcterms_spatial":["United States, Washington, King County, Seattle, 47.60621, -122.33207"],"dcterms_creator":["Chisholm, Margaret E."],"dc_date":["1988-10-10"],"dcterms_description":["Letter from Margaret Chisholm, Director of the Graduate School of Library and Information Science at the University of Washington, to Fred Cordova, Manager of Information Services at the University of Washington, regarding the Maurice Sendak Lecture. The letter includes a flyer for the lecture."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 137. Accession 11770"],"dcterms_subject":["Chisholm, Margaret E.--Correspondence","Cordova, Fred--Correspondence","University of Washington","Library schools--Washington"],"dcterms_title":["Letter, 1988, Margaret Chisholm to Fred Cordova"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/abaker/id/4274"],"dcterms_temporal":["1970/2025"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["correspondence","fliers (printed matter)"],"dcterms_extent":["1 item","3 pages"],"dlg_subject_personal":["Chisholm, Margaret E.","Cordova, Fred","Sendak, Maurice"],"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_abaker_4478","title":"Letter, 1988, Robert O. Boord to Augusta Baker","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, Nevada, Clark County, Las Vegas, 36.17497, -115.13722"],"dcterms_creator":["Boord, Robert O."],"dc_date":["1988-10-10"],"dcterms_description":["Letter from Bob Boord to Augusta Baker, providing his condolences on the passing of Gordon and requesting to make a \"contribution in his memory to an organization or institution of your choice.\" He recounts events from his life, such as his trip to Albuquerque and volunteering for the local AIDS support group."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 137. Accession 11770"],"dcterms_subject":["Baker, Augusta, 1911-1998--Correspondence","African American women librarians","Children's librarians","African American librarians","Women librarians","Boord, Robert O.--Correspondence"],"dcterms_title":["Letter, 1988, Robert O. Boord to Augusta Baker"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/abaker/id/4478"],"dcterms_temporal":["1970/2025"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["correspondence"],"dcterms_extent":["1 item"],"dlg_subject_personal":["Baker, Augusta, 1911-1998","Boord, Robert O."],"dcterms_subject_fast":null,"fulltext":null},{"id":"noa_sohpcr_c-0080","title":"Oral history interview with Phyllis Tyler, October 10, 1988","collection_id":"noa_sohpcr","collection_title":"Oral Histories of the American South: The Civil Rights Movement","dcterms_contributor":["Myers, Terri","Southern Oral History Program"],"dcterms_spatial":["United States, North Carolina, Wake County, Raleigh, 35.7721, -78.63861"],"dcterms_creator":["Tyler, Phyllis, 1917-2006"],"dc_date":["1988-10-10"],"dcterms_description":["Quaker and civil rights activist Phyllis Tyler discusses her involvement in the civil rights movement and her perception of race relations. Phyllis Tyler first moved to North Carolina during the Second World War when she and her husband joined the Blessed Community in Celo. After converting to Quakerism when she met her husband in Minnesota, Tyler became actively involved in pacifism and other human rights issues during these years. In 1953, she moved to Raleigh with her family, where they lived for more than forty years. During the 1950s and 1960s, Tyler's children also became involved in various protest movements, and she describes two incidents in which two of her sons were targeted by the Ku Klux Klan. Here, and elsewhere, she discusses the nature of racial prejudice and its evolution over the years. She emphasizes the role of the religious community in the civil rights movement, particularly that of the Institute of Religion Speakers, the United Church, and the Friends. Tyler also participated in the League of Women Voters. It was during efforts to integrate the League that she first met Vivian Irving, who became her lifelong friend. Tyler describes the nature of their interracial friendship and offers anecdotes about their efforts to challenge racial barriers, such as their successful endeavor to integrate a Raleigh movie theater. Tyler also speaks at length about the impact of the black power movement on the interracial aspects of the civil rights movement, which she argued rendered alliances between African Americans and whites increasingly unfeasible.","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":["text/html","text/xml","audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["Forms part of Oral histories of the American South collection."],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["North Carolina--Race relations","Civil rights workers--North Carolina","Women in politics--North Carolina","North Carolina--Biography","Women civil rights workers--North Carolina--Raleigh","Civil rights movements--North Carolina--Raleigh--Religious aspects","Raleigh (N.C.)--Race relations","African Americans--Segregation--North Carolina--Raleigh","Black power--United States"],"dcterms_title":["Oral history interview with Phyllis Tyler, October 10, 1988"],"dcterms_type":["Text","Sound"],"dcterms_provenance":["University of North Carolina at Chapel Hill. Documenting the American South (Project)"],"edm_is_shown_by":null,"edm_is_shown_at":["http://docsouth.unc.edu/sohp/C-0080/menu.html"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["transcripts","sound recordings","oral histories (literary works)"],"dcterms_extent":["Title from menu page (viewed on Oct. 24, 2008).","Interview participants: Phyllis Tyler, interviewee; Terri Myers, interviewer.","Duration: 00:47:03.","This electronic edition is part of the UNC-Chapel Hill digital library, Documenting the American South. It is a part of the collection Oral histories of the American South.","Text encoded by Jennifer Joyner. Sound recordings digitized by Aaron Smithers."],"dlg_subject_personal":["Tyler, Phyllis, 1917-2006"],"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_abaker_4420","title":"Letter, 1988, Gayle to Augusta Baker","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, South Carolina, Richland County, 34.0218, -80.90304","United States, South Carolina, Richland County, Columbia, 34.00071, -81.03481"],"dcterms_creator":null,"dc_date":["1988-10-07"],"dcterms_description":["Memo from Gayle to Faculty, relating that the \"faculty section of our 1987-88 COA Annual Report lists new grants, publications, and special achievements for the year.\" She requests that faculty review them and notify her if anything is missing. The memo includes a list of faculty publications."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 137. Accession 11770"],"dcterms_subject":["University of South Carolina","Universities and colleges--South Carolina"],"dcterms_title":["Letter, 1988, Gayle to Augusta Baker"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/abaker/id/4420"],"dcterms_temporal":["1970/2025"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["correspondence"],"dcterms_extent":["1 item","2 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"pth_bcja_metapth611508","title":"One Nation Indivisible: True or False, Rhetoric or Reality","collection_id":"pth_bcja","collection_title":"Barbara C. Jordan Archives","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Texas, Travis County, Austin, 30.26715, -97.74306"],"dcterms_creator":["Jordan, Barbara, 1936-1996"],"dc_date":["1988-10-06"],"dcterms_description":["Text for a speech given by Barbara C. Jordan at a symposium in Austin, Texas with the theme: \"Cities in Transition: Policies for the 1990s.\""],"dc_format":["image/jpeg"],"dcterms_identifier":["local-cont-no: TSOU_0454-012-003"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["ark: ark:/67531/metapth611508"],"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["ark: ark:/67531/metapth611508"],"dcterms_subject":["African American women politicians--Texas","Speeches, addresses, etc.","Congresses and conventions--Texas--Austin","Urban policy--United States"],"dcterms_title":["One Nation Indivisible: True or False, Rhetoric or Reality","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/metapth611508"],"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":"bcas_bcmss0837_366","title":"Desegregation: ''Little Rock School District Desegregation Plan''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1988-10-03"],"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","Educational planning","School integration"],"dcterms_title":["Desegregation: ''Little Rock School District Desegregation Plan''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/366"],"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\n1 1 2 3 4 5 6 7 LITTLE ROCK SCHOOL DISTRICT 8 PROPOSED DESEGREGATION PLAN 9 10 October 3, 1988 1 2 I.1. 2. 3 . 4 . 5 . 6 . 7 . 8. LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN October 3, 1988 Student Assignment Plan Early Childhood Education Staff Development School Operations Program of Accelerated Learning Multi-Ethnic Curriculum Special Programs Content Area Programs 1 4 5 6 7 8 9 10 1 9. Summer Learning Program 11 10. Specialty Programs 2 11. Vocational Education 12. Federal Programs H n n LITTLE ROCK SCHOOL DISTRICT LONG-TERM STUDENT ASSIGNMENT PLAN 1989/90-1993/94 I. 1 Introduction 3 I In February 1988, the Court approved the 1988-89 Little tn Rock School District student assignment plan. The 1988-89 student assignment plan establishes the framework Hi 5 for 4 6 i accomplishing two major objectives. The first objective is 7 H to provide a period of stabilization during the development of a long-term student assignment plan covering the period 8 *1 of 1989/90 through 1993/94. The second objective is to 9 bl tar develop and implement strategies that will desegregate schools that have been classified as racially identifiable. It is very important that the long-term plan ensures stability while also maintaining and strengthening desegregation 10 11 2 w in the Little Rock schools. In order to accomplish this task, the plan must employ both intradistrict and inter  district desegregation strategies. The Little Rock School h  II District must succeed in reversing the trend of white flight. The District has experienced constant growth in its black enrollment. This factor merely intensifies the need to curtail white flight and recruit more white students . There is also a need to minimize, to the extent possible, the growth in the District's black enrollment by strengthening the majority to minority recruitment process. The successful recruitment of white students requires the assurance of additional building capacity, the availability    . 3 I  of attractive programs, and the careful location of these programs. At present, there are very few vacancies in schools that are west of University Avenue. The schools in the downtown area have more vacancies but these schools have not proven to be attractive to white parents. Certain facets of the major enhancem.ent programs established in 1988-89 need to be revised. In other cases, new facilities I ,1 I I I i'l 2 3 4 5 6 should be constructed in areas that\"^^ will serve the black t 7 community and yet provide easy access to intradistrict and interdistrict white parents. Until the needs of both west 8 9 and downtown Little Rock have been satisfied, the 10 District's recruitment efforts will remain at a standstill  and white flight will probably continue. 11  The next two sections describe the steps that will be taken 2 between 1988-89 and 1990-91 to achieve the District's long  term student assignment goals. II. Facilities  A. 1988-89 Washington School is closed for the 1988-89 school year.  A new Washington School is being built at the same site  with a projected capacity of 600 students. The students  who were originally assigned to Washington for the 1988-89 school year have been reassigned to Ish, Mitchell, Rockefeller and Rightsell. These students  (166) will return to the new Washington in the 1989-90 school year. n B D E I The Little Rock School District is committed to con-tinuing efforts to recruit white students to the maj or K enhancements schools. However, the District feels that it is counterproductive to recruit white students to schools that will close in the next 1-2 years. It is more productive to focus recruitment efforts on major enhancement schools that are expected to remain open during the next five years. Likewise, major enhancement 2 3 4 5 6 7 I schools that are expected to be rebuilt and relocated in the next two 8 years will be added to the District's 9 recruitment campaign. 10 B. 1989-90 Plans have already been made to add new wing to Franklin School. This wing will allow Franklin to house 11 12 a some of the students who were affected by the closing of [ King. It is by no means certain, however, that all or even most of the King students will be reassigned to Franklin in 1989-90. Franklin's new capacity is expected to be approximately 550. The new Washington will function as an interdistrict magnet school. A tri-district survey will be conducted I in October 1988 to determine a theme. The Washington students who were temporarily reassigned for the 1988-89 I school years will be assigned to the new Washington school. I I 5 . 99 II I: II Washington's location is expected to be a major asset to its ability to attract white students. In particular, D II it is easily accessible to down town office workers from both North Little Rock, Pulaski County and southwest Little Rock. Also, Washington's proximity to 1-30 is 2 3 4 II] expected to attract students who live outside of Pulaski 5 County. The Little Rock School District is interested II 6 in opening the magnet and M-M programs to students who II live outside of Pulaski County. 7 It is proposed that both Mitchell and Rockefeller become 8 II intradistrict magnets. These schools will be restricted to students in the Little Rock School District. 9 10 While II some consideration has been given to having a I 11 II Montessori/Computer theme at Rockefeller, the Selection of a theme will be based on the results of the trii I2 II district magnet survey. Some consideration has been given to replicating Carver's math/science theme at I I II Mitchell. Ish School will close as a regular school at the end of the 1988-89 school Ill year. The Little Rock School District proposes to use Ish School as an early n childhood center that will incorporate the early childhood curriculum presently used in the District's n four-year-old program. The Eighth Circuit Court of Appeals views early childhood education as an important I i H component of a comprehensive desegregation plan. It is I I I believed that early intervention will, over time.Hi  H obviate the need for compensatory and remedial programs M H in the higher grades. N LRSD proposes that Gibbs Magnet be reorganized as a K-3 2 I school and Rightsell Elementary (approximately four blocks from Gibbs) serve as the 4-6 international stu- I dies magnet. Also, Dunbar Junior High School t4 5 I 11 (approximately two blocks from Rightsell and adjoining 6 the Gibbs campus) will have a school within a school for 7 B international studies. The use of Gibbs/Rightsell as feeders for Dunbar will provide continuity for the 8 9 H international studies theme. 10 I I The uses described above for Washington, Mitchell, Rockefeller, Ish and Rightsell may change if those 11 schools are needed to house enhanced schools. 12 I C. 1990-91 K A The recommendations in this section are based on current R demographics and geography which identify a need for new construction. It is proposed that the District relocate II Stephens Elementary due west of and adj oining the Capitol Hill Complex. The new Stephens will house pren kindergarten through sixth grades. The new Stephens will be similar to the new Washington in that it will n have a capacity of 600 students and serve as an inter- H district magnet. The magnet theme will be based on the results of the tri-district survey. In addition to I being located on the 1-630 corridor, the new Stephens . n 11 will be easily accessible to downtown office workers, n state department employees and University Medical personnel. Center The site for the I! new Stephens Elementary is approxi-mately one-half mile from Woodruff. Woodruff has a 3 4 I  capacity of 245 students and is situated in a neigh-borhood that has 5 no real potential for white growth. n Woodruff is presently 75% black. Probably the best use 6 of this facility is to use it as the Instructional 7 B Resource Center (IRC). There is no need to continue to 8 B use Woodruff as a school after the opening of the new Stephens School. 9 10 II The Little Rock School District also proposes to build a 11 new King Elementary School in downtown Little Rock. The I2 facility would be located in the general area bounded by 1-630, Chester Street, 7th Street and Center Street. In II fio II r n III. addition to being an interdistrict magnet. I attraction for this school will the big be its early childhood program and childcare facilities. expected to serve as This location is a natural magnet for individuals who work within governmental and Little Rock. business centers of I Assignment Plan The Little Rock School District proposes to use attendance I I zones for all of the non-magnet, non-enhancement schools. The zones will provide a feeder pattern for elementary stu- II II dents going to Junior high school and junior high school students II going to senior high school. As a result, elemen- tary students will automatically know their junior and 2 I senior high school assignments. 3 I ! The use of attendance zones will allow most neighborhoods 4 II to be able to attend a particular school as a group. The 5 use of attendance zones I the District. is expected to ensure stability in The use of attendance zones will also help I 6 7 II to minimize busing and allow the District to develop bus 8 routes that are cost effective and efficient. II The use of attendance zones will also allow the District to restore its working relationship with the real estate and II business communities. Under the present plan, potential II homeowners have no attend school. way of knowing where their children will Because the school assignment is conII sidered a major factor in deciding whether and where to purchase a home, it is very important to the future growth of the community for the Little Rock School District to be able to answer school assignment questions with more certainty. 9 10 11 I2 n Attachment One is zones. a maw which shows proposed attendance The enhanced schools may be selected by black and If white students who live outside the attendance zones drawn for enhanced schools. Students living within the attendance zones for enhanced schools may choose to be assigned to a racially balanced school. Attachment One A / IrL IB Bl shows the student composition of LRSD elementary schools if IB LRSD students were Attachment A. assigned according to the zones shown on n There shall be eight schools designated as incentive schools. They are: II Carver (original building) Franklin 5 II 6 Garland  7 II n Ish 8 Mitchell II Rightsell, Rockefeller and Stephens 9 10 Each school shall have II a geographic attendance combined the eight attendance zones shall zone. When 11 encompass the II entire geographic territory of the Little Rock School District. Three thousand students shall be Assigned to 12 II these schools. The remaining schools of the dis^ Ct shall each have attendance zones. II zones shall When combined these^ attendance II the district. encompass the entire geographic /territory / / of Assignments shall be made to the eight sc 'Ols before any n other assignments are made to the remainin. schools. These n assignments shall be determined by February?a the event that the number of persons electing r 1989. In accepting R assignments to schools exceeds ca ty, the district shal assign students to these schools on the basis of the I missio: of the school and the likely benefits to be 8- B II received by the students assigned thereto. Students who IJ V are assigned to these schools shall commit to remain in II them through the sixth grade or until they leave the school 2 district. E Students assigned to the remaining schools in the district may either attend the school in their atten- 3 4 II dance zone or an incentive school. 5 A. Proposed Feeder Plan 6 fl The purpose of a feeder plan is to limit the number of 11 fl fl 7 elementary, junior high and senior high school assign-ments in a particular geographic area. An ideal feeder plan divides the district into large senior high zones and the schools on the lower organizational levels all feed into the senior high school. 8 9 10 11 11 The segregated housing pattern in Little Rock makes it impossible to have a perfect feeder system for all orga- 11 nizational levels. n II n As a result, satellite zones will be used in the proposed feeder plan. It should be noted that the building percentages listed in the feeder plan are subject to further refinement. are alreadj^ evident In the feeder proposal. (Attachments three and four n describe the proposed feeder plan. Rightsell, Rockefeller, Mitchell and Washington have II been omitted from attachment four since they are pro-posed magnets. Ish has been omitted since it has been El designated as an early childhood education center.  Some problem areas I ft 12 ii J a II B. Assignment Procedures iH The Little Rock School District proposes to^ph^se-inj the new assignment plan beginning with the 1989-90 school II year. This approach will allow the District to maintain stability by conducting a gradual transition to a new II assignment plan. The phase-in approach will /permit grandfathering of all students in the Little Rock OOl II District as of June 2^1989. The new assignment plan will apply to all/matriculating students and students II new to the Distric or the 1989- 0 school year. II Every effort will be made to grant sibling preference to any students who are still separated as a result of the I II present assignment plan. The new assignment plan will automatically keep siblings together since assignments II will be based on geographic location. Consideration II will be given to allowing the children of school-based employees to attend school at their worksites. Such II assignments are subject to the desegregation require-ments. II II II H H The new assignment plan will exclude kindergarten students from the mandatory assignment process. Kindergarten students will be allowed to attend the nearest school without regard to desegregation requirements. Neighborhood kindergarten assignments will be made with the full understanding of where these students will attend school in first grade. The new t I 2 3 4 5 6 7 8 9 10 11 12 11. , I IVI \u0026lt;1 I 9 assignment plan will apply to all students who move from kindergarten to first grade in 1990-91 and thereafter. 2 II New students to the District will not have to come to 3 the Student Assignment Office to obtain an assignment. Each school will be authorized to enroll students who 4 IM live within the attendance zone of that school. The student IMI Assignment Office will: monitor new assignments\nprocess all data entry work for elementary 5 6 7 schools\nprocess M-M transfers and magnet assignments\n8 reassign students because of overcrowdedness or desegregation requirements\nconsider appeals\nconduct recruit- I c 9 10 01^ ment efforts\ntransfers. and process majority-to-lesser-majority Majority-to-lesser-majority transfers will 11 12 allow a transfer out of an attendance zone if transpor-tation is provided by the parent. C. Expected Outcomes and Implementation Timeline The Little Rock School District has not succeeded in meeting the Court's desegregation guidelines in all of its schools. The lack of success in the Little Rock School District can be attributed to several factors (i.e., white flight, fragmented neighborhoods, long bus rides, a steady increase in the black population, etc.). RW Of course, some might attribute the District's woes to HH the manner in which students are presently assigned to school. The present assignment plan is costly and extremely difficult to administer. Also, public support I has faded as a result of the severe fragmentation caused by mandatorily assigning students and allowing multiple school assignments in any given geographic area. 2 3 However, some of the District's intradistrict assignment problems existed before the implementation of the pre4 sent assignment plan. 5 Many urban school districts throughout the United States are seeking ways to combat white flight. Likewise, 6 I 7 these same districts are experiencing a growth in black or minority students. 8 Both of these trends are evident 9 in the Little Rock School District. Another complaint 10 that normally accompanies urban school desegregation efforts is the length of the bus rides. Meaningful 11 i desegregation in cities with segregated neighborhoods 12 will almost always result in bus rides that are unacceptable. It is safe to conclude that the desegregation problems fl in Pulaski County have been in existence for a number of fl years and cannot be resolved with mere intradistrict remedies. Any intradistrict remedy in one district must fl have the capability of enhancing intradistrict remedies in the remaining districts. The three districts cannot resolve the desegregation crisis in Pulaski County s fl without cooperation and collaboration. In addition to cooperation and collaboration, the success or failure of school desegregation in Pulaski County depends on the effectiveness of the interdistrict assignment program. It-  n The demographics of the Pulaski County Special School District and the Little Rock School District are such that each district must rely on the other to meet the 2 n goal of desegregating all schools. Any long-range 3 desegregation plan in the Little Rock School District M will have to include an effective interdistrict assignment program in order to be successful. 5 6 n The challenge before the Little Rock School District is to simplify the intradistrict assignment process and II intensify the interdistrict assignment process. In 7 8 II order to meet this challenge, the district must first have a firm commitment to quality desegregated educa- 9 10 II tion. Second, the District must focus on the potential 11 for successful second-generation desegregation programs 12 II in Pulaski County as opposed to allowing first- II generation desegregation problems to resurface. Third, the Pulaski County community must be made aware of the II various interdistrict options. Special Needs II The Little Rock School District currently has five II (5) schools schools. designated as major enhancement These schools have black percentages 1. ri above seventy-six percent (76%). 2. Rightsell School is also above seventy-six percent (76%) black. \\V a  3 . The 1988-89 nonblack enrollment in the Little Rock M School District is basically the same as the nonblack enrollment at the end of the 1987-88 2 4 . school year. The nonblack enrollment in the Little Rock School District needs to increase signifi- cantly in order to avoid having a predominantly black school district. The 1988-89 black enrollment in the Little Rock School District has approximately 700 more students than the black enrollment at the end of the 1987-88 3 4 5 6 7 8 I I 9 school year. The black enrollment in the Little 10 Rock School District needs to decrease. 5. The Little Rock School District needs more building 11 capacity at all organizational levels. The 12 district currently uses 98% of elementary capacity\n93% of junior high capacity\nand 101% of senior capacity. The District cannot expect to increase Il its nonblack enrollment during the 1989-90 schoolyear without additional building capacities at all organizational levels. The Little Rock School District needs to continue efforts to attract students to a core of schools [fl that traditionally have been difficult to desegregate. HI The Pulaski County Special School District must meet the court-ordered desegregation requirement for all of its schools in the southeast sector. I 6 . 7. A8 . The sector of the Pulaski County Special School District that is north of the river needs more black students and fewer white students. 9 . 2 In order to ensure stability and growth, the Little Rock School District needs an assignment plan that h J will remain the same for the next five years. 10. *5 The Little Rock School District must begin prepara- 6  tions to seek unitary status. Expected Outcomes 7  A. To meet the desegregation guidelines in the major ( 8  enhancement schools. 9 B. To use the majority-to-minority transfer program to decrease the District's black enrollment and increase the District's white enrollment. 10 11 12 I C. To implement a new student assignment plan in the 1989-90 school year. D. To expand the interdistrict magnet program. I Implementation Timeline See attachment. n  r. Area of Collaboration 1989-90\nV c 3 - ' ?roi ?es3cr.s 1  I e A. To meet the desegregation guidelines in the major enhancement schools.\nr,_____________________________ im/Area Office of Desenreg i uun CB, VS3 I I st: AC I s I I 3 c, TIiiTS COMPLETION DATE COSTS I I i I I I I EVALUATiC.'l To fully implement all components of LRSD 88-89 major enhancement program 1. Secure funds from court for major enhancement programs ! 2. Complete fad 1 i ty Ongoing Nov, 1, 1988 See 88-89 Desegregation plan LRSD Attorneys Court order to fund programs I renovations identified in 1988-89 desegregation plan. 3. Monitor implementation of major enhancement programs Implement a major recruitment effort for major enhancement schools I 1. Hire full-time parent recrui ters 2. Develop recruitment plan See 1988-89 Desegregation Plan for LRSD Ongoing June 1989 November 1. 1988 November 1, 1988 Ongoing December 1. 1988 See 88-89 Desegregation plan See 88-89 Desegregation Plan I Plant Services Dept. - Assoc. Supt. - Oeseg. - Evaluation and Testing - RSD Biracial Advisory Commi ttee - Consultant/Monitor - Assoc. Suot. - Oeseg. Assoc. Supt. - Deseg. Completion of contract requirements for each renovation project Quarterly monitoring reports submitted to Board of Directors and Special Master Completion of hiring process Plan submitted Superintendent's Cabinet for review and approval Implementation monitored by periodic status reports to cabinet ( I I o CD 00 O) cn co 1lMPLMN7AT:ori TiKELJr\n*Area of Collaboration '..