{"response":{"docs":[{"id":"bcas_bcmss0837_319","title":"Compliance hearing exhibits, 48-64","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":["1998/2001"],"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 law and legislation","Education--Evaluation","Little Rock (Ark.)--History--21st Century","Educational statistics"],"dcterms_title":["Compliance hearing exhibits, 48-64"],"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/319"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"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\nPartial List of Communication Mailed to John Walker DATE 2-10-98 ITEM 3-17-98 4-21-98 5-12-98 5-22-98 6-09-98 6-10-98 7-07-98 Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Intervenors (minutes indicate Ms. Jackson was ______________in attendance)______________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Invitation to 6-3-98 meeting for purpose of discussing process or standard for assessing the equitable allocation of resources Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in ________________attendance)_______________ Notification that Terrance Roberts! Steven Ross have verbally agreed to serve as LRSD desegregation experts _____ Invitation / Reminder of weekly meetings to discuss equitable distribution of resources with date ! time ! location FROM Sadie Mitchell Sadie Mitchell Sadie Mitchell Sadie Mitchell Brady Gadberry Sadie Mitchell Dr. Gamine Brady Gadberry 9^-0 17-23-98 7-24-98 8-06-98 8-26-98 9-15-98 9-21-98 10-14-98 10-22-98 11-4-98 Response to 7-22-98 memo concerning __________selection of principals___________ Provide Information regarding process/timelines anticipated within restructuring of student assignment Revised Desegregation and Education Plan Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Schedule / Review of School Board Policy Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Invitation! Reminder to Mr. Walker / or staff to meet with LRSD committee working on equitable distribution of resources_ To Joy Springer Communication regarding Ombudsman Position Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ To Joy Springer Communication regarding not receiving her application for Ombudsman Sadie Mitchell Dr. Gamine Sadie Mitchell Junious Babbs Sadie Mitchell Brady Gadberry Junious Babbs Sadie Mitchell Junious Babbs I11-10-98 12-01-98 12-11-98 12-15-98 2-09-99 2-25-99 3-23-99 3-30-99 4-14-99 Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) __ Special Called Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in ______________attendance)______________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in ______________attendance)______________ Magnet Review Committee Agenda (Notification to Evelyn Jackson - Joshua) To Joy Springer Response to 2-23-99 letter requesting LRSD response on compliance issues in question Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Response to 3-29-99 fax regarding concerns of Ms. Harris / Mrs. Thomas - Hall High Response to request for a meeting regarding Hall High Sadie Mitchell Sadie Mitchell Sadie Mitchell Sadie Mitchell Sadie Mitchell Junious Babbs Sadie Mitchell Junious Babbs Dr. Gamine4-20-99 4-20-99 4-20-99 4-26-99 4-26-99 5-6-99 5-06-99 5-14-99 6-01-99 6-15-99 6-17-99 6-18-99 Magnet Review Gommittee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Response to request for scholastic information Response to 4-14-99 fax requesting correspondence from Dr. Terrence Roberts Response to 4-22-99 FOIA request regarding ______________Board Policies______________ Response to 4-23-99 request Guidance ________________Program________________ Response to FOIA Request 5-3-99 - Hall High Guidance Plan 4-29-99 - Griteria used Gum Laude Design. 4-27-99 / 4-29-99 - School computer / scholarship files ________4-12-99 Gompliance Issues________ Response to FOIA request regarding Policies Response to 4-12-99 letter regarding Fair ________________Principal________________ Magnet Review Gommittee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Response to Hall High Information Request Magnet Review Gommittee Meeting Notification to Evelyn Jackson - Joshua Response to reorganization of Division of Instruction Sadie Mitchell Dr. Gamine Junious Babbs Dr. Gamine Dr. Gamine Junious Babbs Junious Babbs Sadie Mitchell Ghris Heller Sadie Mitchell Dr. Bonnie Lesley6-21-99 6-28-99 7-1-99 7-1-99 7-8-99 7-8-99 7-13-99 7-23-99 7-27-99 7-29-99 8-2-99 8-3-99 8-6-99 8-11-99 Special Galled Magnet Review Gommittee Meeting Notification to Evelyn Jackson - Joshua Draft of Reorganization for Division of _______________Instruction________________ Provided Gopy of Orange LRSD Gompliance _______________Handbook________________ Response to rumor - Hall High Gounseling ______________Dept. Director______________ Response to 7-7-99 regarding disciplining of _______________an employee_______________ Response to 7-6-99 FOIA request- __________Safety/Security Issues__________ Response to 7-6-99 FOIA request Glass Drops Provided documentation that Dr. Terrence Roberts presented during 7-22-99 LRSD ________________Inservice________________ Response to request regarding information on __________LRSDs Title I Program_________ Response to 7-22-99 request for correspondence received from Dr. Terrence Roberts ________ Letter regarding Komo Davis - Hall High _________________Student_________________ Response to 7-19-99 FOIA request regarding class rankings at Gentral! Parkview Response to 8-5-99 communication regarding Jasmine Graig - (Four-Year Program) Response to FOIA request - Hall High Sadie Mitchell Dr. Bonnie Lesley Junious Babbs Dr. Gamine Dr. Bonnie Lesley Junious Babbs Junious Babbs Junious Babbs Dr. Bonnie Lesley Junious Babbs Dr. Gamine Junious Babbs Junious Babbs Junious Babbs8-12-99 8-12-99 8-13-99 8-17-99 8-23-99 8-24-99 8-25-99 8-25-99 8-25-99 8-26-99 8-27-99 CERTIFIED 8-27-99 CERTIFIED 8-30-99 8-31-99 Response to 8-11-99 FOIA - personnel files Response to placement of Gayle Bradford Response to fax/letter regarding accusations concerning Mona Briggs Review of Proposed Policies / Administrative _______________Regulations_______________ Request for review / input in the development and procedures implemented in accordance ____________with revised plan.____________ Response to Walkers complaint of not ___________responding to FOIA___________ DRAFT ADM. REGULATIONS KF-R and KLG-R 8-20-99 Operations Division Compliance Plan Draft Procedures ________________8-23-99________________ Purple Compliance Plan ________________6-10-99________________ Guidelines for School Improvement Planning Draft Policies - Section G (RETURNED - NEVER CLAIMED) Transportation Issues Response to 8-25-99 requesting information on LRSDs compliance handbook To Joy Springer Response to 8-30-99 request for information about LRSDs committee regarding equitable allocation of resources Dr. Richard Hurley Dr. Camine Dr. Camine Dr. Bonnie Lesley Junious Babbs Dr. Richard Hurley Dr. Vic Anderson Dr. Vic Anderson LRSD Dr. Bonnie Lesley LRSD - Babbs Junious Babbs / Martello Junious Babbs Brady Gadberry8-31-99 CERTIFIED 9-1-99 9-1-99 9-2-99 9-2-99 CERTIFIED 9-3-99 SR\u0026amp;R Handbooks Compliance Handbook ________Policy - Visitors to Schools Response to 8-24-99 request regarding assistance and direction provided by _______________Ombudsman 1999-2000 Title I Plan Memo stating changes made in LRSDs Title I _________________program Response to request for meeting on _______________Ombudsman Copies of Proposed Policies and request for ________________feedback ______ Response to 8-31-99 requesting transportation of M-to-M student to Alpha Academy (PCSSD) LRSD - Babbs Junious Babbs Dr. Bonnie Lesley Dr. Gamine Junious Babbs Junious Babbs 9-8-99 CERTIFIED 9-14-99 9-14-99 9-15-99 9-17-99 9-17-99 Response to 8-30-99 requesting information __________on Incentive Schools__________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in ____________attendance)______________ Response to 9-13-99 allegation by Lillian __________Glass regarding Dodd__________ Response to 9-14-99 regarding quality of education at Wakefield Elementary Response to alleged acts of inappropriate teacher behavior at PH Middle School ?? Junious Babbs Sadie Mitchell Faith Donovan Sadie Mitchell Junious Babbs Response to no book bag policy Junious Babbs9-17-99 9-20-99 9-23-99 9-28-99 9-28-99 9-28-99 8-31-99 10-6-99 10-11-99 10-25-99 10-26-99 Response to request for documents/ communication between consultants_ Response to 9-13-99 letter regarding FOIA ________________requests_________________ Meeting with John Walker ! Joy Springer - ______Draft - Magnet School Proposal______ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Request for review of Lab School Project _________________papers__________________ Response 9-28-99 regarding LRSD _______________Ombudsman_______________ To Joy Springer Response to 8-30-99 letter requesting info about LRSDs committee regarding equitable __________allocation of resources__________ To Joy Springer Invitation to serve on Governing Board for LR CPMSA Response to 10-6-99 request regarding staff ______________compliance______________ Invitation for Public Presentation! Question/Answer Session at Mitchell Elem. Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Junious Babbs Junious Babbs Phale Hale, Dr. Gamine, Sadie Mitchell __________\u0026amp; Linda Austin__________ Sadie Mitchell Linda Austin Junious Babbs Brady Gadberry Vanessa Cleaver Junious Babbs Dr. Gamine Sadie Mitchell10-27-99 Response to 10-27-99 for information from Dr. Lesley Anita Gilliam 11-1-99 11-3-99 11-5-99 Response to 10-29-99 FOIA request regarding _________________Mitchell_________________ Request for information on consulting services ! implementation of educational programs Response to 11-4-99 request - acknowledges receipt of FOIA request Junious Babbs Dr. Bonnie Lesley Junious Babbs 11-8-99 11-10-99 11-17-99 11-18-99 11-23-99 12-7-99 12-7-99 \u0026amp; 12-9-99 12-15-99 1-6-00 Response to 11-4-99 FOIA request - Mitchell _________________School ________________ Response to 11-5-99 FOIA request - Mitchell Request for review and feedback of drafts proposing new policy / regulations governing _____________Title I programs __________ Parent / Family Support and Community Partnerships Mtg. Agenda / Sign-in (Joy Springer in attendance) Response to request for Mitchell School ________________directory Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) __ Kim Lockharts senior class placement __________Instructional Standards__________ Community / Parent Involvement Agenda (Joy Springer in attendance)_______ Junious Babbs Junious Babbs Dr. Bonnie Lesley Vanessa Cleaver Junious Babbs Sadie Mitchell Dr. Marian Lacey Dr. Bonnie Lesley Vanessa Cleaver1-11-00 1-14-00 1-18-00 1-20-00 2-8-00 2-21-00 2-22-00 Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Position notice - Elem. Charter School Director Copy of email message from Hurley to Katherine Snyder Copy of letter from K. Snyder to Hurley Position notice - Director of Secondary _______English and Foreign Language_______ To Joy Springer Reminder for LR CPMSA Meeting for 2-8-00 _________________meeting________________ To Joy Springer LR CPMSA Sub-Committee Report Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Recent LRSD publications for review - requesting questions / suggestions for ______________improvement______________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Sadie Mitchell Dr. Camine Vanessa Cleaver Vanessa Cleaver Sadie Mitchell Dr. Bonnie Lesley Sadie Mitchell2-28-00 3-21-00 4-25-00 5-9-00 5-22-00 5-23-00 7-14-00 7-27-00 9-7-00 9-7-00 To Joy Springer Follow up on communication with PCSSD on complaints and/or alleged raced based mistreatment. Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Response to 5-9-00 request on transfers from ____________Dodd Elementary____________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Request for Information for Joshua representative for LRSD Biracial __ To Joshua Intervenors Magnet Schools Assistance Program Grant Junious Babbs Sadie Mitchell Sadie Mitchell Sadie Mitchell Junious Babbs Sadie Mitchell Sadie Mitchell Sadie Mitchell Junious Babbs Sadie Mitchell9-12-00 9-20-00 9-28-00 10-05-00 10-9-00 10-10-00 10-23-00 10-24-00 Magnet Review Gommittee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ To Joy Springer\nLetter regarding information from Ray __________Gillespie / Dr. Gamine__________ To Joy Springer: Request asking for her to refer parent complaints about school related problems to him.____________________________________ Response to complaints that district officials failed to provide the Ombudsman with ___________necessary information__________ Response to 10-3-00 letter regarding ________cooperation of Ombudsman________ Magnet Review Gommittee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in ________________attendance)_______________ Response to 10-19-00 request regarding oversight of principals relationships between ____________parents and students___________ Magnet Review Gommittee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Sadie Mitchell James Washington James Washingtion Dr. Gamine James Washington Sadie Mitchell Dr. Gamine Sadie Mitchell11-7-00 11-16-00 11-21-00 11-23-00 11-28-00 12-11-00 12-14-00 1-9-01 1-23-01 1-24-01 1-29-01 Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in ______________attendance)_______________ To Joy Springer ______Response to CICs questions_______ To Joy Springer Response to Cloverdale Middle School ____________Discipline Issues____________ Provided copy of LRSD Safe Schools Grant _________submission_______________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in ______________attendance)_______________ Provided copy of Draft Covenant _________Carnegie Grant Proposal_________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in ______________attendance)______________ Members of WLR School Committee Request for presence at 2-5-01 meeting of WLR School Site Committee Notification / Invitation to 2-5-01 Research ___________Committee Meeting___________ Provided Copy of Covenant approved by LRSD Board Sadie Mitchell Junious Babbs James Washington Junious Babbs Sadie Mitchell Junious Babbs Junious Babbs Sadie Mitchell Baker Kurrus Dr. Kathy Lease Junious Babbs1-30-01 2-5-01 2-8-01 2-13-01 2-19-01 2-22-01 3-01-01 3-02-01 3-06-01 3-14-01 3-22-01 Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Sign -In Sheet for Research Committee Meeting ________Joy Springer - in attendance________ Members of WLR School Committee Information regarding tour times/dates of sites _________________in WLR_________________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Notification! Invitation to 2-26-01 Research ____________Committee Meeting___________ Request for attendance at Safe Schools/ Healthy Students Steering Committee Meeting ________________on 3-14-01________________ Members of WLR School Committee Notes on 2-23-01 driving tour of WLR sites Providing copies of Middle / High School Curriculum Catalogs and Middle! High _____School Student / Parent Handbooks Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _________attendance)_______________ Steering Committee Meeting Safe Schools / Healthy Students Meeting Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Sadie Mitchell Dr. Kathy Lease Baker Kurrus Sadie Mitchell Dr. Kathy Lease Diane Vibhakar Baker Kurrus Dr. Bonnie Lesley Sadie Mitchell Diane Vibhakar Sadie Mitchell4-12-01 4-16-01 4-24-01 5-03-01 5-25-01 6-7-01 6-7-01 6-27-01 Monthly Every 2 months Yearly To Joy Springer Copies of Four Year Old Assignment Letters ______in response to telephone request______ To Joy Springer Copy of Four Year Old Application in _______response to telephone request_______ Invitation to attend two informal mtgs. - high school study groups Response to 4-24-01 allegations at Pulaski __________Heights Middle School__________ Athletic Task Force Report Findings To Joy Springer Response to request for desegregation files To Joy Springer Response to request for SRO Information To Joy Springer 2** Copy of 3-15-01 LRSD Compliance _________________Report_________________ Reminder of LRSD Biracial Meeting - __________Monthly________________ Provided copy of LRSD SRO Waiting List Provided copy of LRSD SRO Handbook Junious Babbs Junious Babbs Dr. Bonnie Lesley James Washington Junious Babbs Junious Babbs Junious Babbs Junious Babbs Junious Babbs Julie Wiedower Julie Wiedower\u0026gt; LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 OFFICE OF ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent Phone: (501) 324-2272 E-Mail: icbabbs@stuasn.lrsd.kl2.ar.us TO: Mr. Clay Fendley FROM: Junious Babbs SUBJECT: LRSD ! John Walker Communication DATE: April 25, 2001 Please find an attached communication log of items compiled that address ongoing correspondence with Mr. John Walker / Joshua Intervenors since inception of the Revised Desegregation Education Plan. Items recorded help to note specific documents on file, however, it is importaiit to also be mindful of an array of informal communication that lends itself to day-to-day inquity, response concerns posed. Additional communication via scheduled timeframes covered the following or areas that may include Joshua representation: 1. LRSD Board Agendas 2. Magnet Review Committee Meetings 3. LRSD Biracial Committee Meetings 4. Educational Management Team Meetings LRSD expectations have been that Joshua representatives provide and maintain updated report information to the attention of Mr. Walker. Joshuas insight and participation is recognized and appreciated. Information provided helps to support LRSD efforts and affirm continued connections. Additional division sources may be provided but for now, I will remain in a holding state and ask that upon your review, to get back if questions come up or additional information is needed. cc: Dr. Carnine Brady Gadberry Dr. Bonnie Lesley Sadie Mitchell Don Stewart Communication Mailed to John Walker DATE 2-10-98 * ITEM 3-17-98 4-21-98 5-12-98 6-09-98 7-23-98 7-24-98 Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Intervenors (minutes indicate Ms. Jackson was in attendance)_ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) ,_ Magnet Review Committee Meeting Notification to Evelyn Jackson  Joshua (minutes indicate Ms. Jackson was in attendance)_____________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Response to 7-22-98 memo concerning selection of principals Provide Information regarding process/timelines anticipated within restructuring of student assignment Revised Desegregation and Education Plan FROM Sadie Mitchell Sadie Mitchell Sadie Mitchell Sadie Mitchell Sadie Mitchell Sadie Mitchell Dr. Gamine8-06-98 8-26-98 9-15-98 10-14-98 10-22-98 11-4-98 11-10-98 Magnet Review Committee Meeting Notification to Evelyn Jackson  Joshua (minutes indicate Ms. Jackson was in attendance) Schedule! Review of School Board Policy Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) _____________ To Joy Springer Communication regarding Ombudsman Position _____________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)_ To Joy Springer Communication regarding not receiving her application for Ombudsman_ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Sadie Mitchell Junious Babbs Sadie Mitchell Junious Babbs Sadie Mitchell Junious Babbs Sadie Mitchell12-01-98 12-11-98 12-15-98 2-09-99 2-25-99 3-23-99 3-30-99 4-14-99 4-20-99 .. Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in __attendance)_______________ Special Called Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)__ Magnet Review Committee Meeting Notification to Evelyn Jackson  Joshua (minutes indicate Ms. Jackson was in attendance)_ Magnet Review Committee Agenda (Notification to Evelyn Jackson - Joshua) To Joy Springer Response to 2-23-99 letter requesting LRSD response on compliance issues in question Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Response to 3-29-99 fax regarding concerns of Ms. Harris! Mrs. Thomas - Hall High Response to request for a meeting regarding Hall High ___________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Sadie Mitchell Sadie Mitchell Sadie Mitchell Sadie Mitchell Junious Babbs Sadie Mitchell Junious Babbs Dr. Camine Sadie Mitchell4-20-99 4-20-99 4-26-99 4-26-99 5-6-99 5-06-99 5-14-99 6-01-99 6-15-99 6-17-99 6-18-99 6-21-99 6-28-99 Response to request for scholastic information Response to 4-14-99 fax requesting correspondence from Dr. Terrence Roberts Response to 4-22-99 FOIA request regarding Board Policies_____________ Response to 4-23-99 request Guidance Program_ Response to FOIA Request 5-3-99 _ Hall High Guidance Plan 4-29-99 - Griteria used Gum Laude Design. 4-27-99! 4-29-99 - School computer / scholarship files 4-12-99 Gompliance Issues Response to FOIA request regarding Polices\" Response to 4-12-99 letter regarding Fair Principal_______________ Magnet Review Gommittee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)__ Response to Hall High Information Request Magnet Review Gommittee Meeting Notification to Evelyn Jackson  Joshua Response to reorganization of Division of Instmction______________ Special Galled Magnet Review Gommittee Meeting Notification to Evelyn Jackson - Joshua Draft of Reorganization for Division of Instmction Dr. Gamine Junious Babbs Dr. Gamine Dr. Gamine Junious Babbs Junious Babbs Sadie Mitchell Ghris Heller Sadie Mitchell Dr. Bonnie Lesley Sadie Mitchell Dr. Bonnie Lesley7-1-99 7-1-99 7-8-99 7-8-99 7-13-99 7-23-99 7-27-99 7-29-99 8-2-99 8-3-99 8-6-99 8-11-99 8-12-99 8-12-99 8-13-99 8-17-99 Provided Gopy of Orange LRSD Gompliance Handbook_ Response to rumor - Hall High Gounseling Dept. Director_____ Response to 7-7-99 regarding disciplining of an employee______________  Response to 7-6-99 FOIA request- Safety/Security Issues Response to 7-6-99 FOIA request Glass Drops Provided documentation that Dr. Terrence Roberts presented during 7-22-99 LRSD Inservice Response to request regarding information on ________LRSDs Title I Program__________ Response to 7-22-99 request for correspondence received from Dr. Terrence Roberts___________ Letter regarding Komo Davis - Hall High _____________Student_________________ Response to 7-19-99 FOIA request regarding class rankings at Gentral! Parkview Response to 8-5-99 communication regarding Jasmine Graig - (Four-Year Program) Response to FOIA request - Hall High Response to 8-11-99 FOIA - personnel files Response to placement of Gayle Bradford Response to fax/letter regarding accusations concerning Mona Briggs_ Review of Proposed Policies! Administrative Regulations Junious Babbs Dr, Gamine Dr. Bonnie Lesley Junious Babbs Junious Babbs Junious Babbs Dr. Bonnie Lesley Junious Babbs Dr. Gamine Junious Babbs Junious Babbs Junious Babbs Dr. Richard Hurley Dr. Gamine Dr. Gamine Dr. Bonnie Lesley8-23-99 8-24-99 8-25-99 Request for review ! input in the development and procedures implemented in accordance with revised plan._ Response to Walkers complaint of not responding to FOIA_ draft ADM. REGULATIONS KF-R and KLG-R 8-20-99 Junious Babbs Dr. Richard Hurley Dr. Vic Anderson 8-25-99 Operations Division Compliance Plan Draft Procedures 8-23-99 Dr. Vic Anderson 8-25-99 Purple Compliance Plan 6-10-99 LRSD 8-26-99 8-27-99 CERTIFIED 8-27-99 CERTIFIED 8-30-99 Guidelines for School Improvement Planning Draft Policies - Section G (RETURNED - NEVER CLAIMED) Transportation Issues Response to 8-25-99 requesting information on LRSDs compliance handbook 8-31-99 8-31-99 CERTIFIED 9-1-99 To Joy Springer Response to 8-30-99 request for information about LRSDs committee regarding equitable allocation of resources_ SR\u0026amp;R Handbooks Compliance Handbook Policy - Visitors to Schools_______ Response to 8-24-99 request regarding assistance and direction provided by Ombudsman Dr. Bonnie Lesley LRSD - Babbs Junious Babbs / Martello Junious Babbs Brady Gadberry LRSD - Babbs Junious Babbs9-2-99 9-2-99 CERTIFIED 9-3-99 Response to request for meeting on Ombudsman_ Copies of Proposed Policies and request for feedback Response to 8-31-99 requesting transportation of M-to-M student to Alpha Academy (PCSSD)__ Dr. Camine Junious Babbs Junious Babbs 9-8-99 CERTIFIED 9-14-99 9-14-99 9-15-99 9-17-99 Response to 8-30-99 requesting information on Incentive Schools_________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Response to 9-13-99 allegation by Lillian Glass regarding Dodd_ Response to 9-14-99 regarding quality of education at Wakefield Elementary Response to alleged acts of inappropriate teacher behavior at PH Middle School Junious Babbs Sadie Mitchell Faith Donovan Sadie Mitchell Jiuiious Babbs 9-17-99 9-17-99 59 Response to no book bag policy' 9-20-99 9-23-99 9-28-99 Response to request for documents/ communication between consultants Response to 9-13-99 letter regarding FOIA requests____________ Meeting with John Walker! Joy Springer - Draft - Magnet School Proposal Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Junious Babbs Junious Babbs Junious Babbs Phale Hale, Dr. Camine, Sadie Mitchell \u0026amp; Linda Austin_ Sadie Mitchell9-28-99 9-28-99 10-6-99 Request for review of Lab School Project papers__ Response 9-28-99 regarding LRSD Ombudsman ___________ To Joy Springer Invitation to serve on Governing Board for LR CPMSA Linda Austin Junious Babbs Vanessa Cleaver 10-11-99 10-25-99 10-26-99 10-27-99 11-1-99 11-3-99 11-5-99 11-8-99 11-10-99 11-18-99 Response to 10-6-99 request regarding staff compliance ____________ Invitation for Public Presentation! Question/Answer Session at Mitchell Elem. Magnet Review Committee Meeting Notification to Evelyn Jackson  Joshua (minutes indicate Ms. Jackson was in attendance)_______________ Response to 10-27-99 for information from Dr. Lesley________ Response to 10-29-99 FOIA request regarding __ Mitchell_____ Request for information on consulting services ! implementation of educational programs Response to 11-4-99 request - acknowledges receipt of FOIA request_ Response to 11-4-99 FOIA request - Mitchell School_ Response to 11-5-99 FOIA request - Mitchell Parent / Family Support and Community Partnerships Mtg. Agenda! Sign-in (Joy Springer in attendance)_ Junious Babbs Dr. Gamine Sadie Mitchell Anita Gilliam Junious Babbs Dr. Bonnie Lesley Junious Babbs Junious Babbs Junious Babbs Vanessa Cleaver11-23-99 12-7-99 12-7-99 \u0026amp; 12-9-99 12-15-99 1-6-00 1-11-00 1-14-00 1-18-00 1-20-00 2-8-00 Response to request for Mitchell School directory___ Magnet Review Committee Meeting Notification to Evelyn Jackson  Joshua (minutes indicate Ms. Jackson was in attendance) Kim Lockharts senior class placement Instructional Standards____ Community ! Parent Involvement Agenda (Joy Springer in attendance)__ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)__ Position notice - Elem. Charter School Director Copy of email message \u0026amp;om Hurley to Katherine Snyder Copy of letter from K. Snyder to Hurley Position notice - Director of Secondary English and Foreign Language To Joy Springer Reminder for LR CPMSA Meeting for 2-8-00 meeting_ To Joy Springer LR CPMSA Sub-Committee Report Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Junious Babbs Sadie Mitchell Dr. Marian Lacey Dr. Bonnie Lesley Vanessa Cleaver Sadie Mitchell Dr. Gamine Vanessa Cleaver Vanessa Cleaver Sadie Mitchell2-21-00 2-22-00 2-28-00 3-21-00 4-25-00 5-9-00 5-22-00 5-23-00 7-14-00 Recent LRSD publications for review - requesting questions / suggestions for improvement ___________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)__ To Joy Springer Follow up on communication with PCSSD on complaints and/or alleged raced based mistreatment._ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)_______________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Response to 5-9-00 request on transfers from Dodd Elementary_ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was m attendance) Dr. Bonnie Lesley Sadie Mitchell Junious Babbs Sadie Mitchell Sadie Mitchell Sadie Mitchell Junious Babbs Sadie Mitchell Sadie Mitchell7-27-00 9-7-00 9-7-00 9-12-00 10-05-00 10-9-00  10-10-00 10-23-00 10-24-00 Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)__ Request for Information for Joshua representative for LRSD Biracial To Joshua Intervenors Magnet Schools Assistance Program Grant Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _____attendance)_____ Response to complaints that district officials failed to provide the Ombudsman with necessary information Response tol0-3-00 letter regarding cooperation of Ombudsman____ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)_ Response to 10-19-00 request regarding oversight of principals relationships between parents and students_ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Sadie Mitchell Junious Babbs Sadie Mitchell Sadie Mitchell Dr. Camine James Washington Sadie Mitchell Dr. Camine Sadie Mitchell11-7-00 11-16-00 11-21-00 11-23-00 11-28-00 12-11-00 12-14-00 1-9-01 1-23-01 1-24-01 1-29-01 Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) To Joy Springer Response to CICs questions_______ To Joy Springer Response to Cloverdale Middle School Discipline Issues___ Provided copy of LRSD Safe Schools Grant submission_ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Provided copy of Draft Covenant Carnegie Grant Proposal Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)__ Members of WLR School Committee Request for presence at 2-5-01 meeting of WLR School Site Committee_ Notification / Invitation to 2-5-01 Research __Committee Meeting___________ Provided Copy of Covenant approved by LRSD Board Sadie Mitchell Junious Babbs James Washington Junious Babbs Sadie Mitchell Junious Babbs Junious Babbs Sadie Mitchell Baker Kurrus Dr. Kathy Lease Junious Babbs1-30-01 2-5-01 2-8-01 2-13-01 2-19-01 2-22-01 3-01-01 3-06-01 3-14-01 3-22-01 4-12-01 Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)___ Sign -In Sheet for Research Committee Meeting Joy Springer - in attendance ______ Members of WLR School Committee Information regarding tour times/dates of sites ________________in WLR_________________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Notification! Invitation to 2-26-01 Research Committee Meeting Request for attendance at Safe Schools/ Healthy Students Steering Committee Meeting on 3-14-01 Members of WLR School Committee Notes on 2-23-01 driving tour of WLR sites Magnet Review Committee Meeting Notification to Evelyn Jackson  Joshua (minutes indicate Ms. Jackson was in attendance)_ Steering Committee Meeting Safe Schools / Healthy Students Meeting_________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua To Joy Springer Copies of Four Year Old Assignment Letters in response to telephone request_ Sadie Mitchell Dr. Kathy Lease Baker Kurrus Sadie Mitchell Dr. Kathy Lease Diane Vibhakar Baker Kurrus Sadie Mitchell Diane Vibhakar Sadie Mitchell Junious Babbs4-16-01 Monthly Every 2 months Yearly To Joy Springer Copy of Four Year Old Application in response to telephone request__ Reminder of LRSD Biracial Meeting - Monthly_ Provided copy of LRSD SRO Waiting List Provided copy of LRSD SRO Handbook Junious Babbs Junious Babbs Julie Wiedower Julie Wiedower4-12-01 4-16-01 4-24-01 5-03-01 5-25-01 6-7-01 6-7-01 Monthly Every 2 months Yearly ~ To Joy Springer Copies of Four Year Old Assignment Letters in response to telephone request To Joy Springer Copy of Four Year Old Application in response to telephone request_ Invitation to attend two informal mtgs. - high school study groups___________ Response to 4-24-01 allegations at Pulaski Heights Middle School_________ Athletic Task Force Report Findings To Joy Springer Response to request for desegregation files To Joy Springer Response to request for SRO Information Reminder of LRSD Biracial Meeting  Monthly______________ Provided copy of LRSD SRO Waiting List Provided copy of LRSD SRO Handbook Junious Babbs Junious Babbs Dr. Bonnie Lesley James Washington Junious Babbs Junious Babbs Junious Babbs Junious Babbs Julie Wiedower Julie WiedowerSubtest Letter Identification Word Test_________ Concepts about Print Writing Vocabulary Hearing/Recording DRA Subtest Letter Identification Word Test_________ Concepts about Print Writing Vocabulary Hearing/Recording DRA Observation Survey, 1999-2000 and 2000-01 Table 1: Kindergarten, 1999-2000 Fall to Spring Black and Non-Black Performance Black Students Non-Black Students BAV Ratio Fall 1999 27.59 1.75 6.54 2.93 3.58 .95 Fall 2000 27.43 1.38 5.95 1.96 2.16 0.35 Spring 2000 48.48 11.33 14.30 14.50 17.02 3.09 Change 20.90 9 59 7 76 11 58 13.44 2 13 Fall 1999 34.08 3.05 9.50 4.70 6.66 2.72 Spring 2000 50.30 14.91 17.56 22.13 24.37 7.12 Change 16 22 11 85 8.06 47:43\n17 71 4.39 Fall 1999 81% 57% 69% 62% 54% 35% Table 2: Kindergarten, 2000-01 Fall to Spring Black and Non-Black Performance Black Students Non-Biack Students Spring 2000 96% 76% 81% 70% 70% 43% BAV Ratio Change 129% 81% 96% 76% 76% 46% Spring 2001 49.38 13.41 16.02 18.82 19.59 3.56 Change 21.94 12 03 10 07 16.86 17 43 3.21 Fall 2000 33.02 2.59 8.30 3.36 4.66 0.85 Spring 2001 51.06 16.32 18.41 26.42 25.69 7.47 Change 18 04 iB\n73^ 10 11 23.07 21.03 6.62 Fall 2000 83% 53% 72% 58% 46% 41% Spring 2001 97% 82% 87% 71% 76% 48% Change 122% 88% 100% ^73%\n83%- 48% Subtest Letter Identification Word Test_________ Concepts about Print Writing Vocabulary Hearing/Recording DRA Subtest Letter Identification Word Test Concepts about Print Writing Vocabulary Hearing/Recording DRA Table 3: Grade 1,1999-2000 Fall to Spring Black and Non-Black Performance Black Students Non-Black Students B/W Ratio Fall 1999 47.44 5.75 13.81 13.54 17.25 4.29 Spring 2000 52.80 16.87 19.46 37.11 30.87 16.67 Change 5 36 11.11 5.64 23 57 13 62 12.38 Fall 1999 49.54 7.89 15.70 15.65 21.98 6.68 Spring 2000 52.96 18.34 20.91 44.04 34.11 24.37 Change 3.42 10.46 5 21 28 40 12.13 17 69 Fall 1999 96% 73% 88% 87% 78% 64% Table 4\nGrade 1, 2000-01 Fall to Spring Black and Non-Black Performance Black Students Non-Black Students Spring 2000 100% 92% 93% 84% 91% 68% B/W Ratio Change 157% 106% 108% 83% 112% 70% Fall 2000 48.95 5.81 13.51 12.94 17.49 3.72 Spring 2001 53.01 17.33 19.76 40.16 31.70 17.94 Change 4.06 11.53 6 26 27 21 14.21 14 23 Fall 2000 49.66 8.49 16.11 16.15 23.55 7.95 Spring 2001 53.08 18.53 21.22 45.44 34.40 25.41 Change 3 42 10.05 5.12 29 29 10 85 17\n4e Fall 2000 99% 68% 84% 80% 74% 47% Spring 2001 100% 94% 93% 88% 92% 71% Change 119% 115% 122% 93% 131% 82% Table 5: Grade 2,1999-2000 Fall to Spring Black and Non-Black Performance Black Students Non-Black Students BAV Ratio Subtest Fall 1999 Spring 2000 Change Fall 1999 Spring 2000 Change Fall 1999 Spring 2000 Change Lett^ Identification Word Test Concepts about Print Writing Vocabulary Hearing/Recording DRA Subtest Letter Identification Word Test_________ Concepts about Print Writing Vocabulary Hearing/Recording DRA 16.11 18.97 2.87 18.07 19.82 89% 96% 164% 35.09 42.16 17.81 Fall 2000 50.27 50.34 27.92 15.18 8 18 10.11 36.91 48.96 24.21 60.99 57.17 36.00 24.08 821 11.79 95% 86% 74% Table 6: Grade 2, 2000-01 Fall to Spring Black and Non-Black Performance Black Students Non-Black Students 16.00 29.80 45.50 18.20 Spring 2001 18.65 55.76 51.60 28.75 Change Fall 2000 Spring 2001 Change Fall 2000 2 64 17.60 19.05 1.45 91% 82% 88% 78% BAV Ratio Spring 2001 98% 25.96 6 10 10 54 35.43 52.44 26.01 63.97 56.78 35.88 28.55 4.34 9 87 84% 87% 70% 87% 91% 80% 63% 100% 86% Change 182% 91% 141% 107% Subtest Table 7: Cohort 1 Kindergarten, Fall 1999-2000 and Grade 1, Spring 2000-01 BAV Ratio Black Students Noil-Black Students Letter Identification Word Test_________ Concepts about Print Writing Vocabulary Hearing/Recording DRA Fall 1999 81% 57% 69% 62% 54% 35% Spring 2001 100% 94% 93% 88% 92% 71% Change 134% 99% 113% 91% 191% 75% Fall 1999 27.59 1.75 6.54 2.93 3.58 .95 Spring 2001 53.01 17.33 19.76 40.16 31.70 17.94 Table 8: Cohort 2 Grade 1, Fall 1999-2000 and Grade 2, Spring 2000-01 BAV Ratio Change 25 42 15.58 13.22 37 23 28.12 16.99 Black Students Letter Identification Word Test_________ Concepts about Print Writing Vocabulary Hearing/Recording DRA Fall 1999 96% 73% 88% 87% 78% 64% Spring 2001 98% 87% 91% 80% Change N/A 116% N/A 87% 99% 84% Fall 1999 47.44 5.75 13.81 13.54 17.25 4.29 Spring 2001 Change 18.65 55.76 51.60 28.75 12.90 N/A 42,22 34.35 24.46 Fall 1999 34.08 3.05 9.50 4.70 6.66 2.72 Spring 2001 53.08 18.53 21.22 45.44 34.40 25.41 Change 19 00 15 78 11 72 40 74 27 74 22 69 Noil-Black Students Fall 1999 49.54 7.89 15.70 15.65 21.98 6.68 Spring 2001 19.05 63.97 56.78 35.88 Change SMt 11.16 N/A 48,32 34.80 29.20Subtest Letter Identification Word Test_________ Concepts about Print Writing Vocabulary Hearing/Recording DRA Subtest Letter Identification Word Test_________ Concepts about Print Writing Vocabulary Hearing/Recording DRA Table 9: Grades K-2,1999-2000 Fall to Spring Performance, All Students Kindergarten Grade 1 Grade 2 Fall 1999 29.72 2.18 7.52 3.51 4.59 1.52 Fall 2000 29.05 1.81 6.67 2.42 3.00 0.52 Spring 2000 49.05 12.48 15.37 16.99 19.41 4.40 Change 19 33 10.29 7.84 13 48 14,82 2.88 Fall 1999 48.11 6.43 14/41 14.20 18.75 5.05 Spring 2000 52.86 17.34 19.91 39.30 31.89 19.11 Change 4 74 10 90 lSiSII 25.10 13 14 14 06 Table 10: Grades K-2, 2000-01 Fall to Spring Performance, All Students Kindergarten Spring Change 2001 49.79 14.29 16.75 21.07 21.42 4.80 20 74 12 48 10.08 18.65 18 42 4 28 Fall 2000 49.07 6.68 14.29 14.02 19.46 5.10 Grade 1 Spring 2001 53.02 17.67 20.21 41/72 32.48 20.24 Change 3.95 10.98 5.92 27,70^ 13.03 15.14 Fall 1999 16.76 35.71 44.34 19.85 Fall 2000 16.48 31.59 47.53 20.56 Spring 2000 19.27 53.80 52.51 30.50 Grade 2 Spring 2001 18.79 58.35 53.07 30.93 Change 2.50 1 18 09 8 16 10.65 Change 2 30 26,76 5 54 10 37 Table 11: Cohort 1AU Students Kindergarten, Fall 1999-2000 and Grade 1, Spring 2000-01 Subtest Fall 1999 Letter Identification Word Test Concepts about Print Writing Vocabulary Hearing/Recording DRA Subtest 29.72 2.18 7.52 3.51 4.59 1.52 Spring 2001 Change 53.02 17.67 20.21 41.72 32.48 20.24 23.30 15.49 12.69 38.21 27.89 18.72 Table 12: Cohort 2All Students Grade 1, Fall 1999-2000 and Grade 2, Spring 2001 Fall 1999 Spring 2001 Change Letter Identification Word Test Concepts about Print Writing Vocabulary Hearing/Recording DRA 48.11. 6.43 14/41 14.20 18.75 5.05 18.79 58.35 53.07 30.93 N/A 12.36 N/A 44.15 34.32 25.88Little Rock ool District SCHOOL Districtwide Badgett Elementary Bale Elementary Baseline Elementary Booker Arts Magnet Elementary SY 99-2000 BenchMark Data General Population Math and Literacy Strands by Free and Reduced Lunch Enrollment as of 11-8-2000 Receiving FAR Yes No Total Yes No Total Yes No Total Yes No Total Yes No Total Below Basic 633 71.5% 286 36.4% 68.9% 31.1% 919 55.0% 9 50.0% 0 0.0% 100.0% 0.0% 9 42.9% 8 34.8% 2 15.4% 80.0% 20.0% 10 27.8% 12 50.0% 2 25.0% 85.7% 14.3% 14 43.8% 18 41.9% 9 18.4% 66.7% 33.3% 27 29.3% Literacy Strand Basic 140 15.8% 120 15.3% 53.8% 46.2% 260 15.6% 5 27.8% 1 33.3% 83.3% 16.7% 6 28.6% 8 34.8% 6 46.2% 57.1% 42.9% 14 38.9% 9 37.5% 5 62.5% 64.3% 35.7% 14 43.8% 15 34.9% 17 34.7% 46.9% 53.1% 32 34.8% Proficient 71 8.0% 157 20.0% 31.1% 68.9% 228 13.7% 4 22.2% 2 66.7% 66.7% 33.3% 6 28.6% 7 30.4% 5 38.5% 58.3% 41.7% 12 33.3% 3 12.5% 1 12.5% 75.0% 25.0% 4 12.5% 10 23.3% 23 46.9% 30.3% 69.7% 33 35.9% Advanced 41 4.6% 222 28.3% 15.6% 84.4% 263 15.7% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% Total 885 785 1670 18 3 21 23 13 36 24 8 32 43 49 92 Page 1 of 8 DR311_01 Strands by FAR (Revised).xIs SCHOOL Brady Elementary Carver Magnet Elementary Chicot Elementary Cloverdale Elementary David O'Dodd Elementary Little Rock ool District SY 99-2000 Bench Mark Data General Population Math and Literacy Strands by Free and Reduced Lunch Enrollment as of 11-8-2000 Receiving FAR Yes No Total Yes No Total Yes No Total Yes No Total Yes No Total Below Basic 9 39.1% 7 31.8% 56.3% 43.8% 16 35.6% 12 42.9% 6 12.0% 66.7% 33.3% 18 23.1% 17 48.6% 7 58.3% 70.8% 29.2% 24 51.1% 26 63.4% 9 56.3% 74.3% 25.7% 35 61.4% 6 27.3% 5 50.0% 54.5% 45.5% 11 34.4% Literacy Strand Basic 11 47.8% 9 40.9% 55.0% 45.0% 20 44.4% 8 28.6% 12 24.0% 40.0% 60.0% 20 25.6% 15 42.9% 3 25.0% 83.3% 16.7% 18 38.3% 10 24.4% 3 18.8% 76.9% 23.1% 13 22.8% 12 54.5% 1 10.0% 92.3% 7.7% 13 40.6% Proficient 3 13.0% 6 27.3% 33.3% 66.7% 9 20.0% 8 28.6% 27 54.0% 22.9% 77.1% 35 44.9% 3 8.6% 2 16.7% 60.0% 40.0% 5 10.6% 5 12.2% 4 25.0% 55.6% 44.4% 9 15.8% 4 18.2% 3 30.0% 57.1% 42.9% 7 21.9% Advanced 0 0.0% 0 0.0% 0 0.0% 0 0.0% 5 10.0% 0.0% 100.0% 5 6.4% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 1 10.0% 0.0% 100.0% 1 3.1% Page 2 of 8 Total 23 22 45 28 50 78 35 12 47 41 16 57 22 10 32 DR311_01 Strands by FAR (Revisedj rls SCHOOL Fair Park Elementary Forest Park Elementary Franklin Incentive Elementary Fulbright Elementary Garland Incentive Elementary Little Rock ool District SY 99-2000 BenchMark Data General Population Math and Literacy Strands by Free and Reduced Lunch Enrollment as of 11-8-2000 Receiving FAR Yes No Total Yes No Total Yes No Total Yes No Total Yes No Total Below Basic 4 50.0% 0 0.0% 100.0% 0.0% 4 28.6% 3 15.0% 0 0.0% 100.0% 0.0% 3 5.3% 22 44.0% 2 20.0% 91.7% 8.3% 24 40.0% 6 40.0% 0 0.0% 100.0% 0.0% 6 10.2% 16 55.2% 1 50.0% 94.1% 5.9% 17 54.8% Literacy Strand Basic 3 37.5% 4 66.7% 42.9% 57.1% 7 50.0% 8 40.0% 4 10.8% 66.7% 33.3% 12 21.1% 14 28.0% 2 20.0% 87.5% 12.5% 16 26.7% 4 26.7% 9 20.5% 30.8% 69.2% 13 22.0% 10 34.5% 1 50.0% 90.9% 9.1% 11 35.5% Proficient 1 12.5% 2 33.3% 33.3% 66.7% 3 21.4% 8 40.0% 25 67.6% 24.2% 75.8% 33 57.9% 14 28.0% 6 60.0% 70.0% 30.0% 20 33.3% 4 26.7% 26 59.1% 13.3% 86.7% 30 50.8% 3 10.3% 0 0.0% 100.0% 0.0% 3 9.7% Advanced 0 0.0% 0 0.0% 0 0.0% 1 5.0% 8 21.6% 11.1% 88.9% 9 15.8% 0 0.0% 0 0.0% 0 0.0% 1 6.7% 9 20.5% 10.0% 90.0% 10 16.9% 0 0.0% 0 0.0% 0 0.0% Total 8 6 14 20 37 57 50 10 60 15 44 59 29 2 31 Page 3 of 8 DR311_p1 Strands by FAR (Revised).xIs SCHOOL Geyer Springs Elementary Gibbs Magnet Elementary Jefferson Elementary M.L. King Magnet Elementary Mabelvale Elementary Little Rock \u0026lt;ol District SY 99-2000 Bench Mark Data General Population Math and Literacy Strands by Free and Reduced Lunch Enrollment as of 11 -8-2000 Receiving FAR Yes No Total Yes No Total Yes No Total Yes No Total Yes No Total Below Basic 9 26.5% 2 25.0% 81.8% 18.2% 11 26.2% 2 14.3% 0 0.0% 100.0% 0.0% 2 4.9% 4 40.0% 4 8.5% 50.0% 50.0% 8 14.0% 8 36.4% 4 10.3% 66.7% 33.3% 12 19.7% 21 65.6% 6 35.3% 77.8% 22.2% 27 55.1% Literacy Strand Basic 16 47.1% 2 25.0% 88.9% 11.1% 18 42.9% 9 64.3% 4 14.8% 69.2% 30.8% 13 31.7% 4 40.0% 5 10.6% 44.4% 55.6% 9 15.8% 5 22.7% 19 48.7% 20.8% 79.2% 24 39.3% 7 21.9% 5 29.4% 58.3% 41.7% 12 24.5% Proficient 9 26.5% 3 37.5% 75.0% 25.0% 12 28.6% 3 21.4% 21 77.8% 12.5% 87.5% 24 58.5% 2 20.0% 33 70.2% 5.7% 94.3% 35 61.4% 9 40.9% 16 41.0% 36.0% 64.0% 25 41.0% 4 12.5% 5 29.4% 44.4% 55.6% 9 18.4% Advanced 0 0.0% 1 12.5% 0.0% 100.0% 1 2.4% 0 0.0% 2 7.4% 0.0% 100.0% 2 4.9% 0 0.0% 5 10.6% 0.0% 100.0% 5 8.8% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 1 5.9% 0.0% 100.0% 1 2.0% Total 34 8 42 14 27 41 10 47 57 22 39 61 32 17 49 Page 4 of 8 DR311_01 Strands by FAR (Revised).xlsSCHOOL McDermott Elementary Meadowcliff Elementary Mitchell Incentive Elementary Otter Creek Elementary Pulaski Heights Elementary Little Rock ool District SY 99-2000 BenchMark Data General Population Math and Literacy Strands by Free and Reduced Lunch Enrollment as of 11-8-2000 Receiving FAR Yes No Total Yes No Total Yes No Total Yes No Total Yes No Total Below Basic 4 22.2% 2 8.3% 66.7% 33.3% 6 14.3% 7 25.0% 2 25.0% 77.8% 22.2% 9 25.0% 18 56.3% 5 45.5% 78.3% 21.7\u0026lt; 23 53.5% 3 25.0% 1 2.9% 75.0% 25.0% 4 8.5% 4 20.0% 1 3.1% 80.0% 20.0% 5 9.6% Literacy Strand Basic 7 38.9% 5 20.8% 58.3% 41.7% 12 28.6% 11 39.3% 4 50.0% 73.3% 26.7% 15 41.7% 13 40.6% 1 9.1% 92.9% 7.1% 14 32.6% 7 58.3% 12 34.3% 36.8% 63.2% 19 40.4% 6 30.0% 3 9.4% 66.7% 33.3% 9 17.3% Proficient 7 38.9% 16 66.7% 30.4% 69.6% 23 54.8% 10 35.7% 2 25.0% 83.3% 16.7% 12 33.3% 1 3.1% 4 36.4% 20.0% 80.0% 5 11.6% 2 16.7% 19 54.3% 9.5% 90.5% 21 44.7% 10 50.0% 27 84.4% 27.0% 73.0% 37 71.2% Advanced 0 0.0% 1 4.2% 0.0% 100.0% 1 2.4% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 1 9.1% 0.0% 100.0% 1 2.3% 0 0.0% 3 8.6% 0.0% 100.0% 3 6.4% 0 0.0% 1 3.1% 0.0% 100.0% 1 1.9% Page 5 of 8 Total 18 24 42 28 8 36 32 11 43 12 35 47 20 32 52 DR311_01 Strands by FAR (Revisedj xls SCHOOL Rightsell Incentive Elementary Rockefeller Incentive Elementary Romine Interdistrict Elementary Terry Elementary Wakefield Elementary Little Rock ool District SY 99-2000 BenchMark Data General Population Math and Literacy Strands by Free and Reduced Lunch Enrollment as of 11-8-2000 Receiving FAR Yes No Total Yes No Total Yes No Total Yes No Total Yes No Total Below Basic 3 15.0% 1 7.1% 75.0% 25.0% 4 11.8% 7 22.6% 0 0.0% 100.0% 0.0% 7 14.3% 4 28.6% 0 0.0% 100.0% 0.0% 4 16.7% 5 35.7% 5 8.3% 50.0% 50.0% 10 13.5% 18 72.0% 5 62.5% 78.3% 21.7% 23 69.7% Literacy Strand Basic 10 50.0% 6 42.9% 62.5% 37.5% 16 47.1% 9 29.0% 3 16.7% 75.0% 25.0% 12 24.5% 7 50.0% 3 30.0% 70.0% 30.0% 10 41.7% 3 21.4% 17 28.3% 15.0% 85.0% 20 27.0% 5 20.0% 1 12.5% 83.3% 16.7% 6 18.2% Proficient 7 35.0% 7 50.0% 50.0% 50.0% 14 41.2% 15 48.4% 15 83.3% 50.0% 50.0% 30 61.2% 3 21.4% 6 60.0% 33.3% 66.7% 9 37.5% 6 42.9% 37 61.7% 14.0% 86.0% 43 58.1% 2 8.0% 2 25.0% 50.0% 50.0% 4 12.1% Advanced 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 1 10.0% 0.0% 100.0% 1 4.2% 0 0.0% 1 1.7% 0.0% 100.0% 1 1.4% 0 0.0% 0 0.0% 0 0.0% Total 20 14 34 31 18 49 14 10 24 14 60 74 25 8 33 Page 6 of 8 DR311^01 Strands by FAR (Revised).xIs SCHOOL Washington Magnet Elementary Watson Elementary Western Hills Elementary Williams Magnet Elementary Wilson Elementary Little Rock \u0026lt;0! District SY 99-2000 BenchMark Data General Population Math and Literacy Strands by Free and Reduced Lunch Enrollment as of 11-8-2000 Receiving FAR Yes No Total Yes No Total Yes No Total Yes No Total Yes No Total Below Basic 15 34.1% 9 26.5% 62.5% 37.5% 24 30.8% 16 45.7% 4 28.6% 80.0% 20.0% 20 40.8% 9 36.0% 2 13.3% 81.8% 18.2% 11 27.5% 8 29.6% 2 3.2% 80.0% 20.0% 10 11.2% 15 62.5% 4 30.8% 78.9% 21.1% 19 51.4% Literacy Strand Basic 16 36.4% 9 26.5% 64.0% 36.0% 25 32.1% 11 31.4% 3 21.4% 78.6% 21.4% 14 28.6% 5 20.0% 3 20.0% 62.5% 37.5% 8 20.0% 14 51.9% 14 22.6% 50.0% 50.0% 28 31.5% 4 16.7% 4 30.8% 50.0% 50.0% 8 21.6% Proficient 13 29.5% 16 47.1% 44.8% 55.2% 29 37.2% 8 22.9% 7 50.0% 53.3% 46.7% 15 30.6% 11 44.0% 10 66.7% 52.4% 47.6% 21 52.5% 4 14.8% 45 72.6% 8.2% 91.8% 49 55.1% 5 20.8% 5 38.5% 50.0% 50.0% 10 27.0% Advanced 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 1 3.7% 1 1.6% 50.0% 50.0% 2 2.2% 0 0.0% 0 0.0% 0 0.0% Total 44 34 78 35 14 49 25 15 40 27 62 89 24 13 37 Page 7 of 8 DR311_01 Strands by FAR (Revised).xIsLittle Rock School District SY 99-2000 Bench Mark Data General Population Math and Literacy Strands by Free and Reduced Lunch Enrollment as of 11-8-2000 SCHOOL Receiving FAR Yes Below Basic Literacy Strand Basic Proficient Advanced Total Woodruff Elementary No 8 32.0% 3 42.9% 72.7% 27.3% 7 28.0% 3 42,9% 70.0% 30.0% 10 40.0% 1 14.3% 90.9% 9.1% 0 0.0% 0 0.0% 25 7 Total 11 34.4% 10 31.3% 11 34.4% 0 0.0% 32 Page 8 of 8 DR311_01 Strands by FAR (Revised).xlsLRSD VIDEO PRESENTATIONS ON PUBLIC ACCESS CHANNEL (NOTE\nall of these videos ran many times. Each one was advertised in advance.) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. \"A Status Report: Student Achievement in Little Rock and a Design for Improved Performance\" - Public Hearing (1 hour, 30 minutes - 1997) \"Living The Vision\" - Dr. Camine reviews LRSD priorities of the Revised Desegregation and Education Plan for the staff and community. Topics covered include Technology, Campus Leadership, Financial plans. Academic Indicators and Results. (30 minutes - 1997) \"Revised Desegregation and Education Plan\" - The entire transcript was aired. (25 minutes - 1998) \"Brown Bag Meetings\" - Middle School Parent Update meetings. Three separate meetings were taped and aired. (1998) \"Ninth Grade High School Transition Meeting\" - for students and parents. (1998) \"A Positive Learning Environment\" - An in-depth documentary which looked at all aspects of the LRSD Desegregation and Education Plan as it effected students, parents and the community. (32 minutes - 1999) \"Total Quality Schools\" - An information video about the exciting educational climate within the Little Rock School District. Topics included Campus Leadership, Smart Start, Campus Accountability, Community/Business involvement and the plan's relationship to our children. (15 minutes - 1999) The New LRSD Comprehensive Assessment Plan\" - A complete look at LRSDs new assessment program that is measuring the district's increasing student achievement. (1 hour - 2000) \"LRSD Board Workshop on Capital Needs\" - (March, 2000) \"Covenant For the Future: Affirming the Covenant\" - A study of the Revised Desegregation and Education Plan. Aimed at both staff and the community. Features interviews with Dr. Terrance Roberts and Dr. Steven Ross, consultants for the LRSD. (20 minutes - 2001) \"Little Rock Comprehensive Partnership for Mathematics and Science Achievement\" - Highlights the changes in LRSD's science and math studies based on the National Science Foundation grant that provides opportunity for all students. (10 minutes - 2001)13. Math Family Night\" - Parent information meeting on changes in LRSD's mathematics program. (One hour, 30 minutes - 2001) 14. \"School-Community Partnerships: Making Them Work for Youth\" - Public workshop featuring Karen Pittman. (One hour, 45 minutes - 2001) 15. Numerous video bulletin board announcements and news announcements. 16. Calendar announcements. M 17. 18. LRSD-TV airs videos daily on a multitude of district events. Past videos have included student, teacher and volunteer award programs, choir and dance performances, educational guests speakers, African-American history programs, bus information videos, registration information videos, student handbook information video, anti-drug and smoking programs, peer mediation videos, videos featuring aspects of the Gifted and Talented program such as Quiz Bowl competition and the Fifth Grade Challenge, videos highlighting magnet school programs such as the Piano education program and foreign language, LRSD news conferences, the Vital Links program. Employee Convocation meetings since 1997, PTA Luncheon since 1998, Sydney Moncrief video on the importance of staying in school. Superintendents meeting with youth on gun violence, holiday programs, the University School college credit program at Hall High School, Cultural Fairs, Science Fairs, an in-depth look at the ESL \"Newcomers\" program, LRSD Reading programs, the Central High School Commemoration Ceremony, the Stephen's Elementary Groundbreaking and Dedication Ceremonies, National Merit Scholarship presentations, and \"live\" Little Rock School District Board Meetings. LRSD-TV also airs many national satellite staff\" development programs such as advanced training for Exceptional Children teachers. Other examples of satellite programs include educational programs on science from HEB Televentures, Shamu-TV, the Prince William School District education series, Kennedy Center Arts Series and Department of Education teleconferences on subjects such as Spanish Speaking Families in Your Community, Federal Student Aid and Preschools as well as the monthly Satellite Town Meeting which covers a variety of education topics. We also are licensed to air NASA- TV and we offer their daily education feed for teachers and air live coverage of Space Shuttle missions and other NASA events. F\n\\HOME\\FENDLEY\\LRSD 2001\\des-unitary-videos-suniinary.wpd Page 2 of 2Clay Fendley - RE: Compliance Mtg. request Page 1 From: To: Date: Subject: \"BABBS, JUNIOUS\" \u0026lt;JCBABBS@STUASN.LRSD.K12.AR.US\u0026gt; \"VANN, SUELLEN\" \u0026lt;sevann@lrsdadm.lrsd.k12.ar.us\u0026gt; 7/16/01 1:55PM RE: Compliance Mtg. request We appear to look good here. . . THANKS for your timely response Junious C. Babbs, Jr jcbabbs@stuasn.lrsd.k12.ar.us Little Rock School District \u0026gt; \u0026gt; From: \u0026gt; Sent: \u0026gt; To: Original Message- \u0026gt; Subject: VANN, SUELLEN Monday, July 16, 2001 1:44 PM BABBS, JUNIOUS FW: Compliance Mtg. request \u0026gt; \u0026gt; Here is Dennis' list of videos that may relate to the areas in which you \u0026gt; are interested: \u0026gt; \u0026gt; Suellen \u0026gt; \u0026gt; \u0026gt; From: \u0026gt; Sent: \u0026gt;To: Original Message- \u0026gt; Subject: WALKER, DENNIS Monday, July 16, 2001 11:45 AM VANN, SUELLEN Compliance Mtg. request \u0026gt; \u0026gt; Here's what I came up with this morning. \u0026gt; \u0026gt; Dennis Walker \u0026gt; LRSD-TV \u0026gt; \u0026gt; LRSD video presentations relating to LRSD desegregation and education \u0026gt; plans, staff development, community information and \"good news\" events: \u0026gt; \u0026gt; (NOTE - All of these videos ran many times. Each one was advertised in \u0026gt; advance.) \u0026gt; \u0026gt; * \"A Status Report: Student Achievement in Little Rock and a Design \u0026gt; for Improved Performance\" - Public Hearing (1 hour, 30 minutes - 1997) \"Living The Vision\" - Dr. Carnine reviews LRSD priorities of the \u0026gt; Revised Desegregation and Education Plan for the staff and community. \u0026gt; Topics covered include Technology, Campus Leadership, Financial plans, \u0026gt; Academic Indicators and Results. (30 minutes - 1997) \"Revised Desegregation and Education Plan\" - The entire transcript \u0026gt; was aired. (25 minutes - 1998) \u0026gt; * \"Brown Bag Meetings\" - Middle School Parent Update meetings. 3 \u0026gt; separate meetings were taped and aired. (1998) \u0026gt; * \"Ninth Grade High School Transition Meeting\" - for students and \u0026gt; parents. (1998) \u0026gt; * \"A Positive Learning Environment\" - An in-depth documentary which \u0026gt; looked at all aspects of the LRSD Desegregation and Education Plan as it \u0026gt; effected students, parents and the community. (32 minutes - 1999) \u0026gt; * \"Total Quality Schools\" - An information video about the excitingClay Fendley - RE: Compliance Mtg. request \u0026lt; Ik Page 21 \u0026gt; educational climate within the Little Rock School District. Topics \u0026gt; included Campus Leadership, Smart Start, Campus Accountability, \u0026gt; Community/Business involvement and the plan's relationship to our \u0026gt; children. (15 minutes - 1999) \u0026gt; * \"The New LRSD Comprehensive Assessment Plan\" - A complete look at \u0026gt; LRSDs new assessment program that is measuring the districts increasing \u0026gt; student achievement. (1 hour - 2000) \u0026gt; * \u0026gt; * \"LRSD Board Workshop on Capital Needs\" - (March, 2000) \"Covenant For the Future: Affirming the Covenant\" - A study of the \u0026gt; Revised Desegregation and Education Plan. Aimed at both staff and the \u0026gt; community. Features interviews with Dr. Terrance Roberts and Dr. Steven \u0026gt; Ross, consultants for the LRSD. (20 minutes - 2001) \u0026gt; * \"Little Rock Comprehensive Partnership for Mathematics and Science \u0026gt; Achievement\" - Highlights the changes in LRSDs science and math studies \u0026gt; based on the National Science Foundation grant that provides opportunity \u0026gt; for all students. (10 minutes - 2001) \u0026gt; * \"Math Family Night\" - Parent information meeting on changes in \u0026gt; LRSDs mathematics program. (One hour, 30 minutes - 2001) \u0026gt; * \"School-Community Partnerships: Making Them Work for Youth\" - Public \u0026gt; workshop featuring Karen Pittman. (One hour, 45 minutes - 2001) Numerous video bulletin board announcements and news announcements. \u0026gt; Calendar announcements. \u0026gt; * LRSD-TV airs videos daily on a multitude of district events. Past \u0026gt; videos have included student, teacher and volunteer award programs, choir \u0026gt; and dance performances, educational guests speakers, African-American \u0026gt; history programs, bus information videos, registration information videos, \u0026gt; student handbook information video, anti-drug and smoking programs, peer \u0026gt; mediation videos, videos featuring aspects of the Gifted and Talented \u0026gt; program such as Quiz Bowl competition and the Fifth Grade Challenge, \u0026gt; videos highlighting magnet school programs such as the Piano education \u0026gt; program and foreign language, LRSD news conferences, the Vital Links \u0026gt; program. Employee Convocation meetings since 1997, PTA Luncheon since \u0026gt; 1998, Sydney Moncrief video on the importance of staying in school, \u0026gt; Superintendents meeting with youth on gun violence, holiday programs, the \u0026gt; University School college credit program at Hall High School, Cultural \u0026gt; Fairs, Science Fairs, an in-depth look at the ESL \"Newcomers\" program, \u0026gt; LRSD Reading programs, the Central High School Commemoration Ceremony, the \u0026gt; Stephen's Elementary Groundbreaking and Dedication Ceremonies, National \u0026gt; Merit Scholarship presentations, and \"live\" Little Rock School District \u0026gt; Board Meetings. \u0026gt; * LRSD-TV also airs many national satellite staff development programs \u0026gt; such as advanced training for Exceptional Children teachers. Other \u0026gt; examples of satellite programs include educational programs on science \u0026gt; from HEB Televentures, Shamu-TV, the Prince William School District \u0026gt; education series, Kennedy Center Arts Series and Department of Education \u0026gt; teleconferences on subjects such as Spanish Speaking Families in Your \u0026gt; Community, Federal Student Aid and Preschools as well as the monthly \u0026gt; Satellite Town Meeting which covers a variety of education topics. We \u0026gt; also are licensed to air NASA-TV and we offer their daily education feed \u0026gt; for teachers and air live coverage of Space Shuttle missions and other \u0026gt; NASA events. CC: \"LESLEY, BONNIE\" \u0026lt;BALESLE@IRC.LRSD.K12.AR.US\u0026gt;, \"GADBERRY, BRADY L\" \u0026lt;blgadbe@lrsdadm.lrsd.k12.ar.us\u0026gt;, \"STEWART, DONALD M.\" \u0026lt;DMSTEWA@lrsdadm.lrsd.k12.ar.us\u0026gt;, \"MITCHELL, SADIE\" \u0026lt;SMMitch@lrsdadm.lrsd.k12.ar.us\u0026gt;, \"'fendley@fec.net\"' \u0026lt;fendley@fec.net\u0026gt;Little Rock School District  Wednesday, September 15, 1999  Advertising Supplement  Arkansas Democrat Gazette  Pagel HELPmG STUDErfTS SUCCEED /I Progress Report on the little Rock School District Lf  1998-99 School Year /1 Superintendent's Message to the Community INSIDE: tudent Achievement... Page 2 \\ssessment........... \\ccompllshments . ....... Page 3 .. Pages 4-5 pd/cafors of Success .... Page 6 afe Schools -.. ooking Ahead Page 7 Pages The Little Rock School District is different! Were on the cutting edge of the nations education reform movement, and our teaching/learning model has the potential to revolutionize elementary and secondary education. Educators in Little Rock School District schools are making major efforts to ensure that we produce graduates who are not only technically skilled, but are also adaptable, systematic thinkers who possess critical-reasoning and information-handling skills. The factors that make the difference in Little Rock are the vision of academic excellence, a commitment to quality, infusion of technology, a global perspective and a dynamic learning environment. Successful,students are the result of the right mix of involved and supportive parents, challenging classes, caring faculty, staff and principals, and a positive learning environment. Were changing the way education operates because we know the educational process rnust be responsive to the ever-changing needs of society. We are working closely with business and industry as well as institutions of higher education to ensure that our students are fully prepared for the present as well as for the future. Our ultimate goal is student success! - Les Carnine Wednesday, September 15, 1999. Advertising Supplement to the Arkansas Democrat (J^azette Little Rock School District  Wednesday, September 15, 1999  Advertising Supplement  Arkansas Democrat Gazette  Page 2 Student Achievement Where the rubber meets the road Is my child learning? That is one of the most important questions that a parent can ask. In the Little Rock School District (LRSD) we focus on student achievement. The three major elements to a sound education are curriculum, instruction and assessment. During the 1998-99 school year the LRSD began the process of strengthening the curriculum, improving professional development for teachers, and revising its assessment program. Factors Guiding LRSD Changes I State Law-Act 999 was enacted L this year which establishes the \u0026gt; I Arkansas Comprehensive Testing, I Assessment and Accountability , p Prograin fACTAAP). Tins law * requires each school to develop ' academic improvernent plans, with special emphasis in elementary schools on reading, writing and mathematics. Act 769 requires a report on each schools performance to be sent to all parents. Strategic Plan Parents may wonder why the district is making these changes. Teachers, administrators, parents and other community residents spent thousands of hours studying the districts schools, academic programs and test results. That intensive review led to the development of the LRSD Strategic Plan which guides all aspects of the districts operations. Revised Desegregation Plan Additionally, the district prepared and received court approval of a Revised Desegregation and Education Plan which allows more flexibility in making changes to improve educational programs and makes schools more accountable for student performance. TT i Curriculum-the acor J detnic lessotts that we teach , [ children. Hye state reqidres 9 I i certain courses, and the district has additional requirements. IntStrtiClion-ibe manner . in wbtcfo the turrtcUlum is ^-4 tatight. Ibis includes teadi- L ing techniques and relies * heavily on ongoing profes- sional development for teachers. LRSD Revised Desegregation and Education Plan- Approved in the spring of1998, tifis plan outlines specific obligations related to such practices as hiring, discipline, academic progress and allocation of resources. 4 I State Law The Arkansas Legislature passed several laws relating to school improvement which specifically require that each school be held accountable for student achievement. These laws t 1 I Asscsstnant-iests and other petformance mea-^ sures used to determine'\"^ ------------------- J. - whether students are learn- ' infr the academic lessons LRSD Strategic Plan^fhis blueprint addresses all aspects of district/school operations including technology, instruction, hiring, finances and parent and community involvement. require each school to report its performance to parents and the community. Science and Matbematics Grant The $3.2 million National Science Foundation Grant that the LRSD received provides funds to initiate a new mathematics and science curriculum. The grant provides strict guidelines on student performance and assessment which fit well with the curriculum and assessment changes the district has adopted. AU of these developments have guided the changes that we are making, said Les Camine, LRSD superintendent. Were determined that we will increase student achievement by refocusing all of our efforts toward proven, research-based programs.Little Rock SchooLDistrict  Wednesday, September 15, 1999  Advertising Supplement  Arkansas Democrat Gazette  Page 3 Assessment is one yardstick... The following graph illustrates that the growth rate in lathematics from third grade through tenth grade losely mirrors the national growth rate. The same is :ue for reading growth. Growth in Math Scaled Scores, 1998-99 Stanford Achievement Test, Ninth Edition B 700 600 500 I 400 S 300 200 100 0 M ^5 gfeb Grades: scores National scores 3 566.6 580 5 624.4 637 7 652.6 667 LRSD = 8 662.9 675 National = 10 685.9 686 Growth in Reading Scaled Scores, 1998-99 Stanford Achievement Test, Ninth Edition (A 700 600 500 o 6^ 400 o qj a 300 200 100 0 Grades: LRSD scores National scores 1 3 584.5 592 5 639.4 649 7 661.1 674 LRSD= i^yaswMTO 8 675.2 689 National = 10 689.3 703 Through the 1998-99 school year the LRSD used the Stanford Achievement Test, Ninth Edition (SAT-9), as its primary tool to measure student performance and to determine how our students are doing compared with other students around the nation who took the same test. The Arkansas Department of Education requires students to take this test during September each year. Assistant Superintendent Kathy Lease says, We use the scaled scores from the SAT-9 across grades to see whether our students are learning at the same rate as students elsewhere. The good news is that our students are learning at a pace similar to that of students around the country. Unfortunately, many of our students begin school already behind their counterparts. Some students arrive for kindergarten without having had much previous instructionsuch as learning colors, shapes and letters. This means we must create positive ways for these students to catch up to their peers. W Changes in .elssessmenl This year the LSSD began to an ' improved assessment program-Benchmark exams, end-of-coufse exams and the Stanford Achievement Test (SAT-^. am, required by the Arkansas Depart- meat of Education. In addition to these assessment tools, the LRSD  will test students using ctiterion-refereuced tests, or GRTsi A GRT i designed to measure whether students are attaining the state and district standards. Hw does tiie ORT differ from the SAT-9? The SAT- 9 compares our students to what is called a norm- referenced group of Students across the nation who have taken the same tesp It does not take into ac- . count differing academic requirements between districts and states. By using both criteriQn-referenced tests and norm-referenced testsj. we can ensure.that students are learning what we pect them to learn based on district and state standards, but also measure their progress compared to students elsewhere. ILittle Rock School District  Wednesday, S^tember 15, 1999  Mvertising Supplement  Arkansas DemocratJ3azeHe _^ Paae_4 Accomplishments are another Individual Recognition ERSD Science Specialist Receives Presidential Award Science Specialist Rene Carson was selected as a Presidential Awardee for Excellence in Mathematics and Science Teaching in Secondary Education. Carsons exceptional talent, leadership abilities and dedication as a teacher were recognized by this prestigious award which included a National Science Foundation grant of $7,500. Caruth Wins Advanced Placement Award Phyllis Caruth, Advanced Placement (AP) Statistics teacher at Central, won the 1999 Advanced Placement Special Recognition Award. The program is sponsored by The College Board and recognizes outstanding contributions to institutional excellence through the AP Program. Caruth was one of 14 regional recipients from the states of Arkansas, Oklahoma, New Mexico and Texas. Caruth was lauded for having started the statistics class at Central and for the ongoing student success on the AP exams as a result of her instruction. Phillips Receives Prudential Certificate of Excellence Kyle Phillips, a student at Henderson Health Sciences Magnet Junior High, recently received a state-level Certificate of Excellence from the 1999 Prudential Spirit of Community Awards. Phillips was one of a small number of young people across the country to be recognized with this honor. The award is presented annually by the Prudential Insurance Company of America in partnership with the National Association of Secondary School Principals to honor young people for outstanding community service. 2 Central Seniors Named 99 Presidential Scholars Seniors Ross Glotzbach and Maribeth Mock of Central High School were selected by the Commission on Presidential Scholars as 1999 Presidential Scholars. This is the first time that both state scholars were selected from the same district or school. The Scholars were invited to National Recognition Week in Washington in June. A high point of the week was the presentation of ^e Presidential Scholars medallion to each Scholar, commemorating their designation. The selected Scholars all demonstrated leadership, scholarship, contribution to school and community, and exceptional accomplishments in the arts, sciences and other fields of interest. Teachers, Students Named Stephens Award Winners Four Little Rock students and six teachers received the 1999 Stephens Award, which provides $5,000 scholarships to outstanding students and similar cash awards to selected instructors. Teacher winners were Mary Cameron Becker, English teacher. Central High\nNancy L. Wilson, art teacher, Central High\nRobert Langford Palmer, social studies teacher, J.A. Fair High\nChristine Green, U.S. History teacher. Hall High\nPatricia A. Bilbrey, mathematics teacher, McClellan High\nDebbie Howell, drama teacher. Parkview Arts and Sciences Magnet High. Student winners were Thomas Deere, Central High\nRoss Glotzbach, Central High\nBrandy M. Gray, McClellan High\nand Paul Mendoza, Parkview Arts and Sciences Magnet High School. The scholarships and awards are provided by The City Education Trust, formed in 1985 by Jackson T. Stephens and the late W.R. Witt Stephens.  'I-  I Counselor of the Year Kay Coleman, a counselor at Henderson, was selected as the Counselor of the Year by the Central Region of the Arkansas School Counselors Association. was named the top business education the M-cCkUan High School BusinasiMarketing Department program in the nation bj the American Vocational Association, the onlj secondary school to be a repeat winner. Dyson, Purvis Receive State Art Educators Awards Carol Dyson, Art Specialist at Williams Basic Skills Magnet Elementary, was recently selected Elementary Art Educator of the Year by the Arkansas Art Education Association. Dyson has taught in Little Rock for 25 years. Susan Turner Purvis recently received the Governors Arts in Education Award for Excellence. Purvis has served as Arts Specialist at Gibbs Foreign Languages/International Studies Magnet Elementary for 12 years. She also is a past recipient of the State Elementary Art Teacher of the Year award. 1999 Duke Talent Search Recognition Twelve seventh grade students from the LRSD were recognized by the Duke Talent Search Program at state and grand ceremonies this summer. The students and their schools were: Anna Miller, Sunny Patel, Joel Simon, Abigail Wheeler, and Ke Xu of Dunbar Magnet Jr. High\nWilliam Barlow and Braden Cato from Forest Heights Jr. High\nMelissa Allen of Mabelvale Jr. High\nand Tyler Simpson, Emily Soderberg, Raksha Soora and John Spivey from Mann Magnet Jr. High. Donaldson Named GiftediTalented Administrator of the Year Mable Donaldson, LRSD Gifted Programs Supervisor, was selected as the Gifted/Talented Administrator of the Year by the Arkansas Association of Gifted Education Administrators. With apologies to the countless othet students and staff ipho excelled in 199d-99, space limitations prevent the listing of everyone who deserves recognition^ We: tnke pride in the success... and achievements of the entire family. ,Little Rock School District * Wednesday, September 15,1999 * Advertising Supplement  Ari\u0026lt;ansas^Democrat Gazette, 5 24 LRSD Students Named National Merit Semifinalists\n7 Named National Achievement Semiflnalists Twenty-four LRSD students were named National Merit SemifinaL ists during the 19.98-99 school year. Seven LRSD students were named .. Invention Competition for 1998 sponsored by the U.S. Patent Model National Achievement Semifinalists. These students competed for scholarships from the National Merit Scholarship Corporation and its business sponsors. The National Merit Semifinalists were Sarah Argue, Lauren Autrey, Laura Beaton, Lauren Carter. John Chamberlin, Thomas Deere, Amanda Dees, Evin Demirel, Ross Glotzbach, Elizabeth Holland, Shannon Keith, Patrick Kennedy, Katherine Laning, Maribeth Mock, Cynthia Nance, Courtney Nosari, Catherine Oswald, Carter Price, Kelli Roark, Elayna Wells and Christopher Wheat frpm Central High School\nand Mark Burling, Jami Harrison and Mark Thiedeman from Parkview Magnet High School. The National Achievement-Semifinalists were John Biddle, Kelsey Bobo, Kellie Hughes, Christopher Wheat and Victona Wilder from Central High school\nBaraka Smith from Hall High .School\nand Kasey Miller ftoracParkview Magnet High-School. Carver Student Named National Invention Winner Rebecca Ruth Stanley, a student at Carver Elementary, was named Fourth Grade National Winner in the National invent America! Student Foundation. Stanley received a U.S. Savings Bond and a certificate. Stanley's invention was a special bar code reader designed to be used by the visually impaired in grocery stores to determine product types and prices\nit can also be used in the home to determine ingredients as well as nutritional information. LRSD Odyssey of the Mind Teams State Champs Dunbars RatiOMetric Structure and Horace Manns Environmental Challenge Odyssey of the Mind (OM) teams took first place in state competition and travelled to Knoicville for world competition. Dunbars team members were coaches Julie Western and Joe Hodges and students Melissa Clark, Kate Donahue, Kristine Philips, Lex Sullivan, Whitney Tidwell, Ben Wells, and Blake Wicker. Manns team members were coach Donna Duerr and students Melissa Bandy, Ted Fleming, Sarah Hundley, Molly McGowan, Frederick McKindra, Rachel Seidenschnur and Sara Beth Wyatt. Competition SibbsArt Students Featured in Pentel Art Exhibition Seven students from Gibbs Magnet Elementary placed in the top 10 in the recent International Childrens Art Exhibition sponsored by entel. The students were among 800 U.S. youths who were honored n the competition for young artisans. The Gibbs students are\nFirst place Third place Third place Fourth place Fourth place Fourth place Sixth place Pentel Award Bronze Award Bronze Award Pentel Award Silver Award Gold Award Pentel Award Casey Wilson Rian Harper Nathan Kinne Christina Garrett Nicholas Jones Dustyn Wilson Carlea Angeles Speech/Debate Winners Little Rock Central captured top honors this year at the Arkansas Speech and Communication Association state tournament with five arst place awards. Central senior Clarke Tucker was voted championship speaker. Tucker and Central senior Chris Wheat also won the debate championship. Other first place winners were Sarah Tucker, Novice Speaker\nCandice Smith, Oratory\nJosh Rateliff and David Martinous, Duet Improvisational Acting. Dunbar Math Counts Team Places First in State The Dunbar MathCounts team won first place in the State MathCounts Competition held in March. The team members were teacher/coach Lenora Murray and students Toby Huang, Daniel Liu (captain), Ben Wells and Ke Xu. Huang, who came in second overall, made the national team, and Murray served as the official coach for the national team that competed in Washington. Athletics I State Championships LRSD schools showed they can compete athletically as well as academically in 1998-99. Three high school teams brought home state trophies as the LRSD established dominance in sports. Top-ranked teams were: J.A. Fair Track Team J.A. Fair Football Team Central High Basketball Team C\u0026amp;tral Student \\Pins 1999 Speedo:High Point Award Central High Junior Neka Mabry won the prestigious Speedo southeast Junior Championships High Point Award in Match. Mabrys time of 56.03 seconds in the backstroke race set a new national Speedo championship record, and she qualified for the 1999 Phillips 66 National Championships. At the Arkansas High School Swimming and Diving Championship Meet in February, Mabry set a State Record, a Pool Record, made All State, and was named an All American. McClellan Student Named Gatorade Athlete of the Year Tiffany Gunn of McClellan High School was featured by the Arkansas Democrat-Gazette as super at 16 for her success in track and field competition. Tiffany was Gatorade Athlete of the Year in 1998, Arkansas Girls Track and Field Athlete of the Year, featured in Sports Illustrated's October issue and aspires to participate'in the 2004 Olympics. She has maintained a 4.00 grade point average since first grade.Little Rock School District * Wednesday, Septemberl 5,1999 * Advertising Supplement * Arkansas Democrat Gazette * Page 6 I Indicators of Success... what are the measures of school success in addition to the use of test scores? There are many indicators that provide evidence of the success of our teachers and students. Among them are graduation rates, the number of scholarships accepted (as opposed to offered, which would increase the illustrated figures), and participation in activities. These statistics help to paint the picture of success among the Little Rock public schools. ^00% ^9/0,5 58%, s' \u0026amp; 9B% f 5*%/ f rfi  I 6' 90% ^996-97 s A ^998.9g i Flash: Community and Busitiess Suppoi^ Increa^ts Volunteer hotti'S in schools inct'eas4d'-:'27%'4n 199S-99, itp fMn 187i590 tit 1997-08 fh23Z5llt'J- At saMe tinte, the nuntherof Phrtnei's in Education shoieed a 21%  * increase, from ISO hi 1997-98 to 204 til 199^-90. In addition to classroom lessons, students benefit greatly from exposure to extracurricular activities. Students who are active in athletics and clubs feel more a part of the student body and generally reach higher levels of academic achievement. During the past year greater numbers of LRSD students have participated in athletic activities, with participation growing 28% in just one year. The transition to middle schools in 1999-2000 includes the encouragement of students to join their peers in such activities. Little Rock School Disirict  Wednesday, September 15,1999  Advertising Supplement  Arkansas Democrat Gazette  Page? crnd of Safe Schools V 1000 o _ 900 800 Dropout Comparison 3 o \"S -o E 2  Q 700 600 500 h H One of the tremendous success stories in the LRSD during the 1998-99 school year w'as the opening of the Accelerated Learning Center. This program allows high school students who are close to completion of their graduation requirements to attend a high- tech, self-paced classroom. They are able to move through the required material at a pace with which they are comfortable. Many 1997-98 1998-99 students who completed their graduation requirements at the Accelerated Learning Center said they probably would have dropped out of school had it not been for this program. The district dropout rate dechned 24.5% in 1998-99. Some of this reduction can be credited to the Alternative Learning Centers and intervention programs the district has established. Principals, counselors and teachers have made reduction of the dropout rate a high priority. Reportable Discipline Sanctions Students wi h Bji State /aut, schools are required to report specified offenses. These include acts involving drugs, assaults, alcohol, weapons or gangs. Only 2.4% of our students were involved in these types of offenses\nthis means, of course, that almost 93% of our students did not have a reportable offense. reportable discipline sanctions Students with no reportable discipline sanctions 0 25% ________ 50% % erf Students 75% 100% I fe How is the district maintaining safe schools?   Teachers receive classroom management training.  Securi^ officers provide a presence in oil secondarj) batldings. H,  Student handbook provides rules and sanctions\nteachers review this with students the first week - ' ' '   ^1-- ** of school and during the scpoolyear. *  School resource ojficers who are certified police officers work with secondary students and provide classroom education.  Alternative learningCenters provide a nontraditional setting for students with behavior problems. j?*- :-O\u0026gt;Little Rock School District  Wednesday, September 15, 1999  Advertising Supplement  Arkansas Democrat Gazette  Page 8 Looking Ahead I Parents, teachers, administrators, volunteers and business partners recognize the accom- : plishments of the past year, but there is much left to do. Some of the major areas the district will continue to address are: Revised Desegregation \u0026amp; Education Plan Campus Leadership Review and revise administrative regulations Refine and continue to implement compliance plan Technology Develop collective responsibility and incentive system : Provide training arid technical assistance Organize school cluster coordinating committee Revise principals evaluation system it Provide staff training Continue support and utilization of secondary labs Secondary direct grade entry/grade book Upgrade instructional/assessment software Operations Review management study recommendations  Seek approval of millage campaign Review constmction, maintenance and housekeeping Consider uses for Mitchell and Garland schools Prepare for opening of new Stephens School Special thanks to all the LRSD staff, students, parents and volunteers who made 1998-99 a wonderful school yeah. Instruction Implement K-12 curriculum standards and benchmarks Adopt/implement an instructional framework Provide new English-as-a-Second language services/programs Deliver professional development Prepafe/implement new program evaluation plan Enhance parent involvement programs Implement new assessment program 1998-99 LRSD Fast Facts Student population: 24,886 More than half the certified staff hold masters degrees More than half of our students qualify for the free/reduced lunch program  The LRSD 1998-99 budget was more than $170 millionr J1EW5 ViEW5 novEinsE? 2000 For and about employees of the Little Rock School District K\n, itP.' itSs' S IS 1 ( * * , A LRSD Wins Quality Award The Little Rock School District received the Arkansas Quality Commitment Award at the sixth annual Arkansas Quality Award banquet which was held at the Statehouse Convention Center on October 26. Governor Mike Huckabee hosted the awards ceremony which was attended by approximately 500 business and civic leaders from throughout the !: is^ r tsi? al \u0026lt;'t j t. [WijS.! -a state. The Arkansas Quality Awards are presented annually to Arkansas organizations that are committed to implementing and maintaining a high standard of quality in their business operations. During the ceremony Governor Huckabee recognized 33 organizations in four levels, listed in order of qualifications: the Governor's Quality Award, the Quality Achievement Award, the Quality Commitment Award and the Quality Interest Award. LRSD received the Quality Interest Award in 1999. The Arkansas Quality Award program was created through a special partnership between the State of Arkansas and the private business community. I Ml ^1i Deputy Commissioner William Halter of the U. S. Social Security Administration visited Little Rock on October 6 and announced that the local Disability Administration Office would donate computers to several LRSD schools. Students from Rightsell Academy, Wilson Elementary and Mabelvale Middle School attended the press conference at which Commissioner Halter made the donation to the district. School board president Dr. Katherine Mitchell accepts the Quality Commitment Award from Governor Mike Huckabee. giw Wh\u0026lt;f-s 8 \u0026lt;5^  0  Online pre-calculus ^^pi^lmic^^^ila^l a 'vi'-''' ^iW\n. 2 o Ef Public school hero at Bale Wb District Receives Carnegie Corporation Grant New Futures for Youth, Inc., in partnership with the Little Rock School District, has been named one often winners of the first phase of Carnegie Corporation of New York's Schools for a New Society Competition, a $40 million long-term initiative focused on urban high schools. The aim of Schools for a New Society is to support urban school district/community partnerships committed to citywide reform in secondary schools. The nine other winning cities are Boston, Chattanooga, Houston, Indianapolis, Portland (OR), Providence, Sacramento, San Diego and Worcester (MA). A team representing LRSD, New Futures for Youth and the Little Rock business community traveled to Washington, DC, to meet with other Carnegie grantees. The team members who represented Little Rock were Dr. Leslie Carnine, Dr. Marian Lacey, Linda Austin, Rudolph Howard, Robert Palmer, Xavier Heard, Bobby Roberts, Don Crary and Paulette Mabry. Ms. Mabry has been named project coordinator, and she will (Carnegie, page 3) Si'.....v..... 0 ^ales ofjhe Crypt\" ^-AlsGoniyyiisitsilbcalischools 'ii'w- if'-S' # W\n5^i? ^li SsOnline Instruction Available at Fair About 25 students at J.A. Fair  igh School are beta testing a web-based pre-calculus program that has been developed by the University of Arkansas at Little Rock. At a recent press conference UALR Chancellor Charles Hathaway described how the Instructor Lee Wilder helps students with their online studies. District to Pairticipate In \\ ijAr'V 'I 'kJ A \u0026lt; Cun^calam Dev^opment ..  -------------- 1,1 . ---------. cpmmittee''lf^4f' ritenion- Several,LRSD employees havetbeen-.invited to participate as metf^dri'fiirthe^developmenbofrthi^,A. rJk, ansas curriculum an().cr/teiaonyififj __________ _ Tk__________ S' A 1 ref^dp^d^sessipent Those enjplp^^es and th^aommittees pnWhi^s^hQY^ ^^i^Beth^rnold^ Pulaski He^ghS^EIemeni^ School, Social S^u^ies ,'' ^Mion ^Easter, Central High Seboolf 'Endtof Course' Reading 'I* j '^.^iohette Finney, IRC, Science Te)(tbookSelectionl'^ j, '^antisbeh, Chicot Elementar^i^hobl, Fourth Crack'Re^ing I^Le^l^nnedy Central High Schdol, Plannmg A^vrsory,Comrnittee'^^,^^^  kaiherjne Wright Knight, I jl^awrfili^od^ Bias Review 'll. !W on-line, individualized course was developed by the College of Information Science and Systems Engineering and the College of Science and Mathematics, with input from science teachers from the central Arkansas area. Dr. Hathaway emphasized the importance of students entering college ready for calculus instruction. Studies show that only one-third of high school students nationwide take a pre-calculus course (1998 figures). Instructor Lee Wilder is available to assist students who need help as they tackle real-world problems on the computer. This project was grant funded and is expected to expand beyond the pilot high schools. ( 54W Parkvi^w High En^^f^urse^-iRe^^^'^. McDermott Principal Is a Real Sweetie What our principals won't do for their kids! McDermott Elementary principal Virginia Ashley was so proud of the efforts of her students that it didn't matter to her if they didn't quite make their goal of $10,000 during a school fundraiser. When the final figure turned out to be $9,250, she honored her promise and let the kids turn her into an ice cream sundae anyway! And honor her promise she didtwice. Once was for the younger students, pre-k through 2nd grade, and the second time was for 3rd through Sth grade students. Amid chants of \"Ashley! Ashley!\", the intrepid principal emerged from her office ready for anything. Messy and gooey it was, with all that whipped cream and chocolate syrup, but Mrs. Ashley didn't seem to mind. She even applauded the students' efforts after the crowning glorya cherrywas placed on her head. This is not your average schoolbus... A The C-Span Schoolbus recently visited M. L. King Magnet Elementary School, and King students eagerly waited their turn to take a guided tour through the custom-made vehicle that travels all across the country. The bus, one of two the cable network operates, contains a full television studio capable of broadcasting live programs via satellite. The bus was in Little Rock for coverage of political campaigns and rallies. Your Information Source LRSD's web address has changed! www.lrsd.org Also, don't forget to check out our newly redesigned cable channel on Comcast Channel 4! You can continue to watch special events and get information such as announcements, school events and programs, class reunions and more. J page 2 News \u0026amp; Views www.Irsd.org Supenntendents Message by Dr. Leslie Carnine Enrollment haS grown for the third cbnsecUtive year: in the Little Rock School District. This is an indicator that the,community \u0026lt; . supports what we are doing in our\nschools. At the same time'we have t test results from both the state , AH ethnic groups improved on this benchmark exams and the Stanford 9 which indicate that our curriculum changes and intensive professional \u0026lt; development are paying off. \\  The grade 4 literacy results show that 25 of 35 elementary schools, improved in the numbers of-students who scored in the Proficient and Advanced categories\n.\nIn 12 schools at least 50% of the students were ' in the Proficient and Advanced Xt categories. All ethnic groups improved 'i  on this assessment .Sixteen schools had double-digit gains in student? in the Proficient/AdVanced levels. The grade 4 math results were   past year and the degree to which V elementary schools that improved in curricula and new the numbers ooff students who ssccoorreedd instructional in the Proficient and Advanced categories. Inifour schools at least\n6O%:of thestudents were in the. Proficient and Advanced categories. assessment -Twelve schools .had . , double-digitgains in students in the 'Proficient/Advanced levels On both the hteracy and math exams at grade -^.ohr oyerall growth ' in students who were m the Proficient/ Advanced categories outpaced the i. states growth in these categories I  encourage schools to celebrate gams that studSiits made and 1\no use these .results to Continue.to improve There is a correlation between fJiose schoofs that improved anif the amount of professional-development thattheir teachers participated in'during the strategies.:\n/ .\nWeareupdat-mg the technology plan m collaboration with the schools and.our technology consultants. -We will, soon begin to see new mvestments of technology in the schools. We .j.. , also have awarded several contracts for architects, to begin working with Campus Leadership Teams on scopes of work for buildmg renovations^ and repairs. This work will be phased with the most critical needs addressed first. The communitys approval of the millage mcrease will soon .translate into real assets at the schools. . ?\n' ' /Please enjoy a safe and Joyous holiday season also positive. There were 23 of 35 teachers have implemented the new Newly elected school board member Tony Rose (Zone 6J ivas sivorn in at the September board meeting. Also sworn in were reelected board members Carnegie Grant, continued from page 1 ludy Magness (Zone 3) and Sue Strickland (Zone 7). The Board also elected officers for the year\nDr. Katherine Mitchell was chosen as president, Baker Kurrus as vice president and ludy Magness as secretary. 1 ' coordinate community forums and small group discussions as well as provide support to the high school planning teams. Little Rock and the other nine cities are each awarded a 15-month planning grant of up to $250,000. Upon completion of their school reform plans, five of the 10 cities will be invited into the second phase of the initiative that will fund implementation of the plans. The Carnegie Corporation anticipates committing $40 million over five years for this endeavor. The momentum for high school reform in Little Rock is grounded in the district's recent successful middle school changes undertaken as a partnership between the school district and New Futures for Youth, a non-profit organization that works to improve outcomes for youth. \"Every student in America is entitled to attend a good high school in order to be prepared for the world of the 21st century,\" says Vartan Gregorian, president of Carnegie Corporation of New York. \"No student can be written off.\" Study circle groups will meet beginning early in 2001. Locations will be announced in December and will be posted on the district's web page (www.lrsd.org) and on Comcast Channel 4, LRSD's cable channel. If you are interested in participating or would like additional information, contact Diane Vibhakar at 372-1415. page 3 News \u0026amp; Views www.lrsd.org  United Way Contributions Increase Over 1999 Twenty district schools and departments achieved 80% or better participation in the 2000-2001 United Way fundraising campaign. The total amount of money raised was $59,067, an 8% increase from last year's total of $54,615. The total number of donors also increased from 1,442 last year to 1,852 this year. The amount of the contributions averaged out to $31.89 per donor, but when averaged among all district employees, the number drops down to $15.30. Our United Way campaign chairman Dr. Richard Hurley expresses his thanks and gratitude to all who contributed, especially to those areas that showed an increase in participation or Highest $ Amount - Secondary Highest $ Amount - Elementary . Highest $ per Donor - Secondary Highest $ per Donor - Elementary Highest $ per Employee - Secondary Highest $ per Employee - Elementary Greatest Increase in # of Donors - Secondary Greatest Increase in # of Donors - Elementary Greatest Increase in # of Donors - Non-School, Greatest Increase in $ Amount - Secondary Greatest Increase'in $ Amount - Elementary Greatest Increase in $ Amount - Non-School Central Franklin Eehttal Dodd Central Dodd Dunbar Chicot , Annex Central , Dodd Annex contribution from the previous year. The schools/departments listed in the box above received special recognition at the October school board meeting for their exceptional United Way drive efforts. In addition, the following schools and departments were recognized for achieving 100% participation in the United Way campaign: Badgett, Baseline, Brady, Chicot, Cloverdale, Franklin, McDermott, Meadowcliff, Stephens, Western Hills, Wilson, Woodruff, Administration Annex, IRC and Elementary Charter School. Race for the Cure a Success for All LRSD Staff Involved A record 440 entrants from the Little Rock School District (the largest entry from any school district in the state) ran or walked in the 2000 Race for the Cure, the annual event that has become synonymous with breast cancer awareness and research. The October 14 event marked LRSD's 3\"^ year of participation, and it was the district's best year yet: 440 participants and nearly $7,000 raised for the Susan G. Komen Breast Cancer Foundation. y-w aai TO' \u0026amp;'  w \u0026lt;vwrr  . :L'.*   he,, \"It's already become a tradition that we participate in this event,'/ y said Mary Lou Kahler, co-chair of LRSD's team, \"and the numbers get bigger every year.\" Ms. Kahler and Katherine Snyder did an extraordinary job of organizing the participants for this year's race. All race participants received a commemorative T-shirt, and the men who participated by cheering received hats and megaphones. \"The one thing we would wish for next year is that more men would ) hl S-fl come forward and cheer everyone on from the sidelines,\" said Ms. Kahler, who is already looking forward to next year's event. Teacher to Be A Charter Member of ISSA Vicki Stroud Gonterman, International Studies Specialist at Gibbs Foreign Languages/ International Studies Magnet Elementary, has been invited to be a charter member of the Advisory Council of the International Studies School Association (ISSA). The ISSA's first-ever Advisory Summit was held at the Center for Teaching International Relations (CTIR) at the University of Denver in October. Ms. Gonterman received her international studies training from CTIR and was one of the first 10 Arkansas teachers to be qualified to teach a global studies course. Gibbs was the first international studies school in the state and has utilized CTIR resources since it became an international magnet school 14 years ago. page 4 News \u0026amp; Views www.lrsd.org 4 the setwofs Students Qualify for Duke University Program Twenty-five seventh grade students at Forest Heights Middle School have been invited to participate in the annual Talent Search conducted by Duke University. These students will be given the opportunity to complete the SAT 1 Reasoning Test or the ACT Assessment, tests designed for collegebound juniors and seniors. While far too difficult for the average seventh grader, these tests have proven to be helpful in discerning the abilities of seventh graders who are already scoring at or above the 95* percentile on other standardized achievement or aptitude tests. The goal of the Duke Talent Identification Program is to assist young people who have excellent Art Class Goes Global How is art shaped by different world cultures? Check out Francine Skotko's International Studies class at Dunbar International Studies Middle School to learn the answer. Ms. Skotko's Crafts of the World class is an electric, hands-on learning situation where students take a global look at art, often page 5 mathematical, verbal or general intellectual ability by providing them with information about their ability and about educational options that may be beneficial to them. The students are: Zachary Barlow, Jeffery Bemberg, Tyler Bjornson, Mary Chilcote, Michelle Drilling, Benjamin Elliott, Kelsey Gadberry, Michael Garland, Lauren Hickman, Richard Holthoff, Andrew King, Reid Mason, Megan McQueen, Spencer Myatt, Pamela Palmer, Taylor Pennington, Kendall Polansky, David Polett, Armando Prather, Molly Robertson, Kayla Schatzman, Renee Sniegocki, Melissa Thoma, Allen Thomas and Anthony D. White. through the eyes of special guests. One such guest was Dr. K. Ito from Japan who taught students the fundamentals of the ancient art of calligraphy during her visit. The class's next project was making onionskin paper by hand. Students were thrilled to create and then show off their handmade works of art. News \u0026amp; Views Bale Teacher Is a Hero Lisa Cunningham, a second grade teacher at Bale, has been chosen as one of four Arkansas Public School Heroes by Arkansas Times and the Arkansas Chapter of the National School Public Relations Association. Mrs. Cunningham is a Great Expectations trainer each year for the Summer Institutes, and she was nominated for this honor by a fellow Bale teacher. The October 27 issue of the Times featured all four heroes. The Times reported that Mrs. Cunningham is \"the walking ideal of Great Expectations, which holds that you have to demonstrate a belief in kids' ability to learn?ft Southwest Parent Serves on National Council Versie Burgess, parent of two students at Southwest Middle School, is Vice Chair for Region VI of the National Title 1 Parent Advisory Council, a federally funded program geared toward providing resources to children who are performing below expected levels in math and reading. The region includes Arkansas, Oklahoma, New Mexico, Louisiana and Texas. \"As a committed parent volunteer in the district I have spent many, many hours working for the benefit of all our children,\" she said. \"My plans are to always represent our district in a manner that uplifts us as committed to parent participation.\" www.lrsd.org Al Gore Visits Jefferson Mr. Core shakes hands outside Jefferson Elementary. a It's not every day that you get personal visit from the Vice President of the United States. But that's just what happened to Bob and Mollie Goza on October 24 when Al Gore made a campaign stop in Little Rock. Vice President Gore paid a visit to the Goza family that morning and accompanied them as they took their children Ian, 6, and Olivia, 8, to school at Jefferson Elementary. Mr. Gore stopped to talk to parents, neighbors, teachers and schoolchildren outside Jefferson Elementary before being whisked away to prepare for a campaign rally at Riverfront Park later in the morning. Efhanks Economics Cwrriculum at Terry Is a Winner Three teachers at Terry Elementary have been recognized for their outstanding economics curriculum. Terry teachers Yvette Thompson (Sth grade), Beth Samler (2nd grade) and Katie Leavitt (3rd grade) were selected to receive second place honors in the open category of the Fifth Annual Bessie B. Moore Arkansas Awards Program, operated through the Arkansas Council on Economic Education. The teachers' program, called Tiger Paws for Economics, teaches students at Terry the basic economics concepts, principles and understandings. An awards ceremony is planned for December 1. Ghosts Come Alive at Mt Holly Cemetery For the sixth year students at Parkview Arts \u0026amp; Science Magnet High School managed to bring the dead to life. Not literally, of course, but in spirit. These students were part of Tales of the Crypt, a dramatic performance at Little Rock's historic Mt. Holly Cemetery, where actual inhabitants of the cemetery come back to lifeif only for the length of the performance. Tales of the Ii 2^ Parkview students Ben Carson and Heather Sayre portray historical figures Jeff and Ina Davis. Crypt originated with the Arkansas Historic Preservation Program (an agency of the Department of Arkansas Heritage) when they approached Susan Taylor, the head of Parkview's English Department, about doing a program similar to one in Mississippi. With collaboration from Fred Boosey and Judy Goss of the Drama Department, the program has been an astounding success: the first year, about 400 people were expected to attend and over 1,000 showed up. This year over 2,100 visitors went to Mt. Holly to hear the stories of long-departed Arkansans buried at the cemetery. For this project each drama student chose a person, researched his or her life, and wrote a dramatic monologue that was true to that person's life and character. The \"inhabitants' of the cemetery appeared in period costume by their gravesites and told their life stories to visitors guided by student ushers. Debbie Manire, a parent of Parkview graduates, did costumes. The Parkview students who portrayed Mt. Holly's Mt. Holly inhabitant David O. Dodd, portrayed by Dustin Alford, relates his life story to visitors. residents were: Sean Addington, Dustin Alford, Chris Bonner, Collin Brunner, Ben Carson, Lindsey Clark, Rani Cooksey, Brock Elliott, Gillian Glasco, Rance Hairston, Corneshea Halton, Katie Holland, Dylan Jackson, Christie Kirtman, Tashana Lewis, Robert McCain, Haley Mote, Rachael Motley, Marianne Price, Rachel Ringlaben, Heather Sayre, Dori Scallet, Justin Scheider, Ryan Stone, Byron Thomas and Natalie Toon. page 6 News \u0026amp; Views www.lrsd.org NEWS \u0026amp; VIEWS O ND ABOUT LITTLE ROCK SCHOOL DISTRICT EMPLOYEESS June 2000 -------------------------------------------------------------------------------- Voters say Yes for kids LRSD schools to be renovated and updated and computers upgraded Where will the money go? Its full steam ahead now that voters approved a five-mill tax increase for the Little Rock School District May 9. Plans have already begun to secure architects and construction managers to start work on the many improvements and additions to school buildings throughout the district. Accountability is an important issue with the passage of the tax increase. LRSD superintendent Les Camine said the public will know where every cent of their tax money is going for renovations. A system is leing put into place to track the cost if building repairs and renovations for each school, said Camine. Final approval was given to a plan that fired up oivJd6. \" '^Groundhog Job Shadow Day 2000 set Little Rook, School District students labiate with ideas about the future This spring, studentsAroughput Ae district vi^ted job sites of their Partners luBducationob other businesses tl^t agreed to yidw'Students to observ^ professionals in the workplace? Obe of. the stops on the rareer tour for ^estem Hills Elementary was the % w Y-MocaTOiii Grill chefA^nn ''a. demonstration of hL\\ .iii gives Western Hilbi smdents, establishes a timetable for reporting to the board and the public on how the tax revenue is spent on specific projects at each school later this month. We pledge to work hard to justify the publics trust in the Little Rock School District. We plan to provide learning opportunities and environments of which our entire community can be proud, Camine stated. A grassroots effort helped to get the word out to voters about the millage. A Yes for Kids campaign headed by Senator John Riggs IV, Bishop Steven Arnold and Board President Sue Strickland took the issues of building improvements and technology requirements to the Macaroni GrilL Western Hills principal Scott 1 Morgan and peer helper k sponsor Barbara Blame 11, t:ook(12 studepts to-lhe IfMacaroni GnlLkitchento ' Watch employees prepare klneals and qbs^ryehow' kthey ^edlairick yewfor l^coolahg.Ac the end.othe tjtour students enjoyed a  ' deifcious lunch preparedly uiclxa fiery siiiik'r distilny. iW^sk\u0026amp; _e \\M /_ac_a_roLn i GtiUJcLh efe, voters. One of the points stressed throughout the campaign was that for the cost of a value meal at a fast' food restaurant, Little Rock families could help improve technology and building facilities at LRSD schools. We pledge to work hard to justify the publics trust in the Little Rock School District. We plan to provide learning opportunities and environments of which our entire community can be proud.\" - LRSD superintendent Leslie Camine Early polling sites around the city also helped voter turnout. Ballots could be cast as early as April 24 at seven District schools. Voters were not required to live in the areas of the school in order to vote. Continued - Millage, Page 3 Inside Teacher of the Year Awards Banquet Page 2 Superintendents Message Page 3 J. C. Penney Golden Rule Award Winners Page 5 Page 2 www.lrsd.kl 2.ar.us Teachers shine at annual banquet The LRSD held its second annual Teacher of the Year Banquet May 2. Teachers from every school in the district were recognized by their peers for displaying outstanding educational achievements at their schools and demonstrating a strong dedication to teaching. Superintendent Les Carnine bestowed 69 teachers with specially designed awards that featured a crystal apple mounted on a plaque that denoted their selection as teachers of the year. Eva Maeweather, a second grade teacher at Pulaski Heights Elementary, was chosen as the LRSD Teacher of the Year. Her name will be sent to the Arkansas Department of Education to be included in the state ceremony of the same name. Teachers of the Year and their schools are: News \u0026amp; Views LRSD Teacher of the Year Eva Moeweather Billy Watson 0/ P ulashi Heights Elem. Kathy Holladay Eula Willis Gracie Mays Susan Flowers Judith Pickering Sue Maddison Christine Green Gladystine Watson Ann Neely Linda Soderling Fred Boosey Michael Tidwell Christy Jackson Walter Marshaleck Barbara Brandon Tina Jones Karisa Nichols Lisa Fore Dianne Taylor Carolyn Slater Antoinette Turner Rosalie Patton Dee Ann Holt Lorraine Johnson Treia Cook Jacqueline Hogg Colleen Ferguson Carol Overton Ann McLennan Carthoria Johnson Brenda Thomas Janice Wolfe Mayrean Johnson Becky Dugan Central Central Central Central J. A. Fair J. A. Fair Hall Hall Hall McClellan Metropolitan Parkview Parkview Parkview ACC Cloverdale Middle Dunbar Dunbar Forest Heights Forest Heights Henderson Henderson Mabelvale Middle Mann Mann Pulaski Heights Middle Pulaski Heights Middle Southwest ALC Badgett Bale Baseline Booker Magnet Booker Magnet Brady Betty Glenn Holly House Jeannie Wells Nanette Galyean Willie Vinson Barbara Kennedy Margaret Isum Marietta Hunt Sherry Campbell Olivia Caddie Sabra Shelby Najmah Muhammad Susan Branch Sandra Hoff Mary Zies Ira Betton Becky Rucker Emogene James Kathy Goodwin Gladys Anthony Debbie Flore Eva Maeweather Barbara Fincher Peggy Tucker Louise Phillips Margo Rowe Hazel Hick Darrick W illiams Cleon Staggers Mary Lawson Shirley Thomas Lynn Haney Kimberly Reeves LanaTygart Carver Carver Chicot Chicot Cloverdale Elem. Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Jefferson King King Mabelvale Elem. McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Elem. Rightsell Rockefeller Romine Terry Wakefield Washington Washington Watson Western Hills Williams Wilson Woodruff News \u0026amp; Views www.lrsd.k12.ar.us Page 3 ^uperisitendents Message IT r eal1l1y-. hUava/eJ nrvoito nhva d many mIooEamUez nf/-ts  lVait/e'lVy K tqo^ Vk iQcTki db tahciknV annKdni tihtink about our year together. I suspect most of you could echo the same thought, and deservedly so. We set a course which many thought to be unachievable. I think most staff members recognized that we had to reach two goals very quickly for the District to be successful over time. First, we needed to make major improvement in the learning climate, and we have made major inroads in this area. We continue to be committed to moving to the next level which, I think, is attainable during the next year. All the numbers on student behavior and dropouts are headed in the right direction, and you should take great pride in what has been accomplished. The annual report will be dedicated to you and your efforts to succeed beyond anyones reasonable expectations. Second, it is hard to improve the learning climate when some of the physical conditions in which we work leave a lot to be desired. In some instances it has been antiquated heating and cooling systems, while in others its just the general appearance of neglect\nbut that should be changing noticeably over the next several months. The improvements will cause some logistical nightmares for all of us, and for that I apologize\nbut the end really will be in sight as we start this work. Your efforts this year have been very much appreciated, and special thanks to those who put in extra work on the campus leadership teams to establish a grassroots foundation for success. Finally, I am energized by what I am hearing and seeing that teachers are accomplishing. I know that this has been difficult year with assessment and particularly with the States accountability plan of assessment. I am convinced the efforts we are making now will be important ingredients of the recipe for instructional success. As you know, we have had a good measure of individual success, but universal student success has been elusive. We believe we are poised to see major learning improvement throughout the city, and that is the bottom line for this district. Please take the next few weeks to get some much deserved relaxation with friends and family. I know for some individuals that your schedules will make relaxation difficult. Knowing that, I hope you will take pride in your efforts and a those of your colleagues. yj' -A, lift uled'as a^ LRSD^T^ con Stanford.-,^ \n|20\ni|s\nd-nuference day,fbrthe {n^annoUnc\u0026amp;jdate \u0026lt; SimthbcumculurIte: spectalwrat Ca^epMagnet ElMeh tarybas^bee^amed'prmcipyat ' Righteelli Aw^^ke school yeaTi^$l^ynlLreplace^HaTon BrooWwh^^eran^S^nncip^I of the new Staph\u0026amp;s,Elbmentarj ScipSl Millage (yjnnnued from page 1 The $115 million school improvement bonds will provide: parking lot repair and additional parking spaces\nmore than 100 new classrooms\na new school in west Little Rock\nroof replacements\nadditional restrooms and restroom renovations\nheating and air condition replacement\nexpansion to libraries, gymnasiums and computer labs\nadditional math and science labs\nAmericans with Disabilities Act improvements\ntechnology labs\nincreased technology knowledge for teacher and student usage\nand asbestos removal where required. The millage applies to both real and personal property and to assessments of cats and homes. The average cost of the millage to property owners wiU be approximately $6 per month or $72 a year. L  ffil \u0026amp; Si I It passed! MiHage wacA pam guests in the LRSD Board Room react to news that voters approved the five-mill tax increase. NEWS \u0026amp; VIEWS Weiys \u0026amp; Views IS published for the faculty and staff of the Little  Rock School Distdct.:A/Givs (S Wews\nIS published by\nSuellen- Vanni,:\nDirector of Gommunications,, and \u0026lt; Melody Thomas, Gommunications Specialist. ' ? - ' Communications Office ' ipatlantSTnitmwiu be^finni laf at l^tt^M^cademyfof Cl Hellas beenScnng prSicipi this i yeaii atthe^^^F Srnith'ipi\n^OTisly taughFaFRi41tse41\u0026gt;^demY S^OV^. Markham .S Little Rock, AR 72201 (501)324^2020 .^i iX' ?! K Page 4 ^satight squeeze at LRSD high schools Before the millage goes into effect, huge growth spurts within the Little Rock School District prompted the School Board to take action. Last month the Board authorized the sale of $6.37 million in second-lien bonds to pay for alterations at seven schools and to complete payments on Stephens Elementary School, still under construction. Amost $3.3 million will be used to complete Stephens, which is scheduled to open inJanuary. The second-lien bonds -will fond design work, the purchase and installation of security cameras and land clearing for expanded parking at ^^Parlo/iew Magnet High School. www.lrs(i.k12.ar.us I, ^n.rr.rw.n.^^-.rrm\n!^. -tt.. All LRSD high schools experienced increases in enrollment when they started to house ninth grade in addition to its tenth through 12th grade population. Conditions are especially cramped in the school cafeterias. Part of the estimated $2.9 million cost of the campus projects will expand Central, Hall and Parkview high schools eating areas to ease overcrowding. As it stands today, Central High will receive $592,000\nJ. A Fair $88,000\nHall $295,000\nMcClellan $812,000\nParkview $280,000\nand Cloverdale Middle School $50,000. Repairs district-wide will require another $160,000. Contingency funds totalling more than $621,000 will be utilized to cover other short term needs that may develop before funding from the millage campaign starts. ViPS announces partners The Volunteers in Public Schools program depends heavily upon the cooperation and input of local businesses. ViPS officially recognizes and salutes the following businesses for being Partners In Education during the months of February, March, April and May: ! Mkgpet Middle King ]t Johnson Controls Inc - Bank of tBie Ozarks pS I B s News \u0026amp; Views CONGRATtlLATIONS^ to received specia^H recognitiort^i . -SANdV BECKER!\n.. ..t:TinT^^ A..1 '.U'\n.\nitRSD \"Auditor - .  Y AppointedRegio^li-Vice President-Elect, for the South Central Region fof the Associationrbf Government Accountants jSs h??i LENORA MURRAY Dunbar Magnet MidSle School Selected by the Arkanas Council of Teachers of Matheniatics as its \u0026gt;  , r T ^r '  Junior High Teacher af the Year LAURA BETH ARNOLD Pulaski H^t^ts E!eTneTitar)i Received the Outstanding Educators v Award at the state AGATE Conference \" SUZANNE DAVIS Middle School Reading Specialist Promoted to Director of English, V Language Arts and Foreign Language iw 'W BARBA^ BRANDON Cloverdale Middle School  Promoted to Middle School Teacher leader for Reading/Wnting Workshop iW 'luffiet King Jr 'S , \" Kidsporg'^Fun. \u0026amp;. Fitness *  Si'l-.iClub jCPiP ColnmunrcatiOns, Iifc WnAWw C^teif-.^'-.d ^enuinaA^to-Parts'(NA^A- College,/ t laylM 't. ^^^x^{O^fe}4?f^*'TT?\\elfl5ia\u0026lt;^y^i!|5:ATcademy4i ll^S^'Gareer Getifer  I'\u0026amp;^Eastem CoUj^eof* Health Vocations A-rkm'! is r'l 'Uv lla'^-\\er- Vb. liir A'^n.iin n I\n-F !7*a ^Wel W^O-4 }\u0026lt; i ) fl -M ELEANOR COLEMAN NEA 'Director forArkansas: ei w H r iC Recijjient of the National Associfltidn..^, for Equal Opportiinity Higher Educations Distinguished^Alujnni ' Award A'?. - ty. -.'A V\" \u0026gt;.'i ,i DONT FORGET THAT CONVOCATION WILL BE AT 8 A.M. ON AUGUST 14 AT THE STATEHOUSE CONVENTION CENTER! V i\n^ iro^ K Iff ^laaatutw j , 18\u0026amp;(\u0026amp;CjawULaM3l/!*kMMuS^__      The ViPS office is always on the lookout for volunteers throughout the District to assist as tutors, clerical help, male mentors and bilingual tutor/ GBw v- Sriff fi tiSsuj translators. Call ViPS today at 324-2297 for more information or to volunteer. rPage 5 www.lrsd.k12.ar.iis News \u0026amp; Views TA names Carnine states best Getting parents involved in their childrens schools is a top priority for Dr. Leslie Carnine. In his role as u. Dr. Leslie V. Carnine t superintendent for the Little Rock School District, Carnine makes it his business to create and maintain a uuser friendly environment at the schools. Because of his personal efforts to establish a strong, nurturing bond among schools, parents and their children, the Arkansas Parent Teacher Associa- ^^ion (ARPTA) selected Carnine as the ^Administrator of the Year. Carnine lOccepted the award during the 75* Annual PTA Convention held recently in Fort Smith. The award is the highest honor that can be given to an administrator, in part because parents must nominate the recipient. Some of the reasons listed by parents who participated in the nominating process were Carnines implementation of the return to neighborhood schools\nestablishment of LRSD middle schools\nand his implementation of the Campus Leadership School Management Teams. This award belongs to the citizens of Little Rock, Carnine said. I am accepting it on their behalf. Carnine also said Little Rock is on the move to be a leader in student achievement by involving parents and the community. The Little Rock School District received more than 38 percent of all the awards presented during the convention. Jefferson Elementary accepted the Outstanding Local PTA administrator Unit Award for their Students Targeted to Achieve Reading Successfully (STARS) program. As recipient of the award, Jefferson Elementary will represent Arkansas at the National PTA Convention in Chicago in June. Central High School won one of ARPTAs three One Thousand Members Plaques. Cloverdale Elementary was awarded the Oak Leaf Award for being the local PTA unit with the largest increase in membership. Essie Middleton, a parent recruiter for the LRSD, received an anniversary plaque in honor of her work with children statewide. More than 500 PTA leaders met over a two-day period to discuss issues affecting public education and the welfare of children. PTA delegates also had the opportunity to attend workshops and gather ideas to take back to their respective communities throughout the state. J. C. Penney Golden Rule Award Winners I Anne Mangan (left), principal at Rockefeller Elementary, poses with (center) Vivian Mangan, Rockefeller's PTA president and J. C. Penney Golden Rule Award Winner, and Beth Foti, a teacher of 4-year-olds at Rockefeller. Rockefeller, Booker and Woodruff elementary schools recently :cepted honors at the Golden Rule ards recognition ceremony in Little Rock. Vivian Mangan, Rockefellers PTA president, accepted the Crystal Award and a $1,000 check for the school for her volunteer efforts. Rebecca Merin, PTA president for Woodruff Elementary School, was selected as a finalist in the recognition and received $250 for the school. Booker Arts Magnet also received $250. Mangans win of the Crystal Award at the local level makes her automatically eligible for the j. C. Penney National Golden Rule Award. A win at the national event could mean a $10,000 contribution for the school. The annual award, which recognizes, honors and rewards volunteer service, is sponsored by J. C. Penney and the United Way Volunteer Center. A panel of community leaders selected five adult winners (group or individual), one youth winner 18 years or younger and one education award for an individual or group involved in K-12 education. fe life IpJj 1 iS Woodruff Elementary princ\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_310","title":"Compliance hearing exhibits, 82-96","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":["1998/2001"],"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 law and legislation","Education--Evaluation","Educational statistics"],"dcterms_title":["Compliance hearing exhibits, 82-96"],"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/310"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"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\nExhibit 82 11/19/01 hearing LRSD 1999-2000 Senior High School Student Handbook LI230-90 LRSD V. PCSSD Unitary Status 1999-2000 Senior High School Student Handbook Students '^1 iM Parents ctx o. Little Rock School District 810 West Markham Little Rock, AR 72201 (501) 324-2000 J 1 LITTLE ROCK SCHOOL DISTRICT STANDARDS OF CONDUCT FOR EMPLOYEES All teachers, administrators and other District employees are expected to demonstrate respect for the rights and privileges of students and each other. Educators within the school environment shall deal considerately and justly with each student and seek to resolve problems, including discipline, according to the law and school District policy. SENIOR HIGH SCHOOL STUDENT HANDBOOK Adult employees within the Little Rock School District will model appropriate behavior when interacting with students and with one another. Inappropriate behavior, including but not limited to, demeaning or sarcastic comments, discriminatory remarks or behavior, sexual harassment, disciplining of students in a manner that is contrary to Little Rock School District Policy or physical or verbal abuse, are unacceptable. Adult employees who choose to engage in this type of behavior are reminded that they shall be subject to appropriate administrative and/or legal action. FOR PARENTS AND VISITORS Parents and all visitors to school campuses are expected to model appropriate behavior. Inappropriate behavior including, but not limited to, verbal abuse, threats, physical abuse or possessing a weapon on School District property will not be tolerated. Visitors who choose to engage in this type of behavior shall be subject to appropriate administrative and/or legal action. STANDARDS OF CONDUCT ARE IMPLEMENTED SUCCESSFULLY WHEN THERE IS A TRUE UNDERSTANDING AND ACCEPTANCE OF HIGH EXPECTATIONS FOR EVERYONE WHO WORKS AND INTERACTS IN THE SCHOOL COMMUNITY. i I Little Rock School District Little Rock, Arkansas REVISED: MAY, 1999 I LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS Larry Berkley, President Sue Strickland Vice-President Dr. Katherine Mitchell, Secretary Dr. Michael Daugherty Mike Kumpuris Baker Kurrus Judy Magness Dr. Leslie Gamine Superintendent of Schools Jo Evelyn Elston, Director Pupil Services Department Dr. Linda Watson, Assistant Superintendent Student Discipline Little Rock School District 810 West Markham Street Little Rock, AR 72201 I (501) 324-2000 FORM #900405 REVISED 5-99 ii Message from the Superintendent Dear Students and Parents: We are pleased to welcome you to the 1999-2000 school ye^ in the Little Rock -i. T ___ __ I Dcn cr'Vzv\\lc \\/mi havf*. msne \u0026lt;in Wc iUC UlCaovU vu wvxvviiiv jwv* vw vkw -------------- - School District (LRSD). In selecting one of the LRSD schools, you have made an important decision regardmg education. ..- ------- rv  ' educational choices available to you, and we - as teachers counselors, librarians. We realize that there are many nxdl VllUivvo avoiiowiv VW jwv*, /  4.^ nurses, aaddmmiinniissttrraattoorrss,, ccuusstioodaiiaannss caunidu uowthceir staff members - appreciate your confidence in our ability to serve your needs. The 1998-99 school year was an exceptional year for our students, parents and sStiaafilf. WWCe lmUdaUdCe gKrievaati soturiiMdevas iuni owvu*xr schools in d---e--v--e--lro ping and implementinTg new programs, reducing the number of dropouts and training our staff so we can better meet your expectations. Students and parents sshhoouulldd bbee ffaammiilliiaarr wwiitthh tthhee eexxppeeccttaattiioonnss lfoorr sscuh.uouol. a\u0026lt;nu.du classroom behavior, which are outlined in this handbook. Students should make good decisions about their actions and understand their responsibility for their actions. Students should also know the consequences of their actions. We ex^t our students to respect the rights of others students and staff members so that everyone can get along while at school. Rules and laws make it possible for people to live and work together. They provide ways to settle differences and to protect the property, privacy md well-being ot people. Laws and rules are made by people and can be changed by people. This book covers the rules that all LRSD students must follow and the disciplinary iniS DOOK UUVC1\u0026amp; uic I UI VO uittvwn - --------------- ------- n li' aaVctUioUnlOs tUhiaati lmliaajyr buev uWs.3eWd. tVoW ensure ,p--o--s--i-t-i-v--e-- --b--ehavior. This information will help students, parents, staff and admimstrators to solve problems in school. lis year we will introduce improved mathematics and reading instruction, Thiigsh tyoeiahro owde schools and middle schools. We believe each of these chafes wll neigh[X)rhood scnoois ana miuuic bviiuuia. uvuvw vmvh w . v increase student achievement for our students. We encourage partners to be active ppaarrtmneerrss iUnI ecduuucvaatuiungg uouuir students. -P--a-r--e-n--t--s- -a--r-e---i-n--v--i-t-e--d-- t-o- visit our schools and talk with teachers throughout the year\nparents also are urged to volunteer at their child(ren)s school. Help us to celebrate the new school year and the improvements we have made to benefit our students. Sincerely, Leslie V Gamine Superintendent of Schools iii r ACKNOWLEDGEMENTS TABLE OF CONTENTS This is the tenth edition of the Senior High School Student Handbook since its adoption by the Little Rock School District Board of Directors in 1980. The list of individuals who participated in this revision includes students, parents, school administrators, and community representatives is so extensive and the contributions so valuable that it seems most useful to identify groups and/or organizations rather than individuals. Discipline Overview................................... Expectations for Student Behavior........... Teacher Authority and Student Discipline Student Responsibilities and Rights......... 1 2 3 4 It is with a deep sense of appreciation and gratitude that we acknowledge the participation and contributions of the following groups\nelementary, secondary and central office administrators\nparents\nteachers\nstudents\nthe Classroom Teachers Association\nand the Joshua Intervenors. Student Conduct Code Consequences For Breaking Rules.............. Category 1 Offenses, Disciplinary Actions Category 2 Offenses, Disciplinary Actions Category 3 Offenses, Disciplinary Actions .9 10 17 26 NON-DISCRIMINATION POLICY Discrimination based on race, age, sex, religion, disability, or national origin is a violation of federal law. Policies prohibiting discrimination apply to all public school services, facilities, activities and programs including school disciplinary policies and practices. I It is a denial of equal education opportunities whenever any class, program, or activity is denied one student or groups of students which is available to other students without valid reason for students being treated differently. Students may not be assigned to or excluded from any class because of race, sex, religion, national origin, or disability. Verbal and/or written civil rights complaints should be directed to the Equity Assurance Officer, 810 West Markham or 324-2011. 1 iv Disciplinary Actions/Procedures General Rules....................................................... Definitions Sent Home and Exclusion from Class.. .. School Detention and Saturday School. . . In-school Suspension.................................. Short-term Suspension................................ Long-term Suspension................................ Expulsion....................................................... Disciplinary Probation................................ Physical Restraint......................................... Emergency Removal.................................... Make-up Work During Suspension......... Loss of Academic Credit - Expulsion . .. Parent/Guardian Suspension Notification Student/Parent Reinstatement Conference Due Process Procedures and District Procedural Guidelines Short-term Suspensions Due Process Procedures.................................................... Appeals Procedure..................................................................... Long-term Suspension/Expulsion Recommendations Due Process Procedures.................................................... Appeals Procedures..................................................................... Board Hearing Procedures....................................................... Readmission from Expulsion/Long-term Suspension................ V 30 30 31 32 32 32 33 33 34 34 35 35 35 35 37 38 39 41 43 45TABLE OF CONTENTS TABLE OF CONTENTS 1 I I Alternative Education Program Program Description............................................................ Placement in Alternative Learning Center....................... Accelerated Learning Center.............................................. Accelerated Learning Center Student Eligibility Criteria Attendance Policy and Procedures School Attendance Responsibilities. Student Leave..................................... Tardy Policy....................................... School-Sponsored Programs/Activities Students with Disabilities....................... Programming..................................... Procedural Safeguards....................... Least Restrictive Enviromnent......... Disciplinary Action............................ Child Nutrition Program......................... Health Services......................................... Medications......................................... Special Health Needs....................... Immunizations.................................. Athletic Examinations....................... Transportation Regulations for Students School District Insurance Policy........... Student Assistance Program.................... Extracurricular Activities Extracurricular Activities Eligibility Requirements Citizenship Grading Guidelines................................ Student Government.................................................. Student Organizations................................................ vi 47 48 49 50 52 56 57 59 60 60 61 61 63 64 65 65 66 66 66 68 69 71 73 76 76 ! Student Rights and Responsibilities Dress Code.......................................................... Visitors on Campus............................................ Student Records................................................... School Assignments............................................ Drugs, Smoking, and Drinking....................... First Amendment - Freedom of Speech/Press Fourth Amendment - Search and Seizure.... Interaction with the Police................................ Appendices Appendix 1. Appendix 2. Appendix 3. Appendix 4. Appendix 5. Community/School Responsibilities Principals', Teachers', Students'..................... Parents Bill of Rights and Responsibilities Student Promotion and Retention................ Home Schooling.............................................. Age of Majority.............................................. Little Rock Adult Education....................... Appendix 6. Questions and Answers of Interest to Parents and Students Resource Directory Index vii 78 94 80 85 86 87 91 93 .95 .97 100 101 102 103 104 .108 113I DISCIPLINE OVERVIEW The Little Rock School District Board of Directors, administration, and building staffs are committed to assuring a school climate that is appropriate for students to learn and which ensures the safety and welfare of all who live and work in the school environment. I Because education is vital to the lifelong success of students and to the growth and development of society, all members of the school coiimiunny, parents/guardians, school staff, and students must be part of this effort. Disciplinary measures are intended to help students understand their obligations to others in the school setting and the role of law, rules, and school district policies in meeting these obligations. Discipline shall be directed toward developing skills necessary for youth to. 1. solve problems effectively\n2. 3. 4. 5. 6. develop positive relationships with others\nbecome productive citizens\nrecognize when personal actions are interfering with the rights of others\nrespect the property and rights of others\nunderstand and appreciate other races and cultures\n7. develop a sense of responsibility for his/her actions and 8. an awareness of possible consequences\nsucceed in school\n9. develop self-discipline\nand 10. feel free to discuss particular problems and/or needs with administrators, teachers and/or counselors. 1EXPECTATIONS FOR STUDENT BEHAVIOR IN THE LITTLE ROCK SCHOOL DISTRICT TEACHER AUTHORITY AND STUDENT DISCIPLINE Board of Directors of the Little Rock School Dishict believes that The Little Rock School District Board of Directors, by its authority, establishes the following student behavioral expectations. It is the intent of the Little Rock School District Board of Directors in establishing these behavioral expectations that they be taught to students as a necessary part of the learning process. These behavioral expectations are important as desirable learning outcomes, as well as being critical to the students' academic development. The Board of Directors of the Little Rock bcnooi uisuici ucncvca teachers are critical to the learning process and further believes that teachers must have the authority necessary to manage their classrooms in a mann^er that results in an effective learning climate. However, the responsibility for establishing and maintaining a positive school climate must be shared by all\na manner students, teachers, administrators, support staff and parents. Consequent!)^ All students shall: (A) (B) (C) (D) (E) (F) (G) show respect to others and show respect for the rights of others\nrespect the authority of all school personnel\nbehave in a courteous manner\nlearn and demonstrate acceptable social behavior\nbring to school and to individual classes the necessary materials (books, pencils, paper, assignments) and actively participate in the learning process\nuse appropriate personal hygiene habits and dress in a manner that is not disruptive to the learning environment\nand adhere to all school rules and regulations. SlUUCilko, Lvaviivio, ------------- * teachers, as well as all other school staff, must confront, intervene, and report inappropriate student behavior whenever and wherever it occurs within the school environment. Therefore, we, the Board of Directors, do hereby notify students and parents, through this statement, that we are authorizing teachers and other certified staff to use appropriate disciplin^ measures to the degree necessary to maintain order and school control. This authority includes but is not limited to the following: (A) the removal of certain privileges that are normally associated with school, such as recess, field trips, school assemblies, and participation in classroom/building activities designed as a reward for appropriate behavior. (B) the requirement of a conference with parents as a step in an overall plan of interventions\n(C) the referral to an administrator and an exclusion from class when the student's behavior is intolerable to the learning process\nand utilization of before/after school (D) the institution detention halls\n(E) the utilization of an in-school suspension where conditions permit\nand (F) the right to file criminal charges when physically verbally abused. or 3 2 LSTUDENT RESPONSIBILITIES AND RIGHTS STUDENT RESPONSIBILITIES AND RIGHTS IN THE LITTLE ROCK SCHOOL DISTRICT EVERY RIGHT HAS A RESPONSIBILITY YOU HAVE THE RESPONSIBILITY TO: The rights of students are protected by the U. S. Constitution and by the due process of law (pages 36-46 of this handbook). Everyone has the responsibility to exercise individual rights carefully to preserve the rights of others. Students are responsible for the manner in which they behave and must accept the consequences for any actions they commit outside the boundaries of acceptable behavior. YOU HAVE THE RIGHT TO: 1. Get an education in the public school system I. Do your job by - coming to school every day. - coming to school on time. - doing your homework every day. - doing your schoolwork in class. - having needed supplies. - trying to learn as much as you can. 2. Show self-control by - obeying all school rules. - using acceptable language. - talking about being angry\nnot acting angry. 2. 3. 4. 5. 6. 7. 8. - in a classroom where you can learn. - regardless of sex, religion, nationality or handicapping condition. Say what you think if you - speak respectfully to others. - are willing to hear what others think. - do not make someone want to fight. - do not hurt someone's feelings so much that he/she wants to change classes or schools to get away from you. Disagree if you - respect others' right to do so. - mind the adult in charge when told and discuss it later with a teacher, principal, or parent. Make a request to ask for a change if you - talk to your teacher or another adult in charge first. - talk to your principal next. Be free from search unless - a school official has reasonable grounds to believe that the search will reveal evidence that the student has violated or is violating the law or a school rule. Protect the privacy of your school records by - having them released outside the school with your parent's permission. Protect your property by - taking care of your school supplies and personal belongings. - reporting the loss of property to an adult at school. Defend yourself by - knowing what rules you are accused of breaking. - giving your side of the story. - knowing disciplinary procedures to be followed (due process). 4 - not having temper tantrums. - helping to care for books, materials, and other school property. 3. Respect school workers by - being polite to all adults in the building. - obeying the adults in charge. (If you disagree, obey first, and discuss it with your teacher, principal or parent later.) 4. Respect other students by - speaking kindly to other students. - avoiding name calling, racial slurs, and obscene language. - talking about problems with students without insulting them. - avoiding fights. - treating other students in a way that will not hurt them. - llCdllllg UUIVI ciuuv.ivu V. ---------- - - asking for help from school staff to solve problems so that you will be fair with others. 5. Respect the property of others by - not taking their possessions such as lunch, money, pencils, etc. - turning in any items you find to an adult in charge. 6. Avoid - selling anything to another student. - playing games for money. - forming or joining a group which would interfere with the rights of others. 5STUDENT RESPONSIBILITIES AND RIGHTS STUDENT RESPONSIBILITIES AND RIGHTS IN THE LITTLE ROCK SCHOOL DISTRICT EACH RIGHT HAS A RESPONSIBILITY Student has the right to: Student has the responsibility to: Students rights are the same as those extended to any other citizen of the United States of America. Individual rights must be exercised carefully to preserve the rights of others. Students are responsible for the manner in which they behave. For any actions committed outside the boundaries of acceptable behavior, students must accept the consequences. All students are protected by due process of law. Expect a fair and impartial hearing and due process in the event of disciplinary action Be willing to volunteer information and cooperate with school officials in disciplinary cases Student has the right to: Student has the responsibility to: Assist in making school rules Assume that until a rule is changed, modified, or repealed that it should be supported and obeyed Attend school in the District in which the parent or guardian resides Attend school daily and on time and participate fully in all classes Be represented by an active student government selected in a democratic process Attend school until high school graduation at public expense Obtain all the education and training necessary to become a contributing member of society Take an active part in student government by running for office, voting, and making his/her problem known to the administration through elected representatives Express his/her opinion verbally or in writing Express his/her opinions or ideas in a respecttul manner so as not to olfend or slander others Make decisions freely and act according to his/her beliefs Accept the consequences of his/her behavior and actions Expect that school will be a safe place for all students to learn Know all school rules and regulations that govern student behavior and conduct himself/herself in accordance with them Expect that no student shall be allowed to disrupt the educational process within the schools Demonstrate respect for the school and actively work to make it a better place in which to learn and develop Use the appeal process when he/she disagrees with a school official regarding disciplinary action or rules Be willing to abide by the decision reached through the appeal process Dress in a way to express his/her personality Meet standards of decency, safety, health and good taste in dress and appearance 7 6 LSTUDENT CONDUCT CODE STUDENT CONDUCT CODE Beware Conduct not specifically mentioned might also call for disciplinary action if it is disruptive or harms others. Student Conduct Code applies to\n1. School activities on LRSD property. 2. Travel on school buses. 3. School-sponsored activities away from school. 4. Incidents which occur on the way to school or from school. 5. Criminal offenses or other serious offenses committed away from school but which may affect the school climate (this code applies to these kinds of offenses regardless of whether or not a student has been convicted in court of law). 6. Students who knowingly violate security by leaving doors open (i.e., putting blocks, etc., in the door that will keep them from locking from the inside) which would threaten safety and security. CONSEQUENCES FOR BREAKING RULES Failure to follow school rules while on school property, including buses, at school-sponsored events, or on the way to and from school may result in disciplinary action. The Little Rock School District Board of Directors and the administration have approved the following actions to be used by school personnel in dealing with students who break school rules: - Reprimand (warning), - Referral to other school personnel, - Parent conferences, - Probation (loss of privileges). - Sent home (24 hours), - Short-term suspension (exclusion from school 3-11) days), - Long-term suspension (exclusion from school for 11 or more days), - Expulsion (school board action to exclude for the entire school year or permanently), and - Referral for prosecution under municipal, state, and federal laws that apply to the behavior. Principals or  other authorized district personnel will decide the type of action to be used. Breaking the rules is never good, but sSimS^it is more serious than other times. The offenses and penalties. divided into three categories. In Category 1, which accompany them, are divided into three categories, in i. building principals will decide the type of disciplinary action to be used as a positive means of correcting unacceptable behavior. Categories 2 and 3 those defined under city and state law as cnmmal in nature and Students have the right to a free public education, but they are responsible for complying with rules and regulations of the District and the reasonable instructions of district personnel. offenses are------ which may result in suspension or expulsion. In addition to these district rules, each local school or building principal will develop additional rules and regulations that govern student behavior and discipline at his/her building. However, these local rules and procedures must be consistent with those established by the Board and the Superintendent. 9 8STUDENT CONDUCT CODE STUDENT CONDUCT CODE 1999-2000 SENIOR HIGH SCHOOL STUDENT HANDBOOK Rulel: Academic Dishonesty OFFENSES CATEGORY 1 Category 1 Offenses are considered minor in nature and should be dealt with by school building administrators and staff in consultation with the students' parents/guardians. Cheating on tests or copying the work of another student shall not be tolerated. For all offenses involving academic assessments, the student will receive a grade of zero on the assessment or test. Rule 2: Normally, disciplinary actions for Category 1 Offenses will become progressively more severe if minor rule infractions persist. However, the administrator may choose a more severe penalty, at any time, based on the student's past disciplinary record and may reduce disciplinary sanctions when warranted. When sanctions are imposed on a student, the parent/guardian should be notified. Failure or Refusal to Follow Reasonable Directives of School Staff and/or School Rules and Regulations. Failure or refusal to obey reasonable instructions from teachers, administrators, instructional aides, or any other authorized school district employee is prohibited. Rule 3: Possible disciplinary actions for Category 1 Offenses include: Horseplay/Minor Altercations 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Warning Student, staff, administrator, and/or parent conference In-school Suspension Before-, Lunch-or After-School Detention Sent-home Behavior Support Plans Saturday School School-site probation/contracts Peer/Conflict Mediation Counseling * School-site Service (must have parental consent) Horseplay is defined as the act of pushing, grabbing, patting, etc., another child, playfully and with care not to harm the recipient of the physical conduct. Horseplay is forbidden because it can result in accidental injury or hurt feelings that lead to minor altercations and/or fights. All participants engaged in horseplay and/or minor altercations will be disciplined according to the degree of involvement of each student. Students must participate in Peer Mediation. Rule 4: Harassment Behavior or actions that violate a person's right to privacy is prohibited. *Optional A. B. Annoyance - To pick at or tease on a continual basis. Communication - Non-solicited oral or written communication offensive to the recipient. 10 11STUDENT CONDUCT CODE STUDENT CONDUCT CODE Rule 5: Leaving School Grounds/Class Without Permission/ Skipping/Cutting Class No student is to leave class without permission. No student is to miss attending a class without the permission of a school administrator. No student is to leave the school campus after arrival without being checked out by a parent or without the approval of a school administrator. Rule 6: Failure to Serve Detention A student who fails to serve detention when directed to do by a school administrator or other authorized school personnel will be disciplined. Rule 7: Using Verbally Abusive Language, Obscene Gestures, or Fighting Words Rule 9: Possession of Mace, Chemical Agents, Multi-fingered Rings, Fireworks or Drug Paraphernalia or other chemical agents that may The possession of mace, pepper spray cause irritation or physical discomfort and/or bodily harm, by students, on school district property is prohibited and will be confiscated by school district personnel. The possession of multi-fingered rings, fireworks and drug paraphernalia is also prohibited on school district property and will be confiscated by school district personnel. Rule 10: Failure to Follow Bus Rules and Regulations All school rules and regulations governing student behavior apply to conduct on the school bus and at bus stops. If a student misbehaves on a bus or bus stop, he/she will receive a disciplinary sanction as it is outlined in the Student Handbook. Profanity, inflammatory or verbally abusive language or obscene gestures are prohibited in the school environment. NOT PERMITTED Rule 8: Smoking or Use of Smokeless Tobacco Smoking or possession of tobacco products of any kind on school district property or on the school bus is prohibited. First Offense\nSecond Offense: Enrollment in, and completion of a smoking cessation program. Enrollment documentation is required. Three (3) days in-school suspension for failure to complete the program. Enrollment in, and completion of a smoking cessation program. Enrollment documentation is required. Three (3) days in-school suspension and probation. Eating and drinking on the bus Smoking Scuffling or fighting Playing radios, tape players, or band instruments Yelling at anyone on the bus or outside Throwing paper or any object on the floor of bus Putting hands, arms, or head out windows Tampering with any of the bus safety devices Defacing any part of a bus NOTE: or outside the window DAMAGE TO ANY BUS EQUIPMENT WIL L BF PAID FOR BY THE OFFENDER. Note: A student found in possession of liters, liter lluids and/or flaininable products on school buses will be required to attend a student/ paicnt/ administrator conference within twenty-four hours of the incident. These rules are set to ensure that the students riding a bus in the Little Rock School District are transported as safely as possible and are, at the same time, provided a pleasant trip to their destination. 12 13 LSTUDENT CONDUCT CODE STUDENT CONDUCT CODE EXCEPTION TO MINIMUM PENALTIES MEETING THE BUS 1. A student who possesses liters, liter fluids and/or flammable products, smokes, uses any tobacco product, or uses any illegal drugs on a bus, who physically or verbally abuses a bus driver, or commits an act of vandalism causing damage to a bus shall not be permitted to ride a school bus in the Little Rock School District for a minimum of nine (9) weeks. In addition, the parents of a student who damages a school bus shall be required to reimburse the District for the cost of repairing the damage before the transportation privilege is restored. In the event of a second offense of any one of the above, a student shall be denied transportation for the remainder of the school term. 2. As a last resort, the Transportation Department may discontinue a bus route when a large number of students who ride the bus refuse to obey the regulations. If it becomes necessary for school personnel to consider eliminating a bus route because of continued misconduct by students, except in extreme circumstances, parents will be contacted by letter or telephone to inform them of the situation. A meeting with parents and school personnel will be arranged to discuss the circumstances and to consider possible solutions. 3. All regulations and sanctions pertaining to student behavior and safety that apply during the school day are applicable to smdents while they are riding buses. WARNING: Continued misbehavior on the school bus will result in the loss of transportation privileges, temporarily or for the remainder of the semester or school year. Be at the bus stop 10 minutes before the bus is scheduled to arrive. Do not arrive earlier than 10 minutes. Be on the proper side of the road while you wait, even if you must cross the street to enter the bus. Before crossing a street to enter the bus, wait until the bus has come to a complete stop and the driver has given you directions. Respect the property rights of others while waiting for the bus. Do not litter or make unnecessary noise. Do not gather under carports, or porches, or on lawns without permission. Stand back at least 10 feet from the bus stop and do not approach the bus until it has come to a complete stop and the door is opened. If you miss the bus, do not attempt to (1) ride another bus, (2) walk to or from school, or (3) hitchhike. GETTING ON AND OFF THE BUS Enter and leave the bus quickly and in an orderly manner. Do not enter or leave the school bus by the back door except in the case of an emergency or unless directed to do so by the driver. If you must cross the street after leaving the bus in the afternoon, go to a point on the shoulder of the street ten (10) feet in front of the bus and wait until the driver or student patrol has signaled you to cross. If you drop any object while leaving the bus, do not attempt to retrieve the object until the bus has left the scene and the street is clear of other vehicles. 14 15STUDENT CONDUCT CODE STUDENT CONDUCT CODE RIDING THE BUS Ride only the bus to which you are assigned. Visitors are not allowed to ride buses unless permission is first obtained from the Director of Transportation. Obey the instructions and directions of the driver. Students are under his/her supervision. The driver will submit a written report of all bus violations to the school principal. Do not distract the driver or disturb other riders on the bus. Students must remain reasonably quiet while on buses. Remain seated while the bus is in motion or stopped, except as the driver directs. Legs and feet should not be in the aisle. Keep all books, lunches, coats, etc., out of the aisle of the bus. Knives, firearms, sharp objects, clubs, or animals are never allowed on a school bus. Note: Repeated violations of Category 1 Offenses will result in the student being charged under Rule 21, Category 2. OFFENSES CATEGORY 2 Generally, disciplinary actions for violation of a Category 2 Offense will move progressively though a defined schedule at each rule violation. Violations of Category 2 rules that are felony offenses or serious vm^ misdemeanors will be reported to the Little Rock Police Department (LRPP). Rule 11: Assault An act initiated by one or more persons that purposely or recklessly creates apprehension of imminent physical injury to another person such as a threatening or menacing gesture is prohibited. Police notification is required by law. First Offense: Long-term suspension recommendation Second Offense\nExpulsion recommendation Rule 12: Battery of purposely and/or recklessly causing physical injury to another * .. . ... 1. .,1 _______LL------io rkVOtklKlfAri The act oi --------------------j ------- person by beating or striking either directly or with an object is prohibited. Police notification is required by law. First Offense: Long-term suspension recommendation Second Offense: Expulsion recommendation 16 17STUDENT CONDUCT CODE STUDENT CONDUCT CODE Rule 13: Theft/Theft by Receiving Rule 15: Fighting Rule 13 A. The act of burglary and/or larceny will not be tolerated. To steal school property or property belonging to another person or to knowingly receive stolen property is prohibited. Items stolen valued in excess of $500 will require police notification. First Offense\nSecond Offense\nSuspension: *6-10 days. Student and/or parent/ guardian shall be responsible for making full restitution for any property stolen and for all damages to property caused by the student's actions. Long-term suspension recommendation. Restitution or compensation is required. Mutual combat in which participants intentionally inflict bodily injury to another person is prohibited. All participants in a fight will be disciplined according to the degree of involvement of the participants. First Offense: Second Offense: Third Offense: Suspension\n4 days Suspension: 6-10 days and probation Long-term suspension recommendation Rule 16: Sexual Misconduct The six (6) day minimum rule may be reduced by an administrator upon demonstration of special circumstances. Rule 16 A. The act of deliberately showing sex organs in a public place shall Rule 13B. Items stolen/received that are valued in excess of $500 is prohibited. not be tolerated. First Offense: First Offense\nLong-term suspension recommendation Second Offense\nSuspension: 6 days and required counseling sessions with school counselor/administrator. Long-term suspension recommendation Second Offense\nExpulsion recommendation Rule 14: Gambling Rule 16 B. To engage in or attempt to engage in a sexual act with another person or to touch in a sexually offensive manner on District property or at a school-related activity is prohibited. Playing a game of chance for something of value shall not be tolerated. First Offense: Second Offense: Suspension: 6 days and probation Long-term suspension recommendation First Offense: Long-term suspension recommendation and required counseling sessions with school counsel or administrator. Second Offense: Expulsion recommendation 18 19STUDENT CONDUCT CODE STUDENT CONDUCT CODE Rule 17: The Use of Profanity Directed To or About a Staff Person in a Non-threatening Manner. The use of profanity or slander directed to or about a staff person in a nonthreatening manner shall not be tolerated. First Offense: Second Offense: Third Offense: Suspension: 4-6 days and Conflict Resolution with teacher, if possible. Suspension: 10 days and probation Long-term suspension recommendation Rule 18: False Alarm The act of pulling or calling in an alarm of a fire, bomb threat, or other emergency without a lawful purpose is prohibited. Fire Marshall and/or Police notification is required. Rule 20: Breaking and Entering/Vandalism The act of breaking into property belonging to another person or belonging to the school district is prohibited. Rule 20 A. The act of intentionally destroying property, cutting, defacing, or otherwise damaging property belonging to another person or belonging o the school district is prohibited. Also, intentionally destroying, modifying, or abusing computer hardware or software, and computer files or accessing the computer files of others is prohibited. The parent/guardian shall be responsible for all damages to property caused by his/her child. An \u0026gt; ! It______________________tri tnP OT reduce disciplinary sanctions according to the value of administrator may the property. First Offense: Suspension: 6-10 days, probation and full restitution for damages to or destruction of property. Second Offense: Long-term suspension recommendation and full restitution for damages to or destruction of property. First Offense: Long-term suspension recommendation Second Offense: Expulsion recommendation Rule 206- The act of breaking into property belonging to another person or belonging to the school district that is valued in excess of $500 is prohibited. First Offense: Long-term suspension recommendation Rule 19: Loitering Second Offense: Expulsion recommendation Lingering on the grounds of a school or within 100 feet of the school. without good cause and permission of school administrator, is prohibited.  .. II 1 . 1 .a.  _11_______1 MrAnoHlI No suspended and/or expelled student is allowed on District property, for any purpose, while serving a suspension/expulsion without the permission of an administrator. Students from another school campus or non-students are not allowed on school property during school hours without permission from a school official. Rule 21: Repeated Violation of Category 1 Offenses Rule 21 A. Habitual or repeated violation of school rules and regulations shall not be tolerated. First Offense: Suspension: 4 days First Offense: Second Offense: Third Offense: Suspension: 4 days Suspension: 6-10 days and probation Suspension: Long-term suspension recommendation Second Offense: Suspension: 6-10 days Third Offense: Long-term suspension recommendation 20 21STUDENT CONDUCT CODE STUDENT CONDUCT CODE Rule 24: Harassing Communications Rule 21B. Repeated Violation of Category 2 Offenses A student who repeatedly violates Category 2 Offenses will be disciplined. 1. 2. The violation of a single rule two (2) or more times, or The violation of a combination of rules two (2) or more times. Harassing communication on school property is prohibited. The use of the voice the telephone, telegraph, the mail. E-mail, Facsimile (Fax), or any other form of written, verbal, or electronic communication that intimidates, annoys, causes alarm, or threatens harm to another person, is deemed in violation of this rule. To knowingly allow another person to use a telephone or other electronic device First Offense\nSecond Offense: Suspension: 10 Days and probation Long-term suspension recommendation under your control for such a purpose, is a crime. To violate another person by using sexually explicit language or gestures is also prohibited. Rule 22: Disorderly Conduct/Hindering/lnterfering with a School Function The unauthorized use and abuse of the computer to visit sexually explicit web sites, or to access, store or distribute obscene pornographic or inappropnately suggestive material is prohibited. Inappropriate behavior that substantially disrupts or interferes with or is First Offense: Second Offense\nSuspension: 10 days and probation Long-term suspension recommendation likely to disrupt or interfere with any school function, activity, or school program is prohibited. Rule 25: Forgery or Falsification of Information First Offense: Second Offense\nSuspension: 10 days and probation Long-term suspension recommendation The act of falsifying teacher/administrator signatures or information on official school records shall not be tolerated. Rule 23: Failure to Permit a Lawful Search or Inspection by a School Official The act of preventing or impeding a school official from conducting a search or inspection authorized by this handbook is prohibited. First Offense\nSecond Offense: Third Offense: Suspension: Suspension: 5 days 10 days Long-term suspension recommendation Rule 26: First Offense\nSecond Offense\nSuspension: 10 days and probation Long-term suspension recommendation Possession/Use of Paging DevicesfBeepers), CeUular Phones and/or Other Electronic Communication Devices The use or possession of beepers or other electronic communication devices on a school campus or at school-related activities is prohibited, except when they are required for medical reasons. In such cases, medical documentation UIVJ aiv iVVJWilVV* *vz* ------------------------- ... .  J must be on file at the school building. Police notification is required. Violators will be prosecuted. First Offense: Second Offense: Third Offense: 22 Warning, confiscation of the device and parent conference. Suspension: 5 days and probation Long-term suspension recommendation 23STUDENT CONDUCT CODE STUDENT CONDUCT CODE Rule 27: Use of Fireworks The use of fireworks on a school campus or at a school-related activity is prohibited. First Offense: Second Offense: Suspension: 10 days and probation Long-term suspension recommendation Rule 28: Use and/or Possession of Alcohol, Controlled Substances or Unauthorized Drugs or Substances. The possession or use of nonprescribed narcotic drugs, hallucinogens, marijuana, or any unauthorized drug or substance is a violation of district policy. In addition to suspension, students must show proof of having enrolled in an approved drug/alcohol counseling program prior to reinstatement. Police notification required for possession of a controlled substance. First Offense: Suspension: 6-10 days with verification of enrollment in a required drug/alcohol counseling and/or treatment program. Failure to complete the prescribed drug/alcohol counseling plan will result in an expulsion recommendation. Second Offense: Expulsion recommendation Rule 29: Participation in Prohibited Clubs, Street Gangs, Fraternities, Sororities or Similar Organizations Students shall not participate in secret societies or organizations of any kind while on school property, at school-sponsored activities, or while on the way to or from school. Street gangs, hate groups, cults, or similar groups, whether organized in the community or in other settings, are prohibited on school grounds or at any school-sponsored activity. Behaviors such as the use of signs, signals, visible body markings/ adornments, verbal or written language that connotes street gang affiliations and/or membership in other prohibited groups/or organizations at school or at school-related activities are prohibited and will be considered to be in violation of this rule. First Offense\nSecond Offense: Third Offense\nMandatory parent/student conference and participation in the Student Assistance Program Suspension: 6 days and probation Long-term suspension recommendation 24 25STUDENT CONDUCT CODE STUDENT CONDUCT CODE OFFENSES CATEGORY 3 Rule 35: Possession of Firearm Students found guilty of Category 3 offenses shall receive an expulsion recommendation. The Little Rock Police Department shall be immediately notified and violators will be prosecuted to Ae fullest extent of the law. A calendar year expulsion is required, by law, for firearm and weapons violations. The act of possessing a firearm, on school district property or at a school- related event, whether loaded or unloaded, without written permission from a school authority is prohibited. Expulsion shall be for a full calendar year. A firearm as defined in the US Code means: Rule 30: Use of Multi-fingered Rings, Chemical Agents, or Laser Pin Lights The use of pepper spray, mace or similar chemical agents, laser pin lights or multi-fingered rings on school district property is prohibited. Rule 31: Arson The willful and deliberate burning of or attempting to bum school property is prohibited. Rule 32: Drug/Alcohol Sale or Distribution The sale or distribution of alcohol, marijuana, nonprescribed/ prescribed drugs, hallucinogens, or similar substances is prohibited. Students expelled for this violation shall be required to submit proof of the successful completion of drug/alcohol counseling and/or treatment program prior to petitioning the Board, for reinstatement. Rule 33: Physical Assault on Staff The act of striking or attempting to strike a teacher or other school personnel shall not be tolerated. - any weapon which will or is designed to or may readily be converted to expel a projectile by the action of an explosive\n- the frame or receiver of any weapon described above\n- any firearm or receiver of any weapon described above\n- any explosive, incendiary, or poison gas (1) bomb, (2) grenade, (3) rocket having a propellant charge of more than four ounces, (4) missile having an explosive or incendiary charge of more than one-quarter ounce, (5) mine, or (6) similar device\n- any weapon which will, or which may be readily converted to, expel a projectile by the action of an explosive or other propellant, and which has any barrel with a bore of more than one-half inch in diameter\n- any combination of parts either designed or intended for use in converting any device into a destructive device and from which a destructive device may be readily assembled. Rule 34: Verbal Abuse of Staff The use of violent, abusive, or obscene language or gestures addressed to a teacher or staff person in a threatening manner shall not be tolerated. 26 27STUDENT CONDUCT CODE STUDENT CONDUCT CODE Rule 36: Use of Weapon Rule 42: Robbery The act of using a weapon or firearm to cause injury or to threaten injury to another person is prohibited. Expulsion for a full calendar year is required by law. Rule 37: Possession or Use of Explosives The possession, use, or threat to use any explosives or other such devices capable of inflicting bodily harm are prohibited. Expulsion for a full calendar year is required by law. Rule 38: Extortion The violent taking of any goods, money or other valuable items from another person by force, threats or with a weapon shall not be tolerated. Rule 43: Terroristic Threatening The act of threatening to cause death or serious physical injury to another person or substantial damage to school property for the purpose of terrorizing another person will not be tolerated. NOTE\nStudents are accountable for their behavior throughout the school year. Any infraction of the rules on the last day of school shall be reviewed for disciplinary action at the opening of the following school term. Obtaining or attempting to obtain money or property from an individual by force or threat of force is prohibited. Rule 39: Unlawful Assembly When three or more students get together with the intent to commit an unlawful act will not be tolerated. Rule 40: Inciting to Riot An act or conduct which results in a riot or which urges others to commit acts of force and violence or participation in a gang fight or similar disturbance at school or at school-related activities is prohibited. Rule 41: Possession of Weapon or Facsimile Weapon The possession of a knife, box cutter, dirk, brass knuckle, martial arts implement, razor, ice pick, BB gun, pellet gun, pump gun, stun gun, blackjack, unauthorized tools, sword, spear in a cane, billie club, sap, facsimile weapon, or any other instrument that is specifically designed, made or adapted, or is capable of inflicting physical injury to another person, is prohibited at school or at any school-related activity. Expulsion for a full calendar year is required by law. 28 29DISCIPLINARY ACTIONS/PROCEDURES DISCIPLINARY ACTIONS/PROCEDURES STUDENT DISCIPLINE PROCEDURE Exclusion from Class General Rules Reduction of Sanction: The Superintendent, an Assistant Superintendent or the Principal may at any time reduce the sanction imposed against a student. Reduction of the sanction does not affect the student's right to appeal the lesser sanction. Time: Where a time period (e.g., 24 hours or 48 hours) is established for the taking of some action, Saturdays, Sundays and student holidays shall not be counted. Students 18 or Older\nStudents 18 years of age or older may act on their own behalf and shall not be required to be represented by a parent or guardian as otherwise provided in these rules. The District reserves the right to notify the parents of students 18 years or older so that they may participate in the discipline process. Record of Proceedings: No audio, video or stenographic recording of any kind shall be permitted for any conference or hearing except as provided for in these rules. Failure to Appear at an Appeal Hearing: The failure of the student and his parent or guardian to appear at an appeal hearing as provided for in these rules shall be considered a waiver of the student's right to appeal. The LRSD representative hearing the appeal shall determine if good cause exists and if an appeal hearing will be rescheduled. The Board agrees that all teachers have the right to exclude a pupil from class when his/her presence is intolerable to the learning process. Under such circumstances, the student will be referred to the principal. Within forty-eight (48) hours of the exclusion, a meeting will be arranged by the principal. Such meeting shall include: the principal, the teacher, the pupil's parents and any specialist deemed necessary by any of the parties. Following the meeting, the principal and teacher will make a joint decision on the disposition of the case. In the event the teacher and principal do not reach a joint decision, the matter shall be referred to the appropriate Assistant or Associate Superintendent. In a secondary school, if the student is excluded from the same class a second time, he/she may be dropped from that course for the remainder of the semester or school year. If the student continues to be disruptive to the learning process in his/her new environment, placement in an alternative setting or a recommendation for expulsion for the remainder of the year is in order. (PN Agreement, pp. 56-57) School Detention The principal or designee has the authority to assign students, with notification to the parent/guardian, to before or after school detention. Detention should not extend beyond two (2) hours before or after school. Transportation for students to serve detention is the responsibility of the parent or guardian. Saturday School Definitions Sent Home A sent home is used to establish contact with a parent/guardian to resolve problems that do not require suspension. It is used only for a short period of absence, not to exceed 24 hours, and its purpose is to have the parent come to the school for a conference with an administrator within 24 hours. Telephone conferences are acceptable at the discretion of the principal. The principal or designee has the authority to assign students to Saturday School, with notification to the parent/guardian, for repetitive misbehavior that has not been corrected by other sanctions. Saturday School may be assigned in lieu of detention hall or prior to an in-school suspension or short-term, out-of-school suspension. Transportation for students to serve Saturday School is the responsibility of the parent or guardian. 30 31 LDISCIPLINARY ACTIONS/PROCEDURES DISCIPLINARY ACTIONS/PROCEDURES In-School Suspensions An in-school suspension is usually issued to the student by the school for minor misbehaviors in lieu of or prior to a short-term, out-of-school suspension based upon the building principal's recommendation. Expulsion An expulsion is the exclusion of a student from school attendance for A. B. C. D. E. F. G. Each in-school assignment may be from 3-5 days. In-school suspension assignments should not exceed five (5) days for any one offense. In-school suspensions should not exceed 15 days per semester. Students may not attend in-school but twice for the same offense. The same process for imposing short-term suspensions are applicable to in-school suspensions. The building-level principal's decision is final in the appeal process governing in-school suspensions. Students are not allowed to participate in school-sponsored extracurricular activities while serving an in-school suspension. extremely serious violations of district policy. Expulsions are issued by the Board of Directors for the duration of the current school year and until reinstated by the Board of Directors. The student is also denied the right to take part in or attend any school function during the expulsion until reinstated by the Little Rock School District Board of Directors. Expulsions for handgun and weapons violations shall be for one calendar year. In lieu of being expelled from the District, students may be assigned to an alternative educational setting. Note: Students on a short- or long-term suspension, or expulsion, are not perniiilcd on school campuses or District-sponsored acti\\ itie\nduration of suspensions without the permission of a school admtntsirator. Disciplinary Probation s during the NOTE\nStudents must be reinstated on the following day after serving an in-school suspension. Students will then be eligible to participate in extracurricular activities. Any student who has been involved in a violation of school rules may be placed on disciplinary probation by the Board of Directors, the District s Hearing Official, the building principal, or his/her authorized designee in addition to or in lieu of suspension. Probation should be for a definite time period during which critical examination and evaluation of the student's behavioral progress shall take place. Short-term Suspension A short-term suspension is used to exclude students from school attendance for a period of 3-10 days for violations of classroom, building or transportation rules. Long-term Suspension A long-term suspension is the exclusion of a student from school attendance for serious violations of disciplinary policies for a period in excess of ten school days. In lieu of being long-term suspended, a student may be assigned to an alternative educational setting. Students may be placed on probation against the recurrence of the same offense or a combination of offenses that are injurious or disruptive to the school's operation. Students who violate their probationary status may be recommended for Long-term Suspension or Expulsion. Students who are placed on strict probation by the Board of Directors and who violate this probation will be recommended for Expulsion. During the probationary period, the student may be denied the privilege of participation in or attendance at all extracurricular activities. 32 33DISCIPLINARY ACTIONS/PROCEDURES DISCIPLINARY ACTIONS/PROCEDURES The parent/guardian and student will be notified by the Hearing Official and/or the building principal/designee prior to placing the student on disciplinary probation. The terms of probation, the length of the probation, and the consequences for violating the probation will be discussed in a formal conference with the student and the parent. Written documentation bearing the parent and student signatures will be kept on file as official verification of the probationary status and the probationary period. The student will be removed from probation if, at the completion of the probationary period, satisfactory adjustment has been made as outlined in the probationary agreement. Physical Restraint Any school employee may use such physical force as is necessary to restrain or control a student who poses a physical threat to another person or persons. This school employee upon such action shall\n(A) immediately, or as soon thereafter as possible, notify the principal of the incident\n(B) provide a written report of the situation indicating why such action was deemed necessary\nand (C) the principal or his/her designee shall inform the parent legal guardian of the incident via the appropriate disciplinary reporting form. Emergency Removal A building administrator may remove a student without an informal hearing if it is determined that the student's continued presence poses an immediate danger to persons or property or may substantially disnipt the school's orderly operation. A written notice shall be provided to the parent explaining the reason for the student being emergency removed from school. Whenever a student is removed under these conditions, a parent/guardian shall be notified when the informal suspension hearing will be held. This hearing will normally be provided within three (3) school days. Parent/Guardian Notification of Suspension/Sent Home Every reasonable effort will be made by school officials to notify the parent/guardian of a suspension and the reasons for the action before the student is sent home. In no case should a severely handicapped student be sent home before a parent/guardian contact is made. Parents should be informed that a student suspension includes a loss of opportunity to participate in any school-related activity. The student is also prohibited from entering any Little Rock School District school or other District properties without prior authorization of the principal or designee. Make-up Work During Suspension Classroom assignments and tests may be made up for the first suspension period, only. The work must be completed within five days following a short-term, out-of-school suspension. Parents may request and pick-up assignments during the suspension period. All assignments must be requested no later than 48 hours after the return from the suspension and work completed and submitted within five (5) school days of returning from the suspension. Since students on a short- or long- term suspension are not permitted on a school campus, make-up work referenced m this policy must be completed at the student s residence. Loss of Academic Credit - Expulsion A student shall lose all academic credit for the semester(s) in which the expulsion occurs. Student/Parent Reinstatement Conference A conference should be held with the parent and the student to seek resolution of the misconduct and to consider reinstatement following a short-term suspension. The parent and administrator should agree on a mutually satisfactory time for the conference. If the parent does not request a conference by the end of the suspension, the appropriate administrator shall initiate contact. The building administrator may select an alternative means for a reinstatement conference if the parent/guardian is unable to attend. 34 35DUE PROCESS PROCEDURES DUE PROCESS PROCEDURES The LRSD is committed to providing fair and equitable treatmem to Short-Term Suspensions students in academic and disciplinary matters. A section of the New Desegregation and Education Plan (1998) dealing with discipline states: LRSD shall implement programs, policies and/or procedures designed to ensure there is no racial discrimination with regard to student discipline. The principal of a school may suspend a student from school for a period of three (3) to ten (10) school days. Before a short-term suspension is imposed, the following process shall be followed: 1. LRSD shall strictly adhere to the policies set forth in the Student that all students are disciplined in a fair and Handbook to ensure equitable manner. 2. LRSD shall purge students' discipline records after the fifth grade and . ______ nrcrin Qnrl 3. offenses, arson and eighth grade of all offenses, except weapons robbery, unless LRSD finds that to do so would not be in the best 4. interest of the student. 5. LRSD shall work with the students and their parents to develop behavioral modification plans for students who exhibit frequent misbehavior. 6. Before leaving school, the student must be provided an informal conference to give his/her side and to hear the evidence upon which the administrator has based his/her decision for the suspension. During the informal conference, the Principal shall advise the student orally or in writing of the alleged offense(s). The informal conference need not occur before a student is removed from school, where circumstances justify emergency removal (see p.31). The LRSD has established the position of \"ombudsman\" who wdl serve as a parent/student advocate. The ombudsman will assist the District by ensuring that students are aware of their rights pursuant to the Student Handbook. The ombudsman will also act as an advocate on behalf of students involved in the discipline process by investigating parent and student complaints of race-based mistreatment and by attempting to achieve equitable solutions. It you need assistance, call 324-2014. 7, 8. 36 During the informal conference, the student is not entitled to an attorney, to have wimesses, or to cross-examine witnesses. If the administrator determines there is sufficient evidence to support a short-term suspension, the student must be given a written statement of the charge(s), and parents must be notified promptly. The administrator shall make every effort to notify the parent/guardian by phone, within 24 hours of the student being suspended. Written notice of suspension, the offense(s) and an explanation of the appeal process shall be mailed to the student's parent or legal guardian at the student's address of record, within 36 hours of the suspension. The notice must explain the procedure for the student s reinstatement. 9. If the student disagrees with the school's charge(s) and evidence, he/she may appeal the suspension to the Building-level Disciplme Hearing Committee. If the student is under 18, a parent or guardian must come with him/her to the conference. 37DUE PROCESS PROCEDURES DUE PROCESS PROCEDURES Short-term Suspension Appeals Procedure The process below shall be followed for the appeal of a short-term suspension\n10. The Student Hearing Office will schedule an appeal hearing as soon 1. Anv student who receives a short-term suspension and desires to appeal, must do so within twenty-four (24) hours after receiving the suspension. 2. The student's parent or guardian shall within 24 hours of the student as practicable, not to exceed 10 school days. 11 At the hearing, the Principal, Assistant Principal or his/her designee shall present to the Hearing Officer the evidence supporting the charge. The student shall be represented by his or her parent or guardian\nno attorneys will be permitted. Once the student or his behalf of the student, the 3. 4. 5. 6. 7. being notified of the short-term suspension, give notice to the parent/guardian has responded on Administration shall then have an opportunity to reply. principal, in person or by phone, of the student's desire to appeal the 12. Following the Administration's reply, the Hearing Officer shall render short-term suspension. his or her decision. Written notice of the decision shall be provided to A request to appeal beyond the building principal/designee should be made to the principal. The principal will notify the Building-level Hearing Committee of the parent's/guardian's request. The merits of the appeal will be determined by the Building-level Hearing Committee before a hearing conference is scheduled. If an appeal is granted, the student will be allowed to continue bus transportation and his/her regular educational program until the appeal process has been completed and a made by the Student Hearing Officer. A hearing shall be scheduled with the Building-level Hearing Committee, on appeals that are granted, within two school days of the A date of the suspension. final decision has been At the hearing, the Principal or Assistant Principal or his/her designee shall explain to the Building-level Hearing Committee the evidence to support the offenses. The student shall be represented by his or her parent or guardian\nno attorneys will be permitted. Once the student or his parent or guardian has responded on behalf of the student, the Administration shall then have an opportunity to reply. Following the Administration s reply, the Building-level Hearing Committee shall render a decision. 8. The written notice of the decision shall be provided to the student and the parent/guardian at the conclusion of the hearing and shall be provided to the Principal. 9. A request for an appeal beyond the Building-level Hearing Committee  ..XT T^nr\"\\ TT_-J...... i-Vto shall be made within 24 hours to the LRSD Heanng Officer, the Superintendent's designee. The parent/guardian should call 324-2170 to schedule an appointment. 38 the student's parent/guardian and the Principal at the conclusion of the hearing. The decision of the Hearing Officer is final. Long-term Suspension/Expulsion Recommendations Before a long-term suspension or expulsion is recommended, the following process shall be followed. 1. 2. The student shall be informed orally or in writing of the charges against him/her including a summary of the evidence upon which charges are based and be given an opportunity to give his/her side of the story. expulsion recommendation A copy of the long-term suspension or expulsion recommendation stating the offense(s) and an explanation of the appeal process shall be delivered or sent by certified mail to the parent or guardian at the student's address of record within 36 hours following the principals decision to recommend a long-term/expulsion. 3 The student's parent or guardian should within 24 hours, not to exceed 72 hours, of the student being notified of the long-term suspension/expulsion recommendation, give notice, in person or by phone, of the student's desire to appeal the recommendation to the LRSD Student Hearing Office {324-2170}. 4. A prompt hearing shall be scheduled by the Hearing Officer as soon as practicable, not to exceed 10 school ^ys from the date of the long- term suspension/expulsion recommendation. 5. The student is entitled to representation by a lawyer or lay counsel. 396. 7. 8. 9. DUE PROCESS PROCEDURES If the student will be represented by an attorney, written notice of representation must be provided to the LRSD Hearing Officer at least 48 hours before the hearing. The Administration reserves the be represented by an attorney at any hearing where the student will be represented by an attorney. If notice is not given, the AdministraUon shall be entitled to have the hearing rescheduled to a date and time when an attorney can be present on their behalf. A formal hearing shall be provided to the student by the Hearing Officer. The following guidelines must be adhered to: A A. A list of witnesses who will furnish information supporting the principal's recommendation, as well as those who will appear at the hearing, will be made available to the student by the building principal prior to the formal hearing at the Student Hearing Office. B. The Hearing Officer or his/her designee presides at the hearing. The student will have the factual basis for the alleged offense(s) read to him/her by the Heating Officer and will be asked if the facts are true. C. If the student admits to the truth of the factual allegations, the Hearing Officer or his/her designee will proceed with the hearing for determination of any disciplinary action. At the hearing, the principal or his/her designee shall present evidence of the events and circumstances to support the recommendaUon for long-term suspension/expulsion. The presentation will include statements, documents, and other evidence by and on behalf of the school from people who witnessed the alleged offense(s) and from others involved. Presentation of statements, documents, and other evidence by and on riCdCiuauuu ------------ , , behalf of the student may be presented if the student so desires. The student may testify and may offer the statement of others. However, the student may not be required to testify. The student may present witnesses on his/her behalf. 10. The Hearing Official may permit cross-examination of witnesses. The cross-examination may be limited if the Hearing Officer believes it is abusive or interferes with the conduct of an orderly heanng. The student or his/her representative can make any desired statement or present evidence which might influence the decision in his/her favor. 11. The Hearing Officer may ask questions. 40 DUE PROCESS PROCEDURES 12. Based on the written and oral evidence, the Hearing Officer determines the disciplinary action to be taken. Written notice of the decision shall be provided to the student's guardian and the school s administrator at the conclusion of the hearing. 13. A record of the hearing will be kept, and if a written request is made, the parent or legal guardian will be furnished a record of the hearing. 14. The student will be advised of his/her right to appeal the decision to the appropriate Assistant Superintendent. The Hearing Official will schedule the long-term suspension appeal with the Assistant Superintendent. The final level of appeal is to the Little Rock School District Board of Directors. 15. If the long-term suspension is upheld by the Assistant Superintendent, the student may appeal the decision, by giving notice, in person or by phone, to the Hearing Official within 24 hours of the Assistant Superintendent's decision. 16. If a long-term suspension is to be appealed to the Board, the student must give notice to the Hearing Official who will schedule the appeal for the next regularly scheduled meeting of the LRSD Board of Directors. 41DUE PROCESS PROCEDURES DUE PROCESS PROCEDURES Due Process Chart Suspension Length Short-term (3-10 days) Long-term (11 days or more, up to a semester) Expulsion (Balance of school year or permanently) Who Suspends The Principal has the authority to suspend for 3-10 school days School Principal recommends to Hearing Officer Recommendation from Principal and Superintendent to the Board of Directors Due Process (Student Rights) LONG-TERM SUSPENSION/ EXPULSION HEARING PROCEDURES Board of Directors 1. Principal or Assistant Principal 2. Building-level Discipline Committee for decision of Principal 3. Assistant Superintendent for decision of Hearing Officer 4. Notice of charges (written) 5. Right to present your side 6. Right to present evidence 7. Right to impartial hearing 8. Right to take your case to a higher power 9. Right to be present at Board of Directors hearing 10. Right to counsel 11. Right to observe evidence 12. Right to question wimesses 13. Right to present evidence 14. Appeal to judicial system Only the Board of Directors is authorized to expel a student from the Little Rock School District. All appeal hearings for students recommended for expulsion will be conducted by the Board. An expelled student loses all academic credit. 1. 2. 3. 4. You should understand what kind of behaviors make suspensions/expulsion recommendations possible, the difference between the two terms, your rights, and the procedure for appeal. Students should remember that the Board may consider prior disciplinary incidents in reaching a decision. Read the above chart carefully. 5. Notice of date, hour, and place where the School Board will consider and act upon the long-term suspension/expulsion recommendation shall be hand delivered or sent by certified US mail, to the smdent's parent or legal guardian. The hearing shall be conducted at the next regularly scheduled meeting of the LRSD Board of Directors. In cases where both the parent and the District representative agree, the hearing may be scheduled for another time. A list of wimesses who will furnish information supporting the principal's recommendation, as well as those who will appear at the hearing, will be made available to the student as soon as practicable, at least 24 hours prior to the Board hearing. The President of the School Board or his/her designee presides at the hearing. The student will have the factual basis for the alleged offense(s) read to him/her by the presiding officer of the Board, or his/her designee, and will be asked if the facts are true. A. If the student denies the truth of the factual allegations or is not present, the Board will proceed with the hearing for its factual determination. B. If the student admits the truth of the factual allegations,then the Board will proceed with the hearing for determination of any disciplinary action. The smdent is entitled to representation by a lawyer or lay counsel. Written notice of representation must be provided to the Superintendent's Office 48 hours before the Board hearing. If the student fails to provide notice, the Administration shall be entitled to have the hearing rescheduled. 42 436. DUE PROCESS PROCEDURES At the hearing, the principal or his/her designee shall present evidence or circumstances for the recommendation for expulsion. The procedure may include: A. Presentation of statements, documents, and other evidence by and ricacjuaiivii vi eiuivi.iv-.vu, ------------------------- , behalf of the District from people who witnessed the alleged on behalt or me uisinci num o ofTense(s) and others involved. Members of the Board and the student may ask questions. B. Presentation of statements, documents, and other evidence by and on behalf of the student, if the student so desires. Members of the Board may ask questions. C. The Board votes on the question of whether or not the student had committed the specified offense(s) and announces its decision. If the vote is the affirmative, the procedures continue. 7 The student may testify and may offer the statements of others. The student will not be required to testify during the hearing. 8. The presiding officer may permit cross-examination of witnesses. The cross-examination may be limited if the presiding officer believes it is VI ...y--------- * 1 I U  abusive or interferes with the conduct of an orderly hearing. 9. Factual determination by the Board of any punitive action to be taken. A. The student's records and disciplinary background can be made available to the Board members. B. The Superintendent makes a recommendation to the Board. C. The student or his/her representative can make any desired statement or present evidence which might influence the Boards decision in his/her favor. D The Board votes on any disciplinary action to be taken and announces its decision. The Board may go into executive session to discuss the evidence before making a decision. A record of the hearing is kept, and if a written request is made, a parent or legal guardian will be furnished a written record of the hearing. Note: The District may at any time during the discipline process decide to assign a student to an alternative educational setting in lieu of removing the student from the District. No formal appeal process exists for such a decision. 44 DUE PROCESS PROCEDURES Readmission from Expulsion or Long-term Suspension Long-term Suspension - All students who receive a long-term suspension  , -I J__X IT____PorAnfc nrp be reinstated through the Student Hearing Office. Parents are must be reinstated througn me aruucni nwiwg vuwv. . requested to call the Hearing Office to schedule a reinstatement conference prior to the beginning of the new semester -- student is eligible to return. A letter of reinstatement must be presented at the time the student seeks a school assignment and/or school enrollment. or the school year in which the Expulsion - Expelled students must petition the Little Rock School District Board of Directors for reinstatement to the Little Rock School District at the end of the expulsionary period. Students who desire to petition the Board for reinstatement must contact the Student Hearing Office to indicate that intent. NOTE: Students who have been long-term suspended or expelled for weapon violations and/or other violent-related offenses must con^letc a Conflict Mediation Training Program prior to being reinstated to the District. 452 1 DUE PROCESS PROCEDURES Seek help from counselor Go to Assistant Principal 3 Principals Office 4 6 ALTERNATIVE EDUCATION PROGRAM The Little Rock School District believes all students can leant and should Go to teacher Building Discipline Committee 5 Downtown Contact Student Hearing OtTicer (324-2169) 3 s What to do when things go wrong Call appropriate Assistant Superintendent (324-2000). 7 have the opportunity to reach their maximum potential. A safe, orderly, and supportive learning environment is imperative to provide this opportunity. The District also recognizes that some students' academic and leammg styles can best be met through placement in an alternative education program that provides differentiated academic, self-paced, and social skills instruction in order to facilitate student learning. Go outside the school system.... 9 8 VJ Preaant your caM to Board o( Dlractora ...the courts See Superintendent of Schools (324-2012). The District's Alternative Education Programs (Alternative Learning Center-ALC, and Alternative Learning Environments-ALE) provide alternative settings to meet various students' behavioral, social, academic, and personal needs, and are tailored to a varied population of students with different needs. A student shall be placed in an alternative program when it is reasonably believed that his/her presence in the regular classroom program presents a danger of physical harm to the student and/or other individuals, or when the student's pitjrotvui *ii**x** vv'  ------------------------------- _  4.U instructional and academic needs are not being met m the traditional classrooms. What to do when things go wrong The procedure for referring a matter to the Board is to address a letter to the Alternative Learning Center 1 lie UIUVVWUIV 4V/I *wxw****^ * ------- Board in care of the Superintendent of Schools. The followmg actions may DUdlU UI veuv VI UIV --------------------------------- -  J * 4 taken through the appeal process as outlined beginning with the step mdicated. Program Description 1. 2. 3. 4. 5. Student/Teacher Problem Start at Step 1 and proceed through 8, if necessary. Student/Student Problem Start at Step 1 and proceed through 8, if necessary. Parent/School Problem Start at Step 4 and proceed through 8, if necessary. School Short-term Suspension Appeal Start at Step 4 and proceed through 6, if necessary. Citizenship Grade Appeal Start at Step 4 and proceed through 6, if necessary. The District provides a supervised disciplinary management and alternative setting for the student who violates the conduct codes in the Student Handbook or who is released from correctional or residential facilities. The Alternative Learning Center (ALC) is a structured program for 6-12th grade students designed to modify a student's behavior to comply with the District's handbook and to provide opportunmes for academic success. ALC is also designed to help students reach their full potential by providing a consistent and highly structured alternative instructional environment with the use of computer-based instructions, textbooks, and supplemental materials. This program provides students individual and group counseling. behavioral modification sessions, and other recognition opportunities. 46 47 ALTERNATIVE EDUCATION PROGRAM ALTERNATIVE EDUCATION PROGRAM The academic program for ALC focuses on the core curriculum. Courses of study will enable the student to perform at grade level and will include Enghsh, rnath, science, social studies, and physical education. Classes are limited in size and ^e designed to meet the student's individual needs. The student must comply with the terms of placement and meet individual behavior management and academic expectotions prior to returning to the home campus. A student placed at ALC is prohibited from attending or participating in school- sponsored or school-related activities. A student who committed a Category 2 Offense and was placed at the ALC, who has met all criteria for high school graduation at the end of the school year will be permitted to participate in the graduation ceremony. A student who has committed a Category 3 Offense will not be permitted to participate in the graduation ceremony. In addition, a student assigned to ALC shall not be allowed on other District property unless permission is granted by the individual school's administration. Placement in Alternative Learning Center Upon being assigned to ALC by the Student Hearing Office or by the Board of Directors, a student may be placed at ALC for a minimum of a semester and up to a year depending on the category of the violation. The parent/guardian and student are required to attend an intake conference with the Centers administration. The intake conference process will outline with the parent and child the required rules to be observed, the expected behavior and goals to be achieved, and the criteria needed to earn an exit conference at the end of an enrollment period. An exit conference will be granted to a student at the end of his/her enrollment period to determine placement for the next semester or next school year. A student's assignment to the setting may be extended if it is determined by the exit committee that the student's presence in the regular classroom or campus presents a danger or harm to the home school or if the Student has not demonstrated success with ALC's rules and expectations. A student may also be referred to the Student Hearing Office as outlined in procedural due process for repeated misbehaviors and serious violations. ACCELERATED LEARNING CENTER Program Description The Accelerated Learning Center (ACC) is an alternative high school program within the Little Rock School District. The purpose of the program is to address the learning needs of students who are potential high school dropouts. The ACC offers a non-traditional instructional program that combines text-based learning with computer-assisted instruction. This instructional model allows students to progress at an accelerated pace to complete graduation requirements. Instruction is individualized to address each student's learning needs. Students may earn a diploma based on demonstrating competency in a modified core curriculum, or earn a General Education Diploma by completing the GED course of study. The academic program offers core courses in English, Math, Science and Social Studies as well as Health, Physical Education, Communication, Keyboarding, and Fine Arts Survey. Students in the ACC also have the opportunity to participate in Metropolitan Career and Technical Center programs. Teachers act as facilitators of learning to assist students in completing graduation requirements. Class size is limited to enable teachers to work with students individually. Students are required to complete a full year of credit in 6 weeks. Student instruction and progress is self-paced. A flexible schedule is offered to allow students maximum opportunity for attending classes. A four (4) hour minimum time is required daily and students must attend five (5) days a week. Because certain apparel and accessories may endanger the safety and welfare of * .... 1 1 _1 J_________TT.ici others, the ALC does observe an additional and required dress code. The dress code has served to foster an attitude of respect for authority and minimized class disruptions while it promoted an atmosphere conducive to learning. Transportation to ALC is provided by the District and is coordinated at the alternative site during the intake process. 48 49 Lalternative education program ALTERNATIVE EDUCATION PROGRAM Accelerated Learning Center Student Eligibility Criteria The criteria for student admission include the following:  Classification as a high school sophomore, junior or senior  Not age appropriate for grade level and has not earned sufficient credits to graduate on time with his/her class  A discipline history of no category two or three offenses within one year of application for entry into the program  Has demonstrated one or more of the following characteristics\nPoor school attendance Failure of two or more courses Currently being pregnant or teen parent Economically disadvantaged Qualifying for services under IDEA or 504 Has not advanced from one grade level to the next in one or more school years  Attained a minimum of five (5) credits . Completed an application for program entrance  Signed a participatory contract upon acceptance into the program Students must complete an application and interview process prior to acceptance in the program. The ACC has open enrollment and open exit. anrUu fnr admi.ssion throughout the year. The interview Students can apply for admission process includes a number of questions directed toward the prospective ___ _____I rUrlrra fkia CfuHpnt student to gain further information and knowledge of the student. Academic records are reviewed to determine the program of study to be implemented. As students complete the program of study and satisfy graduation requirements, they may exit the program. Students enrolled in the ACC program, who complete graduation requirements, currently receive a diploma from the home school (i.e.. Central, Fair, Hall, McClellan, and Parkview). Students classified as seniors are able to participate in senior activities with the home school. Students are \u0026lt;UV CIVIV W HVi2-rMV*' *** wvr**.---  ------------ not allowed to participate in athletic programs or other student organizations. ACC students have the services of a GED/At-Risk Coordinator who is responsible for getting students ready for the GED course of study and test. This individual is also responsible for making home visits and addressing student issues, which may hinder progress in the classroom. career A Job Coordinator is also on staff to provide students with information. This individual schedules student seminars to enhance the employability skills of ACC students\nsupervises students involved in workstudy programs\nprovides prospective employment information\nand assists students with finding employment. The district does not provide transportation for students enrolled in the ACC. 50 51ATTENDANCE POLICY AND PROCEDURES ATTENDANCE POLICY AND PROCEDURES 7. When a student who is fourteen or older has missed more than seven (7) consecutive days without approval of the principal or assistant principal, the school attendance secretary shall notify the Arkansas Department of Finance and Administration (DF\u0026amp;A). DF\u0026amp;A rnay suspend the student's driver's license until the student provides satisfactory evidence that he or she is attending school or has reached age eighteen. WARNING\nThe District will count three (3) full-day absence. or more class absences as a Classes Missed for Participation in School Functions Students or groups of students who participate in school-sponsored activities that are approved in advance by the appropriate assistant superintendent and/or the building administrator will not be counted as absent during the class penods missed due to that participation. Absences Excused for Other Reasons guardians to observe religious Students may be excused from classes upon written request from parents or guaiuioio vv or specific holy days, which are not schoo - related. Such absences, if approved by the principal in advance, will not result in loss of credit. I 54 Students may be excused from classes for medical or dental appointments\nrequired court appearances upon presentation of documentation by the court\nabsences due to family emergency in cases of serious illness or death within the immediate family\nor other reasons acceptable to the principal. Absences for college or job interviews for seniors, with approval by the principal, may be excused. Absences Due to Disciplinary Sanction When a student is suspended from school or sent home pending a conference, the absence shall not be counted as an unexcused absence. The absence will be coded to reflect the type of sanction. If the student remams out of school for a period of time in excess of the number of days of suspension or sent home notice, those days will be unexcused absences. Make-Up Work Students may only make up work due to excused absences and the first short- llio IIMJ WlllJ liitxxxw Wjz ---------------------------- ------- out-of-school suspension. It is the student's responsibility to request make- term, suspension, it tne sruuenis icspuiiaiumijr ------ up assignments upon returning from excused absences. Teachers will determine a reasonable amount of time for the completion of make-up work following excused absences. If make-up woik is not requested within two (2) days of returning from an excused absence, the student forfeits the opportunity to make up work missed. 55r ATTENDANCE POLICY AND PROCEDURES ATTENDANCE POLICY AND PROCEDURES 1. 2. 3. STUDENT LEAVE TARDY POLICY Extended illness is considered an extenuating circumstance under the Little Rock School District's attendance policy. A student shall not be excluded from the school's education program, including any class or extracurricular activity, on the basis of marriage, pregnancy, childbirth, termination of pregnancy, or recovery from pregnancy, unless the student requests voluntarily to participate in a separate program or activity of the school. The school may require a pregnant student to obtain a physician's statement to certify that the student is physically and emotionally able to continue participation in the normal educational program or activities so long as the same requirements are made of all students for other physical or emotional conditions requiring the attention of a doctor. Whether or not a pregnant student leaves school is up to the student, her parents, and her doctor. After the birth of an infant, the student may return to school. However, it is recommended that she receive a physical checkup from her doctor before returning to make sure she is physically able to resume her normal school schedule. Students may be granted leave from school for a religious holiday upon presenting a written request from their parents. DEFINITION A student is tardy when he/she fails to be in the classroom or other assigned location by the time the tardy bell stops ringing. CONDITIONS 1. 2. 3. 4. There are generally no excused tardies. However, an exception will be made if the student is delayed due to official school business or for other reasons approved by the building administrator. Generally, school/class tardiness will not affect a student's citizenship grade. In those cases, however, when the persistent efforts of school personnel fail to eliminate tardiness or if the student refuses to accept an assigned sanction, the citizenship grade may be lowered by a building administrator. The tardy policy becomes effective one (1) week after the opening of each school year to allow students time to learn their schedules. Tardies shall accumulate on a semester basis, rather than on a nine- week basis. 56 57ATTENDANCE POLICY AND PROCEDURES SCHOOL-SPONSORED PROGRAMS/ACTIVI^S PROCEDURES Students with Disabilities 1. 2. 3. 4. On the first tardy, the teacher will record the tardy and warn the student. On the second tardy, the teacher will refer the student to the building administrator. The building administrator may elect one of the two following procedures, based on conditions existing in his/her school. A disciplinary sanction will be assigned from the following alternatives: A. Required parent conference. B. Early morning or afternoon detention. On third and subsequent tardies, a disciplinary sanction will be assigned from the following alternatives: A. Required parent conference. B. Early morning or afternoon detention. C. Short-term suspension. D. Saturday School. E. In-school suspension. The Individuals with Disabilities Education Act and Arkansas Act 102 students with disabilities a free, appropriate public education in the guarantee students with disabilities a tree, appropnaic puunv least restrictive environment. In discharging its responsibility to eiKure that students with disabilities are served appropriately, the Little Rock School District makes every effort to locate and identify all students, who may be disabled through Child Find Activities. Procedures consistent with state and federal regulations are utilized in referring, evaluatmg, and delivenng specialized instruction and related services to students with disabilities. To be eligible for special education, a student must have an identified disability which results in an adverse effect on educational performance and the corresponding need for special education. Appropriate services are provided for students with the following disabilities\nDeaf-Blindness Hearing Impairment Mental Retardation Multiple Disabilities Orthopedic Impairment Other Health Impairment Serious Emotional Disturbance Specific Learning Disability Speech or Language Impairment Traumatic Brain Injury Visually Impairment Autism Once eligibility has been established, a program is designed which meets the individual needs of the students. 58 59SCHOOL-SPONSORED PROGRAMS/ACTIVITIES rS SCHOOL-SPONSORED PROGRAMS/ACTIVITIES PROGRAMMING LEAST RESTRICTED ENVIRONMENT Programming consists of the development and review of an Individual Education Plan (lEP) for each student receiving special education and related services. It is the responsibility of the Educational Management Team to review all data compiled during the referral/evaluation process. The lEP must be completed prior to placement of smdents in special education and related services. During the process of programming for the placement of students with disabilities, the team must: the maximum extent appropriate, students LRSD policy ensures that, to the maximum extent appropriate, sruucius with disabilities are educated with students who are not handmapped^ A full continuum of services is available in the District. Determination of the least restrictive environment shall be made on an individual basis, taking into account both services(s) needed and the program placement which would be most conducive for learning to occur. Based on the programming team s recommendations of needed special education and related services, it shall be the responsibility of the special education administrator(s) to locate and 1. 2. provide special education and related services based on the student's lEP\nand, determine, at least annually, the need for continued placement in special education. place a student in the most appropriate school/site. Curriculum for students with disabilities must be designed to meet individual needs and to include appropriate sections of the general curriculum. Modifications in materials, methods of instruction, and/or curriculum must be made to assist the student with a disability. District policy has been developed regarding graduation requirements for students with disabilities. DISCIPLINING STUDENTS WHO ARE HANDICAPPED WITHIN THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) GUIDELINES PROCEDURAL SAFEGUARDS The District recognizes there are times that students with disabilities will need to be disciplined as a result of inappropnate and/or unpredictable behavior which interferes with his/her personal or educational welfare or the welfare of others. Specific procedures have been developed and must be used when determining the type of disciplinary action(s) for these students and for students suspected of having a handicapping condition. Procedures are identified in Appraisal Guide for Special Education, Districts Guidelines for Students with Disabilities covered under Section 504 ot the There are a number of specific procedures written into the law and expanded in the regulations to protect the rights of students and parents. These safeguards include: due process, nondiscriminatory testing, least restrictive environment, native language, confidentiality, and the right to representation. For further information, refer to the District's Appraisal Guide for Special Education and Your Rights as the Parents under P. L. 94-142. Federal law and school district policies provide safeguards to ensure that smdents who receive special education services are appropriately placed. Parents are involved in all phases of the process. The District encourages full participation at all conferences in which the educational needs of the smdents are being considered. For further information, contact the Division of Exceptional Children, 324-2180. Rehabilitation Act Procedures Manual. of 1973, and the District's Disciplinary Policies and A student with disabilities who engage in misbehavior and disciplinary infractions is subject to normal school disciplinary rules and procedures so lone as such treatment does not abridge the right to a free and appropna e public education. Care should be taken that any disciplinary action does not in effect constimte a unilateral change m a smdent's receiptofspecKil student with disabilities, an exclusion from school tor education. For a ----------------------- more than ten (10) school days (long-term exclusion) constimtes a change in placement and is subject to procedural safeguards. The Individual Education Plan (lEP) team for a student with a disability will convene to consider whether a functional behavioral assessment and particular discipline procedures should be adapted for that individual student and included in his/her lEP. 60 61SCHOOL-SPONSORED PROGRAMS/ACTIVITIES SCHOOL-SPONSORED PROGRAMS/ACTIVITIES After a short-term suspension is imposed on a student with a disability, an immediate meeting of the student's lEP team should be held to determine a manifestation regarding the behavior with a view toward assessing (conducting a functional behavioral assessment) the effectiveness and appropriateness of the student's placement and toward minimizing the harm resulting from the exclusion. The team may need to develop a behavior management plan following the functional behavior assessment. If a long-term suspension or expulsion recommendation is being made, the team must complete a functional behavioral assessment and a manifestation determination before any disciplinary action can be completed. At this point, a special education supervisor must be involved in the process. At no time, may a student receiving special education services be terminated from services for more than ten (10) days in a school year. Contact the Department of Exceptional Children if assistance is needed (324-2180). DISCIPLINING STUDENTS WHO ARE HANDICAPPED WITHIN THE 504 GUIDELINES The school's administration must always consider the student's handicapping condition when applying disciplinary sanctions, especially those which could result in his/her exclusion from a program or activity. The school must conduct an evaluation prior to any action with respect to any significant change in the student's placement. In practical terms, this means that a school must conduct an evaluation of the student prior to administering a disciplinary suspension which constitutes a change in a placement or an expulsion. The primary purpose of the evaluation should be to determine if the student's behavior has any relationship to his handicapping condition. Where appropriate a 504 student should have as part of his/her accommodation plan, a component that addresses behavior. Contact the District's Section 504 Compliance Coordinator if assistance is needed (324-2190 or 324-2171). CHILD NUTRITION PROGRAM The LLiittttllee RRoocckk SScchhooooll DDiissttrriicctt pprroovviidaeess nnuutmriitiioouuss mmeeaaltss aainidu aa vyamr.iveutyj of choices for all students. School lunches provide well-balanced nutrition each day. The goal is to provide one-third of the recommended daily allowance of essential nutrients following these government guidelines: - 1/2 pint of milk, unflavored low fat milk, whole milk, or buttermilk as a beverage - 2 ounces of cooked, lean meat, poultry, fish, cheese, 2 eggs, 1 cup of cooked dry beans, 4 teaspoons of peanut butter, or any combination equal in quantity - 3/4 cup of two or more servings of a vegetable or fruit - 8 servings per week of bread or bread alternate made with wholegrain or enriched flour or 1/2 cup rice or enriched pasta products Each secondary school utilizes the \"offer versus serve\" lunch feeding pattern. This means that each student is offered choices of the following 5 components for $1.50 and must take at least 3 of these from the serving line. Students are encouraged to take all 5! 1. 2. 3. 4. 5. Meat Fruit Vegetable Bread Milk Each day there are at least three choices of meats, fruits, and vegetables. the senior level, a free item offered with these services is a choice of a soft drink in addition to the milk offering. Several other food services are also offered on a cash-only basis at the senior high school: Salad Bars ($1.35 And $2.00) A La Carte (cost by the item) 62 63 L SCHOOL-SPONSORED PROGRAMS/ACTIVITIES SCHOOL-SPONSORED PROGRAMS/ACTIVITIES A breakfast program is provided at all schools. Students can purchase meals with money or receive free or reduced lunch cards if they qualify under USDA guidelines. Students not eligible for free or reduced-price meals may also purchase pre-paid lunch cards weekly or for an extended period of time. Applications for reduced or free lunch are distributed at each school all year. Applications are also available each year during registration. Parents are encouraged to apply at that time. Students must reapply each year for free and reduced-price meals according to USDA guidelines. Within 10 school days of receiving your application, the school will let parents know if you are eligible. If your parents/guardians do not agree with the school's decision, they may wish to discuss it with the school. The school's decision may be appealed to the Director, Pupil Services Department, 100 South Arch Street, 324-2162. A variety of nutritious food choices are a part of each student's day in the Little Rock School District. Please avail yourself of the opportunity to participate. Call the Food Service Department with any questions or suggestions at any time. HEALTH SERVICES Every school is assigned a professional nurse. The number of days the nurse spends at the school is determined by the size and level of the school. Parents are urged to inform the school nurse and teacher of any known health conditions a student may have. The nurses are responsible for routine assessment and screening programs. Parents are urged to keep students at home who have fever (above 100.4 degrees), are vomiting, or have any symptom of a contagious disease. Students who become ill or injured at school will be given care. If the administrator and/or health care worker deems it necessary to send a student home, the parent will be contacted before allowing the student to leave school. It is important that every parent provides the school with working telephone numbers. Working parents will need to plan possib e alternative care for their child if he/she becomes ill and the parent is unable to leave work. It is in the student's best interest that when he/she is sick or significantly injured, the parent will take the student home or to the doctor. The health room is for temporary care of students. Medications school or Senior high school students may carry their own prescription and nonprescription medications unless the school nurse /II UIVUIVWW -------------- make the recommendation that medication may not be administrator meoicaiioii uvi carried. In those instances, all medications kept at school in the office or health room must be brought to the school by the parent. The parent is to complete the Health Service Medication Permission Slip (HS 5). The parent and school employee must count and record the amount of medication on the Medication Permission Slip. Medications kept at school will always be under lock and key. The only exceptions to this will be Asthma Inhalers, Epipens, and other selected medications that the nurse and parent mutually agree would be safe for the student to carry. All medications must be in their original containers. When the nurse is present, he/she will administer the medications. The principal will designate \" school employee to administer the medications on days the nurse is not assigned to the building. This designated person will be a Certified Medication Administrator (CMA). a Parents and teachers may request additional screening any time they are concerned about a student. Special Health Needs The screening programs provided by the District include: Vision..................... Scoliosis - Females Scoliosis - Males . Blood Pressure . .. Grade 10 Grade 10 Grade 10 Grade 10 Parents of students with special handicapping conditions which necessitate consideration, such as transportation, classroom placement/adjustments or special procedures in the routine school schedule, should contact the pnncipal of the school, school nurse, or the Division of Exceptional Children. 64 65SCHOOL-SPONSORED PROGRAMS/ACTIVITIES SCHOOL-SPONSORED PROGRAMS/ACTIVITIES Immunizations Arkansas law requires that every student entering school for the first time be adequately immunized. This includes all students new to the district. The immunization record must include written proof of at least three (3) diphtheria, tetanus, and pertussis (DTP) immunizations\nthree (3) polio immunizations\nrubella\nand rubeola immunizations. The second rubeola immunization must be given before 7th grade. The last DTP and polio immunizations must be on or after the fourth birthday. Parents of students who have not provided adequate immunization records, will be referred to the municipal court. . If the student does not use their assigned stop for more than two weeks, the parent/guardian must notify their School Transportation Coordinator and Laidlaw Routing Department to prevent its deletion. . Any deleted stop will not be reinstated if an existing stop is within six (6) blocks or .375 miles of a student's address.  