= 1 Plan sen Respor.siDie 1: ______________ 1989-90 (Year) A. To meet the desegregation quidlines in the major enhancement schools cont'd Division _____________________________ Program/Area flffjrp nf np\u0026lt;\npqrpga r mn OBJECTIVES I 1 STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY I EVALUATION *3. Target parents north of the river for M/M transfers to LRSD major enhancement schools 4. Launch an intensive public relations campaign January 1989 January 1989 May 1989 Onqo i ng - HRC Exec. Director - MET - Three districts - Assoc. Supt. - Deseq. - Spec. Asst, to Supt. Response to open houses, brochures, individual tours, etc. Public advertisement in targeted area. Completion of deadline established in recruitment plan 1 1 o (O 00 CJ\u0026gt; cn W a I IMPLxMEtCATOK TIKELrf.'E Plan 1989-90 sen ResponsToTe 1: OBJECTIVES Implement a major recruitment effort for M/H transfers* (Year) B. STRATEGIES/ ACTIVITIES *Area of Collaboration To use the majority-to-minority transfer program to decrease the District's black enrollment and increase the District's white enrollment. *1. Use parent organizations in receiving schools to recruit *2. Use current M/M parents to recruit *3. Seek assistance from business and community (i.e. Chambers of Commerce, L.R., N. Pulaski, Jax) to establish a monetary incentive plan for students who participate in M/M transfer program 4. Use parent recruiters and student assignment officer to coordinate LRSD H/M recruitment efforts. BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY January 1989 January 1989 October 1988 December 1, 1988 I Hay 1989 Hay 1989 Ongoing Ongoing ro o (O Division Program/AreaU^^'ce Of Uesegregatlon - HRC Exec. Director - MET - Three districts - HRC Exec. Director - MET - Three districts - Three communications officers - Office of Deseqrei tion (3 districts Assoc. Supt.- Deseg. 00 at la- O1 I EVALUATION Periodic recruitment report given by HET to MRC Periodic recruitment given by MET to HRC reports Agreement signed by all parties involved Periodic I recruitment reports to Assoc. Supt. - Deseg. GJ to I IMPLEMEKTATiCN TiHEL 1 --r.Li'i Plan 1989-90 (Year) *Area of Collaboration Division _____________________________ Program/Area offire nf Dpsppreoation -sen Respor.sioie  1:______________ B To use thp mainritv -to-minnritv transfer nrnararn tn flprrpaSP------------- -- ------ --------- the Dnistriic,t's, bkliaicrki eonnrronliilmmpenntt aanndd iinnccrreeaassee tthhee DDiissttrriicctt ss white enrollment cont d OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY I. EVALUATION To discuss the possibility of other school districts participating in the M/M transfer program (i.e. Conway, Sheridan, Bryant, Lonoke)* To examine programs and curriculum that will, promote M/M transfers* *1. Meet w/SDE to discuss full funding for these students *2. Meet w/appropriate school superintendents to discuss feasibility of proposal NOTE: Based on results October 1988 October - Nov. 1988 Ongoing Ongoing - Pupil Personnel -PCSSD - Office of Deseg, - Three districts - Pupil Personnel -PCSSD - Office of Deseg. - Three districts Status report to respective superintendents Status report to respective superintendents of above strategies a survey will be conducted in targeted districts *3. Secure a court order allowing participation of other district. January 1, 1989 March K 1989 Attorneys for three districts Order issued by Court 1. Restore PCSSD's elementary string program to attract NLRSD and LRSD students August 1989-90 (advertise restoration: January 1989) I Ongoing - Office of Deseg. - Instruction Div. - Three District - Survey results - Funding - Normal program evaluation procedures I to o (O 00 o\u0026gt; O1 co J WIBi r: 3 1 Plan 1989-90 sen Respor.sioie 1\n______________ (Year) B. To use OBJECTIVES 1 IMP'-l'ttCAT:Ofi TIHu:r:E the H/H transfer program to decrease enrollment and increase the District's STRATEGIES/ ACTIVITIES *2. Modify M/M transfer policy to reflect a flexible school-to-school\" priority 3. Develop cooperative policy for graduation requirements of M/M twelfth grades the District's black white enrollment cont'd beginning DATE October 1988 November 1988 COMPLETION DATE Nov. 1988 March 1989 COSTS *Area of Collaboration Division ____ Program/Area RESPONSIBILITY - MRC - Office of Deseg. - Three districts - SDE Instruction Division Three districts I. Utt ice of Ueseijriiijd Lion EVALUATION Final stipulation agreed to by all parties Board approval of graduation requirements 1 NS o (O 00 O) UI GJ to IMPLEMsKTATiCN TIHELJ.E *Area of Collaboration a 1 --real Plan = i:-scn Respor.sibie Teal: 1988-89 (Year) C. To implement a new student assignment plan in the 1989-90 school year. Division _______ Program/Area Office of Desegreqation OBJECTIVES I STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION To get input from community and staff on proposed student assignment plan 1. Conduct public hearings as ordered by the Special Master 2. Review proposed student assignment plan with principals, teacher representative, PTA Council, Biracia! Advisory Committee, and Central Office Administrators 3, Open telephone hotline for suggestions from community To be determined by Court To be determined by Court To be determined by Court To be determined by Court To be determined by Court To be determined by Court - Superintendent - Assoc. Supt. - Deseg. - Assoc. Supt. - Deseg. - Assoc. Supt. - Deseg. - Spec. Asst, to Supt. - Record suggestions and sub- mi t to Court - Record suggestions and submit to Court - Record suggestions and submit to Court To identify and develop data processing requirements for implementation of the new student assignment plan 1. Verify student database 2. Develop computer program to identify attendance zone for each student End of 1st nine weeks (11-4-88) - End of 2nd nine weeks (1-20-89) - November 18 - February 3 October 1, 1988 - December 1, 1938 ru o to - Assoc. Supt. - Deseg. - Director of Date Processing - Assoc. Supt. - Deseg. 00 Oi UI - School printout returned to Office of Desegregation - Printout from test run u w re II Plan 1988-89 rscn Respor.sioie  1: ____________ OBJECTIVES I II I 11 Obtain Court approval for new student assignment plan Provide information on new student assignment plan to staff and community B B  B rv3l *Area of Collaboration (Yesr) STRA7 C. s/ ACTIVITIES C i V i s i c n _ ___________________________ Prccram/Arei Office of Desegrenacion To implement a new student assignment olan in the 1989-90 school year cont'd__ ____________ 3. Develop data entry procedures for new assignment plan 1. Written approval of 1989-90 student assignment plan 1. Inservice employee groups on new assignment plan. 2. Inservice school-related organizations on new assignment plan-PTA Counci 1, Teacher Representatives, Biracal Advisory Committee, Business Task Force 3. Develop newsletter for new assignment plan BEGINNING DATE COMPLETION DATE COSTS REoPGNSIILIT'f October 1, 1988 November 15,1988 December 1 December 1 December 1 I EVALUATION December 15, 1988 December 1, 1988 December 16 December 16 December 16 NJ o to - Assoc. Supt. - Deseg. - Director of Data Processing LRSD Attorneys - Procedures ready for distribution to appropriate staff members - Written order from Court - Assoc. Superintendents - Announce and conduct meetinus - Assoc. Superintendents - Announce and conduct meet- Assoc. Supt. - Deseg. - Spec. Asst, to Supt. 00 O) O1 ings - Printed newsletter ready foi-distribution GJ -r.uil Plan 1988-89 son Responsible 1: _______________ OBJECTIVES I IMP'-SMi 7a\n:cn T\ni-iL\nt: (Year) C. To implement a new student assignment plan in the 1989-90 school year cont'd. STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS *Area of Collaboration Division _____________________________ Program/Area flffirp nf Dpsporpua t inn RESPONSIBILITY EVALUATION 4. Conduct press conference on new assignment plan December 1 December 16 - Superintendent ' Assoc. Supt. - Deseg. Newspaper, TV and radio coverage - Spec. Asst, to Supt. 5. Conduct publicmeetings In each high school (and Mann Jr, High) January 3 January 27 - Superintendent - Assoc. Supt. - Deseg. - Spec, Asst, to Supt, Announce and conduct meetings 6. Distribute newsletters for new assignment plan throughout coran-unity 7. Hail newsletters to all parents 8. Special presentations conmunity organizations, realtors, churches, etc. January 3 January 23 January 3 January 27 January 27 January 31 - Assoc. Supt. - Deseg. , Assoc. Supt, - Deseg. - Spec. Asst, to Supt. - Assoc. Supt. - Deseg. - Student Assignment - Officer - Parent Recruiters - Newsletters on display throughout community - Each parent receives a newsletter - Summary report given to Assoc. Supt. - Deseg. I I o co 00 O) tn co IMPi.Ef-l: 7A7:CH TIKE'.rriH\nual Plan 1988-89 (Year) sen Responsible 1: _______________ OBJECTIVES I 1 C. To implement a new student assignment plan in the 1989-90 schnol ypar rnnt's STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY Division _____________________________ Program/Area Offirp nf ripsegrpin r inn EVALUATION To conduct assignment process for 1989-90 school year 1. Special inservice for building secretaries and registrars 2. Identification of grandfathered students 3. Send assignment letter to all matriculating students 4. Allow transfer to school in attendance zone 5. Pre-registration of kindergarten and new students January 23 February 1, 1988 February 1, 1988 March 1, 1988 April 3. 1988 January 27 February 28, 1988 February 28, 1988 March 23, 1988 April 28, 1988 ro o (O - Assoc. Supt. - Deseg. - Assoc. Supt. - Deseg. - BuiIding principals - Assoc. Supt. - Deseg. - Building principals - Assoc. Supt. - Deseg. - Building principals - Assoc. Supt. - Deseg. - Building principals 00 O) O1 - Announce and conduct meetings - Survey forms returned to building principals - Assignment letters received by parents/students - Transfer requests processed - Announce and complete registration process. Registration form given to each parent w hO II. 1 Plan 1989-90 sen Responsioie 1: ____________ __ (Year) 0. IKPLEM(!A7\nCK TiKELlNE To expand the interdistrict magnet program objectives To determine program interest in magnet schools and night high school* To expand interdistrict magnet schools* To discuss the possibility of other school districts participating in the Magnet program. (e.g. Conway, Sheridan, Bryant, Lonoke)* STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS *Area of Collaboration RESPONSIBILITY Division --------- --------------------- Procram/Area Office ofDesegregatioi EVALUATION *1. Conduct tri-district parent survey. Hold public meetings. (3 districts) *1 Establish elementary magnet in PCSSD and interdistrict school at Washington October 1988 November 1988 - MRC - Survey results 1989-90 Ongoing - Pulaski County Coop. - Three Districts - MRC - PCSSD - Results of public meetings - Student/parent interest and participation - May 1989 registration - Funding (Federal and State) *1. Meet w/SDE to discuss full funding for these students October 1988 Ongoing o (D - Pupil Personnel -PCSSD - Office of Deseq. Three districts 00 O) tn - Status report to respective superintendents co I IMPLEMENTATION TIMELINE Area of Collaboration 31 I Annual Plan Person Responsible Goa 1: ______________ OBJECTIVES 1989-90 (year) D. To expand the interdisArict \"agofil STftAfe61K7 ACTIVITIES *2. Meet w/appropriate school superintendents to discuss feasibility of proposal NOTE: Based on results of above strategies, a survey will be conducted in targeted districts *3. Secure a court order allowing participation of other districts beginning program cont'( COMPLETION DATE DATE COSTS RESPONSIBILITY D i V i s i on ______ _______ Prooram/AreaUttice ot uesegregatioi EVALUATION Oct.-Nov. 1988 Ongoing o to CO - Pupil Personnel PCSSD - Office of Deseg Three districts O) UI Status report to respective superintendents W K3 I LRSD School Checklist Senior High Schools [5] Grodes 10-12 Cer.tfo! E.Hrrf Hqv.kS J Fair Sem Su^'Ort Holl Blit Barnhouse \u0026lt; McClellan 1500 Pork 72202 376 4751 5201 Dovid O Dodd, 72210 722'4'6609 6700 'H '. 72205 - 661-9000 Rudolph Hov.ard  9417 Geyer Springs, 72209  565-0314 Park-ne.-/ F.ne Arts Magnet - Junious Bobbs - 2501 Borrow, 72204 - 225-6440 Vocational-Technicol Center [1] Grades 10-12 Metropolitan - Dr. Doyle Dillahunty - 7701 Scott Hamilton, 72209 - 565-3465 ^.Cap. i E : I T I I 2 3 I T 4 5 Efl n Junior High Schools [8] Grades 7-9 Cloverdale - Dexter Booth - 6300 Hinkson Rd., 72209 - 565-8426 Dunbar - Marian Lacey - 1100 Wnght Ave.. 72206  375-5574 Forest Heights  James Wise - 5901 Evergreen, 72205 - 663-3391 Henderson  Brady Gradberry  401 Barro Rd,. 72205 . 225-3358 I I I 6 7 I T T 8 M Mabelvale - Clell Watts  10811 Mabelvate W,, \"\"ro3?x~r877^b7vole, 7~2~103~-' 455-2413 ~_________________________________ Mann Magnet - Dr. Victor Anderson  1000 E. Roosevelt Rd.. 72206 - 372-3123 9 10 I Pulaski Heights - Dr. Jim Haley - 401 N. Pine, 72205 - 66*^-7073 Southwest - Gail McLaughlin - 3301 S. Bryont, 72204  565-4416 Elementary Schools [37] Grades K-6 Badgett - Mary Golston - 6900 Pecan Read, 72206  490-1582 Bale - Levanna Wilson - 6501 W. 32nd, 72204 - 565-6621 Baseline - Anna Tatum - 3623 Baseline Rd., 72209 - 565-5589 I Booker Arts Magnet - William Finn - 2016 Berber, 72206 - 376-3319 fl __ Brody  Helen Thomas - 7915 W. Markham, 72205 - 225-1815 Carver Chicot - Otis Preslar  11100 Chicot Rd., I PO Box 405, Mabelvale, 72103 - 568-2554 Cloverdale - JacquoLne Dedman  6500 Hinkson Rd., 72209  565-0986 Dodd - Robert Nelson - 6423 Stagecoqch Rd., 72204 - 455-3110 ,____ Pair Park - Catherine Gill - 616 N. Harrison, 72205 - 666-0359 [ Forest Park  Virginia Ashley * 1600 N, Tyler, 72207  666-5415 Franklin - .Connie Aston - 1701 S. Horrison, 72204 - 666-03-8 __ Fulbright - Moe Huffman - 300 Pleasant Valley Dr,, 72212 - 224-2350 Garlond  Dr. Cheryl A. Simmons - 3615 W. 25th 72204 666-9436 ___ Geyer Springs - Eleanor Cox - 5240 Mobelvole Pike, 72209 - 565-0184 I_____ Gibbs Magnet - Donno Devis - 1115 W. 16th, 72202 - 372-0251 L~ish - Michael OliTeT^ 3001 S. Pulaskr?2206  376-3629 278 417 X 420 ! 0,12 149 r 83 i 232 4- 11 261 ,133 I 64^! 12 i 394 : 66. 244 ,121___^65 I nz __ Jetferson - Morgoref Gremillion - 2600 N. McKinley, 72207  663-9472 King  Bobbie Goodwin Mabelvale - Dorothy Faulkner 9401 Mobelvole Cut-oH - 4800 W. 26th, 72204 - 663-6397 207. Mabelvale, 721'03 \" 455-2227 ___ McDermott - Lynn Moore - 1200 Reservoir Rd , 72207 - 225-6568 Meadowcliff  Jerry Wonm - 25 Sheroton Dr.. 72209 - 565-0324 Mitchell - Donita Hudspeth - 2410 Battery. 72206  375-6931 Otter Creek - Pat Price - 16000 Ottei Creek P'wy. 72209 - 455-3320 Elementary Schools - (continued on back) I 563 285 JI 420 424 351 461 607 t 67 - . 1 377 I 5^7, 440 I 8 j 448 I 98~ j 261 T ' 546 I 5Z. 248 : 17Q 413 ' 59 2j 1 /tt I ill I 151 i 3/7 I 5^7. 313 S12. 12.5 j\nS37 513 j 25 553388 '' 95'' i iTi\" S27, j 320 i 298 : 5 '235 i 117 i /flV X 220 ! . 303 ' 98 321 I 490 ' X  7 111 218 t' 9X6 S'vi 541 j- 35'0 I 3 'i'l I 531 j i27 465 i 1\u0026lt;7 i\n275 i 3 ' 383 ' I ^}7o yft, 3fy _ 5_17- .3J. LRSD School Checklist Elementary Schools [37] Grodos K-6 (continued} Pulaski Heights - Eddie McCoy - 3 19 N. Pine, 72205  663-9469 2 Rightseif- Koy los\u0026gt;  911 W. 19th, 72206  374-7448 Rockefeller - Anne Mangon - 700 E. 17th, 72206  374-1 226 Romine  Lionel Word  3400 Romine Rd., 72204  225-8833 Stephens - Stan Strauss  3700 W. 18th, 72204  663-8374 Terry - Nancy Volsen - 10800 Mara Lynn Dr., 7221 1 - 225-1215 Wokefield  Lloyd 8lock - 75 Westminster, 72209  568-3874 Washington - Lonnie Sue Dean - 115 W. 27th, 72206 - 375-8275 Watson - Dr. Diana Gloze - 7000 Valley Dr., 72209 - 565-1577 Western Hills - Margie Puckett - 4901 Western Hills, 72204 - 562-2247 Willioms Magnet - Dr. Ed Jockson - 7301 Evergreen, 72207 - 666-0346 Wilson - Reine Price - 4015 Stannus Rd., 72204 - 565-0924 Woodruff - Koren Buchanan - 3010 W. 7th, 72205 - 663-4149 ', 280 : 25Q : ' 320 L-291 490\nI .afi0-_U50_l 537  ! MZ ! \u0026amp;00 J7a\u0026lt; 134O 147 . . 1 3 7 ---------------1 -      - 2. ' - 9 ___--------------------------------- !? ^il 3* 543 Totals *260 spaces left open for white students. T 472 I 28a. , lg5 I 328 _JL UH iQTV'ior'\\'si7. T 409 W7 245 III* I /IV ng * 375__5^^ 13^3 72^? I -I i I I I ! I I I I T i I + i T I T t + 1 i + I + I I + I 4 5 6 1 8 9 10 11 12 I T I 4- I X I i- I + I + I I TEisEEsaBBa I ATTACHMENT I Wil Gari and Ish Mi tfhelI Ro\u0026lt; kefeller Sieptieiis UdStlinQtdII Ki nil Will Illi (it t t I dill III 1988-89 1989-90 1990-91 1991-92 1992-93 1993-94 Closed CI used Close - 'Reopen as Tarly Childhood Intradistrict Magnet Intradi strict Magnet New Bill Idinij o (O New bull ding New But IdllKj Close - Reopen as IRC 00 o\u0026gt; tn ro Aiiii IJI iii| ATTACHMENT THREE Senior High junior Hioh 2 Central (54%) Henderson (61%) Pulaski Heights (65%) Southwest (69%) 3 4 Han (52%) Forest Heights (62%) Southwest (69%) 5 Fair (52%) Dunbar (58%) Mabelvale (64%) 6 iMcCl el 1 an (53%) Cloverdale (69%) Dunbar (58%) 7 8 9 10 II 11 12 II II II II 11 If M I. F:UR I M 2 Junior Hiah Elensntarv 3 Cloverdale Chicot Cloverdale Watson 4 5 Dunbar Baseli ne Dodd Geyer Sonings Wakefield 6 7 II 8 Forest Heights If Brady Frankl in McDermott 9 10 II Henderson Fulbright Gari and Stephens Terry 11 12 II Mabel vale II Mabel vale Otter Creek n Pulaski Heights II Badgett Fair Park Forest Park Jefferson Pulaski Heights Woodruff II Southwest El Bale Meadowci i ff Romi ne Western Hills Wi1 son Ii ri I EARLY CHILDHOOD EDUCATION M When they enter school, children who are economically disadII bl vantaged and who are members of a minority racial or ethnic group are less likely to perform as well as their middle-class peers. The economically disadvantaged and minority children have not developed the skills, habits, and attitudes to the extent 3 4 5 I II 6 expected in the primary school years. The lack of developmental and If educational experiences is often evidenced by low scores on 7 II II tests of intellectual and scholastic ability, which can result in unnecessary placement in special education, retention in grade, low scholastic achievement, and, eventually, dropping out of high school. 8 9 10 11 II Many children are successful at persisting against the odds to become successful learners and accomplished adults. Many are 12 II able to prevail with the guidance and support of caring parents, teachers, counselors, and other \"significant\" adults who expect n them to succeed and hold them to high standards. For many children from economically impoverished homes, racial and ethnic II minorities, and immigrant families, the public schools can serve II as the key to ensuring a quality education and to futures as adults. securing their If Poor children who attend good preschool child development programs become better prepared for kindergarten and the primary H grades. In addition, preschool programs hold the potential for M greater academic achievement, less at-risk behavior in the teen m Page years, and enhanced educational opportunity for all children regardless of economic background. The National Governor's 3 Association has identified preschool education as the key invest- 4 fl ment in education for state governments. The Committee for 5 Economic Development (1985, 1987) has issued two reports with the 6 message that a national investment in preschool education is necessary for the nation's economically disadvantaged children. 7 The greatest hope for change in the lives of children in need 8 is through the investment at the beginning of the formal educa-tion process. Since the pioneering studies of Benjamin Bloom on 9 10 the need for education for 3- and 4-year olds, additional studies 11 have continued to document the academic and social success of 12 those who have been involved in early education programs. The 1986 findings of the High/Scope Educational Research Foundation verify that successful early childhood programs affect children's I later success in school. This research links student achievement in high school and beyond with the home and school as powerful I influences on the intellectual development of young children. Other national reports also continue to stress the importance of early childhood education. A recent study, II The Forgotten Half: Non-College Youth in America,\" a 1987 report by the Commission on Youth and America's Future, targets young children M in its recommendations. The report identifies a need for funds to serve an increasing percentage of the now unserved 3- to 5-year olds. 1- In Page Today, enrollment in pre-primary programs (i.e., public and private programs, prior to entry in grade one) is at an all-time high and expected to increase during the 1990's. According to Department of Education estimates, nearly 6.5 million children are enrolled in pre-primary programs today, with an estimated 4 million enrolled in public schools programs. Although there have been significant enrollment increases, a large number of children still need access to preschool programs. particularly those children from low-income families. The Children's Defense Fund (1987) reports that Head Start currently serves only 16 percent of the 2.5 million children who need early childhood education services. This lack of affordable 9 10 11 12 3 4 5 6 7 8 programming leaves over 2 million of the nation's most disadvantaged children unserved. In Pulaski County (Arkansas), the Head start and City of Little Rock Early Childhood Programs serve a -____ __________ small percentage of the eligible disadvantaged, and at the present time7~no^ publlc'^school funds are being used to implement early childhood programs. Current national and local social, demographic, and economic trends tell us that today's lack of accessible early childhood programs will become even more severe, especially for the poor, and the need for programs will continue to rise for all socioecoHM nomic levels. i I II Page II The decline of the traditional family unit and the growing number of families living in single-parent households contribute 3 to the increasing need for preschool programs. Few families in 4 I inner city urban areas, whether the father is present or not, have a mother who stays home to care for the young children, single-parent families with young children, the problem of poverty often compounds the problem of finding child care. Additionally, poverty continues to be an enduring problem among young children: For Twenty-five percent of all 4- and 5-year-olds today are poor (Children's Defense Fund, 1987). One in six of all 4- and 5-year-olds today lives in a family where neither parent has a job (Children's Defense Fund, 1987). Poor children are only half as likely to be enrolled in preschool programs as children from affluent families (Children's Defense Fund, 1987). Because a significant number of the children in the city of Little Rock are minority and/or economically disadvantaged, the Little Rock School District proposes the expansion/development  extensive early childhood programs to meet the needs of at-risk of students. These programs will have three components: 1. HIPPY The Home Instructional Program for Pre-school Youngsters (HIPPY) 4- and 5-year-olds) will 5 6 7 8 9 10 11 129 Page focus initially on children in families who  live in the shadow of the current racially 3 identifiable schools in the Little Rock School 4 District. This home-based program, which 5 complements the school-based program operative 6  in the schools, recognizes the mother as the 7 first significant teacher of the child.  2 . FOUR-YEAR-OLD MAJOR ENHANCEMENT PROGRAM - The High/Scope 8  preschool curriculum model will be implemented 9 in three of the racially identifiable schools 10  in the Little Rock School District. Effective 11 the 1988-89 School year, this model will be 12     H fl sfj 0 Page an integral part of the rrajor enhancements for improving pre academic achievement of minority and economically 3 0 disadvantaged children and ^or attracting white 4 li 3. students to the schools. II CITY-WIDE EARLY CHILDHOOD EDUCATION PROGRAM - Beginning the spring semester of the 1988-89 school year, the Little Rock School District will work cooperatively with other federally funded early childhood programs to collaboratively implement an education program to better meet the needs of inner city Little 9 10 1] Rock students. 11 12 5 6 1 8 n 11 The Pulaski County and Little Rock School District will continue to cooperatively coordinate the implementation and expansion of the Home fl Instruction Program for Preschool Youngsters (HIPPY). However, the Pulaski fl fl County Special School District has no plans to develop any additional early childhood components, and the North Little Rock School District will not pursue the development and implementation of an early childhood program. n fl By the school year 1993-94, 80 percent of the 4- and 5-year old minority and economically disadvantaged youngsters in the Little Rock School District will be participating in an early childhood program fl By the school year 1993-94, 95 percent of the minority and economically dis- advantaged youngsters will be able to meet performance expectations necessary for school success. V-a EARLY CHILDHOOD EDUCATION I I 3 4  HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS (HIPPY) 1 5 6 7 I. Program/Area Overview A. Sutmary of Background Information During the fall of 1986, the Little Rock School District implemented the Home Instruction Program to serve educationally-disadvantaged children in the comnunity where high-risk children were identified. 9 10 11 Developed at Hebrew University in Jerusalum, Israel, by Dr. Avima 12 8 Lombard, this international program identified parents (primarily mothers) as the first teacher of their child. The specifically-designed curriculum of the home-based program trains aides (mothers) from the target community to instruct mothers of four- and five-year-old children in teach- ing their children at home. This program has proven to be a successful model in Israel, with evaluation results showing that participants were less likely to repeat grades, less likely to be identified as needing special education, less likely to drop out of school, and were over-all successful school pupils. Educationally-disadvantaged and lower socio-economic children often enter the formal education setting without the prerequisite skills A.and experiences needed for academic success. Although usually highly motivated, these youngsters must be provided additional learning time and structured experi^ces to enable them to deve- lop their potential. 3 Research and pre-kindergarten program prac- tices have demonstrated that early education experiences 4 can fl increase the opportunity for success self-concept of participants. and also incr ase the 5 6 B. Special Needs (Individual District) 7 Although enrollment has increased in early childhood programs, the needs of many children of low-income and minority families are not being met. 8 9 10 II. Areas of Collaboration The home based program and the four-year-old school based program will collaborate in the areas of parental involvement and 11 12 teacher training. The Little Rock School and Pulaski County School Districts will collaborate and coordinate the implementation of the HIPPY Program. on-going III. Evaluation and Monitoring (Process and Responsibility) Evaluation using the Early Prevention of School Failure model will be conducted on the HIPPY participants as they enter kindergarten session (Pre and Post test). A standardize achievement test will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the HIPPY Program as an early childhood intervention strategy.Annual Plan 1989-90 Person Responsible Goa I: ____________ (Tear) Mirun Slipnrwi SOr OBJECTIVES STRATEGIES/ ACTIVITIES IMPLEMENTATION TIMELINE Hcane Instruction OlvBslo Curriculum___ pf5g?5r'*\"* -EttzSChflOl TBunqsters To promote the HIPPY program Tn select JTPA trainees (HIPPY aides) Initial training of aides and staff by Hebrew University. Percentage of consultant travel To enroll families Into program To recruit families and Instructional aide trainees Aides (24) r\u0026lt; ermine service area of - jordinators To assign families to be served by aides To organize Instructional Material To familiarize Aides of the HIPPY Implementation in LRSD To coagxise and mail Public Service Announcement for local Radio sta tions and Channel 14 and 16 Flyers Interview and select twenty six (26) aides Host and arrange logistics with (Ann Kamps) state for the Hebrew University for initial training Conduct Home Interview and enroll families Into program Compose and mail correspondence to connunlty churches to recrulte families and Instructional aide trainees Identify families to be served by each coordinator Identify families to be served by each aide Print curriculiaa ma-erial Conduct three (3) day workshop Utitain Material to program Order Material from Israel BEGINNING DATE COMPiniON DATE COSTS RESPONSIBILin EVALUATION July 29. 1989 July 29. 1989 $150.00 Martan Shead Malted letters appear on show August 1. 1989 Aug. 14. 1989 $400.00 Stafr By applicants response advertisementi August 15- 20. 1989 August 22- Sept. 2. 1989 August 31. 1989 Sept. 7. 1989 4 Sept. 9. 1989 Sept. 1989 Sept. 1989 Aug. 20. 1989 Sept. 2. 1989 Oct. 3. 1989 Oct. 3. 1989 Oct. 3. 1989 $1,800.00 690.00 (materials an I mail out) 400.00 65.280 -0- -0- Sept. 30. 198 1 6,000.00 Sept. 15. 5,000 o Harlan Shead Supervisor and Coordinators Marian -Shead and Annette Roper Staff Supervisor and Coordinators Coordlnators Secretary of HIPPY Supervisor and Coordinators Supervisor CD 00 o\u0026gt; Pay the bU! Certification of Aides Printing coanpleted Agenda/Recelve Material Receive Materials (71 co 1 1989-90 2 IMPLEMENTATION TIMELINE Annual Plan (Tear) Person Responsible Marian \"inead. bupevisor Division Currlculua Goal: Prograa/Area Pre-srhnnI Home Insfriirtlon Program--Y--o--ungsters OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLniON DATE COSTS RESPONSIBILITY EVALUATION Io orientate enrolled famil-to the HIPPY program I., .dentify Meeting sites for group meeting To schedule implementation ol HIPPY curriculum Implementation (continue) To provide parents with information that will assist them with their children Ie evjiujte aide trainees I oi nt (11 th week) Io determine program success Began second-part of program's implementation Conduct Orientation meeting Secure Meeting sites for grbup meeting Mail out Schedule aides weekly home visits and group Schedule area group Meeting . print flyers Schedule weekly service for aides Schedule Aides First teaching with (own chi Id) Schedule Workshop for Parents and (Iides mail out and print materials To evaluate each aide trainee Conduct survey of Parents - print mateirl Implementation second part of HIPPY curriculum print mateiral print flyers mass mai1 out Sept. 27 and Sept. 29, 1989 Oct. 28, 1989 Oct. 31, 1989 and Nov. 4, 19B9 October, 1989 October, 1989 October, 1989 November, 1989 Dec. 19, 1989 Jan. 23, 1990 as February, 1990 Sept. 29. 198\u0026lt; $250.00 Nov. 1. 1989 Nov. 4. 1989 Nov. 1. 1989 Nov. 1, 1989 Oct. 1, 1989 Nov. 4, 1989 Dec. 23, 1989 Jan 30, 1990 May 26, 1990 (Materials) -0- (mSMis) -0- -0- 250.00 -0- -0- -0- 300.00 -0- -0- 350.00 -0- 5,000 o (O Supervisor and Coordinators Coordinators Supervisor and Coordinators Coordinators Coordlnators and Supervisor Supervisor and Coordlantor Supervisor/. Or. Beverly White Coordina^rs Supervisor and Coordinators Supervisor and Coordinators 00 O) Eaailies enrolled in program Confirmation of site Received materials Recelved materials Completion of survey participation of parents materials completed cn CO Annuli Plin  138?-' Person Responsible 19-90 Goi I\nOBJECTIVES E Id Li on of Aides (Year) Marian Shead, Superyisor STRATEGIES/ ACTIVITIES IMPLEMENTATION TIMELINE BEGINNING DATE COMPtniON DATE 2. 1 Division riirrinilf__ Home instruction Program Zo?Fr?Vc\u0026amp;fe^ COSTS RESPONSIBILITY EVALUATION K provide parents with information to be successful Hl th their chiIdren In build the Aides Children self esteem Graduation of HIPPY Children and Aides reception To evaluate Aides Staff in Place Complete Staff Evaluate Aides Obtain a site and Speaker and schedule a Lecture for parents Activity Staff will organize and plan graduation of participants Schedule final evaluation of trainees in the program March 20. 1990 March. 1990 April. 1990 June. 1990 June. 1990 To begin inplementatio i July 1. 1989 of HIPPY Program Placement of Secretary and full tine Aides July 1. 1989 Nirch n. 199\u0026lt; 200.00 Mirch, 1990 April. 1990 June 26. 1990 June. 1990 June 30, 1990 June 30. 1990 IO 800.00 (speaker) 800.00 (speaker) 1.200.00 -0- 70,559.00 36.750.00 o to 'Coordinators Supervisor completed consultant fee paid Staff Staff CoordInators Or. Beverly Uhite Supervisor 00 o\u0026gt; ai consultant fee paid conpletton of program Staff began implementation of program To assist In implementation of program. co Ivs IV. Budget Summary $197,854 service to 450 families H 212,854 service to 500 families 237,854 service to 550 families 3 Ml 257,854 service to 600 families 4 277,854 service to 750 families 5 6 7 ri 8 9 10 o 11 12 a KE If Bl 1 I .Ii Chapter II Proposed Budget n El Salaries (24) JTPA Aides $65,280.00 3 4 HI dl Salaries (2) LRSD HIPPY Aides Instructional Mateiral Secretary Salary (Fringe Benefits Inc.) TOTAL BUDGET 20,147.00 6,000.00 16,603.00 $108,030.00 5 6 7 8 9 10 11 12 n 3 S3 ' 3 H SI administration - CATEGORY Supervisor/Coordinators $ 70,559.00 3 I31 S3 Instructional Material Postage Supplies 5,000.00 426.00 3,000.00 4 5 13 Printing Equipment Maintenance Advertising Telephone 3,467.00 1,000.00 300.00 1,372.00 Business Travel 500.00 6 7 8 9 10 13 Car Allowance 1,200.00 11 n Transportation CAfdes) total budget 3,000.00 $89,824.00 12 13 IES iii ii LONG-TERM DESEGREGATION PLAN FOUR-YEAR-OLD PROGRAM I. PROGRAM/AREA OVERVIEW A. Summary of Background Information 3 Four-Year-Old Program 4 H The four-year-old school-based program was imple- 5 mented during the fall of 1988. The High/Scope 6  Program forms the core of the four-year-old 7 fl program. A fundamental premise of the High/Scope curriculum is that children are active learners who 8 learn best from activities they plan and carry out themselves. Children learn by the scientific 9 10 method of observation and inference, at a level of sophistication corresponding to their development. Precepts of High/Scope have been validated in a 20-year longitudinal research project, as reported in the High/Scope monograph. Changing Lives: The 11 I 12 fl Effects of the Perry Preschool Program on Youth Through Age 19. The High/Scope curriculum comple-  ments the home-based curriculum of the Home B B. Instruction program. special Needs B Educationally-disadvantaged and lower socio- economic children often enter the formal education setting without the prerequisite skills and experiences needed for academic success. AlthoughH usually highly motivated, these youngsters must be provided additional learning time and structured experiences to enable them to develop their poten- tial. Research and pre-kindergarten program prac- 3 tices have demonstrated that early education 4 experiences can increase the opportunity for suc5 cess and also increase the self-concept of par- 6 ticipants. 7 II. AREAS OF COLLABORATION [ The Little Rock School District and the Pulaski County Special School District will collaborate on parental 10 III. involvement, inservice and training for teachers and aides. Each district is committed to ensuring that all staff members are prepared to fulfill the District's expectations for a quality Early Childhood Education Program. EXPECTED OUTCOMES 11 12 8 9 The High/Scope \"key experiences\" provide a useful framework that guides teachers in conducting the classroom program. These key experiences help the teacher encourage and extend children's self-chosen activities by providing developmentally appropriate learning experiences to develop each child's ability to: 1. make choices and decisions about what to do and how to do it, using his or her own time and energy effectively.9 2. identify, pursue, and complete self-chosen goals and tasks with originality and responsibility. 3 . work with other children and adults in group planning, cooperative efforts, and with shared la leadership. 4 . express thoughts, ideas, and feelings\nto speak about, dramatize, and graphically represent 5. experiences in order to communicate them to others, comprehend others' spoken, written, dramatic, and 6 . 7 . graphic representations. apply his or her reasoning abilities to a wide range of situations using a variety of materials, expand knowledge of objects, skill in the arts, and comfort with physical movement. 8. expand creativity, initiative, spirit of inquiry. and openness to knowledge and other people's viewpoints. IV. EVALUATION A. Information from inservice evaluations will be sum-marized. B. Test data will be analyzed to determine if Ijp''- C. measureable growth in student achievement has occurred. The IRC staff will assist with analysis of sum-mative evaluation data. 3 4 5 6 7 8 9 10 11 12  V. STRATEGIES During the 1988-89 school year, the Four-Year-Old Program was implemented in three of the five Major Enhancement Schools. During the 1989-90 school year, 3 the program will be implemented in the other Major Enhancement Schools. All schools in the District will 1 t 4 5 implement the Four-Year-Old Program by the 1993-94 6 school year. The scope of this program may be altered. affected and/or enhanced by the proposed assignment and 7 Ifl construction proposals made in this plan. 8 9 10 11 12 V. STRATEGIES Annuli Plin 1989-90 (Tear) MB B B I ri'iu IMPLEMENTATION TIMELINE Person Responsible Dr. Marv Mosley Goll: To Implement the Four-Year-Old Program in the Major Enhancement Schools OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS 1. Identify new Four-Year- Old Program participants in the Major Enhancement Schools 1. Present implementation plans to elementary principals April, 1989 June, 1989 b. Conduct media publicity April, 1989 June, 1989 S600 2. Recruit teachers and aides Survey list of interested teachers and aides May, 1989 August, 1989 3. Obtain curriculum materials, supplies, and furniture a. Complete and send orders to High/ Scope June, 1989 August, 1989 b. Complete and send orders to vendors June, 1989 August, 1989 4. Train teachers and aides in the implementation of High/Scope a. Conduct orientation and workshop (5 days) August, 1989 August, 198* b. Conduct monthly inservice September, 1989 On-going 5. Begin program implementation I. Contact parents for Parent/Teacher Conference (preschool ) August, 1989 August, 1989 SI,000 $20,000 Stipends- $2,000 $200 -0- o iD 00 RESPONSIBILITY IRC Staff IRC Staff Principals Division Curriculum and Special Programs Progrui/Arei Four-Tear-Old Progran IRC Staff Human Resources Office Principals IRC Staff Principals IRC Staff High/Scope consultant IRC Staff High/Scope consultant IRC Staff Classroom teachers O) UI EVALUATION Forms returned From parents Participants Identified A list of qualified applicai Materials available Materials available Agenda Agenda Number of parents attending Parent/Teacher Conference w I V. STRATEGIES - page 2 IMPLEMENTATION TIMELINE Annual Plan Person Responsible Goal: To Iwpleiwent _______________ _ (Year) the Four-Year^ld Program in the Major Enhancement Schools Division ___ Program/Area OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION b. Inc'lude four-year-old children 1n Master Schedule-students receive services of counselors. music teachers, school nurses, librarians, physical education teachers, and art teachers July, 1989 June, 1990 Principals Master Schedules c. Ensure High/Scope key experiences occurring in the classroom August, 1989 June, 1990 -0- Classroom teachers IRC Staff Curriculum checklist 6. Evaluate effectiveness of the Four-Year-Old Program a. Administer appropriate EPSF tests to four-year-olds May, 1990 June, 1990 -0- Classroom teachers Test results b. Analyze test data and prepare report for LRSD Board of Directors June, 1990 July, 1990 N3 -0- o (O IRC Staff Associate Superintendent for Curriculum and Special Programs 00 O) tn Evaluation Report  Page IB VI. BUDGET SUMMARY 1989-90 1990-5*1 3 Media Publicity S 600 4 Orientation and Workshop (5 days) 2,000 5 Monthly Meetings 200 6 High/Scope Materials 1,000 7 Furniture 10,000 8 Materials and Supplies 10,000 9 EPSF Test Materials (four-year-olds) -0- 10 Salaries 11 12 B B 4I. CITY-WIDE EARLY CHILDHOOD EDUCATION PROGRAM Program/Area Overview Ill A. Summary of Background Information For over twenty years, federally funded Headstart and 11 compensatory education programs under Title I of the Elementary and Secondary Education Act and later under Chapter I of the Education and Consolidation Act have demonstrated considerable n success in narrowing the gap in reading and mathematics achieve-ment between white and black elementary children. But despite fl 11 I 11 these early gains, the school dropout problem and the equally difficult problem of undereducation persist, particularly among society's most disadvantaged young people. Programs and policies designed to meet the needs of disadvantaged children must be implemented at a very early age and must be tailored to meet the needs of the whole child within the context of school, family, and community. 111 It is less costly to society and to individuals to pre- SI vent early failure through efforts directed toward parents and children alike, with emphasis on the first five years in the tsi lives of the children. The plan proposed for the city-wide early education program will have a threefold purpose: (1) Parenting 111 L. Bl education for both mothers and fathers, family health care, and nutritional guidance\n(2) Quality child-care arrangements for poor working parents that stress social development and school readiness\nand (3) A quality preschool program for disadvantaged fl b! 3 4 5 6 7 8 9 10 11 12 Page three- to five-year olds, with emphasis focused on the four- five-year-old children. and 3 B. Special Needs (Individual District) 4 Early childhood programs do exist throughout the city of Little Rock, and historically, some attempts have been made to cooperatively develop and implement programs for economically disadvantaged youngsters. 5 6 However, this collaboration and 7 cooperation have not been comprehensive, consistent. 8 nor sustained. The magnitude of the problem requires a systematic approach to programming for the early childhood educational needs of the young children in Little Rock. The National Association for the Education of Young Children (1986) identified standards to ensure program quality in preschool programs. The major characteristics for a quality program include: (1) staffing patterns, (2) teacher qualifica9 10 11 12 tions, (3) comprehensive services. (4) curriculum, and (5) parent participation. These factors will be addressed in the develop- ment of the city-wide plan. Staffing Patterns. Low staff-child ratios and small group sizes are key components of quality preschool programs. The recommended standard is a staff/child ratio of 1:10 in a group no larger than twenty (20) children as an acceptable staffing pattern.Page Teacher Qualifications. It is recommended that teachers have college level specialized preparation in early childhood education, as well as supervised experience with young children before they are placed in charge of a group. 3 4 5 Paraprofessionals should have sufficient edu6 cation and/or training in early childhood education and should be provided with ongoing inservice training. Comprehensive Services. 7 8 Comprehensive services should be targeted to all children who are economically disad9 10 vantaged or academically at risk. Comprehensive ser-vices include medical, social, and health services\nrequired parent participation\nand a program that addresses all areas (social, emotional, physical and cognitive) of a child's development. 11 12 Cur^riculum. A curriculum based on principles of child development is crucial in determining program guality. Researchers indicate that open-structure curriculum models that involve teacher - and child-initiated activities as well as teacher-structured individualized learning activities to achieve a balance of cognitive, social, emotional, and physical development goals. Parent Involvement. Parent involvement - in parent advisory boards, parent-teacher conferences, family services, and the inclusion of parents as volunteers and I I Page I employees - is an important component of an effective early childhood program. 3 I The program must accommodate working parents if parent 4 I involvement and overall program implementation are to be effec- 5 tive. 6 I In summary, the city-wide program, whether school or 7 community based, will: I provide a comfortable, safe, and stable environ- 8 ment\n9 ensure consistent and nurturing care and education\n10 I give the children the opportunity to be physically 11 II. active\n12 expand the opportunities for children to explore and meaningfully interact with the world around them\nprovide opportunities for the children to interact with, learn from, and be appreciated by other children\nprovide stimulation and support necessary for the children to develop cognitively, socially, emotionally, and physically in their own time and in appropriate ways. Expected Outcomes (Long-Range Goals) A. By September 30, 1990, the initial phase for a Page comprehensive city-wide early childhood program will be imple- mented in Little Rock. 3 I B. By October 1, 1993, the number of educationally 4 I disadvantaged students enrolled in early childhood education 5 programs in the city of Little Rock will be 80 percent of the 6 eligible population. 7 C. By September 30, 1993, the Little Rock School 8 District and other agencies in the city of Little Rock will have 9 implemented a comprehensive and consistent program for minority 10 and economically disadvantaged children in the city of Little Rock. 11 D. By September 30, 1994\npre-screening data at the 12 beginning of the school year will indicate a 75 percent reduction in the number of children identified as moderate to high risk. nco in (D 00 O) o CM Annual Plan 1988-89 1989-90 IMPLEMENTATION TIMELINE (Tear) Person Responsible Dr. Bever ly White . . ...... Goa I: To cooperatively develop a plan for the implementation of a city-wide comprehensive early childhood program Curriculum and Special Division Programs_________ Program/Area tariy Lhiidnooa TWimm------------------- 1 for minority and economically disadvantaged preschool children. OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION . lo determine the level of interest for a collaborative approach to preschool eduation in the city of Little Rock 1.1 To send a letter and the planning proposal March 1, 1989 March 30, 1989 None to programs identified in the city as being targeted for economically disadvantaged children (i.e. Headstart, city of Little Rock), to the Arkansas Department of Education and to local colleges (Philander and the University of Arkansas at Little Rock inviting participation in the comprehensive development and requesting confirmation of city-wid( early childhood program 1.2 To convene a meeting with prospective participants to provide an explanation and the rationale for the concept 1.3 To develop a comprehensive list of all who should be involved in the planning/ development process April, 198^ April 15, 1969 April 15, 1989 April 30, 1989 None None issociate Superintendent For Curriculum and special Programs Responses of Invited participants Associate Superintendent Agenda and minutes of the for Curriculum and Special Programs Associate Superintendent for Curriculum and Special Programs meeting Finalized List of Collaborators Annual Plan 1988-89 1989-90 co in (D 00 O) o CM IMPLEMENTATION TIMELINE Person Responsible Dr. Beverly Uhfte Goa I: I\" * i. i.. J-----.1- - -. (Tear) Olvtsion Curriculum and Special Programs Io cooperatively develop a ^n for the Iwpleiiientation of a city-wide comprehensive early childhood program for minority and economically disadvantaged preschool children. Program/Area Early ChiIdhooT _______________Education OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 2. Io develop a plan for planning a city-wide early cnildhood program 3. Io initiate the planning for the implementation of a citywide early childhood program 1.4 To receive a letter of support from each agency desiring to participate 2.1 To establish planning procedures and identify key comnittees and chairpersons needed for the planning process 2.2 To identify appropriate additional representatives from each participating agency for each committee 2.3 To delineate the goal: to be addressed and the tasks to be accomplished by each committee, including appropriate timelines to be met. 3.1 To conduct periodic meetings to review progress of each connittee. May. 1989 May 30. 1989 None Key Representatives from each agency File record of letters June 15. 1989 July IS. 1989 None Key Representatives from each agency Structured plan for planning on file July 15. 1989 July 30. 1989 None Key Representatives froe each agency Record of connittee members September 1, 1989 September 30. 1989 None Key Representatives froe each agency . Record of coamittee members a September. 1989 December, 1990 1i lone Assoc. Supt. for Curr. and Special Programs Minutes of meetingcn in (D 00 O) o CM Annual Plan 1988-89 1989-89 IMPLEMENTATION TINELINE . Curriculum and Special Division Programs__________ Program/Area Fariv Childhood ___________ Education________ (Ter) I Person Responsible ...................... .......... GGooaa II :: To cooperatively develop a plan for the implementation of a city-wide comprehensive early childhood program IkRpuprly Uhitp for minority and economically disadvantaged preschool children. OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 3.2 To identify resources needed by identified by each committee, including monetary 3.3 To review the first draft of the comprehensive plan and to make recommendations for refinement 3.4 To submit the final draft for approval to all participant Boards of Directors (where appiicable) September 1, 1989 September 30, 1989 -0- Assoc. Supt. for Curriculum and Special Programs Identification of Coaaittee January, 1990 February, 1990 February, 1990 March. 1990 -0- -0- Assoc. Supt. for Curriculum and Special Programs Assoc. Supt. for Curriculum and Special Programs Submission of first draft Draft submitted to Board 4   LONG-TERM DESEGREGATION PLAN STAFF DEVELOPMENT  I. PROGRAM/AREA OVERVIEW  Certified staff members (administrators and teachers) shall 4 I a be trained to teach and counsel black and educationally-disadvantaged students. 5 The Little Rock School District  will hire a five-member staff develoment team for this pur-pose. 6 This team will work with the certified and non7  certified staff, the Board of Directors and school patrons. II. AREAS OF COLLABORATION 8 9  Each District shall ensure that each of its staff members 10 understands and is prepared to meet the District's desegre- 11 gation expectations. Although the North Little Rock School 12 District has a separate plan, all three Districts share some common areas of need. Collaboration among the three Districts in support of each District's desegregation plan will be ongoing. 4 t I (5^ / / V. STRATEGIES Annual Plan 1989-90 (Tear) IMPLEMENTATION TIMELINE Division Curriculum and Special Programs Person Responsibie Dr. Mary H. Mosley Goal: To provide staff development to improve race relations and equity. Prograoi/Area Staff Development. OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION To provide staff development inservice to improve race relations and equity. la. Continue to articulate vision/mlsslon of LRSD to coMMunlty. b. Schedule and Implement workshops and activities related to Improving race relations for the following groups. -Board of Directors -District Administrators -Certified Staff -District Support Staff c. Plan and Implement an evening symposium for the comiunity on \"Connunlty Involvement In a Desegregated School Setting.\" d. Monitor implementation of above strategies. Fall. 1988 Ongoing Superintendent Public Participation and Dissemination of Materials 1988-89 School tear Fall. 1988 Fall. 1988 Ongoing Fall. 1988 Ongo i ng o to Desegregation Assistance Center (DAC) and Central Office Staff Roster of Participants DAC Consultant Or. White and Angela Sewall 00 O) cn Roster of Participants Meetings HeldV. STRATEGIES Annual Plan 1989-90 (Tear) IMPLEMEKTATION TIMELINE Oivllion Curriculum and Special Programs Person Responsioie Dr. Mary H. Mosley Goal: To orovide Hevpinnmcnr fn imnrr: \"- rscc relation^ and equity. Proqraa/Arei Staff Development iixff deuelnrawnr OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY E7ALUATI0N P. Provide Inservice on Cooperative Learning strategeis in a heterogeneous classroom. 3. Provide Inservice on additional strategies to improve instruction in desegregated school setting. 4. Provide inservice on \"Effective Implementation of the Little Rock School District OisciplIne Management System.\" 2a. Inservice teachers and administration on cooperative learning based on Slavin and Johnson and Johnson. b. Monitor teachers' use of cooperative learning strategeis. 3. Provide Inservice opportunities on: a. Effective Schools Model b. Teaching/LearnIng Styles c. Teacher Expectations and Student Achievement (TESA d. Classroom Management 4a. Continue to Involve counselors, principals, assistant principals, and teachers in discipline management in a desegregated school setting. ni Fall, 1988 1988-89 School Year Fall. 1988 Ongo i ng Ongo i ng Ongoing IO o Supervisors/Teachers of Hath, English and Reading Principal Teachers of Mini- Courses, Principals, Central Office Staff Jo Evelyn Elston to 00 O\u0026gt; tn Training Model Classroom Observation and Documentation Roster of Partipants Roster of Partipants V. STRATEGIES Annual Plan IMPLEHENTATION TIMELINE 19.89-90 (Tear) Person Responsible Qr. Mary H, Mosley Goa I\nTo provide staff development to Improve race relations and equity. OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE 4. (Continued) 5. Provide PAL teachers with strategies for planning and delivering more than one type of Instructional grouping. 6. Provide inservice to assist principal and faculties with strategies for promoting student achievement and growth. COSTS 4b. MonItor.use of discipline management system. 5a. Continue to Investigate and research sources of strategies, models, and activities of successful small and large group Instructional practices within heterogeneous classes. b. Conduct workshop to address the following. (1) grouping theory and strategies (2) demonstration of strategies for varied Instruction 6a. Continue to provide inservice for principals on methods for developing their school Improvement plan. Provide special assistance for teachers as requested. Fall, 1988 Fall, 1988 Fall, 1988 Fall, 1988 Ongoing Ongoing Fall, 1988 Ongoing o (O   B B    RESPONSIBILITY Division Curriculum and Special Programs Program/Area Staff Development Principals, Counselors, and School Teams Or. White Supervisor of Math and English Division of Schools, Evaluation and Testing, and IRC SpecialIsts 00 O\u0026gt; or EVALUATION Documentation Identification of Sources Written Evaluation by Participants Comprehensive and Accurate Product f V. STRATEGIES IMPLEMEilTATION TIMELINE Annual Plan 1989-90 (Tear) Curriculum and Special Programs Person Responsible Dr. Marv H. Mosley Goa 1: To provide staff development to Improve race relations and equity. Division __________________________ Prooram/Area Staff Development OBJECTIVES STRATEGIES/ ACTIVITIES BESIMNIN6 DATE COMPLETION DATE COSTS RESPONSIBILITY ElALUATION 6. (Continued) I. Form TrI-Olstrlct Committee for Collaborative procedures. 6b. Continue to assist principals In revising school Improvement plans through the analysis of disaggregated data. c. Continue to provide special school-based program and content area Inservice meetings scheduled on a regular basis with specific sessions on content methodology and inter-personal relations for program implementation in a desegregated setting. 7a. EstablIsh Tri- District Committee. b. Meet three times per year(mlnimum). c. Plan any activities appropriate for collaboration, e.g. coninunity meetings, etc. EH Fall, 1988 Fall, 1988 Fall. 1988 Ongoing Ongoing Ongoing ro o to Division of Schools, Evaluation and Testing Division of Schools, Curriculum and Special Program Staff Or. Hary Mosley, LRSD Jim Herring, PCSSO Dr. John Moore, NLR 00 O\u0026gt; tn Completed Plans Ongoing Analysis V. STRATEGIES Annual Plan 1989-90 (Tear) IMPLEMENTATION TIMELINE Division Curriculum and Spec i a 1 Programs Person Responsible Or, Marv H. Mosley . Goa 1: To provide staff development to Improve race relations thU eOtJiLYi ProqriM/Area Staff Development OBJECTIVES strategies/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 8. Provide Staff Development Component for effective staff development in desegregated school setting. 8a. Establish Staff Development Component. Fall. 1988 Ongoing o (O Board of Directors/ Superintendent 00 tn J V. STRATEGIES Annual Plan 1989-90 IMPLEMENTATION TIMELINE (Tear) Person Responsible Ur. Mary H. Mosley *  To provide staff development Io improve race relations and equity. Division Program/Area Curriculum and /rag**** Staff Development Goal: OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 1. To provide staff development Inservice to Improve race relations and eguity. la. Continue to articulate vision/misslon of LRSD to coiNunlty. b. Schedule and implement workshops and activities related to improving race relations for the following groups. -Board of Directors -District Administrators -Certified Staff -District Support Staff c. Plan and implement an evening symposium for the coamunity on Coamunity Involvement in a Desegregated School Setting,\" d. Monitor implementation of above strategies. Fan. 1988 Ongoing Superintendent Public Participation and Dissemination of Materials I I 1988-89 School Tear Fall, 1988 4 Fall, 1988 Ongoing Fall, 1988 Ongoing N3 O to 00 Desegregation Assistance Center (OAC) and Central Office Staff Roster of Participants OAC Consultant Or. Uhite and Angela Sewall OS O1 Roster of Participants Meetings Held V. STRATEGIES IMPLEMNTATION TINELINE Curriculum and Annual Plan 1989-90 Person Responsioie Dr. Nary H. Nosley (Tear) 3\n.:.:_.1 Special Programs Program/Area Sta/f Developing Olvision Goal: To provide staff rlAMpInnmeni fn iauirOMa. race relations and e\u0026lt;iuity. OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE CORPLETION DATE COSTS RESPONSIBILITY EVALUATION 2. Provide inservice on Cooperative Learning strategeis in a heterogeneous classroom. 3. Provide inservice on additional strategies to improve instruction in desegregated school setting. 4. Provide inservice on Effective Implementation of the Little Rock School District Discipline Management System.\" I 2a. Inservice teachers and administration on cooperative learning based on Slavin and Johnson and Johnson. b. Monitor teachers' use of cooperative learning strategeis. 3. Provide inservice opportunities on\na. Effective Schools Model b. Teaching/Learning Styles c. Teacher Expectations and Student Achievement (TESA^ d. Classroom Management 4a. Continue to involve counselors, principals, assistant principals, and teachers in discipline management in a desegregated school setting. I I i I Fall. 1988 1988-89 School Year 4 Fall, 1988 I Ongoing Ongoing Ongoing o (O I 00 Supervisors/Teachers of Hath. English and Reading Principal Teachers of Mini- Courses. Principals. Central Office Staff Jo Evelyn Elston Oi Ol I Training Model Classroom Observation and Documentation Roster of Partipants Roster of Partipants V. STRATEGIES IMPLEMENTATION TIMELINE 1989-90___________ _____ (Tear) Person Responsible Dr, Mary H, Mosley Goa 1: To provide staff development to improve race relations and equity. Annual Plan Division Curriculum and Special Proprams Proqraa/Arta Staff Developiwent OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 4. (Continued) 5. Provide PAL teachers with strategies for planning and delivering more than one type of instructional grouping. 6. Provide inservice to assist principal and faculties with strategies for promoting student achievement and growth. I 4b. Monitor use of disciplIne management system. Sa. Continue to investigate and research sources of strategies, models, and activities of successful small and large group instructional practices within heterogeneous classes. b. Conduct workshop to address the following. (1) grouping theory and strategies (2) demonstration of strategies for varied instruction 6a. Continue to provide inservice for principals on methods for developing their school improvement plan. Provide special assistance for teachers as requested. Fall. 1988 Fan, 1988 Fall, 1988 a Fall. 1988 Ongoing Ongoing Fall, 1988 Ongoing o co 03 I Principals. Counselors, and School Teams Dr. Uhite Supervisor of Math and English Division of Schools, Evaluation and Testing, and IRC Specialists O) cn Documentation Identification of Sources Written Evaluation by Participants Comprehensive and Accurate Product I V. STRATEGIES IMR.EMENTATIOH TIMELINE Annual Plan 1989-90___________ (Year) Person Responsible Dr. Marv H. Mosley 6o41: To provide staff developihgnt to Improve race relations and gQuyty. 1989-90 Curriculum and Division Specia_l_ _P_ rogra_m__s____ Program/Area Staff Development OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 6. (Continued) 7. Form Tri-District Committee for Collaborative procedures. I 6b. Continue to assist principals In revising school Improvement plans through the analysis of disaggregated data. c. Continue to provide special school-based program and content area inservice meetings scheduled on a regular basis with specific sessions on content methodology and Inter-personal relations for program Implementation in a desegregated setting. 