Only use the stop nearest to your residence unless written permission is obtained from the principal and provided to the bus driver. Athletic Examinations Special Needs Student Transportation It is mandatory that all students trying out or participating in Athletics (inter-scholastic sports), have a physical exam before any activity occurs. It is the parents' responsibility to see that this is provided. Several doctors and clinics in Little Rock are very supportive of the athletic program and cooperate with the school district Athletic Department and Health Services to provide physical examinations. Information concerning these physicals may be obtained from the principal, school nurse or coach. TRANSPORTATION REGULATIONS The goal of the Transportation Department of the Little Rock School District is to provide the safest, most efficient transportation possible for those students who are to be transported between their homes and schools. This process is the responsibility of the entire community and requires the cooperation of all students, parents, school personnel, and citizens who drive on the streets in the presence of the school buses. Students and parents are expected to read these regulations carefully. They must be followed if we are to provide safe, efficient transportation for the students of this District. . Parents/guardians of students who receive specialized transportation are to notify Special Needs Student Transportation when the student will not be riding the bus. . Students who have specialized transportation may be picked up or dropped off at locations other than the home bus stop upon written approval from the Division of Exceptional Children.  Students requiting constant care and supervision will not be left unattended when delivered to their homes in the afternoon. Parents or guardians will be responsible for providing the necessary supervision. who observes an incident jeopardizing The LRSD encourages any person . . the safety of the students on a school bus to report the incident to the LRbU Transportation Department. It is helpful when a person can identify the bus by its number when making such reports. Any recommendations that will assist the department in its operation are also encouraged. The telephone number of the Transportation Department is 570-4000. 66 67SCHOOL-SPONSORED PROGRAMS/ACTIVITIES SCHOOL-SPONSORED PROGRAMS/ACTIVITIES EMERGENCY PROCEDURES In an emergency, students should remain calm and quiet and listen for instructions from the bus driver. If the driver is unable to conduct emergency measures, the students should follow the procedures below in leaving the bus\n\"It is declared to be the public policy of the State of Arkansas that all counties municipal corporations, school districts, special improvement districts and all riiuiiiviH r ____ , .. . rnmiinft from liabihtv for other political subdivisions of the state shall be immune from hability for damages. No tort action shall lie against any such political subdivision because of the acts of their agents and employees.! If the exit is through the front door, students sitting in the front seat to the left of the aisle will move out first, followed by those in the right front seat and proceeding in this manner until all seats are emptied. If the exit is through the rear emergency door, those students sitting next to the aisle shall leave first, beginning with those students in the rear of the bus. Parents will be provided with an insurance brochure and application from wtoh 1 r .___, r thpir chi d he level of coverage for their child. The to review and select the appropriate level ot coverage tor tneir cniiu. . brochure will explain the types of coverage available and list the cost associated with each. Completed applications must be returned to the school no later than the third week following the start of school. If a rapid exit is necessary and it is possible to exit from both doors, students in the rear half of the bus should move out the back door, and those in the front half should move out the front door. In the event of an accident resulting in injury, persons injured should, if possible, be moved only under competent medical supervision. You are encouraged to take advantage of this outstanding offer, which provides quality coverage for your student at the very lowest cost to you. For more information on student accident insurance, contact a representative at your school or the Office of Risk Management at 324-2400. STUDENT ASSISTANCE PROGRAM If the bus should be overturned, students should evacuate through windows or through either door. The Student Assistance Program is a comprehensive primary prevention and Upon leaving the bus in an emergency, students are to move immediately off the roadway to a safe distance from traffic. They should not cross the road unless instructed by the driver. for secondary students, operating at all Little Rock  includes a early intervention program . School District middle and senior high schools. The program systematic effort to identify, assess, refer, and support studenta with substmce abuse problems and other high-risk behaviors which are interfering with their education and life development. In the event of a tornado or other natural disaster, students should follow the instructions of the bus driver regarding emergency procedures. Upon referral to the program, the student will be interviewed by trained staff n_______tn itivolvB the studcnt lu UH m-school educational Recommendations are made to involve the student in an in-: SCHOOL DISTRICT INSURANCE POLICY miiCIlUdiiuna (uv iii'v.T. --------- . group or a referral is made to a community resource. All contact with the student is kept confidential. Involvement in the program is completely voluntary. The Little Rock School District does not assume liability for accidental injuries sustained by school children on its campuses. Therefore, it is very important that our patrons be made aware of the School Injury Benefit Plan, which is an approved coverage offered through an independent agency. The LRSD does not assume liability for accidental injuries sustained by school children on its campuses. Arkansas School Law 21-9-301 states: 68 69i SCHOOL-SPONSORED PROGRAMS/ACTIVITIES EXTRACURRICULAR ACTIVITIES Services offered include: Screening - Referred students are interviewed by Student Assistance staff to determine the extent of the problem and then an appropriate referral to in school programs or outside agencies is made. Individual Education - The referred student is put in contact with a Student Assistance staff member who provides information and assistance regarding the student's problem(s) or concerns. Special Group - This small group is designed to provide specific education and assistance to those students who are minimally to severely involved in alcohol/drug abuse, experiencing academic problems, or exhibiting other stress-related behavior. Concerned Others Group - This small group is designed to meet the needs of those students who are concerned about or affected by someone else's use of alcohol or other drugs. Recovering Students Group - This group provides support for students who have returned from an inpatient alcohol/drug treatment program or who are currently involved in outpatient care. The major goal of the program is to support the student in his/her attempt to maintain a drug-free life style. Involvement with AA or other treatment plans is recommended. Parents, teachers, and other school staff, as well as students, themselves, may make referrals to the Student Assistance Program. A trained Student Assistance staff member may be contacted directly or contact may be made through a guidance counselor who will make the necessary referral. All referrals to the Student Assistance Program are strictly confidential. The Little Rock School District supports and maintains a comprehensive extracurricular activities program, which includes mtramurall and inte^holasttc for students who are legally enrolled in the athletics. These activities are District's schools and, generally, are not offered for academic credit. established eligibility requirements have an equal IS All students who meet----------  . . opportunity to participate in all activities. Eligibility for every activity based upon scholastic performance, conduct, interest and demonstrated performance in competition established for the activity. Eligibility Requirements Grade Point Average (GPA) Students who wish to participate in extracurricular activities must either: (1) have a cumulative GPA of 2.0, or have a 2.0 average for the semester -   which they participate in athletics and other proceeding the semester in extracurricular activities. No more than two correspondence courses may be used on a student's entire transcript for GPA purposes. Students transferring from other districts bring their eligibility status with them. They will then use their first full nine-week grades in the LRSD to meet LRSD GPA requirements. Parents who object to their child's participation in the Student Assistance Program must notify the principal or guidance counselor by the third week of school at the beginning of each school year. Physical Fitness of Athletics shall develop, maintain, and monitor a schedule by The Director of Athletics shall develop, mamiam, aiiu munnui a which all students interested in participating in athletic activities will receive a physical examination by a licensed health professional. The nature and degree UllyMcai ** --------------------- x . of student participation will depend upon the students physical fitness. 70 711 1. 2. EXTRACURRICULAR ACTIVITIES EXTRACURRICULAR ACTIVITIES TRANSPORTATION CITIZENSHIP GRADING Interscholastic athletes will be provided transportation to attend regularly scheduled conference games and post season competitions. Citizenship Grade of 0 an outstanding (0) citizenship grade if he/she Intramural athletes will be provided transportation to attend postseason competition that is of an intra-city nature. A student is eligible to receive------------------ , , - -. , , has not received more than 2 documents during a grading penod\nhowever, the documents may not result in a sanction for a 1 in citizenship. Citizenship Grade of 1 ADMISSION Participants (competing athletes. Little Rock School District bands, dance teams, drill teams and cheerleaders) who are scheduled to perform shall be admitted without admission charge to LRSD athletic events. A student becomes ineligible for an outstanding (0) citizenship grade upon the receipt of any Category 1 sanction resulting in a disciplinary sanction. except an in-school suspension. SPECIAL REQUIREMENTS FOR DRILL TEAMS, CHEERLEADERS AND PEP SQUADS Citizenship Grade of 2 A student becomes ineligible for a citizenship grade of one (1) upon receipt of any Category 1 sanction resulting in an in-school suspension. A. Eligibility Requirements: (Scholastic eligibility requirements shall become effective for cheerleaders, drill teams, and pep squads at the time of tryouts.) Citizenship Grade 3 A student becomes ineligible for a citizenship grade of two (2) upon: 1. All grade levels will be eligible for membership in cheerleaders pep squads. B. Selection of Officers: Being referred for disciplinary action from the classroom to a building administrator when he/she evidences an emerging pattern ot inappropriate behavior. Once the student is referred from the classroom or other assigned area to an administrator for disciplinary action, a citizenship grade of 3 will be assigned provided the allegation is IS Cheerleader/Drill Team: substantiated by the administrator, due process IS disciplinary action results in an out-of-school suspension. accorded, and the 1. 2. 3. Each squad, after being selected, will nominate its candidates for office. Nominees must meet requirements set forth in the group's constitution. Only squad members will be allowed to vote. The vote shall be by secret ballot. 2. Receiving an out-of-school suspension for violations on an offense in C. Summer Practices: No summer practices will be required for middle school students. 72 Category 2 of the student conduct code (pp. 17-25, Student Handbook.) Citizenship Grade 4 A student becomes ineligible for any citizenship grade, other than four (4), when he/she receives a long-term suspension or expulsion recommendation. 73EXTRACURRICULAR ACTIVITIES CITIZENSHIP GRADING GUIDELINES administrator assigned If a student receives a long-term suspension or expulsion recommendation, a citizenship grade of 4 will be automatically assigned provided the allegation is substantiated, the procedure has been followed, and due process has been accorded. 3 4 Any behavior that results in a short-term, out of school suspension. Any behavior that results in a long-term suspension or expulsion. A student has the right to appeal a citizenship grade using the procedures outlined in the Student Handbook (page 46). Usually these would fall in Category 2 Offenses, first offense. In the event that a student violates school rules or regulations while he/she is not under direct supervision of a classroom teacher (who would normally document the infraction and record the appropriate grade on the report card), the responsibility for handling the manner rests with the administration. Usually these would fall in Category 2, second and/or third offenses or Category 3 Offenses. The assignment of the appropriate citizenship grade for the report card will be recorded by the registrar at the direction of the administrator. Similarly, citizenship grades of 3 and 4 are to be recorded on the record card by the registrar at the direction of the administrator. The administrator will be responsible for identifying the classroom teacher who will record the citizenship grade 3 or 4 that is assigned during the grading period. 1. 2. 3. 4. 5. 6. 7. 8. 9. 0 CITIZEN GRADING GUIDELINES CLASSROOM TEACHER ASSIGNED 1 2 10. 11. 12. Theft/Theft by Receiving Gambling Fighting Sexual Misconduct Use of Profanity Directed to or About a Staff Person in a Non-threatening Manner Loitering Breaking and Entering/Vandalism Repeated Violation of Category 1 Offenses Repeated Violation of Category 2 Offenses Disorderly Conduct Hindering/ Interfering With a School Function Harassing Communications Forgery or Falsification of 1. 2. 3. 4. 5. 6. 7. 8. 9. Assault/Battery Theft/Theft by Receiving Gambling Fighting Sexual Misconduct Use of Profanity Directed To a Staff Person in a Non-threatening Manner False Alarm Loitering Breaking and Entering/Vandalism A student may receive 2 documents during a grading period\nhowever, those documents may not result in a sanction for a 1 in citizenship. Any Category 1 sanction resulting in a disciplinary sanction, except an in- school suspension. Any Category 1 sanction resulting in an In-school suspension. Examples: Sent home Detention Hall Information 13. Possession/Use of Paging Devices (Beepers), Cellular Phones and/or Other Electronic Communication Devices 14. Use of Fireworks 15. Use and/or Possession of Alcohol, Controlled Substances or Unauthorized Drugs or Substances 16. Participation in Prohibited Clubs, Street Gangs, Fraternities, Sororities or Similar Organizations Saturday School 10. Repeated Violation of Category 1 or 2 Offenses 11. Disorderly Conduct/Hindering/ Interfering With a School Function 12. Harassing Communications 13. Forgery or Falsification of Information 14. Possession/Use of Paging/Electronic Devices 15. Use of/Fireworks Multi-fingered Rings/Chemical Agents/Laser Pins 16. Use/Possession/Sale of Alcohol/Drugs 17. Participation in Prohibited Clubs 18. Arson 19. Physical/V'erbal Assault of Staff 20. Possession of Weapon/Firearm/Explosives 21. Extortion/Robbery 22. Unlawful Assembly and Inciting to Riot 23. Terroristic Threatening J 74 75 LSTUDENT RIGHTS AND RESPONSIBILITIES STUDENT RIGHTS AND RESPONSIBILITIES DRESS CODE The dress code includes the following specific guidelines. Student dress and grooming are the responsibility of the student and his/her parent. When a student's dress or grooming disrupts the learning process, the principal or his/her designee has the responsibility to take action. The following guidelines are to be used in determining appropriate dress and grooming in the school environment. 1. Dress and grooming is to be in keeping with health, safety, and sanitary practices. A. Students may not wear clothing or hair styles that can be hazardous in educational activities such as lab, shop, physical education, or art classes. B. Shoes must be worn as required by law. Thongs, beach footwear, slippers, or other footwear that is inappropriate for school are not to be worn. |NOl-no tank tops or underwear may be worn as outer garments -no -no spandex shorts may be worn shorts may be worn if they are more than four (4) inches above the knee -no pajamas -no clothing with negative overtones that appear to be derogatory or discriminatory may be worn -no clothing or accessories that are profane, suggestive or inflammatory -no shirts and blouses tied at the midriff, clothing with bare midriff, or clothing not properly fastened are to be worn -no clothing or accessories of prohibited organizations or street gangs may be worn -no pants shall be worn that fall/sag below the waistline 2. Clothing and accessories are not to substantially disrupt the educational process. A. Students are not to wear clothing, buttons, patches, jewelry, or any other items with words, phrases, symbols, pictures, or signs that are indecent, profane, suggestive, or inflammatory, or that have negative overtones that appear to be derogatory or discriminatory. B. Students are not to wear suggestive or revealing clothing that diverts attention from the learning process or that may lead to a student being insulted, assaulted, or approached disrespectfully. C. Students are not to wear sunglasses, caps, coats, or hats in the building. Coats may be worn in breezeways or open areas of the building during inclement weather. D. Students are not to wear clothing, outer wear, pins, symbols, or insignia of prohibited organizations or street gangs while at school or at any school-related activity. It is suggested that students not wear expensive jewelry or other expensive accessories to school. It is difficult to recover such items when they are lost. The local school and/or the Little Rock School District are not responsible for replacing lost or stolen property. 78 79STUDENT RIGHTS AND RESPONSIBILITIES STUDENT RIGHTS AND RESPONSIBILITIES Each school must keep a register of all requests for and grants of access to a student's education records except disclosures to the student, his/her parents, or school officials\ndisclosures of directory information\nand disclosures pursuant to the parents' or eligible student's written consent. c release SYSTEM OF INFORMATION OUTSIDE OF THE SCHOOL with Authorized Access\nStudent health records will be\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_296","title":"Compliance hearing exhibits, 97-116","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":["1998/2001"],"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 law and legislation","Education--Evaluation","Educational statistics"],"dcterms_title":["Compliance hearing exhibits, 97-116"],"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/296"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"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\nExhibit No. 97: LI230-90 Memos from Dr. Watson re: behavioral report deficiencies. ALITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 OFFICE OF STUDENT HEARING TO: FROM: SUBJECT: Dr. Linda Watson, Assistant Superintendent Student Discipline Behavio^ Report Deficiencies DATE: Your l^avior Report(s) sent to the Student Hearing Office __dated__ 'arding 'the following deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing Office within the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent lTSON, LINDA rrom: Sent\nro: Subject\nWATSON, LINDA Monday, June 04, 2001 1\n17 PM PHILLIPS, TABITHA Long-term suspensions Mrs. Phillips\nI am reading 5/11/01 and the student may return - -ion 1 noticed that the suspension began on 5/i /u losnua n. u\u0026lt;=y'=' may issue short-term suspensions for 10 day y , which violates taw. P nf the Board of Directors. A memo was - A .4 A ic an nd reouires a vote of the Boa  Anmmo states that anythmg^^ovei^^10 days s a Joshua R. Degter's suspension. short-term suspensions today, 6/04/01 State Law sent out earlier this year which stated that principals may expulsion and requires not suspend students for more than 10 days without it coming to my office. unless you send it through as a long-term suspension 1TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 October 28, 1998 Mary Menking, Principal Williams Elementary Magnet School Linda Watson\nAss!stant Superintendent Student Discipline Deficient Behavior Report On October 23, 1998, the Student Hearing Office received a Behavior Report from Williams Elementary Magnet School, dated October 22, 1998, recommending that Alex Martin be expelled. The Behavior Report did not have information marked in the Due Process Hearing section. Please complete this section and return to Student Hearing. If you have questions, feel free to contact me.TO: FROM\nSUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 October 28, 1998 Lionel Ward, Principal Garland Elementary School Linda WatsonjAssistant Superintendent Student Discipline Deficient Behavior Report On October 28, 1998, the Student Hearing Office received a Behavior Report from Garland Elementary School, dated October 27, 1998, recommending that Doncurian Ely be expelled. The Behavior Report did not have information marked in the Due Process Hearing and Administrative Action sections. Please complete these sections and return to Student Hearing. If you have questions, feel free to contact me.TO: FROM\nSUBJECT\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 October 28,1998 Vernon Smith, Principal Forest Heights Junior High School 0- 4U-' . Linda Watsotv Assistant Supenntendent Student Discipline Deficient Behavior Report On October 26, 1998, the Student Hearing Office received a Behavior Report from Forest Heights Junior High School, dated October 20, 1998, recommending that Brandon Mobley be expelled. The Behavior Report did not have information marked in the Due Process Hearing section. Mr. Smith was this student given due process? If so, please complete this section and return to Student Hearing. If this student was not given due process, he will be returned to Forest Heights. If you have questions, feel free to contact me.ir P.W/117 LITTLE ROCK SCHOOL DISTRICT 810 WEST MaRKHAM STREET LITTLEROCK, ARKANSAS 72201 huv - OFFICE OF STUDENT HEARING TO: FROM: Dr. Linda Wats6?^, Assistant Superintendent Student Discipline Assistant Superintendent subject\n: DATE: Beha^r Report Deficiencies / 7, ' y*' o the Student Hearing Office . xX, ( M _______ ^dated has the following deficiencies: lice Mg:yarding t Insuflicient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Rearing Section iacomptete Parent Report Section incomplete Building principals signature missing Report was not received In the Student Hearing Office within the time frame prescribed in the Little Rock School District SRRH Student Information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form Immediately to the Student Hearing Office, Attaclimen(s(s) C\nAssociate Superintendent Assistant Superintendent LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 TO:. zpmCEOEST ENT HEARING FROM: SUBJECT: Dr. Linda Watson, Assistant Superintendent Student Discipline Behayior Report Deficiencies DATE: I' our behavio/Report^) sent to the Student Hearing Offic^eMi Your behavio] xding hasTEe following deficiencies: / Insufficient evidence to support recommendation Administrative Codes are absent or incomplete u- Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing Office within the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant SuperintendentTO: FROM: SUBJECT: DATE: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLEROCK, ARKANSAS 72201 OFFICE OF STUDENT HEARING UtMLLUr ------------- - . hr. Linda Wats^M-ssistant Superintendent Student Discipline Behavior Report Deficiencies the Student Hearing Office bearding dated ice rgi h?s the following deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Ple.s. te the disposition and/or dendencies Identined aboveand retnrn the corrected Behavior Report term immedlalel, to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant SuperintendentLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLEROCK, ARKANSAS 72201 OFFICE ORSTUDENT HEARING TO: FROM: Dr. Linda Wats^, Assistant Superintendent Student Discipline SUBJECT: DATE: Beha^or Report Deficiencies 4^ / Your behavior .6' sVsent to dated haS^he following deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing Office vdthin the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and retnrn the corrected Savl Report form Immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 TO: FROM: SUBJECT: OFFICE OF STUDENT HEARING Dr. Linda WatsMf,%sisttht Superintendent Student Discipline Behavior Report Deficiencies DATE: Your behaviorReport(^seiU'^thi A ! S-4- lias the following deficiencies: le Student Hearing Office/regarding dated Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not ir ece-i-v-e--d-- -i-n-- t-h--e-- -S--t udent Hearin-g O. ffice within the time otidu frame prescribed in the Little Rock School District SRRH. Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent TO: FROM: Dr. Lind: SUBJECT\nDATE: little rock SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 OFFICE OF STUDENT HEARING Student Discipline 7 Assistant^perintendent Behavior Report Deficiencies /X /Z n 4-n behavior Re^(^ sent to the Student Yo^ behavior Report(s) sent to t has the following deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing Office within the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant SuperintendentLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 OFFICE OF STUDENT HEARING TO: FROM: Dr. Linda Watson, Assistant Superintendent Student Discipline SUBJECT: Bieehhaayvjtoerr Report DDeeffiicciieenncciiee:s DATE: )U/behaviB^Mort(s) s - .eort(sent to the Student Hearing Office r\u0026amp; has the following deficiencies: di dated ! ree^djng^ n/ iqjSp Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing Office within the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET little rock, ARKANSAS 72201 FROM: SUBJECT: DATE: OFFICE OF STUDENT HEARING Dr. Linda Watson, Assistant Superintendent Student Discipline BehayiM Report Deficiencies l\"^:!I   .  _ X7aot Your behayior Repprt(s) sent to the Student Hearing Office regarding dated_______ TO: \" the following deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing O^^ the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please--------- . Behavior Report form immediately to Attachments(s) C: Associate Superintendent Assistant SuperintendentTO: FROM\nDr. Linda SUBJECT\nDATE: little rock school distwct 810 WEST MARKHAM ST^ET little rock, ARKANSAS 72201 OFFICE OF STUDENT HEARING atson, Assistant Superintendent Student DiscipUne\ne regarding __dated ,the Student Hearing Office ha: le following deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing not received in the Student Hearing Report was frame prescribed in the Little Rock School District SRRH Office within the time Student information Section I incomplete Other Conunent/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent TO\nFROM: SUBJECT: DATE: little ROCK SC HOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 F STUDENT HEARING Dr. Linda Watson, Assistant Superintendent Student Discipline Behaviw Report Deficiencies 'the following deficiencies: 5 Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies ies identified above and return the corrected Behavior Report lauuaivtMM ---------------- . form immediately to the Student Hearing Office. Attachments(s) C\nAssociate Superintendent Assistant Superintendent LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 TO: OFFICE OF STUDENT HEARING FROM: SUBJECT: Dr. Linda Watson, Assistant Superintendent Student Discipline Behavior Report Deficiencies DATE: Yourr behaviorRepprt(s) the Allowing deficienci ,rt(s)/ent to the Student Hearing :he following deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing Office within the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note Ihe dlspositlo. and/or derieiencles Identilied above and return the corrected rlvdbv UUlV V**V --------------- Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent little rock school ^strict 810 WWEESSTT MMAAKRiKsH-nA/vMi SoT. REET. little rock, ARKANSAS 72201 OFFICE OF STUDENT HEARING TO: FROM: Dr. Linda a^ats^,Assistant Superintendent SUBJECT: Student Discipline Behavior Report Deficiencies DATE: Your behayi it Hearing Offij dated ji4g the following Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was frame prescribed not received in the Student Hearing  ,he Little Rock School Dktnct SRRH Office within the time Student information Section I incomplete Other^______ _ Comment/Disposition SiXoSX\" and return the corrected Attachments(s) C: Associate Superintendent Assistant Superintendent 1 I1 little rock school district 810 west MARKHAM STREET LITTLEROCK, ARKANSAS 72201 FROM: SUBJECT: DATE: son, Assis nt Superintendent Student Discipline OFFIICCE,^F STUDENT HEARING Behavi^Report Deficiencies l/ . . . . H Your behavioiRepqrtj^sent to the Student Hearing Office dated TO: , Wthe followirig deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing  1 lu .be Student Hearing Office within the time Little Rock School District SRRH Report was not received in the frame prescribed in the 1-------- Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent TO: FROM: SUBJECT: DATE: little rock SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 OFFICE OF STUDENT HEARING I Dr. Linda Watsbfa', Assistant i Student Discipline Behavior Report Deficiencies Your behavior Report(s) sent to has the following deficiencies: the Student Hearing Office regarding dated______ Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report no. received 1. .he SWden. Hewing *\u0026gt;  frame prescribed in .he Link Rock School D.s.r.c. SRRH Student information Section I incomplete Other_____ Comment/Disposition Behavior Report form immediately to Attachments(s) C: Associate Superintendent Assistant Superintendent TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLEROCK, .ARKANSAS 72201 OFFICEJQF STUDENT HEARING Watson, Student Discipline Assistant Superintendent SUBJECTBehavi^Report Deficiencies DATE: Your behavioxJRepi sent to the Student Hearing Office. dated jM)\u0026lt;the following Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete i v *. *XW**w*i-**'^- Building principals signature missing Report was not received in the Student Hearing Office within the time fra*m e prescribed in the Little Rock 1 Sch1 ool DistriCc'tT JS'DRTJRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent I i. Cj-\u0026gt;y-- LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLEROCK, ARKANSAS 72201 Ar- Q 4i f OFFICE ORSTUDENT HEARING TO: FROM: SUBJECT: DATE: Dr. Linda Watsi Student Discipline ^,Assistant Superintendent Behauor Report Deficiencies 4x liii Your beha-vior haS^he foUo-wing Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing Office within the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLEROCK, ARKANSAS 72201 TO: FROM: SUBJECT: OFnCE OF STUDENT HEARING Dr. Linda Watson, Assistant Superintendent Student Discipline BBeehhaavviiowr RReeppoorrtt Dueeifiicciieenncciieess Cr'S#ir Ill n r r* UCs. 0 I ^8 r *' DATE: Your behavior Reppr^sent to the Student Hearing Office regarding // dated--------------------- the following deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing Office within the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent NOV 2 4 1998 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 1 a ! (' t OFnCE OF STUDENT HEARING TO: FROM: Dr. Linda Watson, Assistant Superintendent Student Discipline SUBJECT: lehavlor Report Deficiencies DATE: Yourr behavior^eDprt(s) th^ollowing deficienci ,rt(s)2ent to the Student Hearing ihe tollowing deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing Office within the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent Exhibit No. 98\nDiscipline reports used by Dr. Watson in conferencing with Hall High School. LI230-90 IDML008R2 Date: 1/09/01 School 002 HALL Dlsclplina Management System Action Summary Report 2000/08/21 2001/01/05 Page 1 11:53 AM hr, (\ng ?. fK' ACTION: PC PARENT CALLED Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student __________ ____________ 930025 AMOS, CANDICE M^ 915665 BROWN, ERIC K. 923993 BRCWN, FRANKLIN J. 974900 CARROLL, KENNEIH W. 921026 CATO, WHITNEY J. 933666 CLAYBORNE, THOMAS W. 92B852 COATS, ARCHIE M. 927165 CYRUS, TERRELL C. 919723 DAVIS, JEFF. 919723 DAVIS, JEFF. 915910 DONAHUE, JESSICA M. 928810 DULANEY, VAMON. 930261 GREEN, CHRISTOPHE B. 916573 HARRIS, MICHAEL D. 923794 JAMES, QUINTON T, 992375 JOHNSON, EARVIN B. 919336 JOHNSON, TAURUS T. 922193 JONES, COREY D. 933051 JONES, SHANELLE L. 933051 JONES, SHANELLE L. 894448 LOWE, CORNELL D. 922360 MARSHALL, KENDALL E. 987741 MCMILLON, CHASE R. 919855 MORRIS, THURLON. 933035 MORTON, BRIAN E. 960701 NORRIS, LATOYA R. 919843 NOWDEN, SHAKITA. 908102 PATTON, MICHAEL C. PERRY, JASON L. PETERS, LATISHA S. 926747 TRUMBLE, STUART S. 935480 USSERY, BRYAN O. 962849 WADE, BRANDI L. 916864 WALKER, GERALD D. 929131 WILLIAMS, BRANDY L. 938569 WILLIAMS, CURTIS L. Data 9/12/00 9/21/00 10/27/00 9/18/00 11/08/00 9/14/00 8/29/00 9/21/00 10/27/00 12/07/00 9/22/00 9/12/00 9/19/00 8/28/00 8/29/00 9/01/00 8/24/00 12/04/00 9/08/00 9/22/00 8/30/00 9/12/00 9/14/00 11/10/00 9/15/00 9/12/00 11/08/00 8/29/00 11/08/00 9/12/00 9/28/00 10/25/00 11/09/00 12/04/00 12/11/00 9/13/00 9/12/00 Cl 09 10 09 09 12 09 09 09 09 09 12 09 09 12 10 12 12 10 09 09 11 09 12 12 09 09 12 12 12 12 09 09 09 10 09- 09 09 Eth 02 02 02 02 01 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 01 02 02 02 Sex F M M M F M M M M M F M M M M M M M F F M M M M M F F M M F M M F M In fraction________ _________ _- 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 2090 NON-THREATENING PROFANITY AT 0 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLCW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 1070 REFUSE TO OBEY BUS RULES/REGUL 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1060 FAILURE TO FOLLOW RULES OR DIR 1060 FAILURE TO FOLLOW ROLES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 1030 MINOR ALTERCATION 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OB DIRECT 1030 MINOR ALTERCATION 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIB 1050 LEFT 02----- F 02 02 F M ACTION: PF PARENT CONFERENCE SCHCKHi/CLASS WITHOlfT PERM 1060 FAILURE TO FOLLCW RULES OR DIR 1060 FAILURE TO FOLLCW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 1062 REFUSE-TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY BULES OR DIRECT Inf Pate 9/08/00 9/15/00 10/10/00 9/14/00 11/08/00 9/12/00 8/29/00 9/13/00 10/27/00 12/01/00 9/22/00 8/31/00 9/19/00 8/28/00 8/29/00 9/01/00 8/24/00 12/01/00 9/07/00 9/22/00 8/29/00 9/08/00 9/14/00 11/10/00 9/12/00 9/08/00 11/08/00 8/29/00 11/08/00 9/12/00 9/25/00 10/25/00 11/09/00 12/01/00 12/07/00 9/08/00 9/08/00 //yo t Sch 002 002 002 002 002 002 002 002 002 Studant___________________ ___ 969383 ALBA, RAMON. 917218 EASON, KATRINA L. 926278 HALL, CORMELLA L. 916418 PAYNE, JOHN W. 918947 PETTUS, TERRILYN. 959550 POWELL, WALTER. 924679 REED, ANGELA R. 910466 BOUSE, TYRELL E. 917395 TUCKER, KDURTNEY C. Date 12/04/00 9/11/00 8/30/00 10/05/00 12/05/00 8/29/00 9/11/00 10/02/00 11/20/00 Cl 09 12 10 12 12 12 10 12 12 Eth 03 02 02 02 02 02 02 02 02 Infraction ii 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1110 USE OF VERBAL ABUSE/FIGHTING W F F M F M F M M 3072 VERBAL ABUSE OF STAFF 1070 REFUSE TO OBEY BUS RULES/REGUL 1040 BEHAVIOR THAT VIOLATES A PERSO 1060 FAILURE TO FOLLCW RULES OR DIR 1110 USE OF VERBAL ABUSE/FIGHPING W 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLCW RULES OR DIR Inf Date 12/04/00 9/11/00 8/30/00 10/05/00 12/05/00 8/29/00 9/11/00 10/02/00 11/20/00 // DML008R2 Date: 1/09/01 School 002 HALL Discipline Management Systran Action Sunmary Report 2000/08/21 2001/01/05 Page 2 11:53 AM ACTION: SW STUDENT WARNED Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student _______ ___________ 979010 ABDO, JON I. 974579 H,-0TAIBI, TUKKI T. 918699 ALEXAMDER, DERRICK D. 926887 ALLISON, CRYSTAL N. 936556 ANDERSON, JULIA M. 927271 ANDERSON, THEODIS. 922422 ANGLIN, ANTHONY D. 917188 ANTHONY, TAMMI D. 965739 ARNOLD, ANGELA M. 965739 ARNOLD, ANGELA M. 929840 ATKINSON, SHAKERRA L. 928073 AUSTIN, SHAKANA M. 928751 BEAVERS, CORTE L. 928906 BEULAH, RONNIE E. 928080 BLUEFER, SABRENDIA L. 928080 BLUEFER, SABRENDIA L. 935386 BRCWN, AMY Y. 929347 BROWN, BENJAMIN D. 927231 BROWN, ERIC L. 927231 BRCWN, ERIC L. 923993 BRCWN, FRANKLIN J. 923993 BRCWN, FRANKLIN J. 937002 BROWN, TANISHA R. 911925 BRYANT, ALEX C. 929848 BUCKNER, CEDRIC R. 933200 BUFORD, SHAUNICE L. 927878 BURSE, TONY D. 935483 CARTER, ARRIN T. 92BB52 COATS, ARCHIE H. 002- 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 922465 CRUTCHFIELD, SHANKA L. 927165 CYRUS, TERRELL C. 933180 DAVIS, NIKKI T. 300226 DAVIS, SHAUNTE. 932736 DIXON, ASHLEY N. 916444 DOSS, KENNETH W. 935451 DOWTHARD, ERNEST. 929843 DUHART, ALLYNNCIA S. 922858 DUHART, COURTNEY D. 928810 DULANEY, VAMON. 917218 EASON, KATRINA L. 935320 EVANS, ALICIA W. 923617 GILES, TYRONE D. 927578 GOODMAN, KEISHA N. 927578 GOODMAN, KEISHA N. 927576 GOODMAN, KEITH D. 927576 GOODMAN, KEITH D. 928297 GRAY, JENNIFER D. 992603 GREEN, TAKISHA S. 929523 GREENE, TRUDRELL L. 928418 GRIFFIN, LARON L. 921517 HADLEY, CHAUNCEY R. Date 10/16/00 9/07/00 9/18/00 1/05/01 12/06/00 9/20/00 11/16/00 9/12/00 9/05/00 9/08/00 12/05/00 9/07/00 9/11/00 9/14/00 9/19/00 1/05/01 12/07/00 9/19/00 9/01/00 10/25/00 8/29/00 12/07/00 9/22/00 12/01/00 8/30/00 9/11/00 10/05/00 9/07/00 11/21/00 10/30/00 8/29/00 12/07/00 12/05/00 10/26/00 11/09/00 10/17/00 10/06/00 9/01/00 9/18/00 9/01/00 9/20/00 11/16/00 9/12/00 11/06/00 8/31/00 9/12/00 10/24/00 11/20/00 9/07/00 8/31/00 10/24/00 Cl \"09 Eth 10 11 09 09 09 11 12 09 09 09 09 09 09 09 09 09 09 09 09 09 09 09 12 09 09 09 09 09 09 09 09 12 09 12 09 09 10 09 12 09 10 09 09 09 09 09 09 12 09 09 04 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02  02 02 02 02 02 02 02 . 02 02 02 02 02 02 02 02 02 Sex M 1 M M F F M M F F F F F M M F F F M M M M M F M M F M M M F M F M F M M F M M F F M F F M N F F M M M Infraction__________ __________  1133 REPEATED SCHOOL/CLASS TARDIES 1030 MINOR ALTERCATION 1062 REFUSE 10 OBEY RULES OR DIRECT 1030 MINOR ALTERCATION 1062 REFUSE TO OBEY RULES OR DIRECT 2123 POSSESSION OR U3E/PA0ING DEVIC VERBAL ABUSE/FIGHTING W : TO FOLLOW RULES OR DIR 1110 USE OF  1060 FAILURE 1060 FAILURE TO FOLLCW RULES OR DIR 2123 POSSESSION OR USE/PAGING DEVIC TO OBEY BULES OR DIBECT : TO FOLLOW BULES OR DIR 1062 REFUSE : 1060 FAILURE 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO 1062 REFUSE TO ( ) FOLLOW RULES OR DIR OBEY RULES OR DIRECT 1030 MINOR ALTERCATION 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY BULES OR DIRECT 1060 FAILURE TO follow rules or DIR 1030 MINOR ALTERCATION 1062 REFUSE TO OBEY RULES OR DIBECT 1060 FAILUBE TO FOLLOW BULES OB DIB 1030 MINOR ALTERCATION 1110 USE OF VERBAL ABUSE/FIGHTING W 1062 REFUSE TO 1062 REFUSE TO 1062 REFUSE TO Inf Date 10/16/00 OBEY RULES OR DIRECT OBEY RULES OR DIRECT OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 2105 REFUSING TO FOLLOW DIRECTIVES 2090 NON-THREATENING PROFANITY AT O 1060 FAILURE TO FOLLCW RULES OR DIB 1030 MINOR ALTERCATION 1062 REFUSE TO OBEY RULES OR DIRECT 2123 POSSESSION OR USE/PAGING DEVIC 1060 FAILUKE TO FOLLOW RULES OR DIR 1133 REPEATED SCHOOL/CLASS TARDIES 1060 FAILURE TO FOLLCW RULES OR DIR 1060 failure to follow RULES OR DIR 9/07/00 9/18/00 1/05/01 12/05/00 9/08/00 11/17/00 9/12/00 9/05/00 8/24/00 12/01/00 9/07/00 9/01/00 9/11/00 9/13/00 1/05/01 12/01/00 9/13/00 9/01/00 10/25/00 8/29/00 12/07/00 9/22/00 12/01/00 8/29/00 9/01/00 10/03/00 9/07/00 11/21/00 10/30/00 8/29/00 12/07/00 12/05/00 10/26/00 10/16/00 1030 MINOR ALTERCATION 1060 FAILURE TO FOLLCW RULES OR DIR 1070 REFUSE TO OBEY BUS RULES/REGUL 1030 MINOR ALTERCATION 1060 FAILURE TO FOLLOW RULES OR DIR 1030 MINOR ALTERCATION 1060 FAILURE TO FOLLCW RULES OR DIR 1060 FAILURE TO FOLLOW RULES OB DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1030 MINOR ALTERCATION 1060 FAILURE TO FOLLOW RULES OR DIR 1030 MINOR ALTERCATION __ 1062 REFUSE TO OBEY BULES OB DIBECT 10/05/00 9/01/00 9/15/00 9/01/00 9/14/00 11/16/00 9/12/00 10/01/00 8/31/00 9/12/00 10/18/00 11/20/00 9/07/00 8/30/00 10/19/00 DML008R2 Date: 1/09/01 Discipline Management System Action Summary Report School 002 HALL 2000/0B/21 2001/01/05 ACTION: SW STUDENT WARNED Page 3 11:53 AM Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 . 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student________________________ _ 301168 HARRISON, BRANDON D. 301168 HARRISON, BRANDON D. 960268 HAYNES, DERRICK D. 907806 HENDERSON, REGGIN D. 928189 HINES, KEVIN L. 933953 HOLMES, HOY L. 933962 HORTON, TERRA N. 935758 HUMPHREY, AUBREY J. 998645 HYDE, MATTHEW K. 928805 IRBY, TAMARA D. 922193 JONES, COREY D. 922193 JONES, COREY D. 301942 LANKFORD, DAVID C. 917084 LEWIS, ANTON K. 896526 LONDON, TERRY D. 950865 LYTLE, JOSEPH D. 927425 MACK, REGGIE. 928083 MACKINTRUSH, KENDRA L. 933206 MANNING, ARTHUR L. 922360 MARSHALL, KENDALL E. 303251 MARTINEZ, ISAAC. 917390 MATLOCK, MARCUS L. 998332 MCCULLOUGH, LAJEAN M. 913332 MCDANIEL, ARIEL J. 974381 MCDANIEL, AVIVA M. 974381 MCDANIEL, AVIVA M. 993967 MCDANIEL, NELSON D. 980071 MCMULLIN, TOCABRA R. 984984 MEAD, KATBALIYA. 912898 MEITZENHEIMER, BRAIN M. 919344 MILLEN, SHADRICK L. 995504 MILLER, MARQUITA R. 306110 MILLER, PIERRE D. 929413 MINICK, MATTHEW D. 911864 MYERS, KEVIN G. 936111 NEELY, BRANDON M. 936111 NEELY, BRANDON M. 913208 NEELY, DEBECK M. 995351 PARKER, ADRIANE D. 934808 PARKER, HELEN A. 928457 PARKER, KINGSTON E. 916418 PAYNE, JCSN W. 933004 PHILLIPS, CALLIE J. 928088 PIERKOWSKI, DAVIN V. 959550 POWELL, WALTER. 300957 RODRIGUEZ, DANIEL. 990177 SANTIAGO, ROBERT L. ggom Santiago, boberi l. 935039 SCOTT, RODNEY D. 301899 SHELLY, JONATHAN W. 927458 SMITH, ALEXIS C. Date 9/15/00 11/16/00 12/07/00 11/03/00 1/05/01 9/12/00 9/13/00 11/06/00 9/18/00 9/01/00 9/29/00 10/27/00 11/08/00 12/11/00 9/25/00 10/06/00 11/21/00 8/30/00 9/19/00 11/17/00 9/07/00 9/22/00 9/19/00 9/01/00 9/19/00 9/25/00 10/17/00 9/19/00 9/01/00 10/09/00 10/02/00 12/05/00 11/17/00 11/20/00 9/22/00 8/30/00 11/08/00 8/29/00 11/10/00 10/25/00 9/05/00 9/12/00 11/15/00 10/31/00 8/28/00 9/21/00 9/29/00 10/06/00 8/31/00 9/05/00 9/07/00 Cl 09 09 09 12 09 12 09 09 12 09 10 10 09 12 10 09 09 09 09 09 09 12 09 12 09 09 09 09 12 12 12 12 09 10 12 09 09 10 12 09 09 12 09 09 12 12 09 09 09 09 09 Eth 01 01 02 02 02 02 02 02 01 02 02 02 01 02 02 01 02 02, 02 02 03 02 02 02 02 02 02 02 04 02 02 02 02 01 02  02 02 02 02 02 : 02 = 02 02 01 02 03\n06: 06 02  02 02 Sex M M M M M M F M M F H M M M M M M F M M M M F F F F M F F M M F M M M M H M F F M M F M M M M N M M F Infraction_________________________ __ failure to foIiLOw rules or dir 1060 1030 MINOR ALTERCATION 1030 MINOR ALTERCATION 1060 FAILURE TO FOLLOW RULES OR DIR 2123 POSSESSION OR USE/PA0IN6 DEVIC 1060 FAILURE TO FOLLOW RULES OR DIR 1030 MINOR ALTERCATION 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY BULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 1133 REPEATED SCHOOL/CLASS TARDIES 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1030 MINOR ALTERCATICSi 1060 FAILURE TO FOLLOW RULES OR DIR 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1133 REPEATED SCHOOL/CLASS TARDIES 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 1060 FAILURE TO FOLLOW RULES OR DIR 1060 FAILURE TO FOLLOW RULES OR DIR 1110 USB OF VERBAL ABUSB/FIGHTING W 1062 REFUSE TO OBEY RULES OR DIRECT 1030 MINOR ALTERCATION 1100 USE OR POSSESSION OF TOBACCO 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY BULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 1060 FAILURE TO FOLLOW RULES OR DIB 1110 USE OF VERBAL ABUSE/FIGHTING W 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT Inf Date 9/15/00 11/16/00 12/07/00 11/03/00 1/05/01 9/12/00 9/13/00 10/27/00 9/18/00 8/30/00 9/29/00 10/27/00 10/06/00 12/11/00 9/14/00 9/29/00 11/21/00 8/30/00 9/18/00 11/17/00 9/07/00 9/22/00 9/15/00 8/30/00 9/14/00 9/14/00 10/17/00 9/08/00 9/01/00 10/09/00 10/02/00 12/05/00 11/16/00 11/20/00 9/22/00 8/30/00 11/01/00 8/29/00 11/10/00 10/25/00 9/05/00 9/12/00 11/14/00 10/31/00 8/28/00 9/21/00 9/29/00 9/26/00 8/31/00 men FiTT.iniB TO FOTlfM RHT.ES OR DIB---- 1060 FAILURE TO -F-O-L-L-O-W- -R-U-L-E-S- -O-R- -D-I-R---- 8/31/00 DML008R2 Date: 1/09/01 Discipline Management System Action Summary Report Page 4 11:53 AM School 002 HALL 2000/08/21 2001/01/05 ACTION: SW STUDENT WARNED Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student______________________ 918316 SMITH, ANTRONE W. 933162 SMITH, TIMOTHY J. 931509 SPROUSE, KRISTIAN T. 952053 STARKS, GREGORY J. 922240 TATE, ASHLEY N. 936920 THOMPSON, BREON D. 926366 THOMPSON, JOHNNIE L. 923975 THOMPSON, LATOYA R. 923975 THOMPSON, LATOYA R. 960526 THORNTON JR,, CHESTER L. 915455 THORNTON, THEOTIS D. 927657 VEASEY, MARCUS D. 987863 VIDRINE, KYLE W. 930092 WADE, KEITH J. 930092 WADE, KEITH J. 928693 WADE, KRYSTAL L. 994416 WARREN, MARCUS S. 915680 WASHINGTON, KRISTOPHER K. 929183 WESTON, TRAVIS D. 922332 WHITE, KELLIE P. 929131 WILLIAMS, BRANDY L. 929131 WILLIAMS, BRANDY L. 929240 WILLIAMS, GREGORY J. 928737 WILLIAMS, LAMONT D. 968967 WILLIAMS, MARQUES A. 301849 WILSON, APRIL L. 916470 WIMBLEY, LOUIS G. Date 9/22/00 8/30/00 9/27/00 12/11/00 8/30/00 9/27/00 9/22/00 9/12/00 12/08/00 10/02/00 10/03/00 11/14/00 10/09/00 10/03/00 10/11/00 9/05/00 11/03/00 11/03/00 9/25/00 8/29/00 8/30/00 11/21/00 9/14/00 11/16/00 10/24/00 8/31/00 9/13/00 Cl 11 09 12 09 10 09 09 09 09 12 12 09 09 09 09 09 12 12 09 10 09 09 09 09 09 11 12 Eth 02 02 02 02 02 02 02 02 02 02 02 02 01 02 02 02 02 02 02 02 , 02  02 02 02 02\n02 : 02 , Sex M M F M F H M F F M M M M M M P M M M F F F M M M F M Infraction____________________ 1030 MINOR ALTERCATION 1060 FAILURE TO FOLLOW RULES OR DIR 1060 FAILURE TO FOLLOW RULES OR DIR 1030 MINOR ALTERCATION 1030 MINOR ALTERCATION 2105 REFUSING TO FOLLOW DIRECTIVES REFUSE TO OBEY RULES OR DIRECT REFUSING TO FOLUW DIRECTIVES 1062 2105 1133 REPEATED SCHOOL/CLASS TARDIES 1060 FAILURE TO FOLLOW RULES OR DIR 1060 FAILURE TO FOLLOW RULES OR DIR 1030 MINOR ALTERCATION 1030 MINOR ALTERCATION 2105 REFUSING TO FOLLOW DIRECTIVES 2123 POSSESSION OR USE/PAGING DEVIC 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 1070 REFUSE TO OBEY BUS RULES/REGUL 1060 FAILURE TO FOLLOW RULES OR DIR refuse to OBEY RULES OR DIRECT 1062 2105 1062 1050 REFUSING TO FOLLOW DIRECTIVES REFUSE TO OBEY RULES OR DIRECT left SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW BULES OR DIR 1050 LEFT SCHOOL/CLASS WITHOUT PERM Inf Date 9/22/00 8/30/00 9/27/00 12/11/00 8/30/00 9/27/00 9/22/00 9/11/00 11/21/00 10/02/00 10/03/00 11/14/00 10/09/00 10/02/00 10/10/00 8/31/00 11/03/00 11/03/00 9/22/00 8/29/00 8/30/00 11/21/00 9/14/00 11/16/00 10/06/00 8/31/00 9/13/00 ACTION: 01 IN-SCHOOL SUSPENSION Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student_________________________ 979010 ABDO, JON I. 974579 AL-OTArai, TURKI T. 926887 ALLISON, CRYSTAL N, 933036 ALLISON, RICKY S. 933222 ANDERSON, DEMETRIA A. 936556 ANDERSON, JULIA M. 927271 ANDERSON, THEODIS. 965739 ARNOLD, ANGELA M. 928751 BEAVERS, CORTE L. 928451 BECKTON, SHANNON L. 986145 BENNETT, STEVEN R. 973698 BENRAHOU, IKRAM. 926906 BEULAH, RONNIE E. 928906 BEULAH, RONNIE E. 927432 BLUB, MIRANDA D. 002 931379 BROWN, CHRISTOLYN M. nf\u0026gt;2 020214 BRCWN ,_ LAMEATRIA S- . 002 929214 BRCAfN, LAMEATRIA S. Date 1/05/01 11/01/00 11/27/00 12/11/00 10/19/00 10/10/00 9/18/00 11/27/00 11/07/00 12/12/00 11/08/00 11/07/00 9/27/00 9/27/00 10/30/00 9/14/00 10/16/00 9/08/00 9/08/00 Cl 09 10 09 09 09 09 09 09 09 09 12 10 09 09 10 12 10 09 09 Eth 04 } 04 * 02 02\n02 02 02 02 02 02 . 02 01 02 02 02 02 ' 02 02 t 02 * Sex M M F M F F M P M F M F M M F M F F F Infraction_________________________ 1062 REFUSE TO OBEY BULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 1030 MINOR ALTERCATION 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1110 USE OF VERBAL ABUSE/FIGHTING W repeated SCHOOL/CLASS TARDIES 1133 2105 REFUSING TO FOLLOW DIRECTIVES SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT Inf Date 1/04/01 10/31/00 11/20/00 11/30/00 10/17/00 10/09/00 9/15/00 11/20/00 10/24/00 12/06/00 11/08/00 11/06/00 9/20/00 9/26/00 10/27/00 9/14/00 10/13/00 8/29/00 8/29/00DML00BR2 Data: 1/09/01 School 002 HALL Discipline Management System Action Summary Report 2000/08/21 2001/01/05 Page 5 11:53 AM ACTION: 01 IN-SCHOOL SUSPENSION Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student 926897 BRCWN, SHARON M. 935060 BROWN, TAMEIKA D. 922147 BROWN, TYWAN D. 926918 BRUTON, BLAKE A. 928132 BUCKLEY, JOY J. 929848 BUCKNER, CEDRIC R. 927878 BURSE, TONY D. 916431 BUTLER, JEFF M. 921701 CAMPBELL, JARED L. 926574 CARPENTER, MATTHEW T. 975122 CARVAJAL, ADELA. 975122 CARVAJAL, ADELA. 950742 CLARK, DEITRA R. 928156 CLARK, SHAKITA V. 928831 CLEMMONS, MARCELL L. 928852 COATS, ARCHIE M. 927886 COLWYE, GREGORY J. 973904 CRAWFORD, ASHLEY A. 922465 CRUTCHFIELD, SHANKA L. 922465 CRUTCHFIELD, SHANKA L. 922465 CRUTCHFIELD, SHANKA L. 933260 CURLBTT, AYANA J. 924435 CURLEY, BRANDON S. 922171 DAVIS, CHRISTOPHE P. 933180 DAVIS, NIKKI T. 916474 DENNIS, GARRY C. 915910 DONAHUE, JESSICA M. 974302 EASON, BRITTANY. 974302 EASON, BRITTANY. 935320 EVANS, ALICIA W. 995769 FINN-SMITH, CLAIRE K. 992486 GAGE, ANTOINE B. 910120 GARDNER, MARYNTHIA R. 923617 GILES, TYRONE D. 916131 GLASPIB, CRYSTAL G. 321513 GOODMAN, KEISHA N. 927576 GOODMAN, KEITH D. 927576 GOODMAN, KEITH D. 928297 GRAY, JENNIFER D. 928297 GRAY, JENNIFER D. 930261 GREEN, CHRISTOPHE B. 930602 GREEN, KENYONE S. 992606 GREEN, MYISHA R. 916521 GRIDLEY, EBONY T. 928418 GRIFFIN, LARON L. 912510 GRIGSBY, NICOLE R. 936370 HAMPTON, CLIFTON E. 930547 HARDY, LAKESHIA L. 930547 HARDY, LAKESHIA L. 975070 HARRIS, YESMAN L. 91501Q HARRIS, YESMAN L. Date 11/16/00 9/20/00 11/16/00 11/15/00 11/16/00 11/14/00 11/07/00 9/11/00 11/30/00 10/26/00 10/18/00 11/30/00 11/06/00 10/30/00 10/17/00 10/03/00 12/11/00 10/13/00 9/08/00 9/08/00 11/15/00 11/29/00 10/06/00 11/20/00 9/14/00 12/07/00 10/24/00 10/10/00 12/08/00 12/11/00 12/04/00 9/14/00 10/20/00 10/10/00 11/09/00 9/22/00 9/21/00 11/14/00 9/07/00 12/04/00 9/22/00 9/27/00 10/16/00 10/06/00 9/15/00 10/12/00 9/14/00 11/06/00 12/08/00 9/25/00 11/06/00 Cl 10 09 10 10 09 09 09 12 09 10 10 10 10 09 09 09 10 09 09 09 09 09 09 09 09 12 12 09 09 09 10 12 12 10 12 09 09 09 09 09 09 09 09 12 09 12 09 09 09 09 09 Eth 02 02 02 01 02 02 02 01 01 01 03 03 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 , 02\n02 02 01 02 : 02 I 02 I 02  02 ! 02 J 02: 02\n02: 02 i 02  02 I 02 02 02 I 02 ' 02 I 02 02 , 02 Sex F F M M F M M M M M F F F F M M M P F F F F M M F M F F F F F M F M F F M M F F M M F F M F M F F M M Infraction _________ ____________ 1060 FAILURE TO FOLLOW RULES OR DIR 1110 USE OF VERBAL ABUSE/FIGHTING W 1080 FAILURE TO SERVE DETENTION 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1133 REPEATED SCHOOL/CLASS TARDIES 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1110 USE OF VERBAL ABUSE/FIGHTING W 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1080 FAILURE TO SERVE DETENTION 1080 FAILURE TO SERVE DETENTION 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1040 BEHAVIOR THAT VIOLATES A PERSO 1133 REPEATED SCHOOL/CLASS TARDIES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 1040 BEHAVIOR THAT VIOLATES A PERSO 2105 REFUSING TO FOLLOW DIRECTIVES 1133 REPEATED SCHOOL/CLASS TARDIES 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1090 REFUSED TO SERVE DETENTION 1080 FAILURE TO SERVE DETENTION 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 1060 FAILURE TO FOLLOW RULES OR DIR 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1090 REFUSED TO SERVE DETENTION 2105 REFUSING TO FOLLOW DIRECTIVES 1090 REFUSED TO SERVE DETENTION 1030 MINOR ALTERCATION 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO F(aiLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1110 USE OF VERBAL ABUSE/FIGHTING W 1110 USE OF VERBAL ABUSE/FIGHTING W 2105 REFUSING TO FOLLOW DIRECTIVES 1133 REPEATED SCHOOL/CLASS TARDIES 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR-DIRECT Inf Date 11/15/00 9/18/00 11/15/00 11/14/00 11/06/00 11/14/00 10/27/00 9/11/00 11/30/00 10/25/00 10/17/00 11/29/00 11/01/00 10/16/00 10/14/00 9/28/00 12/08/00 10/12/00 9/07/00 9/08/00 11/09/00 11/01/00 10/05/00 11/17/00 9/13/00 12/07/00 10/24/00 10/09/00 12/07/00 12/08/00 12/01/00 9/14/00 10/20/00 10/09/00 11/09/00 9/21/00 9/20/00 11/14/00 9/07/00 11/29/00 9/21/00 9/22/00 10/13/00 10/06/00 9/14/00 10/12/00 9/06/00 11/01/00 12/07/00 9/19/00 11/01/00 DML008R2 Date: 1/09/01 Discipline Management System Action Sunmary Report Page 6 11:53 AM School 002 BALL 2000/06/21 2001/01/05 ACTION: 01 IH-SCHOOL SUSPENSION Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 . 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student__________________________ 929217 HART, ALISA R. 935452 HAWKINS, DEREK T. 935453 HAWKINS, ERIC T. 923305 HAYNES, DERRICK D. 959119 HAYWCXJD, RICKEY L. 929312 HEARD, DIA M. 979726 HENDERSON, RICARDO. 928189 HINES, KEVIN L. 986526 HINTON, PRESTON R. 922119 HOLLOWAY, JACQUITA R. 929156 HOLLCWAY, QUINCY C. 933953 HOLMES, ROY L. 921853 BOUSE, LEANN M. 931927 HOWARD, JILNIAL A. 917030 HUMPHREY, NATHAN J. 998645 HYDE, MATTHEW K. 915968 JACKMAN, IRVING P. 915544 JACKSON, DANNY J. 923794 JAMES, QUINTON T. 993806 JANISZEWSKI, PATRYK L. 993806 JANISZEWSKI, PATRYK L. 923150 JEFFERSON, EARNEST E. 931020 JOHNSON, AMANDA D. 927431 JOHNSON, ANTOINETTE L. 927431 JOHNSON, ANTOINETTE L. 992375 JOHNSON, EARVIN B. 930877 JOHNSON, JEROME E. 928703 JOHNSON, LATASBA L. 919336 JOHNSON, TAURUS T. 994765 JONES, LATEASHIA M. 916512 JONES, MONTAYE D. 933051 JONES, SHANELLE L. 922041 JORDAN, TIFFANYE D. KENNEY, TALISHA L. 928409 KING, ANTWOIN D. 984289 LANGLEY, CRYSTAL H. 924076 LEE, JENNIFER L. 917084 LEWIS, ANTON K. 910356 LOVE, CARLOS D. 916005 LOVE, MARQUIIA k. 950865 LYTLE, JOSEPH D. 932666 MADISON, JEROME. 932269 MANNING, SCOTTIE G. 922360 MARSHALL, KENDALL E. 922360 MARSHALL, KENDALL E. 960036 MARTIN, JOHN E, 996454 MARTINEZ, YEFRI Y. 930020 MCCRAY, BRADLEY S. 998332 MCCULLOUGH, LAJEAN M. 913332 MCDANIEL, ARIEL J. 974381 MCDANIEL, AVIVA M. Date___ 10/18/00 12/08/00 10/13/00 1/04/01 12/11/00 11/27/00 12/07/00 1/03/01 11/10/00 10/18/00 12/13/00 12/01/00 11/16/00 11/07/00 12/05/00 10/12/00 10/12/00 10/09/00 9/14/00 9/22/00 9/22/00 11/10/00 11/29/00 9/05/00 11/30/00 9/05/00 9/27/00 9/28/00 9/08/00 9/14/00 11/09/00 9/06/00 9/28/00 10/18/00 11/06/00 10/12/00 10/25/00 10/12/00 10/05/00 9/27/00 10/10/00 11/15/00 11/27/00 9/18/00 11/15/00 9/22/00 12/05/00 12/07/00 10/26/00 9/14/00 10/31/00 Cl___ 09 10 10 11 10 10 12 09 10 10 10 12 09 10 12 12 12 10 10 12 12 10 09 10 10 12 10 09 12 12 12 09 10 10 09 12 10 12 12 11 09 09 09 09 09 09 10 12 09 12 09 Eth 02 02 02 02 02 02 02 02 02 02 02 02 01 02 06 01 02 02  02 01 , 01 ' 02 02 02 02 02 02 I 02 i 02 02 02 . 02 i 02 1 02 I 02 02 f 02 \u0026lt; 02 t 02 02 I 01  02 . 02 02 02 02 06  01 02 ' 02 02 Sex F M M M M F M M M F M M F F M M M M M M M M F F F M M F M F M F F  M F F M M F M M M M M M M H P F F Infraction__________ 1062 PKFUSS TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1080 FAILURE TO SERVE DETENTION 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1133 REPEATED SCHOOL/CLASS TARDIES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1110 USE OF VERBAL ABUSE/FIGHTING W 1080 FAILURE TO SERVE DETENTION 1080 FAILURE TO SERVE DETENTION 1060 1110 2105 FAILUBE TO FOLLCW RULES OR DIR USE OF VERBAL ABUSE/FIGHTING W REFUSING TO FOLLOW DIRECTIVES 1080 FAILURE TO SERVE DETENTION 1062 REFUSE TO OBEY RULES OR DIRECT 1110 USE OF VERBAL ABUSE/FIGHTING W 1080 FAILURE TO SERVE DETENTION 1060 FAILURE TO FOLLCW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1080 FAILURE TO SERVE DETENTION 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1133 REPEATED SCHOOL/CLASS TARDIES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 1090 REFUSED TO SERVE DETENTION 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1080 FAILURE TO SERVE DETEOTION 2105 REFUSING TO FOLLOW DIRECTIVES 1080 FAILURE TO SERVE DETENTION 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1080 FAILURE TO SERVE DETENTION 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1060 FAILURE TO FOLLOW RULES OR DIR 1133 REPEATED SCHOOL/CLASS TARDIES 1133 REPEATED SCHOOL/CLASS TARDIES 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1133 REPEATED SCHOOL/CLASS TARDIES Inf Date 10/05/00 12/07/00 10/12/00 1/03/01 12/08/00 11/21/00 12/07/00 1/03/01 11/10/00 10/17/00 12/12/00 12/01/00 11/14/00 11/06/00 12/05/00 10/12/00 10/12/00 10/06/00 9/12/00 9/22/00 9/22/00 11/09/00 11/21/00 9/01/00 11/29/00 9/05/00 9/26/00 9/14/00 9/08/00 9/14/00 11/09/00 9/05/00 9/27/00 10/17/00 10/30/00 10/12/00 10/24/00 10/12/00 10/05/00 9/27/00 10/06/00 10/31/00 11/21/00 9/18/00 11/09/00 9/21/00 12/04/00 12/07/00 10/05/00 9/14/00 10/30/00DML008R2 Date: 1/09/01 Discipline Management System Action Summary Report School 002 HALL 2000/08/21 2001/01/05 ACTION: 01 IN-SCHOOL SUSPENSION Page 7 11:53 AM Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student 918615 MCKINNBYr JAMES 980071 MCMULLIN, TOCARRA R. 984968 MEAD, DEBBIE D, 924732 MEDLOCK, CORINIHIA M. 912898 MEITZENHEIMER, BRAIN M. 936449 MENDEZ-WARD, DEONE M. 921659 MILLER, WILLIE M. 921659 HILLER, WILLIE M. 929413 MINICK, MATTHEW D. 922369 MOORE, JOHNATHON T. 928857 MOORE, LEANDER L. 929155 MOORE, WILLIE. 907380 MORGAN, FELTON T. 933516 MYERS, GERARD L. 911864 MYERS, KEVIN G. 936111 NEELY, BRANDON M. 305160 NORMAN, LADONNA A. 960701 NORRIS, LATOYA R. 931800 NORWOOD, GALON C. 931600 NORWOOD, GALON C. 931800 NORWOOD, GALON C. 919843 NOWDEN, SHAKITA. . 973702 ORTEGA, FRANK M. 928619 OWENS, ANTHONY D. 918601 PARKER, KORTNI D. 908102 PATTON, MICHAEL C. 916416 PAYNE, JOHN W. 916223 PENNINGTON, CEDRIC E. 935385 PHILLIPS, JEFFREY A, 928088 PIERKOWSKI, DAVIN V. 959853 PONCE, INGRID J. 972721 POSTELL, ALIYA C. 922663 POTTLE, KRISTIN J. 907726 PRIDE, LONZELL L. 936011 RATLIFF, THOMAS M. 928677 RAYFORD, OTIS. 926843 REED, ANDRE D. 933723 REED, SHASTA L. 993875 RBVUELTA, RIGOBERTO M. 919498 REYNOLDS, SEAN P. 919498 REYNOLDS, SEAN P. 928209 REYNOLDS, SHAUN K. 928209 REYNOLDS, SHAUN K. 931748 RICE, ARLO D. 931748 RICE, ARLO D. 928624 ROBERSON, JOHATHAN A. 932730 ROBINSON, TANEISHA L. 928766 ROSE, MALESA R. 929900 SCOTT, INDIA C. 935039 SCOTT, RODNEY D. 996909 SHERRER, CHRISTOPHE D. Date 9/01/00 12/12/00 11/30/00 11/08/00 10/24/00 10/25/00 9/22/00 11/09/00 11/13/00 9/28/00 12/01/00 12/04/00 9/21/00 9/08/00 12/11/00 10/13/00 9/28/00 11/27/00 9/28/00 9/28/00 12/04/00 11/03/00 9/11/00 9/15/00 12/07/00 11/03/00 11/03/00 11/16/00 11/16/00 12/06/00 11/15/00 10/03/00 12/07/00 9/27/00 12/11/00 9/18/00 11/07/00 9/28/00 1/05/01 11/10/00 1/04/01 9/13/00 11/10/00 10/24/00 10/29/00 10/17/00 11/06/00 10/09/00 11/30/00 9/13/00 12/05/00 Cl 10 09 10 09 12 10 12 12 10 10 10 09 12 09 12 09 10 09 09 09 09 12 12 09 12 12 12 10 09 09 10 09 12 12 10 09 10 09 09 12 12 09 09 09 09 10 09 10 10 09 12 Eth 03 02 03 02 02 02 02 02 01 02 02 02 02 02 02 02 02 02 02 02 02 02 03 02 02 02 02 02 02 01 03 02 01 02 02 02 02 02 03 02 02 , 02 : 02 02 02 02 t 02 ! 02 : 02\n02\n02 Sex M F F F M F M M M M M M M M M M F F M M M F M M M M M M M M F F F M M M M F M M M M M M M M F F F M M Infraction__________________ ________ 1060 FAILURE TO FOLLOW RULES OR DIR 2105 REFUSING TO FOLLOW DIRECTIVES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1133 REPEATED SCHOOL/CLASS TARDIES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1060 FAILURE TO FOLLOW RULES OR DIR 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1090 REFUSED TO SERVE DETENTION 1080 FAILURE TO SERVE DETENTION 1110 USE OF VERBAL ABUSE/FIGHTINO W 1040 BEHAVIOR THAT VIOLATES A PERSO 2105 REFUSING TO FOLLOW DIRECTIVES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 1090 REFUSED TO SERVE DETENTION 2105 REFUSING TO FOLLOW DIRECTIVES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1133 REPEATED SCHOOL/CLASS TARDIES 1133 REPEATED SCHOOL/CLASS TARDIES 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1110 USE OF VERBAL ABUSE/FIGHTING W 1110 USE OF VERBAL ABUSE/FIGHTING W 1090 REFUSED TO SERVE DETENTION 1133 REPEATED SCHOOL/CLASS TARDIES 1060 FAILURE TO FOLLCW RULES OR DIR 1080 FAILURE TO SERVE DETENTION 1030 MINOR ALTERCATION 2090 NON-THREATENING PROFANITY AT O 1080 FAILURE TO SERVE DETENTION 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1080 FAILURE TO SERVE DETENTION 1030 MINOR ALTERCATION 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1070 REFUSE TO OBEY BUS RULES/REGUL 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 1133 REPEATED SCHOOL/CLASS TARDIES 1133 REPEATED SCHOOL/CLASS TARDIES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO oRgv RinES OB DTHgCT 1090 REFUSED TO SERVE DETENTION Inf Date 8/31/00 12/08/00 11/29/00 9/28/00 10/24/00 10/24/00 9/22/00 11/09/00 11/10/00 9/28/00 11/30/00 11/27/00 9/21/00 9/07/00 12/11/00 10/02/00 9/27/00 11/07/00 9/20/00 9/26/00 11/28/00 11/03/00 9/11/00 9/14/00 12/07/00 11/03/00 11/03/00 11/15/00 11/10/00 11/30/00 11/14/00 9/29/00 12/07/00 9/27/00 12/08/00 9/12/00 11/06/00 9/27/00 1/04/01 11/06/00 1/03/01 9/08/00 11/06/00 9/29/00 9/29/00 10/16/00 11/01/00 10/06/00 11/01/00 12/05/00 DML008R2 Date: 1/09/01 Discipline Management System Action Sunmary Report School 002 HALL 2000/08/21 2001/01/05 ACTION: 01 IN-SCHOOL SUSPENSION Page 8 11:53 AM Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student 950190 SKAGGS, SARAH K. 917237 SLOAM, KATRINA A. 918316 SMITH, ANTRONE W. 929697 SMITH, ROCHELLE L. 932573 STEVENSON, SHEENA P. 917556 STEWART, TERRENCE D. 928366 THOMPSON, JOHNNIE L. 923975 THOMPSON, LATOYA R. 929683 TILLMAN, MONIQUE D. 951887 TURNER, ARIC D. 951776 lURNER, DEMARIO Q. 950645 USREY, JOHN C. 935480 USSERY, BRYAN O. 301051 VALENCIA, EDWIN L. 927657 VEASEY, MARCUS D. 962849 WADE, BRANDI L. 932913 WALKER, CHIKE A. 935777 WALKER, CYRUS A. 916864 WALKER, GERALD D. 937535 WARREN, BRANDON L. 916398 WHITE, EBONY S. 922332 WHITE, KELLIE P.  930035 WHITE, TAMEKA L, 952489 WHITE, TAWANNA J. 305192 WILKERSON, ASHLEY R. 305192 WILKERSON, ASHLEY R. 929863 WILLIAMS, AMBER. 928962 WILLIAMS, LASHIKKA S. 922782 WILLIAMS, RORY M. 990591 WILLS, KATY L, 301849 WILSON, APRIL L. 916470 WIMBLEY, LOUIS 6. 916470 WIMBLEY, LOUIS G. 996402 WIRGES, TRACEY A. 933054 WITHERS, BRIEN A. 933054 WITHERS, BRIEN A. 924669 WRIGHT, DOMONIC D. 927658 WRIGHT, RODNEY J- 937479 YOUNG, FANTASIA U. 910724 YOUNG, GERRY L. Date 10/31/00 12/07/00 9/29/00 11/07/00 9/18/00 10/06/00 9/28/00 9/18/00 12/12/00 11/01/00 10/27/00 12/06/00 9/08/00 12/05/00 11/09/00 10/19/00 10/10/00 10/30/00 12/08/00 10/24/00 10/12/00 9/12/00 12/11/00 9/28/00 9/13/00 10/13/00 12/08/00 11/27/00 12/11/00 10/20/00 10/12/00 10/24/00 12/01/00 9/22/00 11/08/00 1/04/01 10/26/00 12/04/00 10/13/00 9/26/00 Cl 09 12 11 10 09 10 09 09 09 09 09 09 09 09 09 09 09 09 10 10 12 10 11 09 09 09 10 10 09 12 11 12 12 12 09 09 10 09 09 12 Eth 01 02 02 02 02 02 02 02 06 02 02 01 02 03 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 01 02 02 02 01 02 02 02 02 02 02 Sex F F M F F M M F F M M M M M M F M M M M F F F F F F F F M 7 F H H M M M M M F M Infraction ___________ __________ _ 1133 REFITTED SCHOOL/CLASS TARDIES 1090 REFUSED TO SERVE DETENTION 2105 REFUSING TO FOLLOW DIRECTIVES 1080 FAILURE TO SERVE DETENTION 1110 USB OF VERBAL ABUSE/FIGHTING W 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1133 REPEATED SCHOOL/CLASS TARDIES 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 1110 USE OF VERBAL ABUSE/FIGHTING W 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1040 BEHAVIOR THAT VIOLATES A PERSO 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 1040 BEHAVIOR THAT VIOLATES A PERSO 1133 REPEATED SCHOOL/CLASS TARDIES 2105 REFUSING TO FOLLOW DIRECTIVES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1090 REFUSED TO SERVE DETENTION 1060 FAILURE TO FOLLOW RULES OR DIR 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 2105 REFUSING TO FOLLOW DIRECTIVES 1030 MINOR ALTERCATION 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1133 REPEATED SCHOOL/CLASS TARDIES 1050 LEFT SCHOOL/CLASS WITHOUT PERM Inf Date 10/20/00 12/07/00 9/26/00 11/06/00 9/15/00 10/05/00 9/27/00 9/15/00 12/12/00 10/31/00 10/26/00 11/30/00 9/05/00 12/04/00 11/08/00 10/10/00 10/09/00 10/27/00 12/07/00 10/20/00 10/12/00 9/11/00 12/11/00 9/25/00 9/11/00 10/10/00 12/07/00 11/21/00 12/05/00 10/20/00 10/12/00 10/24/00 12/01/00 9/22/00 11/07/00 1/03/01 10/25/00 12/01/00 10/12/00 9/26/00 ACTIONJ 02 OUT-OF-SCHOOL(NOT EXCEED 10 DY Sch 002 002 002 002 .002. 002 Student____________________ 979010 ABDO, JON I. 931439 ACOME, ERIC A. 931439 ACOME, ERIC A. 924232 ADROW, KANISHA L. onMft menu kwh b 916699 ALEXANDER, DERRICK D. Date 9/27/00 9/15/00 10/09/00 12/01/00 10/06/00 9/25/00 Cl 09 10 10 11 11 11 Eth 04 . 01 Oil 02 i 02 I 02 I Sex M M M F F H Infraction____________________ ________ 2040 MUTUAL COMBAT 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2110 DISORDERLY CONDUCT 2110 DISORDERLY CONDUCT Inf Date 9/27/00 9/15/00 10/09/00 12/01/00 10/06/00 9/25/00 DML008R2 Date: 1/09/01 Discipline Management System Action Summary Report Page 9 11:53 AM School 002 HALL 2000/08/21 2001/01/05 ACTION: 02 OUT-OF-SCHOOL(NOT EXCEED 10 DY Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002  002 002 002 002 002 002 002 002 002 002 002 002 002 002 . 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student 918699 ALEXANDER, DERRICK D. 915415 ALLISON, TYRONE J. 927271 ANDERSON, THEODIS. 927271 ANDERSON, THEODIS. 927271 ANDERSON, THEODIS. 922422 ANGLIN, ANTHONY D. 965739 ARNOLD, ANGELA M. 921515 BANKSTON, CANDACE L. 922165 BATTEN, RARICOS L. 928751 BEAVERS, CORTE L. 933541 BELL, MARTIESBA D. 924986 BELL, MICHAEL W. 924986 BELL, MICHAEL W. 986145 BENNETT, STEVEN R. 986145 BENNETT, STEVEN R. 973698 BENRAHOU, IKRAM. 927827 BERMAN, DAVID J. 928906 BEULAH, RONNIE E. 998630 BOUIE, DARREN 0. 969818 BRADSHAW, CJHRISTOPHE R. 969818 BRADSHAW, CHIRISTOPHE R. 969818 BRADSHAW, CHRISTOPHE R. 922174 BROOKS, VERNON J. 915814 BRCWN, ANTOINE L. 915665 BROWN, ERIC K. 927231 BROWN, ERIC L. 927233 BRCWN, FLOYD L. 927233 BROWN, FLOYD L. 927233 BRCWN, FLOYD L. 927233 BROWN, FLOYD L. 923993 BROWN, FRANKLIN J. 923993 BROWN, FRANKLIN J. 926897 BROWN, SHARON M. 935060 BRCWN, TAMEIKA D. 937002 BROWN, TANISHA R. 916450 BRCWN, TRACY. 916450 BRCWN, TRACY, 927878 BURSE, TONY D. 927878 BURSE, TONY D. 916431 BUTLER, JEFF M. 930151 BYRD, RICHARD A. 986332 CABALLERO, JUAN C. 931893 CALLOWAY, BRYAN M. 931893 CALLCWAY, BRYAN M. 921701 CAMPBELL, JARED L. 303894 CANTU, MICHEAL C. 974900 CARROLL, KENNETH W. 974900 CARROLL, KENNETH W. 923743 CARROLL, SCORPIO L. 923743 CARROLL, SCORPIO L. 935483 CARTER, ARRIN T. Date 11/29/00 10/13/00 9/29/00 9/29/00 11/01/00 10/20/00 10/12/00 10/06/00 11/10/00 11/07/00 11/10/00 9/22/00 11/09/00 11/17/00 11/17/00 11/27/00 11/07/00 9/01/00 10/09/00 9/19/00 10/11/00 10/27/00 9/29/00 9/01/00 9/19/00 10/10/00 9/01/00 9/13/00 9/21/00 10/03/00 9/11/00 11/10/00 11/20/00 _11/17/00 11/16/00 9/28/00 10/13/00 10/18/00 11/10/00 10/10/00 11/01/00 9/28/00 8/30/00 9/20/00 12/11/00 9/06/00 10/13/00 12/05/00 9/26/00 9/28/00 9/18/00 Cl 11 11 09 09 09 11 09 09 10 09 09 11 11 12 12 10 11 09 10 12 12 12 10 11 10 09 09 09 09 09 09 09 10 09 09 11 11 09 09 12 09 12 09 09 09 11 09 09 09 09 09 Eth 02 02 02 02 02 02 02 02 : 02 02 02  02 . 02 02 02 01 01 02 02 02 02  02 02 02 02 02 02 . 02  02 02 02 02 i 02 02 j 02 - 02 02 02 02 01 02  03 : 02 02 01 01 02 02  02 02 , 02 I Sex M~ M M M M M F F M M F M M M M F M M M M M M M M M M M M M M M M F F F F F M M M M M M M M M M M M M M Infraction________________________ 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2040 MUTUAL COMBAT 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OP CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2122 FALSIFYING SIGNATURE/INFOBMATI 2115 REPEATED VIOLATIONS OF CATEGOR 2090 NON-THREATENING PROFANITY AT O 2150 POSSESSION OR USE OF ALCOHOL O 3072 VERBAL ABUSE OF STAFF 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2090 NON-THREATENING PROFANITY AT O 2020 BATTERY 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLCW DIRECTIVES 2150 POSSESSION OR USE OF ALCOHOL O 2105 REFUSING TO FOLLOW DIRECTIVES 2090 NON-THREATENING PROFANITY AT O 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLCW DIRECTTIVES 2105 REFUSING TO FOLLCW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 2110 DISORDERLY CONDUCT 2105 REFUSING TO FOLLCW DIRECJTIVES 2090 NON-THREATENING PROFANITY AT O 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLCW DIRECTIVES 2105 REFUSING TO FOLLCW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLCW DIRECTIVES 2040 MUTUAL COMBAT Inf Date 11/28/00 10/13/00 9/27/00 9/27/00 10/27/00 10/20/00 10/12/00 10/06/00 11/10/00 10/24/00 11/09/00 9/22/00 11/09/00 11/17/00 11/17/00 11/27/00 11/07/00 9/01/00 10/09/00 9/19/00 10/11/00 10/27/00 9/29/00 9/01/00 9/19/00 10/10/00 8/31/00 9/11/00 9/21/00 10/03/00 9/07/00 11/07/00 11/17/00 11/16/00 11/16/00 9/27/00 10/13/00 10/13/00 11/10/00 10/10/00 10/27/00 9/28/00 8/29/00 9/19/00 12/11/00 9/06/00 10/12/00 12/04/00 9/26/00 9/26/00 9/15/00DML008R2 Date: 1/09/01 Discipline Management System Action Summary Report Page 10 11:53 AM School 002 HALL 2000/08/21 2001/01/05 ACTION: 02 OUTOP-SCHOOL(NOT EXCEED 10 DY Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student 305238 CHANCE, JOHN M. 922361 CLARK, COURTNEY J. 928852 COATS, ARCHIE M. 928852 COATS, ARCHIE M. 928852 COATS, ARCHIE M. 928852 COATS, ARCHIE M. 927886 COLWYE, GREGORY J. 936876 CONNORS, DEANDRE A. 936876 CONNORS, DEANDRE A. 936876 CONNORS, DEANDRE A. 914146 CONNORS, KENYATTA C. 918458 CONWAY, RICKY. 926087 COTTON, KEVIN L. 926087 COTTON, KEVIN L. 934705 CRAIN, KENNETH. 934705 CRAIN, KENNETH. 922465 CRUTCHFIELD, SHANKA L. 924435 CURLEY, BRANDON S. 924435 CURLEY, BRANDON S. 927165 CYRUS, TERRELL C. 916550 DANIELS, CHRISTOPHE H. 919723 DAVIS, JEFF. 919723 DAVIS, JEFF. 933180 DAVIS, NIKKI T. 996430 DAVIS, RODIRQUES D. 996430 DAVIS, RODIRQUES 0. 930477 DEAN, RICKEY L. 915910 DONAHUE, JESSICA M. 928454 DUKES, BOBBY J. 928810 DULANEY, VAMON. 925512 ELLIS, GLENN D. 925512 ELLIS, GLENN D. 917083 FIELDS, AARON N. 927128 FIELDS, ARIANE N. 917026 FOSTER, COURTNEY R. 915901 FRAZIER, BRALON F. 915901 FRAZIER, BRALON F. 915901 FRAZIER, BRALON F. 992486 GAGE, ANTOINE B. 923617 GILES, TYRONE D. 923617 GILES, TYRCWE D. 927576 GOODMAN, KEITH D. 928297 GRAY, JENNIFER D. 928297 GRAY, JENNIFER D. 916963 GRAY, WILLIAM X. 985093 GRAYDON, CANTRELL. 985093 GRAYDON, CANTRELL. 985094 GRAYDON, CHRISTOPHE T. 930261 GREEN, CHRISTOPHE B. 930261 GREEN, CHRISTOPHE B. 930602 GREEN, KENYONE S. Date 9/08/00 9/26/00 9/08/00 10/24/00 10/24/00 12/01/00 12/11/00 9/12/00 9/27/00 9/27/00 9/22/00 11/01/00 9/26/00 11/14/00 10/18/00 11/30/00 9/27/00 10/09/00 11/10/00 11/13/00 9/19/00 10/05/00 11/29/00 11/07/00 10/27/00 11/08/00 10/17/00 10/27/00 11/10/00 12/11/00 8/29/00 10/06/00 9/13/00 9/21/00 9/26/00 9/15/00 11/01/00 11/27/00 11/17/00 10/11/00 12/12/00 12/06/00 11/30/00 11/30/00 8/30/00 10/31/00 11/17/00 9/28/00 10/05/00 10/13/00 11/21/00 Cl 11 10 09 09 09 09 10 09 09 09 11 10 10 10 09 09 09 09 09 09 11 09 09 09 10 10 10 12 09 09 10 10 10 10 12 12 12 12 12 10 10 09 09 09 11 09 09 09 09 09 09 Eth 01 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 . 01  02 02 02 02 02 02 02 i 02 02 02 02 i 02 1 02  02 ! 02 ' 02 02 02 j 02 02  02 02 02 02 02 02 02 ' 02 02 02 Sex M M M M M M M M M M F M M M M M F M M M M M M F M M M P M M M M M F M M M M M M M M F F M M M M M M M Infraction__________________________ 2115 REPEATED VIOLATIONS OF CATEGOR 2110 DISORDERLY CONDUCT 2040 MUTUAL COMBAT 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 2090 NON-THREATENING PROFANITY AT O 2110 DISORDERLY CONDUCT 2110 DISORDERLY CONDUCT 2105 REFUSING TO FOLLOW DIRECTIVES 2150 POSSESSION OR USE OF ALCOHOL O 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2090 NON-THREATENING PROFANITY AT O 2115 REPEATED VIOLATIONS OF CATEGOR 2122 FALSIFYING SIGNATURE/INFORMATI 2115 REPEATED VIOLATIONS OF CATSGOR 2040 MITTUAL COMBAT 1030 MINOR ALTERCATION 2070 LOITERING OR CRIMINAL TRESPASS 1060 FAILURE TO FOLLOW RULES OR DIR 2115 REPEATED VIOLATIONS OF CATEGOR 2110 DISORDERLY CONDUCT 2110 DISORDERLY CONDUCT 2110 DISORDERLY CONDUCT 2115 REPEATED VIOLATIONS OF CATEGOR 2121 REPEATED VIOLATION - CATEGORY 1062 REFUSE TO OBEY RULES OR DIRECT 2030 THEFT/THEFT BY RECEIVING 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 2090 NON-THREATENING PROFANITY AT O 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES Inf Data 9/08/00 9/26/00 9/08/00 10/24/00 10/16/00 11/30/00 12/11/00 9/11/00 9/26/00 9/26/00 9/22/00 10/31/00 9/26/00 11/14/00 10/13/00 11/29/00 9/26/00 10/06/00 11/09/00 11/10/00 9/19/00 10/03/00 11/19/00 10/20/00 10/26/00 11/08/00 10/17/00 10/27/00 11/10/00 12/11/00 8/29/00 10/06/00 9/13/00 9/21/00 9/26/00 9/15/00 11/01/00 11/27/00 11/17/00 10/11/00 12/12/00 12/05/00 11/16/00 11/29/00 8/30/00 10/30/00 11/16/00 9/27/00 10/03/00 10/12/00 11/20/00DKL00BR2 Date: 1/09/01 Discipline Management System Action Sunanary Report School 002 HALL 2000/08/21 2001/01/05 ACTIONI 02 OUT-OP-SCBOOL(HOr EXCEED 10 DY Page 11 11:53 AM Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student___________________________ 992606 GREEN/ MYISHA R. 922785 GREEN, TORIBIO M. 929523 GREENE/ TRUDRELL L. 967674 GRIMES, ELBERT K. 304489 GUERRA, RODRIGO. 921517 HADLEY, CHAUNCEY R. 936370 HAMPTON, CLIFTON E, 936370 HAMPTON/ CLIFTON B. 936370 HAMPTON, CLIFTON E. 936370 HAMPTON, CLIFTON B. 922689 HARRIS, CLABORN L. 956716 HARRIS, LIMZI R. 921978 HARRIS, MARCUS D. 921978 HARRIS, MARCUS D. 936192 HARRIS, WHITNEY A. 975070 HARRIS, YESMAH L. 300751 HARRISON, CHRISTOPHE L. 929217 HART, ALISA R. 935452 HAWKINS, DEREK T. 935453 HAWKINS, ERIC T, 960268 HAYNES, DERRICK D. 959119 HAYWOOD, RICKEY L. 959119 HAYWOOD, RICKEY L. 952255 HENSON, LUVENA A. 922204 HIGGINS, PATRICK L. 924461 HINTON, BOBBY R. 924461 HINTON, BOBBY R. 933962 HORTCI, TERRA N. 931927 HOWARD, JILNIAL A. 913129 HUDSPETH, LEIFKL. 913129 HUDSPETH, LEIFEL. 924404 HUDSPETH, RAFEL L. 979383 HUGHES, WILLIAM R. 917030 HUMPHREY, NATHAN J. 928805 IRBY, TAMARA D. 915968 JACKMAN, IRVING P. 935672 JACKO, MICHAEL A. 920733 JACKSON, ANTONIO D. 999416 JACKSON, DALE E. 922186 JACKSON, TERRENCE L. 923794 JAMES, QUINTON T. 923794 JAMES, QUINTON T. 923794 JAMES, QUINTON T. 305875 JIMENEZ, NESTOR S. 931020 JOHNSON, AMANDA D. 932313 JOHNSON, EARVIN B. 960639 JOHNSON, IVORY J. 930877 JOHNSON, JEROME B. 919336 JOHNSON, TAURUS T. 919336 JOHNSON, TAURUS T. 935764 JOHNSON, TYRONE. Date 12/06/00 11/08/00 11/16/00 11/07/00 11/21/00 10/06/00 9/28/00 10/16/00 12/04/00 12/12/00 9/06/00 9/19/00 10/19/00 1/04/01 11/27/00 8/30/00 9/19/00 12/05/00 11/01/00 11/01/00 10/06/00 10/25/00 12/12/00 9/18/00 8/30/00 10/31/00 11/01/00 9/21/00 10/02/00 9/18/00 10/09/00 10/09/00 11/16/00 12/06/00 9/29/00 12/12/00 11/01/00 9/11/00 10/18/00 10/09/00 8/30/00 9/20/00 11/16/00 11/10/00 10/25/00 9/18/00 9/19/00 9/29/00 10/02/00 10/30/00 10/30/00 Cl 09 10 12 11 09 09 09 09 09 09 10 09 10 10 09 09 10 09 10 10 09 10 10 11 10 09 09 09 10 10 10 10 10 12 09 12 11 10 11 11 10 10 10 10 09 12 10 10 12 12 09 Eth 02 02 02 02 03 02 * 02 02 02 02 02 01 02 02 02 02 01 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 i 02 i 06 02 ' 02 02 02 02- 02 j 02 i 02\n02 * 03 02  02  02! 02 i 02  02  02  Sex F M M M M M M M M M M F M M F M M F M M M M M F M M M F F M M M M M F M M M F M M M M M F M M M M M M Infraction____________________-___ _ - 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 2110 DISORDERLY CONDUCT 2120 HARASSING COMMUNICATIONS 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF 2080 2090 VANDALISM (INTENTIONAL DESTRUC non-threatening profanity at O 2090 NON-THREATENING PROFANITY AT O 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2090 NON-THREATENING PROFANITY AT O 2090 NON-THREATENING PROFANITY AT 0 2080 VANDALISM (INTENTIONAL DESTRUC 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2040 MUTUAL COMBAT 2115 REPEATED VIOLATIONS OF CATEGOR 2090 NON-THREATENING PROFANITY AT 0 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 2090 NON-THREATENING PROFANITY AT O 2115 REPEATED VIOLATIONS OF CATEGOR 2110 DISORDERLY CONDUCT 2110 DISORDERLY CONDUCT 2122 FALSIFYING SIGNATURE/INFORMATI 2110 DISORDERLY CONDUCT 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 1070 REFUSE TO OBEY BUS RULES/REGUL 2090 NON-THREATENING PROFANITY AT O 2040 MUTUAL COMBAT 2110 DISORDERLY CONDUCT 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 2090 NON-THREATENING PROFANITY AT 0 2090 non-threatening PROFANITY AT O 2020 BATTERY 2090 NON-THREATENING PROFANITY AT 0 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OP CATEGOR 1062 REFUSE TO OBEY RULES OR DIRECT Inf Date 12/04/00 11/08/00 11/16/00 11/07/00 11/20/00 10/06/00 9/28/00 10/16/00 12/01/00 12/11/00 9/06/00 9/19/00 10/19/00 1/03/01 11/06/00 9/01/00 9/18/00 12/01/00 10/27/00 10/27/00 10/02/00 10/25/00 12/11/00 9/18/00 8/29/00 10/31/00 10/09/00 9/21/00 9/29/00 9/18/00 10/09/00 10/09/00 11/15/00 12/06/00 9/26/00 12/12/00 11/01/00 9/11/00 10/18/00 10/09/00 8/30/00 9/20/00 11/15/00 11/10/00 10/24/00 9/18/00 9/19/00 9/29/00 10/02/00 10/30/00 10/27/00 DML008R2 Date: 1/09/01 Discipline Management System Action Sunmary Report page 12 11:53 AM School 002 HALL 2000/08/21 2001/01/05 ACTION: 02 OUT-OF-SCHOOL(NOT EXCEED 10 DY Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student_____________ 935764 JOHNSON, TYRONE. 933051 JONES, SHANELLE L. 933051 JONES, SHANELLE L. 937594 JORDAN, ERIC D. 937594 JORDAN, ERIC D. 916691 JORDAN, RICHARD M. 922041 JORDAN, TIFFANYE D. 913703 LANGFORD, TONY L. 924076 LEE, JENNIFER L. 919085 LEE, JESSICA Y. 919085 LEE, JESSICA Y. 896526 LONDON, TERRY D. 910356 LOVE, CARLOS D. 916005 LOVE, MARQUITA A. 916005 LOVE, MARQUITA A. 916005 LOVE, MARQUITA A. 950865 LYTLE, JOSEPH D. 921843 MALLORY, JONATHON L. 921843 MALLORY, JONATHON L. 932269 MANNINO, SCOTTIE G. 922360 MARSHALL, KENDALL E. 922360 MARSHALL, KENDALL E. 994417 MASON, DAVID C. 922196 MCCLENDON, EDDIE L. 998332 MCCULLOUGH, LAJEAN M. 974381 MCDANIEL, AVIVA M. 998793 MCKINNEY, STEPHEN W. 998793 MCKINNEY, STEPHEN W. 987741 MCMILLON, CHASE R. 987741 MCMILLON, CHASE R. 980071 MCMULLIN, TOCARRA R. 984984 MEAD, KATHALIYA. 924732 MEDLOCK, CORINTHIA M. 922751 MERRITT, TERRY L. 917577 MILLER, JOSHUA M. 952061 MOLES, JENNIFER M. 952061 M3LES, JENNIFER M. 922279 MONTGOMERY, CASEY A. 922369 MOORE, JOHNATHON T. 925376 MOORE, LASHONDA L. 923768 MORRISON, QUINCY Z. 923768 MORRISON, QUINCY Z. 933035 MORTON, BRIAN E. 933035 MORION, BRIAN E. 305128 MUNOZ, OSCAR A. 936111 NEELY, BRANDON M. 936111 NEELY, BRANDON M. 913208 NEELY, DERECK M. 924343 NORRIS, BRANDON L. 924343 NORRIS, BRANDON L. 924343 NORRIS, BRANDON L. Date 12/07/00 10/03/00 11/13/00 9/21/00 10/09/00 11/08/00 10/30/00 10/09/00 9/01/00 9/11/00 9/26/00 10/02/00 10/24/00 10/09/00 10/13/00 11/10/00 12/05/00 9/26/00 11/10/00 9/07/00 9/20/00 12/01/00 11/17/00 10/30/00 10/27/00 11/10/00 9/14/00 9/27/00 10/03/00 10/20/00 11/27/00 9/29/00 11/10/00 10/18/00 9/06/00 9/29/00 11/16/00 10/17/00 11/06/00 10/18/00 8/31/00 9/15/00 10/13/00 11/09/00 11/28/00 10/13/00 11/13/00 9/21/00 9/22/00 11/21/00 11/21/00 Cl___ 09 09 09 10 10 12 10 11 10 09 09 10 12 11. 11 11 09 10 10 09 09 09 11 10 09 09 11 11 12 12 09 12 09 11 11 10 10 11 10 11 11 11 09 09 10 09 09 10 09 09 09 Eth 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 01 02 02 02 02  02 02 02 02 02 02 02 02 02 02 04 02  01 01 01 01 02 ' 02 02 02  02  02 02 03 02 1 02 02 02 02 02 I Sex M F F M M M F M F F F M M F F F M M M M M M M M F F M M M M F F F M M F F M M F M M M M M M M M M M M Infraction _. 2105 REFUSING TO FOLLOW DIRECTIVES 2090 NON-THREATENING PROFANITY AT O 2090 NON-THREATENING PROFANITY AT 0 2115 REPEATED VIOLATIONS OF CATEGOR 2110 DISORDERLY CONDUCT 2070 LOITERING OR CRIMINAL TRESPASS 2090 NON-THREATENING PROFANITY AT O 2110 DISORDERLY CONDUCT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2150 POSSESSION OR USE OF ALCOHOL O 1050 LEFT SCHOOL/CLASS WITHOUT PERM 2110 DISORDERLY CONDUCT 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2122 FALSIFYING SIGNATURE/INFORMATI 1062 REFUSE TO OBEY RULES OR DIRECT 2090 NON-THREATENING PROFANITY AT O 2115 REPEATED VIOLATIONS OF CATEGOR 2090 NCJ-THREATENINO PROFANITY AT O 2105 REFUSING TO FOLLOW DIRECTIVES 1133 REPEATED SCHOOL/CLASS TARDIES 2115 VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 2115 REPEATED VIOLATIONS OF CATEGOR 2040 MUTUAL COMBAT 2090 NON-THREATENING PROFANITY AT O 2115 REPEATED VIOLATIONS OF CATEGOR 2090 NON-THREATENING PROFANITY AT O 2115 REPEATED VIOLATIONS OF CATEGOR 2070 LOITERING OR CRIMINAL TRESPASS 2121 REPEATED VIOLATION - CATEGORY 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2122 FALSIFYING SIGNATURE/INFORMATI 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 1110 USE OF VERBAL ABUSE/FIGHTING W Inf Date 12/01/00 10/03/00 11/10/00 9/21/00 10/09/00 11/08/00 10/27/00 10/09/00 9/01/00 9/05/00 9/26/00 9/29/00 10/24/00 10/09/00 10/13/00 11/10/00 12/01/00 9/25/00 11/09/00 9/07/00 9/20/00 11/29/00 11/17/00 10/27/00 10/27/00 11/09/00 9/14/00 9/27/00 10/03/00 10/20/00 11/10/00 9/29/00 11/09/00 10/18/00 9/06/00 9/29/00 11/15/00 10/17/00 11/01/00 10/18/00 8/31/00 9/15/00 10/12/00 11/07/00 11/28/00 10/02/00 11/09/00 9/21/00 9/21/00 11/20/00 10/26/00 DML008R2 Date\n1/09/01 School 002 HALL Discipline Management System Action Summary Report 2000/08/21 2001/01/05 Page 13 11:53 AM ACTION: 02 OUT-OF-SCHOOL(NOT EXCEED 10 DY Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student_____________________ _____ 916325 NORRIS, ELDRIDGE B. 916335 NORRIS, ELDRIDGE B. 960701 NORRIS, LATOYA R. 931800 NORWOOD, GALON C. 931600 NORWOOD, GALON C. 959966 OLIVE, ROSHAWN L. 959966 OLIVE, ROSHAWN L 921453 OLIVER, TANESUA L. 928619 OWENS, ANTHONY D. 927451 CWENS, JASON M. 927451 CWENS, JASON M. 995061 PARKER, ANTHONY D. 928457 PARKER, KINGSTON E. 928457 PARKER, KINGSTON E. 928457 PARKER, KINGSTON E. 921885 PARKER, MILLICENT R. 921885 PARKER, MILLICENT R. 908102 PATTON, MICHAEL C. 975191 PATTON, MONTEZZ D. 916418 PAYNE, JOHN W. 916418 PAYNE, JOHN W. 916223 PENNINGTON, CEDRIC B.  916223 PENNINGTON, CEDRIC E. 301041 PERRY, CURTIS M. 907287 PETERS, LATISHA S. 935385 PHILLIPS, JEFFREY A. 926088 PIERKOWSKI, DAVIN V. 979139 POLANCO, CARLOS E. 959853 PONCE, INGRID J. 972721 POSTELL, ALIYA C. 972721 POSTELL, ALIYA C. 972721 POSTELL, ALIYA C. 959550 POWELL, WALTER. 907726 PRIDE, LONZELL L. 994525 RAMIREZ, ISAAC R. 928677 RAYFORD, OTIS. 928677 RAYFORD, OTIS. 928209 REYNOLDS, SHAUN K. 968177 RICHARDSON, GARY D. 925269 RIDEOUT, RICHARD C. 916491 ROBINSON, PETER H. 916491 ROBINSON, PETER H. 916491 ROBINSON, PETER H. 932730 ROBINSON, TANEISHA L. 965742 RODRIGUEZ, MARIA T. 926766 ROSE, MALBSA R. 910466 ROUSE, TYRELL E. 967852 SALERS, ROBERT D. 304665 SANDERS, EDWARD L. 304665 SANDERS, EDWARD L. 935039 SCCTT, RODNEY D. Date___ 10/09/00 10/19/00 10/09/00 10/05/00 11/01/00 11/01/00 11/07/00 9/13/00 10/09/00 9/19/00 10/17/00 9/15/00 9/28/00 10/09/00 11/15/00 10/05/00 10/13/00 11/30/00 10/26/00 9/22/00 11/06/00 10/02/00 11/01/00 9/05/00 10/25/00 9/11/00 12/05/00 10/31/00 11/27/00 10/10/00 10/20/00 11/09/00 10/13/00 11/16/00 9/29/00 11/10/00 11/29/00 10/09/00 10/11/00 12/04/00 10/06/00 11/15/00 12/12/00 11/20/00 11/28/00 11/17/00 11/17/00 10/12/00 10/19/00 12/06/00 9/18/00 Cl 10 10 09 09 09 10 10 11 09 11 11 11 09 09 09 10 10 12 10 12 12 10 10 09 12 09 09 12 10 09 09 09 12 12 11 09 09 09 09 10 11 11 11 09 10 10 12 10 11 11 09 Eth 02 02 02 02 02 02 02 02 02 01 01 02 02 02 02 02 02 02 02 02 02 02 02\n02 ) 02 I 02 01 03 . 03 ! 02 02 02  02 J 02 I 03 02 02 02 02 02\n02  02 02 02 03 02 ' 02 01 02 02 02 Sex M M F M M M M F M M M M M M M F F M M M M M M M F M M M F F F F M M M M M M M M M M M F F F M M M M M Infraction _______ _ 2090 NON-THREATENING PROFANITY AT O 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 1090 REFUSED TO SERVE DETENTION 2115 REPEATED VIOLATIONS OF CATEGOR 2040 MUTUAL COMBAT 1062 REFUSE TO OBEY RULES OR DIRECT 2040 MUTUAL COMBAT 2115 REPEATED VIOLATIONS OF CATEGOR 2122 FALSIFYING SIGNATURE/INFORMATI 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 2040 MUTUAL COMBAT 1132 USB/POSS. DRUGS {1ST) 2090 NON-THREATENING PROFANITY AT O 1070 REFUSE TO OBEY BUS RULES/REGUL 2115 REPEATED VIOLATIONS OF CATEGOR 2090 NCW-THREATENING PROFANITY AT O 2110 DISORDERLY CONDUCT 2105 REFUSING TO FOLLOW DIRECTIVES 2090 NON-THREATENING PROFANITY AT O 2040 MUTUAL COMBAT 2090 NON-THREATENING PROFANITY AT O 2110 DISORDERLY CONDUCT 2122 FALSIFYING SIGNATURE/INFORMATI 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2120 HARASSING COMMUNICATIONS 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2150 POSSESSION OR USE OF ALCOHOL O 2115 REPEATED VIOLATIONS OF CATEGOR 2115 repeated violations of CATEGOR 2110 DISORDERLY CONDUCT 2090 NON-THREATENING PROFANITY AT O 2105 REFUSING TO FOLLOW DIRECTIVES 2122 FALSIFYING SIGNATURE/INFORMATI 2090 NON-THREATENING PROFANITY AT O 1060 FAILURE TO FOLLOW RULES OR DIR 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2040 MUTUAL COMBAT 2110 DISORDERLY CONDUCT Inf Date 10/06/00 10/19/00 10/03/00 10/03/00 10/27/00 11/01/00 11/06/00 9/13/00 10/06/00 9/19/00 10/17/00 9/15/00 9/27/00 10/06/00 11/14/00 10/03/00 10/12/00 11/30/00 10/25/00 9/22/00 11/06/00 10/02/00 10/31/00 8/31/00 10/25/00 9/08/00 11/30/00 10/31/00 11/27/00 10/10/00 10/19/00 11/08/00 10/13/00 11/16/00 9/29/00 11/09/00 11/28/00 10/06/00 10/11/00 12/01/00 10/06/00 11/15/00 12/12/00 11/17/00 11/27/00 11/16/00 11/17/00 10/12/00 10/19/00 12/06/00 9/ie/oo  DML008R2 Date: 1/09/01 DiBcipline Management System Action Summary Report Page 14 11:53 AM School 002 HALL 2000/08/21 2001/01/05 ACTION\n02 OUT-OP-SCHOOL{NOT EXCEED 10 DY Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student 924424 SHELLS/ KATHERINE N. 930946 SHELTON/ LATOYA S. 938606 SHINE/ RICKEY T. 905263 SIMMONS/ AARON G. 950190 SKAGGS/ SARAH K. 918316 SMITH/ ANTRONE W. 923826 SMITH/ PATRICE L. 933162 SMITH/ TIMOTHY J. 922323 SPENCER/ MICHAEL D. 922323 SPENCER/ MICHAEL D. 917556 STEWART, TERRENCE D. 917556 STEWART, TERRENCE D. 921290 STOKES, STEVEN A. 921290 STOKES, STEVEN A. 938719 STRIBLET, LA DON L. 938719 STRIBLET, LA DON L. 938719 STRIBLET, LA DON L. 938719 STRIBLET, LA DON L. 925024 STRICKLAND, MARQUITIA L. 998638 STROMAN, AMANDA M. 996638 STROMAN, AMANDA M. 922240 TATE, ASHLEY N.  921374 TAYLOR, BRIAN K. 916336 TAYLOR, JAMES X. 994915 TAYLOR, OZONE I. 936920 THOMPSON, BREON D. 304211 THOMPSCW, KANDACE M. 304211 THOMPSON, KANDACE M. 923975 THOMPSON, LATOYA R. 923975 THOMPSON, LATOYA R. 915455 THORNTON, THEOTIS D, 915490 TICEY, JAMES H. 915490 TICEY, JAMES H. 990231 TILMON, DONYA D. 971399 TODD, JEREMY T. 926747 TRUMBLE, STUART S. 926747 TRUMBLE, STUART S. 926747 TRUMBLE, STUART S. 951887 TURNER, ARIC D. 951776 TURNER, DEMARIO Q. 951776 TURNER, DEMARIO Q. 935480 USSERY, BRYAN 0. 935480 USSERY, BRYAN O. 935480 USSERY, BRYAN O. 927657 VEASEY, MARCUS D. 987863 VIDRINE, KYLE W. 962849 WADE, BRANDI L. 930092 WADE, KEITH J. 930092 WADE, KEITH J. 930092 WADE, KEITH J. 930092 WADE, KEITH J. Date 10/13/00 10/09/00 11/17/00 11/08/00 12/01/00 10/31/00 10/20/00 11/08/00 11/01/00 12/06/00 10/09/00 11/16/00 10/20/00 12/12/00 9/01/00 10/06/00 10/20/00 11/09/00 10/12/00 9/19/00 11/17/00 10/13/00 12/06/00 10/12/00 10/06/00 9/20/00 9/20/00 9/20/00 9/18/00 10/26/00 10/27/00 9/15/00 12/11/00 9/22/00 10/19/00 10/05/00 10/13/00 12/05/00 10/17/00 10/03/00 10/10/00 9/20/00 10/09/00 10/30/00 12/04/00 10/31/00 12/08/00 9/18/00 10/11/00 10/20/00 10/24/00 Cl 11 10 11 10 09 11 10 09 11 11 10 10 10 10 09 09 09 09 11 10 10 10 11 10 10 09 10 10 09 09 12 10 10 10 10 09 09 09 09 09 09 09 09 09 09 09 09 09 09 09 09 Eth 02 02 02 02 01 02 02 02 02 02 02 02 02 02 02 02 02 02 02 01 01 02 02 02 02 02 01 01 02 02 02 02 02  06 . 01 01 01 01 02 02 02 ' 02 : 02 - 02 . 02 01 5 02 02 02 02 02 Sex F F M M F M F M M M M M M M M M M M F F P F M M M M F F F F M M M M M M M M M M M M M M M M F M M M M Infraction____________________ ______ 2040 MUTUAL COMBAT 2040 MUTUAL COMBAT 2115 REPEATED VIOLATIONS OF CATEGOR 2121 REPEATED VIOLATION - CATEGORY 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 2040 MUTUAL COMBAT 2115 REPEATED VIOLATIONS OF CATEGOR 2122 FALSIFYING SIGNATURE/IBJFORMATI 2115 REPEATED VIOLATIONS OF CATEGOR 2110 DISORDERLY CONDUCT 2105 REFUSING TO FOLLOW DIRECTIVES 2090 NON-THREATENING PROFANITY AT O 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 2080 VANDALISM (INTENTIONAL DESTRUC 2122 FALSIFYING SIGNATURE/INFORMATI 2040 MUTUAL COMBAT 2040 MUTUAL COMBAT 2110 DISORDERLY CONDUCT 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2150 POSSESSION OR USE OF ALCOHOL O 2150 POSSESSION OR USE OF ALCOHOL O 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 2110 DISORDERLY CONDUCT 2090 NON-THREATENING PROFANITY AT O 2040 MOTUAL COMBAT 2110 DISORDERLY CONDUCT 2090 N\u0026lt;M\u0026lt;-THREATENING PROFANITY AT O 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2090 NON-THREATENING PROFANITY AT O 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 1070 REFUSE TO OBEY BUS RULES/REGUL 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT Inf Date 10/13/00 10/06/00 11/17/00 11/07/00 11/20/00 10/31/00 10/19/00 11/01/00 10/31/00 12/06/00 10/09/00 11/15/00 10/19/00 12/11/00 9/01/00 10/05/00 10/19/00 11/08/00 10/12/00 9/19/00 11/16/00 10/12/00 12/06/00 10/12/00 10/06/00 9/20/00 9/20/00 9/20/00 9/18/00 10/24/00 10/27/00 9/15/00 12/11/00 9/22/00 10/19/00 10/03/00 10/12/00 12/04/00 10/05/00 10/03/00 10/09/00 9/19/00 10/06/00 10/27/00 12/01/00 10/31/00 12/04/00 9/15/00 10/10/00 10/19/00 10/24/00 DML008R2 Date: 1/09/01 School 002 HALL Discipline Management System Action Suinniary Report 2000/08/21 2001/01/05 ACTIONS 02 OUT-OF-SCHOOL(NOT EXCEED 10 DY Page 15 11:53 AM Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student___________________ 960119 WADE, RENALDO K. 960119 WADE, RENALDO K. 916864 WALKER, GERALD D. 937535 WARREN, BRANDON L. 911910 WARREN, WAYNE. 929183 WESTON, TRAVIS D. 922265 WHITE, ASHLEY D. 916398 WHITE, EBONY S. 922332 WHITE, KELLIE P. 922332 WHITE, KELLIE F. 952489 WHITE, TAWANNA J. 305192 WILKERSON, ASHLEY R. 305192 WILKERSON, ASHLEY R. 929131 WILLIAMS, BRANDY L. 929131 WILLIAMS, BRANDY L. 986647 WILLIAMS, CHRISTOPHE M. 938568 WILLIAMS, CURTIS L. 917010 WILLIAMS, DERRICK E. 929240 WILLIAMS, GREGORY J. 921571 WILLIAMS, LARRY M. 928962 WILLIAMS, LASHIKKA S. 897592 WILLIAMS, RODNEY E. 922782 WILLIAMS, RORY M. 933561 WILSON, GERALD A. 996402 WIRGES, TRACEY A. 996402 WIRGES, TRACEY A. 924669 WRIGHT, DOMONIC D. 924670 WRIGHT, JONATHAN L. 927658 WRIGHT, RODNEY J. Date 9/18/00 10/02/00 10/09/00 9/29/00 9/13/00 12/07/00 10/12/00 10/16/00 9/21/00 10/26/00 10/20/00 9/12/00 11/10/00 9/18/00 10/17/00 10/31/00 12/07/00 9/22/00 11/06/00 11/09/00 9/21/00 11/06/00 9/25/00 11/17/00 10/18/00 11/08/00 9/15/00 9/15/00 12/04/00 Cl 09 09 10 10 12 09 11 12 10 10 09 09 09 09 09 10 09 10 09 11 10 11 09 09 12 12 10 11 09 Eth 02 02 02 02 : 02  02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 01 01 02 02 02 Sex M M M M M M F F F F F F F F F M M M M M F M M M M M M M M Infraction________ ______________________ 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIBECTIVES 2110 DISORDERLY CONDUCT 2122 FALSIFYING SIGNATURE/INFORMATI 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 2090 NON-THREATENING PROFANITY AT 0 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIBECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 1110 USE OF VERBAL ABUSE/FIGHTING W 2105 REFUSING TO FOLLOW DIBECTIVES 2090 NOH-THBEATENING PROFANITY AT O 2110 DISORDERLY CONDUCT 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2110 DISORDERLY CONDUCT 1062 REFUSE TO OBEY BULES OB DIRECT 2105 REFUSING TO FOLLOW DIBECTIVES 2105 REFUSING TO FOLLOW DIBECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2110 DISORDERLY CONDUCT 2110 DISORDERLY CONDUCT 1062 REFUSE TO OBEY BULES OB DIRECT Inf Date 9/15/00 9/29/00 10/09/00 9/28/00 9/13/00 12/05/00 10/12/00 10/16/00 9/21/00 10/25/00 10/18/00 9/07/00 11/08/00 9/15/00 10/16/00 10/31/00 12/07/00 9/22/00 11/05/00 11/09/00 9/21/00 11/01/00 9/22/00 11/14/00 10/18/00 11/08/00 9/15/00 9/15/00 12/05/00 ACTION\n03 OOS (LONG TEBM)/EXPULSION RCMD Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student_____________ 931439 ACOME, ERIC A. 927271 ANDERSON, IHEODIS. 923699 BELCHER, NATASHA Y. 922174 BROOKS, VERNON J. 927233 BROWN, FLOYD L. 927233 BROWN, FLOYD L. 927233 BROWN, FLOYD L. 923993 BROWN, FRANKLIN J. 923993 BROWN, FRANKLIN J. 931893 CALLOWAY, BRYAN M. 923743 CARROLL, SCORPIO L. 998621 CHERRY, ROLLY M. 912353 CLICK, LASHONDRA D. 928852 COATS, ARCHIE M. 936876 CONNORS, DEANDRE A. 927165 CYRUS, TERRELL C. 924086 DIXON, CLBAVONE M. Date 11/07/00 11/17/00 9/22/00 11/09/00 9/29/00 10/20/00 12/01/00 9/29/00 9/29/00 12/08/00 10/10/00 10/11/00 9/28/00 12/11/00 10/18/00 9/18/00 9/14/00 Cl 10 09 10 10 09 09 09 09 09 09 09 10 11 09 09 09 10 Eth 01 02 02 02 02 02 02 . 02\n02 02 02 01 02 ' 02 02 02 02 Sex M M F M M M M M M M M F F M M M M Infraction ______________ _ _________  3072 VERBAL ABUSE OF STAFF 2105 REFUSING TO FOLLOW DIRECTIVES 3140 TERRORISTIC THREATENING 3072 VERBAL ABUSE OF STAFF 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIBECTIVES 2105 BEFUSING TO FOLLOW DIBECTIVES 2020 BATTEBY 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 3072 VERBAL ABUSE OF STAFF 2115 REPEATED VIOLATIONS OF CATEGOR 2010 ASSAULT 2105 REFUSING TO FOLLOW DIRECTIVES 3072 VERBAL ABUSE OF STAFF 2020 BATTEBY 3090 POSSESSION OF WEAPON Inf Date 11/07/00 11/16/00 9/22/00 11/09/00 9/29/00 10/19/00 11/30/00 9/28/00 9/26/00 12/07/00 10/09/00 10/11/00 9/28/00 12/11/00 10/18/00 9/18/00 9/14/00 DML008R2 Date: 1/09/01 Discipline Management System Action Summary Report Page 16 11:S3 AM School 002 HALL 2000/08/21 2001/01/05 ACTION: 03 OOS (LONG TERM)/EXPULSION RCMD Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student 925512 ELLIS, GLENN D. 917026 FOSTER, COURTNEY R. 928410 GRIFFIN, LARON L. 916573 HARRIS, MICHAEL D. 916573 HARRIS, MICHAEL D. 959119 HAYWOOD, RICKEY L. 918572 JAMES, KELVIN L. 923794 JAMES, QUINTON T. 923794 JAMES, QUINTON T. 992375 JOHNSON, EARVIN B. 982283 JONES, ANDREW D. 933051 JONES, SHANELLE L. 926653 KELSEY, WILLIAM P. 894448 LOWE, CORNELL D. 919352 MARTIN, SHELLY R. 988504 MCBRIDE, WILLIAM D. 922196 MCCLENDON, EDDIE L. 987741 MCMILLON, CHASE R. 923603 MORGAN, CAESER S. 933035 MORTON, BRIAN E. 933035 MORTON, BRIAN E. 928626 NORRIS, ARLANDRIS K.  931800 NORWOOD, GALON C. 973702 ORTEGA, FRANK M. 995061 PARKER, ANTHONY D. 967585 PATTON, DARLENE A. 973336 PETERS, TAKESHA R. 979139 POLANCO, CARLOS E. 990177 SANTIAGO, ROBERT L. 935039 SCOTT, RODNEY D. 924603 SIMPSON, CHRISTOPHE R. 931509 SPROUSE, KRISTIAN T. 932573 STEVENSON, SHEENA F. 938719 STRIBLET, LA DON L. 916336 TAYLOR, JAMES X. 951776 TURNER, DEMARIO Q. 935480 USSERY, BRYAN O. 930092 WADE, KEITH J. 960119 WADE, RENALDO K. 998679 WALKER, ALEXANDER D. 916470 WIMBLEY, LOUIS G. Date 11/13/00 10/09/00 10/16/00 9/26/00 11/17/00 9/06/00 8/31/00 10/10/00 11/15/00 10/17/00 9/28/00 9/12/00 11/13/00 11/01/00 12/05/00 10/31/00 1/05/01 11/10/00 9/21/00 12/01/00 12/11/00 9/18/00 12/11/00 10/18/00 10/31/00 9/28/00 10/27/00 10/01/00 10/10/00 11/07/00 9/12/00 12/07/00 11/13/00 12/01/00 11/16/00 11/18/00 12/01/00 12/05/00 10/27/00 12/11/00 12/06/00 Cl 10 12 09 12 12 10 10 10 10 12 09 09 09 11 12 09 10 12 09 09 09 09 09 12 11 09 11 12 09 09 10 12 09 09 10 09 09 09 09 09 12 Eth 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 . 02 02 02 03 02 02 02 03 06 02 02 02 02 i 02 i 02 02 02 02 02 01 02 ! J Sex M M M M M M M M M M M F M M M M M M M M M M M M M P F M M M M F F M M M M M M M M Infraction______________________________ 2020 BATTERY 2110 DISORDERLY CONDUCT 3072 VERBAL ABUSE OF STAFF 2020 BATTERY 2121 REPEATED VIOLATION - CATEGORY 2110 DISORDERLY CONDUCT 3072 VERBAL ABUSE OF STAFF 2105 REFUSING TO FOLLOW DIRECTIVES 3072 VERBAL ABUSE OF STAFF 3072 VERBAL ABUSE OF STAFF 2020 BATTERY 2105 REFUSING TO FOLLOW DIRECTIVES 2100 SEXUAL MISC^DUCT/BEHAVIOR OR 3072 VERBAL ABUSE OF STAFF 2020 BATTERY 3072 VERBAL ABUSE OF STAFF 3072 VERBAL ABUSE OF STAFF 2115 REPEATED VIOLATIONS OF CATEGOR 3072 VERBAL ABUSE OF STAFF 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2020 BATTERY 2105 REFUSING TO FOLLOW DIRECTIVES 3140 TERRORISTIC THREATENING 3072 VERBAL ABUSE OF STAFF 2010 ASSAULT 3071 PHYSICAL ASSAULT OF STAFF 3140 TERRORISTIC THREATENING 3072 VERBAL ABUSE OF STAFF 2105 REFUSING TO FOLLOW DIRECTIVES 3072 VERBAL ABUSE OF STAFF 3140 TERRORISTIC THREATENING 3072 VERBAL ABUSE OF STAFF 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2080 VANDALISM (INTENTIONAL DESTRUC 3092 POSS./WEAP KNIFE/CLUB/FACSIM.B Inf Date 11/13/00 10/09/00 10/16/00 9/26/00 11/17/00 9/06/00 8/31/00 10/10/00 11/15/00 10/17/00 9/28/00 9/12/00 11/13/00 11/01/00 12/05/00 10/31/00 1/05/01 11/10/00 9/21/00 11/30/00 12/11/00 9/18/00 12/08/00 10/18/00 10/31/00 9/28/00 10/27/00 10/01/00 10/10/00 11/07/00 9/12/00 12/07/00 11/13/00 11/30/00 11/16/00 11/17/00 11/30/00 12/04/00 10/27/00 12/08/00 12/06/00 ACTICW\n05 SENT HOME Sch 002 002 002 002 002 Student 301009 ALDACO, DALIA E. 923699 BELCHER, NATASHA Y. 973698 BENRAHOU, IKRAM. 925170 BOWMAN, KELION D. 915665 BROWN, ERIC K. Date 9/22/00 9/15/00 9/22/00 8/31/00 9/19/00 Cl 09 10 10 10 10 Eth , 03 : 02 01 02 02 Sex F F P M M Infraction_________________________ 1110 USE OF VERBAL ABUSE/FIGHTING W 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1110 USE OP VERBAL ABUSE/FIGHTING W 1062 REFUSE TO OBEY RULES OH DIRECT 2020 BATTERY Inf Date 9/22/00 9/15/00 9/22/00 8/31/00 9/19/00 t LDML006R2 Date: 1/09/01 School 002 HALL Discipline Management System Action Summary Report 2000/08/21 2001/01/05 ACTION I 05 SENT HOKE Page 17 11:53 AM Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student__________ _______________________ 926897 BROWN, SHARON M^ 305516 CAZARES, CARLA M. 913182 CLAY, DEWAYNE. 928852 COATS, ARCHIE M. 926087 COTTON, KEVIN L. 927165 CYRUS, TERRELL C. DEAN, RICKEY L. 922858 DUHART, COURTNEY D. 925512 ELLIS, GLENN D. 992486 GAGE, ANTOINE B. 923617 GILES, TYRONE D. 936370 HAMPTON, CLIFTON E. 936370 HAMPTON, CLIFTON E. 921820 HENDERSON, LATOYA T. 304729 HILLSMAN, MICAH D. 932577 IFABIYI-APOLABI, VICTORIA B. 924166 JOHNSON, IRVING A. 960639 JOHNSON, IVORY J. 960639 JOHNSON, IVORY J. 930877 JOHNSON, JEROME E. 930877 JOHNSON, JEROME E. 922041 JORDAN, TIFFANYE D. 919085 LEE, JESSICA Y. 896526 LONDON, TERRY D. 977402 LOPEZ, MARIA P. 921843 MALLORY, JONATHON L. 932269 MANNING, SCOTTIE G. 987741 MCMILLON, CHASE R. 922369 MOORE, JOHNATHON T. 323391 MORRIS, TREMIN M. 925476 NEAL, TERRANCE R. 959966 OLIVE, ROSHAWN L. 959966 OLIVE, ROSHAWN L. 959966 OLIVE, ROSHAWN L. 935385 PHILLIPS, JEFFREY A. 921330 PHILLIPS, TOMI J. ____91907^POINTER, JOSEPH E. 928677 RAYFORD, OTIS. 924679 REED, ANGELA R. 935039 SCOTT, RODNEY D. 935759 SMITH, SHASTA N. 936048 STEPHENS, CRAIG L. 938719 STRIBLET, LA DON L. 930092 WADE, KEITH J. 305192 WILKERSON, ASHLEY R. i 301074 YOUNG, AMANDA B. Date 9/26/00 9/22/00 9/15/00 9/08/00 8/31/00 8/31/00 10/16/00 11/15/00 11/08/00 11/10/00 12/11/00 9/28/00 9/28/00 11/01/00 10/10/00 10/06/00 8/31/00 9/19/00 10/10/00 9/21/00 12/05/00 8/31/00 9/05/00 11/01/00 9/22/00 8/31/00 9/01/00 11/09/00 9/26/00 8/31/00 11/16/00 11/01/00 11/01/00 Cl 10 09 11 09 10 09 10 10 10 12 10 09 09 10 09 09 10 10 10 10 10 10 09 10 10 10 09 12 10 09 10 10 10 Eth 02 03 02 02 02 02 02 02 02 02 02 . 02 . 02 02 02 02 02 02 : 02 02 . 02  02 02 02 03 , 02  02 ' 02 II 02  ACTION: 502 STODENT HEARING OHLY - 502 Sch Student 12/05/00,_____ 10 9/08/00 12/05/00 8/30/00 10/17/00 11/01/00 10/14/00 10/27/00 10/11/00 10/19/00 11/17/00 9/05/00 10/27/00 Date 09 10 11 09 10 09 09 09 09 09 09 11 Cl 02  02 02 i 02 i 02 I 02 : 02  02 1 02  02 02 01  02 i 02 02 02 01 . Sex F F M M M M M M M M M M M F M F M M M M M F F M F M M M M M M M M __ M M F M M F M F M H M F F Infraction 1110 USE OF  1110 USE OF  VERBAL ABUSE/FIGHTING W VERBAL ABUSE/FIGHTING W 1030 MINOR ALTERCATION 2040 MUTUAL COMBAT FAILURE TO FOLLCW RULES OR DIR 1060 2105 2122 refusing to follow DIRECTIVES FALSIFYING SIGNATURE/INFORMATI 1050 LEFT SCHOOL/CLASS WITHOUT PERM 2020 BATTERY 2115 REPEATED VIOLATIONS OP CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 3080 POSSESSION OF FIREARM 3072 VERBAL ABUSE OF STAFF 1090 REFUSED TO SERVE DETENTION 1030 MINOR ALTERCATION 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 2020 BATTERY 2105 REFUSING TO FOLLOW DIRECTIVES 1133 REPEATED SCHOOL/CLASS TARDIES 1050 LEFT SCHOOL/CLASS WITHOUT PERM LEFT SCHOOL/CLASS WITHOUT PERM 1050 1062 REFUSE TO OBEY RULES OR DIRECT 1080 FAILURE TO SERVE DETENTION 1110 USE OF VERBAL ABUSE/FIGOTING W 1060 FAILURE TO FOLLOW RULES OR DIR 1060 FAILURE TO FOLLOW RULES OR DIR 2115 REPEATED VIOLATIONS OF CATEGOR 1110 USE OF VERBAL ABUSE/FIGHTING W 2090 NON-THREATENING PROFANITY AT O 3140 TERRORISTIC THREATENING 2115 REPEATED VIOLATIONS OF CATEGOR 1090 REFUSED TO SERVE DETENTION 1062 REFUSE TO OBEY RULES OR DIRECT 2040 MUTUAL COMBAT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1080 FAILURE TO SERVE DETENTION 1062 REFUSE TO OBEY RULES OR DIRECT 1030 MINOR ALTERCATION 1030 MINOR ALTERCATION 2090 NON-THREATENING PROFANITY AT O 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 1030 MINOR ALTERCATION Inf Date 9/26/00 9/22/00 9/15/00 9/08/00 8/31/00 8/31/00 10/16/00 11/15/00 11/08/00 11/10/00 12/11/00 9/28/00 9/28/00 11/01/00 10/09/00 10/05/00 8/31/00 9/19/00 10/10/00 9/21/00 12/05/00 8/31/00 9/05/00 11/01/00 9/22/00 8/31/00 9/01/00 11/09/00 9/26/00 8/31/00 11/16/00 11/06/00 11/01/00 12/05/00 9/08/00 12/05/00 8/30/00 10/17/00 11/01/00 10/13/00 10/27/00 10/11/00 10/19/00 11/17/00 9/05/00 10/27/00 Eth Sex Infraction Inf Date DML00BR2 Date: 1/09/01 School 002 HALL Discipline Management System Action Sunmary Report 2000/08/21 2001/01/05 Page 18 11:53 AM ACTION: 502 STUDENT HEARING ONLY - 502 Sch 002\" 002 002 002 002 002 Student ______________ 923993 BROWN, FRANKLIM J. 927165 CYRUS, TERRELL C. 916573 HARRIS, MICHAEL D. 959119 HAYWOOD, RICKEY L. 962283 JONES, ANDREW D. 913102 ORTEGA, FRANK M. Date 9/28/00 9/18/00 9/26/00 9/06/00 9/28/00 10/18/00 Cl 09 09 12 10 09 12 Eth 02 02 02 02 02 03 Sex M M M M M M Infraction________________ 2020 UATrEH? ' 2020 BATTERY 2020 BATTERY 2110 DISORDERLY CONDUCT 2020 BATTERY 3140 TERRORISTIC THREATENING Inf Date 9/28/00 9/18/00 9/26/00 9/06/00 9/28/00 10/18/00 ACTION: 503 STUDENT HEARING ONLY - 503 Sch 002 002 002 Student_____________________ 927233 BROWN, FLOYD L. 936B16 CONNORS, DEANDRE A. 924603 SIMPSON, CHRISTOPHE R. Date 10/19/00 10/18/00 9/12/00 Cl 09 09 10 Eth 02 02 02 Sex M M M In fraction__________________________ 2105 REFUSING TO FOLLOW DIRECTIVES 3072 VERBAL ABUSE OF STAFF 3072 VERBAL ABUSE OF STAFF Inf Date 10/19/00 10/18/00 9/12/00 ACTION: 507 STUDENT HEARING ONLY - 507 Sch 002 Student_______________ 987741 MCMILLON/ CHASE Date 11/10/00 Cl 12 Eth 02 Sex M Infraction____________________________ 2115 REPEATED VIOLATIONS OF CATEGOR Inf Date 11/10/00 ACTION: 508 STUDENT HEARING ONLY - 508 Sch 002 002 002 002 002 002 002 002 002 Student______________________ 923743 CARROLL, SCORPIO L. 998621 CHERRY, HOLLY M. 912353 CLICK, LASHONDRA D. 924086 DIXON, CLEAVONE M. 917026 FOSTER, COURTNEY R. 928418 GRIFFIN, LARON L. 992375 JOHNSON, EARVIN B. 967585 PATTON, DARLENE A. 990177 SANTIAGO, ROBERT L. Date 10/09/00 10/11/00 9/28/00 9/14/00 10/09/00 10/16/00 10/17/00 9/28/00 10/10/00 Cl 09 10 11 10 12 09 12 09 09 Eth 02 01 02 02 02 02 02 02 06 Sex H F F M M M M F M Infraction_____  3072 VERBAL ABUSE OF STAFF 2115 REPEATED VIOLATIONS OF CATEGOR 2010 ASSAULT 3090 POSSESSION OF WEAPON 2110 DISORDERLY CONDUCT 3072 VERBAL ABUSE OF STAFF 3072 VERBAL ABUSE OF STAFF 2010 ASSAULT 3072 VERBAL ABUSE OF STAFF Inf Date 10/09/00 10/11/00 9/28/00 9/14/00 10/09/00 10/16/00 10/17/00 9/28/00 10/10/00 ACTION: 512 STUDENT HEARING ONLY - 512 Sch 002 002 002 002 Student _________________ 923699 BELCHER, NATASHA Y. 918572 JAMES, KELVIN L. 923794 JAMES, QUINTON T. 928626 NORRIS, ARLANDRIS K. Date 9/22/00 8/31/00 10/10/00 9/18/00 Cl 10 10 10 09 Sth 02 02 ' 02\n02 Sex \"T\" M M M Infraction_________________________ 3140 TERRORISTIC THREATENING 3072 VERBAL ABUSE OF STAFF 2105 REFUSING TO FOLLOW DIRECTIVES 2020 BATTERY Inf Date 9/22/00 8/31/00 10/10/00 9/18/00DML008R2 Date: 1/09/01 School 002 HALL Discipline Management System Action Summary Report 2000/06/21 2001/01/05 ACTION: PC PARENT CALLED Black White Infraction_________ MINOR ALTERCATION M 1 P 1 M F Hispanic Asian Indian Total Students Total Infractions M F M F M F M 1 P 1 M 1 F 1 Page 19 11:53 AM Total Actions M 1 F 1 LEFT SCHOOL/CLASS WITHOUT PERMISSBON 2 2 2 FAILURE TO FOLLOW RULES OR DIRECTEVES2 1 5 3 5 3 5 3 REFUSE TO OBEY RULES OR DIRECTIVEa 12 12 12 5 1 5 5 5 REFUSE TO OBEY BUS RULES/REGULATIONS 1 1 1 NON-TgREATRHIMQ PROFANITY AT OR ABOUT STAFF X X .1 REFUSING TO FOLLOW DIRECTIVES 1 3 1 3 1 3 1 3 DISORDERLY CONDUCT 1 1 1 1 1 1 1 1 Totals: 25 10 26 11 26 11 26 11 ACTION: PF PARENT CONFERENCE Black White Infraction Hispanic Asian Indian Total Students Total Infractions Total Actions BEHAVIOR THAT VIOLATES A PERSON'S RIGHTS M P 1 1 M F M P M P M F M F 1 M P 1 M F 1 LEFT SCHOOL/CLASS WITHOUT PERMISSION 1 1 1 1 FAILURE TO FOLLOW RULES OR DIRECTEVES I 2 2 2 REFUSE TO OBEY RULES OR DIRECTIVEa 1 1 1 REFUSE TO OBEY BUS RULES/REGULATIONS 1 1 1 USB GP VERBAL ABUSE/FIGHTING WORDS/GEaTURES 2 2 2 VERBAL ABUSE OF STAFF 1 1 1 1 Totals: 4 1 5 4 5 4 S 4 ACTION: SW STUDENT WARNED Black White Infraction_________ MINOR ALTERCATION Hispanic Asian Indian Total Students M 13 Total Infractions M 13 Total Actions M 13 M e F 8 M 3 P M 1 F M 1 F M F F 6 F 6 F e LEFT SCHOOL/CLASS WIISOUT PERMISSBON 3 3 3 FAILURE TO FOLLOW RULES OR DIRECTIVES1 1 1 1 29 12 30 12 30 12DML008R2 Date: 1/09/01 Discipline Management System Action Summary Report Page 20 11:53 AM School 002 HALL 2000/08/21 2001/01/05 ACTION: SW STUDENT WARNED Black White Infraction M REFUSE TO OBEY RULES OR DIRECTIVM 14 M 4 F Hispanic Aslan Indian Total Students Total Infractions Total Actions M F M F M F M 23 F 14 M 25 F 14 M 25 F 14 REFUSE TO OBEY BUS RULES/REGULATIONS 1 1 1 1 1 1 1 USE OR POSSESSION OF TOBACCO 1 1 1 1 USE OF VERBAL ABUSB/FIGHTING WORDS/GE9TURES 2 2 2 2 2 2 REPEATED SCHOOL/CLASS TARDIES 2 2 1 3 2 3 2 3 2 NON-THREATENING PROFANITY AT OR ABOUTISTAFF 1 1 1 REFUSING TO FOLLOW DIRECTIVES 3 3 3 3 3 3 3 3 POSSESSION OR USE/PAGINQ DEVICE 3 2 3 2 3 2 3 2 Total*: 68 44 8 2 2 1 81 45 84 45 84 45 ACTION: 01 IN-SCHOOL SUSPENSION Black White Infraction_________ MINOR ALTERCATION M 2 F 3 M F Hispanic Asian Indian Total Students Total Infractions Total Actions M F M F M F M 2 F 3 M 2 F 3 M 2 F 3 BEHAVIOR THAT VIOLATES A PERSONSIRIGBTS 1 4 1 4 1 4 LEFT SCHOOL/CLASS WIIHOUT PERMISSION 11 5 3 1 2 28 16 29 16 29 16 FAILURE TO FOLLOW RULES OR DIRECTIVES 5 1 1 1 8 5 8 5 8 5 REFUSE TO OBEY RULES OR DIRECTIVM 17 1 1 29 18 30 18 30 19 REFUSE TO OBEY BUS RULES/REGULATIONS 1 1 1 FAILURE TO SERVE DETBNTICW 8 6 2 2 10 8 10 8 10 8 REFUSED TO SERVE DETENTION 6 4 6 4 6 4 6 4 USE OP VERBAL ABUSE/FIGHTING W0RDS/GE8TURBS 1 1 8 5 8 5 8 5 REPEATED SCHOOL/CLASS TARDIES 6 11 1 1 7 12 7 12 8 12 NON-THREATENING PROFANITY AT OR ABOUT STAHF 1 1 1 REFUSING TO FOLLOW DIRECTIVES 19 9 1 19 10 19 13 19 13 Total*: 100 74 12 6 4 2 120 85 122 88 123 89DML008R2 Date: 1/09/01 Discipline Management System Action Summary Report Page 21 11:53 AM School 002 HALL 2000/08/21 2001/01/05 ACTION: 02 OUT-OP-SCHOOL(NOT EXCEED 10 DY Black White P M P Hispanic Aslan Indian Total Students Total Infractions Total Actions M F M F M P M 1 P M 1 F M r Infraction_________ MINOR ALTERCATION M 1 1 LEFT SCHOOL/CLASS WITHOUT PERMISSION 3 3 3 3 FAILURE TO FOLLOW RULES OR DIRECTIVES 2 2 2 REFUSE TO OBEY RULES OR DIRECTIVES 3 9 3 9 3 9 3 REFUSE TO OBEY BUS RULES/REGULATIONS 1 2 1 2 1 2 1 REFUSED TO SERVE DETENTiai______.JI. 1 T .1 1 _____1 _ USB OF VERBAL ABUSE/FIGHTING WORDS/GESTURES 1 1 1 1 1 1 USE/POSS. DRUGS (1ST) 1 1 1 1 REPEATED SCHOOL/CLASS TARDIES 1 1 1 1 BATTERY 2 2 2 2 1 1 1 1 THEFT/THBFT BY RECEIVING MUTUAL COMBAT 16 11 21 13 21 14 21 14 3 1 1 1 LOITERING OR CRIMINAL TRESPASS 3 3 3 3 1 2 1 2 1 2 VANDALISM (INTENTIONAL DESTRUCTIOH/PROPERTY) 2 NON-OHREATENING PROFANITY AT OR ABOUT7STAEF 27 28 28 REFUSING TO FOLLCW DIRECTIVES 43 21 47 22 68 25 71 25 DISORDERLY CONDUCT 26 33 34 34 REPEATED VIOLATIONS OF CATEGORY ISOFFBNSES 54 64 65 6 1 1 8 9 9 3 1 1 4 2 1 6 6 6 9 9 9 HARASSING COMMUNICATIONS 2 2 2 2 REPEATED VIOLATION - CATEGORY II OFFENSES 3 3 3 FALSIFYING SIGNATURE/INFORMATION 6 2 1 2 1 4 7 4 7 4 POSSESSION OR USE OF ALCOHOL OR DHUGS 1 5 1 5 1 5 2 VERBAL ABUSE OF STAFF 1 1 1 1 Totals: 195 63 20 224 74 257 79 261 80 8 6 2 1 1 ACTION: 03 OOS (LONG TERM)/EXPULSION RCMD Black White Hispanic Aslan Indian Total Students Total Infractions Total Actions Infraction M F M P M F M F M P H P M F M FDML00eR2 Date: 1/09/01 Discipline Management System Action Summary Report School 002 HALL 2000/08/21 2001/01/05 ACTION: 05 SENT HOME Black White Hispanic Asian Indian Total Students Total Infractions Page 23 11x53 AM Total Actions F Infraction MUTUAL COMBAT M 2 M F 2 M F 2 F M F M F M F M M 2 7 NON-TOBEATENINO PROFANITY AT OR ABOUT STAFF 2 2 2 3 1 REFUSING TO FOLLCW DIRECTIVES 3 1 3 1 3 1 REPEATED VIOLATIONS OF CATEGORY I4OFFENSES 4 4 4 FALSIFYING SIGNATURE/INFORMATION 1 1 1 1 1 VPPPIT. iwigg np STAgg. X J. 1 1 POSSESSION OF FIREARM 1 1 1 1 TERRORISTIC THREATENING 1 1 1 To tala: 36 36 15 36 15 36 15 ACTION: 502 STUDENT HEARING ONLY - 502 Black White Hispanic Aslan Indian Total Students Total Infractions Total Actions 9 3 3 M 4 F M F M F M F M F M 4 F M 4 F M 4 F Infraction BATTERY 1 DISORDERLY CONDUCT 1 1 1 1 TERRORISTIC THREATENING 1 1 1 6 Totals: 5 1 6 6 ACTION: 503 STUDENT HEARING ONLY - 503 Black White Hispanic Asian Indian Total Students Total Infractions Total Actions M F M F M F M F M 1 F M 1 F M 1 F Infraction______________ REFUSING TO FOLLCW DIRECTIVES M F 1 2 VERBAL ABUSE OF STAFF 2 2 2 3 Totals: 3 3 3 ACTION: 507 STUDENT HEARING ONLY - 507 Black White Hispanic Aslan Indian Total Students Total Infractions Total Actions M F M F M F M F M 1 P M 1 F M 1 P Infraction M F REPEATED VIOLATIONS OF CATEGORY IIDFFENSES Totals: 1 1 1 1 ACTION: 508 STUDENT HEARING ONLY - 508 innEioxsatiEQSisEr aurc OMlWS. 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[istird 2 3^ Cffl 2 1 3 4 1 3 3 1 1 1 2 2 1 5 3 1 1 2 2 2 3 J 3 3 2 3 3 2 3D 1 3 4 2 3 30 3 3 3 3 3 a I 3 3 3 2 3 6 1 5 7 3 3 3 3 1 3 36 3 2 2 3 5 3 3aHItr OB Effl'-KnisrHO. iifU tax SHIL iiiaiwc sfl: wnmiEHfieaN^ KMIHE: a-f-i-S-y--U-) TDCfflE: IjWl n SANCTIONS OffCFSCHD:--------- ------TaGTO-- lA OtBlE Ui offi m SK KT m w wr Bl ff' w SK W W JT ii4 Bl TOT ff oo o 2 2 ZtrCHIB 2 115 122 121 13) 1 \u0026lt;d ro in oI CM (D l/y s UI Q. t-H 1=1 a=) UWGS 11 siast Riil Id) 1 HCKWF 2 CisGit) 2 9ne2 2 110 ca\u0026gt; w 115 121 OKS 12 3ECBt 3HlhaHnH\u0026gt; O/lifSl HK H4  IT Btr TO EiaUID-------- 'UMr- HIT HK MU TT U' 1 3 E. 4 Z4 1U a 5 1 6 1 1 10 1 fl 2 e 1 1 4 27 6 1 1 4 27 1 5 24 1 I 1 1 12 28 18 1 1 5 24 1 12 1 1 1 5 24 1B 4 9 1 2 9 UB 9 1Z7 IJXEEF iftK SJfllj [EEKT aaic (J/W- JKE 14 HQIDWI R/MD lAiwa gjQi\n(j2 (caawuwsHiL SANCTIONS ______nrcFsaoir g^lE B4' E ff HK W St' 3 IfiStaU I M o ERis 1 SEDsitB 1 133 \u0026lt;3 /CTUlt Bttay 2 {SO 2 C 2 MO 2 on UO K\u0026gt; Lf) O I 3 CM -.-4 O in Icte - mSKF 2 0 CisOnl 2 W I^IAd 2 IC 33e 2 2 M r(RIE 2 a VKS 3  rbW 3 OT S w\u0026gt; QJffi III z a 1=) a 4 8 4 2 i 3 7 9 3 1 1 TOf 7 8 5 3 1 3 ICT ff HK *4 IT tF ------KMSTaH-------- WK B4 ff  qpy id '\u0026gt;e ____ -TCBtr 2 2 z 14 21 12 21 1 1 1 1 WC HK WK TT IT 2 2 IB 1 1 5 2 7 4 IB 36 1 1 1 3 I 1 2 1 3 1 2 1 5 1 1 8 5 3 3 5 21 a 1 7 5 41 2 1 1 1 1 3 1 1 2 I 1 C6 aaapt e 5? iB i\u0026gt;g7K$3 T. 010  5 SitKiro } it Baillai 1 DC 1 1 4 1 1 5 12 3 1 15 1 1 1 334 1 7 8 S 3 3 5 21 22 1 7 6 44 2 2 2 1 1 6 MD 6 2 2 23 3 7 1 1 2 2 2 2 25 3 7 1 1 2 2 11 2 0 tlijtfq Iflita: - HaHef 2  DislDO 2 W (^rtVlD 2 115 0^ ID aBSUt 2 on \u0026amp; i  Kciis I 2 CO 2 on 1 4 2 1 5 7 2 3 3 1 U 4 4 2 5 J) (D M 34 5 1 1 2 1 1 1 5 5 1 1 2 7 1 V 1 I 1 8 1 1 1 1 1 1 1 1 q 1 2 2 1 2 1 2 1 1 1 1 7 12 2 3 q 15 1 1 1 11 2 1 6 4 1 2 5 59 80 5 1 1 2 7 I 1 1 1 1 1 1 ID 1 2 2 5 1 1 1 1 2 11 i 7 4 2 2 (\u0026gt; 20 99 5 1 1 2 1 I 1iiffiERiKswrrasiREr 3fC iEMtra?\nDBaaaEHCfaeNcnE aaco iDo^ i(W3i q2 3301: C92 hCaUUHlOSOQl SAUCTIONS Cm u aSrCFSKOr laGTHM-Cffiao\nn.1 (HE a5 s' HK ( XT Wf WiT IM X3' ff HK (H KF KT a/a IKT M BK W4 13 XT Bffi \u0026amp; TOHi- ff MT HK rr XT xr O o DisOld 2 M tetlfio 2 IK 3 Ml t 1 2 ? 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Cm O SHn.aafE^ 149 a 230 C 2 35 6 2 1 1 2 17 2J9 Si IxJ z I a (/\u0026gt; L lUBF.ioKaHibasiBin aiMC (MU BS 2 hwim\n'695S^'won 8/ajro 3 3110\nOP iI\u0026gt;WB53HIl\u0026gt; SANCTIONS tjjrCFSMtlr IQGTHH- O3nJH\u0026gt;- -----Tinr 3 n 3- CHBtE nt, roE 05 a HK CT' W w CT 04 BF SK TiT S F wr 34 CT ff HK M I*' CT WP HK MS CT rt 3 Cffi  HBPe^ 1 ftullin 1 Tadits 1 74it 2  W 13 2  \"\u0026gt; SS 1 s Bsojri 2  HrQjffi 2 Hrdnin 1 7 1 2 1 1 1 1 9 1 2 1 3 11 1 7 D 6 4 I 4 3 12 1 11 I 2 I 1 3 2 1 1 1 1 1 1 a 1 2 .o n 7 Ar 2 12 2 ID 1 3 ffi 7 6 1 1 3 4 I 1 1 5 1 1 1 I? ) 1 B J ffl aBOfC M\u0026gt; 51 IC 9 1 n 5 a 1 3 6 Zi 1 2 1 1 9 1 2 1 1 4 32 V 31 1 101 ) 6 1 1 3 6 1 1 2 2 5 1 1 1 13 I 9 1 2 1 1 4 B 3 13 1 1C6 8 2 1 1 3 1 S2 wt ffllsy Helt 1 2  2 ro 2 PC 2 0 .ij z\nI .J 55 4 lldtinj IoIb: - I-fcrtiirf 2  BOW I IBKH) 2  i. li? ftptVSo 2 115 ^2 2 ta 2 1 1 2 1 1 1 1 4 1 1 1 2 1 1 2 1 3 I I 1 1 1 3 1 5 1 3 y) 4 12 2 13) VAS St 3 OB 15 4 U 21 1 4 1 4 2 3 19 4 13 2 1 4 1 1 2 2 1 1 1 I 1 2 2 19 1 1 1 4 1 5 1 1 1 1 I 5 1 10 sum iBftaJi 1  2  67 W SI 8 8 16 9 1 1 1 1 IP 1 1 I 1 3 1 1 2 13 26 1 4 1 5 1 1 a 1 1 1 2 3 6 1 1 IS 1 1 1 3 1 8 1 1 20 8 15 31 1 9 6 1 1 1 1 1 1 1 2 1 1 7 1 4 4 1  1 4 1 2 1 14 1utBEWKaoBi.asBn' aarc CBZOtli \\KF. gaiIHE: \u0026amp;az i./itt S CL aanv 0$ UILHQI^^ sanctions Deua)- .-nSr ___ iqgtbm------- om -ojrcs'sffio-\" (HBIE QL cn ff 8 Cl o iRsraF c \u0026lt;0 as ord 04 tttXfto I\n2 1. 8 i- S 2 XB Uf\u0026gt; 115 53 3 3 i IZL 11 sacftt- 1 1 5L itiiatJ ftfnis i ?e 1  to Lf) I a Cm 8 ttugai I 2 TO acarff 9 rm CisOIti KftViD (grrtw 3idc2 flrCRffi 1 X 1 1 X 1 X 3 LU 2 J li HK XN w 2 1 11 16 1 X 15 X 1. cm 2 UD 2 32 2 W ' r la 2 IS 3 OE 3 cm 3 MD I 1 1 X1 1 1 w 1 6 wr iM IT fT 0K 'ffT WIT Bl  ET HK IM TOC MIT HK Wff KT BS X 6 a 12 3EP6 oiaLSdaafl' If. 31 X 1 1 2 1 I 1  1 2 's : LX X X X 1 X 3 2 1 X ZE u 2 2 1 2 1 2 4 2 1 X 1 3 2 13 2 X 1 X I 2 X U X X X 2 ffi X X X 2 1 2 1 1 2 4 14 X 1 G n 1 3 1 9 1 9 f0 3X1 36 11 45 X 1 1 1 1 ^6 1 X 1 1 1 2 1 X 33 3flS  T -n 4 1 2 X 12 22 1 ?. \u0026gt; 1 2 a X X X 2 1 2 3 X 3 7 16 X 2 X 1 3 48 j2  a \u0026lt;f\u0026gt; School Short Term Suspension ANNUAL Name Central J.A. Fair Hall McClellan Metropolitan Parkview ALE ALC Cloverdale Dunbar Forest Heights Henderson Mablevale Mann Pulaski Hgts. Southwest Totals Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Enrolled 1855 757 790 935 %Blk 59 81 71 84 911 51 Long Term Suspension 622 771 648 724 506 858 767 510 10,654 233 362 323 597 372 596 537 512 224 248 430 464 495 271 89 57 69 86 75 52 57 83 59 92 73 83 52 63 52 69 92 65 76 48 92 48 93 BM 153 145 164 186 15 41 h____ 1 41 382 173 321 372 142 112 129 221 2,598 5 15 55 34 22 39 106 0 18 12 21 53 43 0 BF WM WF 1998 Student Hearing Office Expulsion Total 64 61 53 65 2 22 0 19 147 80 114 124 74 51 51 106 1,033 37 14 4 _____6 4 24 07 13 13 6 18 0 33 10 36 15 1 34 0 14, 32 67 81 43 23 36 19 25 469 0 2 66 5 7 22 07 3 2 3 20 14 68 11 0 18 0 __ 1 16 21 22 8 14 16 6 13 174 0 000 ___ 3 0 3 01 0114 0 TOTAL 264 222 261 277 18 115 ___ _ 75 577 341 538 547 253 215 205 365 4,274 8 24 75 44 36 50 155 0 33 28 37 63 67 0 BM ____2q 8 28 ____ 12 34 0 10 31 27 7 33 21 7 6 ____31 248 1 21 1 _____ 1j 1 7 01 0 _____q 1 _____ i_ 1 BF__ 13 9 5 __  ____ 1_ 0 0 3 13 9 13 8 13 13 ___12 104 ____ 1_ ____12 ____q 0 0 ____q 0 0 5 0 ____q ____q 0 WM 0 0 ___4 ___ 0 ___ 0 ___001 ___36311 ___ 1_ ___4 ___ 5 29 ___ 0 ___01 ___ 0 ___ 0 0 ___ 0 ___ 0 21 ___ 0 ___ 0 __  0 WF 01 0 01 0 0 02 30 20 00 2 11 00 0 00 0 1 0 0 00 10 0 TOTAL 33 18 ____ 37 ____ 13 _____ 5 4 0 14 ____ 45 ____ 23 44 35 _____ 9 13 ____ 50 392 _____ 2 _____ 34 _____ 1_ 1 _____ 1 _____803 6 _____ q _____ 2 _____21 BM 23 3 6 ____4 10 ____0 0 ____8 ____9 53 51 0 ____2 70 0 ____0 ____01 00 0 ____1_ 00 ____0 0 0 ___ 0 0 BF 1 1 0 00 00 02 32 1 6 0 3 2 21 0 0 0 0 0 00 00 00 00 1 WM ___ 2 ___ 0 ___010 ___ ___00 ___ 0 ___012 01 ___ 0 ___ 0 __ 8_ ___ 0 ___ a 0 ___ 0 0 ___ q ___ q ___q0 ___q0 ___ q ___q0 WF 0 0 0 0 0 00 0 01 0 0 0 00 0 1 0 00 0 0 0 0 0 0 _0 00 00 TOTAL ______ 26 _______ 4 _______ 6 _______ 5 _______ I _______ 1 _______ q 0 ______ 10 ______ 8 _______ 6 ______ 11 _______ 2 _______ 4 4 _______q _______ q 0 0 _______ q _______ q 1 _______ q 0 _______ q _______ q _______ q _______ q 1 #Blk 274 227 256 268 22 _____67 1 73 583 301 462 541 261 172 192 374 4,074 _____10 25 72 _____39 _____29 ____ 138 ______q 26 _____3q _____34 _____eq _____62 2 %Blk 85% 93% 84% 91% 100% 56% 100% 82% 92% 75% 81% 91% 87% 76% 87% 89% 84% 100% 93% 91% 87% 78% 86% 84% 0% 72% 88% 92% 92% 90% 100% Page 2 School Name Geyer Spgs. Gibbs Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Hgts. Rightsell Rockefeller Romine Terry_______ Wakefield Washington Watson Western Hills Williams Wilson Woodruff Totals G Total 97/98 G Total 97/98 Difference Enrolled 316 311 513 658 407 477 332 242 328 464 249 450 328 511 373 660 493 315 479 362 284 14,216 24,886 24,986 100 % 75 52 44 54 73 57 79 92 46 55 94 59 63 46 86 53 89 70 52 82 71 65 67 66 1998 Student Hearing Office BM Short Term Suspension BF WM WF TOTAL Long Term Suspension BM BF Expulsion Total 7 97 30 55 12 22 8 16 37 16 28 6 39 23 12 93 18 1 42 _____9 913 3511 3,297 214 11 11 10 14 9 4 5 2 23 5 93 6 17 5 8 0 16 1 285 1318 1,320 -2 3 2 0 7 22 2 1 1 14 0 15 5 4 03 10 8 0 0 3 156 625 653 -28 1 0 066110 00 0211 00 4 0 000 36 210 216 -6 22 12 8 53 97 24 28 14 19 64 21 54 15 50 40 20 123 34 1 58 13 1390 5664 5,486 178 1 00 010 2 0 0103243 9 2 a01 1 48 296 319 -23 1 0 0 0100 1 0 0 00 0 0010 0 00 0 13 117 79 38 WM 0 0 0 1 0 0 0 0 0 0 0 0 2 2 0 51 0 0 0 0 16 45 41 4 WF ____000 0100 000 000100 10 00 0 5 16 14 2 TOTAL 2 0 0 1 3 0 2 1 0 1 0 3 4 7 3 15 4 0 0 1 1 82 474 453 21 BM 0 0 0 0 0 0 0 0 0 0 0 0\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_334","title":"Compliance hearing exhibits, ''Assessment Planning/Training Activities''","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":["1998/2001"],"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 law and legislation","Education--Evaluation"],"dcterms_title":["Compliance hearing exhibits, ''Assessment Planning/Training Activities''"],"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/334"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"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\nASSESSMENT PLANNING/ TRAINING ACTIVITIESzm zmm CZ) on 1. 2. 3. 4. 5. 6. 7. 8. 9. Assessment Planning/Training Activities Memorandum from Bonnie Lesley to elementary principals, Oct. 20, 1998, providing information on Smart Start training on standards, assessments, and accountability Copy of handout from ADEs training for educators on Smart Start: Higher Student Achievement through Standards and Performance Assessment, fall 1998 Plan and Process Alignment for Improved Student Achievement, Little Rock School District (Matrix showing relationship of various required plans to District processes), created fall 1998 Invitation to meeting on Systemic Planning Session for Assessment and Program Evaluation, May 18, 1999 Agenda for Assessment and Program Evaluation Work Session, May 18, 1999 Portfolio of Services of Division of Instruction, 1999-2000 Agenda for Division of Instruction, June 17, 1999 meeting\npresentation on the LRSD Assessment Plan Memorandum in July 28, 1999, Learning Links with attached article on Changing the Entitlement Culture -emphasis on results rather than process. LRSD Assessment Plan: Using Assessment to Enhance Student Achievement (PowerPoint presentation slides)presented to Board of Education in August 1999 10. Reading List prepared to distribute at the summer 2000 Campus Leadership Institute\nsection on Building and Maintaining Accountability Systems is about assessment and program evaluation 11. Transparencies used in July 19, 2000, Curriculum Day for principals, assistant principals, and brokers. 12. Notebook/handouts for July 19, 2000, Curriculum Dayfocus on quality management, data-driven decisions, and LRSD assessment programs 13. Memorandum in August 23, 2000, Learning Links with attached Primer on Assessment Literacy for distribution to Campus Leadership Teams 14. District Assessments: The Assessment Program for 2000-01 15. Memorandum to the Board of Education for July 26, 2001, agenda on Proposed Amendments to the Assessment Program y Il -fll^1 ^A7 ^1 LL Zo/ai/qs- LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 October 20, 1998 TO: Elementary Principals FROM: Dr. Bonnie Lesley,^Associate Superintendent for Instruction SUBJECT: Smart Start Training - Very Important! Please read the attaching several pages about Smart Start carefully. They describe the first training that ADE is providing for elementary principals and for one teacher/facilitator from each school. Note that you may choose to attend either I November 9-10 or November 10-11 or November 11-12 s r f E i Please call Regina Moore at 3121 in my office no later than Tuesday October 27, to let us know your choice of days and the same of your school facilitator. We know that substitutes will be a big problem, so please work with the human resource staff and your faculty to cover the teachers classes. I Smart Start includes standards, assessments, professional development, and accountability - all the stuff that we in Little Rock have already committed ourselves to do. Therefore, we are hopeful that we can fully participate in the ADE training, use our Campus Leadership Teams to plan for school improvement, implement the necessary changes, and step out to provide leadership and models for the rest of the state. We can leverage these opportunities to do what we want to do anyway: provide a first-rate education for all of our children. f. Ill look forward to hearing from you! Remember to call no later than next Tuesday. 'i Attachments BAL/rcm bsa JU y\\riofis3s 9 DEPARTMENT of EDUCATION 4 STATE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071 (501) 682-4475 RAYMOND SIMON, Director MEMO TO: Superintendents m(^-4 Principals FROM: Raymond Simonff^ SUBJECT: Smart Start Summit DATE: October 20, 1998 The Arkansas Department of Education (ADE) has signed a contract with National School Conference Institute (NSCI) to provide unprecedented levels of training for all of our states 8^00 K-4 teachers, along with their superintendents, principals, and curriculum coordinators. Using a train the trainer model, NSCI will work with local educators over the next three years, assisting them in their efforts to assure that all children will meet or exceed grade-level requirements in reading and mathematics by Grade 4. Using actual data generated from their schools and classrooms, teachers will be shown how to incorporate Arkansas Curriculum Frameworks, the states standards for learning, into daily lesson plans. They will see how these standards relate to the mandated assessment (Grade 4 Benchmark Exam) and how that assessment can be mirrored in routine classroom activities from kindergarten through fourth grade. They will also be taught how to analyze actual assessment results and use that information to better focus instruction to minimize weaknesses and maximize strengths of their students performance. Enclosed you will find information and registration materials for the Standards and Accountability Summit, the first Smart Start intensive training opportunity for teachers and others. It is extremely important for all schools to be represented. Although four days have been reserved for the event, the structure is such that any individual may attend for a two-day period, either November 9-10, November 10-11, or November 11-12. It is not necessary for districts with multiple K-4 schools to send all personnel on the same two days. Every district choosing to participate must designate a facilitator who will have the primary responsibility for coordinating all local staff development activities with the ADE and NSCI. This facilitator must attend the summit and all other related training opportunities scheduled over the next few months. Superintendents, curriculum coordinators, and K-4 principals are also encouraged to attend. It is further recommended, but not required, that the superintendent designate one facilitator for each K-4 participating school rather than relying on one facilitator for the entire district. It is permissible for the superintendent, principal, or curriculum coordinator to serve as facilitator. Thank you for your willingness to join us in November as together we begin a new era in our work for improved academic achievement for the children of Arkansas. STATE BOARD OF EDUCATION: Ctairmaa - BETTY riCKETT.Oowiy  Vie* CkairM* - JaNEU. CALDWELL, Bry**' Meoben EDWIN B. ALDERSON, JR., El DorxJo  CARL L BAGGETT, Rave,  MARTHA DKON, ArtWpfci.  WILLIAM B, FISHEIL ParerHild  LUKE GORDY, Vaa Bar*.  ROBERT HACKLER, Mwaiala He  JAMES MeLARTY UL Newport  RICHARD C SMITH, JR.. McGebee  I rwiR THOMPSON. JR.. Tmrtw  ANITA YATES, BcBtMvtUc Ab Lqiul Opportaalty EnpioyerTo: Date: Re: Arkansas Superintendents K-4 Principals October 20,1998 Smart Start Participation |nsci| National School Conference Institute Greetings! Enclosed in this packet is information about the launching of Smart Start and the professional development partnership between the Arkansas Department of Education (ADE) and National School Conference Institute (NSCI). We are hoping for participation from 100% of Arkansas schools that include K-4 even though participation is optional. In order for the Smart Start initiative to be successful in your district, it must have your leadership, support, and commitment. Becoming a Smart Start school necessitates a commitment to the heartfelt belief that all children can learn as well as attendance to all relevant training sessions by the principal and/or facilitator. Attendance to training sessions by the superintendent and curriculum coordinator is strongly recommended. The role of the Smart Start facilitator is crucial to the success and effectiveness of implementation. Each participating school is strongly encouraged to select a facilitator using the enclosed criteria. If it is not possible to have a facilitator from each school, there must be at least one person designated as the district facilitator. The Smart Start initiative wiUJdck off with a Standards and Accountability Summit, which will take place at the Excelsior Hotel in Little Rock. A brochure which includes details about the Summit and registration form is included in the district (superintendent) packet. The invitation to attend the two- day training is extended to the following district personnel:  Superintendent (Participation Strongly Encouraged)  District Curriculum Coordinator (Participation Strongly Encouraged)  Principal from Each K-4 School (Participation Strongly Encouraged)  Facilitator from Each K-4 School or District Facilitator (Participation Required) The two-day Summit is only the beginning of the professional development opportunities that will be provided to your teachers, counselors, and administrators. Please note however, that the total capacity for the 3 two-day Summits is limited to 2,100 people. Please be assured that there are extensive plans to reach every staff member through this comprehensive professional development effort. It is imperative that schools bring their COE plans to the Summit\nindividual school data will be provided by the ADE. Both of these resources will be an integral part of the data-driven decisionmaking workshop training. The time frame for enrollment is short but necessary in order to get started right away. Please mail or fax the enclosed registration form by October 28, 1998 to: Janice Peters Smart Start Coordinator 600 Stegall Clarksville, AR 72830 FAX: 501.705.8091 Phone: 501.754.4347Smart Start Standards \u0026amp; Accountability Summit October 9 \u0026amp; 10,1998  October 10 \u0026amp; 11,1998  October 11 \u0026amp; 12, 1998  8:30 - 4:00  Identification of needs based on data Content  Creating school structures that support results-driven teaching  Professional development aligned to Arkansas standards and to the work that students are expected to do  Accountability structures  Training for facilitation of adult learning  School data review  Goal setting based on specific needs for increased student achievement  Implementation strategies  Collaborative processes  Identification of resources LITTLE ROCK, AR EXCELSIOR HOTEL K-4 Reading \u0026amp; Mathematics Smart Start Arkansas Department of Education and National School Conference Institute Invite Each Arkansas District  Use of distance learning technologies  Common elements for success  L'se of multiple opportunities for student success  Myths and realities  Superintendent  Curriculum Coordinator  K-4 Principals  Designated Facilitator from each K-4 School r  Principles of data-driven decision making Mail or Fax Registrations by October 28, 1998!  Development of standards-based classrooms, schools and districts Janice Peters Smart Start Coordinator 600 Stegall, Clarksville, AR 72830 Fax: 501-705-8091  Phone\n501-754-4347 '3 Ml A r w y Smart Start Workshops 7'30 a.m. Registration \u0026amp; continental Breakfast 8:30 a.m. Session Begins Day One NSCI Smart Start Implementation   Schools receive video and print resources  Training for the facilitation of adult learning  Use of distance learning technologies  Development of Learning Teams  Evaluation and Accountability  Implementation Strategies National School Conference Institute 1 i Data-Driven Decision Making  Day Two  Schools bring COE plans  ADE will provide Assessment data for each school  School data review . Development of standards based classrooms, schools \u0026amp; districts  Common elements for success  Performance assessments as instructional tools  Principles of data-driven decision making Dr. Douglas Reeves is the Director of the Center for Performance Assessment in Denver, Colorado. His practical approach to education has won praise from school leaders, teachers, parents, and students throughout the world. Dr. Peeves' engaging presentations carry a consistent message: successful school achievement in the 21st Century demands performance assessments based on high academic standards. The author of six books and numerous articles, Dr. Reeves is a frequent speaker in the U.S and abroad for education, business, and government organisations. I Smart Start Summit Registration Form Please mail or fax registration by October 28,1998 to: Janice Peters Smart Start Coordinator 600 Stegall Clarksville, AR 72830 Phone: FAX: 501.754.4347 501.705.8091 District Phone Address FAX INDICATE FIRST (1) AND SECOND (2) CHOICE. Every attempt will be made to honor your first choice. November 9 \u0026amp; 10 8:30 - 4:00 Registration begins at 7:30 a.m. November 10 \u0026amp; 11 8:30 - 4:00 Registration begins at 7:30 a.m. November 11 \u0026amp; 12 8:30 - 4:00 Registration begins at 7:30 a.m. Participants are responsible for travel and lodging\ncontinental breakfast and lunch will be provided each day. Attendees (please print) Superintendent Curriculum Coordinator K-4 Schools and Participants School School Principal Principal Facilitator Facilitator School School Principal Principal Facilitator FacilitatorSchool Principal Facilitator School Principal Facilitator School Principal Facilitator K-4 Schools and Participants (cont.) School Principal Facilitator School Principal Facilitator School Principal Facilitator School School Principal Principal Facilitator Facilitator School School Principal Principal I I Facilitator Facilitator School School Principal Principal Facilitator Facilitator School School Principal Principal I i Facilitator Facilitator II Criteria for Smart Start Site Facilitator The following are suggested qualities for the person selected as site facilitator for the Smart Start partnership:  A member of the school district for three or more years  Highly respected by fellow staff members  An exemplary teacher in her/his selected area of instruction or  An exemplary administrator, coordinator, counselor  Effective oral and written communication skills  Skillful in or willing to learn techniques for facilitation of adult learning  Has a belief system in the importance of team/collaborative/cooperative strategies  Interested in personal career development  Interested and active in the positive development of the school and fellow staff members  Operates from and believes in the truth that all children can learn  Believes in high expectations for every child and teacherRole of the Smart Start Site Facilitator  Attend statewide facilitator training, conferences and quarterly facilitator/principal meetings  Receive materials from the Arkansas Department of Education and NSCI  Distribute materials to staff  Establish learning teams and meeting times  Arrange for the room and refreshments on meeting days  Assist in the development of site plans for standards- based instruction  Facilitate adult learning before, during, and after each session  Help participants integrate new ideas with current practices  Encourage meaningful dialogue among participants to foster change  Provide opportunities for reflection and evaluationIncentives for the Smart Start Site Facilitator 1. 2. 3. 4. 5. Personal and Professional Growth and Development  Recognized leadership role  Access to current research and tools  Access to ongoing training opportunities Networking Opportunities  With educators in Arkansas  With educators throughout the United States  With nationally recognized educational experts  Support from NSCI Implementation Team Smart Start Summit and Getting Smarter Summer Conference  Priority reservations at both the Summit and the Summer Conference  Presentation of promising practices at Summer Conference Change Advocate  Powerful advocate for positive school change within your site and district Recognition for Exemplary Implementation  NSCI will showcase exemplary implementation practices at NSCIs National Conferences and distribute video presentations through the Arkansas interactive network and NSCIs Educators Edge satellite-delivered programming\u0026gt;4 ttkansas Compnehensfae Testing and Assessment pRognam Action Plan f To ensure maximum success from the m the recent rer^^^the Testing and Assessment Program (ACTAP), the folloyving actions will be taken, subject to legislative and regulatory changes where nec^sa^. O . J ..,44U tktO /A.M Those soecifically related to Smart Start are identified with the (SS) expected to begin during I99S-99 unless otherwise designation. All are noted. Sriidrt^^ri: Teaching is more for tomorrow than today. Unless all of us believe that all children can learn, we chart our future tethered to an anchor of mediocrity. The Smart Start initiative is based on the premise that 'ia ll chi,l,dren will meet or exceed mathematics^ These standards will be clearly commumcated to each school distn , administrators, teachers, students\nparents\nand-the voting public. - Smart Start represents a Tn ftillv realize and appreciate the potential impact of this program, it is necessary to view its s of/e intensive effons for Stese ftve g^des, bn. as one pan of a comprehensive program ffoorr pprree--kkiinndoeerrggaarnteenn tuharuouugguh twelfth grade. mathematics achievement is increased at the lower grade levels, the stage greater academic success through the middle and upper grades. When reading and will be set for The success of Smart Start necessitates the coordination of the following four areas:  Standard - Represented by the Arkansas CCuurrrriiccuulluumm FFrraammeewwoorrkkss t(rFrraammcewwuoirNks ),,, .tUhe_s_e_ _s_ta_n_d_a_r_d_s_ w__il_l rcnonnttiinnuuee ttoo bbee rni.gBoorroouuss -a-n--d- -w--e-l-l -def ined. At Grades K-4, they wi serve as the basis for the expected levels of proficiency demanded^ in mathematics, including a very specific defimtion of what - \" grade-level requirements in reading and mathematics by Grade 4. they become the bluepnnt tor c---------- foundation laid earlier in breadth and depth. is reading and meant by meet or exceed At Grades 5-12, enhanced student performance, increasing the basic - Focused on both teachers and administrators, all activities the mission of Smart Start and emphasize topics related to subject matter content, curriculum alignment with 1 incorporation of a variety LkLu ^121 the Frameworks, analysis of assessment results, of instructional techniques, utilization of technology, distance learning, and other local district needs that might be identified.  Student - i!n__s_ ttrAucctitnioon ,W ailnly testing will be understanding and application of knowledge. Clearly aligned with the Frameworks and classroom performance-based and will emphasize conceptual have been clearly communicated.  :vmd7eliable, ZsVs^ents have been developed and administered, schools will be held accountable for student achievement. 2 agtap I 1 1 I I i f i i i The HSPE was piloted in the spring of 1996 and performance levels, which are being in during a five-year period, were adopted by the State Board of Education. Regular SStions of the exam occurred in the fall of 1996 and 1997. of litOTW (reading and writing) 44%, 49%, and 42% of students have met te sian'dati in each of th. tting periods\nin th. area of i.n? and , The End of Level Exams in reading, writing, mathematics. In the area 18%, and 13%. social studies are yet to be developed. Results from both the NRT and CRT may be used in determining school districts placement on Academic Distress. of the HSPE in February of 1998 in response to the test. This review consisted of the following activities. r Observers test administrators, teachers, school 2 \" Writien'feedbackwas ^hefe'dfron^ ndmimstrators. and students. received through multiple conversations during meetings. 3 Informatjonwas speaking engagements, telephone calls, letters, etc.. 4 -Testmg^tAmitteescommunicatedobservations, information, and reaction, 5: TheDireclor of the ADE met with representatives from Data Recognition Gozpora/Jon, the testing contractor, 1 8 9 common items from - reviewed for nhgnmentvath the Fram^orksby the Grade 1J Content Committees, ' - -A:r^view-ofperformance Standards Setting Committee, wdi conducted by a subcommittee of the scor^fiom ,he Ainincan CMge Tes, group of students who ipdk.f^^ ttii^ recent HSPE were compiled\nand I conducted by Drs. John 'An ^efruil review ofthe mathematics section was Dossey and Gail Burhll, both former presidents of the National Teachers o/Mathematics 4Action Plein: f SS'. Three half-time Specialists in Reading/Early Childhood Curriculum currently assigned to the Cooperatives will be increased to full time.\nSS i Fifteen K-4 Math Specialists will be hired and assigned to the Cooperatives. SS) The Accountability Section will be expanded to assist districts with data analysis and targeted techmeal assistance. Ten Secondary Math Specialists will be hired and assigned to university centers. An Educational Technology Unit will be established within the ADEs Information and Technology Section in orderto condnct-research-and monitor and assist local - No significant improvement in academic districts in the use of technology, j  , achievement will occur without the appropriate infusion of technology into the instructional process. This unit will assume responsibility for coordinating all such efforts, taking advantage of the statewide network already in place and recognized as one of the premier such networks in the country. Teacher licensure requirements for those individuals entering the profession will be strengthened to better accommodate the higher demands of student achievement. The APrwill implement a complete analysis of historical data on a variety of assessments and educational programs in an effort to help schools more fully understand the most critical areas of need. This will help evaluate the relative effectiveness of the many initiatives currently ongoing within the state. Performance scales of Advanced, Proficient, Basic, and Below Basic have been created for the Benchmark Exams. End of Level Performance scales, consistent with the Benchtnark Exams will be developed. In defining these levels of performance, a distinction has been made will UV Alt ---- between adequate student possession of basic skills (Basic Level) and more complex variety of problem solving situations (Proficient Level). abilities to apply basic skills in a: , , .. information to students, parents, and educators and is Such a scale gives more more meaningful than the former designations, especially with the new emphasis on student mastery of core knowledge and skills. 6While awaiting the development of the algebra an ADEvwll issue directives to all distncts insisting that th assure Cf folToXnd will offer appropriate assistance to local educators to help assure be compliance. End of Level tests in biology and civics ot Ajnencan history will be added in 2000- 2001. time needed at high school. particularly snwe these.sludents.take a number of post-secondary admissions dt g seme period. will be continued during 1998-99. The Grade 4 and Grade 8 Benchmark Exams will be continue aunng _ l^mprehensive system of assessments built aromul the Frameworks must be m place f improved student performance to occur. fSS! n. Ode 4 Benctart is needed ,0 provide date toriSmW as well as to ensure that students are middle-level education. academically prepared for the transition into A (* Results of the Grade 4 Benchmark Exam have been analyzed and levels have been adopted by the Sute Board i the recommended performance of Education. - ^SetKral Perfcrmanc^befinitions well Adi^ancecd students,, demonstrate superior performance beyond proficient grade-level performance. They can apply Arkansass esublished reading, writing, and mathematics skills solve complex problems and complete demanding task on their own They can make insightful connections between abstract and ideas and provide well-supported explanations and concrete arguments. 9Proficient students demonstrate solid academic performance for the grade tested and are well-prepared for the next level of Arkansass established reading, writing, schooling. They can use Arkansas s estaniisneu and mathematics skills and knowledge to solve problems and rompTXks on their own. Students can tie ideas together and explain the ways their ideas are connected. 8i 1 1 ActionPlan will determine the percent of students performing /cS i Bemnning in 1998-1999, the stote will determine the percent of students peno b beta ?aSel in reading or ntathentatics baaed on a gtttde eq-vatat sc^- =.O on t.  c AT o o4/,^rPrnripipntl.evel nerformanceon the Grade4Benchmar . the Grade 5, SAT-9 and/or Proficient Level performance on of its students performing below (high priority school) will be Any school with 50 percent or more grade level in reading or mathematics Accountable for reducing the percent of such students by at least 5 percent each year. Any high priority school that fails to demonstrate the required reduction on the next administration of the appropnate exam(s) will De placed on Alert status. Any high priority school that fails to demonstrate the required .JV14UW1 -------- the second subsequent administration of the appropriate reduction on exam(s) will be placed on Low Performing sUtus.  Any high priority school that fails to demonstrate the required reduction on the third subsequent administration of the appropriate exam(s) will be placed in Phase I Academic Distress. Once the gateway  assessments are identified, the state may expand the criteria \ninclude ,nn.fficien. by a eventual failure on the Grede 5, SAT-9 andZot Giade 4 Benchntarlt, Tlus would occur no later than 1999-2000. -----  \n^11 determine the number of students performing below ?he\"Proficient Level on the Grade 8 Benchmark and End of Level Exams in reading,  Beginning 1999-2000, the state ________AM* T ay/a1 writing, algebra, and geometry. Any school with an unacceptable number of its students performing below the Proficient Level in any of the designated Exams (high priority school) will^be such students by a ceruin amount each year. The will be accountable for reducing . measures of acceptable performance and annual improvemen determined prior to the first administration of the Exams. 1 Any high priority school that fails to demonstrate the required reduction the MiS administration of the Exams will be placed on Alert sUtus. Any high priority school that fails to demonstrate the required eduction jx-F-tKA \"Will be olaced on on the second subsequent administration of the Exams will placed Low Performing status. 102 Higher Student Achievement  -x r^^Through Standards  \u0026lt;g^ h and Performance Assessment  -5 j ~ J ft ft * U ' Professional Development for Arkansas Educational Leaders Presented by Douglas B. Reeves, Ph. D. Center for Performance Assessment ,Wig ft and ^National School Conferences Institute   H  I fca BEi i H H O  \u0026lt;liMi. iiiu^ . ,^ijM. rW- [)y^ / 19^ ^AT^y^ ^*'- t' ' ^b\\uiziK7\u0026gt;^ .^-iJ^v^liib!/ /zX^H, /}mU\u0026gt; /UhA6|Z- Jkidj . ,Dr. Douglas Reeves Dr. Douglas Reeves is the President of the Center for Performance Assessment. An innovator in the field of educational assessment and accountability systems. Doug consults with school systems, universities and other educational organizations on the development and application of assessment and accountability systems. His most recent book, Making Standards Work: How to Implement Standards-Based Assessments in the Classroom, School and District, is the result of his extensive work with thousands of teachers and school leaders. Dr. Reeves is a frequent speaker in the U.S. and abroad for education, business, and government organizations and is an internationally featured keynote speaker on standards and assessment for the National School Conferences Institute, National Satellite Network, Video Journal of Education, and many national and international professional organizations. In addition to his six books. Dr. Reeves has contributed a number of articles to the assessment field. His most recent articles include Defending Performance Assessment Without Being Defensive and Responding to the Rhetoric of the Radical Right, published in School Administrator Magazine, Practical Performance Assessment for Busy Teachers recently in Learning Magazine, and Holding School Leaders Accountable: Seven Keys to Effective Evaluation, in the October 1998 School Administrator Magazine. He is also active as a researcher and scholar in the areas of student mobility, accountability systems, urban education, and assessment. Beyond his work in large-scale assessment and research, Doug has devoted many years to classroom teaching with students ranging from 6' grade to doctoral candidates. He also serves as the Educational Assessment Expert - the Testdoctor - for America Online, the worlds largest internet service, and responds to hundreds of inquiries from students, teachers, and school leaders in more than 90 countries about educational assessment and test preparation. At the Center for Performance Assessment, Dr. Reeves is joined by a professional staff with extensive teaching and leadership experience. The professional staff includes broad expertise in technology, literacy, urban education, science, mathematics, social studies, and a variety of other areas. The Center has led educational improvement efforts on four continents and throughout the United States on a state, provincial, district, and school level. Center for Performance Assessment (800)844-6599 (303)504-9312 Fax: (303)504-9417 1660 South Albion, Suite 1110 Denver, Colorado 80222 www.testdoctor.com Higher Student Achievement Through Standards and Performance Assessment Professional Development for Arkansas Educational Leaders Presented by Douglas B. Reeves, Ph. D. Center for Performance Assessment Overview e I - Strengths and Challenges in Arkansas e II - Whats In It For Me? Advantages for Teachers, Students, Parents, and the Community e III - The Evidence - Is It Worth It? IV - What Do We Do With Kids WhAo Dont Meet Standards? Center for Performance AMeeamenl 2 STOP Technique  S - STOP  T - Think alone on the focus questions for 3 minutes  O - Observe the Impact of the seminar on your individual circumstances  P - Process with two or three colleagues for 3 minutes Center tor Performance Aaawamertt 3 Copyright 1998, Center for Performance Assessment (800-844-6599) 1 /uuuL^ ^duhtii\u0026gt; \\Jli^)Li 4UiivV The STOP Technique is Imperative a Learning is Interactive, Not Passive a Observation of Your Individual Circumstances Is Respectful of Your Time a Processing With Colleagues Adds Depth to the Analysis C*nt*r (or Padormanct Auaumant 4 Part I -- Strengths of the Arkansas System -JfM' ' a Multiple Measurements - No Silver Bullet a glanced ApprqacfLtp Standards - Neither Micro-management nor Excessive Generality ~ Standards, Not Standardization a Creative and Specific Remedies Carrtar (or Parformartca Aaaaatmanl 5 Challenges of the Arkansas System Zklui' a Diversity of Students Requires Diversity of Assessment a High Stakes Assessments Require Legal Defensibility and Alternative Evidences of Proficiency 4 a Classroom Implementation Requires Improved Monitoring Techniques a Lessons of Other States Canter (or Parformanca Attaaamanl 6 \\/^t\\lMll\u0026gt;\\l,- Copyright 1998, Center for Performance Assessment (800-844-6599) 2 Part II -- Whats In It For Me?  Benefits for Leaders and Administrator  Benefits for Teachers  Benefits for Students  Benefits for the Community Cntr lor Porfonnonco AtMumoni 7 Benefits for Leaders and Administrators mi MJ  Specific Solutions, Not Platitudes  Evidence, Not Rhetoric  Consistent and Fair Accountability from Standards  Greatly Improved Focus in Curriculum, Instruction, and Assessment Conlor lor Portonnanc* AasMSmont Benefits for Teachers 8  Clear Expectations  Respect for Teacher Feedback  Respect for Teacher Judgment on Curriculum Issues  Relief from Activity-Driven Schedule-  Standards, Not Standardization Confer for Porformonco AasoMmont 9  Copyright 1998, Center for Performance Assessment (800-844-6599) 3 More Benefits for Teachers a Objective Evaluation of Students a Stop Teacher Shopping a Fairness: K-12, Cross-Disciplinary Team Responsibility a Not Just Effort but Effective Effort C*ntr (or Portonnanco AuoMinonI Benefits for Students  Clear Expectations 10 M '/^ 1^6^^ (hP. XJ i * ./L X ^5 J  Measurement of Achievement, Not Speed a Acknowledgement of Differences in Learning Style and Pace a Second Wind Through Use of Feedback Contor (or Podomanco Aaaaaamanl 11 Benefits for the Community  Clear Expectations  Straight Answers to Direct Questions  Students With Choices, Not Dead Ends  Challenge the Stereotypes of Public Education Cantor tor Portonnanco Aaaaaamofrt 12 Copyright 1998, Center for Performance Assessment (800-844-6599) 4 uPart III -- The Evidence on Standards  Standards Vocabulary 9 Academic Content StandardsV a Performance Standards a Scoring Guides Cntr tor Portormanc* AatMamant 13 Standards Vocabulary lliJ. ib, ACUUuidi) ib Academic Content Standards Few in number, general in scope. Performance Standards Scoring Guides / Greater in number, ^ore specific. Standards dont make sense without scoring guides! Many in number specific in Cantar tor Partormanea Aaaaaamant 14 What Standards Are Not a a Seat Time a Passing with a D a Non-Academic Subjects a Comparison to the Norm .A hjiZtVv^ Cantar 1or Partortwartca Aaaaaamant 15 Copyright 1998, Center for Performance Assessment (800-844-6599) 5 Accepting Standards Means Rejecting Norms llllllllll'lll ... ..................Ill ---- a Standards are Challenging a Norms are Dumbed Down C\u0026lt;rt*r tor Portormanc* AccMsmont 16 Standards Are Challenging - Norms Are Dumbed Down a Do you have students in the 60th percentile in English who do not write well? a Do you have students in the 70th percentile in math who cannot apply mathematical principles to unusual and unpredictable situations? a Do you have 3.6 GPA students bored?  Cantor for Porformanc* Aaaaaamarrt The Evidence \"S'90/90/90 Schools.... a 90% or more poverty level a 90% or higher minority enrollment a 90% or more students achieving or exceeding standards in math, science, reading, and writing Canlar tor Parformanca Auaaamant 18 Copyright 1998, Center for Performance Assessment (800-844-6599) 6 ICommon Elements of 90/90/90 Schools M  Focus on Achievement Measurement - Honesty, Not Excuses  Multiple Opportunities for Student Success  Weekly Assessment  Writing as Lever  External Scoring Center (or Pertormence Aeeeeement 19 I I no. tJ 11.1 \\ /i . I It ah/ Ih. A.... ... ^XiiiiJiili) \u0026lt; lUi/ ibM\\^rK\u0026gt; 4\n^/*^^^ The Power of External Scoring  Teacher to Teacher  School to School  Student to Student  Principal to Student ^iSjtuh \u0026lt; Center (or Pertormerxe Aeeeeewent 20 Unexpected Research Results 6)0 ///Xi) _____________________________  Frequent Performance Assessment Helps Traditional Test Scores  Frequent Performance Assessment Reduces Random Guessing  Frequent Performance Assessment Reduces Student Anxiety Center (or Pertorrnenee Aeeeeemenl 21 Copyright 1998, Center for Performance Assessment (800-844-6599) 1IDU \"v -Ak/}^ I  \u0026gt;J\u0026lt;f 'Id dd/hdv^'i^) b'^^^\u0026gt;'^'f'' Mut-^ a^-dUoTAj iMdti/dJ AJ-ii^  kH)'TPerformance Assessment for Excellence and Equity National Writing Test 96*97 80 75 sn: 78 74 w 74 0 Native Am. N \u0026gt; 27,000 Asian African Am. Hispanic While I  Narrative  Descriptive  Informative I Cantsr tar Pertonnsnea Assssattrsnt 22 Implications for Arkansas 4ie^ut^ Iaup Mftk 4//Aii4JiJ  More Writing in All Disciplines  Consistent Messages to Students  Elimination or Re-Focusing of Some Activities _)(- Cwrtf tor Pflenwnce Awsmenl 23 STOP -- Stop, Think, Observe, Process  Weeding the Garden  What activities can you stop doing that will not harm student learning?  What are the common elements of these activities?  What does that suggest for creating more time for effective instruction and assessment? CenW (Of Pwfonwoce Afmenl 24 Copyright 1998, Center for Performance Assessment (800-844-6599) 'jiiUuJij ) 8Part IV -- What Do We Do With Kids Who Dont Meet Standards? Curriculum Interventions That Work  From Alternative Schools and Dummy Math to Meeting Standards  Metaphor: Utility Infielder or ^5^mergency Room Physician\"? Cerritr tor Prfonnnc AMosamorrt Intervention Models -- Elementary  Transform Title 1 Schedule and Responsibilities -'Kxw  Team Teaching 26  Floating Academic Crisis Manager4[(^^  Principal Grading and Portfolio Monitoring Contor for Porlonnsnco Auoumoni 27 Copyright 199?88,, Center for Performance AAsssseessssmmeenntt (800-844-6599) 9 Intervention Models -- Secondary  Academic Boot Camp  30 Days Before School in August, or  First 30 Days of School  Objective - DE-Tracking - Back to Regular Classes in October  Year-Long Coaching and Study * Behavior, Study Skills, Confidence, REAL Self-Esteem Cntr (or Porlormonco AuottmonI 28 Intervention Models -- Secondary  Double Math in 9th Grade and Beyond (or Sth graders unprepared for algebra  Literacy Skills - Additional 1-2 hours per day if necessary  Increase Extracurricular Activities - Involve Academic teachers, Change Schedule Comer tor PortormarKO Auesement 29 Balancing Academic Freedom and Anarchy  Is Brown v. Board of Education Optional?________  Neither are Best Practices Assessment and Instruction   Teacher Participation in Curriculum Re-Design  Teacher Participation in Limiting Objectives Center (or Pertormerwe Aeeoesment gut ________________ 30 Copyright 1998, Center for Performance Assessment (800-844-6599) 10 UiCd' 4/0^ Central Office Leadership  Explicitly Reject Coverage  Identify Specific Textbook Chapters Not Related to* Standards  Identify Essential Standards Commonly Omitted  Gather, Publish, and Praise Teacher Innovations Center (or Perfonnance Aueeament 31 Stop: Focus on Action ideas e 3 Minutes Alone e 3 Minutes in Groups  Return to Seminar Center (or Pedormenee Aeeeumertt 32 Time - Where Does It Come From?  1) Less Teaching as Telling and More Educative Assessment e 2) Leverage ~ Interdisciplinary Lessons and Assessment - including secondary levels Center (or Pertormence Aeeeesment 33 Copyright 1998, Center for Performance Assessment (800-844-6599) 11 Time - m in  3) StandardsZCIass Matrix ~ Find the duplication (Holidays, Bulletin Boards, Activities)  4) Every staff member  media center, music, art, physical education, technology, vocational ~ supports the High School Graduatioi Requirements iJtion^l Center for Performance Aaeeeement 34 Time \u0026gt;\u0026gt;'V^ 1^1) \u0026lt; e 5) Extracurricular activities - not a modest increase, but HUGE increase in peer expectations of academic performance e 6) Curriculum Choices - Strategy, not popularity ~ double math and double English when necessary Center (or Performartce Aeeeesmenl 35 Time 0. .. \"I\"\"\"  7} MORE time for students in need - before, after, during school  8) INTENSIVE and FOCUSED intervention for mini-institutes - Boot Camp, Not Retention Center for Performance Aaaeaament 36 Copyright 1998, Center for Performance Assessment (800-844-6599) 12 STOP -- Stop, Think, Observe, Process  But What Do I Do On Monday?  Identify the practical implementation issues that have the greatest impact your individual circumstances  Identify at least one new strategy that you will use to improve student achievement 37 Big Ideas  Standards Are Fair and They Work  Teaching Matters - More than Demographics  Standards Are Not New - Careful Implementation With Good Assessment is Revolutionary Cntf tor Pwtonn^nc* A*twnt Big Ideas (continued) 38  Balance - Neither Standardization Nor Anarchy  Teacher Discretion - Standards are Framework - Not Prescription  Standards and Assessment Are Guiding Star - Curriculum and Daily Learning Activities Are Alternative Paths Conlor tor Portormonco AMOwnont 39 CwHf tof Ptlormanc* Af wntit Copyright 1998, Center for Performance Assessment (800-844-6599) 13 Central Theme: Teaching Quality is Critical Variable  What explains variation in test scores?  Economics, ethnicity, language ~ 24%  Teaching qualification and practice - 49%  Standards and Performance Assessments Work! CnUr tor Portormanca AasoMmont Unda Darling Hwnntond. 40 Special Addendum for Arkansas Assessment  Share With Faculty  Implications for High School Graduation Exam  Strategies for Professional Integrity - - NotTest Prep C9f^ for Porfonnanc* AaMtamanl Test Format  Multiple Choice  Short Answer  Extended Response - Essay  Two hours for each test (reading, writing, math) - six hours total Canlar tor Partorwaooa Aaaawwant 42 Copyright 1998, Center for Performance Assessment (800-844-6599) 14 Test Preparation  Writing Exercises  Explain why answer is right  Explain why other alternative answers are wrong  Cross-Disciplinary Writing  Particularly important in math  ALL teachers in ALL subjects contribute to student preparation C*n\u0026lt;f Iw PertonwwK* Awmwit 43 Implications for Teaching Strategies e 1) staff Deveiopment - Standards- Based Instruction e 2) Incorporate Standards and Performance-Based Assessments into Classroom Instruction  3) Review and Revise High School Courses - Key to Opportunity to Learn Cntr for Pedonnanc* AaMaamonl 44 Implications for Teaching Strategies (continued)  4) Collaborative Review of Student Work ~ MUST Provide Consistent Message to Students on What Proficiency Means  5) Early Preparation - The High School Exam is a K-12 Responsibility  6) Focused Work in Reading, Writing, and Math Where Necessap Center for Performance Aaaeeament 45 Copyright 1998, Center for Performance Assessment (800-844-6599) 15 Implications for Teaching Strategies  7) Move Deadlines Back Two Weeks  8) Change Consequence for Bad Performance  Not Low Grade, but MORE WORK A Cntf tof Pwrtonwnc* Awsmwti 46 Key Ideas  Assessment Is Instruction  You Cant Change Instruction Without Changing Assessment  You Can Monitor Assessment Practices More Effectively Than You Can Monitor Teaching Practices  Change Leadership Behavior to Change Teacher Behavior Cenler for Perlormsrtc* AMMsment 47 , First Things First --10 Action Ideas I\"\"...... TIWI  1) Move Deadlines Back Two Weeks  2) Change Penalty for Poor Performance Yip if I  3) Standards/Class Matrix -100% Participation  4) District Scoring Guides for Informative Writing Cenif lof Perfortnuce AewvK 48  Copyright 1998, Center for Performance Assessment (800-844-6599) 16 Action Ideas e 5) Focus Meetings on Student Achievement, Not Announcements  6) Cancel At Least One Class That Doesnt Contribute to Standards e 7) Restructure Sub-Pool With  AfK' *-------------------------------------------------------------------------- I _______ Permanent Subs Who Share Responsibility for Student Learning Center tor Pertormence Aseesernenl 49 Action Ideas  8) Identify Maximum of Five Essential Questions For Each Secondary Class  9) Identify the Students Facing May 1999 Failure By October 1st, 1998 - Go Directly to Structured Curriculum, Do Not Pass Go Center for Performance Aeeeeement 50 Action Ideas  10) Nurture Leaders, Principals, and Teachers Who Are Change Agents  Recognition (Authorship of Best Practices Book)  Professional Development  Weekly Phone Call or Note From Superintendent to Champions  Business/Community Recognition Center tor Perfonwence Aeeeeement St Copyright 1998, Center for Performance Assessment (800-844-6599) 17 Tools for Leaders  Standards Implementation Checklist (attached)  Arkansas Assessment Hot Line - (800) THINK- 99 (800) 844-6599  Help Through the Internet: www.testdoctor.com, follow prompts to Arkansas Assessment Hot Line' Cn1r tor Portormsnc* 52 Questions and Discussion Douglas B. Reeves, Ph. D. Center for Performance Assessment www.Testdoctor.com Testdoctor@aol.com (800) THINK - 99 Corrtar for PorformarK* A*M*rrtont S3 Copyright 1998, Center for Performance Assessment (800-844-6599) 18 Standards Implementation Self-Assessment Adapted from Making Standards Work by Douglas B. Reeves, Ph. D. Center for Performance Assessment (800) 844-6599 www.testdoctor.com Classroom Checklist: Professional Practice Exemplary Proficient Progressing Plan to Improve 1. Standards are highly visible in the classroom. The standards are expressed in language that the students understand._______ 2. Examples of exemplary student work are displayed throughout the classroom._____ 3. Students can spontaneously explain what proficient work means for each assignment. 4. For every assignment, project, or test, the teacher publishes in advance the explicit expectations for proficient work.___________ 5. Student evaluation is always done according to the standards and scoring guide criteria and never done based on a curve. 6. The teacher can explain to any parent or other stakeholder the specific expectations of students for the year._________ 7. The teacher has the flexibility to vary the length and quantity of curriculum content on a day to day basis in order to insure that students receive more time on the most critical subjects. _______________ 8. Commonly used standards, such as those for written expression, are reinforced in every subject area. In other words, spelling always counts - even in math, science, music and every other discipline. 9. The teacher has created at least one standards-based performance assessment in the past month._______________ Copyright 1998 Center for Performance Assessment Permission for Reproduction Granted to School Systems 1 10. The teacher exchanges student work (accompanied by a scoring guide) with a colleague for review and evaluation at least once every two weeks._________________ 11. The teacher provides feedback to students and parents about the quality of student work compared to the standards - not compared to other students.______________ 12. The teacher helps to build a community consensus in the classroom and other stakeholders for standards and high expectations of all students.__________________ 13. The teacher uses a variety of assessment techniques, including (but not limited to) extended written responses, in all disciplines._____________ Other professional practices appropriate for your classroom: Exemplary Proficient Progressing Remarks 2 i Copyright 1998 Center for Performance Assessment Permission for Reproduction Granted to School Systems School Checklist: Professional Practice Exemplary Proficient Progressing Remarks 1. A Standards/Class matrix (standards across the top, classes on the left side) is in a prominent location. Each box indicates the correspondence between a class and the standards. Faculty members and school leaders discuss areas of overlap and standards that are not sufficiently addressed. 2. Standards are visible throughout the school and in every classroom.____________ 3. The school leaders use every opportunity for parent communication to build a community consensus for rigorous standards and high expectations for all students. 4. Information about rigorous standards and high expectations is a specific part of the agenda of every faculty meeting, site council meeting, and parent organization meeting.________ 5. The principal personally evaluates some student projects or papers compared to a school-wide or district-wide standard. 6. The principal personally evaluates selected student portfolios compared to a school-wide or district-wide standard.__________________ 7. Examples of exemplary student papers are highly visible.___________________ 8. Job interview committees explicitly inquire about the views of a candidate about standards, performance assessment, and methods for helping all students achieve high standards. 3 Copyright 1998 Center for Peiformance Assessment Permission for Reproduction Granted to School Systems 9. A jump-start program is available to enhance the professional education of new teachers who do not have an extensive background in standards and assessment 10. Every discretionary dollar spent on staff development and instructional support is specifically linked to student achievement, high standards, and improved assessment. 11. Faculty meetings are used for structured collaboration with a focus on student work - not for the making of announcements.____________ 12. The principal personally reviews the assessment and instructional techniques used by teachers as part of the personnel review and evaluation The principal specifically considers the link between teacher assessments and standards._____________ Other professional practices appropriate for your school: Exemplary Proficient Progressing Remarks 4 Copyright 1998 Center for Performance Assessment Permission for Reproduction Granted to School Systems -  \"H\n- r  District/State/System Checklist Professional Practice 1. The system has an accountability plan that is linked to student achievement of standards - not to the competition of schools with one another._______ 2. The system has a program for monitoring the antecedents of excellence - that is, the strategies that schools use to achieve high standards. The monitoring system does not depend on test scores alone. 3. The system explicitly authorizes teachers to modify the curriculum guides in quantity and emphasis so that student needs for core academic requirements in math, science, language arts and social studies are met.___________________ 4. The system publishes the best practices in standards-based assessment on an annual basis, recognizing the creative efforts of teachers and administrators._____________ 5. The system has established an assessment task force to monitor the implementation of effective and fair assessments, and to distribute models of educational assessments for use throughout the year._________ 6. The system provides timely feedback on district-level assessments so that all assessments can be used to inform instruction during the current school year. Assessments that are not used for the purpose of informing instruction and improving student achievement are not used. Exemplary Proficient Progressing Remarks 5 Copyright 1998 Center for Performance Assessment Permission for Reproduction Granted to School Systems 7. The system reports to the public a comprehensive set of student achievement results throughout the year.__________ 8. The system uses multiple methods of assessments for system-wide assessments. It never relies on a single indicator or single assessment method to represent student achievement._______________ 9. There is a clearly identified senior leader at the system level who is responsible for standards, assessment, and accountability, and who communicates this information clearly to all stakeholders.____ 10. Commitment to standards is a criteria in all hiring decisions at all levels.________ 11. The system monitors the investment of resources - including staff development, technology, and capital expenditures - for a consistent and clear link to student achievement of standards. System leaders can provide explicit examples of changes in resource allocation decisions that reflect this commitment. 12. Evaluations of schools and of building leaders are based on student achievement - not based on competition or any other norm-referenced system. 13. The system does not take into account ethnicity and socio-economic level in determining its expectations of student performance. These variables, along with linguistic background, learning disabilities, and other factors, are included in resource allocation decisions and the development of instructional and assessment strategies. Exemplary Proficient Progressing Remarks 6 Copyright 1998 Center for Performance Assessment Permission for Reproduction Granted to School Systems Exemplary Proficient Progressing Remarks 14. The system allocates resources based on student needs and a commitment to the opportunity for all students to achieve standards. Resources are not allocated merely on the basis of student population - the objective is equity of opportunity, not equality of distribution. Other professional practices appropriate for your system: 7 Copyright 1998 Center for Performance Assessment Permission for Reproduction Granted to School Systems TEACHERS CONTRACT. state of arkan s. County of-this agreement, between. *8 Directors of the School District No. ------in the Countj of. State of Arkansas, and. ot the.,' a teacher who holds__ leenst .grade, and^ho agrees to teach a common School in said District, is as follows: r The said Directors agre^upan their part, in consideration of the covenants of said teacher, hereinafter contained, ro ezmpioy 'X the said Common School in said J\u0026gt;isCricc, for the term of___ ....months, commencing on the. of ....A. D., 19Z2,^ to pay therefor in the manner, and out of the funds pro^-ios. by a law, the sum of Dollars for each school month. Sard Directors furtheragree that all the steps required or allowed by law to be taken by said District and its o5=rrt. to secure the payment of teachers' wages, shall be so had and taken promptly, and the requirements of the law, in favor a: tie teacher, complied with by said District. The teacher on.. .part, agrees to keep__ , 2__ school open..yr .hours each scho.. -ay\nkeep carefully the register required by law: preserve from injury to the utmost of. .power the District prra^ gi\\e said school, entire time and best efforts during the school hours\nuse.. -Utmost' influer.c*' parents to secure a full attendance of scimlars, and generally to comply with aU the requirements of the laws of this SSita: lation to teachers, to the best of.. 'Tf-ability. Signature: Directo.- tach-: - Date.. .2^............................ 190 Place, J 1 V. t (NOTESee Section 7043, page 37..1901, Digest School Laws.' I it- \u0026lt; o u 5 a a B  fees \"aS'\" Z E 05b  5  V c ' e G Q is-! * A/ :7!\nL 0 : sj fc 2 S -ft 5  s \u0026lt; Q Ui 8 a e e u  V) 6 E t a I lu U c \"5 U5 Q 1 1   -I Au .1 \u0026gt; i: -1 '. 't STAfip OF ARKAl^AS 3 0) O c ' 6'- '-ii 'iAi t/\"- t TEACHERIS /LICENSE tj- s gigs /rf' *** abfjslb^ ^{fp,^hat 1'^ C\nk rr-: = 73 * rn J 2 o\" m 5 0 O ft Tl having presented examined in thi thereto,' in the' and^is hereby the limits of... term I s^3 V iU {..''I factory testimonials of g'bod moral character. ii. v ihis day been 2 Q) U-J ijii ^hes required' by law Jor a first-grade licensd^ttt^ ^IHIGH'SCHOOL SPECIAL BRANCHE^^ ' \"1 . . . .pilMt a a\u0026gt; ' I.\nC!i\nin addition S 3  (0 tf) I 0 O' 2 0 a r a 0 0 to teaph the same in the Public Schools of'ft^State within i^?:^Z?Zj?S:^sZCounty, for the lice^gwhto te^h r I of TWO years ffom the date hereof. unDe^tmv bano, This day of 1 190 \u0026lt;(\u0026lt; ..........  The standingfpf',each applicant in i. * ' Ceuni) County Examiner. each study MUST BE ENDORSED on the certificate, otherwj|s\u0026lt;^the certificate shall not be valid. The bearer hereof is not authorized to teach any^udies except those named in this license.Exlrac^ from School Laws. w 3 0 m 3 \u0026lt; (/I 0 a Qj ft !Q T (T rt a 0 I iss3 Plan and Process Alignment for Improved Student Achievement Little Rock School District Process Data Analysis Campus Plan Process Interventions Professional Development Standards Assessment Accountability Parent Involvement SP X X XX X RDEP X X XX X OCR X X XX X Title I X X X XX X ACSIP X X X XX X ACTAAP X UPDI X NSF X X XX X CLP X X X XX X X X X X X X X X X X X X X X X X X X XX X X X X SP RDEP OCR Title I ACSIP ACTAAP UPDI NSF CLP strategic Plan Revised Desergregation and Education Plan Office of Civil Rights Resolution Agreement Title I Arkansas Comprehensive School Improvement Planning Arkansas Comprehensive Testing. Assessment, and Accountability Program Urban Professional Development Initiative National Science Foundation Campus Leadership Plan 4 Please mark on your Calendar! PRE would like to invite you to a Systemic Planning Session Regarding Assessment and Program Evaluation For the Little Rock School District Please join us in the Board Room from 8:30 to 3:30 If you cannot be with us, please call Irma (324-2121) Further information will be sent to you regarding the agenda.5 Assessment and Program Evaluation Work Session Agenda May 18, 1999 8:30-3:30 Board Room 8:30-8:40 WelcomeDonuts and Coffee/Cold Drinks 8:40- 10:00 Systemic Look at Assessment in the Little Rock School District 10:00-10:10 Break 10:10-11:30 What are the assessment and evaluation needs of the district initiatives? 11:30-12:00 Data Gathering in the Districtwho needs it, what do they need, and when? 12:00-12:45 Lunch provided 12:45-2:00 Program EvaluationDefining needs, establishing timelines 2:00-2:10 Break 2:10-3:30 Next StepsPrioritizing needs, identifying stakeholders to develop LRSDs comprehensive plan. 6 Support for School Improvement Services Little Rock School District, 1999-2000 Process Principal Evaluation Responsibility School Services Definition_______________________ Formative evaluation conferences Professional Improvement Plans Coaching and advising Summative evaluation Professional development opportunities * Broker School Services Cluster Organization Campus Leadership School Improvement Planning SIP Implemen-tation Program Evaluation Superintendent School Services Technical Assistance Team and Teaching and Learning Team School Services Testing and Program Evaluation Team *( Monitoring compliance___________ Coaching Advocacy_______________________ Collaborative planning for Campus Leadership implementation Professional development Communication of critical issues Coordination of implementation of Campus Leadership Plan *1Professional development for principals and brokers Critical Tasks Calendar Annual CLT Institute Publication of Handbook Support in design of School Improvement Plan *1Monitoring of successful implementation of School Improvement Plan_______________________________ Assessment services Reports on assessment results Interpretation of assessment results Dissemination of program evaluations Technical assistance in establishing school-level program evaluations Process Process Audits Responsibility Technical Assistance Team Definition____________________________ Analysis of effective implementation of Campus Leadership Plan (rubric) *1Review of School Improvement Grant-Funded Projects Planning and Development Team Planning processes (rubrics) Analysis of resource use (rubric) Analysis of quality of School Improvement Plan (rubric) Analysis of status of ACSIP planning Analysis of Title I compliance_______ Training and information on potential grants Strategic Plan and RDEP alignment Creating partnerships/coalitionsZ collaborations Technical assistance in proposal writing Curriculum Audits Teaching and Learning Team *1 * Review of performance data Analysis of master schedule Analysis of special programs 'Profile of instructional practices Analysis of curriculum maps 'Analysis of grade-level/team/ *1 * * department chair roles and effectiveness *1Identification of professional development needs for school staff Analysis of curriculum compliance issues District Curriculum Teaching and Learning Team Development of standards and grade-level/ course benchmarks Discipline/program-specific professional development In-class coaching Development of delivery standards and instructional framework Development of district-level curriculum maps *1Development of district-level curriculum documents *1Development of grade-level/course brochures for parents Administration of special programs 1 Process Accreditation/ Title I Responsibility Technical Assistance Team Definition k\u0026lt;Study groups Professional Development Professional Development Team Title I planning process/compliance ASCIP Curriculum mapping Action research Models for change Benchmarking the change process Tracking data for ACTAAP goals on professional development Teacher Induction Program *1Professional development coordination and calendars *1Resource library on school improvement topics Building Partnerships Parents/ Community Team *Technical assistance in developing meaningful parental involvement at the school level *Assistance in identifying school Corrective Actions School Services partnersPartners in Education School-Parent Compacts Title I Parent Involvement compliance Parent education opportunities Parent-teacher conferences Collaborative Action Team Coordination of VIPS Vital Link Community Education programs Adult Education programs____________ Decisions relating to corrective actions for schools failing to meet improvement goals over time. 7 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 June 9, 1999 TO: I Dennis Glasgow Marie McNeal Vanessa Cleaver Gene Parker I Linda Young Kathy Lease Paulette Martiiv MaRerrBaldwin\u0026gt;4. Mahon-Woods Y Dobbie-MUam bocyXybh Mable-Donaldson Patty Kohler Leon Adams sX Ray Gillespie tZ FROM\nDr. Bonnie Lesley, AAssssociate Superintendent for Instruction SUBJECT: Division Retreat Please block out Thursday, June 17, for a full-day work session so that we can complete summer planning, assess our 1998-99 year, and celebrate our successes! Lunch will be served. Well meet in Room 19. tentative agenda follows: 1. Welcome 2. Assessment of June 2-3-4 3. Preliminary Planning for August Inservice  (Marion, please bring copies of summer calendar, what is already scheduled for preschool, etc.) 4. Discussion of summer publications (Bring copies of what you have.) a. b. c. d. Grade - level lists of K-8 standards/benchmarks for teachers and principals Grade - level lists of standards/benchmarks for parents Course level lists of 9-12 standards/benchmarks for teachers and principals Curriculum Guides I Page 2 Memo - Division Retreat 5. 6. 7. 8. 9. July 23 Training for Principals (what else?) Dr. Steve Ross (1 hr.) - Programs That Work PreK-3 Literacy Plan (what principals need to know to ensure success) NSF Math/Science (what principals need to know to ensure success) Middle School ReadingAA/riting Workshop (what principals need to know to ensure success) K-12 Standards/Bench'marks ESL (what principals need to know) LRSD Assessment Plan - Kathy Lease LRSD Program Evaluation Plan - Kathy Lease Division Reorganization Plan - Bonnie Lesley End-of-Year Report on Work Plan Priorities - Bonnie Lesley 10.1999-2000 Work Plan Priorities - Bonnie Lesley BAL/rcm I ) 8 I LL LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 July 21, 1999 TO\nEveryone FROM:  Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT\nAccountability Please read carefully the attached article on \"Changing the Entitlement Culture\" from the latest issue of the American School Board Journal. It will help you understand the job before us in changing culture. And we can do it! Things are falling into place! BAL/adg Attachments ACCOUNTABILITY I Changing the Entitlement Culture Why we v^ed to make performance our top priority BY PAUL McGOW AND JOHN MILLER Puts a high value on input and process D over outcomes and results. This means emands for change in public ed- uicre is an exaggeraieq emphasis on ucation are resulting in new budgets and on a staffs good inten-there is an exaggerated emphasis laws, regulations, and programs tions, hard work, and caring attitudes. that threaten to overwhelm the public but less emphasis on how those factors schools.'To date, 49 states have en- affect student achievement. It means ^ted education reform legislation. Al- that budgets, teacher contracts, sched-onaffect student achievement. It though many of these initiatives have ules, and facilities tend the potential to help, most fail to ad-to overshadow dress what we believe is a fundamental question: How can we improve the performance of the large, complex system that educators we call public education when its orga-discussions about student learning and the quality of instruction. that they deserve regular salary raises and good benefits because of the years they have spent in education. In most school districts, how long a teacher has servedrather than how well the teacher performsis the primary determinant of how much that teacher earns. Regardless of how much knowledge they possess or how well their students are doing, many teachers beThe entitlement culture also means nizational practices and culture deeply rooted in entitlement? are so operate on the belief around longer, that they have a right to their jobs and lieve they are entitled to bigger paychecks simply because theyve been likewise, school boards believe the Examples of what we call entitlement aren t hard to find. When its contract time, for example, teachers rally for higher raises regardless of whether student achievement is improving. And when mismanagement and lagging performance prompt state or municipal takeovers, board members and superintendents are reluctant to relinquish their powers. As school leadersT you areInTpoal tion to change this ingrained belief system what we call educations entitlement culture. We envision instead the era of the new advocate, a school leader who focuses on performance and its continuous improvement Process or results? The current culture of entitlement Entitled Organizations Reflect Performance Organizations Reflect Individuals who: Individuals who:  focus on good intentions  talk about how hard they work  think about how many hours they work  mention how many years they have been there  feel they deserve certain things as a result of the above focus on accomplishments   talk about effectiveness  think .about what they are achieving  communicate their present goals and objectives  know their value and future rest on   . ..  awccuoiimiwpiliiosmhmtjceHnti ' . '  generally feel little need to change their behavior or approach  embrace ongoing learning and change  feel an urgency to meet the needs of all ? An organization that: An organization that: Paul McGowan ('psrncgow@aol.conU is the founder of Education Associates, a consulting firm in Ogunquit, Me., that works with local school districts and state departments of education. John Milter (jdnil@nantuckeLneU is a former teacher and elementary school principal from Nantucket, Mass.  focuses generally on the number of \"activities  measures the amount of effort \"  talks about what if deserves - a:  rejects the term  customer  sells, but does not market . we.': s  pays\nbased on years of service! education, or title attends to the amount of input and the \u0026gt;process of doing work  feels others should stay out of their business , Itolerates help  works to maintain the existing system (discounts the valueof data gathering and outcomes  THE AMERICAN SCHOOL BOAED JOURNAL  focuses on outcomes and improving results  measures impact related to goals  talks about what it is learning ' J  embraces the concept of customer or client  markets and sells  pays for performance, type of experience, and knowledge J :  attends to goals, objectives, and ' outcomes  welcomes people who build  organizational effectiveness   adapts and changes the system to be more responsive .\u0026gt;  invests in data gathering, analysis, and I as keys tO: improvement \\ AUGUST 1999 43 I I to^dd^s P''! improving instruction. And so tax dollars required to run fee schools holding annual pubUc meetin ' of how well those schools formance imorovement in hUw. some are i are doing. And students beHeve that if they attend school for 12 years without getting into trouble, they deserve a a youngster is entitled to a diploma after 12 years of school.) Howj^you get an organization to improve its performance when it ope-- a^from the assumption that it is enti- dgd tojts customers, jobs, budgets, fa- (^ties, and other necessary resources? the answer is feat its virtuafly fel^si- ble to mitiate change under those cir- cumstances. Instead, the challenge i\nfor leaders to change the culture. IS Focusing on performance Our society shares a strong convic- don that all children have the right uw UIUL dll cniioren nave to an education, but more and more voices are challenging the belief that public schools have an inherent right to provide that education. Consider\nfor ii -------- tuuvauuii. consioer\nlor instance, that more than 1 million chil- dren are now home-schoofed fee her of cjmrter schools has mushroomed, and support for yoi^ers is niun- - -------oS on performance improvement to discuss year- to-year progress and strategies for im- provement imWe are heartened that such changes way public schools do business. Most knowand be able to do by the timp they complete elementary, middle, and high school? What percentage of our students meet these criteria? I /  -Bg^value data gathering and alvsis rplafAd 1 r ' analysis Feiated to student learKh^'^ achievement, or do we discount simh efforts? Do we use the resulting information to improve classroom instnip- tion?  ' I { ( ( public schools arTstiU ph-^^ acti^ut 4\nltoj?5^desyste_matic vehid^r Public schools must earn the right to provide education... they must focus attention on performance, not entitlement. In the late 1980s and early 90s. health care in this country was con-  J VWIX' fronted by these same forces. Hosoi- tals. medical practices, and doctors tendons and hard work, facing fee demands for improved performance in terms of cost, quality of care, and ac- We believe this is a golden opportunity for public schools to assert thpm- --------of care, an acknowledging that public schools ] must earn the right to provide eduq^j- i tionthat, in essence, they must focus\nITdoc- parmi^In^iFIni^, andltudent feedback on our performance?  J'esent the use of statewide test results as a key indicator of student learning but fail to cators? agree on local indiWe understand that transforming fee gitore of education does not happen Ygrnight. And we realize that there are risks involved in trying to change a culture of entitlement to one of perfor- mance. The most common fear when performance becomes a district's primary focus is that education will be- come too much like businesscaring only about fee bottom line as measured by test scores. Teachers and principals worry that the schools will simply teach to the test and that educators will be unfairly held accountable for poor results. Thats an understandable worry, but its one that can be over- come in part, by designing perfor- mance evaluation syst^s that rely more than just test scores. ^orienting education from on a culture ! /' / 1 I I I I I i ( / tor, or medical practice tharharnot h ShrTOfoHTaH^-......J been affected by fee cha^gTs Lt in mo- tion by this shift Similar shock waves onfe clSed know  --------------------------- ----------- are now bearing down on nWh i   eduspeak of creating attention on performance, not entitle- schools. Welong learners and the centrality of ment the classroom  Tn ifc v_ _ I f To be sure, this is happening in some places. Some districts, for ouine oistncts, tor exam* pie, are developing overall perfor- mance assessment systems that include state achievement tests, local as- classroom. In its place will be  giore focused What you can do Ho^_can you, as school leaders, re- achievemm spond to the pressure for change? How --------------- can you make performance the pri a commitment to how schools should improve student Such a renewed focusrather than I - -Aji.yvcu juLUb-rainer than a r'' P''-' defined commitmentwill also you. I. other words, mary focus among educators? sessments, and feedback from stu- community, ffom what we call an^e-^ Some have delineated what students \"---------------------anenaued need to know and be able to do at each .-----------------------------organization to a performance organization? level, ag.ed on fee learning, and created an ongoing yourself some tough quesL^s Process for teachers to collaborate on a  What do we expect our students to improve? classroom in^uc- inmeased confidence and tgjst in fee public schools among taxpayers L^her level of teacher satisfai^on Md increased parental invoivement In- evitably, this will result in hi^er ??? I i \u0026gt; I 44 AUGUST 1999 (Continued on page 51) 1 the AMERICAN SCHOOL BOARD JOURNAL II Accountability (Continued from page 44) i dent achievement Recently, the Washington Post conducted a study of student performance based on the standardized test scores of Maryland fifth-graders. As expected, the study found that poverty was a major determinant of how well students scored. However, the study also found several schools with large percentages of poor students who were making remarkable progress. These schools cited teamwork, coordination, and parental involvement as important factorT in their success. In other words, the schools that defied the odds were characterized by a schoolwide focus on per- i formance. Unfortunately, these schools were considered anomalies. We need to create an atmosphere in education where they are the nonm Changing such attitudes will be difficult, we know. In one district where we worked, school leaders and teachers repeatedly touted the official school motto that all children can learn_a worn cliche embraced by districts across the country. We suggested they be a little braver and upgrade the message to \"all children will learn.\" But they refused. Their reason: There was no way they could guarantee that children will learn. Unfortunately, we-were not surprised. Making such a bold statement indicates a commitment to ! improving performancenot merely a belief that learning is possible. For too long, we believe, school leaders have blamed poor results on lack of funds, limited time, and the problems i seize the initiative. We need to remember that public education is not alone in this journey. Utilities, health care, business, and government are being transformed by this same fundamental shift to performance-oriented systems An understanding of how this shift is working in other areas will help education develop its own set of new strategies. Mwt important, educators need to em- _^ce a culture of performance as an opportunitynot fear it as a threat A performance orientation offers a new lens through which to view the true potential of our public schools. Let's begin looking through that lens We just might like what we see.  kids bring to school. It is time to face up to these obstacles and stop abdicating our responsibility for improving schnnl performance. As a consequence of this defensiveness, legislators and outside interest groups have taken the initiative and are mandating tests, charters, and a smorgasbord of new requirements. Many critics have grave doubts that public schools can improve and propose dismantling public education as we know it with voucher proposals and privatization takeovers. It is tune for public school leaders to I I I i i 9 LRSD Assessment Plan SV Using Assessment to Enhance Student AchievementEssential Purposes of Assessment *  Improvement of Student Learning  Improvement of Instructional Programs  Public Accountability, Confidence, and SupportThe design of our assessment plan is guided by the Revised Desegregation and Education Plan...  2.6 No barriers to participation by qualified African-Americans in extracurricular activities 5 AP courses, honors and enriched courses and the gifted and talented program  2.7 Improve and remediate the academic achievement of African-American students  2.7.1 Assess academic programs for effectiveness in improving African-American achievementif not effective, modify or eliminateRDEP, continued, Si  2,8 Promote and encourage parental and community involvement and support in the operation of LRSD and the education of LRSD students  5.2. La. By completion of the third grade, all students will be reading independently and show understanding of words on a pageRDEP, continued.  5.2.1 Primary Grades  5.2.1.d. Identify clear objectives for student mastery of all three reading cueing systems and of knowing-how-to-leam skills\n 5.2.1 .g. Monitor student performance using appropriate assessment devices\n 5.2.1 .h. Provide parents/guardians with better information about their childs academic achievement in order to help facilitate the academic development of students\nRDEP, continued...  5.2.2 Intermediate Grades  5.2.2.a. By completion of the sixth grade all ** students will master and use daily higher level reading comprehension skills for learning in all subject areas, for making meaning in real life experiences and for personal growth and enjoyment\n 5.2.2.e. Monitor student performance using appropriate assessment devices\n 5.2.2.f. Provide parents/guardians with better information about their childs academic achievement...RDEP, continued...   5.2.3. Secondary Schools  5.2.3.a. Adopt as a goal that upon graduation all students will read independently with comprehension in all subject areas and be proficient in language arts, as necessary to be successful workers, citizens, and life-long learners\n 5.2.3.f. Monitor student progress and achievement using appropriate assessment devices.* RDEP, continued. R'-  5.3 Mathematics  5.3.2. Develop appropriate assessment devices for measuring individual student achievement and the success of the revised curriculum.Other guiding documents that impact assessment decisions...  Strategic Plan  Title I/K-3 Literacy Plan  NSF Grant  ACTAAP (State Accountability Plan) - Benchmark exams - End-of-Course exams - SAT-9Proposed Modifications to the LRSD Assessment Plan:  Individual pre- and post-assessments for Kindergarten and 1 st grade  Individual pre- and post-assessments for 2nd grade with G/T sereening seeond semester (CRT and Raven)  Pre- and post-eriterion refereneed tests to measure individual student growth from year to year (grades 3-11)LRSD Assessment Plan, cont d... State Required Assessments^  SAT-9 norm-referenced test for grades 5, 7, and 10  Primary benchmark exam (grade 4)  Intermediate benchmark exam (grade bnot yet developed)  Middle Level benchmark (grade 8)  End-of-Course tests-Algebra I, Geometry, and LiteracyLRSD Assessment Plan, cont 'cl... District Coordinated Classroom Assessments  Performance assessments aligned with Benchmark assessments and End-of-Course exams  District developed CRTs measuring attainment of state standardsLittle Rock School District is committed to monitoring the individual academic growth of every student, and our assessment program must meet that need.Students use tests to ansyver these questions:  Am I learning what Im supposed to learn?  Can I do what Im supposed to do?  Am I trying as hard as I can?  Should I try harder?Teachers use tests to answer these questions:  Is each child growing in what he or she knows and can do?  Is my teaching/instruction helping this group of students to be successful?  Do any of my students need assistance from a special program?  What changes do I need to make in my instruction?Parents use tests to ansyver these questions:  How is my child doing?  How is my child doing compared with others?  Has my child mastered his/her grade level skills?The Board uses tests to ansyver these questions: 5.  Is the program of instruction working?  Are our students meeting or exceeding the standards?Administrators use tests to ansy\\^er these questions: \u0026gt;  What staff development is needed?  How and where should we allocate resources?State and community use tests to ansyver these questions? it  How well is the district doing its job?  How do our schools and district compare with others?What skills does our community expect our students to have?  Literacy skills  Problem solving skills  Ability to work togetherSchool Report Cards.... High Stakes Accountability  Accountability for individual schools  Who is not achieving? - Identify by name all students who are below proficient level  Why not? - Curriculum - Instruction - Assessment  What are we going to do about it?Paradigm Shifts 1  Bell Curve - Normal distribution continues to fall into predictable patterns unless interventions are made.  The New Paradigm - Standards-driven system - Smart Start belief systemWhat is a standard?  What we want students to know and be able to do  Common assessment of students performance: create tests worth teaching to  Externally set criteria for passing (a rubric/scoring guide)Standards-Driven Belief System  Effort-based achievement  Clear expectations to students  Clear content standards  ra  Alignment of assessment with curriculum and instruction  Adequate amount of time  Honest feedback about progress  Multiple opportunities to demonstrate what students have learned.Teaching Toward Tests Worth Taking...  Academic Content Skills - Charts, graphs, number line, value of money, fractions, addition, subtraction, estimation, measurement - Editing skills, specific content from reading material (3 types of texts), vocabulary, main idea, plot, character, setting, elements of style, using resource material (dictionary) Process skills - Drawing a conclusionbest answer/most reasonable - Probability-most likely what is missing/wh^j^ needed - Reading strategiescontext clues, drawing conclusions (main idea), inferring information\npredicting, understanding why the author wrote the material, and sequencing events - Problem solving skills: organizing information from one or more sources/eliminating unnecessary information/defending a position (specific to material provided)/ comparing or contrasting - Writing process skills: prewriting/editing/revisionIB Childrens self-esteem gets better when they see themselves getting better. Heidi Hayes Jacobs.rw  rr.T'\n3^ \"S' rr 'lU'xyM, What are the essential questions about assessment? R\"\n.  What do we want to accomplish with our assessment plan?  What is the purpose of the assessment system?  What do we want to do with the information?  How do we value the Benchmark exams?Essential Questions... continued  What difference will the assessment sy^m make in the educational experience of the students?  What difference will the assessment system make to the classroom teacher?  Does the assessment system prepare students for high stakes exams?  What skills are required for teacher and student success?7 Steps to Increase Student Achievement... 1. Aeknowledge where you are. 2. Analyze where you are. 3. Align teaching with assessment. 4. Assess in a manner that is the same as on high stakes testing. 5. Attitude is everything all the time. 6. Accentuate your focus on testing strategies. 7. Activate a plan that will meet the needs of your learners. Charity Smith, ADE10LESLEY, BONNIE From: Sent: To: Subject: LESLEY, BONNIE Tuesday, May 23, 2000 5:40 PM LEASE, KATHY R.\nMITCHELL, SADIE Reading List Attached is a draft of the reading list that you all asked me to compile. See what you think. There is much I could add. of course, but I just arbitrarily stopped. Let me know. Recommended Reading for Campus... 1 Recommended Reading for Campus Leadership Teams Little Rock School District, 2000-2001 Leading and Managing Change Darling-Hammond, Linda. The Right to Learn: A Blueprint for Creating Schools that Work. San Francisco: Jossey-Bass Publishers. 1997. Evans, Robert. The Human Side of School Change: Reform. Resistance, and the Real- Life Problems of Innovation. San Francisco: Jossey-Bass Publishers. 1996. Fullan, Michael. Change Forces: Probing the Depths of Educational Change. New York: The Falmer Press. 1993. Fullan, Michael G. with Suzanne Stiegelbauer. The New Meaning of Educational Change. New York: Teachers College Press. 1991. Hord, Shirley, et al. Taking Charge of Change. Alexandria, VA: ASCD. 1987. Williams, R. Bruce. Twelve Roles of Facilitators for School Change. Arlington Heights, IL: Skylight. 1997. Building and Maintaining Accountability Systems Bernhardt, Victoria. Data Analysis for Comprehensive Schoolwide Improvement. Larchmont, NY: Eye on Education. 1998. Herman, Joan and Winters, Lynn. Tracking Your Schools Success: A Guide to Sensible Evaluation. Newbury Park, CA: Corwin Press. 1992. Holcomb, Edie. Getting Excited About Data: How to Combine People. Passion, and Proof. Thousand Oaks, CA: Corwin Press, 1999. Leithwood, Kenneth and Aitken, Robert. Making Schools Smarter: A System for Monitoring School and District Progress. Thousand Oaks, CA: 1995. Reeves, Douglas B. Accountability in Action. Denver, CO: Advanced Learning Centers. 2000. Schmoker, Mike. Results: The Key to Continuous School Improvement (2\"** Edition). Alexandria, VA: ASCD. 1999. Deep Knowledge About Teaching and Learning Bruer, John T. Schools for Thought: A Science of Learning in the Classroom. Cambridge, MA: The MIT Press. 1993. Cawelti, Gordon (ed.). Handbook of Research on Improving Student Achievement. Arlington, VA: Educational Research Service. 1999. Cole, Robert W. (ed.). Educating Everybodys Children: Diverse Teaching Strategies for Diverse Learners. Alexandria, VA: ASCD. 1995. Dalton, Stephanie Stoll. Pedagogy Matters: Standards for Effective Teaching Practice. Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence. 1998. Danielson, Carlotte. Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: ASCD. 1996. Glatthom, Allan A. (ed.). Content of the Curriculum. Alexandria, VA\nASCD. 1995. Howard, Gary R. We Cant Teach What We Dont Know: White Teachers. Multiracial Schools. New York: Teachers College Press. 1999. Joyce, Bruce R. and Calhoun, Emily F. Creating Learning Experiences: The Role of Instructional Theory and Research. Alexandria, VA: ASCD. 1996. Joyce, Bruce and Weil, Marsha. Models of Teaching. Englewood Cliffs, NJ: Prentice- Hall, Inc. 1986. Ladson-Billings, Gloria. The Dreamkeepers: Successful Teachers of African American Children. San Francisco: Jossey-Bass Publishers. 1994. Marzano, Robert J. A Different Kind of Classroom: Teaching with Dimensions of Learning. Alexandria, VA: 1992. Marzano, Robert J. and Kendall, John. A Comprehensive Guide to Designing Standards- Based Districts. Schools, and Classrooms. Alexandria, VA: ASCD. 1996. Marzano, Robert J. and Kendall, John S. with Gaddy, Barbara B. Essential Knowledge: The Debate Over What American Students Should Know. Aurora, CO: McREL. 1999. National Research Coimcil. Bransford, John D., et al. (eds.). How People Learn: Brain. Mind. Experience, and School. Washington, DC: National Academy Press. 1999. Newman, Fred M.\nSecada, Walter\nand Wehlage, Gary G. A Guide to Authentic Instruction and Assessments: Vision, Standards and Scoring. Madison, WI: National Center for Educational Research. 1995. Reeves, Douglas B. Making Standards Work: How to Implement Standards-Based Assessments in the Classroom. School, and District. Denver, GO: Advanced Learning Systems. 1996. Rodriguez, Eleanor Renee and Bellanca, James. What Is It About Me You Cant Teach? An Instructional Guide for the Urban Educator. Arlington Heights, IL: Skylight. 1996. Stigler, James W. and Hiebert, James. The Teaching Gap: Best Ideas from the Worlds Teachers for Improving Education in the Classroom. New York: The Free Press. 1999. Tomlinson, Carol Arm. The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD. 1999. Wiggins, Grant P. Assessing Student Performance: Exploring the Purpose and Limits of Testing. San Francisco: Jossey-Bass Publishers. 1993. Zemelman, Steven\nDaniels, Harvey\nand Hyde, Arthur. Best Practice: New Standards for Teaching and Learning in Americas Schools. Portsmouth, NH: Heinemann. 1998. Creating and Living the Vision and Mission American Institutes for Research. An Educators Guide to Schoolwide Reform. Arlington, VA: Educational Research Service. 1999. Bernhardt, Victoria. The School Portfolio: A Comprehensive Framework for School Improvement. Larchmont, NY: Eye on Education. 1999. Cawelti, Gordon. Portraits of Six Benchmark Schools: Diverse Approaches to Improving Student Achievement. Arlington, VA: Educational Research Service. 1999. Educational Research Service. Blueprints for School Success: A Guide to New American Schools Designs. Arlington, VA: Educational Research Service. 1998. Fitzpatrick, Kathleen A. Indicators of Schools of Quality: A Research-Based Self- Assessment Guide for Schools Committed to Continuous Improvement. Schaumburg, IL: National Study of School Evaluation. 1997. Ginsberg, Margery B\nJohnson, Jr., Joseph F. and Moffett, Cerylle A. Educators Supporting Educators: A Guide to Organizing School Support Teams. Alexandria, VA: ASCD. 1997. Glasser, William. The Quality School: Managing Students without Coercion. New York\nHarperCollins. 1992. Glasser, William. The Quality School Teacher: A Companion Volume to The Quality School. New York: HarperCollins. 1993. Meier, Deborah. The Power of Their Ideas: Lessons for America from a Small School in Harlem. Boston: Beacon Press. 1995. McCune, Shirley D. Guide to Strategic Planning for Educators. Alexandria, VA: ASCD. 1986. Newmann, Fred M. and Wehlage, Gary G. Successful School Restructuring. Madison, WI: Center on Qrganization and Restructuring of Schools. 1995. Building Collaborative Environments Calhoun, Emily F. How to Use Action Research in the Self-Renewing School. Alexandria, VA: ASCD. 1994. DuFour, Richard and Baker, Robert. Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, IN: National Educational Service. 1998. Fullan, Michael and Hargreaves, Andy. Whats Worth Fighting for in Your School. New York: Teachers College Press. 1996. Joyce, Bruce and Showers, Beverly. Student Achievement Through Staff Development. New York: Longman. 1988. Joyce, Bruce\nWolf, James, and Calhoun, Emily. The Self-Renewing School. Alexandria, VA: ASCD. 1993. Lambert, Linda. Building Leadership Capacity in Schools. Alexandria, VA: ASCD. 1998. Murphy, Carlene and Lick, Dale. Whole-Faculty Study Groups: A Powerful Way to Change Schools and Enhance Learning. Thousand Oaks, CA: Corwin Press. 1998. Sergiovanni, Thomas J. Building Community in Schools. San Francisco: Jossey-Bass Publishers. 1994. Sparks, Dennis and Hirsh, Stephanie. A New Vision for Staff Development. Alexandria, VA: ASCD. 1997.11 LESLEY, BONNIE From: Sent: To: Subject\nLESLEY. BONNIE Tuesday. July 18. 2000 3:14 PM BABBS. JUNIOUS\nFRANCES CAWTHON\nGADBERRY. BRADY L.\nHURLEY. RICHARD\nLeslie Carnine\nLINDA WATSON\nMARIAN LACEY\nMILHOLLEN. MARK\nSadie Mitchell\nSTEWART. DONALD M.\nVANN. SUELLEN\nVictor Anderson\nANDERSON. BARBARA\nASHLEY. VIRGINIA\nBEARD. SUSAN\nBRANCH. SAMUEL\nCARSON. CHERYL\nCARTER. JODIE\nCARTER. LILLIE\nCHEATHAM. MARY\nCOURTNEY. THERESA\nCOX. ELEANOR\nDARIAN SMITH\nDEBORAH MITCHELL\nETHEL DUNBAR\nFIELDS. FREDERICK\nGOLSTON. MARY\nGREEN. CAROL\nHARKEY. JANE\nHOBBS. FELICIA L.\nHOWARD. RUDOLPH\nHUDSON. ELOUISE\nJAMES. BRENDA\nKEOWN. ADA\nLillie Scull\nLinda Brown\nMANGAN. ANN\nMARY BARKSDALE\nMORGAN. SCOTT\nMOSBY. JIMMY\nNORMAN. CASSANDRA R.\nPATTERSON. DAVID\nPETERSON. MICHAEL\nROUSSEAU. NANCY\nSAIN. LLOYD\nSHARON BROOKS\nSMITH JR. VERNON\nWORM. JERRY\nZEIGLER. GWEN S.\nADAMS. LEON\nAUSTIN. LINDA\nBRIGGS. MONA\nCLEAVER. VANESSA\nCRAWFORD. PAMELA\nDAVIS. SUZI\nDEBBIE MILAM\nDILLINGHAM. YVETTE\nDONALDSON. MABLE\nGLASGOW. DENNIS\nHOBBY. SELMA\nLEASE. KATHY R.\nMARION BALDWIN\nMARTIN. PAULETTE\nMcCOY. EDDIE\nMcNEAL. MARIE\nNEAL. LUCY\nPRICE. PATRICIA\nSMITH. GARY\nWALLS. COLLEEN\nWILLIAMS. ED\nWOODS. MARION My Transparencies Many of the transparencies that you will see durii lul itioi e in your notebook, but I know that some of you will want all of them--ready to go and use with your'statf. Anticipating those requests. I am attaching the files so that you can print them-if you want them. Today's Objecttves.doc Standards. Inst., Assessment.d... Key Characteristics of the Cri... July 19 Presentation.doc 1 Todays Objectives 1. To make connections between the Quality Management model and our workespecially curriculum, 2. 3. 4. 5. instruction, and assessment. To acquaint everyone with the LRSD application for the Arkansas Quality Award. To provide us with some preparation for the site visit on August 16-18. To encourage everyone to think about how the District information applies at the school/ department level. To encourage schools and departments to apply for a Quality award in 2000-2001.6. To clarify content standards benchmarks, performance standards, assessments. 9 7. 8. 9. To examine the big picture of assessment. To consider the importance of assessment data quality. To understand the big picture of assessment of literacy, citizenship, mathematics, and science. 10. To connect with the Leadership Academy and the CLT Institute agendas. 11. To have some fun together!Thanks so much to Anita Gilliam, Regina Moore, Biondell Lee, Sharon Kiilsgaard, Doug Eatons staff. King Elementary staff, and all others who did a ton of work and preparation to ensure a quality environment, materials, and food for today! Thanks also to all the presenters! And thanks to you, the participants, for coming! We hope its a good day!Key Characteristics of the Criteria 1. The Criteria focus on business results. A. Customer focused results B. Financial and market results C. Human resource results D. Supplier and partner results E. Organizational effectiveness results2. The Criteria are non-prescriptive and adaptable. The do NOT prescribe:  specific tools, techniques, technologies, systems, measures, or starting points\n that your organization should or should not have departments for quality, planning, or other functions\n how your organization should be structured\nor  that different units in your organization should be managed in the same way.3. The Criteria support a systems perspective to maintaining organization-wide goal alignment.  Embedded in Core Values and Concepts  Embedded in the Criteria  Embedded in the results-oriented, cause-effect linkages among the Criteria items. Alignment ensures consistency of purpose while also supporting agility, innovation, and decentralized decision making.Four Stages of Learning Cycles 1. PLAN. Planning, including design of processes selection of measures, and deployment of requirements. 9 2. DO. Executive of plans. 3. STUDY. Assessment of progress, taking into account internal and external results\nand 4. ACT. Revision of plans based upon assessment findings, learning, new inputs, and new requirements.CORE VALUES AND CONCEPTS 1. Visionary Leadership  Set directions  Create a customer focus  Create clear and visible values  Create high expectations for performance  Balance needs of stakeholders  Ensure creation of strategies, systems, methods for achieving excellence  Inspire and motivate employees Encourage involvement, development and learning, innovation, and creativity of all employees.  Display ethical behavior and personal involvement in planning, communications, coaching, developing future leaders, review of organizational performance, and employee recognition.  Serve as role models, reinforcing values and expectations and building leadership, commitment, and initiative throughout your organization.2. Customer Driven Build customer satisfaction, preference, referral, and loyalty. Being customer driven means much more than defect and error reduction, merely meeting specifications, or reducing complaints. Being customer drive is a strategic concept. It is directed toward customer retention, market share gain, and growth. It demands constant sensitivity.3. Organizational and Personal Learning Organizational Learningthe continuous improvement of existing approaches and processes and adaptation to change, leading to new goals and/or approaches. Learning must be embedded in the way the organization operates: I a. It is a regular part of daily work. b. It is practiced at personal, work units, and organizational levels. c. It results in solving problems at their source.d. It is focused on sharing knowledge throughout your organization. e. It is driven by opportunities to affect significant change and do better. Organizational Learning Resnlts In: a. Enhancing value to customers b. Developing new opportunities c. Reducing errors, defects, waste, and related costs d. Improving responsiveness and cycle time performance I e. Increasing productivity and effectiveness in the use of all resources throughout the organizationf. Enhancing your organizations performance in fulfilling its public responsibilities and services as a good citizen. Employee success depends increasingly on having opportunities for personal learning and practicing new skills. Learning results also in being more responsive, more adaptive, and more efficient.4. Valuing Employees and Partners Major challenges: a. Demonstrating commitment to employees b. Providing recognition opportunities that go beyond compensation c. Providing opportunities for development and growth d. Sharing organizational knowledge e. Creating an environment that encourages risk taking.Internal Partners  Labor-management  High performance work teams  Network relationships among schools/departments External Partners  Customers (parents and students)  Suppliers  Education organizations  Etc.5. Agility developing a capacity for rapid change and flexibility. shortened design-to-introduction cycle time. improvements in use of time. 6. Focus on the Future Long-term commitments to key stakeholders. Developing employees and suppliers. Seeking opportunities for innovation. Fulfilling public responsibilities.7. Managing for Innovation Making meaningful change Creating new value for the organizations stakeholders Leading organization to new dimensions of performance Important for all departments and processes. Must be a part of the culture and daily work of the organization.8. Management by Fact  Must depend upon measurement and analysis for decision making.  Must use many types of data and information.  Analysis refers to extracting larger meaning from data and information to support evaluation, decision-making, and operational improvement. Measurements selected must be those that lead to improved customer, operational, and financial performance.9. Public Responsibility and Citizenship Ethics and responsibility to protect public health, safety, and the environment. Should emphasize resource conservation and waste reduction. Should anticipate adverse impacts. Must prevent problems, provide a forthright response if problems occur, and make information and support available to the public. Design strategies should anticipate growing environmental demands and related factors.Should see compliance and regulations as opportunities for continuous improvementand go beyond mere compliance. Provide leadership and support of publicly important purposes. Influence other organizations to partner for improvement of the community. lO.Focus on Results and Creating Value Must focus on creating value for all stakeholders. Strategy must include all stakeholder requirements.11. Sy stems Perspective Seven categories of criteria provide the building blocks of the system: a. Leadership b. Strategic planning c. Customer and market focus d. Information and analysis e. Human resources focus f. Process management g. Business resultsAlignment means that we focus on strategic directions and on customers. Leaders must monitor, respond to, and build on the business results. A systems perspective means managing your whole enterprise, as well as its components, to achieve performance improvement.Academic Content Standards The general expectations of what a student should know and be able to do. These are typically few in number and general in scope. Benchmarks The specific expectations of what students should know and be able to do at a specific grade level or course level.Scoring Guides (Rubrics) These are the very specific descriptions of student proficiency for an individual standards-based assessment. Performance Standards These are the descriptions of how good is good enough. ADE defines four performance levels: Below Basic, Basic, Proficiency, Advanced. ACTAAP says that the Proficient level is the performance standard that 100% of the students should attain.Standards-Based Instruction LRSD professional development is focused on empowering teachers with effective teaching strategies that are designed to enable increasing percents of students to attain the academic content standards and benchmarks. Standards/benchmarks, instruction, and assessment, therefore, become SEAMLESS, since they are so tightly aligned.PCL XL error Subsystem: KERNEL Error: IllegalTag Operator: 0x1b Position: 217 Academic Content Standards The general expectations of what a student should know and be able to do. These are typically few in number and general in scope. Benchmarks The specific expectations of what students should know and be able to do at a specific grade level or course level.Scoring Guides (Rubrics) These are the very specific descriptions of student proficiency for an individual standards-based assessment. Performance Standards These are the descriptions of how good is good enough. ADE defines four performance levels: Below Basic, Basic, Proficiency, Advanced. ACTAAP says that the Proficient level is the performance standard that 100% of the students should attain.Standards-Based Instruction LRSD professional development is focused on empowering teachers with effective teaching strategies that are designed to enable increasing percents of students to attain the academic content standards and benchmarks. Standards/benchmarks, instruction, and assessment, therefore, become SEAMLESS, since they are so tightly aligned.Assessment System Multiple indicators of student performance:  Teacher observations  Formative grades (daily, homework)  Summative grades (quarter/semester tests/grades)  Unit/module criterion-referenced tests  Criterion-referenced tests (pre- and post ALTs)  State Benchmark tests (summative only)  SAT9 (summative, norm-referenced)  EXPLORE, PLAN, ACT (or PSAT, SAT)  Advanced PlacementAssessments and Quality  Enable us to do Management by Factto be Data- Driven Decision Makers  Enable us to measure Organizational Effectiveness  Enable us to be Continuous Learners  Enable us to engage in Continuous Improvement  Enable us to be responsive to Customer Requirementsto be accountable  Enable us to diminish amount of re-work (remedial instruction, repeating courses, summer school costs, retention, dropouts, etc.)Importance of Data Quality Assessment Data Are Compromised When:  Test security is violated.  Absent students are not given make-ups.  Some students are inappropriately exempted.  Students are not taught the curriculum over which they will be tested.  Students have not received some test-wiseness instruction so that they are familiar with the test format and expectations.  The testing environment does not encourage students to do quality work. The school has not protected student distractions and/or fatiguesuch as scheduling conflicting co/extracurricular activities the night before or on the day of tests.  Students do not complete the test.  Answer sheets are not checked carefully to ensure that all have been collected, that they are scorable, etc.  Tests are not administered on designated days or by the designated deadline.  People violate the rules on security or fold to temptations to fudge.  Answer documents are not turned in on time.The Assessment System Is Also Compromised When:  Instructions on test administration are not clear.  Inadequate quantities of testing materials are provided.  Inadequate training is provided on test administration.  Schools, teachers, students, and parents do not receive immediate feedback on the results, with guidance on interpreting results in user-friendly language.  Customers do not receive accurate reports. Results are not used for decision-making, about instruction of individual and groups of students about program effectiveness, about teacher effectiveness, about professional development needs, about school performance, etc. 512 Agenda, Wednesday, July 19, 2000 Curriculum/Instruction/Assessment for Principals, Assistant Principals, and Brokers King Elementary School 8:008:30 Coffee, Food, Visiting, Fun 8:3010:30 Overview of the Day (Bonnie Lesley) A Walk-Through of the LRSD Application for the Level III Arkansas Quality Award 10:3010:45 Break (Suzi Davis, Pat Price, et al) 10:4511:45 The Big Picture of Assessment in LRSD 11:451:00 Lunch and Visiting and Fun (surprise) 1:001:45 Assessing Literacy and Social Studies 1:452:30 Assessing Science 2:302:45 Break (Debbie Milam, et al) 2:453:30 Assessing Mathematics 3:303:40 Technology News (Lucy Neal) 3:403:48 Fun (Winona, aka GS) 3:484:00 Wrap Up and All on the Wall Quality District Processes (Examples) Customer Service___________ Parent Program Restructuring Plan Web Page Newsletters Public information Training for clerical staff Volunteers in Public Schools Partners in Education Collaborative decisionmaking Access to technology Translations of key documents and for key meetings Personalized Education Plans School/Home Compacts Publication of refrigerator curriculum Student/parent handbooks Employee benefits program Responses to Climate Surveys Etc. Data-Driven Decisions *Assessment Results (DRA, Observation Surveys, CRTs, ALTs, State Benchmark Exams and End-of-Level tests, SAT9, Explore/Plan/ACT, AP, etc.) *Monthly fmancial/budget reports *Attendance reports *Suspension/expulsion reports *Dropout reports *Quarterly grade reports *Teacher attendance reports *Extracurricular participation reports School staffing reports Results of School Climate Surveys Polling on critical issues Program evaluations Staff performance evaluations District, school, and program audits Financial audits Equitable allocation of resources Etc. Continuous Learning_______ Training relating to implementation of new curriculum standards and appropriate instructional strategies Instructional technology training Learning to Cope with Differences training CLT Institutes Quality training for principals and brokers PathWise training for mentor and novice teachers Learning Links Professional development activities Subscriptions to professional journals Professional library Participation in professional organizations and networks Action research Tuition reimbursement Internet access Etc. Continuous Improvement *Analyses of data *Use of data to design improvement strategies *Guide to School Improvement Planning *Campus Leadership Plan *District Work Plan Priorities *Strategic Plan * Revised Desegregation and Education Plans *Title I Plans *ACSIP processes * School improvement planning *Grant proposals (Safe Schools/Healthy Students, National Science Foundation, Carnegie, Gear-Up, etc.) *Etc. |Key Characteristics of the Criteria] \u0026amp; 1. The Criteria focus on business results. A. B. C. D. E. Customer focused results Financial and market results Human resource results Supplier and partner results Organizational effectiveness results 2. The Criteria are non-prescriptive and adaptable. The do NOT prescribe:  specific tools, techniques, technologies, systems, measures, or starting points\n that your organization should or should not have departments for quality, planning, or other functions\n how your organization should be structured\nor  that different units in your organization should be managed in the same way. 3. The Criteria support a systems perspective to maintaining organization-wide goal alignment. Embedded in Core Values and Concepts Embedded in the Criteria Embedded in the results-oriented, cause-effect linkages among the Criteria items. Alignment ensures consistency of purpose while also supporting agility, innovation, and decentralized decision making. Four Stages of Learning Cycles 1. 