7a. Establish Tri- District Committee. b. Meet three times per year(mlnlmum). c. Plan any activities appropriate for col 1aboration, e.g. community meetings, etc. I iI I Fall. 1988 Fall. 1988 4 Fall, 1988 I Ongoing Ongoing Ongoing II ro o (O Division of.Schools, Evaluation and Testing Division of Schools, Curriculum and Special Program Staff Dr. Mary Mosley, LRSD Jim Herring, PCSSD Or. John Moore, NLR 00 Oi cn Completed Plans Ongoing Analysis V. STRATEGIES IMPLEMEJITATION TIMELINE Annual Plan 1989-90 Person Responsible Dr. Marv H. Moslev Goal:  - (Teir) Division Curriculum and Special Programs To provide staff developient to Improve race relations and equity. Proqra/Area Staff Development OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 8. Provide Staff Development Component for effective staff development in desegregated school setting. I I 8a. Establish Staff Developaient Component. Fan. 1988 a Ongoing K5 o (O I 00 Board of Directors/ Superintendent O) cn fl fl SCHOOL OPERATIONS B The Division of Schools exists to ensure a quality, equity based, excellent education for all students. The Division of fl Schools will be responsible for monitoring and implementing the following aspects of LRSD's desegregation plan: fl Organizational structure 5 I fl Discipline 6 Guidance/counseling 7 31 Internal Integration 8 Extracurricular activities fl 9 Evaluation/testing 10 fl Staffing Planning/implementation 11 fl The Division has established the following goals: 12 A. To ensure an organizational structure which provides fl equal opportunity and access for parents, students and all staff. B. H To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide fl resources necessary to support and effect that belief. C. To develop and implement policies which influence school climate and improve discipline and student attendance while also meeting individual student needs and learning styles. D. To provide guidance and counseling services which address Students' needs\nare supportive of strategies and interventions to enhance student success and expectations\nand provide communication to families of students. I Al il E. To provide guidance and counseling which makes students 1 aware of their options\nand assist students to acquire habits and VI attitudes necessary for success in school and in later life. F. To monitor student class ratios, instructional and 11 teaching practices to ensure equal opportunities for all stuSI dents . G. To provide and ensure opportunities and encouragement to 5 6 u all students to participate in extracurricular and co-curricular activities. 7 31 H. To assess the results of school practices, paying special 11 attention to their impact on minority and disadvantaged students. To review and assess testing practices, formats and 10 fl results in order to better address the needs of all students 11 while providing special intervention for disadvantaged students. 12 J. To give local districts sufficient authority to improve d I. 8 9 d schools and to advocate for students, and to hold them account- able for results and opportunities for all students. d K. To review staffing patterns and staff assignments in all schools and district divisions for equity. d L. To establish recruitment programs for representation of minorities in all positions in the district. M. To ensure school wide planning for programmatic and indi- vidual student academic achievement to address disparities, individual needs and student success. I N. To provide staff development on an ongoing basis to staff and information to parents in regard to topics relevant to increasing student access to opportunities and success therein. 119 li 0. To collaborate with the contiguous districts in regard to li aspects of the plan which will facilitate and enhance desegrega-tive efforts. li LRSD will establish programs to accomplish the goals set forth above. II Intern program for preparation of future teachers, par5 ii ticularly minority teachers. 6 SI Collaborative desegregative districts, NLRSD, LRSD, PCSSD. effort among the three (3) 7 Decrease dropouts and discipline related withdrawals. 8 n Increase in number of students (with particular focus on minority students): 9 10 In - graduating 11 n - entering work force 12 - entering post secondary education n - receiving financial aid n I'll I . 2. 3. a ft ft B B B B B B  B B B  B B  JB IMPLEHEKTATION TIMELINE -'nual Plan 1989-1994 (Year) Seal: son Responsible SuperintendentyAssociate Superintendent !. OBJECTIVES To review organizational structure in schools and central office to ensure sufficient support for students and staff success and for implementation of the desegregation plan To provide inservice to raise staff awareness/ expectations of equity concerns for students To provide programs which raiseparental awareness of district structure, policy and proarams and ways to access them I I I To ensure an an orq.5nizational structure which orovides eauitv of opportunity and of access Division Program/Area Schools________________ Individual Schools STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION Appoint school based biracial committees to monitor implementation and data Appoint a district wide biracial committee to monitor distict wide desegregation efforts and data Establish a reporting system Inservice cycles for existing and new staff regarding:  effective schools  teacher expectations * working with parents  at risk youth  learning styles Mini-seminars at PTA meetings and in the community June, 1989 June, 1989 August, 1989 June 30, '89 Ongoing Ongoing Ongoing Ongoing IO o (O Principals Associate Superintenden : Associate Superintendent Schools Associate Superintendent Desegregation Assistant Superintendent. Appropriate Associate Superintendents and Staff of District State Department of Education District Staff PIA Counci I (local and area) 00 Oi tn I Survey of staff and patrons Report on the bi-racial commIttees Roster of teachers participating staff Data based improvements in targeted student schools Calendar showing programs held Rosters of attendees I'i Plan 1989-1994 (lear) sen Responsible Superintendent/Assnelate Superintendent 1: Jb_ (continued)__________________ _ _________________________ OBJECTIVES STRATEGIES/ ACTIVITIES IKPLEKiKTAilON TlHELirE BEG I nil ING DATE COMPLETION DATE COSTS To monitor school standards to ensure high quality education for all students Review of data Present Ongoing School Monitoring visits H o to -g|-  21 Division Schools Program/Area Individual Schools 00 RESPONSIBILITY EVALUATION Assistant Superintendents Calendars of visits Principals Assistant Superintendent Testing/Evaluation s Monitoring reports O) cn I '.t'l Plan 1989-94 (Year) scr. Respor.sibie Associate Superintendents 1 IL OBJECTIVES I 2. IKPLMK7ATI0N TIHELIt.'E Division itilflali To provide a climate in each school which is based on the belief and Program/Area Schools expectation that all children can learn and to provide resources necessary to support and effect that belief Provide education to staff and patrons regarding school culture and positive school climate Monitor school climate and resource allocation STRATEGIES/ ACTIVITIES BEG I NII I NG DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION PTA Board and general meetings to have educational components August 1989 Ongoing Video Tapes Staff Time re: climate and expectations Use of fhannel 19 to carry brief messages to Purchased programs ASCD etc. District personnel as designated by the Associate Superintendent s Agendas of meetings Measurable improvements on individual school climates staff re: expecta-tions, working with at risk and disadvantaged students\nand creating positive climate Monitor facility, staff morale, student achievement, status of media center books and materials August 1989 Ongoing Approximate! $10,000 per year ) Assistant Superintendent Principals Media Supervisor s Reports of Supervisors, Assistant Superintendents Enhance equipment, supplies and materials in buiidings June, 1989 Ongo i ng H Provide staff development and intervention plans as needed  tl o (O 00 Identified district staff o\u0026gt; tn Staff Development Rosiers Dual Ity of Educat ion Survey Results i 3 4. Li i Plan 19B9-94 (Tear) scr. Responsible Associate Superintendent I1:\nII. (continued) OBJECTIVES To work with schools to help them design programs which meet the specific needs of their students Establish a program to familiarize parents with school expectations and to build a partnership with them IKPLEHStCATiON TIMELIKE STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS Division Program/Area Schools SrhnnIs RESPONSIBILITY EVALUATION Provide resource assistance to school staffs Provide planning time and formats to school staffs Develop school profiles which show complete data pictures. Set goals for improvement Share schools objectives discipline policy, standards for testing, placing and promoting students Involve parents as full partners in planning at school for student growth and success June 1989 *1 It M li Ongoing II M II To be determined -0- -0- -0- -0- o (O 00 Division of Schools and Curriculum Division of Schools School Principals and staffs Principals, Staff Principals, Staff, PIA Board, patrons cn cn I Completion of Program Designs School profiles and monitored building plans Development of and sharing of school based object Ives. discipline policies etc. Statistical improvement in student behavior and achievement II. I 2. 3. i rlin 1989-94 scr. ResporsiDie I: III. OBJECTIVES I__________________ (Year) Associate Superintendents IKPLEnENTATiOK TiK: i\nTo develoD and i mo I emeu t Dolities iihicli_entians\ne_5hQQJLcJ.inate Division Schools and improve student discipline and attendance while also meeting individual student needs and learning styles Provide inservice training to district personnel on discipline in a desegregated setting Provide inservice to district personnel on behavioral styles and learning styles of students of divergent backgrounds Provide a comnittee to review attendance and discipline policies and datum on an ongoing basis to ensure equity of policy and policy administration STRATEGIES/ ACTIVITIES BEGirillING CATE COMPLETION DATE COSTS RESPONSIBILITY Program/Area Individual Schools _________________ EunJ-l_ Services___ EVALUATION Conduct inservice training on discipline management in all local schools Provide follow up training for new staff on a regular basis Provide training for school based improvement teams (to involve staff and parents) who will train staff at the school site with annual maintenance Committee and subcommittees to include principals, staff, patrons, students (on the secondary levels) and at least one (I) Board member to review to review data and recommend modifications to meet student needs and district needs August 1989 August 1989 Spring 1990 Ongoing 1989-90 School Year Fall, 1989 Ongoing Spring 1990 Ongo i ng Ongo i ng \"Watch dog\" commi ttee Ni Approximately Director of Pupil $10,000 -0- $8,000 - $10,000 $2,000 Minimal Student Handbooks $15,000 annual Iy o (O Services Building Principals Assistant Superintenden Consultant Building Principals Director of Pupil Services Associate Siiperintendenl Consultant(s) Tri-District Cooperative Identified staff s Associate Superintendents Principals Teachers Director of Pupil Services Patrons 00 O) O1 4. 5. Plan 1989-94 (Year) 1: r. F.espornoie Assnciatp Siioprintpnrtpnt.s til. J con Li nor fl 1 OSJECTIVES Appoint joint committee with PCSSD and NLRSD Put in place alternatives to suspension across the district with at least one such intervention to be placed at each school Establish a school based student discipline and attendance incentive system at each school STRATEGIES/ ACTIVITIES Review attendance and disciplinary policies and consequences Develop school based discipline plans to be reviewed at district level and to include suspension alternatives Effectiveness of these alternatives to be regularly assessed Review research and develop rewards program such as recognition, tangible incentives and awards will be individual to the school Implement programs IKPUEKEKTATiOK VZKELJ.E BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY Division Program/Area Schools Individual School's Pupil Services~ EVALUATION 1989-90 School Year Fall 1989 Spring 1990 Fall 1990 Ongo i ng Ongoing Fall 1990 Ongoing ro -0- Approximately $600,000 (1st year) Cost wi11 increase over time Cost of research materials Approx $50 per school for periodicals (professional o (O Appointed Staff 3 Districts (see col labration component) Assistant Superintendent Principals School Based Staffs s Principals/Staff Review and revision of tri-district attendance and di sc 1 plinary Existancp of plan in each policies alternative building Statistical data to support validity of Assistant Superintendents plan and improvement VIPS Patrons Principals School staffs 00 O) cn in discipline and behavior I --li Plan 1989-94 (Year) scr. Responsible Associate Superintendents I: III, (continued) OBJECTIVES STRATEGIES/ ACTIVITIES IMPLcHiNTATiON TIHELirE BEG I nil I NG DATE COMPLETION DATE COSTS   Division Program/Area Schools Individual Schools Pupil Services RESPONSIBILITY EVALUATION Provide counseling intervention for students with chronic disciplinary and/or attendance problems Activate discipline/ attendance intervention teams at schools. Mandate the pupil services team to do monitoring and involve the counselor with students who have d i sc i pIi ne/a t tendance problems. Involve parents in the team process regarding their children throu ' meet i ngs/conferences Fall 1990 Fall 1989 I Ongoing Ongo i ng To be determined -0- o (O Principals Guidance Department Director of Guidance Pupil Services Building Staffs School Health Services Principal PTA Officer PTA Counci 1 Counselors School Intervention Teams School Health Services 00 OS tn Records of counseling intervention Records of parent/team involvement Statistical decrease in student attendance/ disciplinary referrals II IKPLiKiKTATiOK 7:kEl\ni: 1 rlen scr. Eesporsioie 1989-94 1: IV. Division forSchnols (Year) ni Division Projrara/Arja _________To provide guidance/counselinq services which address individual student_______________________ needs\nare supportive of strategies and interventions to enhance student success and expectations\n____________________________and provide comnunication to families of students.__________ OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPOKSIBILITY EVALUATION in/brm students eFall opportunities available to them and encourage them to take advantage of these opportunities 2. Make parents partners In education of their children by making information accessible to them and keeping them informed Publish a document annually which lists financial aide, vocational and higher education opportunities for all students Encourage students to take advantage of opportunities open to them Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co- curricular opportunties) Provide written information to parents regarding curriculum and student skills Sumner 1990 Spring 1990 Spring 1990 Ongoing Ongoing ongoing $4-5,000 per year -0- Approximately $18-20,000 per year o (O 00 Counselors Director of Pupil Services Vocational Director Principals Counselors Director of Guidance Associate Superintendents Divisions of Curriculum and Schools Building Principals O) UI Publication of document Statistical increase in number of students, particularly minority students, receiving financial aid and proceeding into post secondary education Rosters of meetings4. 5. r 1 n 1989-94 (Year) scr. Resporsibie Associate Superintendents 1\nIV. (continued)___________________________ OBJECTIVES To make students aware of educational and post educational opportunties Create comiunity linkages to assist students in need of special services Create academic intervention strategies on a school basis IKPLM5t7A7iON 7\nK Ci vi s ion Schools Program/Area Individual Schools ___________________Guidance_________ STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION Skills and employment fair to be held annually in conjunction with business community Through Ford Collaborative, New Futures Initiation, city, courts, public and private service providers, provide school linkages with guidance staff for student special needs interventions Each school to put into its annual plan a designated set of interventions to help increase student academic success ex: Peer Tutoring Volunteer Tutors Spring 1990 1989-90 School Year Ongoing Ongoing Ongoing Rental of space to hold this if necessary Vocational Teachers Counselors Volunteers in Schools PTA Employment Fair Student Attendance -0- Materials/ Support Supplies o (O 00 Counselors. Executive Director New Futures, LRSD Casey Coordinator Associate/Assistant Superintendents Director of Pupi1 Services Principals, Staffs of Buildings Assistance from Divisions of Schools and Curriculum O\u0026gt; tn Established community I inkages Annual plan and annual evaluation report comparisionsI\nI. 2. i rlin 1989-94 (Vear) r. F.ssporsiDie Associate Superintendents 1 OBJECTIVES Provide mini-courses for students in study halls, testing skills, and precareer skills in a sequenced program beginning in grade 4 and through high school Rais awareness of student or future career options  ri  M  1KPLIr.rca\nok t : l\ni: Division Schools _______To provide guidance/counselinq which assists students to acquire habits and attitudes necessary for progress in school and in later life. Progreir./Area Individual Scliools STRATEGIES/ ACTIVITIES BEG Hill IKS DATE COMPLETION DATE COSTS RtSPOKSIBILITY EVALUATION Mini courses to be developed in sequence beginning with grade 4 Provide teacher staff development in the use of curriculum of these areas Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options 1990-91 School Year M 1989-90 (Phase in) Ongoing H Ongoing hO $1-2,000 per year printing costs $4-5,000 per year staff development costs and stipends -0- o to 00 Classroom teachers, VIPS, Guidance Counselors Curriculum Staff Teacher Developers of the niinicourses Teachers - grades 4 on O\u0026gt; Ol Development of minicourses Student participation in these (comparative numbers) Rosters of Volunteersi Flan 1989-94 (Year) r. F.esporsioie Associate Superintendents 1: VI. OBJECTIVES STRATEGIES/ ACTIVITIES I. Achieve equity in class structures by grade and by subject area 2. Achieve equity in student instructional practices Achieve equity in teaching methods IKPLKrr\n7A7 OK t:kl\ni\n Monitor student class ratios, instructional and teaching practices to ensure equity for all students. Review class ratios by subject, by class, by teacher on a semester basis Address disparities with intervention activities Review grade distributions by subject, by class, by teacher on a semester basis Address disparities with intervention activities Provide inservice assistance to principals and teachers in reference to variant learning styles and effective methods Pi 'vision Schools Program/Area Individual ScliuiTls' BEGINNING DATE COMPLETION DATE COSTS RESPOKSIBLITT EVALUATION Immediately Immediately 1989-90 School Year Ongoing Ongoing Ongoing -0- -0- $5-6,000 per year for trainers o (O Principals Assistant Superintendent Associate Superintendent (Schools) Monitoring of ratios and student outcomes Principals Assistant Superintendent\nAssociate Superintendent (Schools) Staff Development, Personnel, Principals Assistant Superintendent\nAssociate Superintendent 00 O) Ui s Monitoring of master schedules Attandance at Inservice Classroom VisitationsI a .1 IKPLKiK7A7\n0K 7\nKL\nt\nE rUn 1989-94 (Vesr) r. F.isporsiPie Associate Superintendents \u0026gt;s1: VII. ____Provide and ensure opportunities and encouragement to all students 10 Pc11 cipate in extracurricular and co-curricular activities 91V i s ion Program/Area School s_______________ Individual Schools Director of Athletics 1. 2. OBJECTIVES STRATEGIES/ ACTIVITIES BEGirtUING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION Inform al) students and patrons of co-curricular/  Use of media and press ?xtracurricular activities  Send printed informa- available for students and of participation requirements tion to parents  Hake clear public address system announcements to students * Use community agencies such as churches to assist with recruitment Ongo i ng -0- Communications Departmen Principals Staff PIA Board Athletic Director Log of announcements, media usage, other community student contacts Staff recruitment of students to participate Individual staff contacts wi th students encourage involvement M -0- Individual Staff Members Staff shall specifically recruit from among students who do not typically participate in particular activities Comparative review of data regarding numbers of applicants and participants by race o \u0026lt;o 00 O)I I.\"AVION 7 -in 1989-04 (Yr) 5sporsiDie Associate Supei^iteiideiits VII. (continued) c  s 1 c n rocrcr,/ Ar 4. 05ject:ves STRATEGIES/ ACTIVITIES I 3 iG. liTi I NG CATE COMPLETION DATE f.espons:e:l:ty mm IlC'l I s____ :a Indi V idiia I 'lirectni- ji EVAL'JATiON Ik I Mhl 'i K Increase student participation, particularly minority student participation in co-curricular activities  Profile student involvement in each club or activity  Disaggregate participation data  Develop school based recruAtment plans Ongoing -0- Principal Staff Assisl.inl Siiperintenilent - Year I v ina I , s i s il part IC I pal imi dat.i anil I nmparal I vK proi 11 es Removal of all barriers for students who wish to participate in extracurricular activities Provide a district transportation program for student transportation Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost Fall 1989 Fall. 1989 Ongoing Ongoing hJ $9 per bus run plus $1.50 per mi Ie To be determined Dependent on program inVO Ived o (D 00 Support Services Assistant Superintendents (secondary) Associate Superintendent Desegregation II Oi UI I 5 1: ?ln r. Risporsioie VIII. 1969-94 (Year) Associate Super!ntendents OBJECTIVES STRATEGIES/ ACTIVITIES IKPLKK7ATiOK 7:KL Assess the results of school practices, paying special attention to their impact on minority and disadvantaged students BEG I rm ING CATE COMPLETION DATE COSTS RESPONSIBILITY Ci V i s ion Procram/Area EVALUATION 1. Develop school profiles which provide overview of chool success or its impact on students so that changes and/or interventions can take place as needed Profile school by: * grade distribution * attendance * disciplinary outcomes  test scores  student involvement in school related activities  course enrollments/ special program enrolIments Data to be disaggregated by race Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement Immediately Ongoing -0- Assistant Superintendent Principals School Staffs Use of data based school profiles Yearly comparative studies Production of improvement plans to addrss di spari ties Outcomes evaluation l\\3 o (O 00 O) or I I. 2.\n.il Pln 1: r. P.esporsiDie IX. 1989-94___________ (Year) Associate Superintendent OBJECTIVES order to better address the Visits to schools by testing/evaluation monitoring team to assess validity and reliability of testing procedures and strategies employed to prepare students for test taking Disaggregation of test results by grade, by race for review and assessment for intervention purposes ir.PLr.l.'?A7\n0K 7:kl:i STRATEGIES/ ACTIVITIES nrnr Div i s ion Schools Procram/Area Individual SchoiTT? Review and assess testing practices, formats and results in____________________ '________ needs of all students while providing special interventions for disadvantaged students Meetings with principals, teachers Informal classroom visits by monitors Compilation of comparative data by school Evaluation of data with recomnendations for changes/i mprovements School analysis of test results by grade, teachers, race and subject area Development of comparative data to assess disparity areas. If any Preparation fo intervention plans to address specific student needs lestinq/Evaluation BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION Spring, 1989 Spr ing, 1989 Ongoing Ongoing o -0- -0- (O 00 Testing/Evaluation Department Monitoring visits and reports Assislant Superintendent Principals/Slaff Division of Curriculum and Schools and Desegregation Principals Principals Assistnat Superintendent\nTesting/Evalualtion H Principals/Staff O) Ul Data assessment Documented intervenlions as needed Report of outcomes I 1: 1. 2. 3. rlin 1989-94 (Veer) r. Responsible Associate Superintendent X. OBJECTIVES DeveIop/enhance sitebased management at schools Provide support to revitalize school environments to make It conducive to student learning and to order Respond to principal requests for assistance in a timely manner ri  1  i jKPL(\nr\n\"A7\n9K 7:e t.- Li VSion Schools To give local schools sufficient authority to improve and to advocate lor students, and to hold them accountable tor results Procreir./Area Individual Schools STRATEGIES/ ACTIVITIES BEG INN I NG DATE COMPLETION DATE COSTS KESPOKSIBILITY EVALUATION Staff Development for principals Revision of district procedures tc provide central effice technical support rather than strict control Enhance principal accountability for program at the building Plan of district school rennovation to meet programmatic and student population needs Set up format for technical assistance with assigned personnel to work with individual schools 1989-90 H M II Immediate I Ongoing H II Ongoing N) Staff Development (consultant) approx. $700 per principal $35,000 Significant - involves rennovation, custodial and maintenance o (O Associate/Assistant Superintendents Conduct of staff development II II Support Services Division of Schools Curriculum Division 00 O) Ol Principal feedback Assistant Superintendent evaluations of school climate and programs and principal management of these Completion of tasks Completion of task Principal evaIuaIlun of plan Ii: 1. 2. -ii r'n 1989-94 (Veer) r.  I: Fssporsipie Associate Superintendent XI. OSJECTIVES STRATEGIES/ ACTIVITIES hi Division Schools Review staffing patterns and staff assignements on all schools and district divison for equity SEGINNiKG CATE CONPLETION DATE COSTS KlSPOKS:S!LITY Procreir,/krei Personnel DepartmeiiT EVALUATION Update review of recruiting needs by age, race, sex and seniority in positions in the District to ascertain projected needs Review of position assignments related to racial equity such that all races are represented in every postion and job description in the district Review of all current staffing with identification of staff by sex, race and subject area who wi11 be retiring to project needs Projection of student population on 2 year basis to validate expected needs Development and assessment of school and divisional staffing patterns Recruitment of support and non-teaching staff to reflect equitable racial representation in al I positions Currently in effect Spring 1989 Current Summer 1989 Ongoing Ongoing Ongoing Ongong I Director of Personnel Office of PupiI Accounting Director of Personnel Building Principals Division Heads Oivision/Department Heads Director of Personnel Completion of tasks Completion of tasks Enhance racial balance in all positions ro o (O 00 O) tn Iin Sir. Fespor.sto.e li: XII. 1989-94 ____________ ('.'ter) Associate juperTTi tendeii t I 03^ t:ves STKAT 5/ ACTIVliitS ir.PL I : s i: n hen I s Establish recruitment programs lor representat im or minorities in all positions in the ilistrii t =eg:i\ni.:i.'S CATE COUPLET!OK DATE COSTS KS?Ot\ns\nLITY ro: rar./Ai ia ih'i'seiiiii* i l'^'\n.ll i i.mh SVALUATiON Create pool of currently certified teacher appIicants and of students pursuing certi f ication Share applicant pools with PCSSO/NLRSO (see collaborative) Fall 1989 Ongoing Personnel Directors 3 Districts Completion ot task Share with NLRSD/PCSSD recruitment processes at local, state and regional schools with particular concentration on schools with populations of minority students Spring 1989 Ongoing Shared among districts (travel etc.) Io be determined Directors of Personnel 3 Districts Practicing Teachers (3 districts) on a voluntary basis Preparation ot iinl implcmentation of Shari IK) plan Approximately $4-5.000 per year Establish \"in school\" recruitment procedures for junior and senior high school students who evidence an interest in the teaching professioi Spring 1990 Ongoing Principals Personnel Office Teacher sponsor of FIA Collaborative effort with local universities Implementation ot procudures Provide internship programs at district schools for aspiring teachers and aspiring administrators Fall. 1990 Ongoing Stipend for mentoring teachers/ .idministrator  i o (O GO O) UI IIN?Lr.l.AT\n3K TIK i: Lil rien \u0026gt;969-94 (year) i's:- F.espor.sioie Associate Superintendents  I: lUi Ensure school-wide planning for orogranmatic excellence and individual student achievement vision Schools Procrair./Area Indi vidua I SchooIs OSJiCTlViS STRAT-GiES/ ACTIVITIES 5lG I NII I NG DATE COMPLETION DATE COSTS RiSPOKS:S!LITY EVALUATION Provide school based planning based on analysis of all available data\na specific format for addressing school racial, gender, SES disparities Formulate guidelines for school improvement plans which wi11 lead to specific achievement increases and interventions to assist students Via disaggregation of data relative to  student performance  discipline  attendance * participation in school activities  placement in classes Train staff to deal with data and implementation of strategies Evaluation of outcomes of interventions via milestone reports and final yearly reports Reassessment of and modification of objectives and strategies Creation of final plan and strategies Fall 1989 Spring 1990 1989-90 1989-90 1989-90 Ongoing Ongoing Ongoing Ongoing Ongoing N3 -0- -0- o to 00 Divisions of Schools Testing/Evaluation Department Committee of Principals School Staff/Principals School Improvement learns Division of Schools Testing/Evaluation Department Principals/School Staff School Improvement Teams Assistant Superintendents Principals/Staff Principals/School Staff O) UI Formulation of guidelines, plans and interventions Disaggregated Outcome Based Data Outcomes evaluations conducted on a comparative basis I ?an scr. F.espor.siDie I: XIII. 1999-94 __________(Year) 'Die Associate Superintendents (continued)________________________ OBJECTIVES STRATEGIES/ ACTIVITIES Annual assessment of outcomes of yearly plan I KL iKiKTAT TON T ? KEL: \n| BEGir.TIIKG CATE COfiPLETION DATE COSTS RESPONSIBILITY vision Schools Procram/Area Individual Schools EVALUATION 1989-90 Ongoing Assistant Superintendents Principals Staffs School Improvement Teams Assessment process and remediation plans for areas in need of improvement ru o (O 00 o\u0026gt; Ui Iren 1989-94 (Veer) -i'scr. f.jsporsioie Associate Superintendents JOX----------------------- OSJiCTIVES STRATEGIES/ ACTIVITIES IKlErcICATiOK 7:k c \nv? s i on Provide staff development on an ongoing basis to staff and information to parents relative to student success ?rocriir./Area Schools Individual Schools SEGItlNINS CATE C9KPLETI0K DATE COSTS KiSPOKSIBILlTY EVALUATION To update skills of all district staff on a regular basis and to keep all staff abreast of developments in their field of endeavor Provide selections of staff development opportunties for individual staff and entire faculties to include but not limit to 1989 Ongoing $50-60,000 per year TESA PEI Classroom Management School Management Send selected staff to professional development sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development Provide dist''ict wide progran cf staff development 1989 1989 Ongoing $6-8,000 per year Ongoing with maintenance K3 o (O 00 Associate Superintendent Curriculum Assistant Superintendents Director-Staff Development State Department of Education Provision of staff development Evidence of enhance classroom instruction with improved student performances II II o\u0026gt; tn 1\n: I: ritn r. r.isporsioie KV, 1989-94 (Vetr) Associate Superintendent OBJECTIVES STRATEGIES/ ACTIVITIES IK?'