2. 3. 4. PLAN. Planning, including design of processes, selection of measures, and deployment of requirements. DO. Executive of plans. STUDY. Assessment of progress, taking into account internal and external results\nand ACT. Revision of plans based upon assessment findings, learning, new inputs, and new requirements. 1 CORE VALUES AND CONCEPTS 1. Visionary Leadership Set directions Create a customer focus Create clear and visible values Create high expectations for performance Balance needs of stakeholders Ensure creation of strategies, systems, methods for achieving excellence Inspire and motivate employees Encourage involvement, development and learning, innovation, and creativity of all employees. Display ethical behavior and personal involvement in planning, communications, coaching, developing future leaders, review of organizational performance, and employee recognition. Serve as role models, reinforcing values and expectations and building leadership, commitment, and initiative throughout your organization. 2. Customer Driven Build customer satisfaction, preference, referral, and loyalty. Being customer driven means much more than defect and error reduction, merely meeting speciflcations, or reducing complaints. Being customer drive is a strategic concept. It is directed toward customer retention, market share gain, and growth. It demands constant sensitivity. 3. Organizational and Personal Learning Organizational Learningthe continuous improvement of existing approaches and processes and adaptation to change, leading to new goals and/or approaches. Learning must be embedded in the way the organization operates: a. b. c. d. e. It is a regular part of daily work. It is practiced at personal, work units, and organizational levels. It results in solving problems at their source. It is focused on sharing knowledge throughout your organization. It is driven by opportunities to affect significant change and do better. Organizational Learning Results In: a. b. c. d. e. f. Enhancing value to customers Developing new opportunities Reducing errors, defects, waste, and related costs Improving responsiveness and cycle time performance Increasing productivity and effectiveness in the use of all resources throughout the organization Enhancing your organizations performance in fulfilling its public responsibilities and services as a good citizen. Employee success depends increasingly on having opportunities for personal learning and practicing new skills. Learning results also in being more responsive, more adaptive, and more efficient. 4. Valuing Employees and Partners Major challenges: a. b. c. d. e. Demonstrating commitment to employees Providing recognition opportunities that go beyond compensation Providing opportunities for development and growth Sharing organizational knowledge Creating an environment that encourages risk taking. Internal Partners  Labor-management  High performance work teams  Network relationships among schools/departments External Partners  Customers (parents and students)  Suppliers  Education organizations  Etc.  '1 5. Agility -developing a capacity for rapid change and flexibility. -shortened design-to-introduction cycle time. improvements in use of time. 6. Focus on the Future -Long-term commitments to key stakeholders. Developing employees and suppliers. -Seeking opportunities for innovation. -Fulfilling public responsibilities. 7. Managing for Innovation Making meaningful change -Creating new value for the organizations stakeholders Leading organization to new dimensions of performance -Important for all departments and processes. -Must be a part of the culture and daily work of the organization. 8. Management by Fact Must depend upon measurement and analysis for decision making. Must use many types of data and information. Analysis refers to extracting larger meaning from data and information to support evaluation, decision-making, and operational improvement. Measurements selected must be those that lead to improved customer, operational, and financial performance. 9. Public Responsibility and Citizenship Ethics and responsibility to protect public health, safety, and the environment. Should emphasize resource conservation and waste reduction. Should anticipate adverse impacts. Must prevent problems, provide a forthright response if problems occur, and make information and support available to the public. Design strategies should anticipate growing environmental demands and related factors. Should see compliance and regulations as opportunities for continuous improvementand go beyond mere compliance. Provide leadership and support of publicly important purposes. Influence other organizations to partner for improvement of the community. 10. Focus on Results and Creating Value --Must focus on creating value for all stakeholders. Strategy must include all stakeholder requirements. 11. Systems Perspective Seven categories of criteria provide the building blocks of the system: a. b. c. d. e. f. g- Leadership Strategic planning Customer and market focus Information and analysis Human resources focus Process management Business results Alignment means that we focus on strategic directions and on customers. Leaders must monitor, respond to, and build on the business results. A systems perspective means managing your whole enterprise, as well as its components, to achieve performance improvement. Attachment C: Oveiview of Best Practice STEPS FOR ENSURING DATA QUALITY Standards for Data Quality U.S. Department of Education 1. Are requirements known? 2. Is process well designed?--.. ^5- 3. Is process well documented and communicated? 4. Is prtices^wfeli implemented? iBW? Validity n Accuracy 5. Are data verified and compared? 6, Are data appropriately analyzed and-,\nreported? ' Editing Reporting / Calculating Compare policy, regulation, rules, and procedures with instructions given to data providers, collection forms, and code in computer programs. M Review design' by agencies, and staff. M \n'sp'\np\n\"i\" Preprint all available data.''Liniit\ntfmS data are entered.\nP .7#? Timeliness Provide training and certification for data providers. Train all new staff. M P Use checklists and sign-offs for key steps. P Riin sampie data and verify. P  Run audit reports for review by experts with knowledge of reasonableness. M E Disclose fully conditions affecting interpretation - of the data. M P E Include data providers and data processors in decisions to establish what is feasible. M Use ijhbst automated/- validated levelWdata entry possible (e g selection from codes in ' an-autotnated application vs. filling in Provide documentation for data providers and data processors. M P Provide immediate help for data providers. M P Ensure problems are reported, documentedX^-, corre^tedi and ./'jA\nVerify all calculations and conditional rules. M PE Review data with /- \u0026lt; providers andiothers with a stake in lhe\u0026gt; ',''3 results. ME , Follow an established change-management process. M P paper forms). P Use random Checlfi  - - - during prddu^tiqiti P CObimuhicated back to the source of the problem or reporLM P \" Compare data to past runs, standards, or similar groups. M P E iCsi\ni^-' Ensure analysis \" Comply with professional standards for data collection, analysis, and reporting. ME Automate Veriricatidn'ofi\nentries at the ^Hiest y-f Ensure the physical and fiscal requirements are available (e.g., computer hardware, software, network, etc.) M P #-1-3- Conduct on-site reviews during the process. M P' Check data exchanges, crosswalks, and translations for integrity. P techniques meet the . assumptions required v for proper use.-M E: Present conclusions ii\nlevels (e.g., upon key stroke Vs, from ptihie4 Pei-sons Primarily Respoii-sible for Data Qualify During Each Step: addit report). P\u0026lt; fairly within a contCxti^ for interpretation: M \u0026gt;X\u0026gt;ijt.'\nEnsure people at all levels are knowledgeable, certified, trained, and competent for the tasks for which they are responsible. M E Run maintenance before all production. Verify-^*: off-hour maintepance/-^ add staff a vailability Bp^ 3?'S, Target date^are repsoitab^grid cl??r. M = Manager of the program P = Programmer or processor of the data Publish technical reports or make available data files with detailed data for'Verification of - analyse^-ahd statements:. ME E = Evaluator Protect the The provider of the data is responsible for conscientiously following flic prescribed process, reporting problems, and verifying the accuracy and completeness of all data submitted. confidentiality rights of-individuals (FERPA)\nM e\" AilachmcniC Pagel of? Evaluation Software Publishing, Incorporated Austin, Texas Data Area: Any Area Best Practice DATA QUALITY STEP 1 Standards for Data Quality U.S. Department of Education 1. Are requirements known? Build and maintain documentation for all programmatic and professional reejuirements i\n?. Yalidily Compare policy, regulation, rules, and procedures with instructions given to data providers, collection forms, and code in computer programs. M Include data providers and data processors in decisions to establish what is feasible. M Follow an established change-management process. M I Comply with professional standards for data collection, analysis, and reporting. M E Ensure people at all levels are knowledgeable, certiHed, trained, competent, and energetic for the tasks for which they are responsible. M E Allachment C Page 2 of 7 t\n.' Attend training or conference sponsored by controlling agency. 'Ac.' -T\u0026lt; '?^- r1 yg!}?' Vi\n4: ?r'2S\\Sc ,5? I.' r*^ ..cX^\u0026gt; s X?*-' Update files with copies of current/ revised policies, regulations, rules, or procedures. $ Update references with current, new, or revised professional standards. q\nCompare latest documents with prior documents and verify any changes from prior year. iT Communicate with programming staff to determine the extent and feasibility of all changes required.  1^ J' ^\n'V 3\n'i' IS Complete a i  -5* -r i Attend training or conference for professionals in this area. Z_______ 2: Communicate with data providers to determine the extent and feasibility of all changes required. , Program Change Request for programmer to update code. Follow established change management process to implement changes. k- Conduct an annual personnel evaluation of all staff to ensure required competencies and performance are present. Follow-up with improvement plans and annual goals as appropriate. asgol Create, review, or update job descriptions and competencies for each position related to this data area. Follow established procedures whenever a new employee is hired to ensure adequate qualifications. Evaluation Software Publishing, incorporated Austin, Texas Data Area: Any Area Best Practice DATA QUALITY STEP 2 Standards for Data Quality U.S. Department of Education 2\nIs process well designed? I Validity Complete Step 1, Develop or review current process design aligned with I Accuracy current R^e^^esign by peers, agenci^ and staff. M l^nmtall availableiW'- Communicate with data providers to determine the extent and feasibility of all design changes required. requirements from Step 1. Incorporate validation processes into the design to ensure data integrity. IWeiMHMIBiiaMIHMmilU Access extant files to preprint all available data to eliminate entry errors by data providers. .ar^:^tered. p ? t Use most automated/ \u0026gt; validated level of data ' entry possible (e,g. \u0026gt; selection from codesi.fp'\u0026gt;''i an automated % application ill Communicate with programming staff to determine the extent and feasibility of all design changes required. Compare latest documents with prior documents and verify changes from prior year. Establish target dates for key actions and verify their reasonableness. Automate data capture and incorporate edit checks and validations at the time of data entry. .............................mil paper forins)^:\nFj Use raiidoinTdieck$\ni?i during prd^iictionrr Review design with program management staff. AutonM^^iication of entriea^aDlie^arliest - Ievel8\n(etgi^npon key stroke jTssppijii pointed audit reporf)jtP Runmaintdiance before all prSduetMiL Vefffy ofFtJipbr mi^teiiadte^^'. anA^iiff aVallabhfty. P-, iW Target dates are' reasonaBlfeapd cl^r.M Attachment C Page 3 of 7 Review design with officials in controlling agency. SaaBBBBBBMaBBBBI Complete a Program Change Request for programmer to update code. Follow established change management process to implement changes. Schedule maintenance of ail hardware and checks of all other systems prior to key actions. Schedule random checks during each phase of entry, processing, and production. nB Arrange for off-hour maintenance, on-call employees, and other back-up procedures during key activities. , Review design with professionals in other districts. Arrange for a hot back-up site for all operations in the event of failure of primary systems. Verify data at the earliest level\nautomate if possible. Evaluation Software Publishing, Incorporated Austin, Texas Data Area: Any Area Best Practicjs DATA QUALITY STEP 3 Standards for Data Quality U.S. Department of Education 3. Is process well documented and communicated? Provide training and certification for data providers. Train all new staff. M P Provide documentation for data providers and data processors. M P Provide immediate help for data providers, M P Ensure the physical and fiscal requirements are available (e.g., computer hardware, software, network, etc.) M P Attachment C Page 4 of 7 J.?C4 .-Cl'I M . /I:/ *\u0026gt;5, 5 Complete Step 1 . i.- . . !\u0026lt; Complete Step 2. S  Prepare, distribute, *\u0026gt;S^ .on S*- -S'-^V si  and maintain a comprehensive guide for data providers. Update guide as changes occur. * ,1 i Identify all data providers\nmaintain a record of experience and training. p\"--- ---- -------- Esiaolisn and \" follow proper 3^' '^.- tfs at: -~i ieSi district protocol for communicating with data providers to establish the authority and priority for providing data in this area. f'\" rS^' Provide training for data providers\ndocument participation\nmeasure skills and knowledge\nissue certification of completion of training. w. .\u0026lt; x^' 7^'*i. X \u0026gt; 2'\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_327","title":"Compliance hearing exhibits, ''Assessment Processes (Examples)''","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":["1998/2001"],"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 law and legislation","Education--Evaluation"],"dcterms_title":["Compliance hearing exhibits, ''Assessment Processes (Examples)''"],"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/327"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"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\nASSESSMENT PROCESSES ( EXAMPLES)zro mm z (A o f Assessment Processes (Examples) 1. Memorandum to elementary and junior high principals, Nov. 16, 1998, on schedule for picking up SAT9 testing materials 2. Memorandum to elementary school principals, Dec. 14, 1998, on procedures for upcoming administration of the criterion-referenced tests in reading and mathematics 3. Memorandum to elementary and junior high principals, Jan. 5, 1999, on the testing procedures for grades 4 and 8 ACTAAP Benchmark examinations fi 4. Memorandum to elementary and junior high principals and counselors, Jan. 26, 1999, on inservice schedule for test coordinators for the ACTAP Benchmarks for grades 4 and 8 5. Memorandum to selected administrators on Data Quality with attached paper written by Dr. Glytm Ligon 6. Memorandum to elementary principals, Aug. 17, 1999, relating to use of released items from Smart Start assessments 1. E-mail to curriculum staff, Aug. 23, 1999, relating to use of released items from Smart Start assessments 8. E-mail to elementary and middle school principals, Sept. 17, 1999, inviting them to an overview session on the new pre- and post-test Achievement Level Tests developed by Northwest Evaluation Association.  9. Memorandum in Sept. 22, 1999, Learning Links to prineipals identifying training needs to administer the Observation Survey and Developmental Reading Assessment 10. Memorandum to principals and K-2 teachers in March 15, 2000, Learning Links setting up an assessment training review for the Developmental Reading Assessment and Observation Survey 11. E-mail to Bormie Lesley on Mar. 17, 2000, suggesting a resource on how to assess technology knowledge 12. Memorandum in Apr. 5, 2000, Learning Links to elementary and middle school principals and test coordinators on new information relating to ACTAAP Benchmark examinations in grades 4 and 8 and the field testing in grade 6. 13. Document entitled Description of the Assessment System prepared in April 2000 in response to a request from the National Science Foundationrelating to the assessment of mathematics and science 14. Document entitled Procedures for Providing Data Analysis/Interpretation to Decision Makers prepared in April 2000 in response to a request from the National Science Foundationrelating to the assessment of mathematics and science =^^1 15. Document entitled Orientation to the Analysis and Interpretation of Test Results prepared in April 2000 in response to a request from the National Science Foundation^relating to the assessment of mathematics and science. 16. E-mail to Kathy Lease, May 23, 2000, providing feedback to proposed survey of middle school students and teachers. 17. E-mail to principals, Aug. 25, 2000, providing information on upcoming administration of the Achievement Level Tests in September. -fl' 18. E-mail to Bonnie Lesley, Aug. 31, 2000, providing information on new middle school report card 19. E-mail to Botmie Lesley, Aug. 31, 2000, providing copy of new middle school report card report 20. Memorandum from Linda Austin to Marian Lacey providing Middle School Report Card Update 21. E-mail to middle school principals, Jan. 3, 2000, setting up training for teachers on how to administer the State Benchmark examinations 22. Memorandum to Division of Instruction, Feb. 1,2000, setting agenda for Feb. 2 meeting\nincludes information on the District Assessment Plan 23. E-mail to elementary principals, Feb. 1, 2000, providing information on the use of calculators on Benchmark examinations 24. E-mail to principals, Feb. 3, 2000, providing copy of assessment schedule/matrix to distribute to teachers 25. Document prepared in fall 1999 by PRE on Achievement Level Tests\nAssessments that Make a Difference 26. Memorandum to all principals and test coordinators, Mar. 17, 2000, establishing training sessions for the administration of the Benchmark and end-of-course examinations 21. Memorandum in Apr. 5, 2000, Learning Links to high school principals and test coordinators providing new information from ADE on the end-of-course literacy examination 3^ ^7 ^7 28. E-mail to Kathy Lease and Les Gamine, Apr. 7, 2000, providing rationale for adding science assessments to the Achievement Level Tests -^3- 29. Memorandum in Aug. 30, 2000, Learning Links to elementary principals and K-2 teachers including pre-testing instructions for the Observation Survey and Developmental Reading Assessment 30. Memorandum in Aug. 30, 2000, Learning Links to all principals and test coordinators establishing inservice schedule for administration of the SAT9 and ALTs 31. Memorandum in Sept. 8, 2000, Learning Links to elementary principals relating to K- 2 assessment and the importance of the language arts instructional block '/(f 32. Memorandum in Sept. 27, 2000, Learning Links to elementary and middle school principals relating to the administration of the end-of-module tests in mathematics and the end-of-unit tests in science ^7 33. Memorandum in Sept. 26, 2000, Learning Links to elementary principals relating to instructions to complete the Observation Survey and Developmental Reading Assessment 34. Memorandum to principals, Oct. 13, 2000, requesting feedback through a survey for consideration by the Assessment Focus Group\ncopy of survey attached 35. Memorandum to principals, Feb. 13,2001, with information on the administration of the climate surveys for parents, teachers, students, and administrators -7^ 36. E-mail, Feb. 26, 2001, relating to administration of surveys for the Extended Year Education school evaluation ^7 37. E-mail to curriculum directors, Feb. 27, 2001, relating to discussion of the potential purchase of an electronic curriculum/assessment management system 38. E-mail to principals and selected others on Mar. 1, 2001, relating to an information session on ALT online testing 39. E-mail to principals. Mar. 1, 2001, providing spring testing schedule for elementary, middle, and high schools 40. E-mail to Les Gamine, Mar. 8, 2001, providing outline of PRE responsibilities for Dr. James, incoming superintendent 41. Memorandum to elementary principals. Mar. 14, 2001, providing information on end- of-module mathematics criterion-referenced tests42. E-mail between various staff. Mar. 14-15, 2001, relating to analysis of results of mathematics and science criterion-referenced tests 43. Document entitled Mathematics, Reading, and Language Achievement Tests: Administration Guide prepared by PRE for use in training sessions for the ALTs, 2000-01 1I- LL I I Planning, Research, \u0026amp; Evaluation -Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 M TO: FROM: DATE: Elementary and Junior High Principals Dr. Kathy Lease, Asst. Supt. ^4 November 16,1998 E SUBJECT: Pick up of Stanford Achievement Test, Ninth Edition, Reports for Grades 3 \u0026amp;8 The Stanford Achievement Test, Ninth Edition, (Stanford 9) reports for grades 3 and 8 are available for you or your designee to pick up in the Instructional Resource Center (IRC), Room 12. If you have not picked up your Stanford 9 reports for grades 5, 7, and 10, please do so immediately. 0 If you have any questions regarding these reports, please contact us at 2121, 2123, or 2125. cc\nElementary and Junior High Counselors 2 f TO: ftp. LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation FROM: Elementary School Principals Dr. Kathy Lease, Asst. SuptJ^ Planning, Research, and Evaluation SUBJECT: Criterion Reference Tst (CRT) Administration DATE: December 14, 1998 LL The purpose of this memorandum is to inform you of the procedures for the upcoming administration of the CRT. The grade levels to be tested are 3, 4, 5 and 6. The subject areas that will be tested are mathematics and reading. The CRT is scheduled to be administered to one half of the schools on January 6-7, 1999\nthe remaining schools will test on January 7-8. Each school will be assigned testing dates. If you have a conflict with your assigned testing dates, please contact PRE and we will try our best to accommodate your schedule. See attached list for your testing dates. As you are aware, the Little Rock School District (LRSD) Boarfrof Education approved the administration of the CRT to measure student progress with the curriculum. It is for this purpose that we are conducting the second CRT in January of 1999\" that will assess progress on the grade level benchmarks. Unlike the first CRT that was scored by individual teachers, this test will be machine scored by PRE in order to assist teachers with the grading. Therefore, it is necessary that the instructions and procedures for administering be followed exactly. Please remember that the results of this test must be incorporated into the second nine weeks grade. The value of the test and how it is incorporated may be decided at the building level. The Reading and Mathematics Departments, along with input from teachers, established ten (10) benchmarks per subject area representing skills and objectives that students should know and be able to do. There will be four (4) questions per benchmark totaling forty questions for both sections of the test. Students must answer 3 of 4 questions correctly to obtain mastery. Please share the relevant information from this memo with your teachers and share instructions on the following pages with your elementary teachers, grades 3 through 6. We have attached a list of Teacher ID Numbers for you to assign to individual classroom teachers. The teachers will use these numbers when completing the scoring sheets. The following pages will provide additional information related to the administration of the CRT. If you have any questions regarding the testing instructions or procedures, please contact the PRE staff at 2120, 2123, or 2125. Thank you for your cooperation and dedication to providing students in the LRSD a quality and equitable education.CRITERION REFERENCED TESTS ASSIGNED TESTING DATES January 6-7,1999 Badgett Bale Baseline Booker Brady Carver Magnet Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Magnet Jefferson January 7- 8,1999 - King Magnet Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Elementary Rightsell Rockefeller Romine Terry Wakefield Washington Watson Western Hills Williams Magnet Wilson Woodruff r CRITERION REFERENCED TEST DIRECTIONS FOR ADMINISTERING (READING AND MATHEMATICS)PROCEDURES PRIOR TO,and.AFTER..TEST,ADMINISTRATION Delivery and Return of Scoring Sheets from PRE CRTs and score sheets will be delivered to schools. The score sheets must be returned by the principal or his/her designee promptly at the completion of the second day of testing and returned to PRE (Room 12). Each grade level should be identified by teacher and returned separately in the envelope provided. Teachers may keep the classroom sets of CRTs for reference. Please make sure that the scoring sheets are turned in the same direction prior to placing in the return envelope. IMPORTANT: \u0026gt; PLEASE MAKE SURE THAT THE SCORING SHEETS ARE TURNED IN THE SAME DIRECTION PRIOR TO PLACING IN THE RETURN ENVELOPE. \u0026gt; DO NOT PAPER CLIP OR RUBBER BAND THE SCORING SHEETS. \u0026gt; PLEASE REMOVE THE PERFORATED STRIPS ON EACH SIDE OF THE SCORING SHEETS BEFORE RETURNING TO PRE. PROCEDURES.DUR.ING.T.E.ST.ADM.INISTRA.TION The test administration should be conducted in an optimal testing environment that will promote a successful experience for all students. Unlike the SAT-9, (a timed, norm-referenced test) the CRT is not timed. Therefore, students should be given ample time to complete each section of the test. It is recommended that the reading and mathematics sections of the test be administered on separate days. Determination of the sequence for administering the mathematics and reading tests will be your decision to make. However, the first forty items on the scoring sheets must be reserved for the Reading Test and following forty items must be reserved for the Mathematics Test The teacher should read the directions provided at the beginning of each test to the students. Sample test items will be provided for the third grade Reading Test only.Completing the Scoring Sheets To complete the scoring sheets you must\n\u0026gt; \u0026gt; \u0026gt; Use #2 pencils only. Disregard true and false selections. This is a multiple-choice test with four selections (a, b, c or d). Have students print the following: Name, Subject (CRT-2), DO NOT COMPLETE HOUR AND DATE. Print appropriate teacher number in the Test ID Number section (see your principal for the correct teacher number). Then mark the corresponding circle below each box.). Begin the teacher number with the first numeral aligned from \u0026gt; the left. NOTE: The last three boxes will be blank. Print student social security number in Student /Teacher ID No. section. Then mark the corresponding circles. Begin the student social security number with e first numeral aligned from the left. NOTE: The last box will be blank. \u0026gt; Follow instructions provided on the score sheets for correct marking of bubbles. PLEASE NOTE: The first forty (40) items on the scoring sheet are designated for the Reading Test (1-40). The following forty (40) items are designated for the Mathematics Test (41-80). Attached, is an example of a completed simulated copy of the scoring sheet. I IMPORTANTl I Please make sure that students do not^ when marking their ansvvers. The coring. # \u0026gt; -\u0026lt; i s If you have any questions with reg the CRT, please do not hesitate to i,,^ swImm MHAMF .. SUPJ6CT I LITTLE ROCK SCHOOL DISTRICT _____ DATE _ ( MARKING INSTRUCTIONS USE_NO._ 2 ^^NCIL^pNJ^ INCORRECT MARKS     CORRECT MARKS a  a o C 6 M Bl N ATI ON A N S W E R SHE ET a/' [Q update student RECOHD8~}  ERASE ALL CHANGES CLEANLY AND COMPLETELY . MAKE NO STRAY MARKS ANYWHERE ON THIS FORM TEST ID NUMBER        @    o o o        w    0             1 _ STUDENT/TEACHER ID NO.  o o Q U I etQQQQQQQQQ e e0 0000000 Q 0 OO       -^q1JL(^-Q----Q- - '7?(2Qci/n^ 1\n16OO 2000  17 T F ! T F 3 : 18   o   T F T F T F 4 O  0  0 T F 5  20 T F MULTIPLE CHOICE/TRUE-FALSE 6    O  T F 1      T F 8 O     T F ,90 T F 10 O     T F 11 0    0 T F 12OO I 27 T F 13     0 i T F 14OO0 j 23 T F 15 0 i 30 i T F T F I T F i 19      I T F T F 21      T F 22   O   T F 23 0     T F 24 0     T F 25 0     T F 26 0     T F I T F 26   O  0 T F T F r T F 31      T F 32      T F 33      T F 34      T F 35      T F 36      T F 37      T F 38      T F 39      T F 40      41     T F 42     0 T F 43 0     T F 44 0     T F 45      T F 46 0     T F 47 0     T F 48 0     T F 49      T ,F 50 0     T F 51      T F 52      T F ! 53      T F 54 0     T F 55      T F 56      T F 57      T F 58 0    0 T F 59      T F 60 0     T F 61      T F 62      T F 63      T F 64      T F 65      T F 66      T F (1      T F 68      T F 69      T F 70      T F      T F 72     0 T F 73      T F 7i   0  0 T F 75      T F 76 O     T F 77 0     T F 78      T F      T F 80      T F 81      T F 82 0     T F 83 0     T F 84 0     T F 85      T F 86 0     T F 87      T F 88 0     T F 89      T F 90   0   T F 91 0     T F 92      T F 93      T F 94      T F 95      T F 96    0  T F 97      T F 98 0  O   T F 99      T F 100      1 I I I I I I I I I I I I I 1,111 111 I II I n I I I I Ti II I I 11 I I I I I I II I I I I I I I MARKING INSTRUCTIONS DO NOT MARK IN USB NO. 2 PENCIL ONLY rj THIS SHADED AREA INCORRECT MARKS 0   @ CORRECT MARKS e e    ERASE ALL CHANGES CLEANLY AND COMPLETELY  MAKE NO STRAY MARKS ANYWHERE ON THIS FORM MATCHING t0OOOQ00000 1B0 QOO0000O000GOC 2O0O00O00OO0O00O0000O0000O0 170 OOOOOO0OO0OOOOO00OOOOOOO' 3O0O00O00OO0O0000000O0O00O0 18  0   0'0 0 O O 0 0 0 0  0 0 0  O 0 O 0'0 o c 1O0OO0OOOOOOO000O000O0O0OO 13O0000OOOOO0O0O0O00OOOOOOOC 5 OOOOOOO0OOO 20 OOOO0O0O00000OOOOOOC tOO0O0O00O00000000 2iOOOO0O0OO0OOOOOOOf iQ 0OOOOOOO0 22 OOOO0OO0OOOOOOC 8O0OOOOO0O0OO0OO 23OOOOO0O0OOOOOOOO'^ 9 00OOOOOOOO 24 00OO00000OO00O( :i)O OO00OOOOO0O00OOOO0O 25OOOOOOOO0OO00OOOOOOOC iiO00OOOOO0O 26 OOOOOOO0OOOOOC 12 OOOOOOOOOOOOOO0 13 0OOOOOOO0 2jQ O0OOOO0OOOOOOOOOGO 28OOOOOOOOOQOOOOO 14 O(p0OOOO0(^OOOO0 29OOOOOOOOOOOOOOOQOOOC 15 00OO0O000000Q0Q 30 OOOOOOO0OOOOOOO i I I I I i I 11 I i l l i i I I i I I i I I I i f iIiiiiiiiiiiiTiiii i iiiiii i 11 i 3L-L //z/\u0026lt;\u0026lt;7 Planning, Research, \u0026amp; Evaluation Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 To: From: Date: Elementary and Junior High Principals -Aathy Lease, Asst Supt., PRE January 5,1999 Re: ACTAP for 4 and graders ACTAP will be administered February 1-4. You will receive more specific information on times and testing procedures later. Through school mail you will receive copies of the ACTAP Parent Notification Pamphlet which must be distributed to the parents of 4^ and 8^ graders prior to January 15. This pamphlet provides parents with an overview of the test and some strategies for helping their students prepare for these tests. The back of these pamphlets has a place for you to fill in the Little Rock School District name, the name of your school, and the dates of the test. Principals can decide who they want to fill in the information (students, teachers, office staff) and how (hand written, using a stamp, etc.). Please call PRE, if you have questions (324- 2121). ia 4 L~L (/ V? 7 Planning\nResearch, and Evaluation TO: FROM: Elementary and Junior High Principals and Counselors Dr. Kathy Lease, Assistant Superintendent, PRE Yvette Dillingham, Evaluation Specialist, PRE DATE: January 26, 1999 I 5 SUBJECT: ACTAP Benchmarks for Grades 4 and 8 In-service Rescheduled I The ACTAP in-service has -been rescheduled for January 28, 1999, in the district office Boardroom from 2:00 - 4:00 p.m. We do realize this will allow school test coordinators only one day to in-service test administrators. Please allow the time to provide this in-service on Friday, January 29, 1999. S Test materials will be available for pick-up on Wednesday, January 27 at 1:00 p.m. Please DO NOT open secured test materials until the first day of testing, February 1, 1999\nhowever, grade 4 test administrators may prepare manipulatives as soon as they receive them. Test materials must be placed in a secured location at all times except during the time of testing. Please review and become very familiar with the Test Security Guidelines. Your patience and understanding are greatly appreciated as we prepare, not under the most optimal conditions, for the administration of grades 4 and 8 (pilot) Benchmark Examinations. If you have further questions, please contact PRE at 2120, 2123 or 2125. 5LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 June 10, 1999 TO\nLes Gamine John Ruffin Kathy Lease Brady Gadberry Junious Babbs Ed Williams FROM: Dr. Bonnie LesleyrAssociate Superintendent for Instruction SUBJECT\nData Quality I think youll find the attached paper by .Glynn Ligon on data quality interesting and helpful as we search for ways to improve. Attachments BAL/rcm dataqual Page 1 of 17 EvaluatioiTSoftwafe Publishing Data Quality: Earning the Confidence of Decision Makers Glynn D. Ligon Evaluation Software Publishing, Incorporated Paper Presented at the Annual Meeting of the American Educational Research Association April 1996 New York, New York Data quality is more than accuracy and reliability. High levels of data quality are achieved when information is valid for the use to which it is applied, and when decision makers have confidence in the data and rely upon them. Summary Professionals responsible for educational research, evaluation, and statistics have sought to provide timely and useful information to decision makers. Regardless of the evaluation rriodel, research design, or statistical methodology employed, informing the decision making process with quality, reliable data is a basic goal. The definition of quality for education data has not been adequately addressed in the literature of educational research and evaluation. In the publications describing quality related to general information systems, the concept is narrowly interpreted to mean accurately J and reliably processed data. This paper ties together the foundations of data '' quality from the formal information systems literature with the practical aspects of data quality in the arena of public education decision making. A hierarchy of data quality is described to assist both the understanding of http://www.evalsoft.coin/esp/html/body_dataqual.html 6/8/99 dataqual Page 2 of 17 quality and the requirements for achieving quality. The hierarchy ranges from the availability of dysfunctional, bad data to the quality level of data-based , decisions made with confidence. For practitioners, a checklist is provided for use in determining the quality of their data sources. Readers of this paper are requested to provide the author with ideas on the topic of data quality. Comments specific to this paper, anecdotes illustrating points, or further thinking related to the pursuit of data quality are all solicited. Please communicate your reactions to: lnternet:gligon@evalsoft.com Voice:512-458-8364 Fax:512-371-0520 Mail:1510 W. 34th Street Suite 200Austin, Texas 78703 Background Data quality is essential to successful research, evaluation, and statistical efforts in public schools. As statewide accountability systems that rely upon large data bases grow, concern follows about the data quality within those emerging state-level data bases. As states and the Federal government move toward establishing data warehouses to make information available electronically to anyone, questions are raised about the quality of the data collected and stored. What is not universally sought is Federally imposed standards for data and information systems. There is broad support for voluntary standards which states and local school districts can adopt. What is needed first is a way to know when quality data are available and when caution should be exercised. (New. Developments in Technology: Implications for Collecting, Storing, Retrieving, and Disseminating National Data for Education G. Ligon, Paper Prepared for MPR Associates and the National Center for Education Statistics, November, 1995.) Decision makers at all levels are relying upon data to inform, justify, and defend their positions on important issues. What are the key criteria on which to determine data quality? Is there a logical sequence to the processes for ensuring quality in information systems? The concern for data quality is somewhat different than the slowly emerging interest in education data that has grown for decades. The concern for data quality is a sign of maturity in the field, an increasing sophistication by the audiences who use education data. In other words, first we asked \"Are our students learning?\" Then we had to ask \"What are the education indicators that we should be monitoring?\" Finally, we are asking \"Now that we have some indicators, do we trust them?\" (WhatDow-Jones Can Teach Us: Standardized Education Statistics and Indicators, G. Ligon, Presented at the American Educational Research Association Annual Meeting, 1993\nA Dow Jones ! Index for Educators , G. Ligon, The School Administrator, December,-1993.) Nn easy point in time to mark is the release of the \"Nation at Risk\" report-. Much reform in education followed, including expansion of accountability http://www.evalsoft.com/esp/htmbT3ody_dataqual.html dataqual Page 3 of 17 systems within states. The search heated up for the true, reliable indicators of quality in education. A major event was the passage of the 1988 Hawkins Stafford Education Amendments that called for improving the quality of the nation's education data. From that legislation, the National Forum for Education Statistics was begun, and from that group has followed a continuing focus on data quality issues. The Forum is made up mainly of state education agency representatives, who at times include local education agency staff in their work groups. I have combined notes and observations from two decades of research and evaluation in public schools with the experiences from five years of reviewing and designing information systems for state and national education agencies. Often the question has been asked as to the definition of data quality and how to achieve it. The deliberations of the work groups responsible for the development of the Standards for Educational Data Collection and Reporting (SEDCAR), the ANSI ASC X-12 EDI standards for the electronic exchange of student records (SPEEDE/ExPRESS), and the national definition of dropout rates for the Common Core of Data collected by the National Center for Education Statistics have provided a unique opportunity to observe how quality is sought and defined from various perspectives. (Getting to the Point and Counter Point of Dropout Reporting Issues , G. Ligon, Presented at the American Educational Research Association Annual Meeting, April, 1994.) My membership on the U.S. Department of Education Evaluation Review Panel and Texas' Commissioner's Advisory Committee for Research and Evaluation has presented opportunities to relate the definitions and processes for quality data to on-going activities. One overarching observation from these experiences is that there are multiple perspectives that determine the reality of data quality. These are generally represented by:  Decision Makers (parents, teachers, counselors, principals, school board members, tax payers, etc.)  Program Managers (principals, directors, supervisors, etc.)  General Audiences (parents, taxpayers, businesses, etc.)  Data Collectors and Providers (clerks, teachers, counselors, program managers, etc.)  Evaluators, Researchers, Analysts Individuals may occupy more than one of these groups simultaneously. At the risk of over simplifying, the primary perspective of each group may be described as: I  Decision Makers: \"Do I have confidence in the data and trust in the person providing them?\"  Program Managers: \"Do the data fairly represent what we have accomplished?\" -  General Audiences: \"Did I learn something that appears to be true and useful, or at least interesting?\"  Data Collectors and Providers\n\"Did the data get collected and reported completely and in a timely manner?\"  Evaluators, Researchers, Analysts: \"Are the data adequate to . support the analyses and the results from them?\" http://www.evalsoft.coin/esp/html/body_dataqual.html 6/8/99 dataqual Page 4 of 17 In this view, the burden for data quality falls to the data collectors and providers, and the evaluators, researchers, and analysts. Who else would be in a better position to monitor and judge data quality? However, in the end, the audiences (e.g., program managers, decision makers, and general audiences) give the ultimate judgment when they use, ignore, or disregard the data. Which ties in well to this paper's conclusion that the highest level of data quality is achieved when information is valid for the use to which it is applied and when decision makers have confidence in the data and rely upon them. The Pursuit of a Definition of Data Quality Four years ago, Robert Friedman, formerly the director of the Florida Information Resource Network (FIRN) and now in a similar position for Arkansas, called and asked for references related to data quality. The issue had arisen as the new statewide education information system for Arkansas was being developed. There were few references available, none satisfactory. I began documenting anecdotes, experiences, and insights provided by individuals within the educational research, evaluation, and information systems areas to search for \"truths. The resultant hierarchy is one representation of what was found. This paper describes some of these anecdotes and experiences to illustrate the thinking of national, state, and local professionals. Several ideas were consistently referenced by individuals concerned with data quality. 1. Accuracy Technical staff mention reliability and accuracy. This is consistent with the published literature in the information systems area. Accuracy, accuracy, accuracy-defined as do exactly what we are told, over and over. Not all information specialists limit themselves to the mechanical aspects of accuracy\nhowever, because they may not be content or process specialists in the areas they serve, their focus is rightfully on delivering exactly what was requested. After all, that is what the computer does for the Quality data in, quality data out. 2. Validity However, programmatic staff point out that data must be consistent with the construct being described (i.e., validity). If their program is aimed at delivering counseling support, then a more direct measure of outcomes than an achievement assessment is desired. ) Valid data are quality data. http://www.evalsoft.com/esp/html/body_dataqual.html 6/8/99 dataqual Page 5 of 17 1 3. Investment A key element frequently cited as basic for achieving quality is the reliance upon and use of the data by the persons responsible for collecting and reporting them. School clerks who never receive feedback or see reports using the discipline data they enter into a computer screen have little investment in the data. School clerks who enter purchasing information into an automated system that tracks accounts and balances have a double investment. They save time when the numbers add up, and they receive praise or complaints if they do not. Whoever is responsible for collecting, entering, or reporting data needs to have a natural accountability relationship with those data. The data persons should experience the consequences of the quality of the data they provide. This may be the most important truism in this paper: The user of data is the best recorder of data. 4. Certification Typically, organizations have a set of \"official\" statistics that are used, regardless of their quality, for determining decisions such as funds allocation or tracking changes over time. These official statistics are needed to provide some base for planning, and the decision makers are challenged to guess how close they are. Organizations should certify a set of official statistics. 5. Publication Public reporting or widespread review is a common action cited in the evolution of an information system toward quality. In every state that has instituted a statewide accountability system, there are stories of the poor quality of the data in the first year. Depending upon the complexity of the system and the sanctions imposed (either money or reputation), subsequent improvements in data quality were seen. The most practical and easily achieved action for impacting data quality is: Publish the data. I 6. Trust Decision makers refer to the trust and confidence they must have in both the data and the individuals providing the data. http://www.evalsofl.com/esp/html/body_dataqual.htinl 6/8/99 dataqual Page 6 of 17 1 Trust is a critical component of the working relationship between decision makers and staff within an organization. That trust must be present for data to be convincing. Consultants are used at times to provide that trust and confidence. Decision makers often do not have the time nor the expertise to analyze data. They rely upon someone else's recommendation. Data should be presented by an individual in whom the decision makers have confidence and trust. Trust the messenger. These six statements faithfully summarize the insights of professionals who have struggled with data quality within their inforrhation systems. They address processes that contribute toward achieving data qualitythe dynamics influencing quality within an information system. They do not yet clearly indicate how successful the organization has been in achieving quality. To make that connection, the following hierarchy was developed. A Hierarchy of Data Quality A hierarchy of data quality has been designed to describe how quality develops and can be achieved. The paper details the components and levels within this hierarchy. This schema is to be regarded as fluid within an organization. Some areas of information, such as student demographics, may be more advanced than others, such as performance assessments. Some performance assessments may be more advanced than others. The highest level of quality is achieved when data-based decisions are made with confidence. Therefore, several components of quality must be present, i.e., available data, decisions based upon those data, and confidence by the decision maker. Ultimately, quality data serve their intended purpose when the decision maker has the trust to use them with confidence. The traditional virtues of quality (e.g., reliability and validity) form the basis for that trust, but do not ensure it. Accuracy is the traditional characteristic defined within formal information systems architecture. Accuracy begs the question of whether or not the data are worthy of use. From the observations of organizational quests for quality information systems, the concept of official data has been described. Data are official if they are designated as the data to be used for official purposes--e.g., reporting or calculation of formulas such as for funding schools and programs. At the earliest stages of information systems, the characteristic of being available is the only claim to quality that some data have. The level at the base of the hierarchy is characterized by no data being available. Attachment A illustrates the hierarchy. ) Bad Data http://www.evalsoft.com/esp/html/body_dataqual.html 6/8/99 dataqual Page 7 of 17 -1.1 Invalid Bad data can be worse than no data at all. At least with no data, decision makers rely upon other insights or opinions they trust. With bad data, decision makers can be misled. Bad data can be right or wrong, so the actual impact on a decision's outcome may not always be negative. Bad data can result from someone's not understanding why two numbers should not be compared or from errors and inconsistencies throughout the reporting process. The definition of bad data is that they are either\nPoorly standardized in their definition or collection to the extent that they should be considered unusable, or Inaccurate, incorrect, unreliable. An example of bad data occurred when a local high school failed to note that the achievement test booklets being used were in two forms. The instructions were to ensure that each student received the same form of the exam for each subtest. However, the booklets were randomly distributed each day of the testing, resulting in a mixture of subtest scores that were either accurate (if the student took the form indicated on the answer document) or chance level if the form and answer document codes were mismatched. This high school was impacted at the time by cross-town bussing that created a very diverse student population of high and low achievers. From our previous analyses, we also knew that an individual students scores across subtests could validly range plus or minus 45 percentile points. Simple solutions to interpreting the results were not available. {Empty Bubbles\nWhat Test Form Did They Take? D. Doss and G. Ligon, Presented at the American Educational Research Association Annual Meeting, 1985.) Carolyn Folke, Information Systems Director for the Wisconsin Department of Education, contributed the notion that the hierarchy needed to reflect the negative influence of bad data. In her experience, decision makers who want to use data or want to support a decision they need to make are vulnerable to grasping for any and all available data-without full knowledge of their quality. The message here is look into data quality rather than assume that any available data are better than none. None O.OUnavailable ) Before \"A Nation at Risk,\" before automated scheduling and grade reporting systems, and before the availability of high-speed computers, often there were no data at all related to a decision. So, this is really the starting point for the hierarchy. * http://www.evalsoft.com/esp/html^ody_dataqual.html 6/8/99 dataqual Page 8 of 17 When a local school district began reporting failure rates for secondary students under the Texas No Pass/No Play Law, one school board member asked for the same data for elementary students. The board member was surprised to hear that, because elementary grade reporting was not automated, there were no data available. (After a long and painful process to collect elementary grade data, the board member was not pleased to learn that very few elementary students ever receive a failing grade and that fewer fail in the lower achieving schools than fail in the higher achieving schools.) (No Pass - No Play: Impact on Failures, Dropouts, and Course Enrollments, G. Ligon, Presented at the American Educational Research Association Annual Meeting, 1988.) When no data are available, the options are typically obvious-collect some or go ahead and make a decision based upon opinion or previous experience. However, there is another option used by agencies involved in very large-scale data collections. The Bureau of the Census and the National Center for Education Statistics both employ decision rules to impute data in the absence of reported numbers. Missing cells in tables can be filled with imputed numbers using trends, averages, or more sophisticated prediction analyses. Decision makers may perform their own informal imputations in the absence of data. Available 1.1 Inconsistent Forms of Measurement Poor data come from inconsistencies in the ways in which outcomes or processes are measured. These inconsistencies arise from use of nonparallel forms, lack of standardized procedures, or basic differences in definitions. The result is data that are not comparable. In 1991, we studied student mobility and discovered that not only did districts across the nation define mobility differently, but they also calculated their rates using different formulas. From 93 responses to our survey, we documented their rates and formulas, then applied them to the student demographics of Austin. Austin's \"mobility\" rate ranged from 8% to 45%, our \"turbulence rate ranged from 10% to 117%, and our \"stability rate ranged from 64% to 85%. The nation was not ready to begin comparing published mobility rates across school districts. (Student Mobility Rates: A Moving Target, G. Ligon and V. Paredes, Presented at the American Educational Research Association Annual Meeting, 1992.) A future example of this level of data quality may come from changes in the legislation specifying the nature of evaluation for Title I Programs. For years, every program reported achievement gains in normal curve equivalent units. Current legislation requires each state to establish an accountability measure and reporting system. How will performance be aggregated across states? How will gains be verified by the U.S. Department of Education as mandated? Full time equivalents and head counts, duplicated and unduplicated counts, average daily attendance and average daily membership are all examples of how state accountability systems must align the way schools maintain their http://www.evalsoft.com/esp/html/body_dataqual.html 6/8/99 dataqual Page 9 of 17 records. Who is not familiar with the \"problem\" of whether to count parents in a PTA meeting as one attendee each or as two if they have two students in the school? 1.2Data Collected by Some at Some Times Incomplete data are difficult to interpret. In 1994, the Austin American Statesman published an article about the use of medications for ADD/ADHD students in the public schools. The headline and point of the story was that usage was much lower than had been previously reported. The person quoted was not a school district employee and the nature of some of the statistics caused further curiosity. So, I called the reporter, who said he had not talked to the District's Health Supervisor and that the facts came from a graduate student's paper. Checking with the Health Supervisor showed that only about half the schools had participated in the survey, some of those with the highest levels of use did not participate, the reporter used the entire District's membership as the denominator, and the actual usage rate was probably at least twice what had been reported. The reporter's response: \"I just reported what she told me.\" 1.3Data Combined, Aggregated, Analyzed, Surhmarized The highest level of \"available data\" is achieved when data are summarized in some fashion that creates interesting and useful information. At this point in the hierarchy, the data begin to take on a usefulness that can contribute to a cycle of improved quality. At this point, audiences are able to start the process of asking follow-up questions. The quality of the data becomes an issue when someone begins to use summary statistics. One of the most dramatic responses to data I recall was when we first calculated and released the numbers and percentages of overage students, those whose age was at least one year over that of their classmates. Schools have always had students' ages in the records. Reality was that no one knew that by the time students reached grade 5 in Austin, one out of three was overage. In at least one elementary school over 60% of the fifth graders were old enough to be in middle school. (The number of elementary retention's began to fall until the rate in the 9O's was about one fifth of the rate in the 8O's.) {Do fVe Fail Those We Fail?, N. Schuyler and G. Ligon, Presented at the American Educational Research Association Annual Meeting, 1984\nPromotion or Retention, Southwest Educational Research Association Monograph, G. Ligon, Editor, 1991.) _ ) When relatively unreliable data'are combined, aggregated, analyzed, and summarized, a major transformation can begin. Decision makers can now apply common sense to the information. Data providers now can see consequences from the data they report. This is an-important threshold for data quality, in countless conversations with information systems managers and public school evaluators, a consistent theme is that when people start to see their data reported in public and made available for decision making, they begin to focus energies on what those data mean for them and their school/program. http://www.evalsoft.com/esp/html/body_dataqual.html 6/8/99 dataqual Page 10 of 17 Texas schools began reporting financial data through REIMS (Public Education Information Management System) in the 198Os. The first data submissions were published as tables, and for the first time it was simple to compare expenditures in specific areas across schools and districts. Immediately, a multi-year process began to bring districts more in line with the State's accounting standards and to ensure better consistency in the matching of expenditures to those categories. When districts reported no expenditures in some required categories and others reported unrealistically high amounts, the lack of data quality was evident. DATA BECOME INFORMATION. Around this point in the hierarchy, data become information. The individual data elements are inherently less useful to decision makers than are aggregated and summarized statistics. From this point on in the hierarchy, basic data elements are joined by calculated elements that function as indicators of performance. Official 2.1 Periodicity Established for Collection and Reporting Periodicity is the regularly occurring interval for the collection and reporting of data. An established periodicity is essential for longitudinal comparisons. For valid comparisons across schools, districts, and states, the same period of time must be represented in everyone's data. The National Center for Education Statistics (NCES) has established an annual periodicity set around October 1 as the official date for states to report their student membership. Reality is that each state has its own funding formulas and laws that determine exactly when membership is counted, and most do not conduct another count around October 1 for Federal reporting. I was called on the carpet by the superintendent once because a school board member had used different dropout rates than he was using in speeches during a bond election. He explained very directly that \"Every organization has a periodicity for their official statistics.\" That of course is how they avoid simultaneous speeches using different statistics. After working hard with the staff to publish a calendar of our official statistics, I discovered that very few districts at the time had such a schedule. (Periodicity of Collecting and Reporting AISD's Official Statistics, G. Ligon et al., Austin ISD Publication Number 92.M02, November, 1992.) 2.20fficial Designation of Data for Decision Making ) Finally, official statistics make their way into the hierarchy. The key here is that \"officiar does not necessarily guarantee quality. Official means that everyone agrees that these are the statistics that they will use. This is a key milestone, because this designation contributes to the priority and attention devoted to these official statistics. This in turn can contribute to on-going or future quality. http://www.evalsoft.com/esp/htm l/body_dataqual.html 6/8/99 dataqual Page 11 of 17 Every year, our Management Information Department's Office of Student Records issued its student enrollment projection. The preliminary projection was ready in January for review, and a final projection for budgeting was ready by March. Here is another example of how the presence of a bond election can influence the behavior of superintendents and school board members. The superintendent gave a speech to the Chamber of Commerce using the preliminary projection. Then our office sent him the final projection. He was not happy with the increase of about 500 in the projection. He believed that created a credibility gap between the figures used in campaigning for the bonds and the budgeting process. So, the preliminary projection, for the first time in history, became the final, \"official\" projection. The bonds passed, the next year's enrollment was only a few students off of the \"official\" projection, the School Board was impressed with the accuracy of the projection, and Austin began a series of four years when all the projection formulas were useless during the oil arid real estate bust of the late 8O's. The next time the \"official\" projection was close was when a member of the school board insisted that the district cut 600 students from its projection in order to avoid having to budget resources to serve them. THE RIGHT DA TA MUST BE USED. At this point, the qualities of accuracy and reliability are required. Moreover, the best data are not quality data if they are not the right data for the job. 2.3Accuracy Required for Use in Decision Making With the official designation of statistics, either by default or intent, their use increases. Now the feedback loop takes over to motivate increased accuracy. The decision makers and the persons held accountable for the numbers now require that the data be accurate. Wh6n we began publishing six-week dropout statistics for our secondary schools, the principals started to pay attention to the numbers. They had requested such frequent status reports so the end-of-the-year numbers would not be a surprise, and so they could react if necessary before the school year was too far along. Quickly, they requested to know the names of the students that we were counting as dropouts, so verification that they had actually dropped out could be made. Having frequent reports tied directly to individual student names improved the quality of the dropout data across the schools. THE RIGHT ANALYSES MUST BE RUN. The quality of data is high at this point, and the decision maker is relying upon analyses conducted using those data. The analyses must be appropriate to the question being addressed. A caution to data providers and audiences: There are times when data quality is questioned, but the confusing nature of the data comes from explainable anomalies rather than errors. We should not be too quick to assume errors when strange results arise. A district's overall average test score can decline even when all subgroup averages rise\nstudents can make real gains on performance measures while falling farther behind grade level\nschools can fail to gain on a state's assessment, but be improving. (Anomalies in Achievement Test Scores: What http://www.evalsoft.coIn/esp/html^ody_dataqual.html 6/8/99 dataqual Page 12 of 17 Goes Up Also Goes Down, G. Ligon, Presented at the American Educational Research Association Annual Meeting, 1987.) Valid 3.1 Accurate Data Consistent with Definitions Trained researchers are taught early to define operationally all terms as a control in any experiment. Every organization should establish a standard data dictionary for all of its data files. The data dictionary provides a definition, formulas for calculations, code sets, field, characteristics, the periodicity for collection and reporting, and other important descriptions. Using a common data dictionary provides the organization the benefits of efficiency by avoiding redundancy in the collection of data elements. Another important benefit is the ability to share data across departmental data files. (Periodicity User Guide, Evaluation Software Publishing, Austin, Texas, 1996.) The classic example of careless attention to definitions and formulas is Parade Magazine's proclamation that an Orangeburg, South Carolina, high school reduced its dropout rate from 40% to less than 2% annually. Those of us who had been evaluating dropout-prevention programs and calculating dropout rates for a number of years became very suspicious. When newspapers around the nation printed the story that the dropout rate in West Virginia fell 30% in one year after the passage of a law denying driver's licenses to dropouts, we were again skeptical. Both these claims had a basis in real numbers, but each is an example of bad data. - The Parade Magazine reporter compared a four-year, longitudinal rate to a single-year rate for the Orangeburg high school. The newspaper reporter compared West Virginia's preliminary dropout count to the previous year's final dropout count. (The West Virginia state education agency later reported a change from 17.4% to about 16%.) (Making Dropout Rates Comparable: An Analysis of Definitions and Formulas, G. Ligon, D. Wilkinson, and B. Stewart, Presented at The American Educational Research Association Aimual Meeting, 1990.) 3.2Reliabie Data Independent of the Collector Reliability is achieved if the data would be the same regardless of who collected them. / What better example is available than the bias in teacher evaluations? When Texas implemented a career ladder for teachers, we had to certify those eligible based upon their annual evaluations. The school board determined that they were going to spend only the money provided by the State for career ladder bonuses, so that set the maximum number of teachers who could be placed on the career ladder. Our task was to rank all the eligible teachers and select the \"best.\" Knowing there was likely to be rater bias, we calculated a Z score for each teacher based upon all the ratings given by each evaluator. Then the Z scores were ranked across the entire district. The adjustments based upon rater bias were so large, that near perfect ratings given by a very easy evaluator could be ranked below much lower ratings given by a very tough evaluator. The control was that the teachers' http\n//www.evalsoft.com/esp/htmLl3ody_dataqual.html 6/8/99 dataqual Page 13 of 17 rankings within each raters group were the same. ) Everything was fine until a school board member got a call from his childs teacher. She was her schools teacher-of-the-year candidate but was ranked by her principal in the bottom half of her school, and thus left off the career ladder. The end of the story is that the school board approved enough local money to fund career ladder status for every teacher who met the minimum state requirements, and we were scorned for ever having thought we could or should adjust for the bias in the ratings. {Adjusting for Rater Bias in Teacher Evaluations: Political and Technical Realities, G. Ligon and J. Ellis, Presented at the American Educational Research Association Annual Meeting, 1986.) 3.3Valid Data Consistent with the Construct Being Measured The test of validity is often whether a reasonable person accountable for an outcome agrees that the data being collected represent a true measure of that outcome. Validity is the word for which every trained researcher looks. Validity assumes both accuracy and reliability. Critically, valid data are consistent with the construct being described. Another perspective on this is that valid data are those that are actually related to the decision being made. The local school board in discussing secondary class sizes looked at the ratio of students to teachers in grades 7 through 12 and concluded that they were fairly even. Later they remembered that junior high teachers had been given a second planning period during the day, so their actual class sizes were much higher. Then they moved on to focus on the large discrepancies between class sizes within subject areas to discover that basic required English and mathematics classes can be efficiently scheduled and are large compared to electives and higher level courses. In the end, the school board members became more understanding of which data are valid for use dependent upon the questions they are asking. Quality 4.1 Comparable Data: Interpretable Beyond the Local Context Quality is defined here beyond the psychometric and statistical concepts of reliability and validity. Quality is defined by use. Quality data are those that function to inform decision making. For this function, the first criterion is: Quality data must be interpretable beyond the local context. There must be a broad base of comparable data that can be used to judge the relative status of local data. We can recognize that there are some decisions that do not necessitate comparisons, but in most instances a larger context is helpful. Each time I read this criterion, I argue with it. However, it is still in the hierarchy because decisions made within the broadest context are the best informed decisions. Knowing what others are doing, how other districts are performing does not have to determine our decisions, but such knowledge ensures that we are aware of other options and other experiences. AERAS Division H sponsors an annual publications award competition to showcase the best of the nations evaluation reports. Each year, these can be seen in the Annual Meeting exhibit area. Educational Research Service http://www.evalsoft.com/esp/html/body_dataqual.html 6/8/99 dataqual Page 14 of 17 I and PDK's CEDR both disseminate these reports. The annual award recipients represent excellent examples of evaluation studies that typically provide analyses and interpretations useful beyond their local context. Most states and districts have struggled with defining and reporting their dropout rates. Despite the lofty goal often embraced of having 100% of our students graduate, there is still the need for comparison data to help interpret current levels of attrition. When we compared Austin's dropout rate to published rates across the nation, we found that the various formulas used by others produced a range of rates for Austin from 11 % to 32%. Our best comparisons were across time, within Austin, where we had control over the process used to calculate comparable rates. (Making Dropout Rates Comparable\nAn Analysis of Definitions and Formulas, G. Ligon, D. Wilkinson, and B. Stewart, Presented at The American Educational Research Association Annual Meeting, 1990.) 4.2Data-Based Decisions Made with Confidence The second criterion is: Data-based decisions must be made with confidence, at least confidence in the data. This is the ultimate criterion upon which to judge the quality of data-'do the decision makers who rely upon the data have confidence in them. Assuming all the lower levels of quality criteria have been met, then the final one that makes sense is that the data are actually used with confidence. This is a good time to remind us all that confidence alone is not sufficient. One reason the construct of a hierarchy is useful is that each subsequent level depends upon earlier levels. A local district's discipline reporting system had been used for years to provide indicators of the number of students and the types of incidents in which they were involved. The reports were so clear and consistent that confidence was high. /\\s part of a program evaluation, an evaluator went to a campus to get more details and discovered that only about 60% of all discipline incidents were routinely entered into the computer file. The others were dealt with quickly or came at a busy time. No one had ever audited a school's discipline data. On the other hand, the dropout and college-bound entries into a similar file were found to be very accurate and up-to-date. My biases are evident in the descriptions of the ievels of this hierarchy: 1. Accurate and reiiable data should be a given in any information system. 2. Knowing the question being asked or the decision to be made is critical to ensuring that the right data are used and the appropriate analyses are conducted. 3. Beyond these more mechanical levels of quality, use is the goal. A claim of true quality cannot be made unless the data are useful, usable,' and used. Information systems professionals can be understood for ending their http://www.evalsoft.com/esp/htinl/body_dataqual.html 6/8/99 dataqual Page 15 of 17 I treatment of data quality somewhere in the middle of this hierarchy. For those who work at the decision-making level of an organization, more is required. Applying the Hierarchy to a Local School District To illustrate whether or not the hierarchy has any relationship to a real information system, I thought back three years to our data in Austin. Attachment B is a summary of my ratings of several of the information systems from that time. These ratings range from -1.1 for the misleading data available on the computers in each school, to 4.2 for the reliable and relied upon data available on lunch and transportation programs. Yes, I rated those two areas as higher quality than assessment, in which I had invested almost 20 years. Our assessment data were excellent, but we never achieved that highest level of trust and confidence afforded lunch and transportation data. Some of that might be part of the nature of school board members' uneasiness with complex-looking test scores, or the constant tirades of detractors giving individual accounts of how test scores mislabeled their students. Assessment data will always be more challenging to control than the basic counts of who eats and who rides. But take nothing away from the lunch and bus people. They used their data, depended upon them, and ensured their quality. What Can an Organization Do? A self-assessment of data quality can be conducted in each area. This can be very formal with a team approach, or very informal with a checklist kept handy for reference whenever quality issues arise. Attachment C is a sample checklist that contains the key criteria that were identified through the development of the hierarchy. The highest level of data quality would be illustrated by a positive response to each question in the checklist. The format recognizes that data quality will vary across areas and even across sub-areas within an area. The answers to the questions on the checklist may not be known or may be different depending upon an individual's role within the organization. Sections A. Statistics and B. Data Eiements match with levels 1.3 through 3.1 of the hierarchy. Positive ratings in these sections indicate a foundation for best practice in creating reliable, quality data files. Section C. Results and Interpretation matches levels 2.2 through 3.3. Positive ratings in this section indicate that the data are being analyzed and reported for use. Section E. Investment fits into the hierarchy around levels 2.2 and 2.3 where the attention focused upon the data and the use of the data by the providers are key. Section D. Confidence represents level 4.2 where use is made of the data-with confidence. - 1 Dealing with Error http://www.evalsoft.coin/esp/html/body_dataqual.html 6/8/99 dataqual Page 16 of 17 When I read this paper just before its printing, there was a sense that the higher level nature of the hierarchy did not deal well with some of the nitty- gritty issues of data quality that are usually fretted over by information systems managers and data providers. Many of these fall into the general category of error. Error can be mistakes that result in bad data or those pesky probability statistics that keep us from ever being 100% confident in our data. / have always been uncomfortable calling some of these problems errors when the reality is that they represent at times conscious decisions merely differences in how data are recorded from place to place. factors are divided below in two general categories. Error or 1. Measurement Errors Measurement errors are those imprecisions that result from our inability to be absolutely perfect in our measurements. One is the reliability of an instrument, test, or performance task (illustrated by a test-retest difference). Measurement errors can also be \"intentional\" as occurs when we round numbers or put values in ranges rather than use a more precise value. Sampling error limits the probability of reliable data. Measurement error is adequately dealt with in text books. Measurement error is less often adequately dealt with in practice. At times, we lose precision by translating our data from one format to another. For example, a student's course history from one high school must be translated into the standards of another high school when the student transfers. Not only might the course content and levels not match, but the credits awarded and grading system may differ. When a California school that uses three dozen ethnicity codes for its students reports to the Office for Civil Rights, those codes are crosswalked to five categories. 2. Mistakes These errors occur, and the challenge is to notice them, so they can be corrected if possible. Calculation errors, data entry errors, programming errors, and other human mistakes are best addressed with adequate training, monitoring, and redundancy. Some useful techniques for detecting errors accompany the emergence of automated information systems. We now have the ability to run edit checks on data bases to determine the reasonableness of the data. Check sums can be calculated and compared to benchmark totals. Ranges of values, valid codes, and field characteristics (e.g., alphabetic, numeric, date, etc.)'can be verified by the computer. Professionals always have available one of the best techniques-the use of estimating. Individuals who are goo estimators are those that are good at detecting potential errors. Use of trend data and comparable group data when available is helpful to judge the reasonableness of data. A perspective that has become almost universal among professionals dealing with data quality issues is that when information systems became distributed throughout organizadons rather than being centralized, that the potential for errors was also distributed. The design of a distributed information system must account for data quality checks and establish responsibility for quality. The traditional notion that data processing's responsibility for accuracy begins http://www.evalsoft.com/esp/html/body_dataqual.html 6/8/99dataqual Page 17 of 17 and ends at the computer room door changed when that \"door\" was distributed to multiple locations through the magic of networks. Now the organization as a whole, each department that uses information as well as each department that collects information, must take responsibility for data quality. The bottom line on statistical error is that other references have been dealing with the details of this issue for a long time. The probability issues basic to sampling and measurement error are permanent and calculable. The mistake issues have management solutions that should be employed within every organization. Conclusion The hierarchy was a convenient way to think through what makes for quality data. Reality is that our information systems will not fall neatly into one of the levels of the hierarchy. In fact they may not often evolve sequentially through each level. At any point in time, their levels may shift up or down. What is useful here is that the hierarchy describes the characteristics of relatively low and relatively high levels of data quality. With the checklist and the hierarchy, an organization can begin to examine quality issues and plan improvements as needed. http\n//www.evalsoft.coni/esp/html/body_dataqual.html 6/8/99 6 To: From: Date: Planning, Research, \u0026amp; Evaluation Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 Elementary Principals Kathy Lease, Asst. Supt., PRE August 17, 1999 Re: Smart Start Assessments mil A committee of folks from the Instructional Division, along with the PRE staff, met Friday, August 27, 1999 and reviewed the released items from the Smart Start disk. It was the decision of the Assessment Planning Committee that schools could use all the assessments on the disk. The group decided that schools could benefit greatly from utilizing those assessments, and that our curriculum staff could design second and third quarter CRTs. For schools who need to concentrate on improving their scores on the CRTs and the Benchmark exams, these released items will be a big asset. We are going to have to invest some time in teaching teachers who need training in how to score papers using a scoring guide (rubric). What we do know is that students will perform better on assessments, if they are familiar with the format of the questions. These released items give teachers an excellent opportunity to provide quality practice for the Benchmark exams. The other thing that we know about these released items is that they assess the curriculum that we are required by the state to teach. Therefore, how well the students perform on these assessments gives principals an opportunity to informally assess the effectiveness of the delivery of the curriculum. If you have questions about how to use the released items, please contact one of the curriculum folks from that area of expertise (literacy or math) or PRE, and well get someone to help you. If you do not have a disk, contact Marion Woods. Cc\nDr. Bonnie Lesley, Associate Superintendent Sadie Mitchell, Associate Superintendent Frances Cawthon, Assistant Superintendent 7 LESLEY, BONNIE From: Sent: To: Cc: Subject: LEASE. KATHY R. Monday, August 23,1999 12:53 PM PRICE, PATRICIA\nHUFFMAN, KRIS\nTEETER, JUDY\nMILAM, JUDY\nKILLINGSWORTH, PATRICIA\nFREEMAN, ANN\nCLEAVER, VANESSA\nGLASGOW, DENNIS LESLEY, BONNIE\nTRUETT, IRMA Smart Start Assessments Importance: High Dear Folks, We would like to initiate some conversation about the released items on the Smart Start disk and how we could use them in our CRTs. I would also like Susie Davis and Pat Busbea to join us, but they dont have email, so Pat Price and Ann, when you see them, please invite them. We would like to meet on Friday morning at 8:30 in room 18. I sent a memo to principals asking if they had folks who would be interested in working with us. We have had several responses. After this initial brainstorming session, we will add teachers, parents, and principals to a larger planning group. If you cant join us, please me or Irma (2121) know. Thanks, KL Dr. Kathy Lease, Asst. Supt. Planning, Research, and Evaluation Little Rock School District 3001 S. Pulaski St. Little Rock, AR 72206 Phone: 501-324-2122 Fax: 501-324-2126 Email: kriease@lrsdadm.lrscl.k12.ar.us 1 8 LESLEY, BONNIE From: Sent: To: Cc: Subject: LEASE. KATHY R. Friday. September 17.1999 1:43 PM ANDERSON. BARBARA\nASHLEY. VIRGINIA\nBEARD. SUSAN\nBRANCH. SAMUEL\nCARSON. CHERYL\nCARTER. LILLIE\nCHEATHAM. MARY\nCOURTNEY. THERESA\nCOX. ELEANOR\nSMITH. DARIAN\nMITCHELL. DEBORAH\nDUNBAR. ETHEL B.\nDONOVAN. FAITH\nFIELDS. FREDERICK\nGOLSTON. MARY\nHALL. DONNA\nHARKEY. JANE\nHARRIS. HENRY\nHOBBS. FELICIA L.\nJONES. BEVERLY\nKEOWN. ADA\nSCULL. LILLIE\nMANGAN. ANN\nBARKSDALE. MARY D.\nMENKING. MARY\nMORGAN. SCOTT\nACRE. NANCY\nOLIVER. MICHAEL\nPHILLIPS. TABITHA\nBROOKS. SHARON A.\nSMITH. DARIAN\nTUCKER. JANIS A.\nWARD. LIONEL\nWILSON. JANICE M.\nWORM. JERRY\nZEIGLER. GWEN S.\nCARTER. JODIE\nHOWARD, RUDOLPH\nBROWN, LINDA\nNORMAN. CASSANDRA R.\nSMITH. VERNON\nBERRY. DEBORAH\nFULLERTON. JAMES\nHUDSON. ELOUISE\nJAMES. BRENDA\nBUCK, LARRY\nMOSBY. JIMMY\nPATTERSON. DAVID\nROUSSEAU. NANCY MITCHELL. SADIE\nCAWTHON. FRANCES H.\nLACEY. MARIAN G.\nBRADFORD. GAYLE NWEA Overview Darian. I dont which of these addresses is right for you! Hope you get this. It came back the first time! KL Dear Principals. I would like to invite you to an. overview session on the new pre-and post-test assessments that we will be developing for grades 3-11 with Northwest Evaluation Association. Our consultant will be here from Portland to give us a presentation on what we can expect from our new assessments and the process that will take place to design those assessments. The session will be on Sept. 23\"' at 3:00 in room 19 of the IRC. I scheduled it at this time so that there would be a minimum amount of interference with your school day. should you decide to attend. I think you would find the session informative and helpful as we look at the whole assessment package that is facing us. If you cannot come at this time, there will be a morning session for curriculum and district-level folks at 9:00 in room 19 at the IRC. You are welcome at either session. Please call me if you have questions (2122). Thanks. Kathy PS-Please call your fellow principals that may not be reading their email!! Dr. Kathy Lfease, Asst. Supt. Planning, Research, and Evaluation Little Rock School District 3001 S. Pulaski St. Little Rock, AR 72206 Phone: 501-324-2122 Fax: 501-324-2126 Email: krlease@lrsdadm.lrsd.k12.ar.us 1 9F EARLY CHILDHOOD/LITERACY LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 17,1999 TO: Principals FROM\nPat Busbea and AAnnn Freeman THROUGH: Pat Price, Early Childhood/Literacy SUBJECT: Assessment Training During our recent assessment trainings we found that several teachers have not received all the training necessary to fulfill the Districts testing requirements. We need your help in identifying these teachers so we can provide the needed training. Please provide a list of any new K-2 teachers who began working in your building after the trainings were held on August 16*^ and 17^. Also, if you are a Success For All school please list any teachers that did not attend the ELLA trainings that were held on August 16* and 17 . Both lists need to include the teachers name, grade level, and assessment trainings needed. Please send your list(s) to us by Monday, September 27. Or you may e-mail this information to Pat Price. Thank you for your cooperation. Listed below is a list of the assessments for each grade level: Kindergarten teachers need to be trained in the following assessments from Marie Clays Observation Survey:  Letter identification  Word test  Concepts about print  Writing vocabulary  Hearing and recording sounds in words (dictation sentence). First Grade teachers need to be trained in the following assessments from Marie Clays dbservation Survey:  Assessment Training - Memo September 17, 1999 Page Two  Letter identification  Word test  Concepts about print  Writing vocabulary  Hearing and recording sounds in words (dictation sentence) Ret^nn administering the Developmental Reading Assesments by Joetta Beavers. --------- Marie Clays Observation Survey: i\" ' fello^ins assessments from  Word test  Writing vocabulary  Heanng and recording sounds in words (dictation sentence)  teachers also need training in administering the ^velopmental Reading Assessment by Joetta Beavers Test by Gentry and Gillett. and the Gentry Spelling /adg i ) j i r i10 i i Memorandum LL l\u0026gt;l\\sloc \u0026lt;0Mtnw I I I To: From: Principals and K-2 Teachers Pal Busbea and Ann Freeman Through: rat Price, Director of Early Childhood/Literacy Date: Re: 03/09/00 Assessment Training There will be an assessment training review for anyone who feels they need to go over the assessments before post-testing begins in April. We will review running records, the Developmental Reading Assessment and the sub-test in Observation Survey. The training will be Monday, March 20,2000 from 3:30 p.m.- 6:30 p.m. at King Elementary in toe multipurpose room. Please call Sandra in toe Literacy Department at 324-0526 to register for toe training. We will have to limit toe session to 50 participants due to space, so please notify us as soon as possible. t f' if' .F 1 t. '.i- I11LESLEY, BONNIE From: lent: Subject: NEAL, LUCY Friday, March 17, 2000 3:38 PM LESLEY, BONNIE great book Last night I had one of those wake-up-in-the-middle-of-the-night-and-worry sessions. Thinking I would read myself back to sleep I picked up How Teachers Learn Technology Best by Jamie McKenzie. It is super. He covers so many issues we are dealing with from how adults learn, how we assess technology knowledge, approaches to integrating technology and not just buying \"stuff'....and on and on. I would lend it to you but I'm afraid you might not give it back and I need this book. Anyway -1 had to share it. If I buy a few more copies, would you like one? One site he lists for assessing technology is http-.l/www.bham.wednet.edu/assess2.htm. Take a look at the assessment for staff. If we could survey our staff for baseline data and then give it again each year, we would have some good stuff that would help us figure out a plan. See what you think. Enough. I think I'll go home. Lucy M. Neal, Director, Technology and Media Services Little Rock School District 3001 S. Pulaski Street Little Rock, Arkansas 72206 501.324.0577 (voice) 501.324.0504 (fax) 1 12LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation . 3001 South Pulaski X Little Rock, Arkansas 72006 March 4, 2000 - TO\nElementary, Middle School Principals and Test Coordinators FROM\nYwette Dillingham, Testing and Evaluation Specialist THROUGH\nathy Lease, Assistant Superintendent, PRE SUBJECT\nACTAAP Benchmark Exam (Grades 4 \u0026amp; 8) and Field Testing (Grade 6) We have received the following important and new information from the ADE regarding the above exams\n Please make note that Intermediate Level (Grade 6) students in the LRSD will take the Writing portion of the Benchmark Examination (Field Test).  LRSD was not selected to participate in the End of Course Algebra I and Geometry Field Tests.  Please send home with students, the week of April 10-14, the enclosed Benchmark Parent Notification Pamphlet that explain the importance of ACTAAP and provide information on the Benchmark Exams (Grades 4 \u0026amp; 8) and Field Test (Grade 6).  Test Administrators need to be very familiar with the content of the enclosed Test Administrators Manuals, therefore, please disseminate the manuals immediately upon receipt.  Secured test materials for (Grades 4 \u0026amp; 8) will be delivered to schools on April 19. Secured test materials for (Grade 6) will be delivered to schools no later than April 24. If you have any questions or need additional Parent Notification Pamphlets and Test Administrators Manuals, please call me at 2123 or fax your request to 324-2126. 13r Description of the Assessment System System Overview Assessment of student achievement is partitioned as follows\n1. Comparison with national norms 2. Mastery of State standards and benchmarks 3. Mastery of District standards and benchmarks The District trend has been to reduce broad utilization of norm referenced measures, such as the Stanford Achievement Test, 9* Edition and to target select grades where comparison with national norms may be most useful. Concurrently, a broad expansion of criterion referenced measurement has been instituted in a sequential and cumulative process of administration at targeted grade levels. Norm Referenced Measures of Math \u0026amp; Science Achievement Relative to mathematics and science, the following three measures are administered annually at targeted grade levels: SAT-9 ACT EXPLORE PLAN AP Stanford Achievement Test 9\" Edition American College Testing American College Testing American College Testing The College Board Advanced Placement Test Grades 5, 7, 10 Grades 11, 12 Grade 8 Grade 10 Grades 10, 11, 12 Widely known and utilized in school systems, no description of these measures is provided here. Criterion Referenced Measures of Math \u0026amp; Science Achievement Relative to mathematics and science, the following three measures are to be administered armually at targeted grade levels: ALT ACTAAP CRT ACTAAP Achievement Level Test State Benchmark Examination District Benchmark Examination Grades 2-11 Grades 4, 8 Grades 3-11 End of Course Tests: Algebra I, Geometry, Biology I A brief overview of these lesser known measures is provided later in this document. Measures for Testing Mathematics Achievement The tables below were designed to clarify the assessment system. Measures for Testing Mathematics Achievement Grade Level K i 2 3 4 5 6 7 8 9 10 11 12 End of Course Total Grade Level K i 2 3 4 5 6 7 8 9 10 11 12 End of Course Total Number of Tests 0 0 2 2 3 3 2 3 4 2 5 4 2 2 34 Type of Tests Name of Tests Criterion Criterion Criterion Criterion \u0026amp; Norm Criterion Criterion \u0026amp; Norm Criterion \u0026amp; Norm Criterion Criterion \u0026amp; Norm Criterion \u0026amp; Norm Norm Criterion 11 criterion, 6 norm ALT, CRT ALT, CRT ALT, CRT, ACTAAP ALT, CRT, SAT-9 ALT, CRT ALT, CRT SAT-9 ALT, CRT, EXPLORE, ACTAAP ALT, CRT ALT, CRT, SAT-9, PLAN, AP ALT, CRT ACT, AP AP, ACT Algebra 1, Geometry Measures for Testing Science Achievement Number of Tests 0 0 01 12 12 21 43 31 21 Type of Tests Name of Tests Criterion Criterion Criterion \u0026amp; Norm Criterion Criterion \u0026amp; Norm Criterion \u0026amp;. Norm Criterion Criterion \u0026amp; Norm Criterion \u0026amp; Norm Criterion \u0026amp; Norm Criterion 11 Criterion, 6 Norm ALT ALT ALT, SAT-9 ALT ALT, SAT-9 ALT, EXPLORE ALT ALT, SAT-9, PLAN, AP ALT, ACT, AP ALT, ACT, AP Biology 1 2 Orientation to Criterion Referenced Assessment Measures Criterion referenced testing is an increasingly significant approach to assessment in the Little Rock School District and in the Arkansas State Department of Education in a phinful effort to measure achievement in relation to standards and their attending benchmarks. Summaries of lesser known measures are provided below. State Mandated ACTAAP Benchmark Examination, Grades 4 \u0026amp; 8 The State is in the process of implementing its Arkansas Comprehensive Testing, Assessment \u0026amp; Accountability Program (ACTAAP) which includes a Benchmark Examination containing a measure of mathematics achievement. The intent and purpose of this component is to identify students in need of additional instruction in mathematics. This examination process is being developed, piloted, and implemented in a sequential and cumulative process beginning with 4' th grade in SY 1997-98, and including 8' grade in SY 1998-99. SY 2000-01 will incorporate the math measure for b\"\" grade currently being piloted in other schools across Arkansas. Also end- of-course measures for Algebra I, Geometry, and Biology I are currently in the item development phase. The comprehensive mathematics component contains multiple-choice and open-response questions based on The Arkansas Mathematics, Reading, and English/Language Arts Curriculum Frame-works. Items are developed with the assistance and approval of the Arkansas Department of Mathematics Content Advisory Committee composed of active Arkansas educators with expertise in mathematics. The committee develops and reviews both multiple-choice and openresponse items to ensure they reflect the Arkansas Curriculum Frameworks and are grade- appropriate. While multiple-choice questions are scored by machine to determine if the student chose the correct answer from four options, responses to open-response mathematics questions are scored by trained readers using a pre-established set of scoring criteria. Students can receive a test score of one through four with four representing Advanced followed by Proficient, Basic, and Below Basic. Achievement Level Test (ALT), Grades 2-11 The recently implemented Achievement Level Test (ALT) includes a series of mathematics achievement measures that increase in difficulty across eight levels. This type of measurement is designed to document growth by assessing students at the cutting edge of their individual achievement level. Fall and spring administration across grades 2-11 permit measurement of growth within and across school years expressed in two kinds of scores: percentile scores and scale or RIT (Rasch Interval Scale) scores. Percentile scores can be used to compare students to the large group of test takers using the ALT developed by the Northwest Evaluation Association. It is important to note that this is a comparative group currently involving 104 schools districts 3and 500,000 students and growing 4 to 13 points annually. This is not a norm group configured to represent public school populations. More importantly, demonstration of growth within and across an individuals matriculation in grades 2-11 is documented using the RIT score designed to make direct comparisons to a criterion performance level along a scale from 160 to 250. Students typically start at a RIT score of about 170-190 in the fall of the 3\"* grade and progress to the 230-260 range by high school. Students at 235 have reached a readiness level for Algebra I. It is very important to note that along the Rasch Interval Scale, scores have the same meaning regardless of the individual students grade level. This type of measurement allows some students to start at a higher RIT level and some low-achieving students to never reach the top level. The design provides an accurate measure of each students achievement where the typical standardized test, by its nature, provides inadequate measures for many students, especially those at the high and low ends of the scale. Also important is the fact that tests are aligned with The Arkansas Mathematics, Reading, and English/Language Arts Curriculum Frameworks, thus enabling the District to determine impact and effectiveness of its instructional programs. The pool of test questions, developed by the Northwest Evaluation Association, has been extensively field tested to insure items of the highest quality and fairness. A balance of math teachers and curriculum specialists (i.e., race, gender, and grade level) matched the pool of questions to the standards and their attending benchmarks included in the aforementioned Frameworks. During test development activities, questions were calibrated for difficulty and assigned to a level (e.g.. Math levels 1-8). For example\nAn appropriate expectation of a Level 1 student is to multiply whole numbers, while a Level 6 student should be able to multiply fractions. This calibration makes it possible to calculate the RIT score which is tied directly to the curriculum. alts are administered during the 1\" and 3\"* quarters and measure achievement in elementary grade and middle grade math, algebra I, algebra II, and geometry. The tests consist of multiple choice questions and while there is no time limit each test takes approximately 90 minutes to complete. A variety of reports are available and the NWEA software disaggregates the data by school, teacher, grade level, subject, gender, ethnicity, and special codes (e.g., special education and ESL). Classroom reports provide student data on RIT scores, percentile scores, and performance in relation to standards and benchmarks. District/school wide reports provide comparison data among schools. Parent reports provide RIT, percentile, and benchmark performance scores as well as an explanation of how to interpret test scores. Future developments include the addition of a Science Component to the ALT in the late Spring of 2000. Using the aforementioned process, select science teachers and curriculum specialists will draw items from a software pool provided by the Northwest Evaluation Association. This process, which can be repeated to revise the test periodically, will enable the District to ensure congruence of the science measure with the aforementioned Frameworks. First administration of 4 the science measure is planned for Fall, 2000. District Mandated CRT Benchmark Examination, Grades 3-12 Both the aforementioned ACTAAP Benchmark Examination and the Districts CRT Benchmark Examination are designed to measure a students proficiency of The Arkansas Mathematics, Reading, and English/Language Arts Curriculum Frameworks. In contrast to sequential and cumulative implementation of the ACTAAP (4* and 8'*' grades to date with 6* grade in 2001), the CRT Benchmark Examination measures mathematics achievement across grades 3-12. The Districts Department of Planning, Research and Evaluation conducted an extensive and thorough reliability and validity study using data from students taking the CRT Benchmark Examination during Spring, 1999. Study results performed by Ph.D. level research personnel document the CRT Benchmark Examination as a reliable measurement with concurrent validity. In addition, very strong evidence documents that over time this measure will get consistent results (reliability). Pearson-Product Moment correlation results were obtained using test scores from the 4* grade ACTAAP and CRT Benchmark Examinations. A test of internal consistency (i.e., reliability) was performed on the CRT Benchmark Examination. Results indicate the ACTAAP and CRT Benchmark Examinations have a positive and significant conelation (Math, .663, \u0026lt;.01 and Reading, .690, \u0026lt;.01). Alpha levels, an indicator of reliability, were .924 for the CRT Benchmark Examinations measure of mathematics achievement and .899 for the measure of reading achievement. The effectiveness of this powerful and sensitive measure has been enhanced by development of district and class summaries designed to display results in an item analysis format that connects test results for individual questions to benchmarks and their respective standards. Examination of the class report reveals how visually easy it is to identify precisely which benchmarks an individual student or groups of students need further instruction on and which they perform at the proficient or advanced level. 514 Procedures for Providing Data Analysis/Interpretation to Decision Makers System Overview Decision makers work at all levels of math and science programming. Parents, teachers, curriculum consultants, principals, program directors, various levels of system administrators, and community partners all make decisions relevant to CPMSA programming. Each cohort needs data collected and recorded for the project. The format varies from comprehensive documents laden with figures for annual reports or site visits from the funding agent to targeted fact sheets or briefs prepared for program participants such as lead teachers participating in academic support initiatives or ancillary staff coordinating academic enrichment programs. Formats For Disseminating Data to Facilitate Direct Programming A variable format from the brief to the comprehensive is needed for direct program providers. At the time of this report the academic support format involves a series of tables with a fact sheet used to record and report progress on a mathematics initiative encompassing 4* and 8* grades. This specific example of a working format designed to collect and disseminate data in a circular fashion that promotes program evaluation and program implementation in a feedback loop and is continually adapted to meet emerging needs is a particular area of expertise for the NSF Program Evaluator. This format works particularly well with direct service providers and will continue to be used. A version of this loop format is currently being utilized to facilitate expansion of the After School Science Club. Activities include and elementary and middle school teacher surveys to capture their input in decision making related to prioritizing science club content for the upcoming year to be congruent with standards and benchmarks addressed in classroom-based activities. The materials used in these two endeavors are designed to collect and disseminate data across various participants in a decision-making network related to a specific program. Table/fact sheet materials are in place to collect and disseminate data for direct providers to use their own decision making or in collaborative decsion making with classroom teachers or communitybased site participants. Formats vary for facilitating direct programming but typically they involve mechanisms that can visually convey just-in-time data to personnel applying the information directly. They are designed to promote effective functioning and to capture all critical variables with ease in recording, transmitting, processing (analyzing and interpreting) and returning processed data to participants in a timely manner to keep the loop functioning to the benefit of all. Formats for Disseminating Data to Facilitate Long Range Planning Various groups need access to the Program Evaluation Record, the repository where current dataI, are housed on the following topics: 1, 2. 3. 4. 5. 6. 7. 8. District-Wide Student Demographics \u0026amp; Select Statistics Enrollment Information for Gate-Keeping Math and Science Courses Achievement Data for Math and Science Academic Support Initiatives Academic Enrichment Programs Professional Development and Certification Across Teachers of Math and Science Community Engagement Resource Allocation Such groups include the following types of personnel: CPMSA program/project administrators Cabinet members Board of Education Community media Principals School facilities Counselors Assistant principals CPMSA Governing Board Other grant funded program.'project administrators Easy access to this repository is needed for direct (1) fiscal, (2) programmatic, and (3) community-based initiatives related to NSF. Additionally, these types of personnel have frequently contacted the NSF Program Evaluator for specific data to extend and enrich CPMSA planning. Personnel representing other District programs also request data they know is warehoused in the Program Evaluation Record for a variety of District needs. At the current time, a primary copy of the Program Evaluation Record is housed in the NSF Program Evaluators office and the Program Directors office. These two individuals have planned for some time to utilize an existing District approach to transmit a copy of the current edition to select personnel from list above. The approach is to distribute copies in ring binder format with periodic Information Updates forwarded by in-house mail. The Information Update can take memo form: identifying its purpose and intent and where to insert it into the ring binder. This is a mechanism all District personnel are familiar with and utilized for similar types of projects. Plans are underway to introduce the Information Update process and to distribute initial materials at the next NSF Governing Board meeting. For example, the recently completed first year evaluation of the After School Science Club would be an excellent Information Update as would the 4' and S* Grade Mathematics Initiative. 2To extend the utility of tins approach, a Project Circular in the form of a fact sheet, will be disseminated electronically using the extensive District e-mail network. Updates at periodic intervals will be emailed to personnel selected by the Co-Principal Investigators and the Project Director. It is important to note that in the fall meeting of the NSF Governing Board this type of electronic information dissemination was enthusiastically endorsed. The Districts email directory installed in each computer will facilitate this. The electronic network is there and can be easily utilized for this purpose. Additionally, a feedback loop can be implemented here to enable personnel to request data and to submit data and in this way enhance planning and decision making. Formats for Disseminating Data to Facilitate the Understanding of Data Frequently reports related to test results are distributed to coimselors, principals, and other busy personnel with little time or expertise in decoding these dense and technical manuscripts. District-wide ACT, Plan, Explore, and AP reports have been purchased and routed to the NSF Program Evaluators office where they are processed and transformed into useful, practical formats with direct application to program decision making. Currently these reconstituted test reports are housed in the Program Evaluation Record. This data can easily be disseminated in small relevant segments using a fact sheet form that is compact, visually accessible and highly useful for busy personnel who need to apply the information directly. The Information Update or Project Circular format in hard copy or electronically or both can be used to distribute this very useful information to District personnel. Marketing research has long demonstrated the value of the touch-touch method of information dissemination in contrast to the one-time bury them with data approach. Recent brain research conoborates these findings. This concept will be embedded in the approach of disseminating the analysis and interpretation of test results in small relevant segments as close to the time of administration as possible. This process will be monitored to identify modifications that will make it more effective and efficient. Formats for Disseminating Data to Specific CPMSA Program Components The NSF Program Evaluator will meet with the Project Team to identify the most effective and useful approach for processing data. Once data has been processed, it will be presented to the Project Team so they have access to program evaluation data prior to other District personnel. Evaluation reports, both formative and summative, will be included as well as a preview of Information Updates such as the aforementioned After School Science Club report or the 4* and 8' Grade Mathematics Initiative. In addition, CPMSA program personnel have related data needs that can be met through this mechanism. For example, Dr. Bonnie Lesley recently needed to access raw data on students enrolled in Pre-AP and AP courses for the past three years. She analyzed and interpreted the 3data, by school and by specific course. Her intent and purpose was to (1) report the efforts that had been made to increase percentages of African American students enrolled in these courses and (2) to identify areas needing improvement by school and subject area. The resulting information was disseminated in writing and discussion with the Division of Instruction. Plans were made to enhance curriculum and teacher training for the Pre-AP courses. A goal was established to align activities with ACT objectives and the AP syllabus and to begin reviewing materials. This is an excellent example of data driving decision making that produces a feed back loop with direct impact on programming. Formats for Disseminating Data to Meet Policy Reporting Requirements A May/June program evaluation presentation has been scheduled to inform District board members of the status and activities of CPMSA program evaluation. While this formal activity will serve to meet policy reporting requirements, it will be an appropriate time to initiate an informal reporting process utilizing the aforementioned Information Updates and Project Circulars. Summary Principal inyestigators, the program director, and the NSF program evaluator have considerable combined expertise in presenting information to stimulate its direct application in educational environments. In addition, the NSF Program Evaluator has provided technical assistance to programs nationwide related to the dissemination of data in accessible formats that promote immediate application. The combined energy and expertise will bring the initiatives described herein to a high level of quality and utility designed to promote excellence in decision making. 