.l'.i\n\"A7\naK TIKiirce Collaborate with contiguous districts regarding aspects of the plan which will raciiitate ano enhance desegreqalleiforis--------------- SEGIt.TilNS DATE COMPLETION DATE COSTS KESPOKSIBILITY L.'. v: s ion Schools Procriir./Arca   Individual Schools EVALUATION To create a collaboration whereby all students in all schools in the 3 districts (LR, NLR and PCSSD) will benefit from a mutual set of beliefs and expectations for success for all students and equity for all students and staff Contained in the following \"collaborative plan\" See attached plan See attached plan M See attached plan o to 00 Superintendents and Staff of 3 districts o\u0026gt; tn Successful implementation of collaborative plan Positive, measurable outcomes for students, staff and the 3 districts in areas addressed II LONG-TERM DESEGREGATION PLAN I PROGRAM FOR ACCELERATED LEARNING I. OVERVIEW I The Program for Accelerated Learning (PAL) provides learning experiences to remediate a student's deficiency while minimizing the removal of the student from the regu- I lar classroom setting. PAL is available for all grade levels, K-12. The program provides maintenance and rein- 6 7 forcement for the student in need of this kind of support while enabling the student to experience success within the 8 9 regular classroom setting. In addition to PAL, additional 10 specialty programs, summer school, and after-school 11 programs provide needed remediation for students. 12 Technology assisted instruction is used to provide reme- I diation and intervention learning/teaching strategies for targeted students. Computers, video discs. VCR's, and appropriate software support the instructional needs of each student, and instruction, utilizing technology, porates cooperative learning strategies. incor- I In the PAL computer component, the goal is for targeted students to attend the computer lab for at least 70 instructional minutes per week. Normally, this yields 35+ I minutes a week in both math and reading. I I I h I I PAL specialists in mathematics and reading work closely with the computer component to monitor student data. I They investigate student difficulties pinpointed by the compute r I and assist the student as needed. The eventual goal is to add computerized management component to provide (1) a I annual pre and post criterion referenced tests for most grades including grading and reporting, (2) computerized 6 scoring of unit tests for mastery and (3) the automation of record keeping (trifolds) to provide the teacher with more time 7 to work with students and better data with which to 8 I approach that task. 9 10 A non-certified instructional aide (lab attendant) super- vises the students as they participate in the indivi- 11 dualized state-of-the-art instructional program 12 I administered by the computer. The move toward equity is being augmented with a support system for students who formerly matriculated at the lower I or basic level in all grades (1-12). The Little Rock School District's support system is the Program for I Accelerated Learning (PAL) for students in grades 1-12. PAL is to be fast-paced, high-interest, high- a I expectations, individualized program that will have spe- I time frames by which students will meet performance criteria. PAL is a transition program that assists stuI dents in learning the requisite skills necessary for I I zinstruction in reading and mathematics at the elementary level and with emphasis on the core areas of English, reading, science, social studies, and math at the secondary level. PAL is cooperatively planned and developed by the staff for students. The staff offers a stimulating, multi-cultural. and inter-disciplinary approach to learning, with language (oral and written) base for emphasis in each a 6 7 central core area. Staff members use a variety of instruc- 8 tional strategies and utilize both in-district and com- 9 munity resources for motivating students. 10 Parents\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_183","title":"Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), racial count","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"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1988-10-03"],"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":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","Little Rock School District","School districts--Arkansas--North Little Rock","School districts--Arkansas--Pulaski County","School integration"],"dcterms_title":["Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), racial count"],"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/183"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nOctober 20, 1 988 TO: Board of Directors FROM: James Jennings, Associate Superintendent - Desegregation -:\n-5 THROUGHD: r. George Cannon, Superintendent of Schools SUBJECT: Enrollment Report - October 3, 1988 cc: Executive Staff '  TOTAELN ROLLMENT Seni1:i1' Hich Schools Central r o\nY' H,:i 11 McCl el 1 an P11rkvif.W TOTAHL IGHS CHOOLS Jun 1 or Hi ':JI, School::\nC1overdale Dunbar Forest Heights HPnriP.rson Mabelva1e M.:rnn t-'1..11~ 5k i I It\ni gh't!: D....,.~ l',\\/.!916 TOTAJLU NIORH IGHS CHOOLS Elementary Schools Badgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Ful ::iri ght Garl dt1d Geyer Spy,ing~ lsh Jefferson King ENROLL~ERNET? ORT October 3, 1988 ENROLLMENT 26,543 ~,070 920 1, ~68 1 I 191 847 6,296 712 741 770 954 581 882 1394 734 6,068 279 414 400 447 560 ,. 446 414 341 423 442 598 299 239 197 488 94 HJGH SCHOOL KINDERGARTEN: White ~ 1,\":\u0026gt;~r/ C,e~ tra l 1 e. ,-/\" ~ h:nr 5\n- ,:-Pt/J\u0026lt; Hall 16 :P/j\u0026lt;Jc McCle~lan 7 ~ Parkvicw 6 TOTAL 35 ... ~ NONBLACK a/ BLACK ,O 16,753 9,790 63 1 . 105 885 57 466 454 S1 635 633 50 (i1 ~ 576 ~2 493 354 ~e .1,j~4 2,0O'.I 6~ 424 208 60 600 141 81 4g2 278 fi4 614 340 64 1? fi 256 56 516 366 ~y 429 26t\n62 ~12 r!~~ 70 3,912 2,156 b4 202 77 72 297 117 72 292 108 73 278 169 62 363 197 65 281 165 G3 270 144 65 247 94 72 251 172 t:\n9 414 ?.8 91\\ 327 271 , .. ~:) 276 23 92 1 ~ / 62 6G 178 19 00 272 c16 56 88 6 94 R)Rck Other Total /,-ti~-~ 49 .50 f ~pqO 11 16 3 19\n-\n:J\u0026lt;!. /  . 13 20 ---(\u0026lt;H- pI a 11 1 18 87 1 1?. 3 ~\"~' p  rJ~t'l\"~ --. '. .. ENROLLMENT BLACK NONBLACK % BLACK Elementary Schools (Cont.) Mabevl ale 586 373 213 63 McDermott 506 298 208 59 Meadowclfff 456 312 144 69 Mit che 11 261 220 41 84 Otter Creek 361 207 154 58 Pulaski Heights 326 226 100 70 Ri ghtsell 241 196 45 81 Rockefeller 300 255 45 85 Romine 472 360 112 76 Stephens 233 227 6 97 Terry 522 307 215 59 . \\ akefi el d 501 316 185 63 Watson 465 297 168 65 Western Hills 332 213 119 64 Wilson 412 289 123 70 Woodruff 221 163 58 74 TOTALE LEMENTASRCYH OOLS 12,276 8,452 3,824 68 Elementary Magnet Schools Booker 647 355 292 55 Carver 446 222 224 50 Gibbs 335 172 163 51 Willi ams 475 246 229 52 TOTALE LEMENTAMRAYG NETS 1,903 995 908 52 TOTALE LEMENTARY 14, 179 9,447 4,732 66 ~~ 3c),,,e/2, /1J/,Ju'S\nA-1,,pe,(y 11-J:.J\ns--/vo\u0026lt;\"\n)~ G,:\u0026gt;1 i..A.I c:?,CJ70 //i'~ gg--5 7\n=?0 , -Y'J / 9 t' .\n?O~O /, /.,,3(:p g,'?? ~\"/4 v-.,L 9.,:,0 IC.. ~\" '1/~ ~/ 909 -Y5S \"'1/-1/7 /(,., ~o/o ,,t-/4J/ /~Cf c\ni55 r:..~\"f.3 /9 -3 ~(:!,, /~~/ .:::, /i c\n~,\ni,, Gl1 -5}/ % oveL- .. '\\ ... ~/ :i\u0026gt;/J( J/,( ~ '/J( ~\u0026lt;74-//4J /19/ \u0026lt;\n,/5 S?C, :\n)..J c:\u0026lt;0 13 7 (,,..S. //7/ C::,eJ~ ::ff~ c\n~/'% TOTALE NROLLMENT Senior High Schools Central Fair Hall McClelian Parkview TOTALH IGHS CHOOLS Junior High Schools Cloverdale Dunbar Forest Heights Henderson Mabel vale Mann Pulaski Heights Southwest TOTALJU NIORH IGHS CHOOLS Elementary Schools Badgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Ish Jefferson King ENROLLMERNETP ORT October 3, 1988 ENROLLMENT 26,543 2,070 920 1,268 1 , 191 847 6,296 712 741 770 954 581 882 694 734 6,068 279 414 400 447 560 446 414 341 423 442 598 299 239 197 488 94 BLACK NONBLACK % BLACK 16,753 9,790 63 1 , 185 885 57 466 454 51 635 633 50 615 576 52 493 354 58 3,394 2,902 54 424 288 60 600 141 81 492 278 64 614 340 64 325 256 56 516 366 59 429 265 62 512 222 70 3,912 2, 156 64 202 77 72 297 117 72 292 108 73 278 169 64 363 197 65 281 165 63 270 144 66 247 94 72 251 172 59 414 28 74 327 271 55 276 23 92 157 82 66 178 19 90 272 216 56 88 6 94 NORTH LITTLE ROCK PUBLIC SCHOOLS RACIAL COUNT AS OF OCTOBER 1, 1988 ELEMENTARSYC HOOLSI NCLUDINGK INDERGARTEN t~ ( 1/,'BLACK BLACK SCHOOLS NONBLACK TOTALS PERCENTAGE Amboy ~,\nd\" 169 427 39.6% Argenta 95 116 211 55.0% Baring Cross 8 8 16 50.0% Belwood 82 67 149 45.0% Boone Park 249 309 558 55.4% Crestwood 119 90 209 43.1% Glenview 128 100 228 43.9% Indian Hills 285 158 443 35.7% Lakewood 145 98 243 40.3% Lynch Drive 162 116 278 41. 7% Meadow Park 136 140 276 50.7% North Heights 235 173 408 42.4% Park Hill 164 98 262 37 .4% Pike View 240 185 425 43.5% Pine 101 107 208 51.4% Redwood 114 172 286 60.1% Rose City 125 109 234 46.6% Seventh Street 189 148 337 43.9% TOTALS 2,835 2,363 5,198 45.5% NORTH LITTLE ROCK PUBLIC SCHOOLS RACIAL COUNT AS OF OCTOBER 1, 1988 SCHOOLS NONBLACK ~ ~ Baring Cross __ 1_1 __n_ _n (Secondary Students) SUBTOTALS 11 22 33 SECONDARSYC HOOLS Central 403 301 704 Lakewood 328 122 450 Ridge road 341 284 625 Rose City _.2Q2_ _ill _ill. SUBTOTALS 1,281 865 ~ 2, 146 Northeast 742 338 1,080 Ole Main ---2fil __il_ 1,037 SUBTOTALS 1,323 794 2,117 SECONDARTYO TALS 2,615 1,681 4,296 ELEMENTARTYO TALS 2,835 (Including Kindergarten) 2,363 5,198 DISTRICT TOTALS 5,450 (Including Kindergarten) 4,044 9,494 BLACK PERCENTAGE 66.7% 66.7% 42.8% 27.1% 45.4% 43.1% ~:.4 0.3% 31. 3% 44.0% 37.5% 39.1% 45.5% 42.6% -~ NORTHL ITTLE ROCKP UBLIC SCHOOLS RACIAL COUNT .,:.. AS OF OCTOBER1 , 1988 ELEMENTARSYC HOOLSE XCLUDINGK INDERGARTEN BLACK SCHOOLS NONBLACK BLACK TOTALS PERCENTAGE Amboy 205 157 362 43.4% Argenta 83 96 179 53.6% Baring Cross 8 8 16 50.0% Belwood 65 57 122 46.7% Boone Park 219 244 463 52.7% Crestwood 107 84 191 44.0% Glenview 116 83 199 41. 7% Indian Hills 238 147 385 38.2% Lakewood 112 92 204 45.1% Lynch Drive 135 107 242 44.2% Meadow Park 113 123 236 52.1% North Heights 183 159 342 46.5% Park Hill 131 89 220 40.5% Pike View 192 169 361 46.8% Pine 99 79 178 44.4% Redwood 112 129 241 53.5% Rose City 99 102 201 50.7% Seventh Street 187 111 298 37.2% TOTALS 2,404 2,036 4,440 45.9% NORTH LITTLE ROCK PUBLIC SCHOOLS RACIAL COUNT .,- AS OF OCTOBERl, 1988 SCHOOLS NONBLACK BLACK TOTAL Baring Cross __ 1_1 _ll --1.J. (Secondary Students) SUBTOTALS 11 22 33 SECONDARSYC HOOLS Central 403 301 704 Lakewood 328 122 450 Ridge road 341 284 625 Rose City _fQ2_ _ill. ---11 SUBTOTALS 1,281 865 2,146 Northeast 742 338 1,080 Ole Main -2fil ~ 1,037 SUBTOTALS 1,323 794 2,117 SECONDARTYO TALS 2,615 1,681 4,296 ELEMENTARTYO TALS 2,404 2,036 4,440 (Excluding Kindergarten) DISTRICT TOTALS 5,019 3,717 8,736 (Excluding Kindergarten) BLACK PERCENTAGE 66. 77. 66.77. 42.8% 2 7. li. 45.47. 43. li. 40.Ji. 31. Ji. 44.0i. 37.57. 39. 17. 45.9% 43.0% ::.7 \"31 (c)7: ~9 PUL. C) SPL SCH DI'3T -.-- ..  .._ A..'\"nold I ~J\u0026lt;er I :2Lt~S ! 5..::.VOl1 :--ieco ! Cato Coli. 5tal ~ Du:::::-e~. I F'ul1er , ,,.,..-:..~ Ja'\u0026lt;-. Ele.\u0026lt;:i. -L~C..'7'il.:\"J\u0026lt;: c-cWSOr. Ci\"\\.-: Grove J ~ i\u0026lt;:::rooke -?!..\"1e Fores~.\\ ?ineivecd n _Eg.9~on Ii Sco-:t ] St-e.=-\n,'00'.i ~ S'llvan !-iills Ta\",.\"1or i Tcll,:\nSC,n f!\"('{T' llf. J:'T .\n:i..f . I I Fw . .Ler Jr . Jax. North Ja:\u0026lt;. South I Nortrr...rocd ~- Jr. S Hills Jr 'r(\"/i'~~ JP Ja:{. H.l.gh Mills 1' NO. Pulaski Oak Grove Rcb. Hiah I s. Hill~ Sr 'I'OT.?il. SR. - GRAND 'IOI'AI. . 61 58 i ri 4 , ~ , , l 100 I 93 ' 354 220 264 29,t 54 ~5 161 \" .. 0.\n158 - 95 - 71 122 125 1i2 84 3.231 375 128 174 2.68 86 218 1.151 I ~6 322 [ ' 145 11 6 95 I 163 , 107 5.489 t 1988--89 E~RGI..:..MENT OCTOBER 3,  l 968 0 310 j 371 248 I 306 379 ,, I 7G j. . \"a' I 598 51~ I 634 88 I 188 395 I ,t38 , 'if\n\"lJJ 4 f, 7 F, ~' 535 799 333 627 302 356 490 555_ 500 661 513 596 519 677 379 474 142 213 444 566 611 736 i? Cl 441 4 \"i7 541 q Ii?? l2,2:i3 452 827 439 567 486 660 746 9 1 A _ .. 395 . ~., .. 0 - 781 999 3,299 \u0026amp;. .d.50 920 I 1186 463 I 785 721 866 s:\\?n Q's I- 352 4. 4 7 785 .9 .. a 4.061 5 163 - 16 382 -11...0.. ! ~---- P.2 ... 16 I 84 .J..9 i 3.!. 49 I ::, .L 3 I 97 t l8 r 82 53 I 47 1 ~ I Sl : I 58 - 42 J? I F,R 33 I 67 47 53 15 85 I 12. 88 24. I i6 14 86 23 77 20 80 33 67 22 l 78 17 :33 25 I 75 H 8.i 26 74 I ~ _L_ 45 55 23 77 26 14 18 8? 18 P. / 22 I 7 P, I I --- ? ii l 7~ I I 22 I 7 P, i 41 SQ 17 A1 1 ') RR 21 ! 7q l ~ - I 83 I ' 21 10 ' r  I I I 25 75 I { . t ' ~--..-..... --:,1.,:. - ..:.!'J.  ut.,' -- :.-( ,c~i. - r' ._r1-::\n_ c F -I_IL:-0. SPL SCH DIST l'-..........,. .. .... -.....n-u--.1--..er Jr. Jax. North Ja..'\u0026lt;- Soutl'-. Nortrn,ooo - Rob. Jr. s. Hills Jr 'rr-YT'I.. T TR - Ja.\"\u0026lt;. Frigfi I -- Mills -No. Pu.Laski Oak Grove Rob. Hiah I s. Hill~ Sr ___,__ .-.i \",1 -:J 128 J.7~ .lc8 e.e-, 218 - 1..1~fa I 266 322 145 I H6 7 : 95 I 163 NROL:..MEN1' OCTOBER 3, l %8 452 827 439 567 486 660 746 9 ,. . .. 395 4 o\"'\"_l 781 T- 999 3,299 -~_,_1_5 ~ 920 1186 463 785 721 I ~66 \u0026amp;20 =__j3F 352 ,!_ 4 7 785 .9 .. a 81 - 4,2 -\n,_q I --: 67 _1 53 I 85 I 68 'I 26 14 22 L1 41 - 17 - , ? - 21 1 - --~- ~- -I ------! _ri~.:==: rror.r..SJR... l , 0 7 - - I 4 061 5. !.63 21 l ~----...,_.-----1------ F---J\u0026lt;:l - I --- - - - ~- I I -- _gy,ND 'illTAI. s 489 16,382 t_D__,~7- +- - . .J. 25 . ----- t i ,,...,_,._,. __. ,._. ..... . 75 ::'NRO LlE-JT 0 TC'\u0026gt;_ Efi. 3 LS88 Tavlor 1 1 J  )g 4 4 l 2 5 \": ToJles:-n 84 !1\u0026amp;:\n7 541 ~6 84 I 3,231 l.t:. 2 :\u0026gt;J 26 74 - -----------~-------t------- ...-.--.-.-- -+------.,,_- I ...,..__,.. _________ -1---------t,------- ..... -------+------- r. 375 4\"-12 827 ~5 55 -+----~\n._-----+---__\n_,\n_\n__...,_ __ =------1.--~:\n..._---+---.-...,---- t-L rt h 128 439 567 23 \"'7 d-\n.. ~=-uth 174 486 G60 26 \"'4 Nort.ru,.'Xld 168 I 74 6 ::nrt 13 \u0026amp;? P.ob. Jr. 88 395 483 13 A? S Fills Jr: 218 781 999 22 13 1.151 3.299 4 4Sn 74 Ja'I{. Hign 266 920 .lJ.80 22 1~ M,lls i 322 463 785 41 c:\n.Q No. Pulaski 1 145 721 866 . 17 Rl fl\n:i'c\n: G..-ove. 11,:\n820 9~~ 1 ') ~~ n. Fob. Hiah 95 352 441 21 1() r - s. Hills Sr 16\"3 785 948 17 81 'It)TAL SR. , 1 n 7 4 061 5.158 21 7,0 . - GP.AND'r CTAI.. 5 4 89 16.382 2 l 87 l 25 75 p ASK Co TY 5 ITT 501 0 F X  4 . . _::\n..___....\n.:\"-------- Fro w ti ~ Yo r CHO L Drs . ox 860 7221 Ir ud rcr i r I 1 H I -t .. .:, #. J\nn C )'. * 't t r:t ~ .:**: .: n:ni,. :t:t:::u::o::t:.:.t:n*:,::,cu:,at::* P, 01 * r * UNP 91 MON8: 44 * l - ' Jl\"'i .. ~t:. t l .E %, c' Rr t.'.: ' ~ JK *\n.: * + ~ h t t ) \" t tq p * ( h ,1,t:i:Lt: **inn: i l f \nn.::uU Of., ~ 1i t n:.u~iu ,  q,n*~-H*'U . ~ . . . . P . .: ~ ~ - ,t' .L , .OF \u0026lt; - I ..,. .. ck I :~ ., .I. C k I '::\u0026gt;ta . [%a :..a. k /% :fon-BlaGi\u0026lt; I I\n, I -, 21 )3,\n~? I ::p_ ' ! -' l 6.!. EO .3 7 1 I 16 ti .. j:,O t t 1\ns: - ~ .. ~ I .:,3 24 8 I ~ .. I , ,\n~ -:,79 7,\nj . 49 I ., l. !:-,VOL: :!E.':O , \"' ...,n~ '398 1 '17 ':ato , ' ,. i:\n.) I 634 . \u0026amp; I 82 Col:. Sta. 18~ ') 3 4.., -- 100 88 I l).1oree C) 3 B:, 1138 H I ,. . Fuller 3'14 ? 'in Fi 1 () C:R ..'-: \" 1-1\u0026lt;.1.. .- \u0026lt;: 2?0 4 fl 7\n:\n1n\nn I \"\nJax. Ele.rn. 2t:i4 535 799 33 I \"-,~ Landma.:: l\u0026lt; 294 333 627 47 53 Lawscn } 1 30 :' 3 _,fj 15 35 03}, Grove 65 -4 90 555 12. aa ca.ld)rooke 161 sc: 661 24 76 ?1..\":e Forest. 83 'H3 596 1-t d6 - ? :.r.ew'C-Od 158 519 67i 23 77 -~'b\nn.,on Ii 95 379 474 20 80 S::., t 71 -,: 213 33 67 - s - 'O Qd I 122 . 566 22 78 -- -'1 Hi:..ls 125 736 17 8 - r 11' ~  4 4 l 2:i 7-:J - . .-.:son 21 457 54  16 8.1 - I 'T\"O'l- i:\"T~ 3 231 '1 '.'122 lL,.: ::\u0026gt;J 26 74 - - --- r Ler Jr. 375 4 ..,. . 827 .. s 55 Jax. North 128 439 567 23 77 Ja'\u0026lt;. South 174 486 660 ' i\n7t. -!.\"lortrr.~ 168 746 914 g? fu. . Jr. 88 J95 483 ) ~ P.? S. Hills Jr 218 781 999 ,. 22 7 P. 'J'rYi'!. T. \"JR 1 151 3 299 4 4 \u0026lt;\n() '.\u0026gt;h it. Ja:{. H:.gh 266 920 l.l.8 6 22 7P. Mills 322 463 785 41 'I q '-Io. Pulaski l~ 5 721 806 17 fl1 Oak Greve J l 6 820 936 , ? RR Rob. Hich 95 352 447 21 ,c\ns. Hills Sr 13 785 948 17 8 'TCfr\n.\n:__ SR . l Hi7 4.061 5 168 21 GRA:'~\u0026gt; 'ial'AI '\u0026gt; 489 15. 38 2  t ~\"7 \u0026amp;.  I 2'\"l 75 I --I - - ULAS TY PEC AL C O L S RICT 1 0 o RoAo/ . 0. 8 x 8601 LITTLE ROCK, AR 72216 501 490-2000 Fa 3 0 From:  \u0026lt; .. \u0026lt; t\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1087","title":"\"Interdistrict Desegregation Plan\"","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1988-10-03"],"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","School districts--Arkansas--Pulaski County","School districts--Arkansas--North Little Rock","Education--Arkansas","Educational planning","Educational law and legislation","School integration"],"dcterms_title":["\"Interdistrict Desegregation Plan\""],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1087"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nIN'l'ERDISTRICT DESEGREGATION PLAN October 3, 1988  -- 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. INTERDISTRICT DESEGREGATION PLAN October 3, 1988 Introduction Position of the Arkansas State Board of Education Overview Interdistrict Desegregation Plan Student Choices and Options Summer School Gifted Education Long-Term Desegregation Plan staff Development School Operations Library Media Special Education Vocational Education 12. Guidance and Counseling INTRODUCTION The goals of school desegregation planning must be clearly focused and well understood. It is insufficient to establish as a single goal the physical movement of bodies and the rearrangement of boundary lines. An educational environment which encourages and provides academic and human growth for all students based upon their individual needs and talents must also be a goal of any adequate desegregation plan. The parties hereto seek to ensure that the schools and learning experiences through the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her economic status, racial, cultural or geographical identification. Immediately following this introduction, the parties have included an overview which sets forth their mutual understanding of the basic tenets and bases for compromise they consider essential to an interdistrict desegregation plan. Supporting that overview, the reader will find a series of documents prepared by committees composed of representatives of the parties. The committees met over a period of weeks to discuss and come to agreement on the interdistrict desegregation aspects on assigned subjects. There were four ( 4) main committees which were devoted to the following areas: 1) student assignments\n2) programs/academics\n3) community and board development\nand, 4) school operations. The student assignment committee also had oversight responsibility for the other committees. At one time - or another all the parties had representatives present to develop and formulate areas of collaboration. The committees submitted their reports to the oversight committee (student assignment) which in turn submitted all of the reports to counsel for the various parties. Counsel have now refined and revised those reports as well as produced the following overview. The intradistrict submissions constitute the work product of representatives and counsel of the submitting party and do not necessarily represent matters upon which consensus has been formed among the parties. Indeed, it should be emphasized that all of the material has not yet been subjected to finnl review by the parties. However, such material does represent their best - joint efforts and mutual thinking to date.  Finally, this document represents the work product of the LRSD, PCSSD, and Joshua Intervenors. The NLRSD is not a signatory to the proposal or any of its parts and has not agreed to participate in any of the programs, procedures or policies set forth. The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts, provided they do not negatively affect the desegregation plan of the NLRSD . The NLRSD will consider the programs, and may, subject to the - consent of the parties hereto, participate in specific programs when the NLRSD determines that such participation would be beneficial to the NLRSD and its students. --  POSITION OF THE ARKANSAS STATE BOARD OF EDUCATION The Arkansas State Board of Education cannot support and must object to this plan, primarily because it expands the financial responsibility of the State Board beyond both the interdistrict and intradistrict remedies assessed against it in the opinions of the Eighth Circuit Court of Appeals. Upon request, the State Board will continue to cooperate and assist the other parties in an advisory capacity and will continue to negotiate with them to modify the plan so that it is brought in conformity with the earlier Eighth Circuit rulings in this case. OVERVIEW I. Objectives: The objective of the parties is to develop and implement a comprehensive desegregation plan for the three school districts in Pulaski County. Such desegregation plan shall be based upon the following principles: A. All schools (students and faculty) should be racially balanced within goals reflective of previous applicable court orders and approved desegregation plans except as otherwise provided in this Plan. B. There will be established interdistrict schools which shall seek to obtain a ratio of between 60% and 40% of either race with the ideal goal of these interdistrict schools to be 50% black/white. Proposed interdistrict schools shall be phased-in to these ratios over time. II. Interdistrict Schools: There shall be interdistrict cooperation in developing the interdistrict thematic school programs. The State Department of Education shall have ultimate responsibility for financing interdistrict thematic schools. Responsibility for operating and managing interdistrict schools shall rest primarily with the host district, subject to coordination and cooperation among the parties with respect to such matters as recruitment, theme selection, transportation, and other matters which are relevant to the interdistrict character of the facility. Four new interdistrict facilities will be constructed in 8 the near term ( 1989-90). Sites to be considered include a new Washington school\na new school near I-4 30, perhaps using the vacant Home Mart structure\na new King school\nand a new Stephens school. -- Facilities considered for construction in the future include new schools in or near Shinall Valley\nthe Outlet Mall area and the Scipio A. Jones site. Further construction and additions may be undertaken at the Oak Grove (PCSSD) schools and such other existing school sites as determined between the parties or by the court as appropriate for interdistrict school locations. The interdistrict schools shall be populated primarily by black students from LRSD and by white students from PCSSD or beyond Pulaski County. efforts designed to schools. III. Enhanced Schools: PCSSD and LRSD will engage in recruitment maximize participation in interdistrict There shall be a limited number of enhanced schools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools of 50\\ black and 50\\ white with an allowable range of assignment of present LRSD students of 55\\ black and 45\\ white. The recruitment of white students to these remaining schools may increase the percentage of white students in these schools.  The enhanced schools shall be identified after a determination has been made of the number of black students who elect to attend them. The enhanced schools will be desegregated in phases through a combination of recruitment to the enhanced schools, and assignments from the enhanced schools to interdistrict schools, as those schools are built\nsuch recruitment and assignment shall be in accordance with each district's student assignment plan. Funding for the enhanced schools shall be set at two times the level for regular-curriculum schools, to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities. To meet that goal, the parties shall utilize the services of a consultant who has demonstrable experience in developing and successfully implementing such programs in a majority-black educational setting. As this plan's first phase program is completed, the number racially-isolated school settings students. IV. Magnet Schools: of facilities construction of students remaining in should not exceed 15 o o The Little Rock District shall continue to operate the six present magnet schools. Those schools shall be racially balanced to a point of between 50% and 55% black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and LRSD will engage in recruitment efforts designed to maximize participation in magnet schools .  V. PCSSD Schools: The PCSSD schools shall have a black-white ratio goal in accordance with that district's proposed permanent desegregation plan. VI. NLRSD Schools: The North Little Rock schools shall have a black-white ratio goal in accordance with its present desegregation plans. That district will operate no magnet schools unless it so chooses, although it may educate pupils of the other two districts. If an interdistrict school is placed in North Little Rock, it will be racially balanced. VII. Further School Construction: All school construction shall be subject to the court's prior approval and shall promote desegregation. VIII. Transportation: The districts shall explore operating a single transportation system. The cost of any such system shall be shared in a manner agreed upon by the parties or ordered by the court. Students who need transportation in order to attend their assigned schools (including its programs and activities) shall be provided it. Nothing in the transportation process will preclude a student from voluntarily choosing an assignment which requires more than a 45 minute bus ride. IX. Building Quality: An aim of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower  socio-economic least equal districts. areas shall to those in receive attention and more affluent areas X. students Outside Pulaski County: resources at in respective The parties shall encourage assignment of students from outside Pulaski County to select interdistrict schools. Assignments shall be made under this provision only if they advance the desegregation goals of this Plan. XI. Faculty: The districts and the state department shall set recruitment and hiring goals so as to prevent imbalance and to provide highly qualified staff to all students. The racial composition of each district's faculty ratio shall be consistent with applicable law. XII. Achievement Disparities: A. The parties shall have as a high priority the elimination of educational achievement disparities between black and white students. An instrument for initial measurement of disparity will be standardized, properly approved and/or vali-dated tests. Each district or entity shall devise its own plan for eliminating disparities while at the same time continuing to maximize educational opportunity for all students. B. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially identifiable schools than on others, and further that the high demand/high expectation concept will target low achievers in all schools .  c. The districts shall evaluate all programs and personnel for effectiveness in remediating achievement disparity in accordance with any applicable policies, laws or agreements. XIII. Programs and Activities: There shall be a presumption that racial disparity in programs and activities in any school need not exist. Where such disparities do exist, they shall be identified\nanalyzed for cause and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be implemented. Special attention shall be given to any imbalance in placement into special education, honors, talented and gifted, advanced placement classes\nextra-curricular activities\nexpulsions and suspensions\nand reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV. Monitoring: The districts will continue to carry out their respective monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Master. Additionally, at the end of each year a determination of the effectiveness of plan implementation shall be conducted by the parties, subject to the court's review. To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that requests for access are not disruptive, unreasonable or intrusive .  xv. Housing: The parties commit to promote housing desegregation within segregated neighborhoods. The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They pledge to work together and use their best efforts to dismantle, and prevent recurrence of, segregated housing patterns. XVI. Funding: The parties recognize that most funding issues will ultimately have to be determined by the Court. The parties expressly agree that the method of funding chosen to satisfy the State's obligations under this Plan shall not result in a diminution of funds in comparison to the usual and customary Minimum Foundation Program Aid funding for a typical, non-magnet school. Moreover, where there is a commitment in this Plan to \"enhance\" a school, it is expected that more rather than less will be spent per student in State aid. The Little Rock School District does not have the necessary funds to implement this desegregation plan. Implementation must be dependent upon the receipt of additional desegregation funds by LRSD. XVII. Special Education: To the extent not addressed in other sections of this Plan, the parties are committed to ensuring that all aspects of Special Education within the three districts shall be operated and maintained by the parties with the objective that racial disparities,  including over-representations of certain groups in special classes, shall be reduced or eliminated. The parties will continue to work together toward that end. XVIII. Community Involvement: The parties are committed to ensuring a high degree of involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes positive steps to make that involvement substantive and ongoing .  -  INTERDISTRICT DESEGREGATION PLAN student Choices and Options The parties to this proposal believe that the recent success of the magnet schools in the Little Rock School District as well as the real potential for expansion of the tri-district Majority-to-Minority program should constitute the fundamental building blocks upon which a tri-district student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before consideration is given to other assignment strategies. Preliminary recommendations are set forth below regarding the location of new magnet schools\nhowever, with certain exceptions, these parties do not presume to suggest final themes for new magnet schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons, parents, and students in theme selection. To that end, these parties propose to conduct a series of carefully drawn tri-district parent/patron surveys designed to elicit public opinion and input concerning the selection of themes, the location of themes, and the implementation of themes. The parties further propose that, following analysis of the data received from these surveys, a series of public meetings be conducted to receive further comment regarding potential themes, suggestions for thematic refinement, and further input regarding theme location. The parties believe that this process will not only promote con- - - ....  fidence in these expanded and new programs but will operate to generate curiosity about and enthusiasm for these expanded activities. The parties further propose a liberalized and expanded greater-majority to lessor-majority transfer option, which is separately presented as a proposed stipulation. Preliminary Suggested Magnet Locations The following suggestions are the best judgment of the planners in this process based upon the need for new construction and current demographics and geography. The parties suggest that within the Little Rock School District a new Stephens Elementary School operating at grades pre-K through 6 be located due west of and adjoining the Capitol Hill Complex, by 1990. These parties propose that this elementary center be constructed, owned, and largely operated by the state of Arkansas as both a model and experimental school which draws its black student body largely from the Little Rock School District and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have child care facilities. These parties also propose the construction of a new King Elementary School as a downtown elementary school, by 1990. These parties propose that this facility be located in the general area bounded by Interstate 630, Chester street, 9th Street and Center Street. These parties believe that this location would serve as a natural magnet for individuals who work  - -- within governmental and business centers of Little Rock. To augment its attraction, and to facilitate, perhaps as a pilot program, the state of Arkansas' long-term goals for early childhood education, the school should include a four-year-old preschool program as well as childcare facilities. The parties further propose that the reconstructed Washington complex serve as an interdistrict magnet, beginning in 1989, and that, particularly because of its location, it be promoted as an option for out-of-county parents and students who work in the city of Little Rock. The parties also believe that the time has come to open all of the interdistrict magnet schools to parents and children who reside outside Pulaski County. This latter action seems particularly appropriate since many of these people work in Little Rock but live outside the county and do not presently have the option of attending magnet schools, and because the state of Arkansas will be called upon to play a significant financial role in the establishment and operation of these new magnet schools. The parties further propose that in 1989 the Oak Grove complex of schools in Pulaski County be constituted as an interdistrict school complex, with each organizational level assigned a publicly determined theme. The parties believe that the selection of themes for this school complex should be determined after the survey and public hearing process is completed. The PCSSD suggests that serious consideration be given to the implementation of a naval ROTC program for the Oak Grove high school and  --- e - -  the concomitant phas~-out of the naval ROTC program at Parkview High School. LRSD disagrees with the Parkview phase-out. The parties further propose that a facility located at the junction of Interstate 430 and Colonel Glenn Road in the western portion of the city, otherwise known as the \"Home-Mart Building\", be acquired for operation as a large elementary magnet school to be operated by the Pulaski County Special School District, beginning in 1990. The parties are in agreement that the location and physical construction of this facility offers enormous possibilities for an excellent instructional program. Among the advantages offered by this facility are its extraordinary size of 120,000 square feet, its proximity to Fair Senior High School, its unique location almost upon the boundary of PCSSD and LRSD and its proximity to Interstate 430. While final details have not yet been proposed, the parties believe that this facility could be operated in a unique way. This includes reserving for Pulaski County Special School District a significant number of seats, some of which might be available for mandatory student assignment by the PCSSD, to accommodate a future growth of student population in the western portion of the PCSSD. The parties believe that an appropriate theme or themes can be determined which would accommodate not only the traditional method of pure volunteerism for magnet schools but also the potential for number of the seats being reserved for a geographic assignment area within the PCSSD and LRSD .  -  The parties also recognize that the sheer physical size of the facility holds out the promise of a multi-theme magnet which could promote even greater interdistrict student movement. The parties further believe that its location at a major intersection on the Interstate system in the western portion of the county holds promise for the attraction of students from without the county who do not travel on the other major arteries which now bring them within proximity to the previously established Little Rock District magnet schools or the proposed Washington Elementary School. The parties further agree that serious consideration should be given to the establishment of an alternative school on the present site of Central Junior High School in North Little Rock in 1989. The parties recognize that such a facility might most appropriately be operated by the present interdistrict school cooperative. The parties will explore the possibility that funding received by LRSD as part of the Annie Casey Grant could be directed toward the operation of such a facility as a tridistrict effort. Potential M to M Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote majority-to-minority transfers. Among the options proposed by the parties are the establishment of an Air Force ROTC program, together with instructive flight simulator, at North Pulaski High School. This will require additional construction at North Pulaski. The par- ties agree that the Air Force ROTC program at Central High School  in Little Rock has been a success as well as a prime attractor for black students. Its implementation at North Pulaski High School could act as an inducement for the voluntary transfer of black students to North Pulaski. As previously mentioned, the parties propose the establishment of a naval ROTC program at Oak Grove High School in PCSSD. Again, the parties agree that these - specialized programs are an appropriate desegregation tool designed to promote the voluntary movement of LRSD black students to appropriate PCSSD schools. Joint Pursuit of Federal Magnet Grant The three school districts in Pulaski County are committed to the joint pursuit of a federal magnet grant of up to seven million dollars for the operation of the multi-district magnet schools. It is hoped that the prospect of receipt of this grant will induce the State of Arkansas to become enthusiastic about the prospect of additional magnet schools in all three districts. The school districts believe that the receipt of this grant can - work to reduce the financial obligation of the state of Arkansas with regard to schools and thus invite the State's wholehearted - cooperation and assistance in obtaining the magnet school grant award. The grant application is due this fall and a decision on the - grant is expected during the 1988-89 school year. If the districts are successful, then monies should be available in time   - -- -- - to assist in the development and implementation of the proposed new magnet schools. In any event, the districts and intervenors propose that the same funding arrangement that has previously been utilized be carried forth in the development of new magnet schools at the same time recognizing that the recommendation to develop the Home-Mart Building and Shinall Mountain School as magnet schools probably warrants a reduced expectation of participation, both student and financial, from the North Little Rock School District. However, this proposal does not constitute an acceptance by the districts and intervenors of the method utilized by the state to fund its share of the magnet school costs by using Minimum Foundation Program Aid which would have otherwise gone to the Pulaski County districts.  - -- SUMMER SCHOOL Programs for remediation and enrichment will be offerd during a six (6) week summer session. LRSD will create a special summer school for a select number of students with achievement deficiencies in reading and math. Student eligibility for this free program shall be based strictly upon deficient assessment during regular school year. LRSD expects a maximum participation of approximately 500 students in grades one through twelve. The pupil/teacher ratios and other support programs shall be similar to regular year programs which address the same concerns. Summer Learning Program (8th Grade Remediation Program) The Summer Learning Program will be implemented for those students who fail to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during the spring of 1988. The program will operate for six weeks and will provide remediation, in accordance with Arkansas Department of Education guidelines, in the areas of reading, English/ language arts, mathematics, science, and social studies. students will receive instruction only in the identified area(s) of need, with instruction being provided in three-week modules. A student may receive extensive remediation in one area for six weeks or assistance in two areas with three weeks concentrated on each area. The Summer Learning Program will have a projected enrollment of 500 eighth grade students and a teacher-pupil ratio of 1:20.  Little Rock school District/JTPA Literacy Program Effective the summer 1987 the students (ages 14-21) certified to participate in the Summer Youth Employment Program must be assessed in the areas of reading and mathematics and provided remediation instruction. The Little Rock School District has submitted a proposal to the city of Little Rock, JTPA and Private Industry Council for approval. The proposal was developed and submitted in accordance with Little Rock School District and Job Training Partnership Act Program guidelines. Extended Year Services (Handicapped Students) The Little Rock School District recognizes that to meet the responsibility of ensuring that all handicapped students receive an appropriate public education, some handicapped students may need to receive special education and related services that extend beyond the regular school year. Most handicapped children, like their nonhandicapped peers, benefit from school vacations\nhowever, for children who have limited recoupment capacity, a break in programming may be detrimental rather than beneficial to the overall learning process. The purpose of the extended year program is to prevent regression relative to previously-learned skills which cannot be recouped in a reasonable length of time when assessed and/or demonstrated recoupment capacity is present. The extended year program provides for an extension of the programming from the regular school year, as identified in the IEP.  -  Area of Collaboration Cooperative planning for summer school with the three Pulaski County school districts should be scheduled for late 1988. students in all three districts will be better served if the Districts coordinate, with respect to summer school, the following: -locations -dates -curriculum offerings -purpose: enrichment vs. remediation -fees/funding -transportation -eligibility Since all three districts offer summer school for grades 9-12 on a tuition basis, mutual planning to determine locations, dates and curriculum offerings would be beneficial for all invovled. Principals, counselors and teachers in all area high schools should be provided with these summer school options for students. The three school districts will collaborate on summer school programs for elementary students and will coordinate and share programs where feasible. In addition to offering remediation assistance to students in grades 1-8 on a tuition basis, plans are being formulated for a tuition-free summer program for primary children to provide early intervention strategies for students recommended for grade retention. It is also anticipated that a tuition-free summer enrichment program for educationally disadvantaged students in grades 1-8 will be provided .  - - Tuition-free remediation will be provided for students who fail the eighth grade MPT. All other summer programs will continue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. Expected outcomes By the summer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area and race. Progress/failures will be monitored according to grade level, gender, subject area and race. Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer.  - Budget Projections 1989 summer School Printing Tuition-free summer school for early intervention for 300 primary children recommended for grade retention Tuition-free summer enrichment program for 300 educationally disadvantaged elementary students Tuition-free summer remediation for students who have failed the 8th grade MPT TOTAL $ 2,100 40,000 40,000 60,000 $142,100 All other summer programs will continue to be self-supporting or funded through external resources. The LRSD values the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. Budget projections should be similar for summer sessions for 1990-93. ,e INPl[H[NTATION TINELIN[ Annu,I Phn l989 (Yur) Person Rtspons,61e y1,oof Wood Goal: To 1111f\u0026gt; etllt!n 1989 slaer school Currtculuin nd Division Spec1,1 Programs Progr/Are SUlffl!Cr School STIIATEGIES/ IIElilNNIIIG CCWl.ETIOfl EVALUATION OBJECTIVES ACTIVITIES DATE DATE COSTS RESPOIIS 1111 LI TY 8. (Cont'd) Rttelve a}I student pplt Play 15, 1989 June, cal ton f0n15 and fees 1989 -0- local nd Suatier School Forms/fees collected fr011 local schools Adlllntstrators\nfin,n-cial Services Conduct siaaer school Hay 15, 1989 June, 1989 -0- SUlaer School AdMlni- School/course registration registration strators\nFinancial Conduct LATE regtstratloo June, 1989 Services June, 1989 -0- SIM! as above School/course registration 9. To l111prove student eva lu- Develop progr fon1 and Hay, 1989 June, 1989 -0- SIii! IS above Developed procedures Ilion procedures evaluation procedures 0. To refine s.-er school Establish grading proce- Nly 8, 1989 Hay 18, 1989 -0- S1111aer School Adnlini- Fina 1 procedures Adalnistratlve and rttord dures (recording, keeping procedures reporting) strators Establish registrar May 8, 1989 May 18, 1989 -0- Regular nd SUl!al!r Final procedures procedures for recording and averaging s.-er School Registrars\nOat, ~chool grades for pen1anen Processing rttord Deter.lne needs and May 8, 1989 May 18, 1989 -0- s.._r School Adllinl- Identified needs request JTPA siaaer 1110rkers str1tors Determine how records are Hay, 1989 June, 1989 -0- Division of Schools\nProcedures identified to be stored Financial Services I ! I I ' ' ' f I INPl(N(NTATION TIN[llN( Annuil Plin 1989 (Teir) Person ltespo11s16le Ot1nne ftod Goll: To JmJwnt 198 su...er school CurrlculUIII ind Division Special Progr1111s Pr09r/Are1 s~r School STMTEGIES/ OIJECTIYES IEGIIIUIIG CCJl'lETIOII . ACTIVITIES DATE DATE COSTS R( SIONS 11 ll I TT EVAl.UA Tl OIi . (Cont'd) Develop In wrlttn9 the Aprl I 1, 1989 N.y 31, 1989 -0- Subject Aru Supervtso, \u0026amp; Content 1re1 guides tore content for uch of 1 the course offerings Shire currlcuh expect1- lions with s.-er school June, 1989 June 20, 1989 -0- Division of Currlcul Heel Ing agenda stiff 8 . To l11prove the ldentlfl- Develops~ school N.rch l, 1989 April l, 1989 -0- Suiaer School Adillnl- final procedures ut ion \u0026lt;,f Ind notlfle1tlon fln1ncl1l procedures str1tors\nDivisions of for st..,.ts to 1ttend swaer schoo 1 Currlculua Ind Schools: fln111el1l Services Re~lew 1PPllc1tlon/notl- N.rch 20, 1989 N.rch 24, 1989 -0- Sae u above Heeling agenda ficatlOfl procedures and course offerings with principals Review appllcatton/notlfl N.rch 20, 1989 \"arch 24, 198~ -0- 1\u0026gt;.e as above Heet ing agenda c1tlon procedures ind course offerings with counselors Revise \u0026amp; distribute s.-er school 1ppllcatlon N.rch 20, 1989 \"arch 24, l 98~ ssoo Division of Schools Distribution of alicatio to the Individual schools Advertise scholarships N.rch 20, 1989 \"arch 24, 198\u0026lt; -0- Division of Schools Advertisements Revise and print student N.y 8, 1989 \"ay 25, 1989 U,000 S~r School Adalini- Revised handbook handbooks strators ( I Annual Plan 1989 (Year) Person Rspons1bl Dianne Wood licNII: To llnient '989 s--r scnool STRATCGIES/ OIJECTIYES ACTIVITIES 1 To define th@ scope of the Mill notices to super-curriculua for th el.-.n- visors requesting recoa-tary and secondary progr wndat Ions for s..aer school courses Invite proposals for suawr school enrlcllllent courses Plan cooperatively with s.-er school coordlna-tors froa II.A end PCSSD. Make each District's offerings available to principals and counselors in all three districts. Plan for Driver Educatlor Pro9r Identify and print each course to be offered for s..aer school Plan and Institute s~r school 111edia/ advert is Ing  IHPL[l1[11TAT ION T 111[LIN( BEGINNING C\u0026lt;JU'lETION DATE DATE COSTS Novl!lllber J , 198B Novl!lllber JO, -0- 1988 Novellber J, 1988 Novl!lllber JO, -0- 1988 Dec l!lllber 1, 198B Decellber 22, -0- 1988 Apri l 1, 1989 May J, 1989 -0- March 1, 9989 March 9, 1989 -0- March 15, 1989 Aprl I 1, 1989 $JOO April 1, 1989 May Jl, 1989 -0- ( Curricu 1 U111 and Division __ S..\n.p_ec_i_a_l_P_r_o_g_r.,.._s--=--- Progra/Area ____s11_ 11_111e r _ _s c=--h..o..o.. .l __ AESPOflSllll lTY EVALUATION Division of Curriculu Notices ulled Division of Curriculua Announcetnents posted Division of Curriculua Cooperative plans Division of Curriculum Lists of off~rings Division of Currlculua\nSupport Services Action plan Division of Currlculua Course offerings Division of Curriculua Publicity and Schools r ( INPLCNENTATION TIHCLINE Annv11 Plln 1989 (Ye1r) Person Responsible bf1nne Wood Goll: To t11111le111ent 1989 sunner school STIATE51ES/ HCIMING CGIPlETIOII OBJECTIVES ACTIVITIES DATE DATE COSTS 6 (Cont'd) Identify ,_r school April 3, 1989 Aprt I 27, 1989 -0- staff e,aluatton proced-ures Revise and print te.cher Nay 8, 1989 Nay 25, 1989 uoo handouts Provide siaaer school Nay 30, 1989 June 2, 1989 Self-support-contract to eaployees Ing e11cept for the fol- Provide tnser,lce for June, 1989 lowtng:Early s-r school staff Intervention for Pr1Nry Provide cllnlc11 super- June, 1989 August Chtlren vision 111d mnltortng of S40,000 progr Educattona111 Dlsadv1nt1gei Identify and secure tis, June, 1989 S4o,ooo texts, Ind equip. needed for Junior high and 8th Grade NPl senior high level progr~ Fatlures $60,000 COlll)lete suaaer school August, 1989 ev1lu1tlon report Provide a C011Prehensive August 15, 1989 Septetllber 28, Sl-.!r school report to 1989 the LRSD Board of Directors I I I I Curriculuin and Special Division Progras Progr1/Are1 SU11111er School AESPOIIS llll lTY EVALUATION Suiaer School Evaluation ~sign Alnistrators\nDirec-tor of Personnel Sae as above Printed inatertals Director of Personnel Sign contracts Division of Currlcul11111\nlnservlce agenca S-.-er School Adltlnistr tors s-r School Aini- Principals' notes strators Division of Schools\nReceive materials School Adltlnistrators S.-er School C0111Pleted report Adltlnlstrators\nFln1n-clal Services\nSupport Services Submitted report ? ,e . ' f r  f ( l\"Pl[HENTATION Tl\"[llNE Aftnu11 Pl111 1989 (Ye,r) Person Respon=snl6~1r:e~.:.:.----- Cioll: DlvlslOft _________ _ Progra/Are1 Sowec Scboo! ---------------------------------------------------------- STIATE61S/ 11HMIIIG C\u0026lt;IPl.T I Ofl 08JCTIYES ACTIVITIES DATE . DAT COSTS RESPONSIBILITY EYALUA Tl Ofl 4. To Identify siaaer school Coordln1te d1tes with Decew'bf!r 1, 1988 Decl!lllber 22, -0- Divisions of Curricul111 Final dates progr d1tes s.-er school coordln1- 1988 \u0026amp; Schools tors froa 11.R Ind PCSSO Subalt proposed dlles le -0- Division of Currlcul1111 Sublllission of dates (1) Pl1nt Services, (2) ind Schools Executive Stiff, 111d (l) Bo1rd of Directors for IPPl\"OVII 5. To Identify transportation EstlNte nuieer of N,rch 1, 1989 \"'rch 23, 198! -0- Director of Tr,nsporta- Est h11a led cost needs for siaaer school buses Ind cost for tion\nDirector of (Netropolllln) Netropo It tin ,_r Yoc1tional Education school site Discuss possible fun Pass with CAJ 6. To plan for quality Develop and lllll)leaent March 11, l 989 March 23, 198' -0- Director of Personnel Job announcements Instruction In siaaer su.-er school Job school announceaents ( in and out of lRSD) Interview s.-er school April 10, 1989 April 28, 198' -0- S.-er School Adlllnls- Interview schedule appllunts trators\nDirector of Personnel\nContent Noll fy teachers to be M1y 1, 1989 May 5, 1989 -0- Area Supervisors Notification letters employed I I I ... r r  r f INPUHErlTAT ION TIN[LINE AnnuI Plan 198g (Yur) Person Responsiblelanne Wood Goll: To 11111)1eaenl i989 s-r scnool STRATEGIES/ BEGINNING C(ll'l.ETION OIJECTIVES ACTIVITIES DATE DATE COSTS To identify eleaentary Work with s~r school OecellberJ,1988 Oecellber zz, -0- and secondary st-er coordinators fr Nl.R, 1988 schoo 1 s Hes PCSSO, and LR to obtain recoaaendatlon for ele11. lo secondary sites. l'eet with local building January 19, January 26, -0- adllllnistrators to discuss 1989 1989 the procedures, concerns, expectations, etc., for use of the Identified but ldlngs. 2 To advertise for, inter- Develop job announce11ent February 22, March 16. 1989 -0- view, and select su.aer for interview 1989 school adffllnistrative Conduct s~r school -0- staff job interviews J To develop proposed Obh In 1988 su.,- scmol March 1, 1989 Karch 23, 198g -0- Staaer school budget hDj!lblln-.e Project 1989 siaaer March 3, 1989 Karch 23, 1981 -0- schoo I progr  I, budge tar y needs Investigate alternate March 3, 1989 March 23, -0- funding sources for 1989 SUllrler school r f Division Curriculum and Special Prograa/Arefu-9: School RESPONSIBILITY EVAlUATION OMSICIIS a( Ctn'ia,1111 I, Records ltl'd/ar finished prob:ts Sdlools wi II be \u0026lt;JI file far Yerl icat im/ evluati\u0026lt;J1 at~ scmol t.Hchers. Division of Sdlools Plans for facilities Otvlslons of Ctn'iculua lo Distribution of job announc Sdlools inents. Interview schedules Divisions of CurriculUII Developed Budget and Schools\nSupport Services .. ' e- -  I. Gifted Education Long-Term Desegregation Plan PROGRAM/AREA OVERVIEW A. Summary of Background Information The Little Rock School District Gifted Program offers subject-based instruction in grades K-12, It operates under the standards of the Arkansas Department of Education's Gifted and Talented Program Approval Standards for 1986, The standards provide the framework for establishing equitable criteria for the iden-tification of gifted and talented students. Services are provided to these students by teachers who have completed or who are in pursuit of graduate credits in gifted education. II, AREAS OF COLLABORATION A. Program/Area Overview Gifted and Talented Programs In the Gifted and Talented Program Approval standards issued by the Arkansas Department of Education, gifted and talented children and youth are defined as \" those of high potential or ability whose learning characteristics and educational needs require quali tatively differentiated educational experience and/or services. The criteria for pupil placement into gifted and talented programs shall be superior intellectual and creative ability. To the extent that task commitment and/or motivation may be obj actively determined, they  too may be utilized as criteria for identification and placement. Neither criterion shall be used if the result is disparate impact upon either racial group within the district. Moreover, special attention shall be denoted to identification and placement of pupils from low and middle socio-economic levels. While the program models and the special needs and strengths of the gifted and talented program in each district differ, all three districts are committed to following the best practices in the field of gifted education in identification, curriculum, and program evaluation. In order to strengthen the programs in all three districts and to further desegregation, all three districts agree to collaborate in the following areas: ( 1) curriculum, ( 2) staff development, and ( 3) research and administration whenever possible and/or feasible .  STRATEGIES IMPLEMENTATION TIMELINE Annual Plan: 1989-90 (Year) Division: Curriculum \u0026amp; Special Programs Person Responsible: Ken Dickson Program/Area: Gifted Education Goal: 1. To establish collaborative efforts in ter.s of research and in the aaninistration and/or operation of Gifted Programs C\u0026amp;JECTIVES 1. To share research and/or findings in the operation and/or ad inistration of gifted progra s. 2. To 1nvest1gate the feas1b111ty of 1n1t1at1ng a tr1- d1str1ct effort to estab11sh a aodel progra to 1dent1fy and ecllcate soc1o-econoa1ca11y d1s-advantaged gifted children. This 1s dependent upon funds prov1ded by the Javits G1fted and Talented Children Act of 1988. STRATEGIES/ ACTIVITIES 1.1 Establish a scheclJl e of regular aeetings of the tri-district g1fted coordinators 1.2 Establish a proce-cllre to 1nfor and/ or 1nvolve other ad in1strat1ve per-sonnel and/or staff of research and/or 1nnovat1ve proce\u0026lt;llres 2.1 Seek clar1f1cat1on of requ1reaents for apply1ng for Jav1ts funds fr011 NAGC and ADE. BEGINNING DATE Cc4PLETION DATE Noved\u0026gt;er 1988 Ongoing Novellber 1989 COSTS RESPONSIBILITY EVALUATION -0- Ken Dickson and PCSSD/ Agendas and minutes of NLR Gifted and Talented meetings Coordinators Ken Dickson and PCSSD/ Records of Invest1gation NLR G1fted Coordinators efforts  I HI 'I 1111'11 A I It, I I Ill I I 'II llnnuI rlan 1111 'Ill (Yra,) rrnon R\"\\1'11i1\\il,lr . l.'~II U~~W\" . Gnal : 7. 1,, lollal,,,1alr _',lall _ll1 vr l.'.J\"\"''''.'.J..!..!.!.!!l~ 1n G1flril ldutal111!~.- 111 \\j I , I llfl I Ill ' I ' II I ,1111 , , , . , I I ' ' 1  l' r oqr .11n / ArP ,a 1,1111 ,I I 111  ' , .. ,, --------------- - ----------- - - ----- ------- - - - - --- ------------- -- - -- - - - -- OBJECTIYCS 1. To share the cost of nut- I . I ~idP ronsult~nts In lhl' giftrd programs whrnPver fpa~lblP and pn~~ihlP if funds are available l . To plan and lllll)l('tllf'nt l . 1 tri -dlstrlct inservlces conducted by the trl-dis trlct staff on ldent iflcatlon, currlcul11111, and proqra evaluation If funds arp available : STRAHGl(S/ ACTIVITIES Coordinators tneet to discuss individual progra,11 needs 1nd to 1leler11lne If con su lt~nts can he shared . Coordinators aeet lo plan tri-dlslrlcl In services and trl dlstrlct lnservlces are held. BEGINNING OAlE Septembl'r, 1989 SPpletllber, 1989 COMPLETION OAT[ Ongoing OngoilJg COSTS Undet1\u0026gt;n11lned (cost wi 11 vary depend Ing on con su I lanl) Undeterained RE SPOIIS I 8 IL I TY ken Dirkson ~nd PC SSO/ NLR Coordinators ken Dickson and res~/ NLR Coord inators (VALUA11011 H1nut1\u0026gt;s of lllePlinq Hinutrs of \u0026lt;nePtinq, Work ~hnp Agenda, partlclp~nl registr1 - tion, tri-dislf\"ir.l developed evaluation for . l\"Pl[HENTATION TIHELINE Annual Plan 1989-90 (Year) r 0 ,son Aespons1ble ken Dickson r.oal : J. Jo collabo~thelmplementatl011 of a Tri -District Gifted and Talented Scope and Sequence of Skills. Dlvhlon (u-,iculum/SrP( ial Projrd\\ Progra111/Area _Gi llcd Lducat inn STRATEGIES/ B[GltllllNG COHPLETION OBJECTIVES ACTIVIJIES DATE DATE COSTS RESPONSIBILITY [VALUATION I . In introduce, explain and I. I Conduct Gifted staff October, 1989 October, 1989 Undcter ined ken Dickson and rcSSO/ Roster or rarticiranl\\, train all te~rhers/facili - 111eetin9s in each dis - NlR Gifted Coordinators participants que\\l ionuai ,~tors In the trl-distrlct trict Pach rat I for qirted progr,1111\\ on the usp teachPrs/facllilators and l plf'tllf'otation or the new to the progra. eistlng lrl-district qiftPd srope and sequence in\\trnment. ?. lo refine and to COllll)lete 2. I llppolnt a trl-dlstrlct OctobPr, 19R9 October, 1989 kPn Dickson and PCSSD/ Roster of particiranls a the k-6 scope and sequencp curriculu c~ittee NlA Gifted Coordinators copleted document\\. i O\\lrullW'nl . to refinp and lo com-plete the docunoent. ,\\ I ~ en  IMl 'I llllll,\\111111 IIIH I 1111 (',1111Hn,u y 111 ' ,ptf I ii fli- d . 1111 11 ,11,p ,tm It I 1111 1111 1.I) f,,1rn1,tl Plt1n . J~U!J \"LI (YP,1r) 11,v1, 1,t1f111, t11l11111/  1 11  1 1 l'rt\",0'1 Rc\\pon\\tbl, \"'t~tll u~-~l-~UII . l ' Jl}IJtlm/A,,, .,t,111 1 1111 ., I' 'I r.oa 1: _ 4_1JL.Hc1Jnc/1!.c,LU1Llurr. U,c..illlLL.i.11cd..J'.uulr,1111-.iJWun.LQLJc1u i I L \"!'l J_xc1..!J._p11r '.'. _!_! _l_!!\u0026lt;'.!!_l _ i l_i_l a~. 1~ !\", ,  !' Jun . \"\"' ',I .,1 r I,\"\" \"'..I STRAT(GIES/ BEGINIIING CONPL ET ION OBJECTIVES ACTIVITIES DATE DATE I . To imp lelllf'nt a II ohjPr I ivt\u0026gt;s I. 1 lo i1111\u0026gt;lement all stra llugust, 1901! Sunwner 19R9 relating to lhP. LR',ll re- legies/activlttes de-linrmpnt/ restructurinq linrated in the re-implemPnlalion plAn in f i np111ent/res I rue t ur in\u0026lt; terms of identilication, plan In accordance to curriculum and statr their objectives develop111ent I COSTS RESPONSIB lll TY SSO, S00.00 Superintendent, Assoc. Supt. -f.urr ir11l11m and Special Projec~\\, Assoc. Supt. -Oi vis ion of Schools, Coordinatrrs-Gifted Progranis, National Consultants, District-wide C~iltee\u0026lt;. Principals and School Tes, C~nlcat Ions Off Ice, Arkansas Oepart111ent or [ducat Ion, College Professors -- --- EV ALUA 11011 I or Hl,1 l I 11utir,1I \u0026lt;Offllll!'l ----- ---- I/(' ,HHJ \\llff'IU,l f I Y P Ot r, PV iflrn( i111 ion ol the goAI. -  - ~ -u.- \u0026lt;_.-. ( . :..'~~h PULASKI COUNTY SPECIAL SCHOOL DISTRIC r - - ---------------------- --- - .  -  1500 Dixon Road PO E3 , , .~.: , Little Rock . Arkans\ni~ - ~: .: 1501) J90-.: '.'  PlJL.\\SKI COUN'IY SPECIAL SCHOOL DISTRICT STAFF DEVELOPMENT TRI-DISTRICT COLLABORATION Pl.AN The staff develcpnent departments of Pulaski County Special School District. Little Rock School District and the North Little Rock School District, c:ilu112, with a representative of the Pulaski County Educational Cooperative 1vill meet .:i minimum of four times per year, twice each semester, to discuss and consider common staff developnent concerns. This tri-district coornittee will plan and implement staff developnent strategies that will provide training thnt addresses the commonalty of staff developnent concerns that the three districts have. I . l I ''l, j I ,,' I  -, _. l , 11 t' 1,, \\'_11111~1u 11l J1j 1,l l\u0026gt;rs lu 1rnrm. L-..:.U: LiL..uL.1.LimL .. ..:.UKLirnluJ1-J1 I :1 I ion -- ------ '.' - .