415 1. Orientation to the Analysis \u0026amp; Interpretation of Test Results District-wide Orientation A major transition is underway related to the type and number of assessment measures used to document the mathematics and science achievement of students. Two major initiatives (ALT, CRT) designed to obtain highly detailed information directly related to standards and benchmarks for all students, from primary to secondary, are so new that the results are still being processed. At the time of this report, race/ethnicity disaggregation is not yet available. These measures have great breadth and depth and are designed to located students on a scale and then measure growth. These pieces of the picture will be accurate and comprehensive based on reliable and valid measures but these pieces of the picture will arrive later. See addendum to this report, sent separately to Julio Lopez, NSF project officer, with our first figures to document CPMSA programmatic impact at the fourth grade cohort - both the current group and those who are now in 5* grade. Our first real sign of impact is powerful: the J\"\" and 5*** grade had gains of 1.5% and 18.8% respectively between the first administration of the CRT Benchmark Exam in 1998 and the second administration in 1999. This is a grade level cohort at which considerable resources have been targeted not the least of which are the wonderful lead teachers. At the time of this report the data were not yet disaggregated by race so we cannot yet identify how these increases are spread across the 6 race/ethnicity cohorts . Implications for us center around the fact that 3\"* and 6\"' grades had a decrease of 3.4% and 4% respectively. Other criterion-referenced measures (ACTAAP) are being implemented sequentially and cumulatively one grade at a time so although scores and race/ethnicity disaggregation are available they only cover two grades. While the information they provide is excellent and has great promise for expanding the achievement picture, it is a work in progress. Test results for the well-established norm referenced measures are available, particularly with race/ethnicity disaggregation. It is important not to be distracted by their availability. They have serious flaws and that is why the ongoing transition is occuring to support their results with criterion referenced data. Targeted grade levels for administering this particular measure do not capture growth and may be producing an incomplete picture of student achievement. Other norm referenced measures such as Advanced Placement are measures students self select to take. For this measure and for the Explore, Plan, and ACT tests, from American College Testing, teacher concern centers around the fact that students and their parents, particularly minority students, are not well informed about the intent and purpose of such measures. Students take these tests with little or no planned introduction to promote motivation and enhanced test performance. It is also important to note the impact on math and science during this transition. The change initiative first impacted mathematics and only now is addressing science assessment. For example, work is underway to implement criterion referenced measures, particularly the ALT. At this time the only available data in this report related to .science achievement comes from norm referenced tests: the SAT-9, Advanced Placement, Explore, Plan, and ACT. A review of this document will create the impression of an incomplete picture. That impression will be accurate and serve to underscore the transitional status of LRCPMSA activities to document mathematics and science achievement. A positive influence on this process has been created by the National Science Foundation. Not only has the initiation timetable has been speeded up but (1) measures that capture growth for each student and (2) measures that document achievement in relation to standards and benchmarks have become a major focus. The achievement picture is expanding in tandem with CPMSA. At the same time grant- sponsored programs are stimulating achievement, the Assessment System is better able to measure the growth. It is important to note that the Core Data Elements report required by NSF focuses on mathematics and science assessment results after three years of CPMSA programming. The LRCPMSA will be implementing its third year at the same time the Assessment System transition activities are coming together. In the meantime, this report has been partitioned to aid the reader in getting a clearer picture related to mathematics and science achievement at the elementary, middle, and high school levels. Across measures, the most complete picture possible at this time is presented. Particularly in the case of the new criterion referenced measures, preliminary data is all that is currently available. This information is presented as it affords a valuable preview of upcoming comprehensive data. IL Analysis \u0026amp; Interpretation of Mathematics Test Results Elementary Student Achievement in Math Overview Elementary student achievement in mathematics is measured by one norm referenced measure: the Stanford Achievement Test - 9'*' Edition. Three, less familiar, criterion referenced measures are also utilized: the Achievement Level Test (ALT)\nthe Criterion Referenced Test (CRT)\nand the ACTAAP Benchmark Examination. In preparation for understanding the results of these less familiar please refer to the Description of the Assessment document contained in another section of this report. Mathematics Achievement Measured by Criterion Referenced Tests Interpretation of Achievement Level Test (ALT) Results The most recent documentation of elementary mathematics achievement are results of the recently administered Achievement Level Test (ALT). Administered in March, test takers 2involve students in Grades 2-5. District-wide summaries are available at the time of this report. However, data related to race/ethnicity are not yet available to identify the configuration of the population. Nevertheless, the available mean, median, and standard deviation document the achievement of each grade level cohort. More importantly, the first administration of this type of measure locates each of the 7711 LRSD students in grades 2 - 5 on the Rasch Interval (RIT) Scale so each subsequent fall and spring administration of the test can measure growth. Across grades 2 - 5, 7145 test takers (92.6% of the total elementary population of 7711) comprised the following cohorts: Grade 2 Grade 3 Grade 4 Grade 5 23.5% 26.0% 25.9% 24.3% 1,686 students 1,864 students 1,852 students 1,743 students The ALT utilizes the Rasch Interval Scale in which test takers typically start at a scored of 170- 190 in the fall of the third grade. Mean RIT scores displayed below are consistent with expectations for their grade. Although the range of RIT scores is not yet available for each grade, the median and standard deviation indicate little dispersion or variability of scores. For grades 2-5 scores are clustered around the mean and not widely scattered. Grade Mean Median Standard Deviation 2 3 4 5 182 194 202 208 183 194 202 208 13.46 13.49 13.26 13.60 Once race/ethnicity data are available, it will be possible to determine how much of the variability or dispersion from the mean is associated with these variables. These scores should be regarded as the starting location on the RIT scale from which growth will be measured twice annually until each student completes grade 11. Interpretation of ACTAAP Benchmark Test Results As the ACTAAP overview in Description of the Assessment System indicates, the Benchmark Examination for 4* grade has only been administered for two school years. Across the two first administrations of the Benchmark Examination, an average of 1,701 fourth graders (1,643 in SY 1997-98 and 1,760 in SY 1998-99) took the math component of this test. Complete data is available for both Baseline and Year One. Although this measure is only administered at the 4th grade level, 88.8% of the population at that grade level took the test. Available race/ethnicity data make it possible to describe configuration of the population in detail. 3The majority of 4th grade test takers performed at the basic or below basic quartiles: 74% (1208 students) in the Baseline year\n78% (1366 students) in Year One. Distribution across quartiles was very stable (less than 10% change). The greatest change in the number of test takers was a 9.0 increase in those performing at the below basic quartile in Year One. Quartile 1997-98 1999-98 Difference Advanced Proficient Basic Below Basic Test Takers 10% 16% 24% 50% 1,639 9% 13% 19% 59% 1,754 -1 -3 -5 9 115 The majority of test takers were Black/not Hispanic. From Baseline to Year One the mean number of test takers in this cohort was 680 or 39.9% of the test taking population. As figures in the following table indicate, a significant majority (89.0%) of this cohort performed at the two lowest quartiles. Compared to other cohorts. Black test takers had a significant minority performing at the Advanced and Proficient quartiles. This cohort had the smallest percentage of test takers performing at the Advanced quartile. Quartiles Indian Asian Black White Hispanic 1 2- 3 4 12.5 7.0 20.5 60.0 30.5 23.5 16.5 29.5 2.5 8.0 20.0 69.0 24.5 27.5 26.5 23.5 9.0 27.5 16.5 47.5 The second largest group of test takers were White/not Hispanic with a mean of 501 (29.4%) test takers from Baseline to Year One. As in the following table indicate, this cohort was very evenly distributed across each of the four achievement levels with a slightly larger (6%) at the Proficient and Basic quartiles. The Hispanic cohort had a mean of 24 (14.1%) test takers from Baseline to Year One. A bifurcated distribution characterized this cohort: 47.5% at Basic/Below Basic and 27.5% at Proficient. The Asian cohort had a mean of 30 (17.6%) students. The majority of students (54.0%) performed at the Advanced and Proficient while 46.0% were at Basic/Below Basic. The small American Indian cohort had a mean of 14 (8.5%) across Baseline and Year One with 80.5 % at 4at Basic/Below Basic. Mathematics Achievement Measured by Norm Referenced Test Results Interpretation of SAT-9 Test Results A single norm referenced measure is administered at the elementary level - the Stanford Achievement Test - 9th Edition. Complete data are available for Baseline through Year Two. Although this measure is only administered to 5th graders, available math achievement data make it possible to describe configuration of the population in detail. Across the three administrations of the SAT-9, an average of 1575 fifth graders (1,635 in SY 1997-98\n1530 in SY 1998-99\nand 1560 in SY 1999-2000) took the math component of this test. Complete data is available for Baseline through Year One. Although this measure is only administered at the 5th grade level, 82.9% of the population at that grade level took the test. Available race/ethnicity data make it possible to describe configuration of the population in detail. Quartile 1997-98 1999-98 Difference 1999-20 Difference Fourth Third Second Top Test Takers 15% 23% 23% 39% 13%  20% 25% 42% -2.0 -3.0 2.0 3.0 12% 19% 23% 46% -1 -1 -2 -4 1,635 1,530 105 1560 75 The majority of test takers were Black/not Hispanic. Across Baseline and Year One the mean number of test takers in this cohort was 989 or 63.2% of the test taking population. As figures in the following table indicate, a significant majority (80.5%) of this cohort performed at the two lowest quartiles. Compared to other cohorts. Black test takers had a significant minority performing at the top two quartiles. This cohort had the smallest percentage of test takers performing in Quartile 4. Quartiles Indian Asian Black White Hispanic Other 1234 41.6 8.3 16.6 33.3 11.5 12.6 34.6 41.0 57.3 23.2 13.2 6.1 21.3 22.3 28.2 28.0 40.5 28.2 15.1 18.5 23.8 26.1 23.8 26.1 5 The second largest group of test takers were White/not Hispanic with a mean of 414 (26.4%) students. As figures in the following table indicate, this cohort was very evenly distributed across each of the four quartiles with a slightly larger (6%) number in the top two quartiles. The Hispanic cohort had a mean of 127 (8.1%) test takers across Baseline and Year One. The majority (68.7%) performed in e two lowest quartiles. The remaining 33.6% were rather evenly dispersed across the top two quartiles. Configuration of this cohort is similar to the dispersion of Black test takers across the four quartiles. The Asian cohort had a mean of 18 (1.5%) students. Configuration of this cohort is the opposite of that for Hispanic test takers. The majority of students (75.6%) performed in Quartiles 3 and 4 with a rather evenly distributed 24.3% in Quartiles 1 and 2. The Other cohort of students for whom race/ethnicity is not identified had a mean of 14 (.08%) students. Configuration of this cohort is similar to the rather even dispersion of White test takers across the four quartiles. A bifurcated distribution characterized the American Indian cohort: 41.6% in Quartile 1 and 49.9% in Quartiles 3 and 4. This small group had a mean of 12 (.006%) from Baseline to Year Two. Summary of Mathematics Achievement at the Elementary Level The ACTAAP and SAT-9 document stability in the number of test takers across race/ethnic cohorts. Additionally, these two measures identify the ongoing position of Black and Hispanic test takers in the lower two quartiles in contrast to White and Asian cohorts distributed at higher quartiles and more evenly across the four quartiles. Both measures locate 67 - 78% of elementary test takers in the two quartiles signifying the lowest performance level. Criterion referenced data currently available locate elementary students on an interval scale that will be utilized twice annually in upcoming school years to identity growth in mathematics achievement. Current mean, median, and standard deviation analysis indicate scores have small amounts of variance and that student scores are consistent with expectations for their grade. Middle School Student Achievement in Math Overview Middle school student achievement in mathematics is measured by two norm referenced measures: the Stanford Achievement Test - 9 Edition\nand Explore. Three, less familiar, criterion referenced measures are also utilized: the Achievement Level Test (ALT)\nthe Criterion Referenced Test (CRT)\nand the ACTAAP Benchmark Examination. In preparation for 6understanding the results of these less familiar please refer to the Description of the Assessment document contained in another section of this report. Mathematics Achievement Measured by Criterion Referenced Tests Interpretation of Achievement Level Test (ALT) Results As with the elementary population, the most recent documentation of middle school mathematics achievement are results of the recently administered Achievement Level Test (ALT). Across grades 6-8,4765 test takers (88.4% of the total elementary population of 5386) comprised the following cohorts: Grade 6 Grade 7 Grade 8 Algebra I Algebra II Geometry 33.6% 32.9% 26.1% 6.9% .04% .02 % 1604 students 1568 students 1246 students 330 students 30 students 14 students One 8*^ grader, a special education student, performed at an elementary level with a score of 189. This type of student would perform at the 1 quartile on the SAT-9 with no possibility of measuring growth. The ALT is able to document small increments of growth over time. Although the range of RIT scores is not yet available for each grade, the median and standard deviation indicate little dispersion or variability of scores, For grades 6 - 8 scores are clustered around the mean and not widely scattered although the variability for grade 6 and particularly for grade 7 are larger than for the 8* grade cohort and for cohorts in the elementary grades. Mean RIT scores displayed below are consistent with expectations for their grade. Grade Mean Median Standard Deviation 207 213 213 206 212 212 14.08 16.65 13.49 6 7 8 The performance of middle school students in Algebra I, Algebra II, and Geometry is displayed below: Algebra I Mean Median Standard Deviation Grade 7 Grade 8 260 252 259 252 12.95 9.09 7Algebra II Grade 8 259 259 12.20 Geometry Grade 8 264 264 9.96 Once race/ethnicity data are available, it will be possible to determine how much of the variability or dispersion from the mean is associated with these variables. These scores should be regarded as the starting location on the RIT scale from which growth will be measured twice annually until each student completes grade 11. Interpretation of ACTAAP Benchmark Test Results As the ACTAAP overview in Description of the Assessment System indicates, the Benchmark Examination for 8* grade was administered for the first time in SY 1998-99. Complete data is available for the 1497 eighth graders (85.0 of the 1772 eighth grade population) who took the math component of this test. Available race/ethnicity data make it possible to describe configuration of the population in detail. The majority of 8th grade test takers (89.0%) performed at the basic or below basic quartiles. Quartile Advanced Proficient Basic Below Basic Test Takers 1998-99 2% 9% 24% 65% 1,639 The majority of test takers were Black/not Hispanic. The 1011 test takers in this cohort were (67.5%) of the test taking population. As figures in the following table indicate, a significant majority (97.5%) of this cohort performed at the Basic/Below Basic quartiles. Compared to other cohorts. Black test takers had a significant minority performing at the Advanced and Proficient quartiles. Such a bottom-loaded distribution is typical for this cohort. Quartiles Indian Asian Black White Hispanic 1 2 3 4 0 0 17.6 82.3 9.0 27.2 33.3 30.3 1.8 2.0 17.0 80.5 5.0 25.6 41.8 26.4 0 5.7 17.1 77.1 8The second largest group of test takers were White/not Hispanic with a mean of 401 (26.7%) students. The majority of test takers (68.2%) are bottom-loaded in quartiles 3 and 4. This is a very different distribution than the 4* grade ACTAAP test takers who were evenly distributed across the four quartiles. The Hispanic cohort had a mean of 127 (8.1%) test takers across Baseline and Year One. The majority (94.2%) performed at the Basic/Below Basic quartiles. The 33 member Asian cohort (2.2% of the test taking population) was top-loaded with 63.6% at the Advanced and Proficient quartiles as is characteristic of this cohort. A similar distribution characterized the American Indian cohort\n99.9% in the Advanced and Proficient Quartiles. This small group contained 17 members or 1.1% of the test taking population. Mathematics Achievement Measured by Norm Referenced Test Results Interpretation of SAT-9 Test Results Complete Stanford Achievement Test - 9th Edition data are available for Baseline through Year Two. Although this measure is only administered to 7th graders, 85.5% of the population at that grade level took the test. Available race/ethnicity make it possible to describe configuration of the population in detail. Across the three administrations of the SAT-9, an average of 1545 seventh graders (1592 in SY 1997-98\n1615 in SY 1998-99\nandl428 in SY 1999-2000) took the math component of this test. Complete data is available for Baseline through Year Two. The majority of test takers were Black/not Hispanic. From Baseline to Year Two the mean number of test takers in this cohort was 1013 or 65.5% of the test taking population. As figures ill the following table indicate, a significant majority (76.7%) of this cohort performed at the two lowest quartiles. Compared to other cohorts. Black test takers had a significant minority performing at the top two quartiles. This cohort had the smallest percentage of test takers performing in Quartile 4. Quartile 1997-98 1999-98 Difference 1999-20 Difference Fourth Third Second Top 17% 18% 21% 44% 16% 19% 23% 40% -1.0 1.0 2.0 -4.0 18% 18% 22% 41% 2.0 -1.0 -1.0 1.0 Test Takers 1,592 1,615 -23 1428 -187 9 The second largest group of test takers were White/not Hispanic with a mean 443 (28.6%) students. The majority (64.2% of this cohort performed in quartiles 3 and 4. Quartiles Indian Asian Black White Hispanic Other 1 2 3 4 44.4 22.2 11.1 22.2 18.7 20.3 25.0 35.9 53.5 23.2 14.2 7.3 46.8 18.9 26.6 37.6 16.8 18.8 26.6 37.6 33.3 27.5 13.7 25.4 The Hispanic cohort had a mean of 26 (1.6%) test takers from Baseline to Year Two. The Other cohort of students for whom race/ethnicity is not identified had a mean of 16 (1.0%) students. The Asian cohort had a mean of 42 (1.1%) students. The majority of students (60.9%) performed in Quartiles 3 and 4. A bifurcated distribution characterized the American Indian cohort: 44.4% in Quartile 2 and 33.3% in Quartiles 3 and 4. This small group had a mean 3 (.01%) across Baseline and Year Two. Interpretation of Explore Test Results Complete Explore data are available for Baseline through Year One. Although this American College Testing measure is only administered to 8th graders, 96.7% of the population at that grade level took the test. Across the two administrations of Explore, an average of 1715 eighth graders (1842 in SY 1997-98 and 1589 in SY 1998-99) took the mathematics, Pre-Algebra, Algebra/Geometry component of this test. Available race/ethnicity data make it possible to describe configuration of the population in detail. The 1997-98 average score of 11.9 for the District was 2.7 points lower than the national average of 14.3. In 1998-99, the average District score was 14.6 compared to the national average of 14.3. Thus in Year One, a gain of 3 points was made in the District's average score. The comparison of math scores across race/ethnic groups clearly illustrate that the White and Asian test takers performed close to the national average in the Baseline Year and well above it in Year One. Positively, each cohort demonstrated growth. Black Indian White Mexican Hispanic Asian Puerto Rican Hispanic 1997 11.7 1998 13.0 Dif 1.3 7.0 11.0 3.0 14.4 16.6 2.2 9.0 12.0 3.0 13.7 15.8 2.1 9.0 12.0 3.0 10Summary of Mathematics Achievement at the Middle School Level As with the elementary population, the ACTAAP and SAT-9 document stability in the number of test takers across race/ethnic cohorts. Additionally, the Explore measure identifies the ongoing position of Black and Hispanic test takers in the lower two levels of test performance in contrast to White and Asian cohorts distributed at higher levels of performance and more evenly across levels. At this time, these measures provide the only race/ethnicity documentation of achievement in mathematics. Criterion referenced data currently available locate middle school students on the RIT scale for middle math. Algebra I, Algebra II and Geometry. An added benefit is the ability to document growth of special education students using the ALT measure. These students would otherwise be lodged permanently in the SAT-9 quartile 1 with documentation of small increments of achievement in mathematics. High School Student Achievement in Math Overview High school student achievement in mathematics is measured by three norm referenced measures: the Stanford Achievement Test - 9* Edition\nthe ACT\nand Plan. One, less familiar, criterion referenced measure has cunently been implemented from the master plan for the Assessment System\nthe Achievement Level Test (ALT), soon to be followed by Criterion Referenced Test (CRT) for end-of-course documentation of Algebra, Geometry, Concept Geometry, and Trigonometry. In preparation for understanding the results of these less familiar please refer to the Description of the Assessment document contained in another section of this report. Mathematics Achievement Measured by Criterion Referenced Tests Interpretation of Achievement Level Test (ALT) Results As with elementary and middle school populations, the most recent documentation of high school mathematics achievement are results of the recently administered Achievement Level Test (ALT). Across 9-11, 3853 test takers (54.2% of the total high school population of 7106) comprised the following cohorts: Algebra 1 Algebra II Geometry 16.9% 16.4% 20.8% 1203 students 1171 students 1479 students 11Twenty-eight special education students, performed at an elementary level and 53 at the middle math level. This type of student would perform at the I* quartile on the SAT-9 with no possibility of measuring growth. The ALT is able to document small increments of growth over time. Although the range of RIT scores is not yet available for each grade, the median and standard deviation indicate little dispersion or variability of scores. Scores are clustered more closely around the mean and less widely scattered for these specific subjects than for elementary or middle math. Student mean RIT scores displayed below for Algebra I are consistent with expectations for their grade. Grade Mean Median Standard Deviation 9 10 11 241 239 238 240 239 237 7.08 6.37 6.14 Student mean RIT scores displayed below for Algebra II are consistent with expectations for their grade. Grade Mean Median Standard Deviation 10 11 12 254 250 249 253 250 248 7.80 5.80 4.55 Student mean RIT scores displayed below for Geometry are consistent with expectations for their grade. Grade Mean Median Standard Deviation 10 11 12 248 246 246 247 245 245 6.60 5.78 6.88 Once race and gender data are available, it will be possible to determine how much of the variability or dispersion from the mean is associated with these variables. 12Mathematics Achievement Measured by Norm Referenced Test Results Interpretation of SAT-9 Test Results Complete Stanford Achievement Test - 9th Edition data are available for Baseline through Year Two. Although this measure is only administered to 10th graders, 80.7 % of the population at that grade level took the test. Available race/ethnicity data make it possible to describe configuration of the population in detail. Across the three administrations of the SAT-9, an average of 1571 seventh graders (1645 in SY 1997-98\n1576 in SY 1998-99\nand 1493 in SY 1999-2000) took the math component of this test. Complete data is available for Baseline through Year Two. Quartile 1997-98 1999-98 Difference 1999-20 Difference Fourth Third Second Top 15% 27% 28% 31% 34% 26% 24% 34% -19 -1.0 -4.0 -3.0 13% 24% 27% 36% -21 -2.0 -3.0 2.0 Test Takers 1,646 1,576 -70 1493 -83 The majority of test takers were Black/not Hispanic. From Baseline to Year Two the mean number of test takers in this cohort was 1070 or 55.0% of the test taking population. As figures in the following table indicate, a significant\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_335","title":"Compliance hearing exhibits, ''Best Practice in Curriculum and Instruction''","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":["1998/2001"],"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 law and legislation","Education--Evaluation","School management and organization"],"dcterms_title":["Compliance hearing exhibits, ''Best Practice in Curriculum and Instruction''"],"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/335"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"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\nBEST PRACTICE IN CURRICULUM AND INSTRUTIONO_| zn mzm (/) o Best Practice in Curriculum and Instruction 1. Memorandum to selected staff from Bonnie Lesley, Aug. 26, 1998, with attached excerpt from book by Douglas Reeves (ADE consultant on implementation of Smart Start), Making Standards Work: How to Implement Standards-Based Assessments in the Classroom, School, and District. 2. Memorandum to principals in Oct. 28, 1998, Learning Links information about a recommended book. Best Practice: New Standards for Teaching and Learning in Americas Schools. 3. Memorandum to principals in Nov. 11, 1998, Learning Links\nattached speech by Hayes Mizell, Principals as Leaders in Standards-Based Reform. 4. Memorandum to staff in Aug. 11,1999, Learning Links on a new publication. Taking Responsibility for Ending Social Promotion. 5. Memorandum in Aug. 18, 1999, Learning Links on curriculum standards\nattached article, Realizing the Promise of Standards-Based Education. 6. Letter to McRel Institute, Sept. 16, 1999, requesting permission to make copies of certain pages of Essential Knowledge: The Debate Over What American Students Should Know. 7. Memorandum in Nov. 9, 1999, Learning Links on standards-based reform\nattached article by Mike Schmoker and Robert Marzano. 8. Memorandum to selected staff from Bonnie Lesley, Nov. 22, 1999, establishing a committee to develop Instructional Standards for the District\nattached copies of several research-based models for consideration. 9. Memorandum to selected staff from Bonnie Lesley, Dec. 8, 1999, with follow-up to committee working on Instructional Standards\nattachments to support the work, including research article from ERS, How Children Learn: What Cognitive Research Tells Us About Effective Instruction. 10. Memorandum to selected staff from Bonnie Lesley, Dec. 14, 1999, with more models to consider for the Instructional Standards. 11. Memorandum to Terrence Roberts, Steve Ross, ODM, John Walker, and CTA from Bonnie Lesley, Dec. 15, 1999, requesting their input on the work relating to development of Instructional Standards. 12. Document: Summary of Teaching and Learning Research-Based Models, prepared for June 2000 workshop for high school teachers and used subsequently in other meetings as a summary of best practice. 13. Memorandum in Oct. 4, 2000, Learning Links to principals from Bonnie Lesley on readings before the Oct. 25-26 workshop on Teaching and Learning\nattached three articles. 14. Memorandum to Division of Instruction from Bonnie Lesley, June 7, 2001, on constructivism with attached publication from Detroit Public Schools. 1 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 S. PULASKI LITTLE ROCK, ARKANSAS 72201 August 26, 1998 TO: Dr. Les Carnine Dr. Patty Kohler Dr. Kathy Lease Mable Donaldson Dennis Glasgow Gene Parker Marie McNeal Vanessa Cleaver Pat Price Lucy Lyon Marion Woods Carol Green FROM: Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Meeting with Doug Reeves I know that youve had a hard time getting hold of a copy of Doug Reeves book, as I had suggested you do. I m including a copy of the first few pages so that you can at least get a sense of what he is about. BAL/adg AttachmentMAKING I STANDARDS WORK How to implement Standards- Based Assessments in the Classroom, School, and District DOUGLAS B. REEVES, Ph.D. Center for Performance Assessment i,  Contents Introduction 1 Part OneWhy Standards Matter chapter one Tying the Bell on the Cat................................... chapter two Getting to Know Your Standards...................... chapter three Standards and NormsWhat is the Difference? 7 15 23 chapter four Standards-Based AssessmentsThe Key to Standards Implementation................................................. chapter five Standards-Based AssessmentsHow Are They Better? chapter six The Role of the Classroom Teacher................................ chapter seven The Role of the Principal . chapter eight The Role oi the District . . chapter nine Measiirint\nStandards Achievement 33 41 47 57 63 71 II Miikmji\nSlundariLs Wurk chapter fen Validity and Reliability ............................ chapter eleven The Role of National and State Standards 83 . 91 Part TwoMaking Standards Work in the Classroom chapter twelve Collaboration: The Key to Effective Staff Development.. chapter thirteen Step One: Pull the Weeds Before Planting the Flowers..... chapter fourteen Step Two: Identify the Primary Standard........................... chapter fifteen Step Three: Develop an Engaging Scenario ..................... chapter sixteen Step Four: Develop Requirements for Students to Apply, Analyze, and Demonstrate Knowledge.............................. chapter seventeen Step Five: Develop Scoring Guides (Rubrics).................... chapter eighteen Step Six: Create an Exemplary Assignment ..................... chapter nineteen Step Seven: Get Feedback.................................................... chapter twenty Step Eight: Clarify and Enrich the Assignment.................. chapter twenty-one Step Nine: The Acid TestStudent Understanding and Use . . . chapter twenty-two Step Ten: Sharing With Colleagues.................................................. . 97 101 107 109 113 119 123 127 131 135 139 L Milking Sliiiuldids Work Part ThreeMaking Standards Work in the District chapter twenty-three Accountability\nThe Key to Public Acceptance . . . chapter twenty-four Organizing the District for Standards Implementation 145 . 151 chapter twenty-five Communicating About Standards With Parents and the Public . . 157 chapter twenty-six Responding to Constituent Challenges Part Four Reproducible Handouts Appendices ......................................................................... Appendix A: Performance Assignments/Assessments Appendix B: Staff Development Curriculum .... Appendix C: Standards Implementation Checklist . Glossary Bibliography 163 171 191 193 235 241 249 . 251 I .  Order Form 255 -1 1 fl I Fil r h li introduction How to Get the Most Out of This Book This volume is designed not simply to be read, but to be used. It is written principally for use by classroom teachers and administrators at the building and district level. However, many of those interested in effective educational strategies, including students of educational leadership and assessment, parents, board members, and policy makers may find this format useful.  Part One Part One addresses why standards matter. The central rationale for standards-based assessments is that they provide a means of evaluation that is accurate and fair. An essential component of fairness is consistencystudents and teachers have a fixed target at which to aim. In contrast to norm-referenced measures frequently in use by school districts, the standards-based academic target does not change. If, for example, students are expected to demonstrate proficiency in the application of the Pythagorean theorem (Figure 1.1, right) after a ninth grade geometry class, they can take scant comfort in being better than other .students. Proficiency is more than beating other students. It i.s insufficient to be better than 50% of the other ninth graders in the nation by successiully answeringor guessingthe responses to a multiple choice test, and then claiming that one i.s above average.\" figure 1.1 Pythagorean Theorem a^ + ib ll!a\nST r I c eI o 1J introduction  1 I Shnutn.ls Work A .sl\niii(.lai\\l.s-ha\u0026gt;cJ syslcin will require the sliidetil In deinunstrale the ap|'lieatii)i) of the I'ylhat'orean iheoreni perhaps by using pencil and ptiper, perhaps by using blocks of wooil, or perhaps bv using a video-taped oral presentation. In none of these ctises can a student guess the right answer. In this respect, standards-based assessments are iiaevimbly more rigorous and more demanding than traditional multiple choice tests. Moreover, the require- ment to deme'nscrate that the sum of the square of two sides of a right triangle is equal to the square of the hypotenuse (a^ + b^ = c) does not change, while the national average does change from year to year. Part One will address why this method of assessment is the appropriate way to implement standards and what the roles of classroom teachers, principals, and district officials are with respect to implementing such a system. t  Part Two Part Two of this book addresses, in a step-by-step manner, the process of making standards work in the classroom. All too frequently, the model of educational innovation has been that of a single teacher who attends a workshop, comes back to school full of innovative ideas and enthusiasm, and implements those ideasin one classroom. Sometimes, though rarely, these ideas are shared with others. Even more rarely are they implemented by others. But on the whole, innovation is sporadic and inconsistent. .8 i i f The process of implementing standards-based performance assessments, by contrast, demands a collegial effort. The requirement for collegiality is not merely a social or political necessity. Effective assessments require consistent evaluation and the application of several disciplines at the same time. If a school system has a writing standard, for example, and teachers create assessments in mathematics, science, and social studies without regard for the writing standards, chaos ensues. Students recognize these inconsistencies and will be the first to tell us that the standards emperor has no clothes. If, on the other hand, standards are consistently applied in assessments in which the evaluation criteria do not change from one discipline to the next, student performance responds accordingly. Such a move from idiosyncrasy to consistency requires cooperative work by teachers. Only with this consistency will policy makers, taxpayers and, most importantly, students, understand that standards have moved from slogans and speeches to clear and unambiguous practice in the classroom. The issue of consistency invariably raises the issue of teacher independence and discretion. Let us not mince words here: in few other professions do practitioners of all levels of experience and education have such broad discretion to make critical decisions throughout the vast majority of the day. The adoption of standards, consistently applied through standards-based performance assessments, retains large amounts of this discretion, freedom, and individual judgment. But this freedom has limits. The widespread practice of teachers defining curriculum and choosing not to teach critical subjects based on little more than their personal preference will, in a standards-based school system, go the way of the Dodo bird. Changes in teaching practice and experiments in learning activities are one thing\nchoosing to omit fractions for a third grade class because, in the word.s of one teacher, I dont like fractions, is an intolerable abuse of discretion. 2 a introductionMftkinx SliiruLiids Wurl- The need (or consistency in the applicalion o( standards is based on more than a bn tea net title imperative (or control or the psvebometric zeal tor statistical reliability. Consistency is requireJ by our commitment tc\u0026gt; (airness. Any reasonable notion o( (airries.s reqiiire.s that educational strategies, particularly assessments, must be consistent within a school system. Phis means, as a practical matter, that spelling counts in math class as surely a.s it docs in an English class. It implies that math counts in a graph provided to the social studies or economics teacher as surely as it does were the graph submitted to the science or math teacher. Although the development of standards-based performance assessments permits an extraordinary amount of creativity by individual teachers, the standards themselves remain fixed guiding stars by which educators and administrators can navigate. ihf tn S-If The Ten Steps described in Part Two comprise the heart of this book. The application of these steps to a single assignment and single standard by every teacher in a district can, over the course of two to three years, completely change the way educational strategies are developed, delivered, and assessed. B Part Three Part Three addresses the broader policy issues involved when making standards work in the district. Accountability, recognition, and response to challenges are among the critical issues of this section of the book. These chapters offer concrete and specific ideas helpful to superintendents and other educational leaders at the district level. B Part Four Finally, the reader will find reproducible handouts for easy review of key information, detailed sample assessments and assignments (including a sample format for assignments), a handy glossary, and a brief bibliography. School reform does not take place with books or speeches. School reform takes place through the actions of individual parents, teachers, and administrators who are willing to change what happens in the classroom. The standards movement can have an enormous intluence on a national commitment to excellence and equity, but it will inherently be the culmination of the efforts of teachers and school leaders working together, rather than a march in lock-step fashion to a uniform drumbeat. At the Center for Performance Assessment, we continue to gather stories of successful and unsuccessful innovations, and we hope that you might take a moment to share your stories with us. We look forward to an engaging, challenging dialogue with each of our readers and encourage you to contact us. Center for Performance Assessment 1660 South Albion Street  Suite 1110  Denver, CO 80222 (501)504-9312  800-THINk-99 (800-844-6599)  Fax: (.505) 504-9417 Web Site: wwu.testdtKtor.com  E-mail: perlassessfu aol.eom i\n:%' s. I i B I I 1 introduction  3 a  'Hr fJl3\nfS 1 at chapter one Tying the Bell on the Cat The implementation of standards brings to mind this classic fairy tale. Once upon a time a council of mice gathered to consider how to deal with their deadly enemy, the cat. After much deliberation, the council decided that the best thing to do would be to tie a bell around the neck of the cat so that the mice would be warned whenever the cat approached. Amidst their general back slapping and self-congratulation, a small young voice uttered the telling question, But who will tie the bell on the cat? This book is about tying the bell on the cat. The national standards movement now faces a similar dilemma. There appears to be general agreement across the political spectrum that academic standards should:  Be rigorous and challenging  Be related to the technological forces that will mold the twenty-first century in which today's students will work  Provide a fair and equitable basis for evaluation However, there i.s widespread and deep disagreement about how schools will be held accountable tor the implementation of these standards. Without accountability and without comprehensive and meaningful assessments, the standards movement contains little more than platitudes. While high expectations are certainly an important part of successful academic achievement strategies, expectations alone are insufficient. Assessment and accountability drive every other element ol the education delivery system, including instruc- Pari Oni -Why Standards Matter chapter one  7 I -jn , tt I I II h'W ' i  A iti. f.- i 5^ Is t K. A* if li M.ikiii,i\nMill,.I, i- I dv.sign, clas.sruom iechnk|iic, alliicaiiiiii wl tt-sawcfs, .adiuniisiniiivc praciicc, ain,! central oflice decision making. a Linking Standards to AssessmentsAn International Challenge This issue crosses national boundaries. In August of 1997, I addressed a policy roundtable at the International Conference on Technology and Education in Oslo, Norway. Representatives of 57 countries heard speeches from leaders including a Prime Minister, several cabinet-level education officials, and a large number of leaders from universities and school systems. They appeared to be united on the necessity for high standards and placed particular emphasis on the need for technology literacy, student collaboration, and higher order thinking skills. The most frequent comment from the delegates of the many nations was, The same speech could have been delivered by educational leaders in our country. 1 then asked the group a simple question: if there is such unanimity on the need for high standards in thinking skills, collaborative work, and technology literacy, can any of the 57 nations here claim to have an assessment system that reflects these philosophies? In fact, can any nation claim to have an assessment system that doesnt reflect the opposite of what we claim to believe? One American community college dean said that they required technology performance assessment. A few delegates said that they were experimenting with individual proficiency tests at the university level. I These noble efforts notwithstanding, the state of assessment is now little different than it has been for decades. School leaders and national policy-makers talk about laudatory goals, and then continue to use tests that discourage (or more likely, prohibit) teamwork, cooperation and collaboration. The most frequently used tests encourage memorization of narrowly defined fact patterns or vocabulary words, and rarely require students to explain or justify their answers, analyze and synthesize information, or apply general principles to new and unfamiliar information. These are the skills required in the never-never land of political speeches, but rarely assessed in the classroom.  The Central issue: How To Make Standards Work Despite this discouraging reality, the voices demanding change are gaining national and international attention. As far as voters and most board of education members are concerned, the issue is not whether to create effective accountability and assessment, but how to do it. There are a few hold-outs remaining who regard accountability and assessment as inherently improper, unfair, demeaning, and even unprofessional, but these voices are rarely taken seriously in most debates over educational policy. The new voices in the debate demand accountability and assessment systems that are based on high academic standards and that reilect the consensus of their communities about what students should know and be able to do. These voices lack the patience to debate endlessly whether we should have effective assessment--they demand to know how to implement effective iwsessment. It is to these 8  chapter one Pari OneWhy Standards Molfer i|^ energetic, innovative andyesfrii.siraied voiceMh.n this hook is addressed. Tlieir central questiim is: now that wc have standards, how do we make them work. K What Makes the Standards Approach Different From Business As Usual? Many school systems across the United States and abroad have endured the arduous proces,s of establishing academic standards. This has been no easy task, particularly in the politically charged areas of social studies, economics, and literature. As difficult as these tasks have been, however, even more difficulty lies ahead when transforming standards into assessments. If standards are to be successfully implemented, then many of the traditional ways of doing things must cease. Examples of traditional activities that can no longer take place under a standards-driven environment include the following\n Attendance (or seat time) is sufficient to gain credit. This issue frequently leads to a debate over social promotion versus high standards, n with the implication that high standards invariably lead to flunking students. In fact, high standards are founded on the core belief that all students can perform at high levels given the opportunity to learn, and with appropriate teaching and assessment strategies. Therefore, the practical impact of the application of high standards is neither high failure rates nor social promotionit is rather the use of multiple opportunities for students to demonstrate proficiency, and the steadfast refusal of teachers and administrators to label a student as proficient when they are not. i  A D is a passing grade. I know of no classroom in American in which a D represents anything other than the failure of the student to demonstrate proficiency and the failure of the teacher to acknowledge it. The availability of a D is simply the policy op non that allows a school to explicitly acknowledge that a student failed to demonstrate proficiency in the subject, while refusing to require the student to do so. In a genuinely standards-based school system, the grade of D should not exist. Either students are proficient (usually a grade of at least an A or B and, sometimes, a C) or to be proficient should, in most circumstances, result in a gr\nthe student is afforded more opportunities to learn and Should the student refuse to do so, a failing grade, not a grade. XJiy are not. The failure of incomplete while emonstrate proficiency. L . is the only accurate \u0026lt;3 Pari OneWhy Sfondords Mofter chapter one TO ill K 9Mdknij\nVVdik I  A great high school is measured by the quantity and creativity ol its elective offerings. There is not a shred of evidence to suggest that the prolileration oi non'acadeniic electives have improved student learning. But there is a growing quantity ol statistical and narrative evidence that an emphasis on core academic disciplines promotes student learning, not only in traditional test scores, but also in complex performance asses.sments. Nevertheless, there are hundreds of high schools that have academic standards for statistics and economics, but offer no classes in these subjects, while the same schools devote time and resources to classes for which the community has no academic standards. Note well: this does not make a brief for a curriculum based only on the three Rs\" but rather insists that every class, regardless of its label, owes a duty to the student and community to reinforce academic standards in math, language arts, social studies, and science. Classes in music, cooking, wood shop, and physical education offer extraordinary opportunities to teach math, science, history, and language arts. We cannot squander the talents and time of these teachers, nor can we afford the inconsistent message that such subjects are soft because they are not really academic. The defensiveness of teachers (and more commonly, some professional associations) on the subject of academic emphasis in elective subjects is misplaced.  Academic core curriculum classes are identical in structure and length for every student. The common practice requiring that every ninth grade student should take the identical math class (typical algebra) is absurd. In a diverse district (that is, any district without a small and neatly identical group of students), some students come to the ninth grade ready for trigonometry while others require basic mathematical skills in order to avoid a catastrophic failure. Some students are ready for the challenges of literary criticism and advanced composition, while others need work on the fundamentals of spelling and grammar. A standards-based approach to education begins with the premise that all students can learn and achieve at high levelsbut that does not imply that all students leam in the same way and at the same pace. Standards-based districts expect that all students will achievethat does not mean that they should expect that all students will learn in the identical manner and at the same pace. The practical impact of standards implementation is more than a series of community meetings in which everyone exclaims how nice it would be if all students learned math, English, history, and technology. This will remain the stuff of Rotary Club lunch speeches unless it is transformed into specific curriculum reforms. It is likely that many school districts that began establishing standards would never have completed the journey had they realized that the elimination of these notion.s are the practical outcome of standards implementation. A standards-driven district, however, cannot afford rhe luxury of paying lip service to academic standards bv implementing ,i system based only upon attendance (or seat time\"), hourly credit, and ancient definition.s of satisfactory. Let us consider each ol these implications in some detail. , 0  chapter one Port OneWhy Standards Matter II I .r I 89 It's ProficiencyNot Seat TimeThat Matters f H Mil nl StandarJs implementation depends on a ilciiionstration of protitivuty. Iraditioiial means ol such as a Idler grade associated with seal lime.jire hardly ever an indication that a student has met standards. Indeed, most teachers would agree that students to whom they have given a \"D grade do not meet the standards for that class, and the teacher would have regarded the D as an unsatisfactory grade. Nevertheless, for the purptwes of awarding the ultimate credita high school diplomathe D is regarded as satisfactory. assessment tin\nli fi If standards mean anything, they mean that students must demonstrate proficiency in order to obtain credit for classes and, ultimately, in order to obtain a high school diploma from that school system. This means that the era of credit for attendance and class participation is over. Students gain credit through a demonstration of proficiency. This can be done either at the i. beginning of the class, in the middle of the class, or at the end of class. For students who demonstrate proficiency early, the classroom teacher has the responsibility of providing enrichment opportunities that allow those students to indicate..that they have exceeded standards. For students who have difficulty achieving standards, the teacher has the obliga- provide multiple opportunities for those students to make progress towards standards cion to provide multiple opportunities tor tnose stuaencs co imc luwmko and, ultimately, to meet the standards. For students who, at the end of the term, fail to meet standards, the teacher has an obligation to forthrightly indicate that the student does not meet standards, and hence was awarded no credit for the achievement of that standard. Along with this obligation to tell the uncomfortable truth, teachers have the obligation to continue to help the student work toward the achievement of that standard. I i sN n H  Standards Lead to Curriculum Reform Standards implementation inevitably leads to curriculum reform, including the provision of intensive assistance for small groups of students who are not initially meeting standards. Another essential element of curriculum reform is the systematic use of standards in the description of courses. At the very least, this means that every class (particularly in a middle school, junior high, or high school) is listed in a course catalog and is associated with one or more standards established by the district. Some districts, for example, have standards in statistics, but no classes in it. On the other hand, they have classes in psychology, sociology, and photography, but no standards are associated with those classes. If standards are to become more than a slogan, then one of two things must happen. Either the classes that are not associated with standards are no longer taught, ora better alternativethe teachers of those classes creatively identify ways their classes can help students achieve academic standards. For example, statistics standards can clearly be met in a number of sociology, ethnic studies, psychology, and social studies classes. The same is true of many language arts and civics standards. The photography class could be linked to siandards in mathematics, language arts, and civics. The bottom line remains, however, that classes ni.)t linked to standards do not make a contribution to the goals of the district and should not be taught. li KI Pcf r OneWhy Standards Matter chapter one H 11.Siandard.s implementation requires a comparlmeniali\ned eurticuliim. By comparimeiiializa- tioii, I mean the reduction of some academic subjects into smaller blocks. I here should be no such thing a.s ninth grade mathematics\" or tentb gr.ade English. Rather, standards that these classes base traditieuially comprised should be taught in units ranging in size from a lew weeks te' a lull semester. It might be possible that some students would take two classes to complete all those requirements-the time traditionally used for a full class. Other students, however, may need four, five, or even six units to achieve the same level of standards. J j t y ? 5 This is most evident in mathematics classes. The notion that every ninth and tenth grader should take the same algebra class is simply preposterous. A number of students enter high school without knowing multiplication tables, not to mention having any preparation for J algebra class. The traditional system requires that these students take a class for which they are hopelessly ill-prepared and then brands those students as failures in mathematics. A better approach is to permit these students to achieve high school mathematics standards through a number of different classes, including not only traditional academic classes, but also application classes, vocational classes, and interdisciplinary classes. Those students still have to achieve the algebra standard but they do so by taking a variety of classesnot by taking a dumbed-down curriculum. h i The goal of a standards-based curriculum is not to tell students how to achieve standards, but rather to provide a broad menu of alternatives that meet the needs of students who require additional instruction, as well as those who have already achieved the standard and appreciate further enrichment. The practical effect of this system is that students who need to spend more class time to accomplish the graduation standards will take fewer electives. Does this mean that a student who needs extra math and English classes in order to achieve high school graduation might not have time in his or her curriculum for band and drama. That is precisely what it means. This leads to the next issue. Standards implementation almost invariably implies fewer electives. I I  What About \"Non-Academic\" Electives? One of the many ill-considered trends in secondary school education in the last twenty years has been the proliferation of non-academic electives. Although many of these classes have earned high marks for innovation and creativity, they have done little to contribute to the academic achievement of students. Even in districts that claim to be standards-based, many of these electives continue to thrive in ignorant bliss ot any responsibility the teachers of these electives should have with regard to standards implementation. .Although 1 acknow- ledge the social importance ot many electives, these are times of limited resources and failin' academic achievement in many districts. Such times call for making choices with regard ig to available time and resources. Although it may not be necessary to eliminate electives in instrumental music, chorus, journalism, drama, social sciences, and creative writing (just to name a tew), it is essential that these electives be available only to students who have already achieved the standards appropriate for their grade level, or that those classes are directly used to help all students achieve academic standarels. In addition, the teachers of these elective' 12  chapter one Part OneWhy Stondarrds Matter'.liJkin.i' u-'. iW' sub|eits hear a respitnsibilif, (nr either demons!rating that their ckisses can, iii faet, help students achieve specilic academic siunchinls. or accepting the fact that the activities in which they are engageil are more appropritite a.s after-school exiraciirricnlar activities. To he sure, there are a number of teachers of music, shop, home economics, and many other elective.s who can be splendid mathematics and English teachers if only given the chance to use these subjects, which they so creatively teach, to help students achieve academic standards. h it| 1 There is substantial controversy on the subject of whether non-academic\" subjects should have their own standards. This position is advocated by many professional groups associated with music, physical education, and vocational education. They argue separate standards makes these subjects part of the standards movement. In my view, such a movement is precisely wrong. It distances these subjects from core academic subjects and may doom them to irrelevance. A better approach is to integrate these traditionally non-academic subjects with academic standards. For example, woodworking and cooking become ways to teach math and science. Music and art become ways to teach history and literature. This integration will elevate the status of music, art, woodworking, home economics, ant! subjects that are too frequently placed on the chopping block during budget difficulties, in sum, the importance of these subjects is best recognized, not by their isolation, but by th _ir integration into the core academic content standards of our schools. * IE ii  Standards and High School Graduation Requirements Standards implementation implies different graduation requirements. The myth of the gentlemans C (or given todays grade inflation, the gentlemans A-) holds that mere attendance without an excess of disruptive behavior qualifies a student for a passing grade in a class. If standards are to have meaning, then a demonstration of proficiency must be linked to the awarding of high school diplomas. Many progressive districts are moving toward a certificate of completion for students who have been able to pass the attendance requirements for graduation but were unable to demonstrate proficiency in academic standards after the normal number of high school years. Typically, these students are offered a fifth year of instruction, at no charge, either in the secondary school setting or in an appropriate post-secondary institution. B Standards Call for Courage For most, tying the bell on the cat requires courage, just as it did for the council of mice. Districts that seek to undertake standards must be prepared to face the political firestorm that accompanies a restriction on student choices and a diminution of the widespread emphasis on non-academic elective subjects. Moreover, criticism will inevitably come from those who believe the application of curriculum blocks is too close to tracking.\" .As a result, they will brand the implementation of standards as unfair, sexist, racist, and other appellations thill say more about the le\\el ot educational and political discourse than they do about the targets of the labels. 4^ Par} OneWhy Standards Matter chapter one B 13 iiJfSShiHtknd.s Wmk I'iivilly, ciiticism will come from teachers, themselves, who appreciate pertormance-hased assessments ril slaiiciarJs in theory, hut who are less than enthusiastic when they discover that the primary responsibility for the creation and year-round administratitrn of these assessments rests with the classroom teacher. Only those districts w'illing to risk the wrath ol all of these criticisms, and many more, are going to be able to successfully implement standards. The result will certainly be worth it in academic achievement, fairness, equity, educational cipportunity, professional development for teachers, public accountability, and in many other ways. But only the most innovative and courageous districts will endure the pain and discomfort of these criticisms in order to achieve those long-term results. 1 j I i li li. J 14 ? P. j-t )ne Z/liy ihimlunU M'HIci , hLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 S. PULASKI LITTLE ROCK, ARKANSAS 72201 August 26, 1998 TO: Dr. Les Carnine Dr. Patty Kohler Dr. Kathy Lease Mable Donaldson Dennis Glasgow Gene Parker Marie McNeal Vanessa Cleaver Pat Price Lucy Lyon Marion Woods Carol Green FROM: Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Meeting with Doug Reeves I know that youve had a hard time getting hold of a copy of Doug Reeves book, as I had suggested you do. Im including a copy of the first few pages so that you can at least get a sense of what he is about. BAL/adg Attachment 2 1 I i L L { LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 October 23, 1998 TO: Principals I FROM\nDr. Bonnie Lesley, Associate Superintendent for Instruction ! SUBJECT: Best Practices You will want to add to your own and to the schools professional library copies of Best Practice: New Standards for Teaching and Learning in Americas Schools by Steven Zemelman, Harvey Daniels, and Arthur Hyde, published by Heinemann in 1998. (See www.heinemann.com.) I The book includes chapters on exemplary programs in reading, writing, mathematics, science, social studies, fine arts, and classroom structures for best practice. There is another chapter on staff development and a final one on urban schools. I think all could be helpful to your Campus Leadership Team. BAUrcm I i I j i 3 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 4, 1998 TO: Principals FROM\nDr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Principals and Standards Please read carefully the list of the attached speech by M. Hayes Mizell, Principals as Leaders in Standards - Based Reform. Mizell is absolutely right, I wish I had written this speech. I know that you all need support, however, not just admonition. Please send me your suggestions of the professional development you need, based on this speech, to lead standards-based reform in your school. We'll try to provide it! Remember - standards is one of four components of Smart Start. The others are professional development, assessment, and accountability. I hope you are seeing how all this fits together. Attachment BAL/rcm Home 1 Latest Updates | Newswatch 1 MiddleWeb Index I Reforming. Schools ] Links | Search Excerpts from the remarks ofM. Hayes Mizell at a meeting ofrall elementary, middle, and high school principals from the Corpus Christi Independent School District. The meeting was held on March 14, 1996 in the CCISD administrative offices in Corpus Christi, Texas. Principals as Leaders in Standards-Based Reform Somewhere in Corpus Christi there is a church marquee with a powerful message on it: \"Faith will work if you do.\" That says a lot, and I probably should leave it alone, but I can't resist the temptation to adapt that message to say \"Standards will work if you do.\" This morning I want to talk with you about the principal's leadership role inimplementing standard The concepts of content and performance standards are still relatively new, and this school system is one of only a few in the nation committed to making academic standards a reality in all the district's schools. This is a necessary and noble cause, but the truth is that there are no models for how to implement standards so they increase student performance. You probably want direction, but there is no road map for you. There is only hard thinking and hard work ahead. There are also risks. Some of you may want guarantees that standards will work magic on your teachers ^d your students. There are no such guarantees. Some of you may want the handbook on how to implement standards successfully. There is no such handbook. Like many other issues in education today, standards present difficult questions that depend on your experience, intellectual engagement, creativity and good faith for answers. Without tfae leadership of principals, standards will not result in more productive teaching and learning in your school^ ------------- This leadership is easy for me to talk about but difficult for you to demonstrate. I suspect many of you see standards implementation as one more item on a very long list of tasks somebody expects you to carry out. You experience your jobs as responding to a variety of \"shoulds,\" \"oughts,\" and \"musts,\" array of expectations and mandates that come at you from many different directions. an There is no shortage of people and groups who want to set your priorities. Some people want your schools to focus on student control and order, Others want to make sure the most advantaged and able students get the best teachers and the most engaging curricula. Still others want you to give priority to athletics, students social needs, or their self-esteem. It would surprise me if you wonder where or how standards you are supposed to fit standards into your list of dizzying tasks. There is no shortage of people and groups who want to set your priorities ... I suspect many of you see standards implementation as one more item on a very long list of tasks somebody expects you to carry out. I want to .suggest that you restructure your task list. Separate it into three parts. At the top of the list, write \"Enabling studenteto perFonn'at standard. Then insert twotirthree line spaces. ListeveryUsk for which you are responsible that is necessary to enable students to perform at .standard. Then insert several more line spaces, and then list all the other tasks you find on your plate. Now you have your list of priorities. Begin at the top. If making sure students perform at standard is your first priority, then you will develo_a respectful and 1 of 5 10/13/98 1:35 PMPrincipals as leaders in standards-based reform http'.//middleweb.com/Prinstan drd.html canng leamng enviroiment not to control students but beca^ it provides the context in which students \\ / can le^ b_gst. You will determine who gets which teachefnna~access?gwhat ^^iat TV all students need to perform at st^dard. You will provide all students with diverse opportunities to . develop and demonstrate their tolents becauseTich opportunities reinforce the importance of achievement in all areas of schooling.  \" ..... You can use standards to refocus your schools on what I believe should be their primary mission, to significantly increase what students know and can do. Unless you are clear that \"this is, in fact, the~ mission, and unless you and the central office agree that it is also the school district's mission then standards will make little difference to your students. I do think it is important for principals ^d the central office to get straight on this issue. If enabling stodents to perform at standard is thepriprity^then jtmay call for reform in central office expe^tions and operations to support that priority One of die ' leadership roles of pnoci^sls if insist that what the central office does reflects what the cehrial office says. If enabling students to perform at standard is the priority, then it may call for reform in central office expectations and operations to support that priority. You can see that implementing standards is likely to be uncomfortable. Contrary to what most people assume standards jeggire educators to change more than they require students to change. Students will X\" not perform at standard unless teachers increase their own knowledge of subject content, more successfully engage shidents in learning that content, and assign and assess student work congruent with t^ perfOunaiice standards. Teachers v/ilT riot be able to make these changes unless principals and site-basedjecisionmaking teams give~pribrity to enabling students to perf^aTstdridarT\nmdT:rcatc the expectations, school culture, and supportTfructures necessary for-teachers to reform'their practice Principals will not provide the leadership to implement standards unless the central office gears its systems, operations, admonitions, and priorities to encourage and support principals' efforts to enable students to perform at standard. In other words, standards implementation is primarily about adult learning, adult change, and adult risk, all towards'tEe end of enabling every sPident to perform at higher X- The leadership of principals is needed at every level of this enterprise. You can begin with your Cl + _r40CO/4 /-I Cl*rt V i rr T U 1 1____________11  . srte^based decision making teams. I don't know how well your teams are functioning or where they are ----_, ---p - X V rj TTVil J MUI ivcuiw Olc luiiuuuiiuig ui vviicrc Liicy focusing their energies, but I have little doubt that they need your help in keeping them focused on improving student performance. .. . (Slite-based decision making teams bavp tn play a much more aggressive and creative role in understanding the actual performance levels of students, and focusing schools and their communities on student performance. This is not a role site-based teams will adopt easily, and principals have a leadership role to play in helping them do so. Each SBDM team and each principal also needs to grapple with this basic question: \"How should this school stmcture itself to enable students to perfonii at standard?\" Keeping this question high on the site^based decision making team's agenda is essential because an important dimension of sUndardsjiased reform is changing schools' organization and structures to more effectively support student and teacher learning. _ ' ... We know that when teachers have time to analyze and reflect on their classroom practice, and to learn from 2 of 5 10/13/98 1\n35PM1 c riuj^*r iiiKibiK rr w. Will\nx i xxx\u0026gt;\u0026gt;txxiivxikx.iiuxii and collaborate with each other, they become better teachers. This is not rocket science. For example, we know that all students perform better \\yhen they are in,small settings where they consistently interact with the same group of students and develop close relationsTups with their teachers. 7\\ These small communities of learning also provide better opportunities for teachers to^ tbkn6w dieir students well, and understand how students learn best and what keeps them from learning. We know that when students have extended class time to cover more subject matter and understand it more thoroughly, their learning increases. We know that when teachers have time to analyze and reflect on their classroom practice, and learn from and collaborate with each other, they become better teachers. This is not rocket science. However, in spite of what we know about \"what works\" in education, there are still m^y, many schools  , vzxxvw wKo^uwuxxvxXj *44^xV CUV JLXll Aixcm^y iiKuxy jVXIvUIo  y that are not re-forming themselves to create small learning communities, longer periods for instruction, ~ and more time for teacher reflection and collaboration, t his is a serious problem It hnrders on education malpractice. Schools know how to create conditions under which students can learn better and teachers can be more effective, but schools are not acting on what they know to improve education. What would we say about a doctor who.knows about a promising medical.treatmentbut refuses to risk .using it on a jick patient? What would we say about a corporate board of directors that knows there are management practices that can increase the p oductivity of employees and the value of the company's stock but tolerates executives who refuse to i nplement the more effective practices? Why are both of these examples almost ummaginable, but it is acceptable for schools not to act on what they know will benefit students and teachers? This has to change, and it will only change if principals become strong advocates for structural rgforms^that create conditions under which students and teachers will~b^better ableTb perform at higher levels.  -  What would we say about a doctor who knows about a promising medical treatment but refuses to risk using it on a sick patient? Why is this example almost unimaginable, but it is acceptable for schools not to act on what they know will benefit students and teachers? I make the case here that standards-based refoiin applies to the whole school, not just to teachers and students, and that principals need to exert leadership to ensure that this reform is integral to the school's structure, operations, and culture. In the flnal analysis, however,It will be in classrooms where content and performance standards succeed or fail. This means principals must pay just as much attention to ~ 'teachers'use of content and perfomiahce^standardTTh their cl^srooms ^to the school-wide reforms to support the teachers' ettorts. In Corpus Christi, principals will have to be especially vigilant because there has been some early success in standards implementation. Many teachers have accepted the standards because some of their peers participated in the standards development, and these colleagues have been able to orient other teachers to the standards and explain their purpose. Teachers are also welcoming the standards because across the district they provide common direction about what teachers should teach. Teachers also appreciate knowing how the content they are covering relates to the content students learned, or should have learned, at lower grade levels as 3 of 5 10/13/98 1:35 PM^cipals as leadeis in stanQaras-basea retorm http://middleweb.com/ Hnnstandrcl.titml well as to the content students should leam at higher grade levels. Teachers and students' families seem to like the fact that the standards have introduced coherence, fairness, and predictability to coverage of subject content and instruction. Of course, there is more work ahead. Teachers have to become more skilled at assigning work that will prepare students to perform at standyd and they have to become more proticient at assessing v/hat students actually know and can do. Principals need to make sure teachers are developing and boning these skills in ways that increase student performance. This means that principals need to provide leadership to standards-based reform by spending more time in classrooms. However, occasional visits to classes will not provide principals with the information they need to understand whether standards are spurring teachers towards more effective instruction and more productive student engagement in learning. Principals will have to make time to be in classrooms more routinely, for longer periods of time, and they .will need to go into these classes with ideas about the kinds of changes in teacher practice that ar'e'mdicahv^oT more effective instruction..... This leadership by principals at the classroom level is necessary because there is a looming problem in standards implementation. Now that the school system has developed and disseminated the standards, and teachers have ac'cepte3 them, teachers'jiractice may remain largely unchangecTThere are stiirdassrooms wherg'students j~e engaged m worksheets but where it is less clear how well students understand what they are learning, or whether the worksheets will enable the students to dem^trate^at they know and can do. There are still hallways -with little or no student work, or where there are displays of uncorrected student work. As I have said before, and as I will keep on saying, students will not pefforrh at standard if teachers do not change their practice so theyare more effective /v In engaging students inTeammgT\" The school system has academic standards that describe the levels of performance students should demonstrate, but I wonder if the school system has standards for exemplary teacher practice. The school system has promulgated academic standards that delineate the content teachers should cover - and the levels of performance students should demonstrate, but I wonder if the school system has standards for exemplary teacher practice. I am not suggesting that there should be such standards because teaching is truly an art rather than a science. At the same time, however, I do think it would be appropriate for the central office, in collaboration with representative teachers and administrators, to wrestle with identifying pedagogy and^practice that is most likely to enable students to perform at stmdard. If nothing else, this process would help principals develop a point ofview about teacher- behaviors that can increase student performance, and this would, in turn, inform principals' perspectives when they visit classrooms. In any case, the successful implementation of standards-based reform is absolutely dependent on the  leadership of principals, and that leadership must be in evidence at the classroom level as well as throughout the school. Principals must develop a clear vision of the kind of teaching they believe is necessary to enable students to perform at standard, and tluough the hiring, support, and supervision of teachers they must provide the leadership to bring that vision to fruition in classrooms. I know your roles are very difficult and the demands on you are very hea-vy. Perhaps you have interpreted these remarks as one more pleading to give priority to a special interest. In a way you are right. I do not apologize for pleading for you to focus your role, your responsibility, and your moral authority on student performance. I do not apologize for asking you to bear the burden of leading true reforms at your schools that you know are best for the education of your students. 4 of 5 10/13/98 1:35 PMPrincipals as leaders in standards-based reform http\n//m iddle web. com/Prinstandrd .html I do not apologize for this special pleading because you and this school system are at an important juncture. The academic standards provide the framework for refocusmgyomVcEs ^^^Eori^al Student performance. Now the question is whethei you will compromise the standar^pj^smaU,^!^^ the m^g?ns thi j^^ffireTittleorschoolsand t^cheH\nand will yield little or nojgsults^,oFwEeffier you wilt ny the.stand^ds , -1 .  3~-j ----T-------catapult to major reforms in your buildings and classrooms, aiid^n to significantly higher levels oT student performance. \" On behalf of the thousands of yom students who are depending on you and your schools, I am asking you to choose e path that is hard for you but full of promise for the young people of this'commimlty. Return to \"The New Principal\" Return to The Haves Mizell Reader index 5 of 5 10/13/98 1:35 PM4 *//// q 7 I LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 I August 5,1999 I TO: Everyone t FROM: Dr. Bonnie Lesley,A, AAcssociate Superintendent for Instruction t SUBJECT: Social Promotion i The U. S. Department of Education has an excellent new publication that you will want to read: Taking Responsibility for Ending Social Promotion. A copy of the Executive Summary is attached. You can get a full copy of the report for yourself by calling 1-877-4ED-PUBS, or you can download it from the website: www.ed.gov. When you read it, youll want to note that we are implementing most, if not all, of the recommendations at the elementary level. i BAL/adg Attachments t I Executive Summary that all students have the best chance to achieve high standards of learning 1 i ! 1 Working to ensure-------------------- demands that educators and state and local leaders take responsibility for giving students the opportunity to meet high expectations and for ending the practice of social promotion-where students are allowed to continue to pass through school with their peers without satisfying academic requirements or meeting performance goals at key grades. In his 1999 State of the Union address. President Clinton called for an end to social promotion. In order to help educators and state and local leaders meet that challenge, the President directed the U.S. Department of Education to draw on lessons from research and practice to prepare this guide on I effective approaches to ending social promotion. I While the practice of passing along students who are unprepared is often hidden, there are indications that the problem is prevalent in many of our nations schools. More than half of teachers surveyed in a recent poll stated that they had promoted unprepared students in the last school year, often because they see no alternative. Research indicates that from 10 to 15 percent of young adults who graduate from high school and have not gone further-up to 340,000 high school graduates each year-cannot balance a checkbook or write a letter to a credit card company to explain an error on a bill. If one examines national assessments of student performance, * .  1 _ _ 1_____1 _r_____, A+ fU/a romo timA upwards of a third of students score below the basic level of proficiency. At the same time, analysis of the 1996 Current Population Statistics indicates that only about 3 percent of students  1 /_______3  Ur'7 koAT rpfoinpH are two or more years over age least once). for their grade (a good indication that they have been retained at same time, The issue of ending social promotion has too often been posed as a debate over the relative benefits and disadvantages of promotion versus repeating a grade (retention). Yet we know that neither strategy is appropriate for students who are not meeting high academic standards. Students who are promoted without regard to their achievement tend to faU eyen_fijrth^ejund their classmates as they move through school, and thqs_e_y^o_dgTiptdro2,3Ut usuaUy^nish without having the knowledge and slalls expected of hi .ah school graduates. At the same time_, Vpsearch shows feath^I^gSldents back to repe^ga^ithout changinging^ojLal,, ?i\n^\ni\nwii\n7F^Tective. The achievement of retai^students, after repea^_a^de^stiU jags of their peers, and retention also greatly incr^j^e likehhggd\u0026amp;g a out of school. Being held back twice makes dropping out a virtuaUert^v. Retenti^disproportionately affects minority and economically disadvantaged students. To pass students along in school when they are unprepared or retain them without addressing their needs denies students access to opportunities at the next level of schooling, in nostsecondary education, and in the workplace. Both policies send a message to students that little is expected from them, that they have little worth, and that they do not warrant the time and effort it would take to help them be successful in school. The cost of these policies extends beyond individual students to society as a whole. Employers have little confidence in a high school diploma as proof that graduates are prepared with the requisite skills. Colleges and 1 ! 3businesses spend resources providing remedial training for students and employees. Lack of education and skills is highly associated with poverty, crime, and violence among youth and young adults. With pressure increasing to hold students accountable for performance and to end social promotion, and research pointmg to negative findings related to retention, educators may feel they have few choices. The results of both policies are unacceptably high dropout rates, especially for poor and minority students, and madequate knowledge and skills for students. Neither practice closes the learning gap for low-achieving students, and neither practice is an appropriate response to the academic needs of students who have not mastered required coursework. Strategies Social Pr\u0026lt;Mafibiii Compreherisive approaches tO'radii^ socM pfomohoij require leadershipj rraotees, and conunanfty support to: This policy guide offers better options to social promotion and retention by focusing on interventions to help all students meet high expectations. While raising our awareness of the important need for students to meet performance requirements at key grades, ending social promotion is not a stand-alone policy that can be imposed on students. Taking responsibility for ending social promotion requires a comprehensive effort involving all stakeholders to addresses multiple problems and a variety of student needs. It starts with setting high standards and making them count by holding schools accountable for preparing students to meet the standards. A comprehensive approach .to ending social promotion requires early identification of student needs, researchbased strategies for improving learning. Set clear objectives for students to meet performance, standards at key grades. Identify student needs early in order to apply appropriate instructional strategies. Emphasize early childhood literacy. Focus on providing high-quality curriculum and instruction.  Provide professional development that - deepens teachers' content knowledge and improves instructional strategies to engage all children in learning. Set out explicit expectations for all stakeholders, including families and communities, in efforts to help end social, promotion. Provide summer school for students who are not meeting high academic standards. Extend learning time through before- and after-school programs, tutoring, homework-centers, and year-round schoolings Reduce class sizes in the primary grades. Keep students and teachers together for more than one year and use other effective student grouping practices. - , Develop transitional and dropout prevention programs for middle arid hi'^ school students. Hold schools accQUihable by publicly reporting school performance, rewardiag school improvement, and intervening in' Isw-performing schools. \" and timely intervention for students who need extra assistance to meet standards. It demands that all classrooms have well-prepared teachers and high-quality curricula. It calls for increased J 5 I i I i ! {! f I i JIJ ii family involvement at home and in the school, and it calls for greater community support of educational activities. 5 i 1 I The guide shows how states and districts can set a policy context for high expectations and success, how schools can prevent and intervene to reduce school failure, and how these strategies can be sustained through ongoing support for school improvement. The guide concludes with an inventory of federal resources available to help states, districts, and schools end social promotion. i i i I\nI  Taking Responsibility There is widespread agreement among the public that schools need to set higher standards than now exist for what students should know and be able to do to be promoted. The first step in taking responsibility for ending social promotion requires states and districts to develop clear and challenging standards for all stodents. There must be clear objectives for students to meet performance standards at key grades (e.g., every child should be able to read well and independently by the end of the third grade). States and districts also need to set explicit policies about the promotion of students and must take responsibility for making sure that students receive the help they need to meet the requirements -- including providing the necessary resources for schools to help students, and intervening in schools that fail to provide students with the skills they need to succeed. Districts \"such as Chicago, Tacoma (Washington), Philadelphia, Cincinnati, Corpus Christi (Texas), and New York City, and states such as Delaware, Florida, South Carolina, Texas, and Oregon have stepped up their efforts to improve student achievement by adopting policies to end social promotion and providing support and assistance to students who are unprepared for the next grade. Assessment is an important issue in efforts to end social promotion. Schools must be able to accurately measure student progress toward achieving performance standards, but education leaders must take care when deciding how assessments are used to influence student promotion decisions. There must be adequate educational justification for the use of the tests, evidence of validity and rehability for the populations tested, adequate prior notice to parents, and adequate opportunity for students to become familiar with the curriculum-bgmg. tested. States, districts, and schools should not rely upon one assessment as the sole measure for making educationally sound promotion decisions. Rather, a rich variety of measures of student progress are central to making student promotion decisions and diagnosmg problems early. High standards, clear policies, and high-quality assessments are the starting point from which other practices must be developed and aligned. Schools must concentrate on providing high- quality curriculum and instruction aligned with high standards and get all stakeholders-includii^g family and community members-involved in helping all students reach high standards. i iii ! IStarting Early I i To prepare students to meet high standards we must start early. By having a range of positive early learning experiences, young children broaden their knowledge and develop their skills. Early childhood education can help educators identify children possibly at risk of school failure and take steps to ensure their readiness for school and successful learning in the early grades. Starting early is particularly important to help students develop literacy skills. Reading must be introduced to children at a very young age, integrated into preschool activities, and reinforced at home. Across the nation, educators are recognizing the significance of early intervention. Chicagos Cradle to Classroom program works with 700 young mothers each year to give them the skills they need to stimulate their childrens minds as well as to care for them physically, emotionally, and socially. The citys Parents as Teachers program trains parents to visit the homes of r,500 preschoolers to help them develop preliteracy skills. In Charlotte-Mecklenburg the district has directed the great majority of its Title I funds toward its Bright Beginnings prekindergarten program. In collaboration with Head Start, the program gives four-year-old children a literary-rich, full day prekindergarten experience. Strengthening Learning Opportunities in the Classroom I I s i If students are to be held more accountable for their acadeimc performance and made to accept consequences for not meeting standards at key grades, schools must provide adequate opportouties for students to meet expectations on time. Educators must use data effectively to identify at-risk students before they fall too far behind. They must ensure that all students have access to good teachers by recruiting qualified teachers, providing teachers with high-quality i ( professional development opportunities, establishing mentoring and networking relationships ^ong teachers, andjroviding incentives for good teachers to work in the most needy schools. Educators and leaders also must take advantage of research-based practices to enhance student achievement\nthese include flexible student grouping, keeping teachers and students together for more than one year (looping), \"  t I I i 1 cooperative learning, tutoring, and reducing class size. Schools must also strengthen learning opportunities for students with limited English proficiency, migrant students, and students with disabilities by providing them with appropriate educational services and accommodating their unique needs. This guide highlights examples of transitional programs for Along -with ending the practice of social promotion we must provide extra help for children after school and in the summer so that we don 'tjust identify children as failures, but instead say, we re going to give you more help until you succeed. -President Clinton, July 1998 non-English speaking immigrants and distance learning projects for migrant students. ivExtending Learning Time 1 i J 4 I 1 I i i I 1 1 S i\nPrograms that extend learning time-such as summer school, after-school programs, and ye^- round schooling-can help prepare students academically and developmentally to move to tte next grade. Mandatory summer school is a central feature of efforts to end social promotion in Nev^I^i^n, and Washington D.C. The 21st Century Commumty Learning Centers proffam, for example, enables schools to provide expanded learmng opportunities for :OTaftCT^ool, on weekends, and during the summer in a safe, drug-free, and supervised chi\nThe centers offer homework assistance, intensive tutoring in basic skills. environment. otter homeworK assisxance, mtcubivc m uaoiv counseling to prevent drug use and violence, and enrichment in core academic subjects, as well as opportunities to participate in recreational activities, the arts, technology education programs. and services for children and youth with disabilities. The centers are supported through school- OliU OVi w*.***---J-------- 11 community partnerships that include public and nonprofit agencies and organizations, local businesses, and educational entities. Helping Students Still Do Not Meet Standards For students who still have difficulty meeting standards despite prevention and early intervention efforts, repeating a grade with the same instniction over again has been found to be ineffective. These students need alternatives that help th'm develop the skills they need to acmeye. But intervention services usually dinainish in the upper grades, just as these students face tough challenges and peer pressure that can seriously affect their academic lives. Establishmr effective high school transition and dropout prevention programs can help. For example. Long Beach (CA) Unified School District assigns eighth-graders who fail two or more classes to the Long Beach Preparatory Academy, a year-long alternative program that has smaller classes than regular ninth-grade classes\nCounselors work closely with students and their families. In the programs first year of operation, almost 90 percent of participants earned promotion to the nmth grade. Holding Schools Accountable for Performance and Helping Them Improve Ig Ending social promotion requires real accountability for results, and this accountabili^ must \"STwiOie schoo'is. Many states and districts have taken steps to hold schools more 'accountable for student performance. Thirty-two states publish annual school report cards. Some states distribute the report cards to parents, and the contents of the reports often are published by local newspapers. State, district, and school leaders alike claim that this form of be a motivating force in school improvement efforts. To take public accountability can responsibility for ending social promotion also means that states and districts must intervene to improve schools that are failing, as well as reward schools that do make significant progressm helping all students meet performance standards. President Clinton and the U.S. Department of Education are committed to helping to end social promotion This guide concludes with an inventory of resources firom the U.S. Department of Education to help states, districts, and schools in the effort. The inventory starting on page 58 describes federal programs and assistance available and lists helpful documents. Vi s 1 LegM^tiea LeafniBg Clp^jtoniiSes National Class Size Reduction IhitiaUve: In October 199s Pr/^cid^nt n-  te SSt\" ? \"S' 'ndt, hire, ..^d S' teachers and help reduce class sizes, particularly in the early grades. J^ellence Act: Two years ago President Clinton issued a challenge to help \u0026lt;^ldrcn.be able to read well and independently by fte end of third  president si^d legislarion \u0026amp;at wiB provide $260 mil linn chil\u0026amp;eh to develop literacy skills. grade. In 1998, the to help more than 500,000 competitive-grant program provides $120 million mentonnf, tutoring, enrichment programs, and other aciivines c' \" awareness and oollege-going rates among low-income students ' to support activities designed to increase Community Learning Centers: $200 miffion in 1999 s ! m a a priority for I 5 J i hggall students reach high standards. It ftajoaMmffitoen.to .fbrperfoimance. It requires a focu^ of collective responsibility that can that^sc^kmdj^dents b^hddl^^^ l^-?,?J5?.OHLq.es-_.^d itd^^ V HpX/Al/\\r\\ ., only develop when expectations and a sense consequences are clearly communed within the. Qrhnni\n7j narrn'TTj'n ^ons^nces are clearly matag su.k., .1, child,if^^\n^^ggaS^a responsibility for ending social promotion. vi 1 I 15 / ' - / ?//y/77 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 August 17, 1999 TO\nEveryone FROM\nDr. Bonnie Lesley, Associate Superintendent, for Instruction SUBJECT\nCurriculum Standards Teachers, K-12, will be implementing new curriculum standards and grade-level/ course benchmarks in English language arts, mathematics, science and social studies this year. We focussed on the critically important instructional strategies that will be required for student success in meeting those standards in the preschool inservice. Now the real work of translating standards/benchmarks into daily lesson plans beains. Teachers will need our support and ongoing professional development. Attached is an art.i.c.l e from t.1h e kM aa_r_c_hI- A1 999 issue of EduI cationrsa oJ I IL oeoaHdoerrcsKhiine tthhaatt I hope you find to be helpful. BAL/rcm .11^ 1-' 0 I * i-J To avoid curricular chaos, educators must be judicious about the standards they assess. Mike Schmoker and Robert J. Marzano . \\ b O  The standards movement is arguably a major force in education today, and some researchers assen that the significance of the standards campaign will be huge. Undoubtedly, historians will identify the last decade of this centurj' as the time when a concentrated press for national education standards emerged (Glaser \u0026amp; Linn, 1993, p. xiii) But will the standards movement endure? .\\nd if it does, will it contribute significantly to higher achievement? We believe it willbut only if we rein in its most excessive tendencies. Those tendencies can be seen in the nature and length of state and professional standards documents and in their unintended consequences. The Promise of the Standards Movement Make no mistake: The success of any organization is contin-gent upon clear conunonl^_' _d_e_f_i_n_e_d_ g_oals. A well-articulated focus unleashes individual and collective energy'. And a common focus clarifies understanding, accelerates commum-cation, and promotes persistence and collective purpose (Rosenholtz, 1991). This is the stuff of improvement. The promise of standards can be seen in places like  Frederick County, Maryland, where the number of students reaching well-defined and commonly assessed standards rose dramatically, lifting them from the middle to the highest tier in Maryland schools. Local assessments were deliberately aligned with standards as they' were embedded in the state assessments.  Fon Logan Elementary School in Denver, Colorado, where scores rose significantly when teams of teachers analyzed weaknesses in performance relative to grade-level standards. Each team reviewed test data and developed strategies for helping students leam in identified areas of difficult}'.  Lake Havasu City, Arizona, where teams of Title 1 teachers identified, defined, and focused instruction on common reading skills. Once teachers had a shared language about which skills to concentrate on. they improved strategies and systems to improve instructional quality- and consistency . As a result, the number of students reading at or above grade level rose from 20 to .A3 percent in just one year.  Glendale Union High School District near Phoenix, Arizona, where teams of teachers have increased student performance for almost every course offered. All district teacherswhether they teach algebra, U.S. history, biology. I or senior Englishare teaching to the same year-end assess-  ments developed by subject-are-.i teams. The same coordina-o lion is happening at Adlai Stevenson High School in I .\\TlO \\ to H S I' IM-R s l?\u0026gt; I o AN1\u0026gt; Cl RRlCni.OM Drvvi Ol'.Mr.N i 17  W  ' b I i\u0026lt; SSI t\n4 -*r ^-1 Wq I 2j M I feV' 1 o \u0026amp;, } \\ 15 M i?e :i!^ J '\"^1 RS^ Si Lincolnshire. Illinois, where teacher teams continue to set measurable achievement records on every kind of assessment.  Amphitheater High School in Tucson. Arizona, where teacher Bill Hendt routinely helps exceptional numbers of students pass advanced placement tests by carefully focusing instruction on the standards made explicil by the .\\1 exam. How did they get these results? Inter- estingh. not by focusing on standards contained in state or professional documents. Their eftoRs preceded those documents, \\onetheless. in each case. Ictichcrs hillll- cxiully irbiH .iliideiils nceited tn Iviii-ii. a ha! t'l Iciicb In. irhcrc In iiulimi-c. nml ii iinl In iinrh nil irilh cnlliiiyin-.-i. I leiir. tommon able ii learning MundartSman\nnumberpromote bettt r results. 'fhey_ are es-scnnal to locus anti to coherence. II Ibis is true, then etlucalors face iwo important tiuesiions: 11) Do  c alreatly have MiriK ienih clear''Uuulard' and (2) \\rc M.ilv and |in\u0026gt;lcssiHnal -.laiiilard- i [very teacher deserves a clear, manageable, grade-by-grade set of standards ' and learning benchmarks that make sense and allow a reasonable measure of autonomy. Anything less is frustrating, inhumane, and counterproductive. documents truly helping us achieve the focus and the coherence that are vital to success? In too many cases, the answer to both questions is no. Don't We Already Have Standards? (luriously. standards in most districts arc often similar. We have curriculums, scope, and sequence for each grade level, course, and subject area. But the perception of a common, coherent program of teaching and learning i.s a delusion line of us once sat with a curriculum coordinator, ponng through a dense curriculum notebook of the gr.iJe-by-grade\" learner '\" The diicunient wa.s years in diMricl.s g 1 utc\u0026lt; imc.s ilu- making, Nonc'.lielcas. when the cijiirdinainr was asked wliai iiilluence the curriculum was having on instnic- tion. she was candid enough to reply  probably none.\" Consultant and author Heidi Hin es Jacobs likes to say that curriculum guides are well-intended fictions.\" Her conclusion is that the current system actual!} encourages teachers to simply teach what they like to teach. It i.s time to admit that at the ground level, where teaehers teach and students learn, there is not coherence, but chaos. The chief problem i.s that there is simply too much to teach arguably iwo to three times loo much tschmidt. .McKnigbl. ck\nKaizen. IWi- and loo main options for what can be taught (Hosenholtz. 1901). There are enormous ilifferenees in what teachers teach in the same subiect al the same 18 I |\u0026gt;\nI A I l.i\\ M 11 Ihl U'-llir/'l Me i\nI ')p,II 1 grade level in the same school. In en when eommon. higbb structured texlbook.s are used as the basis lor a curriculum, teachers make independent and idiosyncratic decisions regarding what should be emphasized, what should be added, and what should be deleted (see. for example. Doyle. 1992). Such practices create huge holes in the continuum of content to which student.s are exposed. In The Learning Gap, researchers Sics'enson and Stigler (1992, p. 140? observe that teachers are daunted by the length of most textbooks.\" In a system that does little or nothing to help them coordinate priorities, the\\' are forced to select or to omit different topics haphazardb'. This only add.s to the prevailing chaos. Standards and School Improvement The implications of this chao.s go to the heart of school improvement. Researcher Susan Rosen-holtz found that (The hallmark of any successful organization is a shared sense among its members about what thev are tri ing to accomplish. Agreed-upon goals and ways to attain them enhance the organization's capacin/or rational planning and action. (1991. p. 13: our s^mphasis) For this reason, she was dismayed to find that schools were unique among organizations in lacking common goals and that the goals of teaching were multiple, shifting and frequently disputed \" (p. 13). This state of chaos wa.s the rationale ^1 for the standanls movementand the most visible and influential manitest.i-tions arc the state and professional stan-dartls documents, fet these documents themselve.s have contributed to the vein problems they were intended to solve. '.he Perils of Standards-Based Education Less is more' we keep telling ourselves. Students learn more when i U.S. schools would bpnetil from ' d?crcasinq the amount of content they try to cover. we leach lessbut teach it well (Dempster, 199.3). Nowhere i.s thi.s principle more obviously violated than in the standards documents, flic official documents generated by -19 states and the professional subject-area organizations have had unintended consequences. Commentator Ronald 'Wolk has found some of them not only to be written in language that is absurd but also to contain such quantin' that it would take 9 \u0026amp; a , J i 'j. In Glendale, Arizona, foreign language teachers assess students' work to obtain datalor curriculum improvement. a 10-hour teaching day to cover the material in them (1998). Because it is easier to add and enlarge than to reduce and refine, we are caught in the snare of having honored (perhaps for political reasons) far too man) suggestion, for inclusion in the standards documents. We have often failed to place bard hut practical limits on the number and the nature of the standards, fhe result? Bloated and poorlv written standards that almost no one can realistie.illy teach to or ever hope to adequaieb assess. W e are making the same mistakes with these documents that we made with our district curriculums. In the ease of standards, quaniio' is not qualiii. The iron) ol the I hirsl Inter A'Mii lA I HI'. I hi\nM I'i KI I'HI'' ' M) Cl Rlllfl l.liM Dl'Vl I OlMI.NI 1- national .Mathematics and Science Study I'I'IMSS) shouts at us: Although b.S. maihcmatics texlbook.s attempt to address I \"5 percent more topics than do Cicrman textbooks and .350 percent more topics than do.lapanese textbooks. both German and Japanese student.s significantly outperform U.S. students tn mathematics. Similarly, although U.S. science textbooks attempt to cover 930 percent more topic.s than do German tcxtbook.s and 433 percent more topics than do Japanese textbooks, both German and Japanese students significantly outperform U.S. students in science achievement as well (Schmidt, McKnigl\n:, \u0026amp; Raizen, 1996). Clearly, U.S. schools would benefit 1 from decreasing the amount of content they ua to cover. And teacher morale and self-efficacy improve when we confidently lay out a more manageable number of essential topics to be taught and assessed in greater deptli. Getting Standards 1 Right 94 Too many of the sure Stangl dards documents, informed . I as they are by the profes-sional subject-area standards, I have frustrated rather than helped our attempt to provide common focus and clariw for teachers and students. The good news is this\nClear, intelligible standards are a pillar of higher achievement. Aligned with appropriate assessments, they can help U.S realize the dream of learning for all. They are the heart of the infrastructure for school improvement (Rosenholtz, 1991\nFullan \u0026amp; Stiegelbauer. 1991). The Standards-Driven School Consider a school where teachers know exactly what essential skills and knowledge students should learn that sear and where they know that their colleagues are teaching to the same manageable standards. Recause of this, their fellow teachers can collaborate with them on lessons and units. This in turn lead.s to a living bank of ai 1 proven, siandards-relcrenccd instructional material lessons, units, and assessments perfected through action research. Both new and veteran teachers can peruse these targeted materials, learning from and adding to the richness of the faculty's repertoire. Because of these rich resources, new and struggling teachers achieve confidence and competence much more rapidly, and experienced teachers have a sense of making a meaningful, ongoing contribution to their craft while being renewed by instructional ideas that are engaging for students. Proven methods, practices, and lessons aligned with established standards become the center of the professional dialogue. Results on local, state, and  formative assessments get better and better. Such an alignment leads inevitably to better short- and long-term results on local and state assessments as well as on norm-referenced, alternative, and criterion-referenced assessments. To create this infrastructure in schools, we can take a i few concrete steps: I. Start with the standards that are assessed. Be circum-spect about standards that are not assessed. After thoroughly reviewing the state standards documents, we believe that many of them never will be thoroughly assessed. Many of the existing standards that educators are working manically to cover\" will disappear because of their own irrelevancy and imprecision. Expending orga-nized effort on evert standard is senseless because many of them Will turn out to be ephemeral. Start by focusing teaching on the standards actually contained in current state norm-referenced or criterion-referenced assess-nicnts. As state assessments develop, real prioritics become clear. And tve must i-iriT3ll wc can about how to teach to these priorities most effectively Teachers in Colonido. now ihat they know the reading and writing standards 20 lint  a rio.sAi t.e.*I*Ft\u0026lt;siii*'/.M.xit#.11 : Il is time for us to admit that at the qrounu level, where teachers teach and students learn, there is not coherence, but chaos. through their experience with the state assessments, arc responding in a positive and coordinated fasliion. Many schools, like Bessemer Elementarv- in Pueblo, which has an 80 percent minority population. have realized dramatic gains. At Bessemer, from 1997 to 1998, the number of students performing at or above the standard in reading rose from 12 percent to 64 percent. In writing, they went from 2 percent to 48 percent. Weekly standards-based team meetmgs made the difference. Teacher Steve Ducey at Sunnyslope High School in Glendale, Arizona, assesses a student bridge design. State and standardized assessments do not measure eveiything we deem important, hut success on such tests in this age of accountability is vital. Strong standardized scores cam us the trust of our communities as we begin to demon-stratc measurable progress on local criterion-referenced and alternative assessments. In districts where improvement on formal, public assessments is ol the essence, we should assemble clear lists of the standard.s and prollciencies that the assessments will require of I HOM students. District offices and regional consonium.s must take the initiative here. They must assemble representative teams of teachers to developand provide everv' teacher witha precise, manageable list of the essential, assessed standards. Every school year, the full faculty should conduct a review of assessment results. Teams of teachers should identify the most pronounced patterns of student weakness, then seek absolute clarin' on the nature of these proble.ms. Through staff development and regular, professional collaboration, teachers should focus on these areas, while monitoring progress regularly. 