\" ~ : I : '.': : I , till! , 1 st.i ff devclopne11L , \u0026gt;11111 I ltee composed of ,-, 111C's' ' 11 lat i ves i 11(' LI from ,n,e school I Is l r l cts and the 1 , ii :1sk i County I, 1 tional Cooperative. I I llllfl i l tee's function I, i I I l 111d im )e to identify , 1\u0026lt; ' \\ 'C lo ll1,1l w Lliree plement staff pnent strategies ill assist the (3) districts i 11 ful filling the ,\\ jlPCt ations of ,t Lain , lt'sf'gr tli sln ing quality egated school cts. :\n,e:,:. ,:::-\n! [~i ~:,l\\'!T l:S Minimum of four (4) meetings per year will be held, two (2) each semester. ,\nJ I - . ''., I . LI . .. ~\n_ioL, [  , r: . . -   1 :- tc1U of s I 1 ff elev\" I 01mL1 ~,\u0026lt;JJ.Jrc... ,_t _.._j ,,.,_ir ~ic -\"s,.__ ___________________. ...,_,\"\"\" -' -Wp ::_\n! r\nr,: flG COllrl~TION D--~ \"- DATE :J:\nTs P.~ sror1:\nIB I LI TY E ' ,'\\LUf-TIOfl Fall of 1988 Ongoing 0 Jim !!erring, Pulaski Ongoing analys County Special Schoo from needs District assessment Mary Mosley, Little Rock School District John Moore, North Little Rock School District Martha Nelsen, Pulaski County Educational C.Ooperative  COLLABORATIVE DESEGREGATION PLAN LRSD - PCSSD - NLRSD 1989-1994 SCHOOL OPERATIONS We agree that general cooperation among the three ( 3) Pulaski County Districts is necessary. A collaborative effort is crucial to the success of this countywide desegregation plan. we commit ourselves to the following: I. Underlying Principals * * * * * * * All students will be accorded equal opportunity to participate in all academic and extracurriculurn programs and services in the districts\nAll district staff and parents will develop and model high expectations for the success of all students without regard to gender or race\nAll students, all staff and all parents will have equitable access to and input into programs, school and district activities, planning and implementation of school plans and goals\nSpecial efforts will be concentrated on increasing parental involvement in the schools\nStaffing and staff recruitment will reflect student need for contact with minority teachers and a diversity as the racial makeup of support staffs consistent with applicable law\nStaff assignments will be made on an equitable basis\nPolicies directed toward students will reflect an awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment\n - -L~ i Plan Ongoing 1989-1994 (Yur) Olds ion -=-Sc:c.chc.:o:..\no_l\"\"'s _____ _ ,- s : r: Res\n:,or.s10\" suoerjntendents Program/Mu _G=e~n~e~r=a~'----- :: ! I: -~'~-----------------jJ~o~e~s~t~a~biJ~isah._.,aLlolca~uuout~x~~iud~e'-MScwb~oo\"'\"J_..,lmp.,.r~o~v~eme-..ouL-.JoC~ouwo~cuiJJ _____________________ _ to address ongoing desegregation and i111provement efforts. STAAH:GiES/ BEGUIIIING COt1Pl ET I ON OBJECTl\\':S ACTiVlilES DATE DATE COSTS RESPONS:BJLITY EVALUAilON Appoint a school i111prove- Address ong~ing planning July 1, 1989 June JO, 1994 none 3 Superintendents and Appointment of council P.nt counci I of the for d~scgregation and J Associate/Assistant representatives fr0111 each plan IIIOdificatlon or Superintendents for district. i111plenientation needs, if desegregation any. 'l Appotntwient of conwittees Persons vith specific January, 1989 June JO, 1994 none Appropriate Associates/ Resolution or issues to deal vlth issue expertise viii 11eet, as Assistant Superinten-specific concerns in areas needed, in coaittees dents of schools and support and resolve ongoing services coordinatljpt\" i11 ~:S l'elated to the plan such as transportation and staff develol)lllent I I I I : I : - -l, ! i =-s:r. '.: ! l : Plan 1989-1994 (Year) Res~or.s1D1e Associate/Assjstant Superintendent/Personnel Directors II, To develop mutually supportive and eauitable recruitment and placement procedures I _ STRliltGIES/ BEG IIHIING C()IPLETION 08.!ECTI \\':S ACiiVlilES DATE DATE COSTS To develop joint recruit- Share planning, resources July 1, 1987 Ongoing ng efforts and procedures and contacts for recruit-with particular emphasis 111ent of staff, both on 111inority teacher certified and non-recruitment certified To share the applicant Use teachers in the N Ongoing pools among the districts recruit111ent process Certified and non- \" \" certified applicant pools 11i II be shared with the a~rt!elllent to assist ac~ ~ther in correction or dispro-partionate staffing To 1110nitor distribution The principals 11ill be \" \" none ,r starr across grade accountable to ensure evels and support areas equitible distribution of teachers by grade level and subject area I I Division ~S~l~h~o~u~ls~-----Program/,. rea Personnel personnel RESPONS:BILIH EVALUAilON Personnel Directors Increase in minority s ta rr i ng a111ong cer ti f i ed staff and 1110re propor  tional representation among support staffs ff \" Propor Li ona I repre~enta-lion of minority and majority employees in all staffing categories Principals Statistical data that Personnel Director minority teachers have Associate/Assistant access to teaching oppor- Superintendents tun, ties at ,11 I qr\nute lev1\u0026gt;ls, in all suhj1\u0026gt;ct areas and in all p.-04rams. AP, Honors, f./T etc. I I I  - -L! i Plan 1989-1994 (Year) -,-!:r. Res?or.s1b1e Personnel Director/Associate Superintendent : : !i: II. (continued} Di Vision __. .s.., .c. h.o. .,o...,I. .....:\n,_ ___ Program/Arta ~P~e~r~s~o~n~ne~I,_ __ _ Pr inc, pa Is I STRATEGIES/ 8GIIIIIING COHPLETION OBJECTJ VES I. ACTiVlilES DATE DATE COSTS RESPONS: Bill iY EVALUATION 4 To identify students who Establish future teachers August, 1989 Ongoing None Principals/teachers Increase the number or nay be future teachers and clubs in eleaentary, students entering the to provide support pro- junior highs and senior teaching profession gras to the111 high schools To establish a joint Hold career fairs for August , 1989 Ongoing None Associate/Assistant Increase the numher or c011111ittee to address students Superintendents minority students who district planning for Contact the business graduate frOIII the Districts support of students who c011111Unlty for support and return to them to wish to becOMe teachers teach Create \"contracts of Director of Personnel intent\" to hire future teachers upon degree and certification completion Provide internship Personnel Director opportunities for students or education Building Principals I I I I f,  - -1., : - ~ r.\n: !1 (YEar) ___........,.......,\"\"\"''-\"D_._1,._,re..,c..,t..,.ur/Associate Superintendent I SiJtAHt\nIES/ l BEGlllrllNG 08.JECTl\\'ES I. At:~ i VI ii ES DATE o establish a joint Production of a set of Spring, 1989 .onnittee for planning recruitment procedures r~cruit111ent strategies and timelines to be and procedures developed jointly to increase effectiveness and defines recruitment responsibl ities Develop a cooperative Spring, 1989 agree11ent for recrui taent of certified and non-certified staff with reservation of a nUllber of slots so that e111ployee categories will be desegregated l111prove teacher working Spring, 1989 conditions to llclintain teachers in the pro-fession ' COHPLETION DATE Fa 11, 1989 Fall, 1989 Ongoing Ongoing Division ~S~ch~o~o~l~s ____ _ Program/Arta Personnel cos-rs RE SPONS: BI LI TY I EVALUAilON - District Personnel Completion of the Directors document - District Personnel Racial ratios in all Directors staff positions commensurate with district and court approved gu1del1nes To be Support Services and Increase district deter111ined Building Principals start retention I I I : ' cci Plan 1989-1994 (Yeu) Otvision Schools ' ! ~ r. A~s\n,or.s lb le Suoeru1ten!lents To establish student disciplinary and attendance policies which address student needs as wet I dS school cliiaate concerns Program/f.rea Schoo) Po)1c1es , 1 : 11 l I STRJ.TtGIES/ BEG 111111 NG COHPLETION oe.:ECTl\\'ES I AC,iVITIES DI.TE OAiE COSTS RESPONS:BILITY EVALUAilON stablish a c~ittee to C011111ittee assessaent and July, 1989 June, 1990 - District pupil personne Completion or the task 'udy disciplinary rules COIIIJ)ar1sion or policies directors, identified .,nd regulations and to and procedures in school starrs, and work to address areas or student handbooks patrons fr001 the 3 divergence districts Disaggregation of data Develop a s~t of rules/ July, 1989 June, 1990 - . \" related to student e~pectations which is discipline cOINIIOn \\~ students in all 3 d1\ntricts. (Specific penalties aay vary-final penalties wil be enrorced in ca.110n) stablish a procedure Review of student data Ongoing Building principals ror sharing access to to address issues of disciplinary records racial disparity ~hen students transfer Policy/procedure to be July, 1989 June, 1990 - . \" designed ror c01111Unica-t1on of student dis-c1pl1nary records when students transfer or are P.xpelled/suspended ' I I I ' 4 'i f, : --l.?.\nPlan 1989-1994 (Yur) ~ =-~~r. R,s~or.Slbte ~ssoc1ate/Assjstant Superintendents ~: ?1: Ill. continued STR1'H:GIES/ OBJECT! \\'~S ACiiVlilES Review of attendance Appoint review c01111ittee policies to attempt to of patrons, staff and create a COIIIIIOn policy board llletllbers and set of procedures Appoint ongoing monitoring Appoint c011111i ttee c~ittee to keep policies on attendance and dis- Ongoing review of cipline under review and disaggregated data to to review data address disparities and student needs Develop alternative school Plan alternative school for students in need of with tri-district intervention or special cooperative to be assistance if \"at risk available to students due to teen parenthood on a contract basis etc. and contingent upon funding availability BEG 111111 NG Dt.iE July, 1989 July, 1989 Ongoing Spring, 1989  Division ~Sc~h~o~o_l~s _____ _ Program/t.r,a Pupil Personnel COHPLETION DATE COSTS RESPONS:BILliY EVALU/\\i)ON June, 1990 - Appropriate Associate/ Completion of task Assistant Superintendent fr0111 each of the 3 districts Ongoing - Superintendents tt Princirals and District Adllin, s tra tors Ongoing Approximately Appropriate Associate/ \" 350,000 per Assistant district Superintendent State Department of Education I I I I : z  : --1.. Phn 1989-1994 (Yur) Division \u0026lt;\n,hlVlh ~-~ r. Res?or.s1b1e Director or Counseling/Pupil Personnel/ Program/t.rea Guidance :: ! 1 IV. Director or onjarx Education To provide loint progras in guidance/counseling to meet stuilen needs and to ensure racial equity OBJECTl\\'E:S Hold ewiploy111ent fair ror students who would enter the world of work arter school. Provide consistent and complete infor111c1tion to students regarding colleges. testing, vocational schools, financial aid with specific and special concentration in access 1f black colleges and universities and financial aid for lnority students I I. STRATtGIES/ ACiiVIiIES Contact eaployers (local, regional and national) Hold fair with focus on ewiployers or inority Target skills needed for ewiployment as well as opportunities BEGIIIIIING O:.TE July, 1989 Yearly Yearly Hold joint counseling In Fall, annually infor111c1tion sessions for counselors Contact colleges regarding Each rail inority scholarships and financial aide Contact colleges regarding Each rail, spring adlttissions, ~inority adntissisons Provide target counseling for minority students Ongoing Notify studPnts. parPnts Ongoing and educate starr regardint all opportunities C~PLETJON DATE Yearly COSTS Minimal l,[SPONS:BllliY Directors of Guidance Vocational teachers Director or Vocational Education Journal is Departments Counselors School Principals Directors or Guidance Directors or Guidance w/c01111ittee of counselo s School Counselors Counselors/Principal Starr OevP.lopment D1rPcto.-s StatP. Oept uf r,111c,1t 10111 EVALUAilON  - .c., Plan 1989-o~oing (YHr)  ,s=r: litspors1b1tpil accounting/Guidance/Schools !li\\'ision Schools Program/~rea ~Gu~~ d~a~n~ce~----- ~ I : V  STR/.HGIES/ B:G IIIIHNG COt-lPL TI ON OBJECT l\\'ES ACTIVITIES OJ.TE DATE COSTS RESPONSIBILI ,y EVALUATION 1. Enhance minority Individual student Ongoing - Counselors/Teachers Proportunate minority ecrui traent and conferencing. Teacher representation in awareness of student for and counselor encourage- these cl asses AP, honors and elective aent of and 1110nitodng progra111s of students 4 . Provide pooling of Create c,,telogies of Ongoing District Division Develop111ent and resources and specific of available intervention Heads implementation of plans of intervention services strategies for students who are disadvantaged and/or Districts share inservice at risk and contracted services to benefit students Develop and i1111\u0026gt;lement To be developed and Ongoing - Counselors/Teachers Implementation of Plans student career guidance reviewed by students, Director of Guidance plan with individual parents, counselors and Desegregation Officer student educational plans teachers (predicated or ind connunication with potential) )arents to encourage  student access to all curricular and pro~ gra11111atic opportunities on a ratio comiensurate with school racial composition I I I I e,  - -~, Plan )989 -90 (YHr) !Ji\\'~ s ion _S\"'c~h~o~o_l~s _____ _  -- ~er P.~spors1b1e Suoecioteocteots ?ro~ram/Area ~G~u-=d~an~c~e~---- . il : _,_,IV'-!..___,.....,.L!.JL.1.11.llliiJ,1.J. ___________________________________________________ OBJ t CT l\\'E S rnhance c011111Unications 1ng divisions related to .unsel ing in the 3 Ii stricts lnifon1ity of district records regarding fll\u0026gt;T, A p cadetlic skills Oevelol)lllent Ian, P'IAT-6 In i for111 records transfer Jl ol icy creation and syste111s STRJ.TEGIES/ ACT I VlilES Regular, 1110nthly eeting a1110ng directors of guidance Periodic joint guidance 111eetings Appoint joint cc..ittee of counselors and staff to create unifor district record for s Appoint C011111ittee to develop procedure and ti elines or records transfer I I BEGI IIIIING I CONPLETION OAiE DATE COSTS RtSPONS 18 ! LI iY EVALUf.TJON July, 1989 Ongoing - Di rector of Guidance Enhanced Services Improved C011111Unication . June, 1990 - Appropriate Associate/ Completion or Task Assistant Superintendent Director of guidance \" June, 1990 - Directors of guidance, Completion of Task principals, directors Improvement in Process of pupil accounting I I I I  -.!i ?Ian 1989-94 (YHr) Ohision Schools  - scr R,spor.s1b,, Assocjate Suoer1ntendents Program/~rea (xtracurr,cular , i : ~v~.'------------------T~oc....::d~e~ve~l~o~p~eq~u~i~t~a~b~le::......:.r~e~c~ru~i~t~me:=..:.:.nt=-=s~t~r~a~te~g~i~e~sL1 ~a~c~c~e~s~s~a~n~d....::Jopupo:..::.\n__r~tu~n~t~i~e~s _____ ___________ _ for all students or extracurricular activities I STR1'TGIES/ B:GIIIIIING I . CCJlolPL ET I ON OBJtCT I \\'ES I ACTIVITIES DI.TE DATE COSTS RESPOtlS\nBl LI iY I EVALUATION I. lo study G.P .A. and Review policies and June, 1989 Ongoing - Associate Superintendents t1zenship participa- percent of student Director of Athletics ,ion require111ents of participation in each districts to address district Completion of policy acalle111ic requirements reviPw and student participation Review data on student \" . \" needs participation and achievewient over the last 5 years in each district Review racial group \" \" \" Revisions of policies representation in to address student extracurricular needs activities by district over 3 year period Appoint c011111ittee to \" \" \" evaluate results of data review and see if any areas of pol icy agreement exist. I I I I 7. -.c.i Plan 1~89-94 (Yfar) \n- ~~r. Respor.s1b1e Associate Superintendents\n: !i : V. (continued) STR/.TEGIES/ OBJtCT I \\'ES ACTIVlilES To recruit students for Teacher, ~rent and ,artlcipatlon in acadetnic counsel01 a.areness of related and athletic co- oppo\ntunities and in curricular activities turn '!:icourageaent of students Provide special support of costs, recruit11ent, and encourageaent to students Reserve slots, if necessary, to ensure student participation and access in progras on a proportional basis I I Division Schools Program/~rea [xtracurriculdr BtGIIIIIING C!J'IPL ET I ON Cl.TE DATE COSTS RESPOt:S:B!lliY EVALUATION June, 1989 Ongoing Prine ipa Is Increased student Counselors part ic ipat ion - Teachers enhanced proportionality Athletic Oi rector in student participation . . . . . . . I I  --: Plan 1989-1994 (Y~ar) !li \\\"is ion __,,S\"c''h-\"o=o~l--=-s ______ =scr P.espor.s1b1e Associate Superintendent 9   VI. To enhance testing progra111s and student preparation and access to programs Pro~ram/Area ~1~e-s_t~a~a~/ ___ _ Evaluatrnn STRATEGIES/ BLGIIIUJNG COMPLETION OBJLCT I \\'ES ACT IV IT JES DI.TE DATE COSTS R~SPOl'\u0026lt;S l 8 JLJ iY EVALU~TJON .Joint testing progra111 Coordinate testing August, 1989 Ongoing Testing/Evaluation Dept (111provPrl and 1110re rough coop regarding and scoring Tri-District Coop err,c,ent progra111 --'l-6 and joint scoring and scoring District unifor111ity in Progra111 for analysis of Spring, 1989 Ongoing Associate/Assistant Completion or task reporting test results and student test results Superintendents analyzing disparities with data disaggregation to analyze disparities and student needs by race by subject area Form bi-racial 1110nitoring, l1onit,rin1 teaas COIIIP()S - June, 1990 Ongoing \" Activation of the tea111s to ensure appropriat ed o: teacner. staff 1110nitoring c011111ittees test preparation and frOIII iesting and testing conditions for Evaluation and citizens al I students to 1110nitor test pre-paration and test conditions for students ~ddress strategies to Analysis of school by Suirmer '89 Ongoing Principa Is Development of plans rPrtuce disparities by school data and Superintendents meitns or school plans and individual student Mritsurable deae/lse inrtividual student needs 111 dispar1l1es improvement plans DevelopmP.nt or .. .. strategies to address concerns and to meet needs I I I I  -,ii Plan 1989-94 (Y~arl  ,-scr. R,spor.sibte Associate Superintendents . !l: VI lcootiooed) STRAEGIES/ OBJECT I \\'ES 1'CTiVlilES Jointly provide services Joint staff develop11ent to teachers in testing re: use of test scores Individual teacher interpretations of analysis of student repSoCrO [e1Sn g of scores needs to parents Teacher preparation of interventions to benefit students strategies to address (and address these student needs spec if ic needs) School based planning of interventions to assist students in areas of acadeaic need Teacher inservices for student learning styles, cooperative learning, and monitoring needs of youth at risk and dis-advantaged students and 111inor1ty students I I  BEG 111111 NG COHPLETION D,.T,-t DATE COSTS Ongoing Ongoing . . . . . . \" \" I I !l i\"' s ion --=S--=-c'-'-ho::-co\"--'l~sc.,--~----Program/ ~rea ~T-\"e~s-=-t~n ,...g.,_/~---[ va 1 uat 100 R[SPONS:Blll,Y EVALUATiON Directors of Testing/ Acade111ic i\"11)rovement Eva I uati on of all students Appropriate Associate/ Assistant Superintendent\u0026amp; Principals Tri-District Coop Principals State Oepart111ent of Education Coop 3 Districts Staff Oeve I op11en t Directors 2 - .a i Phn 1269-94 (YEar)  ~-!u: Rupor.s1b1e Associate Superintendents ~ ?i: V. (continued) STR/.TEGIES/ OBJECT I \\'ES ACTIV!i!ES To recruit students for Teacher, ,,rent and 1articipation in academic counse I 01 a.areness of related and athletic co- oppo, tun it ,es and in curricular activities turn ~:,couragelleflt of students Provide special supports of costs, recruit111ent, and encouragl!llll!nt to students Reserve slots, if necessary, to ensure student participation and access in prograffls on a proportional basis I I Di~ision Schools Progrim/Area Extracurricular BcGIIIIIING COl'IPL ET ION CJ.TE DATE COSTS RESPONS:B?LliY EVALUATION June, 1989 Ongoing Prine ipa ls Increased student Counselors participation - Teachers enhanced proportionality Athletic Director in student participation M M \" M M M I I  COLLABORATION BUDGET SUMMARY Sl ,050,000 - alternative school / I_ l'1 _! -1 r -T\"'~_ n ... ,~'.'-~_, , .,, '_'._, I 1/, l  I 714 f  - -- - ---- - - ----- - ---- - .. -- ---------  .,, ,, .,. , inn of mar\u0026lt;'ri ,1l s/! ,, ., ,, , ,.,, ro s r,ppnrt the 1 r,,, ,, 11/um 1n rle.c.eqrP\u0026lt;JatC\"  ,,,,.,, J ,J1 c:\ntrirts ts a tr1 - . /, 1 , , \u0026lt; r qoa l o  the 1, ,,, ., ,,, mr-d1,1 proqrams. ,-,,,, ins\u0026lt;\"cvice training of lil1 .11u merlia staff members 111 ,f, ..\nrncPqate\u0026lt;I school ,, , :t, i,r:~ i.c\na tri-district ,,,.1/ ,,r the libran1 media I j SP/,icG:ES/ ACTi\\lilcS Conr in11p hostinq Tri Di .c.rrict Hulti-cultucal Resnun:e Sl1arinq Fair . IN TIIF. F'UTURE, THE F'AIR SITE WI / ,L ROTATE AHO/VG TIIF. TIIRF.F. DISTRICTS . Regin hosting TriDistrict Resource Sharing F'air with Book and AV Haterials Vendors, rotating the site among the three districts Plan to host tri-district inservice meetings such as the one sponsored by rhe Pulaski Counti Educational Service Cooperative in April of IQ88 to explain the new national guidelines for school library media program planning BEG i I/fl! NG o\n,,E annualllJ annually on-going ,1  . . , . . . ' COM'LETION DATE nn -gni ng on-going on-going Plan to host inservice to be ,,,ab,i,J oa-ooiao traininq for tri-district librarlJ media specialist~ usinq district employees  I I I I I I COSTS Minimal Hinimal Seel\u0026lt; Funding F'rom Cooperative Minimal I I I -\n)-. L,,  '.. 1 c rt _.J.il.:\nLLU\u0026lt;.Ll.U!l,J.L ___ _ r,ocr-un,l. , r:2 LlbLrll'J Mt~~----_ --- F.cSPor:s\n8 ! LI TY LRSD-Supervisor of Educational TechnnlogLJ\nPCSSD- Director of Library Hedia Services\nl'ILRSD-Coodinator of Instructional Haterials LRSD-Supervisor of Educational Technology\nPCSSD-Director of Library Hedia Services\nNLRSD-Coordinator of Instructional Haterials EVt,LU/',TION Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts Inservice training will develop skills for library media specialists who work in desegregated school districts  , . - .1.. ,,  I I \\'I' \\ ,, I{ , , I,//) ( ' , . L 1,, s 1 on --1.Ilfil\"..LJ.J.~u.1.1n.L.L ____ _ _ rr 1_ 111 . tr 11  r __ t'roc\nr,irr, !.re:! t.ib~.!..L 'fe\u0026lt;ji ~''---- :'(' f) f , l 11 fl VP\n------ -- - ------- -----------:----S-TR_1-._Tc_G_IE_S_/ __ -:----BE_G_1_r1-,1-i11--G--:-l--co-M-,P-L_E_T_10-N---\n------\nl---------,----------- nr-~~ -:~\n\\'ES ! ACTiV!TlES 01-.TE DATE COSTS RESPONSIBILITY EVALUf..TlON ' \"' i I i7,1' inn nf televisionl Implement utilization of ,,., l11udoq1.1 in desegre- cable channel 19 and/or 1.11 , ,,1 sr/100! di str icts is videotapes produced at ,, tr i -\u0026lt;listrict goal of Hetro to teach basic '''\" library media skills, etc. 11 nqr ams .  Ur,  , u i tment of Hinori ty r.i/,rary Hedia Specialists in d,-.s,.gregated school rli~tricts is a tri,/ i~trict goal of library mr-dia programs. 1 Tri -district cormtuni- , .11 inn for library media prnc1ram administrators , s ,1 goal for the 11 1,a r.1ms . Contact teachers training institutions/ Recruit teachers for training programs ln library media certification Copy memos relating staff development opportunities to other district administrators Heet informally for sharing sessions to be establ ishe, to be established on-going on-going on-going on-going Seeking LRSD-Supervisor of rederal runds Educational Technology\nunder Star PCSSD- Director of School Bill Library Media Services\n~LRSD-Coordinator of Students will gain practical voca.tional experience in cunning a television studio: students will benefit from instructional units Instructional Materials provided ovec cable system or cecocded toe later classroom use. Minimal Minimal LRSD-Supervisoc of Educational Technology\nPCSSD-Dicector of Libcacy Media Services\n~LRSD-Coordlnatoc of ~nstructional Materials LRSD-Supervisoc of Educational Technology: PCSSDDirector of Library Media Services: NLRSD-Coordinator of Instructional Materials ~iring and placement of ~inocity media specialists will oecur. Better conwnunication will be achieved .  I. TRI-DISTRICT COLLABORATIVE Special Education The three school districts in Pulaski County must employ strategies that will, over a five year period, reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to national statistics in the provision of free, appropriate public education to handicapped students. Areas of Need: student Identification and Placement Staffing Instructional Methodology Materials and Supplies Monitoring and Evaluation Funding for Indirect Services II. Areas of Collaboration There have been some efforts toward collaboration among the districts over the last several years. Examples include: (1) A tri-district committee for assessment is in its fourth year of operation\n(2) Little Rock School District and Pulaski County Special School District have a written cooperative plan to coordinate in their community based instruction (CBI) programs\npublic relations and common or shared training sites\n(3) North Little Rock School District and Pulaski County Special School District have had a written cooperative agreement (approved by both boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There is a sharing of personnel, facilities and equipment at Metropolitan High School. Other efforts toward cooperation have been less formal, such as the mutual understanding between LRSD and PCSSD on the procedure for transfer of student records from the fourteen schools transferred to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance ( for funding purposes) of special education students from NLRSD and PCSSD attending magnet schools. Based on positive results from these and other coordination efforts, it seems that an organized and expanded collaboration plan would benefit all the districts. Several cooperative programs can be established to meet the best interests of all districts and can be added to each district's individual desegregation monitoring plan. Areas to explore and/or expand include:  1. Programs for low-incidence handicapping conditions a. Visually Impaired b. Hearing Impaired c. Multi-Handicapped d. Seriously Emotionally Disturbed 2. Staff Development a. Central Office Staff b. Principals/Other School Staff c. Teachers 3. Tri-district assessment committee a. Establish consistent screening process b. Establish evaluation instruments to be used c. Establish consistent eligibility criteria for MR and SLD 4. Establish process and coordination in area of recruitment of minority teachers and support staff. 5. Establish tri-district system ( forms and format) for documenting due process procedures. The directors plan to hold monthly scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration, and provide technical assistance where appropriate. The directors will also look for activities that will foster cooperation and sharing such as writing grants to secure funding for innovative programs. III. Tri-District's Expected Outcome 1. By the 1989-90 school year the tri-district will: A. Develop and implement programs for low-incidence handicapping conditions. B. Develop a system (forms/format) for documentation of due process procedures. c. Collaborate on staff development efforts in all aspects of special education. D. Support activities of the tri-district assessment committee. E. Establish a process for recruiting minority special education teachers. IV. Evaluation There is a need for a systematic approach to assessing practices and policies that yield an overrepresentation of minority students and males in special education. Greater demands have been made by parents, state, and national agencies for evidence of the effectiveness of services provided to handicapped students. There is a need for better information: ( 1) attesting to the relevance of special education (pull-out programs, self-contained classes, etc.) to meet the unique needs of handicapped students\n(2) establishing the scientific significance and validity of new/existing assessment instruments, materials/supplies and equipment\n(3) outlining the extent to which certain teacher and student behaviors are evidence\nand ( 4) certifying the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions\n(5) providing more extensive parent educational information systems. Evaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants  in the process. The Director of Special Education will have the responsibility of ensuring the initiation and completion of the process.  ., I fl 11111 I 11,1   , ',, 1 I ,. , .,,. l''k'l - 1\"1 f , . ,, ) ' ' 1 11 ''\"\" JJr:.pon:.1Llt-- llirtL lcir '- - l1l - i11.t11tlo.. ' (III It 111  1 I I ii   0d1 _ , .~ 1al,l1shJ!!_f\n.\n,,5s :111d_u\nrd1,.,l_11111 Ill ,,rr\n, of_ n'(..ruitn11I of mi11ority_ l .l( l1f'I '. \"'\"' ~11ort _ ~l:i!! ___ ---- ' , ,. 'f ,,,,\n, f I ' l .. ,c I 'I I I It\n\\ I 'II STRAT(Gl[S/ BEGJIIIIJNG OBJECTIVES ACTIVITIES OAT[ f11\"1re proporl innate rf'prf'- Recn1it Arwl Employ minorit 1989-90 ~\u0026lt;'lll.tllon or well qualified teachers in certified mimri ly special etlucation areas of: lenchers II. Hild!~ hlmdic11pped b. lleari~ iired c . Hnderately/severely d. tvmdicapped Speech ifflpll ired e. Visoolly .IJl,palred Exp1md !!laf ilevelOJJlll!nl activities: II. Partnership with state colll'ges 1111d universities for training lllld retrain-i~ of teachers. ,,, COHPLETION DATE COSTS R[SPONSIBll lTY Ongoing $7,000 Olrectors: Personnel Special ducal ion Susiervhor!I - Special ~luc.at ion $'\n,000 Professors, Special fduc Toi tion ation Deparlfflet1t Central Office Staff I I I I I ! ' I I I I -- [VAlUAll{JJI lncrea~ed pool or cn1 ,rtpn  minority special ed .. al ion teachers  I. : 1 . 1 I ,II I I \"I I \" '    II  I I' 1 ,111 1'Jlj'.J-'.JV _ ( (1 II j I' r\\on Pl ..~ 1,on~1Ll, lltrtL tor-.. - It 1-111 , trill\u0026lt;. .. ud 1. -~ sy,U,,:t.'!...ifun,,s - .,,.t i11n,.,1j ... , 11 IJC' drvcl111-.I for \u0026lt;l\u0026lt;K.IIJ'll('flt.,t ion or due I\"\"'-'\"\" )'PK.\u0026lt;l11n,\n. __ STRATEGIES/ B[GIIIIIING COHPLCTION OIIJECTI YES ACTIVITl(S DAT[ OAT COSTS I. l'Mrclop rrvlsro rol'lMl a. Srlf'Cl conrnilltt o( 1989-90 Spring, 1991 $ JO,OOIJ for for lri-district dot.unenl special education per- l'rinting ation or due pcocess. sonoel Craw all three districts. b. DevelOfl for11111t for documentation or due process c. Suunl t to ADE for review 2. 1...,1ement rPVised format a. lnservlce teachers and 1991-92 ~oh~ for tri-district doc1.a11enl - personnel, on use of at ion or due process revised forms RE SPONS re IL I TY 11,,d IU I I ' 11l1111  '\" 1. tl , ,, ,, ,r,,111/\n,,  . , ' (\"lid ld1t1  I ------- - I [VALUAl 1011 Oi r!!\u0026lt;:tors arw:1 Assoc iatr llnctlll('nlal ion wi 11 he t ,, n- Directors sistcnl scrvicrs wi 11 l,r provi\u0026lt;IP\u0026lt;I in more ti.nw,h n \\'llU f Designated Special Educ- for stu:lents ation Sta(( e ' f.,, u,il P l.1u l'IH'l - t11 ( ,, .ir ) 1,..011 ~1 \\ J,t1n,1Llt llin,. lors - lri-lrslr11l ,''11  . 111111\"1111.I i,,M I : .l1uh:vtluv jL,\n~111u11 l!~r\nwn I 11,r_ ~t-'~\"~~ w!._!_h _ I,~_ ~~Jdcnc!_ hand_~~:_ ______ _ STRATEGIES/ BEGJIIIIING COHPLET ION OBJECTI V[S ACTIVIT ICS OAT[ OAT COSTS I. iwRln plarni\"R process Conduct OHds asses5fflef'I 1989-90 ~oing !To be deter- -rrovi\u0026lt;le awopriate pro- Select II school site (!: School year 111ined. for VI, lll,HI, \u0026amp; SfD stuin I!\nUse o{ local, gr- for the following: Share speclallsts re- state, and a. Visual l\"\"'9ired quired to wet needs of I edera l fonds students VI, 111,'HI, ird SfD b. IIP11rlng i.mp,iired c. l'lJlti-handicapped Identify and cOllblne ex-d. Seriously flnotionaily istlng resources avail- Disturbed able Purchase needed re-sources and -terlals Provide speciallted training for staff Rec.ru I tM!nt and 111!1:tin: of perSOlllll and/or ser-vice providers 2. l\"l'lf'fl1l'nt pr~rmis for thf Strategies and activities 1990-91 arP11s lis ed above. to bP deter111lned by lmividual fducalion rlans (IFP's)  ,    c ,,, r ,-, ,d,r, - , .. , , ,, .,,,,, , ..  I\" l I ,t I I, 1, .. ---- ------------ - -- RESPONSIBlllTt I [l.t.LUATIOII Directors and Associate Expandt and i\"l'rovE'i ~\" IJlrectors of Tri- IJi.stric.t to low incidence hanrli\u0026lt;.a rvicr 5 pped slu:lents. Services will be more co st crfective I I I . I I I Ill /I i, ,it 1111 If 11111111 - tt1 l . f f)q I I \"\n,,,,,,,,r/f.,, I'\" i.d ld11r . it 1111 f 1  IJ . t I I' I ,111 LIJr)J-lj\\J ( (, 1,\nf' ,-.ut1 ,'e\\1mn, d,1,, UtH:.1...L~C!\u0026gt; - J1.1.-iJJ,lr1\u0026lt;.. l'- 1,,,., . lv wU1l,ornt, slall_clcvdo)'lll 1_f(o!:_l~!_l,l _aj_l ':'':l.\"\"-ls or ~ _a_l _!hk,tlirn~: __ ----------- ------- . - - .- I STRATCGl[S/ OBJCCTIYES ACTIVITIES I To sl...,re cost or arntlt..'Ylt..~ Re~rr~entative~ (rc,n three to inservlce teachers (J districts 111eet at spPCified ti.mes to deter-mine needs and select con-sultants ' 2. lnservlce central off Ice Develop lnst..-t to staff conduct needs assess-inent .Select teacher Cont- 111itlee 3 lnservice special teachrrs Develop various lnservice on special education, cur- progr,w needs, i.e. due riculum, ard reconmended process\nlsSUI!! of nanrity teaching techniques, mater overrepresentetion\nre-ials, etc. gular school/progra11 modifications\nscreening I 8CINIIING CIJ1Pl  T I ON DATE DATE 9/89 (),going 9/89 Olgoing 8/89 Olgoing i --------- COSTS RESPONS 181 ll TY $10,000 OirKtor ard Associate Directors O:insultMtS Substitutes Fulaskl County Rkatiaal Teachers Cooperative l'llterlals/ ADE 5twlles f'rinting Stipends I ----- -- ---- ['IAlVAi 1011 \\Ji 11 have a cc,mprehc1 '\" i \\ ' fl' tri-district staff d c-~eln1r:,c11t progr.rns I ,.,, e . . ''\" , ,,,,,\nr. '' ' ' \" ' ' l'l .111 l'W'l - 'ffJ ' ,  . ,, J 1,, I I f,' \"\" JI, ... ,, .. ,,\\ , 1,1,, l1ir,1 l11r - 1,,t.-1 I  Hit ll11s '  , \u0026lt;,,, , 1 J_ fu l:.11!.UCc Ciflli.Ly .u1 rcvn::.u1Laliu11 ul-1,LK,k, nlillcs .i..u ~~!.Lt:!!11L\noli1111 tl1rou1,\nli\no u11,rdK11sivc c. laJJ.1J, 11, 111111w :,t  ( !If I I JIii f\" . ' .. I   I ,I I\"\" I ' I fr\u0026lt;ll(\"\"' nnl llM lrar11111.11, \u0026lt;,11ler. STRATEGICS/ OBJECTIVES BEGINIIING ACTIYITl(S OAH I. rrovide insPrvi cf' llu,t ... l)pypfop trainil'llt centPr 1989-90 r nc u,\nes on tc..chPr l1Ph.lvio for rf'gul11r teachers ex low.1rd a di~proportion or periencing problons in minority st,dents ~y mderstanding and teach hlitek mnl es in spec i.11 ing hlack 11111ies a11d educ., ti on . other dlinori ty students Identify teachers with high referral rates of black Mies to special education Schedule lnservic.e Ar r:.nge substitutes for rrgular teachers Prov ide in\"crvice thitt rocuses on: llehav I or lllOd if i e11ti on for teacher behavior l'rO'rid oioort1.11i t lt\u0026gt;s ,or teachers to know, accl'pl and 1tili7.c nfonn:tt ion regi.rding lParnln\u0026amp; styles, lan-g .,.e/di11lec t , stu:mt ways of cettti,i:\n/bc-havinr,, ,alue systen. C~PlCTION DATE COSTS !l,goi11P, U 25, 000-Per- :::\u0026gt;iPI IJ 20.000 ~t-rrials/ 9oJl..ies --- ----- -- - - -- ll[SPOffSIBll I TY Ill rec tor - ~Jf'C i :t I Fduc. SUJiervisor!\u0026lt;\n/(11ordlnators of Special .du\u0026lt;...aliun Principals Supervisors - Spec . Emr. sos Director - Spec. fttoc . Learning C:,,ntl'r Staff I i I ('/f.L!JIIT 10 II Improve im:tn other sludrnls llrcrr.1se i11 t,:lucation re h ,rr:ils to \"1n:. J Rates of dis111i s,\nal or 1,1,,ck males/other\" tu,lr11ls 1,icr .,~, - [I crt\u0026gt;.,,\nc i 11 d i sc. i l' li 11E rrirrr, I 2 r ,.,.,,., 1 1 1 \" 101 ttJ , ,. ,, } 1 '\" '\"\"\" I\"\"\\ ol,lr UHL'\\.lVl:. kl II fl1lll11, I,,,., I I. _Co11JIIMIC'll_lu111_. ,_ - S TRATCGICS/ OBJCCTIYCS ACTIVITIES Arf,ly skills at cente, with student Retum to school H:\u0026gt;n4 tor teacher effectiveness rrovlde inte11slve intrr- - Apply appropriate disciplinary interventions pre-referral interven-for: lions StudPOts whose social and emotional bPmvior l'rovide training: 5/88 makr it difficult to Curriculuw based advance ac.-.lEJ11icalty\nIISSl'S9111!0l: I.inking Assessnient to Sturfents who show slow Classr00111 Strategies JV1tterns of develo,,ent which 111ay proctuce er- Identify regular lam- 7/89 roneous trst scores. ers for training rrovide training that 8/89 focuses on ch11nges in ln,.\ntructional tech-Ii- \u0026lt;JU('S to m.1tch student!! \u0026lt;'perienc:es h.~111,1te how rnateriol\"' r ')/89 in,\ntrur.tions 11re pee-smtcd to students 11111 , .. - - ll[GINNING COl1Pl ET I ON DATE OAr[ COSTS 5/88 $550 ~oing 25 teachers ~oir~ l~x~ Onguir~   111, ,,0(11111,11111 I\" l'ri. 1 ,,,,/\\,. 1 ct ii 1,lu, ---- R[SPOIISIBILITY Rrgular Teacher,-\nRegular Teachers Supervisors/Principals ~ular Teachers Principals Central Office Staff Psychological f.,.\nw,,iners I I I I I [ '/Al UAT\n011 ------------- Expandf'd and imtrovd te.1\u0026lt;..hi ,, skills Reduct, rrf \u0026lt;'rn.t Is for ni n-1 i t students lo SJIE--c.ial fluc.,,li,,,  11, 11111111,,\n1 1Jf, I II', I r,.,11,.,1 l'l.111 l'f~'J 1M) '' '') \"\"\\Un 1'1\\1u1n,1f,l,, IJJ.CC~lJ[ - J ,lo.II, ,L1llhi, 11, I I . I. II f Ill I 1 1  , , , ,. ' -  I'' 1'11, p,,n/Art '.-)\"'Id id1 'I 1 (,.,.,, - l~w1LJJ11J1.,j_tlwd.J\\.:L _ _ - - - ----. --------- --- - - -------------- ------ STRAHGl[S/ BEGINNING COHPI ( TI0N OBJECTIVES ACT I YIT I (S OAT[ OAT[ COSTS R[SP0NSIBILI TY ['/AlUA\nI Check for miss/1111trl-P. Ohgoi~ or student skills/ \u0026lt;IPrici ts/teaching approaches lls~s why students Ohgoing l11111rove stude nt perf ll\"\"'111Cfc are not -stering materials lt\u0026gt;nitor stwent act-ivities over long in tervals to identify breablolms in the learning process tbnitor tPacher ef- (),going rectiveness - do stu dents uroerstand the task7 l'rnvide nunerous met \u0026lt;Jngoing hods of assessing ..n,t students have I ,'l 100 P.ulc ,ut Pacl11~ion.1r O,going t\\lterials $500 a~lrs r r students not IParnl~ l.11ek of lnstructin~ wck of prerf'q1isl lrs for aa,..dsitim fa- ml 5ti.l1s I 1\\11,,11 ,tl 1'1.,n l'lk' L 'HJ r,, . ., ) 1',, .on ,,,. p.p,,n\\1l, lt I J 1rcLl ,r - l , t , llt H1lll11o.\n!,o ., 1 J , __ w11~i11\\K'\\l _Nu,~icr_ I _ - __ -- _______________ _ STRAHGIES/ BEGINNING OBJECTIVES ACTIVITIES DAT[ Soci~l (11Ctors - Schools allerded Allerxlance Support systf'III Pre-school instru- ~ion J. l'rovlde inservice that Provide T lnservice 10/89 focuses on teacher behirrior Review literature ..t toward a disproportion o[ research regardl~ 111inodty students epclally teacher eapectatlons black -1es in special for inorlty students educ.a tion . especially black IRlfs Provide tralnh~ Application of train-ing by lPechers ObsPrve/provide feed-liack lo teechers l'tmi tor te111:her beha, - ior on an ongoing t.,sis 1' , 1 '' , I CONPl ll I OH DATE COSTS Ongoing ~oir~ $5,400  111 JI I ' II I 111 I II 11111 , .. I',, ,.,, .. ,. 1 r.,,   ., i .d f d11 ---- ------ - - -- RESPONSIBILITY ['/Al UAT I 011 Special f.rlucation C\"mtral lncreasP studenl/ll'ac. Office St.arf lnterectlons lligher expectations r lnt'r-ovr-d instruct ion ilLhi('Vrtnelll . . , I I 1 I I hn or sll~,1~ r.,, ,,,11 1'1.tn l'J~ 1 l-f)ft ff ir) ,,,  \"\" ..... ,,,on\\ ,l,lr 11i .. -d .. , - r.- I 11, n,11111- 1,., .. I . I. y1n11.11-J __ Nunl\n., __ I - STRATCGIH/ OBJECTIY[S ACTIVITIES , .. fnsurf' the- fol lowing: a . rrovi,IP COftlll'mfflSive Assisi black \"'-\"les in assessments and \u0026lt;fuwu\n~ developing adaptive skil~ b. rrovide short-te1\"111 interwntions such 11s group flctivlties to strengthen social bur act ion skills without changing student's 1155 ig1111ents c. 1..-,ll'ffll!nt Extended Plac-nt services In s diagnostic cl11ssr00111. Pl11eement to be review ed each senester. d . Develop Parent OJ,prmt (I) lrtanat.i~ System (2) Behavior tlmaganent Ski 11 s (J) Advocacy Training for U..ildren (4) lnfonnalion Center e. ldl'nt Hy and coordinat, cm111Jni ty resources BFGINNING DATE 9/89 9/89 9/89  11 1,1 I  I 11, I' ,,,.,. ' I\" , . ' ',\" , .. , ,., ' I\" I ,.ii I ,hi I' I - ---- - -- ----- -- -------- ---- COHPLCTION DAT COSTS R(SPONSIBIL IJY I ['/t,LUAT ICII Clhgoing Regular Teachf'n\nl\"t'rove ,\ntuclent acacl\u0026lt;:: ,ic rsychol~lcal t.x.wniners per(orma11ce Socinl Worker Olgolng rsychologist lnc:reast: in student al ln...t.~, IL' 0-.going Increase parent involH:rnent advocacy Olgoing SyslA11Wide e(hct iv\u0026lt;' rnnrls-ino\nervice on ... '\"\"\"'' f'l.1n l'IJ.i' - o (f, .p) I', . 1111 r,potw, ,l,lr IJlcc1.lvr _ I . \\\u0026lt;'I I tl,l 1111, I,,,,, I 1 . ......J..oui.JJ.rut.'\\l..lurllx.t_l _ . ____ ------ OBJECTIVES S TRA HG I [ S/ ACT IVITl[S r. Haint:iin lrAnsitional services lo regular c lltssf's throu.J, liaison s~rl services g. Dl!veh./adapt uterlals aro disseminate to la:.al schools s. fnsure lncrr11sed equity Conduct the following in- In in:o\ntruc:tional method- :wrvlces: olo~y through a c....,ret-i a. Learni~ Strategies sive starr developnent program b. Laubach Reading c. n:sA d. Peer Tutoring r J. fnsure incrrased equity i, a. fohke adaptations/modi-instn.: t ional fflf'thodology ricallons o( curri-throu!( h part ic lp,,tion in cul1J11 ror regular regular classes classes b. Identify eHective in- ~tructional techniques lrarni~ styles, tea-chi11g styles - - B[GUINING CIJ4rl[ r I OH OAT[ OAfE COSTS 1/90 n.going 4/90 ~oi~ Olgoing 1990-92 $ 750 $ 500 $5,t,()() $ 200 $2,000 $ JOO ---- RESPONSIBILITY \u0026lt;:entral OH ice Starr Social Worker Special Teachers Director and Special t.iluc.ation Supervison\nI I I I  I . 'I I .. . 1. 11 1,1, I 11 ---- --- ['IALUAT 1011 OPcrf',,si~ rf'rrrral~ nr hi\n, males and othtr minnril\\ st \u0026lt;.lcnts to spcciill lU\u0026lt;.,,tion Increased applic:ition ors in regular classes \" lucrrased stU\u0026lt;knt-lca, hrr inler:1ctio11s \" kedtK.r- th\u0026lt;- mr,rllf'r or s !tli 1 ,.,11, .. 1 out or rcRular Lias  I I 9 1  11111111 ,. ,., ,,,,, 11,,11 , ..\n,,,iu.il f'l.u, l''H''  'NI {f,,ir) 111 ,1 111,1,1111111111, - I\"' f,,.~.nn Pr\na1tm!d,l,, lhr~\u0026lt;..l\u0026lt;r l :, lt II,  ~\\,ttf11c\n,,,,,,111 ,'I\\,,,  1,_4 1 d Id l,idl : Z~ ..Hcl.iite._autl_CJIW,,J Ll~: 11,.,,11L,1.i11,r. _~y~l~m l!' 6,,11!('_1\" dat\n1_J 11r _~u1d1_._li111, ., lo111\nil,.1111l __ ~l_!'l_y of ~'1\"~ i :!l_l_\u0026lt;h \"'\"\" 1 11d,111-,. _ - STRAHGlS/ BEGINNING COHPLCTION OBJCCTIYCS ACT I Vil l(S OAT[ OAT( I. Rf'fint' ~fl(' IIW\u0026gt;flitori~ and I. 1-t\u0026gt;ni toring is c\"1letw Ongoing Ongoing t'valuat1on process in the on a bi-monthly basis. Oistrict. A s1fflllllry report is pro vided to the building principals. Correctivt' act Pon fonlS are pro-vided to en\"ure con-tlnued C\u0026lt;lllpliance of due process by the District. 2. To l'11gagt\u0026gt; in data collf'C- 2. c.ar.,lle special educe- ~oh~ ()igoing t ion for a l~I tudinnl lion enrolt.nt includ-sb1~ of placm1ent prac- ing race, se, etc. 8f1d tices in the District. 1110nitor on a regular bas ls. Data ls re-viewed by the associalE superlntendl'nt. Specific schools are tar:geted if probl-ar- c identified by stafl. llulldi~ principals an their staff 11Ust deve-lop action plans to re lllf\u0026gt;diate deficienciPs identlfiet.l by Cl'ntr11I OH ice. These pain,\nnre moni tor:ed by C.ent.rn Off ice staff. - ----- COSTS A(SPONSIBILI TY l Software \u0026lt;'.ent r11 I or f ice S!,'CC i a I $1,000 Muc11tion Starr Consultants $1,000 rol\"IIIS $2,000 Professional Growth $1,000 Hilterials $3,000 Director - Special rducation --------- -- ( '/Al UA Tl 011 Rcvirw a,\nan 011-1,(oi:, all rulr~, rr ~111,,t i: pol icir,\n1 a,wt pr,ic t ,. llistrict s Spt\u0026gt;Cial  _F~ ir lfl\u0026lt; lucal i  ,\nmrl r\u0026lt;:gular educatir ,n rro ... .. , f'rert'ff'rral intervc11 : ionc\n: :t 4:-rconn~ I. ni1nl ~ I' ,,frrral utilizrd ~ schnol I- ~,ch schoo has or-r,., ~Prv il.e tt',\"WIIS. rrcr intervcnt ions .rre d~  i1,,1l('\u0026lt;i l'l prcvrnt iMpprnpriat o rrf, ,-\nrl\na,: well i'IS roc11~ \"\" ,: ilt,,rn. : a.,, instructinoal ~d,nnl's 11pil proP.r.--1 '\" I .. . 'l ~rni '- \" le ,T act ivrly ~rt iLit~,t, c:: Ill 1 i  suring appr:opr-i.rll' r t fr,r\n,I ,.  , ... ,.., ., I ,. I.,,, I '1'1'1 1)(J , ,. I, ) I',.,,,,, Pil''\"'\\,1,J., IJUlllVl  J~llU H,ttlu, (,,,,,I  J,__IJISll[UlVllY-1t ~t11.L1,,I hk.:iliu11 ~!:idtk.i11~ _ll1t \u0026lt;~'!'!:tlJ.!:C'~c-1!_1,,,t1n11 111 oni1111,j_l_y ~_lu\u0026lt;l!!'l.~_e11r-,ll11l _i_!J~n,\n :\"' \n,,, 1tH 1111 11111 l1, , ..\n, ... ,, ,  '\"' I  1 t I ti ld11 STRATCGl(S/ B(GINNING OBJECTIY(S ACTIYIJl(S DA1 I. rrovirlr 11,\nsisl:incp in re- I. Schroult\u0026gt; stafr ~velop-- Oigoing ducinR the ovc-rrepresrnta- m111t on the followi~: t ion or minority st,a.ll!nts a. Current legislation (),going in special educ:11tion. anti litigation b. Eligibility criteri1 f6r special~ and related service: c. Current trends ln asses--.t d. Non-biased _ :ut ~ing e. Translation of test data Into appco-pri11te c11rricul1J11 and instruction ~oing f. Ada1,tive Behavior A,\nses--,t ~oh~ g. Curricultn Based Asses--.t Olgoing I. llflply llfl\u0026gt;l\"opriate pre-rererral interventions Olgoing II. Rt\u0026gt;view c~ts of O.,\n:oing I it tie Rock School 0is-lrict delivt\u0026gt;ry sy~tem a. Policies and ProcP-b. dures \"PJ\u0026gt;r:aisal QJia, 0rg11niz.ttional structure c. f.urricult.111 d. Service delivery mn ~ - --- CCJ4Pl Tl ON DATE COSTS R(SPONSIBILITY 0-.going $2S,001 over-I l\u0026gt;i rec tor or Srl('C I a I all cost: Eilucat ion Suj)('rvisors Olgoing lnservice 1tver91te cost per type- llr. Al Sullivan $1,000 X 7 Slate DeJJRrlft\u0026gt;nl of sessions 7S fducatlon - Sprcial teachers F.ducation $2,000 prinl!( 1991 11111tlers\nC.onsultants $2,000 consultants 1991 $],000 1991 Olgoing Central Offict\u0026gt; Sta(( '' i I I I ----- --- --- E'/1\\lUATI0II ll\"flrovr c\nI: i I I c\nin ut rrr 1rra I pl:ic.unrnl p i Ii, in.  t. r- Nlur Decrrase in reforral students lo sprcial llr'Lrr:ic\nr in ,\n,jc\ncl:,~c\nminority c\nlulenlc\n/ls lncrr:,c\nrt) lu1owl\"'l1:r cess mI :ii,,i-opri\nitt\u0026gt; hw:r:ic\nNI k1N11.lh:c-hiu... atiun l'r0Rr\nw11,\n., or mirY~llV E\u0026lt;:lucali 11 j r i ( ,11 Ir . o,f tn, .. :ic .. ,, I' I nr \"\"\" I  pru.:r \"' r 111\n: of I ( I rrl l'rtY_\u0026lt; 1rf \u0026lt; t.,, ,,,ti f' l.tn I 1JW-'JO ( t, ,tr) I', ,.on Rl',l)On.1Ll1: - llircctoi's ::-T, i-lli~trrcts c\no,,1 . Jll....mlii.!!!~-!l'l~'rl [or llK tri-\u0026lt;li,tdLl assr,_.nl L\u0026lt; 1111 ill\u0026lt;'t\u0026gt;, OBJECTIVES I. rarticip,te In a tridlstrict asses,\nriw,nt committee vith a plallnf'd 11gen:la an:! stated dire::t.ia,. STRAHGIES/ ACTIVITIES BEGlfllllNG DATE Det\u0026lt;\"rt11lne agenda llffli~ O\u0026gt;going lst11blish consistency In \u0026amp;l'eas or assessment: O\u0026gt;going -scree1d~ -evalunllon lnst1U11ents -eligibility Cl'iteria -review eKlsting assess- Olgoing ment lnst~ts -identtry .-- assessment inst~ts end purclvlse roe rteld test-ing O\u0026gt;going -exJWld i:-in:haslng based on data secured frooi field testing :111 I I  , ,.\n. , II 11'11 I 11,1 C~PLETION OATE O\u0026gt;going Oigoing O\u0026gt;goiOR Olgoing COSTS $10,000 Consultants \"'1terials/ Su(,plies Printing Cooperative Pun.haslng  11\" ( Ill I I' 1111, 11 - ' 1 , .1 ., . ,,,1111/l~.t : I\"' 1.d I. I 111  RE SPONS I BI ll TY EVAlUA IION Cllrecton - Special file. Consi~tt\u0026gt;ncy lo'ithin anti a . c,~\u0026lt; tri-district bou,r .. ,r iPs l:tH1.h-- u-iners out the assessment prOLec ''. Coordinators . .. r,.,,.,,il l'l .,n J'IH')-'ft) ff ,irJ I' , ., ,.,, r',  -..pon\\ ii, 1,, I Ju 1'(_ t,,r - L I, J Ii H11 I 111 . l,0,1 I I. (1111l 1111 \u0026lt;I _lhn~, J STRAHGIES/ OBJECT IVES ACT IVIT ICS \" rarP11t i l'lllOl vt'ffll'nt {. r\nirent t'ducat ion Seninar - Special fduc.atlon ' 2. To rf'duce by ten percf'flt Resrarch-Longitudlnal Study over II fl~ yt\u0026gt;ar period a. Pilot Progr in tar-the nunber of 111inority stu geted schools utiliz-dent~ enrolled in speci(ic ing various strategle. learning diS11bled rqulalim h. Use e(fective slrate Current Percenta~e: gies district vlde Al:tek 70% \\.'hi te JU% J. To reduce 0\\/t'r a n~ year a. Use as its base of period by twenty percent operation federal, the 1ttmlJPr of students en- M. 94-142 and State rolled in mentally retard- Arkans11s Act 102, rd llnd spec\u0026gt;eh i ,,.,a i red legisl\nitlons. Clear population. WP II wr i llen ,-oUcle\nhffve been erutli\u0026lt;lul to provide sati,fa:- tory as~urnnce thllt 1,ulicies, procedures and progr111RS ~t.llHH, l'd and idninlsla'at Iv the district shall tr an\ni.-\nt.mt with the rro-vi~ ia11 of fllkal 111I stale l!Rmtes. ,. . ,,., ...'.e ,,,,, ..- .,: . - ------- BEGIIINING C011PlT 1011 OAT( OAT COSTS 9/87 1993-94 9/87 1993-94 I I I I 1 11 4 , 11 1 11 ,d  - 1 , I I,,,,, 1, /1.r I'\"' 1 , I l,J, 11 11 - --- - ---- -- - RCSPONSIBlll lY Director or Sfll'C ia l tiluc.ation Supervisors Principals --- lnnR i tudin.\\l sturlir-\nwi 11 ii,~ithat sveci~l MlA.iltiott nment will rrflct.t distriLt' al poi,ul\nit ion. cate roll raci Special \u0026amp;tucation lbdns Division of School Personnel Supervisors Mh(, or m rrpr I rence wil I r\u0026lt;\"luc Ee the Ir rvnt i sc l:1ss H ic\n,t ion ~,.i \"\" r - e-\nr11tntio:1. , , '\"'II I' I Ill l ' IHl J- 'I( J ,., . , , 1,11 fJ ,,, 1u,f1 , 11,1 ,, IHnLllJ[ f,,,d 1 _J ._ ( AUii IHllf'd ,,,,  ,. r t OBJ[CT IV[S ( Y, ,II I L, Ldl\" tL,t thi , I I , IHI I 11111 I Ill  \"C1111 I  11 1 11. I\"' I t , . I , , I  1 1 , I I, 11 1 1, 111 --------- ---- -------- - - ---- - - - -------- ------ STRATEGICS/ ACTI VI TICS b. Rl\"ViPII the rderrnl, evnlu~l ion, 1md pl!OCf'l!lellt dl'Ci~iOfl!'\nmaclP ht the f.duca- Lion H,magernent Te11111. ~ c. . fblltor the proces! and all due proces! folders in eac.h school. BCG 111111 IIG CONl'll TION DAT[ OAT[ 9/81, 0,6oing 9/84 Olgoing COSTS R[SPOW\n18 ll I l 1 [ \"llllUA l (IJ:t ~(W'Ci.11 lihic.,,t ion f\"fTll.r.1! Pl:lloM'nl .tc-ci~ion  \"'\"' ,, , - Of[ice Start\ntiot1nl pl,,n,\n1.ill t, h,~v: \ni ovrr.1 I l caupn hcn!i ! \\ \u0026lt;' ,\"IS!-=' m.,nt s. . . , /In npprec.iable \u0026lt;lrc.lin\u0026lt;' int.orrcc. tivc action proc..lures. .... , 11 I   ,,,, 1 I Ill 1  II., ' H 1 ( , , , , 1 ,,. , .. ,,. .i.1,. lli, ,, ,.,, r ,. 11, 1111 ,,., .. ,, .,., ,, In 111111,  1 1r11ty Ill 1 .,11 1111 , .. . , . ,I f,h . ,, .... , 1,01.r,m-._._ OBJ{( fl Y( S I . lh~11rr f\"'!jr I , ... ,tr rr.,rr\u0026lt;: rnt 111 '\"\" 0 wrl l r,I j f jf'd minority \u0026lt;:prri:,I \"'hiral ion tP11\u0026lt;.1lf'rs. SlllAl((\nl(S/ A(! I Y 111 l S Rrcrui t\nnJ \"\"flloy 111inor- 7/R9 ity tr.-:ht-rs in c.rlHie, 11rP.15 of:  Hildly h11n,Ucarped b. IIP.1rl~ iirffl c. ,..r11tly/s-rI lunlita(Pd d. Sr-ch i.lllpl I red e. Vi :o\nua II y i.lllpl i rf'd F.xpw,d st11U ~lop:lfflt ..-.tivilles: a. r11rtl'll'rshlp with sl11t col lPgPS an-I unlYP.rsitles for tr11inl111t int rrtraini~ of tP..achl'rs. b. See Sttwlent lflmti fic  tion Mid rlace lnl?f'tt 1111d ln:o.truc-l ioml ~IPthodolQfty for other stnrr de-YPl,._...t IICl ivi ties. 8/89 llrGINIIINf. OAT[ (.(lf4rt f T ION DAI 19\"1-94 COSlS $7,000 $4,000 Tuition 111 , , 11,ott .,, I I 111 1 I I f ,, I' 1111/ I I  J\"' f I I I, RFSP0ll',1811111 t,lrPCtor:o.: rrr:o\nonnrl Stlf'Ci:11 f,hirnt inn s,.\"'rvl\u0026lt;:or~- ~'(.i:1f-. fducation l'rofessor:o., S(,rci11l .duc.atlon Orp\nlrlllll'fll Cenlr11l O(Cice ~tnff 1 1AIII~ Pre p1H t1on nf M1nor1ty s,,ec 1dl EduL\"at 10n TeJchcr s w1 l l mirror ropnrtion of m1nor1ty teachers d1str1ct w1,lc  , Ml I I 'I I ,,. j 1ft I 1'111 JI. f111 ,.,,1 I l'l,111 ~'1\"'  '.XI ( , ... . I J, ro,i ''''\\Jtt1n -. d1J,. 1,\nrt.1.liu - I .f, Iii t~1tllii . l,11,11 : _ J ,__ IU_!'!l'Ulr_~u1,r.,v1 d 111,1l1ly!11l f\u0026gt;Jllily i11 \"\"'l.'rl_,1l,\n__ ,1~ ..:\"~1li\u0026lt; ~ 11 n,  i_dI In li:111iL ,IJ1\"'J ~li,l\u0026lt;'lll\u0026lt;:, ____   ti f llf f H td I I , I l , 9 r 1111 / /,r  I ' ... \\ 1 , 11 I di 1 I -- . -- ------------ - . -- . .. . . - - S TIIAT(Gl[S/ BGHltllNG I C~PlTI0N I 0BJCCTIYES ACTI YI TIES OAT[ DAI[ cosrs RESP0US 18 I LI fl ['/AlUAfl'JII I. SJ\u0026gt;\u0026lt;\"Ci.11 e\u0026lt;luc11tion tt'~ln,, it. lrlmtify a Sllf'Cllll 9/87 0-.golng Notte Director - Sf\u0026gt;t'ci11I fduc. f.-\u0026gt;eh c 111:0:!Sroom ,. i 11 '...' 111 .,\n- wi 11 dmw\u0026gt;nstrate systfflt- Khcallon com,ittee 11tic11lly that hi1th Q'lllLit) represmlati~ or the r~,t\u0026lt;' a11rl ,,pf'rOf\u0026gt;r iatt r.nl( effect Ive sprr   I instruc total special educall0\u0026lt; \u0026lt;\nUJ\u0026gt;1\u0026gt;li1!\nlion is helng tovidPd starr to assist In the lhr~h the u~e or varil'd sf'lecUon or appro-innovative, and 11ppro- priate 11111lerlals and prlate IMledals and supplies supplies. b. Schedule \"Material fllir ror Starr using local, \"~oh~ $120,000 Supervisors Improve quality of in,\ntruc. l i ,,., sti1te, and nationally known vendors c . lrlmti(y 11111terials/ J/88 O\u0026gt;going Special .ducat ion supplies, etc. that mi Colr.1i l tee hlls ic lo resource, Itinerant and special clas srOOIIIS d. ldmti(y IMlerials/ 10/89 Olgoing Special fducalion Sllfllll les needed to im- Galmittee prove/enhance the quality or instruction ldrntirierl in slwent!S lf.r' S e. ~bnl tor select ion/use Olgolng O)Roing Principals o{ materials/supplies Supervisors I I I I I\\, r ,, t I I I ltl 1 't J.1 '1 1HI f,   ,,,, JJ, , 111,n ,t,1,- Utcu .. lul f,,,a I : J. WIILIJIUl:U. lluJru j ',  . , i L:,Ldl H,11hi . II 11'1' I  -------- --,---------------------- ------ -----. --------- (()11Pl CT ION _ _ I OBJ[C Tl V(S STRAHGICS/ AC TIVI Tl [S B(Gtrl!IING OAT f. Act ivitiP:\u0026lt;: to focui\n(),going 011 current trerI~ of new materials/S4l~U'! g. Schedule sharing Olgolng t~ for effectiw and imovative use of nwterlals/ rql)liec\nh. Adaptations/iaodifl- Olgoing cations of terials supplies/ equ I l,IM!l  l OAT[ ~ . RlSPOll~lllll llY (),going $J,OOO Olgoing Olgoing $2,000 Soperv i i\nor s llirKtor Teachers Teachers  C I II I I ' I ti I\" , .. I I I , . , ' I I H 1 I '1 I, I, I I I ti lnfol'1JW'\u0026lt;.I n11.artli11g n,,t i,1.11 trrnds Availahility of new materials and supplies  -- ' -- vr. Budget Summary - Little Rock School District 1989-90 Funds derived from local. state, and federal sources. STUDENT !DENT!FICATION ANO PLACEMENT Staff Development Training Sub-Total Staff Recruitment Activities Tuition Sub-Total Instructional Methodology Learning Strategies (30 teachers) Laubach Reading TESA Training (30 teachers) Peer Tutoring Modifications/Adaptations of Materials Learning Styles Test Data Sub-Total Materials and Supplies Basic Materials/Supplies New Materials Adaptations/Modifications Sub-Total Monitoring and E'valua!ion Learning Center Sub- Tota 1 G~A~ID 707 AL s 5 s s S 25,500.00 S 25,500.00 $ 7,000.00 4,000.00 $ 11 .000.00 s 750.00 500,00 5,400.00 200,00 2,000.00 300.00 3,000.00 s 12,150.00 120,000.00 3,000.00 2,000.00 125,000.00 10,000,00 149,000.00 159,000.00 332,650.00 VI. Budget Summary - Tri-District 1989-90  1. Recruitment Activities 2. Assessment 3. Uniform System (Due Process) 4. staff Development 5. Programs - Low Incidence TOTAL 12,000 10,000 30,000 10,000 (undetermined) $ 62,000 Plan l'J8'J - l'J94 (Yfar) Respons1bl1\u0026gt;.,....,ucac1ona, u,recto~ Annual Person Goal: To imvcu~ drc1cu1.aL1.u11.1v11t\"1 J.llllS ot l'CSSD, LRSIJ, .incl N/.1/SIJ OBJECTIVES 'l'o 1mprovf! drticulation ot VO\u0026lt;.:d t j Ulld J progrdms. Jm1Jrove rcc1uitment uf students i11to Hetropolitdll Vu-Tech STRATEGIES/ ACTIVITIES At tend edCh other's adviso,y couuci 1 meetings Review course utter i11gs Ot f.,, Opell J/ouscs Student Hroc:l,urcs E:mploymc11t FdiT l'J88 1988 1988 1989 1990 SEGINNING DATE - 1989 - l'J8'.I - 1989 - l'J9V IMPLEMENTATION TIMEL!NE 1 r, i -Sc/Joo! Disc, ictsJ COMPLETION DATE 011going 1989 1989 1990 l'J'JV COSTS - No11c $200 $l5V $l5V Di Vis ~r, ,.,-::~:.(,\n' I IJ\u0026lt;\"l I t\u0026gt;II Progra,~ vocar 1\u0026lt;\u0026gt;na1 RESPONSIBILITY EVALUATION 1-:ad, Vi.\u0026gt;CdL it111Jl Vi 1c, .. :tu1 ActuJ/ .JI I L'lldJ/h't  Vocal ,ou.il 11,,ector.s Comlt..L ioll \u0026lt;\u0026gt;I Act iVlllj Vocdl iolld I lJ1 rec:tuz .s Complt't 1011 \"' At:I ivlly Vocal ,onal 1\u0026gt;11cctoc.s Complc.t 1011 \"' Ac.t. l VI I 1J Vucdt ion\u0026lt;Jl DilL'L'tOIS Comp I t t i 011 ul A ... t J VI t l) ....... ' J / I 'e I I I I I I I  I I I I I I ,_ I I .i IMPLEMENiATION TIMEL!ttE Annual Plan l'J89 - J\u0026lt;J\u0026lt;J4 (Year) 01v1s1on /11-.,1111,1 1011 Person Responsible Vocatio11JI Oj l t..'CCUT!S Program/ Area V~H .,, IUll ,I I Goal: 1'n 1mprovc. cooperdtion amonq voc:c1tional depdrtmcut.s ill PC i, /,HS/I, .. wd NI.HSI\u0026gt;. STRATEGIES/ SEGINNING COMPLETION OBJECTIVES ACTIVITIES DATE DATE COSTS RESPONSIBILITY EVALUATION Conduct meetings Conduct monthly meetings September 12 - Hout H.Jc-/J J\u0026gt;j rec tor w1 l l among vucdtional director, Oc:tobcr 11 Jtte,uJ November 1~ Dcc:embt. r JJ Sl1dre I11fonnation J. Share applicant pool When new courses - None E:ac/1 d J reel or ..,\nl1 2. Consult each ot/lcz arise dtlc11\u0026lt;J concerning new course offerings Common Course Desc, iption Review course uftc1ings Ja11udry 1989 f'cbruary l'Jl/9 None !'dc:IJ /)J rt..'\u0026lt;..'lOI\" wil 1 and course descriptions 011goi11g attend for difterences I  -- GUIDANCE AND COUNSELING PROGRAM COOPERATIVE EFFORTS INVOLVING THE THREE DISTRICTS IN PULASKI COUNTY In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the three districts should meet on a monthly basis to share ideas, concerns, and plans for joint activities. areas of cooperation that will be explored are: Some of the 1. 2. 3. 4. 5. 6. employment for students entering the working world directly after high school, minority scholarships and financial aid, parent education in terms of student opportunities, college recruitment practices and their impact on minority applicants, recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and effective intervention strategies for disadvantaged and/or at-risk students. The outcomes expected from using a joint approach by all concerned school counseling personnel in the tri-districts include: 1. increased employment for post high school minority youth, 2. more minority students attending college and/or receiving financial assistance to attend college, 3. increased enrollment of minority students in advanced and AP classes, 4. earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate, and 5. more positive parental interaction with the schools. To facilitate and insure the identification of all students requiring academic remediation, a joint testing program based on the MAT-6 will be considered. The director off the tri-district  educational cooperative, with the assistance of the directors of testing for the districts, will explore a joint test purchasing, scoring, and reporting procedure. Such a program may reduce cost and provide uniformity in test data. A bi-racial tri-district monitoring team composed of parents, teachers, administrators and other concerned citizens of the community will be formed to monitor test preparation and testing conditions. Teachers of all three districts will be instructed in methods of identifying both at-risk students and gifted and talented students, with standardized test data as a key identification cirterion. Teachers will also be shown how to use individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. Finally, a system should be devised which insures that the records of students transferring among the three districts are sent and received in a timely manner. A uniform records transfer system would decrease the number of incidents in which students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and testing should result in additional education and career advantages for minority students. The responsibility for the foregoing cooperative efforts rests with the Coordinator of Counseling Services. ,. TASK Increa se communications between districts in areas of counseling and testing Employment Fair (Focus on minority employers) Joint inservices for counselors on student related information (black colleges and universities,financial aid, testing, other post secondary opportunities) Joint inservices for counselors on recruitment for AP, advanced classes, magnet schools, speciality programs, athletics and co-curricular activities Joint inservice for teachers on using test results Explore possibility of educational cooperative providing joint test service Explore probability for joint record transfer system  RESPONSI Bl LITY Coordinator of Counseling Services Director of Vocational Education Coordinator of Counseling Service Secondary Counselors Vocational Teachers Coordinator of Counseling Services Secondary Counselors Coordinator of Counseling Services Secondary Counselors Coordinator of Counseling Services Coordinator of Counseling Services Coordinator of Counseling Serv ices cm.lPLETION DATE Ongoing Yearly Ongoing Ongoing Yearly Septemb_er, 1989 September, 1989\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":"gsu_ggdp_5815","title":"Downing Musgrove oral history interview, 1988 October 2","collection_id":"gsu_ggdp","collection_title":"Georgia Government Documentation Project","dcterms_contributor":["Herndon, Jane Walker, 1939-"],"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Musgrove, Downing, 1911-"],"dc_date":["1988-10-02"],"dcterms_description":null,"dc_format":["application/pdf","audio/mpeg"],"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":["Political corruption","Politicians","Legislators","Governors","Ku Klux Klan (1915- )","Georgia. 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For other uses, you need to obtain permission from the rights-holder(s)."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":["2 hours, 48 minutes, 7 seconds of audio spread over 3 sides of 3 tapes, and a 123 page transcript."],"dlg_subject_personal":["Musgrove, Downing, 1911-","Rivers, Eurith Dickerson, 1895-1967","Thompson, M. E. (Melvin Ernest), 1903-1980","Talmadge, Eugene, 1884-1946","Talmadge, Herman E. (Herman Eugene), 1913-2002","Carter, Jimmy, 1924-","Arnall, Ellis Gibbs, 1907-1992","Greer, John, 1909-1994","Harris, Roy Vincent, 1895-1985","George, Walter F. (Walter Franklin), 1878-1957"],"dcterms_subject_fast":null,"fulltext":null},{"id":"pth_bcja_metapth611458","title":"\"With Liberty and Justice for All\"","collection_id":"pth_bcja","collection_title":"Barbara C. 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And how lucky we are\"."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 137. Accession 11770"],"dcterms_subject":["Baker, Augusta, 1911-1998--Correspondence","African American women librarians","Children's librarians","African American librarians","Women librarians","Daley, Cee Cee--Correspondence","University of South Carolina"],"dcterms_title":["Letter, 1988, Cee Cee Daley to Augusta Baker"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. 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