2. Reyond state assessments, add judiciously to the list of standards you will teach and assess. For Michael Fullan, assessment is the coherence-maker in school improvement (1998, personal communication). Because of the limitations of state and norm-referenced tests, we must develop local and district standards and assessments that take us beyond them. Districts should revdew 1 the standards documents, but S j1i then exercise severe discipline in prioritizing on the t basis of what students Will I most need if they are to I become reflective tliinkers,  competent workers, and I responsible citizens. For even I grade or level, pilot your new I standards and assessments while asking the question, -An tlie standards clear, relevant, and not so numerous that they sacrifice depth over breadth? Dont be afraid to do a rough accounting of time for teacliing topics. Adlai Stevenson High School has achieved world-class results in this way Glendale Union High School District ha done a masterful job of successfully concentrating on norm-referenced test while implementing a coherent system of formative and end-ol-course alternative assessments for high school courses. These assessments require students to do investigative science and lo write analyses about social and 3 J J I 3 historical issuesail ttccording to clear standards anti criteria. These common, teacher-made tessessments embody and clarify precisely those thinking and reasoning standards that norm-referenced tests don t adequately assess. The result is an education that ensures a level of both breadth and substance that goes far beyond what is now required of the average high school graduate. Perhaps the best time to dt clop such standards-based assessments is summer. Such work doesn't always require enormous amounts of time or resources. In Lake Havasu City, Arizona, educators developed common K-12 assessments in almost every subject area for about 525,000 over a two-year period. They took only four days to prioritize core science standards and generate common K-12 assessments. 3. Do not add more topics than can be taught and assessed reasonably and effectively. A key to developing science assessments in Lake Havasu City was following open discussions with fast, fair rank-ordering procedures that used w'eighted voting to quickly establish priority standards. Because we can expect educators to differ in philosophy and priority-, every school employee could benefit from training in the use of these simple decision-making tools. The tendency toward overload is strong in schoolsand crippling to improvement efforts (Fullan \u0026amp; Hargreaves. 1996). .A district we know has received high praise for showcase work by developing grade-by-grade benchml\narks for the state standards. For 4th i grade, educators developed 210 items to be taught in math, but 125 of these were also to be taught in si.': to eight other grades. In another district, in . another state, there are only 17 items for 4th grade math, and they're written in language that is clear to parents and teachers. _ .Al the local and state levels, we must dentand that economy and clarity mf^n all standards and that they he meaningfullynot |ust rhetorically aligne(,l with assessments. Eveiy teacher deserve.s a dear, manageable, gradc-by- gr,.\nkIc sei of .staiit-lards and learning benchmarks that make sense and allow a reasonable measure ol autonomy. Anything less i.s Irusiraiing, inhumane. and counterproductive. Standardswhen we gel them rightwill give u.s the results we want. But this will require hard-headed, disciplined effort. Tlie lesson of TIMSS should considerably diminish the perceived risk of downsizing the curriculum. The very nature of organizations argues that we succeed when all parties are rowing in the same direction. \\Ve wall realize the promise of school reform when we esublish stan- McREL Researches Curriculum-Based Reform Curriculum-based reform, which aligns curriculum with content and performance standards, is sweeping education systems. But what makes curriculum-based reform effective? The Mid-continent Regional Educational Laboratory (McREL) is heading a series of studies to survey the implementation of this reform approach and its impact on student achievement. McREL researchers have identified four state-level components for successful curriculum-based reform: an ongoing standards review, a professional development plan, an assessment program, and an accountability system. Although 80 percent of states reported that they impose sanctions when school or I district assessment results are low. I only 55 percent of states reported that assessment is tightly aligned to standards. And more than 45 states require that all students meet standards and participate in standards-based assessment projects. The reports \"Curriculum Reform: 1 WV V ht IaOtk SJitaaltwe Ov-rrf f' icials -S'a-7y Works\" -an d- 1 \"Taking Stock of States' Curriculum-i Based Reform Efforts\" are available I frorri l /icREL, Curriculum, Learning i and Instruction. Project, 2550 South I Parke' Rd., Ste. 500, Aurora, CO ! 80014-1678 (Web site: ' \\v\\wy mcrefcgi. I (.lards and expectations for reaching them that arc clear, not conftising\nessential, not exhaustive. The result will be a new coherence and a shared focus that could be the most propitious step we can take toward educating all students well.  References Dempster, F. N. (1993). Exposing our students to less should help them leam. Phi Delta Kappan, 74(6), 432-437. Doyle, W. (1992). Curriculum and pedagogy'. In P. W. .Jackson (Ed.), Handbook of research in curriculum (pp. 486-516). New York\nMacmillan. Fullan, M., \u0026amp; Hargreaves, A. (1996). What's worth fighting for in your school? New York: Teachers College Press. Fullan, M., \u0026amp; Stiegelbauer. S. (1991). The new meaning of educational change. New York\nTeachers College Press. Glaser, R., \u0026amp; Linn, R. (1993). Foreword. In L. Shepard (Ed.), Setting performance standards for student achievement (pp. xiii-xiv). Stanford, CA: National Academy of Education, Stanford University. Rosenholtz, S. J. (1991). Teacher's workplace: The social organization of schools. New York: Teachers College Press. Schmidt, W. H., McKnight, C. C., \u0026amp; Raizen, S. A. (1996). Splintered vision: An investigation of U.S. science and mathematics education: Executive summary. Lansing, Ml\nU.S. National Research Center for the Third International Mathematics and Science Study, Michigan State University. Stevenson, H. W., \u0026amp; Stigler, J. W. (1992). The learning gap: Why our schools are failing and what we can leam from Japanese and Chinese education. New- York: Summit. Wolk, R. (1998). Doing it right. Teacher Magazine. 7 0(1). 6. Mike Schmoker (e-mail: mschmoke mcrel.org) is author of Results: The Key to Continuous School improvement (ASCD, 1996). Robert J. Marzano is coauthor of A Comprehensive Guide to Designing Stenderds-Based Districts, Schools, and Classrooms (ASCD/McREL, 1997) and Content Knowledge: A Compendium of Standards and Benchmarks for K-12 education (McREl/ASCD, 1996). Schmoker is Senior Consultant, School Improvement, and Marzano is Senior Fellow for McREL, 2550 S. Parker Rd., Ste. 500, Aurora, CO 80014-1678. i.\\n(is roi! Snrr.HvisioN and Ci'RRicm.iiM Dro rioi'Mf.NT 7 6 fi -iS Individual Approach to a World of Knowledge September 16,1999 McRel Institute 2550 S. Parker Road, Suite 500 Aurora, CO 80004 We request permission to make copies of Appendix E, pp. 347-419 of Essential Knowledge: The Debate Over What American Students Should Know to use in discussions with curriculum committees of principals and teachers in the Little Rock School District. We further request permission to benchmark these terms by grade level and course and to include in our curriculum documents. Please call me at 501/324-2131 or email me at baiesie@irc.irsd.ki2.ar.us additional information. if you need Yours truly. Bonnie A. Lesley, Ed.D Associate Superintendent for Instruction BAL/adg 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 7 LL TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 November 4, 1999 Everyone Dr. Bonnie Lesley, AASs!sociate Superintendent for Instruction Standards-Based Reform We all know that change of any kind is difficult. Before we know it, people with the best intentions slip back into the comfort zone - the way theyve always done it. Weve had one quarter of instruction now based on the new K-12 curriculum standards in English language arts, mathematics, science, and social studies. Weve spent a great deal of time and money training teachers in new instructional strategies that are necessary for aN students to meet the new standards. But has anything really changed? In many, many cases, absolutely! My heart is warmed by the stories I am collecting. In other cases, I know the answer is negative. So we must all be relentless in our expectations that teachers teach the new curriculum and relentless in our expectation that ajl children can and will learn. Every child must be taught the tested curriculum, and thats part of what standards enable us to do. The attached article will be helpful to you. It is written by Mike Schmoker, who wrote Results: The Kev to Continuous School Improvement, and Robert Morzano, who v/rote Essential Knowledge. You are culturally deprived if you dont know both of these books. ! IJ There are excellent suggestions in the article for your Campus Leadership Teams agenda. Be sure to discuss this information with them. We will review our standards at the end of the year. Well need your schools feedback. II Attachment BAL/rcm I i i rP.- 1^-' ! \ni 1 - . r J I  i -A i' f I j To avoid curricular chaos, educators must be judicious about the standards they assess. Mike Schmoker and Robert J. Marzano .............................r^SsAS 4^. The standards movement is arguably a major force in education today, and some researchers assert that the significance of the standards campaign will be huge. Vndoubtcdlv, historians will identify the last decade of diis century as the time wher. a concentrated press for national education standards emerged (Glaser \u0026amp; Linn. 19S3. p. xiii). But will the standards movement endure? .And if it does, will it contribute significantly to higher achievement.' Xve believe it willbut only if w^e rein in its most excessive tendencies. Those tendencies can be seen in the nature and length of state and professional standards documentsand tn their unintended consequences. .it  ..  IW vAy5:3-^'^*,}\n.fv- '3. ?*  ii\"r..rf- 1. -. .w\":f  Sr i' V' .r**?\n' .f? {?\" \" \u0026lt; a'TSK'.fTC \u0026amp; s . r  \"I-' '^i Z*rJ ,1''' IJ The Promise of the Standards Movement Make no mistake: The success of any organization is contin-gent upon clear, commonly defined goals. A well-articulated focus unleashes individual and collective energt'. And a common focus clarifies understanding, accelerates communication. and promotes persistence and collective purpose (Rosenlioltz, 1991). This is e stuff of improvement. The promise of standards can be seen in places like  Frederick Counw, Maryland, where the number of students reaching well-defined and commonly assessed standards rose dramatically, lifting them from the middle to the highest tier in Manland schools. Local assessments were delib-eratelv aligned wi standards as tlicy were embedded in the state assessments.  Fon Logan Elementin' School in Denver. Colorado, where ri'  ^*1 f\" r  .aSS  , i:/ +\\V \u0026lt;- .i\n\u0026gt; ' '    -W -M-tX scores rose significantly v/hen teams of teachers anah'zed !k -.:. A.  2 ry s*' b^- If'  \"f i^~\nr 2.y *1 El U-f S F\" ?- I.-. Si jME^ weaknesses in performance relative to grade-level stantods. Each team reviewed test data and developed strategies for helping students leant in identified areas of difnculp'.  Like Havasu Ciw. Arizona, where teams of Title J-teachers identified, defined, and focused instruction on comnton reading skills. Once teachers had a shared language about which skills to concentrate on. they improved strategies and svstems to improve instructional qualip' and consistency. As a result, the number of siudent.s reading at or above gride let el \u0026amp;HJt-. , Af .k. ' ^VkA. .Jtt' L, rose trom 20 tn 5S porcen: in just one ^^ear.  Glcnd.ak- Pninn High School District net Phoenix. i^'1 / *S.7W  -**.^** 'W i*' Ji./ ^fc. -Il*, ** - { Arizona, where teams of teachers ha\\ e increased student pcrl'ormance for almost evers' course offered. .All district teacherswhether they teach algebr.i. t'.S. histon . biology, or .senior Englishare teaching to the same year^end iissess- I mcni.': developed b\\' siihicct-area team^ 'I he same coordina-iion is happening at Ailkii bxvenson High School in A.^^o'. iMh^ roll sii'i:n\\moN .\\si^ CiuwHt.' m I)' l hu-m i. vi r S: Iii  S Z *rX^ '^2 I\n.\ni A! o I il\nS p-l\"*- *  ^- i ^!::\u0026gt;^ 'iwii IB r3LS-rt..... nrr sit 4! t :  % 9 S-'i. Lincolnshire. Illinois, where teacher xcains continue to set measurable achievement record on ever}' kind oi assessment.  Amphitheater High School in T.iCson. .An.ona. wliere teacher Bill nv. Ks J Every teacher deserves a clear, manageable, qrade-bv-qrade set of standards  and learning benchmarks that make sense and allow a reasonable measure of autonomy. Anything less is frustrating, inhumane, and counterproductive. I ndt routinely helps exceptional tmbers ol student.s pas.-, advanced acement tests by caretiilly focusing strtiction on the standards made cxpbcii b\u0026gt; liiC '.? exam. documents truly helping us achieve the focus a.ad the cohcre.\".cc t.hat arc vital to success? In too many cases, the answer to both questions is no. the ciirricnlum a.is havir tion. she wiis cand: enci en instruc- :1\nto reply Hc Xilf r^idtliv h. no\nb'. ned in si\n)- li these roLi'.is? Ir.lcr-r fn standards\n. ir nr'he.ssi'.jnal doev.-\nort^ pi ceded those ?i\n'.icu.T.e .oneii k in each case. icuclvi-.i ejzc.r c.v..'-. qT whu! slndeiils n-eiled ('\u0026gt; Icarh :\u0026gt; h(ili leach la. irhei'c Kt iailvm c. aiii! irl.hit la irarh ttU i: ih calk 'iio. ( k-ar. eommon ii arniim standa:'kismanageable in ,^^,qit-n^.| _-]iriinioie better rcMihs. I he\\ an Vsscnnal lo men-'\nind m coherence. 1! (his I' O'Ui. then edikator* late two anporiant tiue.suon'' ( I ) Do we alreadv 11.1.\n- .tilliciviul'. ilc.ir s'aiHtai.ht ,iu.l 12) \\r. ^iiitL uihI m.''cs''ionnl ^t-ini.-uil'. 18 Don't We Already Have Standards? (.uriousi\n. standartls in most dLstricts arc often similar. Vi e have curriculums. probably none.\" Consultant: Heidi 'Hayes Jacobs iike.s to s. curriculum guides are \"weh-i: fictions.\" Her conclusion i' th current system actually enc.r. and autlini . that ttcndetl itt\nthe J' teachers to simpb teach waat they L scop\n. and sequence for each grade Hl te-ach. ft i.s time to admit that at\nround. level, course, and subject area. But the perception ol a commoi.. coherent program ol teaching and learnin.g is a delusion. One ol us once s.it with a curriculum coordinator, ponng through a dense curriculum noiebool\noi the district s gr.ide-b\\ -grade learner tniuxmics. I bc (.kciiincni wa.*' ycac.'' in. t!ic 111.iking. .\\niicilulcs.s. w hen thf (.inirdin.iUr wat'' wlu: itifliicuvc* level, where teachers teach .ir.d stLa.lent.s learn, there is not coherence, but chaos. The chiei problem is that there-MS simptv too much lo each iirgiiablv two to llii'cc linic'' too ir.iic.b (Sehmidi. .Mcknight. l\u0026lt;a'' 'll. 1900)- and too mans- options lor w ha taught (Hosenhoh/ lb)I i can be I here are enormous dil'lerences in Vx hat leai lit i * teach in the same subb'Ct at the ^anle grad, level in the same school. I veii when common, highh structured ii-xlbooks are used as the ba'i' fora curriculum, teachers make indepeniicni and idiosvncratic decisions regarding what should be emphasized, what should be added, and whai should bv deleted (see. for example. Doyle. 199). .Such practices create huge boles in the continuum of content to which student.' are e.\\posed. In ZZie l.eariihr^ (rd/i. researchers .Siesenson and Stigler (1992. p. NO) obsen e that teachers are daunted by the length of most textbooks.\" In a system that doe.' little or nothing to help them coordinate priorities. they are forced to select or to omit different topics haphazardly. Thi.s only avid.' to the prevailing chaos. U.S. schools would benefit from decreasing the amount of content thev trv to cover. we leach lessbut leach it well (l)emp- Sier. I'W.i). Nowhere is this principle more obviousiv violated ilian in the siandaixl.' slocuments. The ofllcial docu-mcnis ncnited b\\- 9 stales and the proiessional subject-area organizations have has! unintended consequences. Commentator Ronald V oik ha.s found some o' them not only to be written in language that is -absurd' but also to co.m.ain such, quantity that it would take naliona! .Mtnliem.nics and Science .siudv I ri.MSS) shouts at us\n.Mihough li.s. inalheniatics lexibooks attempt to addres.s 15 percent more topic.' than do (ierman textbooks and .-.SO percent more lopics than do Japanese textbooks. both (lerman andja sanese students signilicanily outperform I'.S. student.' in mathematics. Similarly. although T.S. science textbooks attempt to cover y.-IO percent more topics than do (ierman te.xtbooks and percent more topics than do Japanese textbooks. both (Terman and Japanese students significantly outperform l..S student.' in science achievement as well (Schmidt. .McKnight. \u0026amp; Raizen. ipyd). Clearly. t.'..S. schools would benefit Stanciards ani^ School Improvement The implication.' of this chaos go to the hean of school improvement. Researcher .Susan Rosen-holu found that The hallmark of any successful organization is a shurea s^ among its sr a J member.' about what th.ey are trying to accomplish. .^greed-upon goals and ways to attain them enhance the organiza-tion's capacity for rat-onalplanning and action. (I9)l. p. l.'l: our emplvasis) from decreasing the amount of content thc\\' try to cover. .\\nd teacner morale and self-efficacy improve when we confidently lay out a more manageable number of essential topics to be taught and assessed in greater depth. H' k' /rift. S.-Tfe -w  n In Glsndale, Arizona, foreign language teachers assess students' work to obtain data for curriculum improvement. Getting Standards Rijht Too many of the state standard,' documents, informed a.' they are by tlie professional subject-area standards, have frustrated rather than helped our anerapt to provide common focus and claritv for teachers and For this reason, she was dismat ed to find\nh:it schools is crc unique among orgaCiizatioi :kiiig common goais and that the goals of teaching were \"multiple, shifting and frequently disputed\" ip. I.'). \"Hiis state ol chaos wa.' the rationale for the standards movementant! the most visible and inilueiitial manilesia-iioiis are ihe sl.iic and profession.!! si.in-tl\nirds_tlocumen!s 'ivt tliese vlociimenl' themselves h.ive conirihuled Io llie \\ ers problems ihey. were intended lo sobe a Ill-hour teaching ckiy to cover the material in them (1998). Because it is easier tn add and enlarge th..n to reduce and refine, we are caught in the snare of having honored (perhaps for political reasons) tar too r n\\ Migi :\u0026gt;tion.' lor inclusion in the standards documents. \\\\ e haee often failed to place hard hut practical limits on the number .ind the nature of the siaadarils. 'Hie result' Bloated and students. The good news is this: Clear, intelligible standards are a pillar of . higher acltievement. Aligned iritb '7*' appropriate assessments, they can help 11.' realize the'dream of Icaniing for all. They are the heart of the infrastructure for school improvement (Rosenlioltz, 1991\nFullan \u0026amp; Stiegelbauer. 1991). poorh wriller anilards ihai almost no The Standards-Driven School\"^ (.onsider a school where teachers know exactly wh.at essentia! skill.' and knowl- The Perils of Standards-Based Education \"Less is more we keep telling oui'elves. Miideili' learn more uiieu one c.in rciili'iicalb teach |.\u0026gt; or ever h.ipc lo adei|ualch asses.' Weare making the same mi'iakc' wiih iliesc dociimeni' ihai  e iii.iilc with our di'iricl eiirricule.m' hl Ihi va.eol 'l.iiitlarvls. qicmiilv is not qii.ihlv Iheiroiiv ol llie Hurd Inier-cilgc students should learn that y ,r and \\v here thev know that their colleagues are leaching to the same manageable standards. Because of this, ihcir fellow teachers can collaboraie with them on lesson.' anti units. I his in turn Icatl.s lo a living bank of \\ I V I H t \\ i \u0026lt; 1 SI ri i\n\\ |S|O\\ WIJ (J KKH I II M l)l A'l I Of Ml. SI 19 proven. standards-rcfcrenced msinu- ,lessons, unit.', and Students. District offices and regional \"consortiums must take ihe initiative liere Thev- must .tssemble representative teams of teachers to developand provide even- teacher witha precise, manageable list of the essential, assessed standards. it is time lOfiislo admit that 3t thf ground level, where teachers teacn and students learn, there is not coherence, but chaos. i noiial materials-asscssmi- ni.' pe-fecied through actioi research. Both new and veteran teachers can peruse these targeted materials, learning from and adding to the richness of the faculty's repertoire. Because of these rich resources, new and struggling teachers achieve confi-dl s-tA ! - I*-\"' -A\n'\"4 \u0026lt;4. 1..S deuce and competence much more rapidly, and experienced leachers have a sense of malting a meaningful, ongoing contribution to their craft while being renewed by instructional ihrougli their experience with the state assessments. are responding in a positive and coordinated fashion. Many schools. lik-F BessemerElementanJnPug^ Evert' school year. ih_full_faHlS' Qhfs.ii.l ronductTrevie^jaf assessment -Tg^StTre^s of teachers should-glen- 7?f\\ thejno^t pronouncedpattems^f lEjaemweaki^STthen seekabsohite claritv on the nature of thesgrublems. TKrou^'i staffdevelopmemand regular. kZ IS \u0026lt;i\nS. WKi ftA pEZ-Stw-.li'i S' y\"\" ideas that are engaging for students. Proven methods, practices, and lessons aligned with established standards become the center of the professional dialogue. Results on local, state, and formative assessments get better and better, such an alignment leads inevitably to better short- and long-term results on local and state assessments as well as on norm-referenced, alternative, and criterion-referenced assessments. which has an 80 percent minorigjypu-lation. have realized dramatic^gains. At Bessemer, from 199 to 1998. the number of students perfor.-ning at or above the standard in reading rose from 12 percent to 64 percent. In writing, \"they went from 2 percent to 48_percent. Weekly standards-basedjeanijasetings made the difference. SKtB t' professional collaboration, teachers should focus on these areas, while monitoring progress regularly. 2 state assessments. adil_ p.idiciously to the list of standards you will teach and assess. For Michael Fullan, \"assessment is the coherence-maker' in school improvement (1998, persona! communication). Because of the limitations of state and norm-referenced tests, we 3' that are assessed. Be circum- 1 L Start u'itb tbe standards spect about standards that ar-not assessed, .-\\fter thor-oughlv reviewing the state standard-s documents, we believe that many of them never -will be thoroughly assessed. Many of the emsting s\nindarcls th: educators are worldng manicalh.' to - cover wiii di. -cause of their own irapr LIZ irrelevancy and iisicn ipending orga- To create this infrastructure in scncols. we can take a few concrete steps: Bl must m-rctcreu'-'-ti - it develop local and Hisfrict standards and_^sss-r-' j .a. ments Sil Th^nSteus beyond Teacher Steve Ducey at Sunnyslope High School in Glendale, Arizona, assesses a student bridge design.\nd effort on even- standard is sense- State and standardized assessments ies.., because many of them wiU tunt out do no: measure everaalhng we de.em to be ephem-er.i Start by focusing teaching on the stand.ird.s acttralb i'mn7\n7\nam7bms^IcSs on suchtestsjti il-iis ape oTaccountabilitTislital-rnntained in ct -rent .state norm-refer- -I nr ,^nitrion-refcrenccd asse^- T^THdSdized scoiS'Mm u.s the tru^of our communities a.s we begin to demon-ments- \\s Slate asscssmenus dei elop. real priorities become clear. z\\nd we must learn all we can about him- to lead'. UI these priorities most efleciively. -rcachci-s in Colorado, now that ihet know the rcaU.ng and writing standard-. 2Q fill ( A , \\i l.i Ml umiH'/M \u0026gt;1 smite i-ni-asur.tble progress on local criterion-reterenced and alternative :i\n.pss.Tients. In districts whcrcTmprme-menl on ft-ii-n-ial. public asse.ssment.s is^if ihc c.ssciicc. V CL- should assemble clear lists of the standards and proheieneivs that the assessmeni.s will require ol 1 i)O them. Districts should reviev the standards documents,  then exercise severe disci-pline in prioritizing on the I basis of what snidents will I most need if they are to I become reflective thinkers. competent workers, and r responsible citizens. For ev. 5 grade or level, pilot your ne i standards and assessments wliile asking the question,. the standards clear, relevan and not so numerous that they sacrifice depth over breadth? Don't be afraid to do a roug accounting of time for teaching topit Adlai Stevenson High School has 3dhS?eT5^rid-c!asTresults in this v Glendale Union High Schoo! District done a masterful job of successfully concentmting on norm-referenced t while implementing a coherent s\\-st of fonnative and end-ol-course alter\nlive assessments for high school courses. These assessments require students to do investigative science and to write analyses about social a hisiorieal issuesall aceoriling to clcai siandards and ci'iieria These common, teacher-made assessments embody .ind clanb nreeiscli those thinking and re a SI ining st.indards that norin-reler-i- ncrd lestsdiin'i .ulequalelv assess. 1 he result i.s an education that ensures a level of both breadth and substance that goes far bcvond what is now retjuireri of the average high school graduate. Perhaps the best time to develop such .standards-based assessments i.s summer. Such work doesn t alway s require enormous amotint.s oj time or resources.\n. In Lake Havasu Cit\\'. Arizona. educators developed common K-12 assessments in almost even' subject area for about 525.000 over a two-year period. They took only four dtiys to prioritize core science standards and generate common K-12 assessments. 3 Do not add more topics than can be taught and assessed reasonably and '~effectn'e!y~A key to developing science assessments in Lake Havasu City was following open discussions with fast, fair rank-ordering procedures that used weighted voting to quickly establish priorin- standards. Because we can expect educators to differ in philosophy and prioriri. every school employee could benefit from training in the use of these simple decision-making tools. The tendency toward overload is strong in schoolsand crippling to in.provement efforts (Fullan \u0026amp; Harg-reaves. 1996). A district we know has received high praise for showcase work by des eloping grade-by-grade benchmarks for the state standards. For -ith grade, educators developed 2l() items to be taught in math, but 125 of these were also to be taught in si.x lo eight other grades. In another district, in another state, there are only I\" items for -nil grade math, and they re written in language th.it is clear to parents and teachers. At the local and state lei els. we must .b-niand that econoim and cJiirib ii^onn all xiamlards and that they be meaiiinglulli^h iiisi rhelonealh  aliuried wilh assi^sineiiis Fi ery teacher desen e's a clear, manageable, grade-hy- grade sei i.')f staiul'.irtls anti learning bendhu'.arks th.ii in.ike sense anti allow a reasonable measure of autonomy. Aiiyihiiig less is fnisiraiing. inhumane, and eounierprodutiive. Siandard.swhen ss e get them rijgl-iiwill give us the results we want. Bui this will require hard-headed, disciplined effort. The le,sson of TI.MSS should considerably diminish the perceived risk of downsizing the curriculum, Tlte verr nature of organizations argues that vs-e succeed when all parties are rowing in the same direction. We will realize the promise of school reform when we establish stan- McREL Researches CurricuIum-Based Reform Curriculum-based reform, which aligns curriculum with content and performance standards, is sweeping education systems. But what makes curriculum-based reform effective? The Mid-continent Regional Educational Laboratory (McREL) is heading a series of studies to survey the implementation of this reform approach and its impact on student achievement. McREL researchers have identified four state-level components for successful curriculum-based reform: an ongoing standards review, a professional development plan, an assessmient program, and an accountability svaem. Although 80 percent of states reported that they impose sanctio.ns when school or I district assessme'*.! results are low. I only 55 petce- states reported I that assessment iS tightly aligned to stanca'CS. Ano more than 45 states requino that all sr-dents meet stan-dards and oar: based assessn-.i The reports What Stale Or \"Taking Stock Baseo Reform spate in standards-nt oroiects. Curriculum Reform' !5!is Say Works  and Stales Curricjlum-drts\" are available il'jm, Learn.c.g C-from McP.cL, and Instructior Project. 2550 South Parker Rd.. Ste SCO. Aturora, CO 1 800l4-167SlV.e viAW/.mcrel.org''. site: I io: si I\" II11 dard.s and expectations for reaching them that are clear, not confusing\nessential, not exhaustive. The result will be a new coherence and a shared focus that could be the most propitious step we can take toward educating all students well. H References Dempster, F, N. (1993). Exposing our students to less should help them learn. Pbt Delta Kappan, 432-43\". Doyle, W. (1992). Curriculum and pedagogy. In P. W. Jackson (Ed.). Handbook ofresear-.h in curriciduin (pp. -186-516). New York: Macmillan. Fullan, M., \u0026amp; Hargreaves, A. (1996). iVhat's worth fighting for in your school? New York\nTeachers College Press. Fullan, M.. \u0026amp; Stiegelbauer, S. (1991). Dre new meaning of educational change. New York: Teachers CoUege Press. Glaser, R, \u0026amp; Linn, R. (1993). Foreword. In L, Shepard (Ed.), Setting performance standards for student achievement (pp. xiii-xiv). Stanford, CA: National Academy of Education, Stc .ord Universiw. Rosenholtz. S. J. (1991). Tenc.bcrs workplace: ne social organization of schools. Y'ork: Teachers College Press. Schmidt. W. H.. McKnighi, C. C., \u0026amp; Raizen. S. A. (1996). Splintered vision: An investigation of U.S. science and mathematics education: Executive summan- Lansing, MI: U.S. National Research Center for the Th-,rd International Mathematics and Science Study, Michigan State University. Stevenson, H. W,, Stigler, J. M. (1992). The learning gap: Why our schools are failing and what tee can team from Japanese and Chinese education. New York: Sununit. Wolk, R. (1998). Doing it riglit. Teacher Magazine. TT'J'): 6. I Mike Schmoker (e-mail: mschmoke mcrel.org) is author of /Results. The Key to Continuous School Improvement (ASCD, 1956). Robert J. Marzano is coauthor of A Comprehensive Guide to Designing Standards-Based Districts, Schools, and Classrooms (ASCD/McREL, 1557) and Contenf Knowiedgs: A Compendiurn of Stsnddfds sod Benchmarks for K-12 Education (McRELZASCD, I I 1996). Schmoker is Senior Consultant, School Improvement, and Marzano is Senior Fellow for McREL, 2550 S. Parker Rd., Ste. 500. Aurora, CO 80014-1678 sios tsn Ci'nmcin.i'M llrt 11 oi'mi.n : 2 8 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 22, 1999 TO: Vanessa Cleaver Dennis Glasgow Marie McNeal Pat Price Suzi Davis Dr. Kathy Lease Linda Austin Carol Green Mable Donaldson Dr. Gary Smith (or designee) Karen Broadnax Gene Jones, ODM Dr. Virginia Johnson Mona Briggs Eddie McCoy FROM: Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Instructional Framework - Delivery Standards Please join me in a meeting on Tuesday, December 7, from 8:30 until noon in Room 18 at the IRC, to discuss what our Instructional Framework or Delivery Standards should be. We need to get this decision estabished as per the Strategic Plan, the Revised Desegregation Education Plan, and the NSF project. A related need is to construct/adopt a classroom observation form for use in assessing whether the practices are in use. And, critically important, is the need to use these standards as the curriculum for professional development. The models I want us to examine are as follows: 1. Stephanie Daltons Pedagogy Matters: Standards for Effective Teaching Practice (see attached) 2. Fred Newmann, Walter Secada, and Gary Wehlages A Guide to Authentic Instruction and Assessment: Vision, Standards, and Scoring (see attached summary) 3. Robert Marzanos (et al) Dimensions of Learning (see attached summary) 4. Robert Cole's Educating Everybodys Children (see copy in professional library) 5. Gordon Caweltis Handbook of Research on Improving Student Achievement (you have) ) 6. Charlotte Danielsons Enhancing Professional Practice (see attached summary) There are, of course, other models that we may wish to consider. If so, please do not hesitate to bring them in. Instructional Framework - Delivery Standards November 22, 1999 Page Two Our meeting agenda follows: Overview of Tash Summary of Pedagogy Matters Summary of Authentic Instruction Summary of Dimensions Summary of Everybody's Children Summary of Handbook of Research Summary of Professional Practice Discussion of NSFRequirements Bonnie Mable Pat Dennis Kathy Marie Mona Vanessa (15 minutes) (15 minutes) (15 minutes) (15 minutes) (15 minutes) (15 minutes) (10 minutes) ) Discussion of Options Bonnie A. Adopt a generic mode! B. Adapt a generic mode! C. Create a generic synthesis mode! D. Adopt discipline-specific models E. Adapt discipline-specific models F. Create synthesis discipline-specific models Qj. Create discipline-specific examples of the generic model Discussion of Process All 1. Who else should be in the conversation? 2. How should we structure principal/teacher input? 3. What expert assistance do we need? 4. What are our products? A. Set of Instructional Standards B. Observation Instrument(s) C. Professiona! Development Plan D. ? Next Steps 1. Next meeting? 2. Who will lead? 3. Whom shall we add? 4. What are agenda items? AllInstructional Framework - Delivery Standards November 22, 1999 Page Three Please prepare for the December 7 meeting by reviewing the following attachments: 1. Pedagogy Matters 2. 3. 4. 5. 6. Authentic Instruction, pp. 7-13 and pp. 28-43 Dimensions of Learning, pp. 3-18 Everybodys Children, pp, 77, 81, 101, 123,141 Handbook of Research, pp, iii-v Professional Practice, pp, 29-37  BAL/adg Attachments cc: Dr. Les Gamine Sadie Mitchell Dr. Marian Lacey Frances Jones J \u0026gt; Chapter 1: A Conception of Authentic Human Achievement CHAPTER 1 A CONCEPTION OP AUTHENTIC HUMAN ACHIEVEMENT ! 1 i t i THE PROBLEM hy should we be concerned about authenticity in education? Arent there already enough ideas-such as higher level thinking, creativity, basic and cultural literacy, disciplinary mastery, career skills, and responsible citizenship-that can serve as standards for intellectual quality? The aim of authentic standards for intellectual quality is not to replace these goals, but to address a serious problem that is neglected even as these goals are ardently pursued. The problem is that the kind of mastery required for students to earn school credits, grades, and high scores on tests is often considered trivial, contrived, and meaningless-by both students and adults. This absence of meaning breeds low engagement in schoolwork and inhibits transfer of school learning to issues and problems faced outside of school. The problem can be attributed to many sources: a curriculum consisting largely of superficial exposure to hundreds of isolated pieces of knowledge, which is reinforced by teacher training institutions, textbook publishers, testing agencies, and universities\nteaching loads and school schedules that exacerbate problems of classroom management, making it difficult for teachers to concentrate on individual students using their minds well\nand student isolation from adults in the community beyond school who have made significant achievements. I I i ! 7 I .J Guide to Auc^wntic Instruciion and Assessment Vision, Standards and Scoring  lapter i: Conception of Authentic Human Ac In short, schools seem to promote inauthentic kinds of mastery and achievement. In contrast, autlientic academic achievement stands for accomplishment that is worthwhile, significant, and meaningful. Consider the kinds of mastery demonstrated by successful adulis-scientists, musicians, busine\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_329","title":"Compliance hearing exhibits, ''Communicating Best Practices''","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":["1998/2000"],"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 law and legislation","Education--Evaluation","School administrators"],"dcterms_title":["Compliance hearing exhibits, ''Communicating Best Practices''"],"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/329"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"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\nCOMMUNICATING \"BEST PRACTICES IICommunicating Best Practices 1. Memorandum to Division of Instruction, Sept. 18, 1998, establishing procedures for the publication of Learning Links, a weekly publication for principals from the Division. Literacy 1. Memorandum to selected staff from Bonnie Lesley, Aug. 26, 1998, on development of the literacy plan\nattached article, Urban School Development: Literacy as a Lever for Change. 2. Memorandum to middle school principals in Dec. 9, 1998, Learning Links with references to three books providing the research base for the middle school Reading/Writing Workshop program. w 3. Memorandum from Bonnie Lesley to principals in Jan. 6, 1999, Learning Links with suggested books that outline best practices in the development of literacy. ^25 4. Memorandum from Bonnie Lesley to middle school principals in Jan. 13, 1999, Learning Links advising them of multiple copies of books they will receive on best practice in teaching middle-level literacy. 5. Memorandum from Bonnie Lesley to principals in Jan. 21, 1999, Learning Links on potential programs to remediate reading problems. ^77 6. Memorandum from Bonnie Lesley to elementary principals in July 21, 1999, Learning Links advising them they will receive an additional book on development of literacy. 7. Memorandum from Bonnie Lesley to middle and high school principals in August 4, 1999, Learning Links relating to remediating reading problems at the secondary level\nattached article from Harvard Education Letter. Johnny Still Cant Read? 8. Memorandum from Bonnie Lesley to middle school principals in Aug. 25, 1999, Learning Links on teacher participation in training and on strategies for developing vocabulary\nattached article, Six Whole Class Vocabulary Strategies for the Content Areas by Hanus, et al and Teaching Vocabulary in the Subject Areas by Karen Wood. 9. Memorandum from Bonnie Lesley to middle school principals in September 1, 1999, Learning Links on teaching reading to students performing at the lowest levels\nattached articles. A. A research synthesis on what works in restructuring urban middle school reading and writing programs.B. C. D. E. Reading Comprehension Instruction for At-Risk Students: Research-Based Practices that Can Make a Difference Teaching Them All to Read: Results of a Nationwide Study of Successful Literacy Programs for Young Adolescents Alternatives to More of the Same for Poor Readers Students at Risk: The Slow Reader in the Middle Grades 10. Memorandum to SEA principals from Bonnie Lesley, Nov. 15, 1999, on evaluation research on SEA\nattached article, Success for All: A Summary of Evaluations by Jeanne Weiler. 11. Memorandum from Bonnie Lesley in Nov. 17, 1999, Learning Links on early literacy\nsummary of research on what works in high-poverty schools\ncharacteristics of effective teachers\nattached article, Study Details Effectiveness of High-Poverty Schools in Reading Education During Early Grades from Michigan State University. 12. Memorandum to principals in Dec. 8, 1999, Learning Links from Bonnie Lesley on how to teach vocabulary\nattached article, Making Vocabulary Development Manageable in Content Instruction by Katherine Misulis. 13. E-mail from Bonnie Lesley to elementary principals, Dec. 17,1999, requesting information on the implementation of Animated Literacy at the kindergarten level. 14. E-mail from Bonnie Lesley to elementary and middle school principals, Jan. 11, 2000, with suggestions for the next years Title I budget\npotential changes in SEA. 15. Memorandum from Bonnie Lesley to elementary principals in Jan. 12, 2000, Learning Links with research on Direct Instruction and Success for All\nattached article, Prepackaged School Reform by Jay Mathews. 16. Memorandum to elementary principals and brokers in Mar. 22, 2000, Learning Links on research-based reading program\nattached research summary, Improving the Reading Achievement of Americas Children: 10 Research-Based Principles. 17. Memorandum to high school principals in Apr. 12, 2000, Learning Links on the research base for the ninth grade English I Workshop program\nattached chapter from Best Practice: New Standards for Teaching and Learning in Americas Schools. 18. E-mail from Kathy Lease to middle and high school principals. May 30, 2000, advising caution in using only one set of data to make decisions about program changes. 19. Memorandum from Bonnie Lesley to reading staff. Mar. 19, 2000, on evaluating the content of the professional development program for teaching reading. 20. Memorandum to Suzi Davis and Barbara Brandon, March 26, 2000, asking them to develop a program to address needs of middle and high school students with low performance in reading. 21. Research Report, Every Child Reading: A Professional Development Guide, November 2000 22. Research base for Early Literacy Learning in Arkansas (ELLA) 23. Report: Early Literacy Learning in Arkansas, General Information. 24. Research Report from Educational Research Service, How Children Learn: What Cognitive Research Tells Us About Effective Instruction. 25. Research Report from NCREL, Meaningful, Engaged Learning and Components of a Learner-Active, Technology Infused Classroom: What It Looks Like. 26. Research Report from National Reading Panel, Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. April 2000. 27. Whats the Big Idea? Integrating Young Adult Literature in the Middle School, from the January 2001 English Journal. 28. To Grammar or Not to Grammar: That Is NOT the Question, from Voices from the Middle: Contextualizing Grammar by Constance Weaver, Carol McNally, and Sharon Moerman. 29. Just the Facts: Research and Theory about Grammar Instruction, from Voices from the Middle: Contextualizing Grammar by Constance Weaver, Carol McNally, and Sharon Moerman. 30. Developing Students Textual Intelligence Through Grammar, from Voices from the Middle: Contextualizing Grammar by Constance Weaver, Carol McNally, and Sharon Moerman. 31. The Evolution of Middle Schools by Paul George in December 2000 Education Leadership. 32. Holding Sacred Ground: The Impact of Standardization by Carl Glickman in December 2000 Education Leadership. 33. Response to Literature as a Cultural Activity, Reading Research Quarterly, January/ February/March 2000. 34. Reading AloudAre Students Ever Too Old? from Education World. LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 18, 1998 TO: Division of Instruction Staff Dr, Kathy Lease Gene Parker Dennis Glasgow Vanessa Cleaver Carol Green Debbie Milam Pat Price Marion Woods Marvin Schwartz Catherine Gill Marian Shead-Jackson Leon Adams Paulette Martin Linda Young Marion Baldwin Dr. Patty Kohler Marie McNeal Mable Donaldson FROM: Dr. Bonnie LesleyyAssociate Superintendent for Instruction SUBJECT: Learning Links\" Attached you will find a copy of \"Learning Links which list the definition, objectives, process, distribution, and archives of how Learning Links will work. The first publication of Learning Links will be sent out on Wednesday, October 7. This means that all information to be included in this first publication must be in my office no later than noon Tuesday, October 6,1998. Also, attached for your information is a copy of the Superintendents Cluster Groups that lists the meeting dates and times. Please distribute this information to your staff. Thank you all for the wonderful job that you are doing. BAL/adg Attachments Learning Links LRSD Division of Instruction Definition Learning Links is a weekly, consolidated mailing to principals that includes all communication from the Division of Instruction to the schools. The packet will include the following: 1. 2. 3. 4. 5. 6. All memoranda to principals or groups of principals (e.g., high school, junior/ middle school, elementary school. Incentives schools. Magnet schools, clusters, etc.) Copies of memoranda sent to school-level staff, which are provided to principals for their information (e.g., memoranda to English teachers, first grade teachers, counselors, etc.) Information about professional development opportunities Information from federal and state officials relating to curriculum/instruction/ assessment issues Suggested readings Updates on our steps toward implementation of the Student Success Model (standards, assessments, professional development, personalized education, building community support, and communication) Objectives 1. To provide a higher quality of service to one category of primary customers, principals. 2. To improve communication from the Division of Instruction to principals. 3. To improve communication within the Division of Instruction through the distribution of  Learning Links to Instruction staff and members of the Superintendents Cabinet. Process All memoranda and other information to be sent to principals are to be delivered to Bonnie Lesleys office by noon on Tuesday of each week. These documents can be in the form of hard copies, faxes, or through attachments to e-mail. Confidential communication sent to individual principals or to a small group where there is no need for others to know should continue to be sent outside the packet. Each item must include at the top or in the subject line a phrase or sentence that describes the content. Examples follow\n Kathy Lease attaches a summary of the school climate survey responses.  Marion Woods provides information about a conference in Little Rock on school restructuring.  Vanessa Cleaver sets up meetings to organize Vertical Teams as a part of the NSF project. All Division of Instruction secretaries shall receive information on the deadlines for submission, the expectations for format, and on the requirements for describing the item.Items submitted past the deadline or that do not include the required information shall be returned to the administrator submitting the item. Principals shall be instructed to IGNORE any information from Division of Instruction staff sent to them outside the packet unless it contains the initials and approval of Bonnie Lesley or Kathy Lease (these approvals will be given for emergencies only). Principals receiving any communication from outside the packet from Instruction staff are requested to send the items to Bonnie Lesley so that the rules relating to communication from this Division can be reinforced. When Bonnie Lesley or Kathy Lease approve an item to be sent outside the packet, a copy of that item shall be included in the next weeks packet for everyones information. Staff from the Division of Instruction are NOT to duplicate through separate mailings to principals any communication included in the packet. Staff from the Division of Instruction are NOT to require principals to duplicate materials and distribute them to teachers. Rather, a copy of memoranda distributed to teachers or other staff shall be included for the principals information. The graphic used by the Superintendent in the 1998 Principals Institute shall be used on the cover sheet, and the color of the cover sheet shall remain the same throughout the year in order to give identity to the publication. An index of each packet shall be compiled on the second page that includes the one-sentence or phrase description of each item. This index helps people decide which items they must read and also facilitates locating an item in a past issue that needs to be referenced. Distribution Learning Links items shall be screened, organized, and indexed by designated staff, then copied and-distributed, as follows:  1 copy to each elementary school and each secondary school under 500  2 copies to each secondary school over 500  1 copy to each department head in the Division of Instruction  1 copy to each member of the LRSD Cabinet The packet shall be distributed on Wednesday afternoon of each week. It is the responsibility of each person receiving the packet to read it promptly and then to route it or pieces of it to other appropriate staff working in the school or in the department. Archives The Associate Superintendent for Instruction, the Assistant Superintendent of PRE, and the Coordinator of Professional Development shall maintain a complete set of the packets for future reference. SCHOOL CLUSTER GROUPS A B C D E Central High Dunbar Jr. Henderson Jr. Pulaski Hts. Jr. Badgett Bale Forest Pk. Jefferson Fair High Mabelvale Jr. Southwest Jr. Booker Magnet Garland King Mabelvale Meadowcliff Hall High Forest Heights Jr. Brady Carver Magnet Fair Park Franklin Fulbright McDermott McClellan High Cloverdale Jr. Chicot Cloverdale Geyer Springs Rightsell Rockefeller Wakefield Parkview High Metropolitan ALC Mann Magnet Jr. Baseline Dodd Gibbs Magnet Terry Mitchell Otter Creek Romine Washington Western Hills Pulaski Hts. Administrators: Wilson Administrators: Williams Magnet Administrators: Watson Administrators: Woodruff Administrators: To be assigned. To be assigned. To be assigned. To be assigned. To be assigned. * * REVISED * * SCHEDULE OF CLUSTER MEETINGS A B C D E Monday, 09-14-98 1:30-3:30 p.m. Tuesday, 09-15-98 1:30- 3:30 p.m. Wednesday, 09-16-98 1:30- 3:30 p.m. Thursday, 09-17-98 1:30- 3:30 p.m. Monday, 09-21-98 1:30-3:30 p.m. Monday, 11-16-98 1:30-3:30 p.m. Tuesday, 11-17-93 9:30- 11:30 a.m. Tuesday, 11-17-98 1:30-3:30 p.m. Wednesday, 11-18-98 9:30-11:30 a.m. Wednesday, 11-18-98 1:30-3:30 p.m. Wednesday, 02-17-99 1:30 - 3:30 p.m. Thursday, 02-18-99 9:30- 11:30 a.m. Tuesday, 02-16-99 1:30-3:30 p.m. Tuesday, 02-16-99 9:30-11:30 a.m. Wednesday, 02-17-99 9:30-11:30 a m Thursday, 05-06-99 9 30 - 11:30 am. Wednesday. 05-05-99 1:30 - 3:30 p m. Wednesday, 05-05-99 9:30-11:30 a m. Thursday. 05-06-99 1:30 - 3:30 p.m. Tuesday, 05-04-99 1:30-3:30 p m Cluster Assignments Cluster A - Area\nQuality IndexCustomer Service \u0026amp; School Climate Kathy Lease (Lead) Linda Watson Suellen Vann Junious Babbs Debbie Milam Pat Price Doug Eaton Darrel Paradis Mike Martello Morlin McCoy Terrence Roberts Cluster B - Area: Quality IndexStudent Achievement \u0026amp; Value Added Incentive Bonnie Lesley (Lead) Gene Parker Dillingham Marie McNeal John Ruffins Dick Hurley Stephen Ross Cluster C - Area: Quality IndexAttendance \u0026amp; At-Risk I Drop Out Sadie Mitchell (Lead) Jo Evelyn Elston Carol Green Lloyd Sain Bobby Jones Paulette Martin Valerie Hudson Mark Milhollen Brady Gadberry Cluster D - Area: Campus Leadership Guidelines, Administrative Policy 4 Campus Report Card Les Gamine (Lead) Marion Woods Brady Gadberry Dennis Glasgow Patty Kohler Linda Young Mona Briggs Cluster E - Area\nCampus LeadershipPlanning \u0026amp; Campus Goals Marian Lacey (Co-Lead) Frances Cawthon (Co-Lead) Mable Donaldson Lucy Lyon Leon Adams Ed Williams Vanessa Cleaver TO\nFROM\nSUBJECT\nLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 S. PULASKI LITTLE ROCK, ARKANSAS 72201 August 26, 1998 Pat Price Gene Parker Dr. Patty Kohler Kris Huffman Judy Milam Judy Teeter Dr. Bonnie Lesley,Associate Superintendent for Instruction Urban School Development\nLiteracy as a Lever for Change See the attached ,nformation from the Internet. This program was the one I was trying to think of. It sounds exciting, doesnt it?! 20/20 Analysis sounds good too! Maybe we should create a LRSD literacy model that is a hybrid of the best from the best external models. BAL/adg AttachmentTools for Schools - Urban School D...nt\nLiteracy as a Lever for Change http://www.ed.gov/pubs/ToolsforSchools/usd.html Tools for Schools - April 1998 Urban School Development: Literacy as a Lever for Change What Is It? For the past 5 years, the Center for School Improvement has collaborated with a number of Chicago elementary schools on an initiative called Urban School Development: Literacy as a Lever for Change. Each school in the collaborative serves an impoverished community where student achievement is very low. The network includes two \"continuing\" schools that have been collaborating with the Center for several years, and five \"new\" schools (including two \"probation\" schools) that joined the network 2 years ago. The clustering enables schools to be a resource to each other. Additionally, to break down schools' isolation from outside expertise, the program also partners with the Martha L. King Early Language and Literacy Center at the Ohio State University. This is the National Center for Reading Recovery. Why Did It Get Started? The Center for School Improvement was initiated simultaneously with the enactment of Public Act 85-1418. This legislation sought to enhance children's learning opportunities in the Chicago Public Schools, and reconnect local schools with their communities. Toward these ends, principals were placed on performance contracts, each school elected a parent-dominated local school council, teachers' voices were amplified by virtue of their seats on the local school council and also by the creation of a professional personnel advisory committee, and local schools were given much more fiscal authority. As a university- based, external partner, the Center for School Improvement's mission is to promote each school's comprehensive development. How Does It Work? At present, all of the schools have made significant progress toward restructuring. They are deeply engaged in a comprehensive school development process that aims to:  Enhance the leadership capacity of staff and parents\nStrengthen school committees (the local school council, the professional personnel advisory committee and other committees) such that schools become responsive to the needs of their communities and self-guided\nDevelop professional expertise and practice such that a professional community develops, teaching and learning is enhanced, and all students have the opportunity to attain the highest academic standards\nand Build local capacity so that evaluation and accountability is rigorous, and decision- making is democratic, data-dnven, strategic, and focused on the needs of children. The Literacy as a Lever for Change initiative is organized around four programmatic areas: leadership development, literacy, social services, and building local capacity for strategic planning and evaluation. We summarize our strategies and core activities below. 1 of 4 8/25/98 5:25 PM Tools for Schools - Urban School D...nt: Literacy as a Lever for Change http\n//www.ed.gov/pubs/ToolsforSchools/usd.html Literacy Initiative At the primary level, the Center for School Improvement's literacy initiative is a collaboration with Ohio State University. At the intermediate and upper grades, we collaborate with the Chicago Area Writing Project and Writers in Schools. These partnerships enable schools to draw on the principles of literacy instruction and teacher professional development that have been evolved in these programs over more than two decades. The program aims to ensure the equity goal of success for all students by creating differentiated services that include intensive tutorials, small group instruction, and enriched literacy classrooms. Teachers are coiuiected with outside expertise and each other through a year-long workshop. Follow-up support is provided from Ohio State University, the Center for School Improvement, and the school's literacy coordinators. A local assessment system is also developed by teachers to ensure that assessment is authentic and always coimected to meaningful instruction. Family literacy programs round out the initiative. Through a home-book program and other parent education activities, the program seeks to meaningfully engage all parents as full partners in their children's education. Social Service Initiative The Center for School Improvement's social service initiative coordinates and develops services for children, and better connects each school to its community. Most importantly, it engages all of the adults in the school community in sustained discussion about the kinds of citizens they would like their children to become, the joint responsibility that parents and professionals must take fo\" children's well-being, and the norms of discipline and behavior that must be established to recreate schools as caring, personal environments that best promote children's development. Specific activities include the development of a social service team at each school. These teams meet and deliberate on a regular basis, visit community agencies, and problem solve across communities. The aim is for school decision-making to become deliberative, strategic, and fully inclusive. The social service aspect of the model is viewed as prerequisite to any meaningful academic change. It ameliorates parents' and professionals' isolation from each other, creates time and a safe environment for adults in the school community to discuss children's needs, and establishes a social service team whose job it is to coordinate and personalize services around those needs. Leadership Development The aim of the Center for School Improvement's leadership activities is to develop the capacity of the entire professional staff to work together and with parents. This is the only viable path toward creating school communities that can become self-guided and act in the best interests of children. Center for School Improvement senior staff mentor principals on a continuous basis. The program encourages the formation of a leadership team at each school. Staff from the Center regularly meet with this team to jointly evaluate school plans, budgets, programs, staffing, and ties to external expertise. The aim is to develop a team that broadly represents the school community and can share responsibility with the principal and local school council for budget and school improvement planning. Network schools are also asked to fund a role for at least two full-time, freed literacy coordinators. These individuals receive intensive training and mentoring from Ohio State University and Center for School Improvement staff. The job of these teacher leaders is to teach a small group of students, and individually mentor the efforts of classroom teachers as they implement the literacy framework. 2 of 4 8/25/98 5:25 PMTools for Schools - Urban School D...nt: Literacy as a Lever for Change http://www.ed.gov/pubs/ToolsforSchools/usd.html Building Analytic Capacities The aim of these activities is that schools develop the capacity to collect good information, then analyze and use it for programming, planning, evaluation, and budgeting. Schools are encouraged to engage in self-analysis, and together with Center staff, surveys, needs assessments, interviews, and classroom visits are conducted. Feedback is provided to the schools by Center staff. Students' test scores are analyzed and findings are shared with school staff. Implications for staff development and strategic planning (school improvement planning, budgeting, and personnel selection) are also pursued. Additional documentation and evaluation activities include aimual testing of a sample of students engaged in the initiative and the development of a local assessment system for instructional guidance. These assessments provide the public evaluations that can document both progress and problems. Most importantly, substantive feedback to schools opens up discussion about what the tests are measuring, as well as the resources that teachers need in order to promote the kinds of quality instruction that will enhance student learning and performance. What Are The Costs? Network schools are asked to enter a cost-sharing arrangement with the Center for School Improvement. The bulk of this sum pays for the two literacy coordinator positions. Support for Center for School Improvement staff, research, and program development comes from the Center for Research on the Education of Students Placed At Risk, the Chicago Community Trust, the MacArthur and Joyce Foundations, the Annenberg Challenge Grant, and also contributions from two private philanthropists. How Is The Model Implemented In A School? Network schools must be amenable to a multi-year collaboration and be willing to allocate the necessary funding to support this comprehensive initiative. What Is The Evidence That The Model Is Successful? The Literacy as a Lever for Change initiative is in a pilot stage. To date, implementation of the program is showing classroom effects, that is, teachers who are actively implementing the literacy framework are showing statistical and educational improvements in student learning as measured on standardized tests and local assessments. In addition, there have been positive changes in school culture and climate, a pluralization of leadership, and enhanced parent involvement in both governance activities and support for children's learning. Where Can I See It? A limited number of site visits can be arranged by contacting the Director of Research of the Center for School Improvement. Whom Do I Contact? Sharon Rollow, Director of Research Center for School Improvement 1313 East 60th Street Chicago, Illinois 60637 Telephone: 773-702-4472\nFax: 773-702-2010 E-mail: rollow@,consortium-chicago.org The Research Base 3 of 4 8/25/98 5:25 PM Tools for Schools - Urban School D.,.nt: Literacy as a Lever for Change http\n//www.ed.gov/pubs/ToolsforSchools/usd.html The Center for School Improvement's literacy initiative is grounded in more than 20 years of research on children's learning and teachers' professional development at the National Center for Reading Recovery at the Martha L. King Early Language and Literacy Center at the Ohio State University. The leadership initiative is based on theories of democratic governance. The literature on organizational development grounds the Center for School Improvement's work with schools around strategic planning and building analytic capacity. -###- [Urban Learner Framework] IF [Adaptive Learning Environments Model] 4 of 4 8/25/98 5:25 PM Tools for Schools - 20/20 Analysis\nA Tool for Instructional Planning http\n//www.ed.gov/pubs/ToolsforSchools/20_20.html Tools for Schools - April 1998 20/20 Analysis: A Tool for Instructional Planning What Is It? 20/20 Analysis is a planning tool for developing an integrative service delivery plan that focuses on giving students who show the least and most progress on significant outcome variables intensive instruction and related service support. The goal of the program is to provide an analytic procedure for identifying students most in need of special help, based on student achievement and other outcome data routinely collected by schools and school districts. By identifying students in the lowest 20th and highest 20th percentiles, 20/20 Analysis pinpoints those students for whom the existing instructional and related service program delivery is least effective, so that it can be adapted to suit their individual needs. Why Did It Get Started? Current categorical programs designed to serve students with special needs are ineffective and cause a number of problems. In many schools, 50 percent or more of all students are placed in special categorical programs at some point between kindergarten and grade 12. The time and cost involved in such categorical evaluations and placements are staggering, and implementation of the categorical programs tends to be disjointed and ineffective in meeting students' needs. How Does It Work? 20/20 Analysis consists of a two-phase process: 1 of 4 8/25/98 5:30 PM Tools for Schools - 20/20 Analysis: A Tool for Instructional Planning http://wwi\\:-.ed.gov/pubs/ToolsforSchools/20_20.html Needs Analysis Administrators and educators select an area of learning outcomes such as reading, math, attendance, or disciplinary incidence and assess students' performance within that area. For example, using existing data from standardized achievement tests, and/or curriculum-based assessment and teacher evaluations in reading achievement, the school staff then examine grade- wide or school-wide achievement levels to identify students who require \"special' interventions. Achievement levels for students below the 20th percentile or above the 80th percentile are identified as \"low 20\" or \"high 20\" groups for whom curriculum adaptation and/or intensive instruction are needed. By focusing on both the lowest and highest ends of the achievement continuum, findings from the 20/20 Analysis provide a broad, systematic, outcome-based approach to identifying students requiring special educational and related service support. 20/20 Analysis provides an alternative to the current practice of identifying or \"certifying\" students for the existing narrowly framed (and mostly disjointed) categorical programs, which tend to result in child labeling and program segregation. Implementation Plan Phase two identifies and analyzes alternative ways to modify curriculum and instructional and related service delivery practices to the learning needs of individual students in the high- and low-20 groups. Emphasis at this phase of the analysis centers on programmatic implementation concerns that address the needs of the individual students and the development of individual program plans. What Are The Costs? The cost requirements vary, depending on the scope of analysis and need for follow-up activities (e.g., staff time to compile school district-collected data for analysis\nstaff time to develop an implementation plan for improving instructional and related service delivery\nand staff time for implementation training). However, a central premise of the 20/20 approach is that the starting point for improvement is more efficient and effective use of current resources and finding creative ways to redeploy existing resources, including personnel to support implementation. How Is The Model Implemented In A School? Implementation of Phase I, the Needs Analysis Phase, can be carried out by using school-collected data with very minimal staff time. This aspect of the analysis can be done by the district-level evaluators in the district's \"accountability\" or evaluation office. Phase n involves the thorough examination of Phase I findings and active participation of teachers, parents, and related service providers to develop an implementation plan. This plan calls for a collaborative and coordinated appeal to service delivery to enhance learning opportunities for each student, focusing particularly on those in the bottom and top 20 percent group for whom adaptations of the curriculum and instructional and related services support are needed. Specifically, 20/20 Analysis provides schools with the information necessary for developing service delivery plans that encompass a full range of coordinated approaches to meet the individual needs of all children, including and especially those at the margins of the achievement continuum. 20/20 Analysis is intended to facilitate program implementation efforts in integrated ways to reduce fragmentation and improve program effectiveness. What Is The Evidence That The Model Is Successful? 2 of 4 8/25/98 5:30 PMTools for Schools - 20/20 Analysis: A Tool for Instructional Planning http://www.ed.gOv/pubs/ToolsforSchools/20_20.htinl 3 of 4 20/20 Analysis has gained increasing support among schools interested in implementing comprehensive school reform, particularly in light of the Title I schoolwide program provisions of the Improving America's Schools Act of 1994 (IAS A) and the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA, Part B). 20/20 Analysis directly addresses many of the current problems in the delivery of special or categorical programs through a variety of vehicles, including those discussed below. Providing a reliable, accountable, and cost-effective process for identifying instructional and related service needs of the students in a given school or district. The current practice for identification and classification of students for special programs has become an increasingly costly venture. Program categories are ill defined, and classification is unreliable. The 20/20 procedure seeks to appropriately adapt school programs according to simple yet comprehensive and systematic procedures. This allows schools to quickly identify which students need extra support, without having to use costly and stigmatizing identification and classification methods in order to access services. Schools can then apply the money they would have spent on testing and categorization toward much needed services. Redesigning demeaning labels (e.g., learning disabled, attention deficient, or emotionally or educationally disturbed) that have no currency for instructional or learning improvement. The current classification and labeling system not only fails to provide any specific and practical interventions that can be used to meet the needs of the individual student, but is likely to generate resistance from parents and have deeply stigmatic effects on children. With 20/20 Analysis procedures, the first step in diagnosis is lot labeling, but direct assessment of the learning needs and progress. Focusing on individual needs of students, especially those whose learning progress is marginal. This adds important dimensions of student achievement in ways that are instructionally relevant. Implementation of the second phase of 20/20 Analysis has consistently brought about collaborative efforts among professionals with specialized expertise who sometimes operate in disjointed and competitive ways, and encouraging school- and district-wide coordination of programs. By concentrating on the important outcomes or goals of education and the basic components of student learning, such as reading, quantitative thinking, and classroom behavior, implementation of 20/20 Analysis has resulted in significantly improved student outcomes for children at the margins and students in the middle of the achievement distribution. In 20/20 Analysis learning difficulties are indicators of intervention needs rather than student deficits. Greater efficiency and effectiveness in the delivery of special services can be accomplished through early detection, description of learning needs, and interventions. Where Can I See It? 20/20 analyses are being carried out in selected schools in a variety of settings. Contact the Laboratory for Student Success for schools and school districts using 20/20 Analysis as a planning- and instructional-related service delivery tool. Whom Do I Contact? Dr. Margaret C. Wang, Professor and Director Laboratory for Student Success at Temple University Center for Research in Human Development and Education 1301 Cecil B. Moore Avenue Philadelphia, Peimsylvania 19122 6091 Telephone: 215-204-3000\nFax: 215-204-5130 Toll-free Telephone: 800-892-5550 E-mail: lss@,vm.temple.edu'. Website: http://www.temple.edu/LSS 8/25/98 5:30 PM Tools for Schools - 20/20 Analysis\nA Tool for Instructional Planning http://www.ed.gOv/pubs/ToolsforSchools/20_20.html The Research Base Approximately 80 percent of the students now served in \"special\" categorical programs such as Special Education, Title I, as well as others who are in a variety of remedial and compensatory programs, show poor achievement in basic literacy skills. Findings from research demonstrate quite clearly that these students do not need different kinds of instruction, but more intensive quality instruction. 20/20 Analysis is a planning and program monitoring tool. It provides a systematic way of developing informed decisions utilizing existing school data. 20/20 analyses have been carried out in schools varying in geographic and socioeconomic characteristics. Feedback from these schools has indicated that the analysis is a feasible process and provides useful indicators for identifying students whose needs require greater-than-usual instruction and related services. Furthermore, the school staff sees 20/20 Analysis as a useful process for fostering a non-categorical approach to achieving targeted learning outcomes for individual students. By assembling data over successive years, the 20/20 approach is useful in showing how successful individual schools are in improving the learning progress of low- and high-20 groups, as well as for average students. Longitudinal data show that some schools are consistently successfill in increasing the process of low-20 pupils (e.g., the data show low-20 pupils in first and second grades who rank significantly higher in terms of achievement by grades five and six). Data are also assembled to show characteristics of schools that are successful in increasing achievement at one or both margins (low-20, high-20, or both). Charting progress by various subgroups of students (e.g., Afncan- Americans, Latinos, Native Americans) has been greatly facilitated without the use of labeling or separations of students by category. IIIIII -###- [Introduction] PREV HEXT l[Advancement Via Individual Determination (AVID)] 4 of 4 8/25/98 5:30 PM BD % L- I. I 'I i f LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 SOUTH PULASKI STREET LITTLE ROCK, AR 72206 December 9,1998 TO: Middle School Principals FROM: Dr. Bonnie Lesley/Associate Superintendent for Instruction SUBJECT: Reading/Writing Workshop The two books most referred to for reading/writing workshop strategies follow: In the Middle: New Understanding About Writing, Reading and Learning by Nanci Atwell, Boynton/Cook. ISBN: 0867093749. Cost is $32.50. Seeking Diversity: Language Arts with Adolescents by Linda Rief and Nanci Atwell. Heinemann. ISBN: 0435085980. Cost is $25.00. I recommend also to everybody the second edition of Best Practice: New Standards for Teaching and Learning in Americas Schools by Steven Zemelman, Harvey Daniels, and Arthur Hyde, published by Heinemann, 1998. The chapters on \"Best Practice in Reading and Best Practice on Writing are both excellent, and they refer to Nanci Atwells work. BAL/adg I // 6/^^ LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 January 6, 1999 TO: Principals u FROM: SUBJECT: Dr. Bonnie Lesley, Associate Superintendent for instruction Resources for Literacy Teaching Strategies Several of you have asked me about \"best practice strategies relating to literacy. Each school should have in its professional development library the journals published by the National Council of Teachers of English and the International Reading Association. These organizations a so publish wonderful monographs and books, as well as newsletters of interest to teachers. Subscription information for NCTE and IRA are attached. One of my favorite publishers of books by teachers for teachers is Heinemann. I am attaching a copy of their catalog for ydur convenience. Youll see many books you want. Elementary principals - please note pp. 3, 4, 5, 9, 30, 35, 36, 37 - just to get started. Middle school principals - please note pp. 12, 13, 46, 47, 48, 49 - again just as a start! There are wealths of other books too that will help in social studies, science, and mathematics. f I I have seen teacher study groups work powerfully to change instructional practice. You may wish to consider such a strategy to support Campus Leadership. BAL/rcmL.L I /I 3/^ 7 I I LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 i I January 11,1999 TO\nMiddle School Principals i FROM: SUBJECT\nDr. Bonnie Lesley, Associate Superintendent for Instruction I Professional Development Resources So that you and your Reading and Writing Workshop teachers can get started in thinking about next years new course, we are sending under separate cover the following resources: 4 copies of 4 copies of 4 copies of In the Middle by Nancie Atwell Seeking Diversity by Linda Rief 1 set of Side by Side The Workshop Series by Nancie Atwell You may wish to begin study/discussion groups on these materials. Please call Gene Parkers office if you need assistance. BAL/rcm i j I j cc: Gene Parker L. Z_ LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 July 16. 1999 TO: Principals FROM: SUBJECT: Dr. Bonnie Lesley,\"Associate Superintendent, for Instruction Remediating Reading Problem Some of you have asked me about remedial programs for kids who cant read. At the elementary level we have recommended ResKting Recovery, Success for All, and the Reading Clinic. Two of our middle schools are implementing new programs this fall: Project Read at Mablevale and the Scottish Rite program at Pulaski Heights. You may want to take a look at the attached information on a program called Read Right. I am not recommending it because I have no first-hand knowledge about it, but the attached information certainly looks good! We are going to need an effective program if you are to improve your literacy scores. Well look into it some more, but in the meantime I wanted to share what I have. If you know people in any of the districts using the program, please give them a call. Attachments BAL/rcmLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 July 19,1999 TO\nJ -A'fe FROM\nSUBJECT\nElementary Principals Dr. Bonnie Lesiey.\\^sociate Superintendent for Instruction Intermediate Reading and Writing Ai' f Under separate cover I am sending you one copy of another book by Lucy Calkins called Living Between the Lines. Please make it available to your teachers. I think it will be helpful in creating a culture that supports the development of literacy. t. 4 BAL/adg 1' I fit ll 1 15a VO. . A little rock school district instructional resource center 3001 PULASKI STREET little rock, ar 72206 (501)324-2131 July 29, 1999 TO\nMiddle and High School Principals FROM: ichoo W( , MOOv Dr. Bonnie Lesley,'Associate Superintendent, for Instruction SUBJECT\nReading at the Secondary Level We all feel frustrated at the low reading skills of many of our secondary students. Please read the attached articles carefully. There are some ideas here that we should consider. Attachment BAL/rcm Published by the Harvard Graduate School of Education july/August 1999 Volume IS,Number4 HARVARD EDUCATION LETTER N S D E Reading Success at Boys Town 5 Johnny Still Cant Read? Why high school students arent developing the reading skills they need__ and what some researchers suggest to solve this growing problem By Peggy J. Farber Each fall Anna Lobianco, a reading specialist at Bread and Roses Integrated Arts High School in New York Qty, gives a reading test to the 90 incoming 9th-gradeis. As part of the assessment, she inter-students are lagging. Fewer high schools today have reading support stafflike Lobiancothan at any time in the past to instruct students in advanced reading processes. In fact, experts say that secondary teachers views the students about their attitudes toward reading and should just assume that most of their students cannot how they handle problems that arise while reading I get the exact same responses from kids every year, says Lobianco. They hate reading. Its just a labor. Of the students Lobianco screens, almost one-third are identified for inclusion in her remedial reading class. A question I always ask kids is what do you do when you come to a word you dont know, she continues They all say the same thing: T look it up in the dictionary. They dont have any [other] strate-read at grade level In practical terms, they say, this means that high school teachers will have to train stu- A new survey shows only 40 dents in reading at the same time they teach content That challenge is especially fotmidible considering percent of adolescents read well fbat high schoolers enough to comfortably manage standard high school texts. gies for reading. They dont have the skip it, try to figure it out and come back to it later* type strategies Lobiancos observations are echoed by results of the with reading problems may have gotten sidetracked at different stages in their development. According to Catherine Snow, professor at the Harvard Graduate School What Secondary Teachers Can Do to Teach Reading 4 The Brain-Based\" Ballyhoo 5 Breakfast for the Brain 6 Segregation: Stepping Back in Time? 7 What Teachers Know and Dont Know Matters Dennis Sparks  8 -OurNew^ebsIte  www.edletteRorari^Q ____________________ ______ failed to learn fundamentals of reading in the primary -V- 3? nova-..fl. .. J , .L.-:yersfQns.ofo\u0026amp;Are^cte^ iireadingfinclU^fn^.uSeMlrnksitoT the researchers and programs A - : menoonedias^weH \u0026amp;addltfonal . links andiresourcesl^tfbcus.1%. .on seconA^,schook^dlng.A.  The Forum- Feature^^i-tife::, / V A transcnpt-ofrBoys to Mend an-HGSE.Forunj'dlscussion.y/itbi-.'  Carol Gilligan, James Garbarlno,: land James' Qlllgan about the . r emotional struggles and violence\n.'i\nln/boys.\n::\u0026amp;^X' of Education, some older students struggle because they 1998 National Assessment of Educational Progress (NAEP) on but never progressed in fluency and comprehension in reading, released in March by the U.S Department of ~ Education. The new survey shows that although virtuaUy all adolescents are able to carry out simple reading tasks. sufficiently to read the texts encountered after 4th grade. Still others developed reading skills up to, say, a 6th-only 40 percent can read well enough to comfortably manage standard high school texts or 8th-grade level, but havent actually read enongi develop fee vocabulary or general knowledge that Ino more ____________ _ advanced reading requires Although most high school Only 6 percent of American 17-year-olds read at what ets may be able to read the words on the page, many ii .u..:----------- do not have the skills that allow them to synth^^^r summarize information, draw conclusions, make general- L izations, or relate information drawn from texts to their 1^ NAP designers deem an advanced levelthat is, can syn-thesize and learn fi-om specialized reading material. That age group is the only one showing lower scores today than when the NAEP was first given in 1971, which begs the question, Why are the reading skills of older students not showing more improvement? While the nation has concentrated much needed attention on beginning readers, efforts to help high school own knowledge. Secondary school students are expected to learn independently from print, but no one shows them how, says Arlene Barry, an assistant professor of curriculum and instruction at the University of Kansas We start to Also-visitounpase research ' features Jndndlng those on retention, successfufminontyL'/. students, and science\neducadonr -chi\u0026amp;mW work with kids on stories from the time I irvard Letter TOWAL DIRECTOR . ing you how to tangle with the text, how to construct meaning. Reading experts say another factor theyre infants. We read stories to them, and feev know the pattern\ntheres going to be an ending and a resolution. The kind is fee publics mispercepuons about of texts kids are reading at higher levels- literacy. Across the states, governors and teachers engage students in a dialogue (thus, reciprocal) at employs four thinking strat^ generating questions based on what the students already know, pre- I \u0026gt;? 4 -.5 J y- GrMS-OMi- 3 iOCIATt EDITOR MGonton 3DUCT1ON EDITOR dy.WalS.-. ... [TORIALASSISTAMT jIkednoand EB manager g) Goman  '*' the informational, technical textsthere are patterns in them, too, but the kids are not aware of that and nobody walks them through it, Common Mistakes Mature readers might find it perplexing ^ltyedtor . . that adolescents fail to stop reading and legislatures pour public resources into intervention programs for young children dBng what is about to happenjnthe text, summartTing what students have lUSt remand storing to clarify when students and fail to fund any literacy programs for hit confusing material. secondary students Their mistake: assuming that reading develops automatically once a child masters the fundamentals Were seduced by this notion that  if we could just teach the basics by 4th Another effort gets teachers them-chirdFBmora jrrORlALADVISORir BOARD Diracton Priraa^ eftwf.HGSfe Katherine C Boies, jcorenHGSUnda Dariing-jntnoftd. Professor. Columba achera College\nSaly Dias, jperintendent'Afetertown (MA) ubScSchoolsHaroldHowB ll, - ecturer. Emeritus, HGSE\nSusan - loora Johnson. Professor and academic Dean, HGSfc Robert :epivProfes$or.HGS\u0026amp; eegy Kemp. Office of School irtnenhips, HGSE Marya  jverson. Superintendent. North _ Colonie Central Sdiool District. Mewtonvile. NY\nDeborah Meier, , MndpaL Mission HUI School. 8\u0026lt;t\u0026gt;n. MA: John Merrow. Presi-dentlhe Merrw Rexxt Jerome T Murphy, Profesiorand Dean, HGSEAnhuf-J. RosenthaL PubBsh-l  Cowutant\nCadierine Snow. Professor,HGSEJay Sugarman., Teadw. Riride School BrookAne. MAiArtadneVabamis, Diractor of take Stock when they become confused, . grade kids would be able to handle the but reading specialists report that this is complex demands of literacy that are one of the most common mistakes young required of middle and high school s^ adults make Teachers dont realize that kids can read something and say the words okay, but not understand what theyve reada^not even know th^ dont undead, Barry saya In secondly sdiool, teaching shifts from the process of learning to the content students should learn, leaving teachers with little time to address reading. Even teachers who know how to teach reading in their content areas rarely do so. Thirty-seven states require second-dents, and thats just not going to happen, ary school teachers to take at least one Governors and legislatures pour public resources into intervention programs for young children and fail to fond any literacy programs for secondary students. Pu^ WonTBOon,HGSE Htfvod Eitonon Later (ISSN 87SS-37I6) b pufaitfitd bffwmWy b)f Hvwd Graduate School of Education. 6 Appan*^. Canixidjt. MA 011 38-3751 Sccond-daa poR\u0026gt;|* Boston, MA. and addtional mailing oAces. Posonaster Sand address dwi|(s) to Harvard Eduadon Lkct. 8 Appiw Vfey, Cambridge. MA 02138-3751 Slpied articles in Horvord EiAMOtion - Later raprasenc the views of the uxhorsJMkirass editorial corra-jpondance to effitora. Harvard . E****^?^ Lcoer, Gutman Library. 6 Appian Cambridge, MA 011 3^3752: phone 617-495-3431\nfex817496-35B4: emal edicor^edieoerorg\nweb: www,cdlcter.orx. I W by the President and FeBowi Harwd Coll^ PuUislwd as a non-profit service. ' Al rights reserved. Special permission is required to reproduce in any manner, n whole or in part\n. die rraterial herein contained.\n',,Cal 617^95-3432 fer reprint. ^'penmslon infonnatiork HOWTO SUBSCRIBE  - Send $32 for in^viduab. $39 for * s bwitutions ($40 (or Canada/Mex- C0b$49 other fereig^ In LLS. finds  hfervarti Uuation Letter. Appan VWy, Cambfk^ MA\n.01I3^3752\norallusat8l7-495- 'i-f3432 h Manachusets or' f,.''^flpO-5I3-O7i3 outside Massachu- A sitt Subscription prices subject ^*^Co dngi without notice. Siri^ edpiat $5.00. Back issues and bulk ^:.\"ajbeaiptiora available at spedal \". nnc oil 800-513-0763. course in reading, yet studies show that only a small percentage of teachers actually use the strategies they leam. And recent sure trends are making it tougher for teachers to stray from content instruc-tion. Thirteen states have recendy instituted exit exams that require students to meet high standards that emphasize selves to think about how they read and then try to pass those skills on to kids. Cynthia Greenleaf director of research at the San Francisco-based WestEds Strategic Literacy Initiative, and her colleague, Ruth Schoenbach, are collaborating with secondary school teachers to bring insights from cognitive research into classrooms. Greenleaf says fee first stepjn^r work with high school teachers is always to get them to recognize what they do when feev read. We have groups of social studies teachers sit together and read a history analysis, and chemistry teachers read a Scientific American article, Greenleaf says. And we have them list their reading moveswhat they pay attention to. Inevitably, teachers discover feat advanred reading in one disaplirie is nothing likeTt is in another.Teachers need tn unrover such hidden, or veiled. Richard Vacca says. We have 30 years of procesvss and make them apparent to statistics that show the problem isnt only with beginning literacy, yet we front load everything and then the funding just stops. students, says Greenleaf We need to try to figure out ways of helping our kids into 1 content knowledge, and more states are in the process of rolling out such exams. Teaching adolescent literacy is not supported from the top down, says Richard Vacca, former president of the International Reading Association and co-author of a respected textbook on secondary school reading. The oidy thing Thinking About Thinking There is a considerable body of experimental research demonstrating that when that masked world of how you do literary readings, science readings, historical readings, she says. Next Greenleaf and Schoenbach introduce teachers to research-based tech- adolescent students are shown how to tTuiqiquueess ssuucchh aass_ rreecaipprroocaarl, tteeaacchnmingg tmhadti \n^\nrimreir own thinking, they able help students expandto^epertoue of ____ \"* ' . . - -  J__ flAvCKililn to get more from their texts and to per-fotm mote complicated operations with the information.Thinkingabout think-ing or metacognition is a hallmark of thats important is a score on a state profi- ea^dolescent developmenUn^e dency t,estt, aAnndd tthhaattss ccoonntteenntt ddrriivveenn..  backboned adolescent readingexpen- Harvard lecturer Vicki Jacobs says secondary school teachers who neglectto address literacy explicitly may be add^ to the problem by sending stud^an inaccurate message about how mature 'reading works IflMy to students, Go home and read a book chapter and come meats Several experimental regimens train students to think while they read. However, little work has been done to move these protocols out of laboratories and into secondary classrooms back tomorrow and Ill give you a quiz, says Jacobs, then Im implying that good Developed in the early 1980s by reading is like a fairy landing on your researchers Ann Brown and Annemarie shoulder and you just get it Im not show- Palincsar, this approach has content-area thinking strategies and develop flexibility in using them. They also urge teacheg_to make use of the developmental strengths of adolescents At Thurgood Marshall Academic High School in San Francisco, Greenleaf and Schoenbach developed a mandatory literacy course for all incoming 9th-gtaders in 1996 that emphasizes adolescents Amerging abilities to think about thinking and to be retrospective about themselves One model feat has been tried in I-n the first unit. Reading Self and Society, classrooms and is favored by several read- students explore their own readmg iden-ing experts is^pro^ teaching''! hues, including their histones as readers - and what kind of problems they have experienced, as well as what kind of role reading will likely play in their intended career goals During the course, which met for two Furthermore, when the same students were tested again at the end of 10th 90-minute block periods and one 50-minute grade, a year after the course had ended, period per week, students also read narra-rives from authors such as Malcolm X, Explaining the results of her work with the San Francisco 9th-grade teachers, Greenleaf voices a complaint heard their gains not only held but even acceler- repeatedly in conversations with literacy Qaude Brown, Frederick Douglass, and oers. They read silently in class for 20 to 25 minutes each block period, kept, logs describing e reading problems they encountered, and got explicit instruction in self-help cognitive spategies, such as predicting questioning and clarifying At the end of the 1996-97 academic year, students showed significant gains in ated. By the spring of 1998 the group had gained approximately four years reading ability in two academic years. More significantly, perhaps, is at students perceptions about reading, as measured by open-ended surveys conducted at the beginning and end of the year, changed dramatically. More students not enough  reported that they liked reading, that they purposefully decided which books to reading achievement, moving from the 47th read, had favorite authors, and understood to the 50th percentile in national ranking. what they read. experts. This is exactly why we need to do e work at the secondary level, she says, why we cant just say, Oh. e kids got it in K through 3. they know how to decode and they know how to approach words that are unfamiliar, and how to chunk text and read fluently. That is Peggy J. Farber is a freelance educarion reporter based in New York City For Further Information Notfiihg^SwesB KidsiF^I Better than Learning* KiRi^ihBSbccess'^^iB6]^TGwhW^^|'5SgO^\u0026lt; ..... Mi't -IJhffieETilana^'s^q^^^inN^i\u0026amp;a\n. X- '3' __________ ifmiQfmtoe^bhis\u0026amp;tic^lsiie'Mj^AfBd^^TO^ Boys Town Reading Center, Fadier Ranagans Boys' Home, Boys Tosvn. Nebraska 68010:402-498-1155 M Cums and AM. Longo. When Adoiescens Cant ReodrAlethocis ok Matends that VMxk. Cambriage. MABrooldine Books, 1999. C. Czfl\u0026lt;a \"Reading Happens in Your Mind. Not Your Mouth.\" CoSfijma EngSsb 3. no. 4 {Summer 1998): 6-7 R Donahue, K.VoelW,J. Campbell, and J. Maneo. NAEP 1998 Rep^ Card for dK Notion and [he States. V^^ngion. DC US. Deoarnnenc of Education. Office o' Educational Research and Improvement. March I999\nwww.nces. ed.gov/nationsreportcard/pubs /mainl998/l999S003html. Guide to the Reading Wars, a collection of documents and articles on the MiddlcVYeb site. Funded By the Edna McConnell Clark Foundation, MiddleWeb provides information on middle school r^orm. www.middleweb.com /Reading.htmi. D. G OBrien. R. A Stewart, and EB. Moje-'Why Content Literacy is Difficuit to Infuse into the Secondary Schooh Complexities of Curriculum. Pedagogy, and School Culture.\" Reading Research Quarurfy 30, no. 3 (Juiy/Augusi/' September 1995): 442-463. Project WebSIGHT provides a practical introduction to reciprocal teaching, and includes sample lessons and researcn results. The site was created by the Miami-Daae County Public Schools, tne University of Miami, and the Florida Department of Education, www.miamisci.org/tec /indexhcml. The Strategic Literacy Initiative, WesiEd, 730 Harrison Street, San Francisco, CA 94107:415-565- 3000: www.westedxrg/stratiic: send e-mail to Ruth Schoenbach at r5choen@wested.org or Cyndnia Greenleaf at cgreen@wes^.org. R.T, V^cca-'tet's Not Marginalize Adolescent Literacy.\" Jqumol of Adolescent and Adult Liieracy 41, no 8 (May 1998): 604-609. '7:1/is event iitndenty\nhob^^^MStf^ :'seyereeinoB6^:Mi^riaafe^^l^^@^^Mlm\u0026amp;s4|J^.h^SMnfehyjiS^terii^td'B^:r^^na\nt^ng#Ji: .yeaiSfofkfi\u0026amp;^eS^^roaBu\u0026amp;^Sbys^^'^^ral^'^ tt severe eniQtioM^4soaan^^^0^ei^pjdent^^ 'iii ^t\u0026amp;e^^5^.^^n^ou3Egetlriils^o:i^^ ^^^^Mfc\u0026amp;old^adoi^n^^fSiriisSa^g^^^^^^liJ' ^edmtoffiifrisen^tdp)^^ Isfoaehts in.her,p'rt^i7injljgOTng hdtttSSfowibeM^^^de. * ft tll ft - ytrJtH .t Ifanaawve\nSO*J J-W: fei -^-3y:We^canft,afi - -. ___________________________ i_______________ ........ Ml level wtGk^e'StruggfingMti^\n3S iffijgmdelCTbVftiGUse^ 3\ni*Smgfie^Teafing$bfweSi'fiie6ffi-5i\u0026amp;\u0026amp;@ffi^ w^tem^Jioving'fiiOTkno^^ iffEj^tetit^\nsriidenfa a^vifittgradd iwel^fe^^ lihfemtifigSormatiori\u0026amp;uhdmtiejS, '' \u0026lt;uyW\nkevs fo'-the progranis siicceaafeits highlyvfiS\":\n{StriiSiir^ criuises pt^ctablfton^aapd'hhilfe grni^j ifjfcmBSysjCiiifejThe-ygmflenfagmt^ \"\nt^SmiSw^^cld^fqqiari^nl^pnf\u0026amp;^51alls~ifiafiyieariij^pnfi^sa^f9SiS:ffi6Westj^t^^ larejiecessaEigf^riwistudegtjft^eirn|g[tktgge:aOj6^^8f^^eyare^atje^^iear^gfsfQge^ SaeveIopm^beeaoseStl^MevfccatcliSRiif7^onli\u0026lt;^O^i^M-jMcfa\u0026amp;^bi^fhm^1he\n^ffi^ j\u0026amp;uaallfii5t5te{frss^giiflSs:^^g]adgm^ j^^wjth^ja^ieadmg-iKoass^JllS^ i^' i dentsinifaeEiirogramgaitLabotititwD\n-37\u0026lt; 5-1^3 k'la'iv. j.^wsK^m sir yeais foreveiv^ear of ipsEactionrand^jtfreag^ave? WfebeenfrepiieaSd-iri'sav^idc^isecim^ ^'ftaroiihdtlieicdiaf^tTlie-B^Tliwri^R^ain^C^^\ni\u0026amp;cuirently\nl3e^iuSy^S!(iffifrafts^^i^^msl?S\nj jCiiiS S S- .elX, -.t- -i- ^gideasiFl^istifets?^^\n^^^^ii!\u0026amp;e^^sSS^yel^ ssounds and gomgifinotigfi^^ortsto construdtoowledge\n\u0026gt;!ye ti,hJs=X!it Harvard Education Letter July/August 1999 3 What Secondary Teachers Can Do To Teach Reading A three-step strategy for helping students delve deeper into texts By Vicki A. Jacobs e You want me to teach reading? But I'm a content teacher. I don't have time to stop and teach reading. Besides, I wouldn't even know how to begin. by providing them wi\u0026amp; means to preview ry blossoms or whether there is a national 1 fe- T1 hese are typical concerns of secondary teachers when asked to take more responsibility for their students reading. One reason for their concern may be confusion about what secondary reading is and anticipate the text. Such preparatory activity is critical for comprehension to occur. the monuments or government buildings For example, a 9th-grade social stud- that a tourist would be interested in seeing, ies class may be planning to read about cemetery near Moscow as there is near Washington, DC They might also consider Moscow as an introduction to a unit on As a result, the students build on the knowl-edge they bring to a text while beginning to Russia. Depending on the purpose of the anticipate and pose questions about that text, reading (and it is important to be explicit to students about purposes), the teacher might have students brainstorm individually about what they already know about Simply put, if reading through grades a national capital that is more familiar to 3 or 4 is about learning to readacquiring them: Washington, DC Most likely, the the skills needed to decode the written word automatically and fluentlythen reading from about grade 4 on is about using those skills to comprehend what is writtenthat is, using reading to leam. Texts used in subject areas often employ language, syntax, vocabulary, and concepts that are specific to a particular field of study. Merely assigning reading does not help students leam how to tangle with these specialized texts to construct meaning teachers must help prepare students brainstorm will spark both common associations (such as the president, the Capitol, cherry blossoms, or Arlington Pre-reading requires considerable time but is a wise and critical investment. In addition to brainstorming and graphically organizing information, teachers can also instruct students to ask and answer questions before reading. These questions which can be supplied by the teacher or developed by students through directed writing or interactive discussion, might include, What do I already know and what do I need to know before reading? and What do I think this passage will be about, given the headings graphs or pictures? Teachers can also make use of clozethat is deleting important words or concepts from a passage and having students guess or choose the word that would best fit the blank. Pre-reading activity requires considerable time, for and guide them through the texts so that National Cemetery), as well as less com-they will learn from them most effectively, mon associations certain students might but that time is a wise and critical investment, for it prepares students to actively engage with the text Pre-Reading To avoid feeling that they have to stop have because of theirpwnknowledge and Guided Reading experience (say, the Holocaust Museum, or an anecdote about a visit to Washingteaching content in order to teach reading ton, DC). The class could then compile secondary teachers might think of reading and share their brainstorms, which the The second stage of the reading process is called guuied reading. During this stage, stu-dents need structured means to integrate the knowledge and information that they bring as a comprehension or understanding teacher can use to help the students grasp to the text with the new that is provided process that involves three stages. (These particular concepts or vocabulary that will by the text. Guided-reading activities should stages are derived from a model of learning be important to understanding the text teacher can use to help the students grasp called schema theory.! The first stage is The class might then organize their called pre-reading. One of the purposes of brainstorms into categories (such as mon-pre- reading is to acknowledge the different contexts, experiences, biases, and background knowledge (often called the given) of students that will influence how they read and learn from a text (the new). By knowing what students bring to their reading teachers can provide em with bridges, or scaffolds, between the given and the newclarifying unfamiliar vocabulary and concepts, and offering other necessary information in uments, government buildings, a tourists engage students in probing the text beyond its literal meaning for deeper understanding They should include multiple points of view, which is a requirement of higher stages of view of the city), or into webs, outlines, or reading Students should have the opportu-cluster sgraphic organ_iz_e_r_s _t_h_a_t _v_is_u_a lly nhy to revise their preliminary questions, illustrate the relationships among vocabu- search for tentative answers, gather, organ-lary or concepts The teacher could then divide the class into small groups and assign each group a category from the brainstorm, asking em to use the Wash-ington, DC, examples as a way to think ize, analyze, and synthesize evidence, and begin to make generalizations or assertions about their new understanding. A simple way to lead students beyond surface understanding is to reword the factual about Moscow. For example, a group that questions that texts characteristically pro-________________ __ _ is assigned a tourists view of the dt.y  videat the end of a chapter into questions theprgggs Pre-reading activities also pro- might consider whether there are gardens that ask how or why. Such questions ask mote students eng-a -gement and inter estI it* Moscow that equal the beauty of cher- students not only to locate information, but J i also to apply that information in some sub- stage, teachers give students ways to artic-stantive way. For example, a social studies ulate their understanding of what they text mieht ask, What three rivers that flow through Russia are connected by canals? Only surface comprehension is required for students to find and copy the pie, students might be asked to discuss answer from the text (the Don, Dneiper, and Volga Rivets). In contrast, a guidedreading question, such as How would Russias transportation and trade be affected if there were no canals to link e transportation). They then might be asked Don, Dneiper, and Volga rivets? requires students to consider how facts from the text inform each other and help answer the question. Other common guided-reading activities include reader-response journals and study guides 1 i Post-Reading Stage three of the secondary reading process is called post-reading. During this ulate their undeisianding of what they have read, and then to test its validity, apply it to a novel situation, or argue it against an opposing assertion. For exara-how the United States and Russia are similar and different, given one aspect of Russian culture that they have studied (e.g, the people, geography, industry, or to argue what impact these similarities and differences might have when Russia and the United States need to come to some agreement of international consequence, such as the war in Kosovo. By engaging students in pre-, guided-, and post-reading activities, teachers not only support students understanding of content, but also provide them with opportunities to hone their comprehen-sion, vocabulary, and study skills without interrupting content learning. Teachers should make decisions about how they will use such activities, depending on their purposes for teaching, the difficulty of the For Further text, and how well their students can read Information the text Most teachers already employ H many of the principles and practices asso-  dated with the reading process However, j. chait Stages of heading Develop-by becoming more aware of how they use them and to what end, teachers can become more confident about whether students comprehend both the word and the spirit of their texts.  Mcfa' A. Jacobs is a lecturer on education and associate director of Teacher education Programs at the Harvard Graduate School Education. This article dransfrom her book. Secondary Reading and Writing: Issues and Opportunities, which will be published by Brookline Bodes later this year ment New Yoric McGnw-Hiil, 1983, D.W. Moore, j.E Readence. and R.J. PJekeJman. Prereoding Acwoej far Content Anw Heading and Learning (2nd ed.). Newark DE intemanon-al Reading Association, 1969. B.D. Roe, B.D. Stoodt, and PC. Bums. Secondary Schoo/ Reading InanjcDonilhe (^teni Areas (6ch ed.). Boston, MA\nHoughton Mifflin. 1998. I The Brain-Based Ballyhoo New research on the brain may shed light on how kids leam, but should it change the way theyVe taught?The debate simmers... By Millicent Lawton j when Sarah Jerome, a Wisconsin says John Bruer, president of the James school superintendent, and her S. McDonnell Foundation in St Louis, colleagues read about a brainI 1 1 research study connecting keyboard music lessons to improved-skills in spatial and abstract reasoning in preschoolers, they didnt wax philosophic about the potential benefits of such research. They pul the new information into practiceand fast In 1996-97, Jerome and company added keyboard lessons to the elementary music curriculum in the 4,200-sludent Kettle Moraine school district in Wales, WI. When kindergartners showed better puxzle-solving aria block-building skills, Jerome plowed about $40,000most of it donatedinto buying 120 electronic keyboards for all grade levels in the districts four elementary schools. Today, teachers say the students who take keyboard lessons ence and the media hype surrounding have better concentration and discipline in them. Proponentsby and large consult-I the classroom. Are Jerome and others like her read- research about the brain can help K-12 ing too much into early results from brain  research, a science still in its infancy? Fd be reluctant to invest substantial resources in a curriculum based on a single study, which funds research in neuroscience and psychology. Such reactions highhght the current the truth probably lies somewhere in tug-of-war over so-called brain-based education, a pedagogical bandwagon set Are Jerome and others reading too much into early results fixim brain research, a science still in its infancy? in motion by recent advances in brain sci-ants, not brain scientistsargue that educators know what and how to teach. But critics, mostly in the scientific commu-nity, question the accuracy of some of the and classroom practice. Education con-movements claims and argue that the breakthroughs it touts are little more than longstanding educational philosophy and common sense repackaged under a new, faddish name. As in many debates, the middle. One supporter of brain-based education, Eric Jensen, says learning about the brain can help educators make better decisions. Jensen, a staff developer and author of Teaching with the Brain in Mind, says he doesnt want brain biology to drive school policy and practice exclusively. StilL he says, there are a lot of important findings in the field of neuroscience that have some direct classroom applications Educational consultant David A. Souza, author of How the Brain Learns, agrees: Teachers are trying to change human brains every day. The more they know about how [the brain] works, the more likely they are to be successful. The secret, according to brain-based advocates, is in making the tight connections between new laboratory research suitants Renate and Geoffrey Caine, l-L LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 August 24, 1999 TO: FROM\nSUBJECT: Middle School Principals Dr. Bonnie Lesley,'Associate Superintendent, for Instruction Reading and Writing Workshop and Vocabulary Development We were generally delighted with teacher responses to the eight days of training we offered during the summer to prepare teachers to teach the grades 6-8 Reading and Writing Workshop. I know that Suzie Davis has already met with your teachers as well, and I know that she has scheduled a meeting with you soon to help you know what to expect when you visit those classrooms. So - we are off to a good start! Learning how to teach in this new way, however, will be difficult for some, so we want to ensure that the teachers are continually encouraged and supported. Meetings and additional training will be set up throughout the year. To assist all your teachers, not just the English teachers, in teaching vocabulary - one of our weakest areas on the SAT9 -1 am attaching copies of two articles you may find helpful. Teaching Vocabulary in the Subject Areas\" by Karen Wood, Middle School Journal, November 1987, \"Six Whole Class Vocabulary Strategies for the Content Areas by Karen Hanus, et al. Middle School Journal, January 1991. Vocabulary development is a great topic for team collaboration. Ill send other articles frequently that you can simply pass along\nuse in faculty, department, or team meetings\nor simply read for your own use. Please feel free to let me know if there is something specific that you need. BAL/rcm cc\nSuzi Davis Pam Persons - Cloverdale IiDULE School Journal f i Six whole class vocabulary strategies for the content areas Karen Stinson Hanus Margaret Mary Sulentic Richard Rebouche Sharon Smaldino S i I Middle School Journal . As students enter and progress through the Techiuque is one method to help students 'middle and secondary school, they face the efficiently preview their textbook for important increasingly more difficult task of bringing vocabulary prior to reading a unit or chapter, special reading skills to content area subjects. First, have students survey the unit and identify The reading skills learned in elementary grades -u/nrHs that- a written in italirc nr offer no guarantee of successful skill application in history, science, or any other field. In the upper grades, students must use the fundamental vocabulary and reading comprehension abilities already learned and apply them to increasingly more difficult materials. In addition, students must (a) learn the specialized vocabulary of vocabulary words that are written in italics or content areas, (b) find definitions of these specialized words in their text, and (c) be able to select and learn new words and meanings on their own in order to become independent bold face. Second, have students try to locate the definitions of the words from context in the text. Some texts define a specialized vocabulary immediately preceding the italicized word, others provide definitions in the margin or include a separate section on vocabulary. Have students go back through the text locating additional important vocabulary words and explain how the words were identified. Point out any additional vocabulary words and clues to locating them in the chapter. Third, let students learners (Readence, Bean, \u0026amp; Baldwin, 1981). Most examine the visuals and predict from the pictures students do not automatically acquire new and graphs what information the chapter will concepts and the ability to identify words that include about the vocabulary terms that have represent new concepts on their own. Therefore, been located. Fourth, determine the purpose attention must be paid to the special vocabulary and value of specialized vocabulary. Point out anH reading skills required in subject matter that the specialized vocabulary generally areas or students will fail to~~achieve as'they contains the major concepts of the unit or chapter. should (Herber, 1970\nManzo, 1980\nOlson \u0026amp; Fifth, from the information already generated in (Ames,\" 1972\nRobinson, 1975). Failure to teach the survey of vocabulary, conduct a class specialized reading could lead to frustration and discussion of the important points of the chapter. decreased student motivation and achievement Next, help students ^oup the vocabulary terms JCleweU \u0026amp; Haidemos, 1983\nMoore \u0026amp; Readence, into logical categories (Ausubel, 1968). Some B981). J Students learn in a variety of ways\ntherefore. specific categorization procedures will be explained later in this article. Finally, as a whole {successful vocabulary instruction calls for a class group, generate a phrase or sentence that {repertoire of activities including personal explains what the author was trying to say about {experiences with the word, categorizing words, the subject. (oral and silent reading of material containing the ------------------------ ----------- [words, and direct vocabulary practice (Moore. (^Z^emantic webbing Keadence, \u0026amp; Rickelman, 1982). Content area teachers need to teach (a) the specialized Also called mapping, semantic webbing is a yocabulary of their subject area, (b) techniques to popular content area reading strategy to help earn new vocabulary, and (c) the special features students learn vocabulary and relationships jf the textbook such as the glossary, italicized between concepts (Sinatra, Stahl-Gemalke, \u0026amp; words, and index. The following six strategies Berg, 1984). Whole class mapping requires ire intended for busy, content area teachers, students to interpret pre-exiting knowledge and These strategies will provide practical activities expenence while helping them recall and retain i :o use with the whole class to improve students' text information. In addition, maps help students :ontent area vocabulary and reading skills. extend vocabulary comprehension and expand 1. Survey texts ? students' intuitive notions about similarities and differences among concepts. A web or map is a graphic arrangement showing the major ideas I Students need to become familiar with their aanndd rreellaattiioonnsshhiippss aammoonngg wwoorrdd rmneeaanniinnggss.. FFiinrs t, :extbooks. Early in the year ask students all the important vocabulary of the unit needs to questions aimed at helping them remember how be identified by the teacher or the students. Then the index, glossary, typographical formats and a large circle is drawn in the center of the j^ther salient features of the textbook can help chalkboard or transparency. Students can then Sem learn (Maring \u0026amp; Furman, 1985). Regularly discuss and determine the vocabulary word main - 'eview with students the major features of the idea in the passage or unit. This vocabulary f xts as new chapters or units are begun. Give word is then written in the center circle. Second, ^dents practice in identifying and locating lines are drawn outward from the center pecialized vocabulary words in the text and in attaching circles to the end of each of these me glossary. spokes. Third, students locate related, I A modification of Aukerman's (1972) Survey subordinate vocabulary words to fill in the circles. January 1991 37 toDLE School Journal Continue this strategy until all ideas, space or need on their copy. Second, these words are time is exhausted. The final display will be in the presented one at a time to the students. Aseach shape of a spider web. It does not follow any word is presented, students discuss any rigid conentions and is formed as concepts are definitions or associations they have with the discussed. Arrows, shaded lines, squares or word. Students provide examples and try to rectangles can be used to illustrate special relate the word to previously discussed terms, relationships vyith the terms (e.g., cause and Third, the teacher adds information about the effect, comparison) in the text. If webs are written word and uses the word in spoken context, on transparencies and stored, they can be used to modeling vocabulary usage for the students, help students who have been absent from class This helps students infer meanings associated discussion and for reviewing at the end of a unit, with the word. This process is continued until aU Reviewing with the web will help students the words have been introduced. Fourth, prepare for tests by providing a visual students are paired and given a limited time representation of the important vocabulary and (three to five minutes) to use the words in concepts.  conversation about the topic in which the words --------------------------------------- are related. Using a timer helps students stay on CX-The structured overview_J) task. Students can take turns recording the number of words that are meaningfully used in The structured overview (Dupuis \u0026amp; Snyder, conversation. Fifth, a brief discussion about the 1983\nVacca \u0026amp; Vacca, 1986) is one prereading uses of the vocabulary can ensue, or students can activity that can help students leam content area be instructed to immediately write a short vocabulary. It involves teaching new content paragraph using as many capsule words as area wc rds before the student is asked to read possible in five to ten minutes. Again, the use of them inTheir textbook (Tierney, Readence, \u0026amp; the timer helps students summarize and keeps Dishni \", 1985). the vocabulary lesson within available time Tc prepare a structured overview, first, locate constraints for the content teacher. Finally, the aU of the important vocabulary from a utut and teacher selects two or three paragraphs to read prepare them in chart form as a teacher's guide aloud to the class. Capsule vocabulary uses both for the lesson. Second, write each word on a the receptive and expressive modes to teach new separate sheet of paper asking students questions vocabulary and the relationships between these about each word as it is written. Ask questions vocabulary words. In addition, the word lists so that the words are defined individually and in provide excellent student references and review, relation to other words. Third, after all of the and involve students actively in the learning words have been written onto the sheets, process. encourage students to help construct a wall chart -------------------------------- by arranging the vocabulary sheets to show the 5. List, group, and label relationships of the words to each other. The chart of relationships can be left taped to the This is a classic strategy from Taba (1967) in wall, or can be thumbtacked to a bulletin board which students categorize vocabulary words for as graphic representation of the important a specific topic. Students can first orally read a concepts of the unit. The chart can also be typed passage or unit using an Oral Languaging and copied as a study or test aide. The advantage Strategy (Manzo, 1980) or discuss a silently read of this strategy is that students are provided an passage using a Questioning Strategy (Vacca \u0026amp; overview of what they are going to study and Vacca, 1986). Second, students brainstorm a list 4. Capsule vocabuL their active participation in building the overview of vocabulary words related to the topic area, will generate interest and tap their prior The brainstorming can be specific to a particular knowledge of the subject. passage or unit or can be used for a general overview of a topic This brainstorming is usually done with a whole class, but can also be conducted January 1991 38 ' in small groups. Disabled readers and The capsule vocabulary (Crist, 1975\nmainstreamed students can be successful if the Cuimingham, Cunningham, \u0026amp; Arthur, 1981) is a teacher calls upon them first to suggest some of strategy in which students read, recite, and vyrite the words for the brainstormed list (Maring \u0026amp; important vocabulary words from their content Furman, 1985). As the vocabulary words are area. First, the teacher selects twelve to fifteen generated, the teacher or a student writes the specialized vocabulary words from the passage terms on the chalkboard, transparency, or a large or unit. These words are typed on a list and sheet of paper. Third, after twenty-five or thirty copied so that each student will have a vocabulary words are generated the students are instructed list. Students are given the list and instructed to to list the words into groups of four to six words write down any notes or definitions that they that they think go logger in some way. StudentsMiddle School Journal an be timed. Three to five minutes should be References ufficient. After students have formed their Au.'k.oTman,R.C. {WTr). Reading in the secondary school .... classroom. New York: McGraw-Hill. an ocabulary word groups, instruct them that they ave several minutes to devise a label or name Ausubel, DP. (1968). Educational psychology: A cognitine view. New York: Holt, Rinehart and Winston. Clewell, S.F., \u0026amp; Haidemos, J. (1983). Organizational strategies to increase comprehension. Reading or each group. Fourth, the teacher leads the tudents in sharing their groups and labels, writing some of them on the chalkboard as _______ xamples of vocabulary categories. Students are Crist, B.I. (1975). One capsule a weekA painless ncouraged to explain why they grouped and  ...................................... .. ibeled the words as they did. A variety of World, 22,314-321. remedy for vocabulary iUs. Journal of Reading, 19, 147-149. jsponses need to be encouraged and regrouping Cunningham, J.W., Cunningham, P.M., \u0026amp; Arthur, xplored. The advantage of this strategy is that -------- udents will come up with many of the important rords associated with a particular topic and will DuPis, M.M \u0026amp; Snyder, SU. (1983) Developing , . . T'l  rnnronK khpoiicrh vnranillflrv A cfraMcru Hr xpand their associations for termmology. This m also be used as a prereading diagnostic S.V. (1981). Middle school and secondary school reading. New York: Longman. concepts through vocabulary\nA strategy for reading specialists to use with content teachers. Journal of Reading, 26,297-305. rtivity. Important vocabulary words about the Herber, H.L. (1970). Teaching reading in content areas. ipic that were not generated by brainstorming - *...........  - - - re probably not well known. These identified rords can then be directly taught to the students.\n. Words on the wall Visual representations of vocabulary are very ' elpful for students, but it is time consuming to i se transparencies or write words on the 5 lalkboard every day. Words on the wall Englewood Cliffs, NJ: Prentice-Hall. Manzo, A.V. (1980). Three \"universal\" strategies in content area reading and languaging. Journal of Reading, 24,146-149. Maring, G.H., \u0026amp; Furman, G. (1985). Seven \"whole class\" strategies to help mainstreamed young people read and listen better in content area classes. Journal of Reading, 28,694-700. Moore, D.W., \u0026amp; Readence, J.E. (1981). Accommodating individual differences in content classrooms. High School Journal, 64,160-165. Zunningham, Cunningham, \u0026amp; Arthur, 1981) Moore,D.W.,Readence,J.E.,\u0026amp;Rickelnian,R.J. (1982).\nroo vides a visual representation of important j OCi dn :abularv terms. Words on the wall visually iinforces the key vocabulary terms, and allows Prereading activities for content area reading and learning. Newark, DE\nInternational Reading Association. le teacher to point out the terms as the Olson, A.y., \u0026amp; Ames, W.S. (1972). Teaching reading xabulary surfaces in discussion or lecture. First, skills in secondary schools. San Francisco: Intext. : le teacher previews the chapter or unit and lentifies the important vocabulary terms. :cond, each term, is written on a half sheet of mstruction paper. A picture, synonym. ntence, or some other aid to memory is included 1 the card. Third, before the term is discussed  included in the assigned readmg material, the rm is presented to the class. Terms are defined Readence, J.E., Bean, T.W., \u0026amp; Baldwin, R.S. (1981). Content area reading: An integrated approach. Dubuque, lA: Kendall/Hunt. Robinson, H.A. (1975). Teaching reading and study strategies: The content areas. Boston: Allyn and Bacon. Sinatra, R.C., Stahl-Gemake, J., \u0026amp; Berg, D.N. (1984). Improving reading comprehension of disabled readers through semantic mapping. The Reading ecifically to the topic, in relation to other words Teacher, 37,22-29. 1 the wall and in context. The half-sheet with Taba, H. (1967). Teacher's handbook for the elementary le term and any added information is then social studies. Palo Alto, CA\nAddison-Wesley. ped to the wall. Fourth, when the unit is Tierney, R.J., Readence, J.E., \u0026amp; Dishner, E.K. (Eds.). mcluded, label the list by the chapter name, tit heading or topic, and begin again with a (1985). Reading strategies and practices: A tw list. Students can use the wall list as a ference in writing assignments and in taking compendium (2nd ed.). Boston: Allyn and Bacon. Vacca, R.T., \u0026amp; Vacca, J.L. (1986). Content area readmg (2nd ed.). Boston: Little Brown. Sts. Fifth, as new terms are added, update and Karen Stinson Hanus is on leave from the Cedar :pand the vocabulary on the wall This provides Falls, Iowa school system. excellent specific content area vocabulary ictionary for your specific class syllabus. t These six whole class strategies will not Margaret Mary Sulentic teaches at West Intermediate School, Waterloo, Iowa. gvide all the vocabulary instruction needed in Richard Rebouche is Principal at Castle Hill in content area. They are intended as a practical Waterloo Iowa. \u0026amp;rtmg point for busy classroom teachers in the needs of teaching specialized Sharon Smaldino teaches at the University of gcabulary of a content area to an entire class. - - - - January 1991 39 Northern Iowa, Cedar Falls, Iowa. fest- MIDDLE SCHOOL Journal- Teaching vocabulary in the subject areas Semantic mapping uses students background in learning new vocabulary KAREN D. WOOD i write down the first, or the shortest. TIhink back to teacher x whose primary approach to teaching science vocabulary was to list prior knowledge, including an captured or lost. Also, in this phase, thirty words on the board and have the class look them up in the dictionary.\nRecall, too, how you and your partner divided the list in half and proceeded to  definition available. Whether it fit the i context in which the word would appear was unimportant. Like most middle level : age students, the main concern was to get\nthe assignment finished.\nUnfortunately, teacher x was probably taught using a similar method - more , evidence that poor teaching methods tend to perpetuate themselves. Such methods do : little to give students a conceptual  understanding of subject matter : vocabulary. j Any go^ teacher is aware that students who know the vocabulary of a course tend to understand the content of the subject i matter as well. In fact, as early as 1944, Davis found that word knowledge is the most potent contributor to overall\ncomprehension. More recent research also supports this finding (Hayes and Tierney, 1982). Along with word knowledge, prior knowledge and experiences in general have also been proven essential to the comprehension process (Spiro, 1977\ni j Rurnelhart and Ortony, 1977). In essence. O yocabulary is a means for labeling these I^Sxperiences stored in our minds^ ^^^^ccording to Johnston and Pearson (1982), understanding of the significant vocabulary background information for 'he selection in a lesson, is the best predictor of is presented, key concepts an introduced, comprehension - more powerful than prior knowledge is elicited and assessed, measures of reading ability or purposes for reading are determined. achievement. In the reading phase, purposes are Described in this column is a strategy followed as readers merge their precalled semantic mapping (Johnson and existing knowledge with the new Pearson, 1984) which uses students knowledge presented in the text. The background in the learning and retention postreading, or follow up, phase is the of new vocabulary. Semantic mapping has vehicle for thoroughly synthesizing the appeared under various names in the new with the known. Here, key terms are literature, for example, semantic webbing reviewed, major concepts are discussed (Freedman and Reynolds, 1980) and fact and summarized, and additional questions analyzer or FAN (Swaby, 1984), to name are raised. Further, the lesson may be a few. Regardless of the label enjoyed, it extended to include writing, illustrating. is essentially a representation of the key concepts in a unit of instruction. Semantic mapping can be used throughout diagrammatic developing or researching relevant topics. Prereading Phase Begin by asking students to contribute the three major phases of the instructional all they can about the given topic. This can lesson: prereading, reading and be accomplished by focusing their postreadmg. t he prereading phase of an instructional lesson may well be the most probes. For example, on the topic of associations through the use of question important phase of all for it is here that volcanoes, the teacher may write students interest in the material is either categories on the board such as Word knowledge is the most potent contributor to comprehension. Characteristics, Effects, Places Most Often Found or Names. Map categories, as supplied by the teacher, can often be derived from the headings given in the textbook selection to be read. These categories can be highlighted with a circle (see Figure 1). Then students can volunteer information from their background knowledge for each category shown, contributions are subsequently written on the board in NOVEMBER 1987 / 11 Vi _____ _ ________ _______ o -. Questions can be asked to determine the Another very thorough, but more time depths of the students understanding. To  relation to the major categories. onsuming alternative is to list all of the further extend the activity, have the tudent contributions on the board in any students pose research questions which  \u0026gt;uUUCUt CUilti iUUUVOia order given. Then the students can be may lead them beyond the information asked to group these concepts based on presented in. the selection read. For their common elements. The students example, questions may arise such as how do barnacles attach to ships? (see Figure 2) or  What other mountains are in Alaska? (see Figure 1). Such probing can provide the impetus for interesting projects for library or community research. II I themselves come up with the categories or labels for the terms given. These labels and their corresponding terms can be arranged in a map or web like manner as decided by both teacher and the class. In either of the two alternative methods shown, the teacher may intervene by terms not high, steep lands . preteaching significant, mentioned by the students. After feeling comfortable that the class has adequately displayed their pre-existing knowledge on the topic, they can be assigned the reading of the selection. Reading Phase During the reading, the students should i h\u0026lt;. insfnictfid to use the map as their guide to the major concepts. They may be asked to make either mental or graphic notes of information relevant to the categories Mt. McKinley is highest longest chain is die rocides top is flat high area of land Plateaus Mountains Colorado Plateau body of land\ndisplayed on the map. In this way, they KrToundedby know what to focus on while reading and what information is not pertinent to their purposes for reading. IPostreading Phase Direct the attention of e class to e semantic map by asking them what new knowledge they gained about each of the categories. This new information should be added to the map until each major heading or category contains a cluster of topically related associations. The teacher may choose to use different shades of chalk or, if an overhead projector is used, different colors of transparency pens to illustrate the growth in knowledge before and after the reading. Note the changes in the students knowledge base for the following example\nPostreading Types of Volcanoes ! active extinct water  .1  Islands Manhattan s presently erupting no longer erupts active 1 canenipt at any time Figure 1 Social Studies Landforms of the U.S. Ceonl Plains largest Hains CeotnJ wide area of flat land U.S. Landforms X Great I Coastal Peninsula Florida bamer coral Common Trails exoskeletoa jointed openings Crustaceans  5 prs. tegs 2 prs antennae crab, lobsters shrimp barnacles Prereading Types of Volcanoes intermittent 1 occasional eruptions dormant from French Word dotniir-to sleep-may eniptorbe donnant for many years volanic Figure 2 Science Arthropods Arthropods extinct I no longer dangerous  land almost completely bound by water Continental Arachids 4 prs. leg* mites, tteks parasite scorpions spiders predaton Millipedes eat roots, stems baitnless 2 prs. legs pet segment Centipedes front claws poisonous predators 1 pr. legs per segment Insects Social insects butterflies, moths beetles 2 pn. wings 3 pn. legs I i i I i j I I S iI I : 1 j As a Stimulus for Writing Because semantic mapping presents the key concepts of a selection in an organized display, it is an excellent framework for 'a writing assignment. Working in pairs nr small groups, students can be asked to choose a cluster of information on which to write. Or, they may be instructed to write about the overall topic (Landforms of the U.S., Arthropods, etc.), merging the concepts for each of the subcategories into separate paragraphs. equal t not equal symbol As with any new lesson, it is imperative i that the writing assignment be thoroughly modeled at the onset. This can be accomplished by showing a completed paragraph and then enlisting the aid of the class in the composition of one or more ' sample paragraphs. Thus, the teacher is gradually releasing responsibility to the students before assigning independent practice. i As a Review Process t Semantic mapping can also be used 3 exclusively in the postreading phase  rriMnc fnr rAuiMutnir as a I means for reviewing the content of lettm for numbers Figure 4 Algebra Variables and Equations Variables values of variable expression parentheses Qumerical expression numerals ! simplifying the _____ expression I evaluating or finding the value of grouping symbols I brackets fraction bar  an instance, the class is actively involved i II ji i material just read or learned. Figure 3 shows the strategy as it can be applied to a math review lesson on variables. In such semantic mapping, the cliche we teach Spiro, Raad J. Remembering information from text: as we were taught* may soon become 'state of schema approach. In Schooling and positive one. aeguisirion of knowledge, edited by R.C. Anderson, K.J. Spiro and W.E. Montague. Hillsdale, N.J. Lawrence Erlbaum, 1977. taught a REFERENCES Davis, F.B. Fundamental factor of comprehension Swaby,B. FAN out your facts on the board.\" The Reading Teacher, 1984, 37, 914-16. in the review process by contributing what _ . __ Dr. Karen D. Wood is in the Department diey remember a^ut a recent passage read Lding.\"Instruction, College of or a lesson taught. The teacher aids this Freedman, F.G. and Reynolds, E.G. Enriching Education, University of North Carolina process by arranging the students* webbing.\" ot in reading.\" Psychometrika, 1944, 9 185-187 contributions in an organized manner. 5 Summary basal reader lessons with semantic webbing. The Charlotte. This column which presents Reading Teacher, 1980, 33, 677-684. InstTTictional Strategies based on research T* ,1^'ioping waders firuiings ig a regular Journal feature kknnoowwlleeddgcee throuegh aannaalloofgfvy..  RReeaaddminge RReesxneaarrechh  ' I Semantic mapping represents a concept development approach to teaching vocabulary. Because students are actively Quaterly, 1982 , 77, 256-280. Johnson, D.D. and Pearson, P.D. Teaching reading vocabulary, second edition. New York: Holt, Rinehart and Winston, 1984. it involved in the process by contributing Pearson P.D. Prior knowledge their pre-existing knowledge on given connectivity and the assessment of reading topics, their interest is heightened, their comprehension. Technical Report No. 245. Urbana,  * ' -------------------  -Q.-wwwu XILX*.. Uwanuivrvexrosikitjyr yojif iIUllJinLUoUisia,, 117908.26.. : knowledge base broadened and their Rumclhart, D.E. and Ortony, A. The representation comprehension enhanced I Perhaps by including in our repertoire of teaching strategies methods such as of knowledge in memory. ' In Schooling and she acquisition ofknemdedge, edited by R.C. Anderson, K.J. Spiro and W.E. Montague. HiUsdale, N.J. Lawrence Erlbaum, 1977. I e TJie Idea Factory (Sm p. 10) also includes a column Short Stuff editor, Joel Turvey, presentea this example. successful practices in 75 words or less. The i My students keep Teaming logs to practice writing skills across the curriculum. The tooic Describe the frog that youth pAr efproarrte tdk otof iidzxitsi sejc:t_ in l*i fe sictj?ie* nc_ e yesterday...). ..i.s.. ..o..n.. e overhead classroom. Precious class time is saved as students begin to write while I take roll or question (for example, as they walk in the as soon as the bell rings.  Joel Turvey NOVEMBER 1987 / 13 L-L ^Itl LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 1, 1999 J TO: Middle School Principals FROM\nDr. Bonnie Lesley, AAssisociate Superintendent for Instruction SUBJECT: Teaching Reading I Several of you have indicated your interest in knowing more about how to teach reading to the students who are performing at the Below Basic or lowest quartile. I am attaching some articles that I hope will be helpful. 1. A research synthesis on what works in \"restructuring urban middle school reading and writing programs. 2. Reading Comprehension Instruction for At-Risk Students: Research- Based Practices that Can Make a Difference by James Flood and Diane Lapp, Journal of Reading. April 1990. 3. Teaching Them All to Read: Results of a Nationwide Study of Successful Literacy Programs for Young Adolescents by Judith Davidson, Middle School Journal. May 1989. 4. Alternatives to More of the Same' for Poor Readers by Marjorie Wuthrick, Middle School Journal. January 1990. 5. Student at Risk\nThe Slow Reader in the Middle Grades by Leslie Ann Perry, Middle School Journal. January 1990. BAL/adg Attachments ISSUE 32  FALL 1994 Integrate Reading and Writing And Focus on Early Adolescent To Improve Urban Middle School Restructuring urban middle school reading and writing programs to capitalize on the unique abilities and perspectives of adolescents has paid off in higher student achievement, according to two separate studies by researchers at the Center for Research on Effective Schooling for Disadvantaged Students. The researchers, Robert J. Stevens and Scott Durkin, found that students in a program called \"Student Team Reading\" and Student Team Writing\" had higher reading comprehension scores than students in control groups. In one study, reading vocabulary and language expression scores were also higher than among control groups. The Hopkins researchers note that several strategies contributed to these results. First, an emphasis on cooperative learning, such as pairing students for reading activities, takes advantage of the influence of peers on early adolescents. Integrating readingjind writing instruction to make it more meaningful for adolescents is another key component of the program. Having e same teacher for both subjects riiakes ifeasier to ensure that writing and reading Activities are linked. The atmosphere is also more personal when students have the same teacher for both subjects. This relaxed setting is especially important for middle schoolers, who often feel alienated by the impersonal atmosphere of the traditional middle school. Stevens and Durkin stress the importance of using good literature that interests . students for instruction instead of basal readers, following up with activities where students apply new knowledge, and providing instruction on reading comprehension strategies to develop students higher order thinking skills. Source Using Student Team Reading and Student Team Writing in Middle Schools: Two Evaluations is available from the Center for Research on Effective Schooling for Disadvantaged Students, The Johns Hopkins University, 3505 N. Charles St., Baltimore, MD 21218 (cite Report no. 36, 21 pages, $3.95 prepaid). NCREL Clipboard  Page 23 I I I 490 1 Elood and Lapp are professors of Reading and Lan- wh2! State University f^here they vrork with preservice and in^^rvif^a preservice and inservice teachers (Coiiege of Education, San Diego CA 92182 USA) The^ research interests include effective comprehen- Sion instructional practices for dents. at-risk and reguiar stu- Reading comprehension instructiorr.for at-risk students\nResearch-based practices that can make a difference James Flood Diane Lapp  In \"statP n^fTJ ^htten about ^Jja^-of-the-art rearijng^comprehension instruc- tional practices for at-risk students in middle and students as well as regular secondary schoojmn?^ Durkin, 1978-79- Flood 1984a, 1984b\nGuthrie, 1981\nPearson, son, Faraone, Hittieman, \u0026amp; Unruh JareeSS\n.'?\"'  M-cators agree that effective comprehension 1984\nRobin- 1990\nTierney \u0026amp; a ciiBciive comprehension results from the interaction of four sets of important variables z^aier vjvab/es (age, ability, affect, motivation), text varie- bles (genres, type, features, considerateness)\neduca- lanal context variables (environment, task, social grouping, purpose)\nand teacher variables (knowledge, experience, attitude proach). and pedagogical ap- Eacfi of these variables plays \" ^htical role in the successful acquisition of comprehension anri Comprehension strategies ^'scussed as it relates to effective teaching practices for at-risk students. Two major questions will be discussed-in this article: (1) What do henders read texts?_(2) What do we know about teac^ ing at-risk students to comprehenders? become competent Journal of Reading April 1990 Competent comprehenders competent comprehenders exhibit a set of discernible characteristics. Research- st?u^r competent readers actively con- \" meranT^^T-?  they .^eract and transact\" with the words on the oaoe^ integrating new information ---------on the page vyith preexisting knowl- edge-^wEt^Anderson^ieb-\n^:^i7Wi-^ 1986\nRosenblatt, 1938, 1982). Further found that a readers 1986\nParis, it has been prior knowledge, experience titude, and perspective determine the lat- ways in which 77.i 5 I J f 5 J u J V 4 I I3 I information is perceived, understood, valued, and stored (Anderson et al.. 1985: Flood. igfl4a. i9R4h: Holbrook, 1987\nPearson, 1984\nRumelhart, 1981\nSquire, 1983). The competent comprehender: A strategic reader Good readers are strategic readers who actively construct meaninq as they read\nthey are selfmotivated and self-directed (Paris, Lipson, \u0026amp; Wixson, 1983)\nthey monitor their own comprehension by questioning, reviewing, revising, and rereading to enhance their overall comprehension (Baker \u0026amp; Brown, 1984). Good readers have learned that it is the reader in the reading process who creates meaninq, not the text or even the author of the text. There is some consensus among researchers that competent readers have a plan for comprehending\nthey use their metacognitive knowledges in an orderly way to implement their plan (Flavell, 1981). While each readers plan varies for each text and task, the following steps seem to be part of the competent readers generalized plan for many different kinds of texts: A PLAN FOR READING Before reading, the strategic reader\nx Previews the text by looking at the title, the pictures, \\ and the print in order to evoke relevant thoughts and memories Builds background by activating appropriate prior knowledge through self-questioning about what he/ she already knows about the topic (or story), the vocabulary and the form in which the topic (or story) is presented Sets purposes for reading by asking questions about 3 what he/she wants to learn (know) during the reading episode During reading, the strategic reader:' Checks understanding of the text by paraphrasing the authors words Monitors comprehension by using context clues to figure out unknown words and by imaging, imagining, inferencing, and predicting Integrates new concepts with existing knowledge, continually revising purposes for reading After reading, the strategic reader\n- Summarizes what has been read by retelling the plot of the story or the main idea of the text Evaluates the ideas contained in the text Makes applications of the ideas in the text to unique situations, extending the ideas to broader perspectives , Teaching at-risk students If the preceding remarks accurately reflect the processes that the competent comprehender engages in, one might wonder: Is there a role for the teacher or does comprehension ability merely occur as a result of practice, of extensive and frequent reading? Are at-risk students at risk because they have not been taught how to comprehend or because they do not practice reading? Can comprehension be taught? Although some educators have suggested that the controvysial question Can comprehension be taught? is no longer a burning, lingering issue (Pearson, 1984\nTierney \u0026amp; Cunningham, 1984) it seems to have been re-ignited recently in both its old form and in a newer form. Carver (1987) in his article entitled \"Should Reading Comprehension Skills Be Taught? argues that the evidence for teaching comprehension is \"weak, nonexistent, or directly counter (to the data). He states: The evidence presented to support the case for teachers spending more time teaching reading comprehension skills is frail at best. Too often the Easiness Principle and the Reading Time Principle are not accounted for in research, and there is no solid evidence that gains due to the Reading Practice Principle will transfer to reading ability in general. It makes more sense to regard comprehension skills as study skills in disguise, and teaching them to unskilled readers is a questionable practice. However, Haller, Child, and Walberg (1988) in their article entitled Can Comprehension Be Taught? A Quantitative Synthesis of Metacognitive Studies\" examined the results of 20 seminal studies (that included 1,553 students) on the effects of metacognitive instruction on reading comprehension performance. Although the exact nature of metacognition is still being debated, it was defined in their study as three mental activities that constitute metacoqnitipn: being aware, monitoring, and regulating in order to faltering understanding. Their results strongly suggest that comprehension v - can be taught. They found that there was ample evi-dence to encourage teachers to instruct students in reading comprehension from a series of research studies that were rigorously conducted. Three specific findings were highlighted in their analysis: (1) there were age effects especially for seventh/eighth grade and second-grade at-risk students: (2) reinforcement was the single most effective part of reading comprehension instruction\nand (3) the more instructional features involved in the learning episode, the significant the results.' ' more It seems that the real answer to this question must be a qualified one in which definition and purpose are Reading comprehension instruction for at-risk students 491 -r: 78. 3 3 1 ii I i clearly explained. In asking the question Can comprehension be taught? one has to be careful to add Comprehension of what, by whom, under what conditions, and for what purposes? Although one has to attend to the possibility that the question is still open, there is ample and ever increasing evidence that comprehension instruction has been effective for many at-risk students. The purpose of this article is to review representative samples of these studies to determine elements of comprehension instruction that seem general and useful for teachers working with at-risk students at various grade levels in various settings. Naturally not all relevant studies can be included in this paper\nrather only a modest number will be included as illustrations of what we currently know about comprehensign instruction for this population. their own experiences, knowledges, and valiiea , -Geven practices that hava haan proven to be si,r. ces^ in helping at-risk students develop their com-^ prehension abilities will be discussed. These include: /i\\  z -wwu. I ucoe incluae: n^parmg for reading practices. (2) reciprocal ^aclTing practices. (3) understanding------------- knowledge of text structum practices, (5) information and using practices, (4) questioning processing practices. (6) reading practices. (1) Preparing for reading practices Two activities that help at-risk t .wu auuvu.es tnat help at-risk students ready themselves for reading are PReP and Previewing. s f I An instructional approach: Constructivism in practice J I } In recent years it has been argued that students develop comprehension skills and strategies most successfully through a process approach that emphasizes the underlying cognitive and linguistic skills that are prerequisites for understanding and appreciating texts. Just as has been the case for some time in writ- Prereading Plan (PReP). Langer (1982, 1984) proposed an activity that pre- pares students for reading by activatinq their prior knowledge through a series ' There are three stages to PReP: reflections about initial associations: and (3) series of prompt questions- (1) initial associa- i I mg instruction, reading instruction is u.\nJ^,..,uiim g rgfound change in its theoretical orientation and ensuing pedagogy. Educators are moving away from fragmented component skills approaches iFvB underqoinq a reformulation of knowledge In the initial association stage, the teacher selects a word, phrase, or picture about the key concept in the text and initiates a discussion related associations. For to induce concept- example, in teaching a les- - J . --in wnicn reading is taught as a series of subskills to a holistic _approach in which comprehension is vieweri a\u0026lt;\na nan. Prativo /P^u\n____________- ___ erative process fRohingnn at ai igon) As a result, contemporary comprehension instruc- .. , . - I-------- J 'h*'jmiI tipn for at-risk students needs to be based on con- jy^truchvist principles that acknowledge role as tho t -- ---------- role as the meaning-maker 'S ____________ in the reading act.JDon- structivism calls for an understanding and implementation of the notion that the student takes for learning and the teacher provides appropriata di- rection and support. It requires a form of collabor^n between teachers and students in which teachers and students work toqether to ensure that students internalize rules and strategies for making meaning. ownership Seven practices that foster constructivist principles _ There are many teaching and learning activities that foster constructivist notions and lead to the development of comprehension abilities. These activities based on the premise that comprehension is cnn. are in which students grow in comprehension abilities bv processing texts in a generative manner, building on 492 Journal of Reading April 1990 American Revolution, the teacher might ask What comes to mind when you hear the words Revolutionary War? During the reflection stage students .. .y rerieciion stage students are asked to ex- plain their associations, e.g.. \"Why do those ideas come to mind?\" Langer (1984) found that the , udnger (iaa4) found that the social context of this activity advanced students understandingthey expanded or revised their knowledge through listening to and interacting with their peers. In the final stage, reformulation of knowledge students might be asked Have you gained any new in- .. , -------yameu any new in- formation about the Revolutionary War? She found that students knowledge was expanded through the generative processes in which they were engaged She found that students responses changed frorn remotely related personal experiences to an understanding of relations between pieces of knowledge. to an underPreviewing. Many researchers and educators have used pre- Graves, Prenn. and Cooke (1985) tested a specific procedure dents listened to a lengthy preview of text. in which stu- an assigned The preview was prepared by the teacher and its 79.t i i I i ( I i i purpose was to motivate students. It had three parts: (1) the activation of prior personal experiences that were relevant to the text\n(2) the building of necessary background knowled^ for the text: and (3) the establishment of an organizational framework for the text that was consistent with the framework the author used to present information. Students who listened to the previews before reading the text significantly outperformed students who did not have previews on multiple measures of comprehension. i 1 i ! 5 ! I ! (2) Reciprocal teaching practices Palincsar and Brown (1985) and Palincsar (1984) have developed a paradigm that has been effective for developing constructivist, process-oriented reading comprehension abilities. In their methodology, students take turns assuming the role of the teacher through a structured dialogue. The teacher models four distinct comprehension strategies and the students have opportunities to practice these strategies. Students are asked to (1) summarize in a simple sentence the paragraph that was read, (2) generate a question about the paragraph that was read to ask a fellow student. (3) ask for clarity (or resolution) of anything in the text that was unclear, and (4) make a prediction about what will happen next in the text. In their studies, students were shown how to do this by teacher modeling. Adult support was withdrawn gradually as students exhibited their ability to perform the task independently. Palincsar (1984) reported gains of 35% and more on comprehension assessments after 20 days of instruction. Palincsar and-Bjown's original formulation was based on(yygotsky)s^1978) notions about the zone of proximal development which he described as: (3) Understanding and using knowledge of text structure practices Narrative texts Some researchers argue that explicit instruction of story structure is unnecessary because students will automatically acquire this knowledge indirectly as a by-product of story listeningZviewing (Moffett, 1983). Schmitt and OBrien (1986) argued against instruction in narrative structure, suggesting that this form of instruction was both unnecessary and counterproductive\nit emphasized only one piece of a story and deemphasized story content. However, there are other researchers who have found that instruction in narrative structure positively affects student reading (Fitzgerald \u0026amp; Spiegel, 1983). Further, Buss, Ratliff, and Irion (1985) found that students who had little knowledge of story structure benefited considerably from direct instruction in text organization, specifically in story grammars. Information /expository texts Many researchers have reported that students at all grade levels can be taught the structures that underlie expository texts (Berkowitz, 1986\nPeabody, 1984\nSlater, Graves, \u0026amp; Piche, 1985\nTaylor \u0026amp; Beach, 1984) and that the consistent use of this knowledge enhances recall and comprehension (Armbruster, Anderson, \u0026amp; Ostertag, 1987\nBaumann, 1984), Further, students who had the knowledge but did not use it were more negatively affected when reading texts with unfamiliar material than texts with familiar material (Meyer, Brandt, \u0026amp; Bluth, 1980\nTaylor \u0026amp; Beach, 1984), At-risk students particularly benefit from instruction in text structure because it becomes a useful aid when the content is unfamiliar (Palincsar \u0026amp; Brown, 1985). s J The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or In collaboration with more capable peers. t Reciprocal teaching is highly dependent upon discussions between students and teachers. Alvermann, Dillon, and OBrien (1987), Duffy and Roehler (1987), and Palincsar (1986) explain that discussion is a critical component of effective comprehension instruction because it is through discussion that the teacher learns what is in the students minds, and thereby can 'estructure the situation to aid the student in understanding. (4) Questioning practices Ouestion/Answer Relationships (QARs) In several studies, Raphael (1982, 1986) demonstrated that at-risk as well as regular students were capable of generating and answering questions that enhanced their comprehension and led to independent processing. She designed four tvoes of QARs: (1) text-based QARs in which the answers are right there,\" i.e., explicitly stated in the text\n(2) text-based QARs in which the student has to think and search\" for relevant information throughout the te^t: (3) knowledge- based QARs in which the reader has to read the text to understand the question, but the answer is not in the text\nand (4) knowledge-based QARs in which the student can answer the question without reading j i ! Reading comprehension instruction for-at-risk students 493 ) i 80. I f j I I the text. In the beginning stage of this process, the teacher accepts total responsibility for the five key elements of the activity: (1) assigning the text, (2) generating the questions, (3) providing answers, (4) identifying the QAR, and (5) providing a justification for the QAR identified. Eventually, control is released to the student after guided practice is offered to the student Students who were trained in the QAR activity dem- ^onstrated significant gains in comprehension. Aimiu^s Sawisal i'\u0026amp;sarchers have demonstrated the effectiveness or' tusing analogies to enhance comprehen- (Hayes \u0026amp; Tierney, 1982\nPeabody, 1984) Bean' Singer, and Cowen (1985) developer Study Guide to help students 40 Analogical 'understand the concepts that they were learning. In their study they used jhe analogy of a functioning factory to un^ ^er^,d the working of cells in the human hTrty -V. Students who were given the analogical guide signifU ~ candy outperformed students who were taught theV formation in more traditional ways. ID- (5) Information processing practices KWL: What we know, what we want to find out, what we learn and still need to leam The KWL procedure, developed by Ogle (1986), rests upon constructivist rincioles- it is the reader who ultimately must seek and find meaninn Initially, the student is shown how to use the guidethis is followed by the teacher's question How do you know that?\" which reminds the student to seek evidence from the text or from previous knowledge. This procedure is intended to activate, review, and develop background knowledge and to set useful purposes that will enable the student to be an active, independent learner. (6) Summarizing practices Summary writing Concept- Task-Application (C- T-A) Wong and Au (1985) found that the asking of focused prereadinq discussion questions about critical concepts contained in the text enhanced students' background knowledge before reading During this first phase, students set purposes tor reading and the goals of the questions were twofoldto find out what students already knew about a topic and to determine what they still needed to know. . ^-[snswed interest in summarization as a means for\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_324","title":"Compliance hearing exhibits, ''Communications About African American Achievement''","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":["1998/2000"],"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 law and legislation","Education--Evaluation","African American students"],"dcterms_title":["Compliance hearing exhibits, ''Communications About African American Achievement''"],"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/324"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"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\nCOMMUNICATIONS ABOUT AFRICAN AMERICAN ACHIEVEMENT2r1 ZOO mm hO Communications about African American Achievement 1. Memorandum to selected staff from Bonnie Lesley, Aug. 18, 1998, setting up meeting to review Revised Desegregation and Education Plan and specifically to discuss need to open access and ensure success of African Americans in Advanced Placement courses 2. Memorandum to selected staff from Bonnie Lesley, Aug. 27, 1998, following up on the August 26 meeting with list of assignments and possible program strands to use in planning ^35 3. Memorandum to selected staff from Bonnie Lesley, Sept. 18, 1998, on K-12 Talent Development\nadded Horace Smith to committee on AP\nattached several articles relating to minorities in AP courses A. B. C. The Canary in the Mine: The Achieivement Gap Between Black and White Students by Mano Singham from September 1998 Kappan The Philadelphia Partnership: Improving College Access and Retention Among Minority and Low-Income Students by Steven Ender, et al in the Summer 1998 issue of The College Board Review. Some articles about the Talent Development Middle School model researched by Mona Briggs. 4. Copy of an article from The American Prospect. September/October 1998 distributed to staff, The Black-White Test Score Gap, by Christopher Jencks and Meredith Phillips. 3^7 5. Copy of an article distributed to staff from Education Week. Sept. 9, 1998, Bridging the Remediation Gap: Why We Must (and How We Can) Align K-12 Standards with College Placement by Michael Kirst. 6. Memorandum from Bonnie Lesley to secondary principals, December 16, 1998, urging them to convene a staff committee to determine ways to enroll as many students as possible in the Pre-AP and AP courses\nspecific reference to the Revised Desegregation and Education Plan. 7. Memorandum to principals from Bonnie Lesley, Feb. 8, 1999, on high expectations with attached article from ERIC, Expectations for Students. 8. Memorandum to principals from Bormie Lesley, Feb. 12, 1999, on the importance of building relationships between teachers and students for improved student achievement\narticle attached, Working with Students and Adults from Poverty by Ruby Payne. 3^1 9. Memorandum to high school principals, counselors, and registrars from Bonnie Lesley, Aug. 27, 1999Administrative Directive: High School Curriculum\nsection on Equity, with specific references to section 2.6 of the Revised Desegregation and Education Plan and the importance of curriculum access. 10. Memorandum from Bonnie Lesley in September 1, 1999, Learning Links on Teaching ALL the Kids\nattached article by Adela Solis, Extending Advanced Skills Instruction into the Education of Disadvantaged Students 11. Memorandum from Bonnie Lesley in September 22, 1999, Learning Links celebrating the big jump in numbers of students earning a 3 or above on the Advanced Placement examinations\nattached tables. 12. Memorandum in October 13, 1999, Learning Links on Getting Smart and attaching an article, Making American Smarter: A Centurys Assumptions About Inate Ability Give Way to a Belief in the Power of Effort, by Lauren Resnick. 13. Memorandum to selected staff from Bonnie Lesley, November 10, 1999, reconvening the K-12 Talent Development Committee to work on a local adaptation of Project AVID, in collaboration with Dr. Terrence Roberts\nspecific references to the Revised Desegregation and Education Plan\nsummary of initiatives already implemented\netc. 14. Memorandum to princi,.'als from Bonnie Lesley in December 1, 1999, Learning Links recommending transition strategies from one level of schooling to another to improve academic achievement. A. Summer Programs Help Students Adjust to Key Transition Points B. When Standards Fails 15. Article in December 1, 1999, Learning Links: Teaching AP European History in a Multiethnic Setting for principals 16. Memorandum in January 26, 2000, Learning Links with attached article, Why Every Child in America Deserves a School Where She/He is Known and Valued by Davis Marshak. 17. E-mail from Bonnie Lesley to high school principals and other staff, Jan. 24, 2000, attaching an article on College Freshmen Bored by High School Senior Year. ^50 18. Memorandum from Bonnie Lesley in February 9, 2000, Learning Links on how to improve student achievement\nattached article, Improving Chicagos Schools ! 19. E-mail from Bonnie Lesley to Division of Instruction and Cabinet, March 9, 2000, attaching an article by Anne Quindlen from Newsweek on The Best High Schools and the importance of challenging courses. 20. E-mail from Boimie Lesley to staff, March 16, 2000, relating to placing into the budget needed funds for the administration of the Pre-AP and AP programs. 21. Memorandum from Bonnie Lesley in March 22, 2000, Learning Links on the importance of students taking challenging courses\nattached article from Southern Regional Education Board, Good News, Bad News and Actions for Helping Students Complete a Challenging Program of Study. tl 22. E-mail from Bonnie Lesley to selected staff, April 12, 2000, inviting us to hear Dr. Andrew Billingsley speak on The Black Family. 23. Memorandum from Bonnie Lesley to middle and high school staff in April 19, 2000, Learning Links on attendance at the Administrators AP Conference\nreference to Revised Desegregation and Education Plan. 24. Memorandum from Bonnie Lesley in May 3, 2000, Learning Links encouraging participation in Dr. Terrence Roberts training on Learning to Cope with Differences and attaching a reading list that might be helpful. 25. Memorandum from Bonnie Lesley in May 3,2000, Learning Links related to Project AVID\nattached article by Mary Catherine Swanson, Education for the New Millenium. 26. E-mail from Bonnie Lesley to various staff. May 4, 2000, with rationale for changes in the graduation requirements and the importance of high expectations for all students. 27. Memorandum from Bonnie Lesley in May 17, 2000, Learning Links on equity\nattached article, We Should Not Kid Ourselves: Excellence Requires Equity, by Bradley Scott. 28. E-mail from Les Camine to staff, July 25, 2000, with attached article, Is the Test Score Gap Really Color Based? by William Bainbridge. ^^1- 29. E-mail from Bonnie Lesley to high school curriculum staff, Aug. 11, 2000, with attached article on Advanced Placement, Not Exclusion. 30. Memorandum to Associate Superintendents, September 11, 2000, from Bonnie Lesley on the role of counselors in enhancing academic achievement. 31. Memorandum to selected staff from Bonnie Lesley, October 2, 2000, with copy of a self-assessment instruction, Bridging the Gap: Self-Assessment Instrument developed by the Mackenzie Group, Washington, DC. 32. Memorandum to principals from Boimie Lesley, October 2, 2000, with attached report, Dispelling the Myth: High Poverty Schools Exceeding Expectations. 3^5 33. Memorandum to principals in November 1, 2000, Learning Links on stereotype research and attaching an article by Claude Steele, Stereotype Threat and the Test Performance of Academically Successful African Americans, from the book. The Black-White Test Score Gap by Christopher Jencks and Meredith Phillips\nreference to Terrence Roberts. 34. E-mail from Bonnie Lesley to NSF team, Nov. 16, 2000, advising them of the purchase of the video-tapes from the Columbus meeting for NSF participants on Bridging the Gap. 35. E-mail from Bonnie Lesley to selected staff, Nov. 20, 2000, advising them of the importance of successful implementation of the IB programs at Cloverdale Middle and McClellan High if the magnet grant got funded. 36. E-mail from Bonnie Lesley to Les Gamine, Nov. 20, 2000, with rationale for building in incentives for African American students to take challenging courses\nreferences the Revised Desegregation and Education Plan. 37. E-mail from Suzi Davis to a parent, Dec. 5, 2000, with an explanation of the criteria for placement of students in advanced courses and the differentiated curriculum for Pre-AP at the middle school level. 38. Memorandum from Bonnie Lesley to the Board of Education, Dec. 14, 2000, proposing changes in the graduation requirements, with rationale\nreferences to equity and the Revised Desegregation and Education Plan. ^'7/ 1LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 S. PULASKI LITTLE ROCK, ARKANSAS 72206 August 18, 1998 TO: Mable Donaldson Mona Briggs Dennis Glasgow Marie McNeal Dr. Kathy Lease Vanessa Cleaver Gene Parker FROM: Dr. Bonnie Lesley/Ase\u0026gt;seociate Superintendent - Instruction SUBJECT: AP Courses and PSAT/ACT Preparation We need to meet! Please join me at 9:00 a.m. on Wednesday, August 26, in my small conference room. Lets plan to discuss the following: 1. Desegregation and Education Plan requirements\nreview process\nstatus report 2. NSF grant requirements 3. Need for AP program coordination 4. Project AVID - option 5. Related issues Ill look forward to seeing you. BAL/adg 2INSTRUCTIONAL RESOURSE CENTER LITTLE ROCK SCHOOL DISTRICT 3001 PULASKI LITTLE ROCK, AR 72204 August 27, 1998 TO: Kathy Lease  Marie McNeal Mable Donaldson Dennis Glasgow Gene Parker Vanessa Cleaver Mona Briggs FROM\nDr. Bonnie Lesley, Associate Superintendent - Instruction SUBJECT: AP Program Thank you very much for your attendance at and participation in our August 26 meeting, I am excited about the beginning of our plan. Below according to my notes, are the responsibilities we agreed to assume: 1. 2. 3. 4. 5. 6. 7. 8. 9. Kathy Lease - examine possibility of adding a non-verbal IQ test to our assessment plan - to be used as another indicator of academic potential. Kathy Lease - conduct a study by school and by grade level of the numbers and percentages of students performing in the top quartile of each sub-test of the SAT 9 Mable Donaldson - assume role of AP Coordinator Mable Donaldson - survey the AP teachers to see what training theyve had Vanessa Cleaver - review Project AVID\ndetermine steps we need to take in order to implement Mona Briggs - find out about the John Hopkins Talent Development Middle Schools Dennis Glasgow - draft the proposed AP policy Marie McNeal - research potential parent education programs, especially there relating to AA males academic achievement Bonnie Lesley - outline proposed planning components2 10. 11. 12. 13. 14. Bonnie Lesley - research potential funding sources Bonnie Lesley - speak to cabinet about need to recruit quality teachers\ndesire of Instruction staff to be involved in recruitment and screening of teachers\nneed for more AA teachers in g/t, honors, and AP courses. Bonnie Lesley - raise issue of need for science labs with utilities at the junior high/middle schools Bonnie Lesley - ensure that School Improvement Plans address this targeted population Dennis Glasgow and Gene Parker - examine the College Boards Pacesetter courses for potential adoption at the high school level We agreed to meet again at 1:30 on Friday, September 25, to review our progress. Our agenda will include the following: 1. Refinement of proposed planning strands (see attached) 2. Reports from team members on assigned tasks 3. Planning next steps BAL/rcm Attachment3 PROPOSED PLANNING STRANDS FOR GT/HONORS/AR PROGRAM IMPROVEMENT I. CURRICULUM  Vertical Teams (k-12 \u0026amp; higher Ed.)  Talent Development focus at elementary and middle schools  Use of AP course syllabi  Review of GT/Honors/AP Curriculum documents II. PROFESSIONAL DEVELOPMENT  Counselors  T e icher (Proj ect AVID?)  Principals  Tuition for teachers to earn endorsement  Recruitment of Quality teachers III. STUDENT SUPPORT  Instructional strategies  One-on-one tutoring (Project AVID?)  Parent education/involvement IV. RESOURCES  Teaching materials  Science labs at middle schools  Funding for professional development3 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 18, 1998 TO: Vanessa Cleaver Mable Donaldson Dennis Glasgow Marie McNeal Horce Smith (ODM) Kathy Lease Gene Parker Jo Evelyn Elston Mona Briggs FROM\nDr. Bonnie Lesley,'Associate Superintendent for Instruction SUBJECT: K-12 Talent Development Our work is coming along! Attached for your information is the material regarding project AVID that Vanessa, Mable, and I presented to the Board at their agenda meeting on September 10. We had earlier discussed it with Dr. Gamine and secured his blessing to go forward. The project is on the Boards consent agenda for the September 24 meeting. I have also had a discussion of our overall plan with the staff at ODM. Horace Smith is joining our committee, and we welcome his input. I am also inviting Jo Evelyn to join us. Are there others we should include? I am attaching three important pieces for you to read before our meeting at 1:30 in Gene Parkers office on Friday, September 25. (1) The Canary in the Mine: The Achievement Gap Between Black and White Students by Mano Singham from the September 1998 Kappan. Dont miss the references to Uri Treismans work. Hes the one I told you about. (2) The Philadelphia Partnership: Improving College Access and Retention Among Minority and Low-Income Students by Steven Ender, st al, in the Summer 1998 issue of The College Board Review. Be sure to look at the research findings. Interesting! And maybe it gets at that culture issue that Marie raised. (3) Some articles about the Talent Development Middle School that Mona Briggs researched for us. (I also am sending this on to the middle school principals.) Look at the model carefully to see if it will work in Little Rock. Our agenda for the meeting follows: 1. Discussion of readings  Lessons learned  Implication for our plan 2. Reports  Status of AVID implementation  Percent in Top Quartile  Survey of AP Teachers  AP Policy Draft  Planning Components (see attached) (WeTl do the other reports at the next meeting.) Vanessa and Mable Kathy Mable Dennis Bonnie Lesley 3. Miscellaneous BAL/rcm Attachment cc: Les Gamine Brady Gadberry 1. IL III. IV. V. PROPOSED PLANNING STRANDS Teacher Involvement and Support  Early imvolvement in plan  CTA involvement CURRICULUM  Vertical Teams (k-12 \u0026amp; higher Ed.)  Talent Development focus at elementary and middle schools  Use of AP course syllabi  Use of Pacesetter courses (?)  Review of GT/Honors/AP Curriculum documents PROFESSIONAL DEVELOPMENT  Instruction staff  Counselors  Teacher  Principals  Tuition for teachers to earn endorsement  Recruitment of Quality teachers STUDENT SUPPORT  Instructional strategies  One-on-one tutoring (Project AVID?)  Study groups  VIPs members  University partners RESOURCES  Teaching materials - AVID  Science labs at middle schools  Funding for professional developmentAdvancement Via Individual Determination (AVID) LRSD Strategic Plan Objectives  No later than the year 2003, no fewer than 9 out of 10 students will meet or exceed LRSD standards of performance identified in the core curriculum. By 2003, the percentage of students in every identified sub-group of race and gender ... performing at the highest quartile in reading and mathematics on standardized tests shall be at least 30%. Revised Desegregation and Education Plan Three important sections of the LRSD Revised Desegregation and Education Plan follow: Section 2/5. 2.6 LRSD shall implement programs, policies, and/or procedures designed to promote participation and to ensure that there are no barriers to participation by qualified African-Americans in extracurricular activities, advanced placement courses, honors and enriched courses and the gifted and talented program. Section 2/5. 2.6.1 LRSD shall implement a training program during each of the next three years designed to assist teachers and counselors in identifying and encouraging Afncan-American students to participate in honors and enriched courses and advanced placement courses. Section 2/5. 2.6.2 LRSD shall implement programs to assist African-Americans in being successful in honors and enriched courses and advanced placement courses. National Science Foundation Cooperative Agreement One of the most important needs identified in the LRSD grant proposal to NSF was as follows: A need exists for students to begin preparation to enter high school Advanced Placement mathematics and science courses and other upper level mathematics and science courses while they are still in elementary and junior high school. Many students, even if they meet the course prerequisites for upper level courses, have not acquired the type of skills and content knowledge that is required to be confident about their ability to succeed in these courses. The pre-requisite skills and the confidence they engender are both critical elements in increasing the number of students in AP and other upper level mathematics and science courses. This is particularly true for some minorities who may not be well represented among upper classmen who are currently enrolled in these courses. District Responses The District has assembled the core of a team to be expanded as tasks become more clear to create a systemic plan to meet both the letter and spirit of the Revised Desegregation Plan, as well as the objectives of the NSF project. The plan, to be presented to the Board later in the school year will include the steps we believe to be necessary to create a K-12 talent development program both to improve student access to and success in the advanced placement, honors, and gifted/talented courses in all our schools. The centerpiece of the plan, we know already, will be, with the Boards approval, the implementation of Project AVID (see attachments for basic information). We suggest that the District phase in the implementation of the program over three years, as follows: 1998-99 1999-2000 2000-01 Planning year for implementation in the five high schools Implementation year for the five high schools Planning year for implementation in the eight middle schools Continuation/refmement of high school implementation Implementation year for the eight middle schools This phase-in approach is recommended in order for us to do the best possible job of implementation with the resources (human, time, and money) available to us. Also, we think that the changes for the middle schools that will be implemented in 1999-2000 are comprehensive enough that the staffs do not need yet another innovation during 1999- 2000. Upon the Boards approval, the staff will negotiate the Planning Year contract with AVID and will begin the planning activities, involving staff, students, and parents. What Factors Contribute to Program Effectiveness? (from Show Me the Evidence! By Robert Slavin and Olatokunbo Fashola, Corwin Press, 1998) 1. Effective programs have clear goals, emphasize methods and materials linked to those goals, and constantly assess students progress toward the goals. There is no magic in educational innovation. Programs that work invariably have a small set of very well-specified goals ..., a clear set of procedures and materials linked to those goals, and frequent assessments that indicate whether or not the students are reaching the goals. Effective programs leave little to chance. They incorporate many elements, such as research-based curricula, instructional methods, classroom management methods, assessments, and means of helping students who are struggling, ail of which are tied in a coordinated fashion to the instructional goals. Programs almost always have their strongest impacts on the objectives they emphasize. 2. Effective and replicable programs have well-specified components, materials, and professional development procedures. There is a belief in many quarters that each school staff must develop or codevelop their own reform model, that externally developed programs cannot be successfully replicated in schools that had no hand in developing them. ... In fact, over time evidence has mounted that reform models that ask teachers to develop their own materials and approaches are rarely implemented at all. Studies of alternative programs implemented under similar conditions find that the more highly structured and focused programs that provide specific materials and training are more likely to be implemented and effective than are less-well-specified models. ... Although there are examples of success in models lacking clear structure, the programs with the most consistent positive effects with at-risk students are those that have definite procedures and materials used in all participating schools. 3. Effective programs provide extensive professional development. A characteristic shared by almost all of the effective programs we identified is the provision of extensive professional development and follow-up technical assistance. Few, if any, provide the classic half-day, onetime workshops that constitute the great majority of inservice programs, especially those usually provided with textbook adoptions. On the contrary, most of the successful programs we identified provide many days of inservice followed by in-class technical assistance to give teachers detailed feedback on their program implementations. Typically, teachers work with each other and with peer or expert coaches to discuss, assess, and refine their implementations. The training provided is rarely on generic strategies from which teachers pick a few ideas to add to their bags of tricks. Instead, training focuses on comprehensive strategies that replace, not just supplement, teachers current strategies. 4. Effective programs are disseminated by organizations that focus on the quality of implementation. The programs identified in their review that have been associated with consistent positive effects in many settings tend to be ones that are developed and disseminated by active, well-structured organizations that concentrate efforts on ensuring the quality of program implementation in all schools. These organizations, often based in universities, provide training and materials and typically create support networks among program users. i The Canary In the Mine The Achievement Gap Between Black and ^hite Students na By Mano Singham The educational achievement gap is real and has serious ' 'al, economic, and political consequences, Mr. Singham tnts out. But the situation is by no means hopeless, if we start looking at the problem in new ways and avoid simplistic one-shot solutions. HAKER Heights is not your typical community. It is a small inner-ring bedroom suburb of Cleveland, covering an area of about five square miles and having a population of 30,000. It is a carefully planned city with tree-lined streets winding past well-maintained homes and manicured lawns, lakes, parks, and red-brick schools nestled in campus-like grounds. The city is about one-third African American and two-thirds white, with a sprinkling of other minorities. Although income levels in the city range from the poor (about 10% below the poverty level) to millionaires, the image of Shaker Heights is that of a primarily middle- and upper-middle-class community (median family income of $66,000) that is home to many of the academics, professionals, and corporate executives of all ethnic groups who work in the Cleveland area. It is also a highly educated mmunity, with more than 60% of all residents over the age of 25 holding at least a bachelors degree  a figure three times the national average. MANO SINGHAM is assixiaie director of the University Center for Innovations in Teacitini\nand Education and principal researcher in the Department ofPhvsics, Case Western Reserve University. Cleveland, Ohio. The academic achievement gap MAY REALLY BE TELLING US THAT THERE ARE FUNDAMENTAL PROBLEMS WITH THE WAY EDUCATION IS DELIVERED TO ALL STUDENTS. caused them to fall behind in the first place at the expense of the higher-level ones, thus compounding the problem instead of solving it. On the other hand, if students are given interesting and challenging problems to work on, things that pique their interest and are relevant to their lives, they are more likely to acquire the so-called basic skills as a means to solving the problems of interest. In his book Color-Blind Ellis Cose describes another success story of black education, this time at Xavier University, a historically black college in New Orleans?8 This university took to heart the message of psychometrician Arthur Whimbey, who argued in Intelligence Can Be Taught that students can be taught to perform better academically by a suitably planned program that stresses the importance of hjgh- Srievelthinking skills. When theschool adopted a Whimbey-inspired curriculum, incoming freshmen so improved their academic performance that Xavier is now the Single biggest supplier of black graduates to medical schools, despite its relatively small enrollment. Once again it must be emphasized thatwhat was stressed in thi.s program was the challenging nature of the acadernic program, thednve for excellence as opposed to remediation. IHAVE argued here that perceiving the academic performance of white students as the norm and that of blacks as a measure of the problem naturally leads to the proposing of solutions that have as their basis the attempt to persuade blacks to \"act white or at least to adopt white values. But the implicit notion that black behavior and values are somehow inferior to whites makes these solutions offensive and unacceptable to many blacks. There is an even more serious objection to this strategy of trying to get everyone to adopt the white ethic as a means of reducing the educational achievement gap. It is that it might be masking the true nature of the problem by assuming that there is no real problem in the educational delivery system as such but only in the way that it is received by different groups: that is, black students dont respond to education in the proper manner. An alternative explanation is that the primary problem lies not in the way black children view education but in the way we teach all children, black, white, or other. The traditional model of education is one that largely requires children to work alone or to listen to an instructor. It is a passive model, based on the assumption that extrinsic rewards (such as credentials and jobs) are sufficient motivators for students to go to school and learn. Education is regarded as medicine\nit is good for you but not necessarily pleasurable or worth doing for its own sake. Much emphasis is placed on teaching students facts that are unrelated to their interests or immediate experience but that they are told will be useful to them in the future. There is very little emphasis on exploiting the intrinsic curiosity that children have about the world around them or on using thlsas a springboard for challenging, self-motivated, and self-directed investigative sludies. Alternative, active learning methods of education (which have variants that come under the labels of \"inquiry or discovery learning) have as their primary mo- Tivator intrinsic rewards, the satisfaction that students experience when they, by their owfrefforts, solve some complex and challenging problem. Anyone who has strug-gled to understand a complex issue he or she cared deeply about and has succeeded knows the feeling of exhilaration and confidence in ones abilities that ensues. TtTsTruTya highTUnfortunately, this hap-pens far too rarely in education. Instead, most students (irrespective of gender or ethnicity) see the classroom as a place where they are made to learn material and jump through assessment hoops that have no meaning for them, with the carrot being rewarding employment far into the future. Research indicates that active learning methods produce signihcant academic gains for students, with more on-task behavior in class. These methods also reduce the achievement gap  but not, as it might be feared, by dumbing dowm the curriculum or depressing the performance of traditional high achievers. These students gain too, but the most dramatic gains tend to be for those who are not well served by the traditional passive model (i.e., involuntary minorities and women). This is because these students are the ones who lagged behind more in the traditional classroom and thus have more room to improve their perf I formance. 10 Such a deep-rooted criticism of the cur- -rent education system is hard for many people to accept, especially those who are already highly credentialed academically. After all, they reasonably point out, the system worked for me, and 1 became a success. In addition, the U.S. has become an economic, scientific, and technological superpower. So how could its education system be so bad? The issue is not whether any given education system is good or bad, and framing the question in this way is to go down a blind alley. The issue is what fraction of-K the student population you want to achieve . excellence. The fact is that there never was a majority of students just like us. What is true is that there has always been a relatively small fraction of students (possibly as high as 25%) from families that expect them to pursue a college education. For this fraction, the links between effort, credentials, and rewards are sufficiently realistic and compelling to act a.s an extrinsic motivator for academic effort. But i But Fordham found that young black people now, following Malcolm Xs lead, see things quite differently. What they have observed is that the success of the pioneers did not breed widespread success. A few more blacks made it into the professions but nowhere near the numbers necessary to lift up the whole community. Fordham reports that young black people see the strategy of using individual success to lead to community success as a fatally flawed one. They have replaced it with a largely unarticulated but nevertheless powerfully cohesive strategy that is based on the premise that the only way that the black community a.s a whole will advance is if all its members stick together and advance together. This way they can keep their ethnic identity intact (i.e., not have to act white). Hence the attempt by any individual black to achieve academic success is seen as a betrayal because it would involve eventually conforming to the norms of white behavior and attitudes. This view causes immense problems for those black students who have higher academic aspirations. Many are tom between wanting to achieve academic success because of their parents expectations and sacrifices on their behalf and the natural desire to stay in step with their peers and retain important adolescent friendships. Many of them adopt a middle road, keeping their grades just high enough to avoid trouble at home and preserve good relations with their teachers but no more. Fordham calls their strategy tacelessness  behaving in what they see as a raceneutral manner so as not to draw attention to themselves. They also tend to study alone and in secret so that they cannot be accused of breaking ranks with their peers. argue, the best thing to do would be to accept thi.s situation and then determine how to minimize its adverse social consequences. The good news is that there is little evidence for the belief that black students are somehow genetically inferior to white.s and that this constitutes an insurmountable barrier to their ever achieving academic equality, The further good newsis that there are some very promising studies that indicate that the achievement gap in education can be narrowed dramatically and even eliminated. 1 he bad news is that it is not going to be easy to achieve this goal. The problem needs to be addressed on many fronts  educationally, socially, and psychologically  and there is no single magic bullet that is going to take care of it. The first thing to note is that there is one odd feature that characterizes the discus- n of any social problem that is an-al) ural state of society, and black statistics are used as a measure of the problem. If the problem is viewed in this way, then the solution lies in getting black people to act white, i.e., to adopt the values, behavior, attitudes, and mannerisms of white people, so that blacks will perform as well as whites. Much of the preaching of virtues to the black community about their social pathology (the sociopathological model) seems to have this belief as a basis. There are many problems with this approach. One is that black people are not it might hurt their chances of economic and educational succes.s in life. Researcher Signithia Fordham, in her studies of black high school students in Washington, D.C., found that there wa.s a marked difference in attitudes toward academic and career success between the generation of blacks that came of age during the civil rights struggle and their children.' For black parents, the success of any one black person in any new field was perceived also as a vicarious victory for the whole black community because that individual was opening doors that had hitherto been closed to blacks. Other blacks could then emulate the example of the pioneer and follow in his or her footsteps. Thus eventually the community as a whole could pull itself out of the miserable conditions that were the lega / of slavery. So the black community rejoiced when Thurgood Marshall became a Supreme Court justice, when Ralph Bunche became an undersecretary- general of the United Nations and a winner of the Nobel Prize, when Arthur Ashe became Wimbledon and U.S. Open tennis champion, and when others became lawyers, doctors, nurses, college professors, and other kinds of professionals and administrators. It seemed to be only a matter of time before all members of the black community would obtain their share of the American dream that had long been denied them. There was a price that was paid by these trailblazers, though. They recognized that all eyes were on them to see if they would measure up. Ever mindful of their responsibility not to jeopardize the chances of those who were to come after them, these black pioneers had to prove themselves as impressed with the virtues of whites as worthy in white eyes, and this was done whites are and see no need to emulate them, by acting white (at least in their work This pattern of isolated study leads to dis-on the basis of how different ethlie groups compare. Statistics for whites e usually taken as a measure of the natGiven the behavior of whites during the time environment), by adopting the values and astrous consequences when these same stu-of slavery, to ask blacks to regard whites behavior of the white-dominated estab- dents confront the more challenging colas role models for virtuousness seem.s pre- lishment they were trying to penetrate. In lege environment. sumptuous, to put it mildly. James Bald- his autobiography, Malcolm X speaks sar- By itself, Fordhams explanation of why win captured this difference in perception donically of what he calls these firsts, black students underperform may not be when he .said in The Fire Next Time, ^ite black people who were hailed as the first sufficiently compelling. But Claude Steele Americans find it as difficult as white peo- to occupy any position that had previous- of Stanford University (along with Joshua SO' or ple elsewhere do to divest themselve.s of ly been denied to blacks. He said that very Aronson) has done research that indicates the notion that they are in possession of often it wa.s these people, even more than that other complementary factors contrib-ntrinsic value that black people need whites, who would vociferously condemn ute to poor academic perfonnance by blacks, [Tlhere is certainly little enough other black.s like himself who did not buy Steeles research on college students at Stan-in the white man s public or private life into the notion of having to act white in ford and the University of Michigan indi-that one should desire to imitate.' order to advance them.selves and their com- cates that when students are placed in a t. Is I Bi It would also be presumptuous to as- munity. But by and large, such white be- situation in which a poor performance on sume that rejecting the white behavior mtxJ- havior was tolerated and excused by blacks a standardized test would support a stereo-el is an act designed merely to give per- as a temporary strategy for the long-term type of inferior abilities because of the I verse satisfaction to blacks, even though benefit of their community. student's ethnicity or gender, then the stu- 'i dents perfonnance suffers when compared ic performance are more complex.'' They a more pernicious effect still at work. He with those who do not labor under thi.s looked at studies of the performance of dif- finds that the value ot the reward lies preconception. For example, when black ferent ethnic minority groups in the same very much in the eye of the beholder, be- student.s and white ones were given test.s society (such as African Americans, His- cause this perception i.s strongly affected by that they were told measured their academ- panics, Asians, and Native Americans in the group with which one compares one- ic abilities, black students did worse than the U.S.) and of the same ethnic minority self. Ogbu argues that members of volun- whites. But when a control group of black group.s in different societie,s (such as Ko- tary minorities (i.e., the immigrant groups students and white ones were given the reans in Japan and the U.S.). Their results against whom blacks are routinely and ad- same test but were told that the test did not indicate that the performance of any giv- versely compared) judge their status and have any such significance but wa.s mere- en minority depend.s on a complex inter- rewards against those of their peers whom ly a laboratory tool, the difference in per- play of factors, such as whether the mi- they left behind inlheirnative country. So formance disappeared. He calls this phe- nority i.s a voluntary one (such a.s Asians even if they are working in lower-status I nomenon stereotype threat. now and earlier generations of Jews, Irish, jobs in the U.S. than those they left behind What is interesting about Steeles re- and Germans) oran involuntary one (such to come here, they tend to be earning more search results i.s that they do not apply on- a.s blacks due to enslavement, Native Amer- than their peers who stayed at home, and ly to black/white comparisons. The same leans due to conquest, and Hispanics due they also feel that their children (for whom phenomenon occurred with men and worn- to colonization), and the perceptions of they made the sacrifice to come to the U.S.) en.The womens performance deteriorat- the dominant community toward the mi- will have greater educational opportuni- ed when they were told that the standard- nority. For example, Koreans and the Bu- ties and chances for advancement than the ized mathematic.s test they were taking had raku (a tribe in Japan that is ethnically children of their peers back home. Hence shown gender differences, wheTea.s the male/ identical with other Japanese) do poorly they have a strong sense of achievement female difference disappeared in the con- in Japanese schools, where both groups are that makes them strive even harder and in- trolg:roup when the women were told that considered to be academically inferior. But still these values in their children. the identical test had not shown any gen- members of the same groups excel when But blacks (an involuntary minority) der differences. The white men, who were they come to the U.S., which tends to view have a different group as a basis for com- outperforming black and women students, any Koreans or Japanese (being Asian) as parison. They have no reference points to were themselves not immune to the stereo- academic high fliers. groups outside the U.S. They compare their type threat. When they were told that the Z Ogbu points out the importance to aca- achievement with that of white people same tests were being used to compare their ' demic performance of the perception of the (usually suburban, middle-class whites), abilities with Asians, their performance de-1 relationship between effort and reward, and they invariably suffer in the compari- teriorated. People are more likely to work harder if son. Ogbu says that in his interviews with Another interesting fact that Steele un- 1 they can see a benefit in return and have successful blacks (however one meas- covered is that the threat of stereotyp- a realistic expectation of receiving that ures that), it does not take long for the sen- ing that depresses performance does not / benefit. In the case of education, this link timent to be expressed that, of course, if have to be very obvious. Just being re-Z lies in the belief that educational effort they had been white, they would beeven quired to check off their gender or eth- leads to academic credentials, which in more successful, would have advanced more nicity on the answer sheet was sufficient! turn lead to gainful employment. to trigger the weaker performance by the in their careers, or would have made more This effort/reward scenario lies at the money. So for blacks, the perceived link students. Steele concludes that the fear that basis of the white work ethic and forms between effort and reward is far weaker a poor performance on a test will confirm an important component of the lectures than it is for whites and voluntary minori- a stereotype in the mind of an examiner delivered to blacks by those who adhere ties, and we should not be too surprised if imposes an anxiety on the test-taker that to the sociopathological view of under- the weakness of this link manifests itself is difficult to overcome. Given the wide- achievement. Ogbu points out that the ef- in a lower commitment to academic effort. ( 1 spread suspicion that blacks cannot cut it fort/reward relationship is not at all obvi- The causes of black underachievement in the academic world or that women are ous to blacks. For years blacks were de- identified by Fordham, Steele, and Ogbu not good in math, both these groups enter nied employment and education commen- cannot simply be swept away by legisla- any test-taking situation with a disadvan- surate with their efforts. It did not matter live or administrative action, by exhorta- tage compared with tho.se who do not have how much they valued education or strove tions, or by identifying people with racial this fear. Steele suggests that it i.s this fear to master it\nhigher levels of education and prejudice and weeding them out of public that causes these groups to disinvest in edu- employment were routinely denied them life. They lie in factors that are rooted deep- cation, to assert that it is not important and purely on the basis of their ethnicity. Hence ly in history and that will not go away by that they are not going to expend any ef- it is unreasonable to expect them to see themselves and may even worsen if not fort on mastering it. That way, a poor per- the work/credential/employment linkage addressed. The good news is that there are formance is only a measure of the indi- as applying to them, as most whites do. viduals lack of interest in the subject and specific educational strategies that pro- But it could be argued that this differ- vide hope for change. is not a sign of his or her inability to mas- ence in perception i.s something that will ter it. One study originated around 1974 at di.sappear with time (or, as some might con- the University of (Jalifomia, Berkeley, and Anthropologist John Ogbus and other tend, should have disappeared by now if was the result of an observation by a math- researchers studies of the effects of mi- not for blacks clinging to their victim ematics instructor named Uri Treisman. nority/dominant relationships on academ- status.) But Ogbu points out that there i.s He noticed (as had countless other college \\ Z i iThe Chinese students, UNLIKE THE BLACKS, STUDIED TOGETHER, ROUTINELY ANALYZING LECTURES AND SHARING TIPS AND STRATEGIES. instructors) that black and Hispanic students were failing in the introductory mathematics course in far greater numbers than wer*- members of any other ethnic group ani e thus more likely to drop out of colferent performances, and what he found was interesting. He discovered that, while both blacks and Chinese socialized with other students in their group, the Chinese also rm Jig ^together, routinely analyzing lectures and instructors, sharing tips and ^planations and strategies for success. They had an enormously efficient information network for sharing what worked and wfiaTdidnt/lf someone made a mis-take, others quickly learned of it and did not repeat it. In cqntrast, the black students partied together, just like the Chinese, but then went their separate ways for studying, perhaps as a result of the high ^hool experience Fordham describes. This tendency resulted in a much slower pace of learning, as well as the suffering that comes with having to learn from mistakes. Black students typically had no idea where they stood with respect to the rest of the class, and they were usually surprised by lege. this occurred despite remedial cours-ks, interventions, and other efforts aimed * irectly at this at-risk group. Treisman inquired among his colleagues as to the possible reasons for this phenomenon and was given the usual list of suspect causes: black students tended to come from homes characterized by more poverty, less stability, and a lack of emphasis on education\nthey went to poorer high schools and were thus not as well prepared\nthey lacked motivation\nand so forth. Rather than accept this boilerplate diagnosis, Treisman actually investigated to see if it was true. Hefound that the black students at Berkeley came from families that placed an intense emphasis on education. Their parents took great pride in and were highly suppofliye of their going to college. Manvof these black students had gone to excellent high schools and were as well prepared as any other group. There was also a wide di-versity among them  some came from integrated middle-class suburban neighborhoods\nothers, from inner-city segregated ones. Clearly the conventional wis-dc did not hold,ahd the cause of their ch..i.e..v..e..m...e..n..t. .l.a.-y elsewhere. What 1 reisman then did wa.s to narrow his investigation to just two groups  biacksahig'fKeTugTi^hieving ethnic Chi- otten remeoiai neseTninbrity. HeTtudied ail aspects of suidents (not just those who happen^to course.s bore the students (turning thern^ff lEFfwtTgfoups live.s to see what factors chancFupon this effective strategy) the lo education even more) and tend to rei,n- .  ' \u0026gt;- - force the low-level thinking skills that ing as methods of achieving academic suc-cess. One notable feature of this experiment was that the working groups were mixed ethnically and in terms of prior achievement. The second noteworthy feature was that the students were given very challenging problems to work on, much harder than the ones that they would normally have encountered in the regular courses. It is interesting that both these features, although they preceded Claude Steeles research, avoided triggering the stereotype threat identified by him. The ethnically mixed nature of the groups avoided the perception that this was a remedial program aimed at blacks, while the explicitly challenging nature of the problems posed to the students meant that there was no stigma attached to failing to solve them. Failure was simply due to the difficulty of the problems, not to membership in an ethnic group that was assumed to be incapable of achieving academic success. In addition, when students did succeed in solving a problem, they experienced a sense of exhilaration and power at having achieved mastery of something difficult, which, as anyone who has experienced it will testify, is the only real and lasting incentive fo high achievement. What Treis- 3^ man found was that, as a result of his / workshops, black students' performance improved by as much asone letter grade. Much research supports the effective-ness of Treismans strategy. Traditional remedial courses designed for underachieving students are largely based on the assumption that poor performance is due to lack of adequate preparation: that weaker students are handicapped by a lack of so-called basic skills. Hence these courses tend to have a strong emphasis on drilling the fact that they received poor grades de- students on the basics. But what such cours-spite doing exactly what they thoughtwas es ignore is that students fall behind aca-expected of them, such as going to class, demically for a variety of reasons, not the handing in all their assignments on time, least of which is that they have not mas-and studying for as many hours as other tered the hTgher-level reasoning and prob-sfudents.------------ ----  lem-solving skills that are the prerequi- Treisman addressed this problem by ere- sites tor success in real life. So even if you ating a workshop for his mathematics stu- drill students in the basics so that they reach dents. llTthese workshops, students weTe the same hypothetical starting line a.s oth-formed into groups and worked on math- ers, they start falling behind again as soon ematic.s problems together. Discussion and as they encounter new material because sharing of information were actively en- they do not know how to process the new couraged and rewarded. By this means, information efficienjly. Even worse, the Treisman sought to introduce to all his drilling methods often used in remedial i might be contributing to their hugely dif- value of group academic effort and shar-f Favored explanations for THE ACHIEVEMENT GAP SEEM TO DEPEND ON WHERE ONE STANDS ON THE IDEOLOGICAL SPECTRUM. Shaker Heights prides itself on the excellence of its school system, taxing itself voluntarily with one of the highest rates in the state of Ohio in order to maintain the wide range of academic and extracurricular programs that provide the students who take advantage of them with an education that would be the envy of any child in the nation. Hence the city tends to attract as residents relatively well-off people who seek both an integrated community and a high-quality education for their children. Every year, the school district sends off about 85% of its graduating seniors to four-year colleges, many of them prestigious, and boasts a remarkably high number of the National Merit Scholarship semi finalists, way out of proportion to the small size of its student enrollment (about 5,500). But all is not well, and the problem is immediately apparent when you walk into classrooms. Although the school population has equal numbers of black students and white ones, in the highest-achievement tracks (the Advanced Placement sections) you find only a handful of blacks (about 10%), while the lowest-achievement tracks (called general education\") are populated almost exclusively by blacks (about 95%). When educational statistics are disaggregated by ethnicity, it is found that black Shaker Heights students on average do better than black students elsewhere, just as white Shaker Heights students do better than their counterparts in other school systems. The real puzzle has been why, although both communitie.s have equal access to all the school districts educational opportunities, the academic performance of black Shaker Heights students lags significantly behind that of their white peers. For example, the average black SAT score in 1996 was 956 (compared to a national black average of 856), while the average for white students was 1198 (compared to a national white average of 1049). This ethnic educational achievement gap is hardly news. It is a well-studied and well-established fact that, using almost any measure (the famous 15-point average LQ. gap between blacks and whites sensationalized by The Bell Curve, SAT scores, college and high school grade-point averages, graduation and dropout rates), black students nationwide do not perform as well as whites.' While the phenomenon itself is indisputable, there is no clear consensus on the causes, and favored explanations seem to depend on where one stands on the ideological spectrum. The so-called liberal interpretation is that this gap is the result of economic disparities between the two ethnic communities that can be traced back to the legacy of slavery and other forms of oppression that blacks have suffered. Support for this view (which I will call the socioeconomic model) comes from the fact that educational achievement correlates more strongly (although not perfectly) with economic status than with any other single variable. Proponents of this model argue that, since the black community lags badly behind the white in both income and wealth, the educational disparities are caused by the socioeconomic disparities. Once economic disparities disappear, proponent.s of this model say, educational (and other social) disparities will vanish along with them. Those at the so-called conservative end of the ideological spectrum are not convinced that economic factors are the primary cause of black educational underachievement. As evidence, they point to the fact that other minority groups such as Asians, some of whom are economically worse off than blacks, excel in school. They believe that, while the legacy of slavery and segregation was indeed harsh, the civil rights legislation of the Fifties and Sixties has removed all legal roadblocks to black advancement and we have now achieved a color-blind society. This view leads them to conclude that various social pathologies within the black community (lumped under the euphemism black culture) must be at fault. They point to unstable families\npoor parenting skills\nlack of drive and ambition\nnegative peer pressure and poor choice of role models\nhigh levels of teenage pregnancies, drugs, and crime\nand lack of parental involvement in their childrens education as the causes of a lack of interest in education among black students. Believers in this type of explanation (which I will call the sociopathological model) tend to lecture black communities constantly about the need for a wholesale spiritual awakening to traditional virtues and the work ethic. While they appreciate the hardships that blacks suffered in the past, their solution is to say, in effect, Get over it. The real victims and perpetrators of that unjust system are dead. Stop looking to the past and clairrung to be a victim. Pull yourself up by your bootstraps, and take advantage of what is now equally available to everyone. This group concedes that, while racial prejudice still exists, it is essentially a personal matter that should be dealt with on a personal level. A third view (which I will call the genetic model) is best represented by Charles Murray and Richard Hermstein, authors of The Bell Curve, who, after making the appropriate regretful noises to indicate their lack of racial prejudice, essentially conclude that the educational disparity is a fact of nature, the result of longterm evolutionary selection that has resulted in blacks simply not having the genetic smait.s to compete equally with whites. Instead of engaging in well-meaning, heroic, but ultimately futile efforts to solve an inherently insoluble problem, the authors  I I even in these families, many students sense that school is not a very interesting or challenging place, and they simply go through the motions, hoping to escape with just enough success to avoid parental censure before they enter the real world and do someing meaningful with their lives. Once they do get into real jobs and are confronted with challenging problems, some of them soon develop the higher-level thinking skills required for success. But in those communities and families in which the perception of the link between effort and reward is weaker (as is the case with low-income families of all ethnicities and with involuntary minorities), these extrinsic rewards become even less compelling as motivators for academic effort and excellence, and the students' performance suffers. In fact, the effort/re-ward link may actually work against education since life on the streets may seem to provide a more realistic expectation of material reward. As long as society requires only a small fraction of educated le and does not care about gender or euuuc or socioeconomic equity issues, then the present system of education is quite adequate. What the academic achievement gap may really be telling us is that, while the symptoms of the education system's ills are more clearly visible in the black community than in the white, there are fundamental problems with the way education is delivered to all students. It used to be that coal miners took canaries into the mines as detectors of noxious gases. If the canary died, then the miners realized that they were in a region of danger and took the necessary precautions. The educational performance of the black community is like the canary, and the coal mine is the education system. The warning signals are apparent. But treating the problem by trying to make blacks like whites would be like replacing the canary in the coal mine with a bird that is more resistant to poisonous gases. It simply ignores the real problem. While we cannot change history, we should not try to dismiss it as irrelevant either. We must come to terms with its vw real and serious consequence.s for ives now if we are to go beyond shallow analyses of important problems such as the achievement gap in education. Such shallow analyses, in the long run, do more harm than good because they force even well-meaning people to choose between two unsavory options: either to adopt a race-neutral socioeconomic explanation that cla,she.5 with everyday experience (and is hence secretly rejected though lip service is paid to it) or to look for pathologies in the character or culture of the involuntary minority communities. Neither option reflects the reality. The educational achievement gap is not an artifact. It is real and has serious social, economic, and political consequences. Its roots lie in complex and historically rooted ethnic relationships and characteristics. But the situation is by no means hopeless. We can be encouraged by very promising experiments that have narrowed this gap. But we have to start looking at the problem in new and deep ways, and we must avoid the temptation to seek simplistic one-shot solutions if we are going to make any real headway. 1. Richard J. Hermstein and Charles Murray, The Bell Curve (New York: Free Press, 1994). 2. Mano Singham, Race and Intelligence: What Are the Issues?,\" Phi Delta Kappan, December 1995, pp. 271-78\nStephen Jay Gould, The Mismeasure of Man (New York: Norton, 1981)\nand R. C. Lewon-ton, Steven Rose, and Leon J. Karnin, Not in Our Genes (New York\nPantheon, 1984). 3. James Baldwin, The Fire Next Time (New York: Dial Press, 1963), p. 108. 4. Signithia Fordham, Racelessness as a Factor in Black Students School Success,\" Harvard Educational Review, February 1988, pp. 54-84. 5. Claude M. Steele, \"Race and the Schooling of [WHAT I SbllfW \"One per person, of course,\" Black Americans,\" Atlantic, April 1992, pp. 68-78\nClaude M. Steele and Joshua Aronson. Stereotype Threat and the Intellectual Test Performance of African Americans, Journal of Personality and Social Psychology, vol. 69. 1995. pp. 797-811\nand David J. Lewin, Subtle Clues Elicit Stereotypes Impact on Black Students,\" Journal of NIH Research, November 1995, pp. 24-26. 6. See, for example, John Ogbu, \"Immigrant and Involuntary Minorities in Comparative Perspective\"\nYongsook Lee, Koreans in Japan and the United States\nand Nobuo K. Shimabara, Social Mobility and Education\nBurakumin in Japan,\" in John Ogbu and Margaret Gibson, eds.. Minority Status and Schooling (New York: Garland, 1991). 7. P. Uri Treisman, Studying Students Studying Calculus,\" College Mathematics Journal, vol. 23,1992, pp. 362-72. 8. Ellis Cose, Color-Blind: Seeing Beyond Race in a Race-Obsessed World(New York: HarperCollins, 1997). 9. Arthur Whimbey with Linda Shaw Whimbey, Intelligence Can Be Taught (New York: Dutton, 1975). 10. David W. Johnson, Roger T. Johnson, and Karl A. Smith, Active Learning: Cooperation in the College Classroom (Edina, Minn.\nInteraction Book Co., 1991)\nMark Keegan, Psychological and Physiological Mechanisms by Which Discovery and Didactic Methods Work,\" School Science and Mathematics, vol. 95, 1995, pp. 3-10\nChet Meyers and Thomas B. Jones, Promoting Active Learning (San Francisco: Jossey-Bass, 1993)\nJane Butler Kahle, Systemic Reform: Challenges and Changes, Science Educator, Spring 1997, pp. 1-5\nand Jane Butler Kahle and Aita Damnjanovic, The Effect of In-quiiy Activities on Elementary Students Enjoyment, Ease, and Confidence in Doing Science\nAn Analysis by Sex and Race,\" Journal of Women and Minorities in Science and Engineering, vol. 1,1994, pp. 17-28. K C 1VJVC5 Al StcvcH ( . Emk!', Byrdii .1. ll i/ey, (.md Clkirks Pui^iiiu) I I With activities for parents and ^i..dents, this growing program is helping students graduate from high school and go on to college. The Philadelphia Partnership Improving College Access and Retention among Minority and Low-Income Students INCE the mid-1960s, equal educational opportunity regard- kss of race, sex, and socioeconomic status has been an important national goal. However, as Fenske, Geranios, Keller, and Moore reported, socioeconomic status continues to be the main determinant of who goes to college in all ability levels, and American Indians, African Americans, and Hispanics are underrepresented in attainment of high school diplomas and in participation in post-secondary education compared to whites and Asian Americans.' President Clinton has proposed legislation that would allocate additional federal funds to programs that encourage low-income children to attend college. This legislation would provide funding for colleges and universities to form partnerships with middle and high schools to offer counseling and tutoring services. Funding would be available to any district in which at least 50 percent of the families have incomes below the poverty line. In the proposed legislation, the criteria defining income and po vertv are extremely important. Kennedy, Jung, and Orland stated, It is clear that poverty and low achievement in school are related.\" It is a fact. Schools with large proportions of poor students were far more likely to exhibit lower average achievement scores than other schools.^ Since 1989, the Office of Social Equity of the Pennsylvania State System of Higher Education has sponsored a program in partnership with the Philadelphia School District's 22 comprehensive, neighborhood (nonmagnet) high schools to increase the number of low-income Sierei, C. Ender, prafessur. Indiana Unirer.diy of Pennsyirania, ix die xiie direetar for the xeeondphaxe oj ihe pariner.ddp program. He plays a eemra! rule in die de.rign and euordinaimn at die program ax irell a.x il.x replieaiion in other regions, and coiiduels ongoing research ami evaluation of the profirams re.\\tifr.\\. the Stale Sv Ui's (firet iar oj'social equity. Byran .1. . .................................y . IJI I t//i .1. H Iley f.\\ifK'prumuycoiiiacdJ(Ha/Hyuvyi-am\\villu'n the Officeo/thc Chaueeffor. ffecoorifinale.', Ilf eiiriiie.r  i!h Ihe rresidcntsnfihe i\u0026lt;ai iieii,aiinx nnirersiiiex. appri.m ihe Haaid afdareinarx a! ihepragrain'.t.nain.rundie.riilh. andpre.reni.randdelend.x ihepmxiani shinlyei in llienninial appmpritilitinx piwvxx. CInirles Puxmio. axsi.xiani proiesxiir. IPext Cliexier I'nirersiiv of Pennsyirania. u i(.\u0026lt; a xile direclor lor die Jirxl phase ol ihe program from Iodo to IWd. He luniinwx h, .irrvc ax a kay family in Mirci v .afile ,nii,/r aihmiure seyiiimi afilw /ii ayralii. All llii m al the ail,rs hare h-m laralvclah ihe ilexiKii.,I,lire, , , and ,i:il,a ,e at iln.x jnaxiain Irani if, itiec/niia, in laxy. I I 1the /hildtK-lpIHii and minority students who. upon graduation from high school, attend college and graduate. The Philadelphia School District clearly meets the criteria in the proposed legislation. The district was recently described by a regional newspaper in the following manner: \"The fifth- largest urban school district in the nation, it sees half of its ninth graders fail to graduate from high school in four years. . . . Fewer than 6 percent of high schoolers are proficient in reading. . . . Three-quarters of its students are black or Hispanic, and most of them are poor.'' Overview of the Partnership Program One hundred sophomore students are selected annually to participate in a three-phase college preparation program concluding with high school graduation / ( Rising seniors panicipaie in a three-week residential program at Indiana University of Pennsylvania which closely approximates the academic demands of JB an average course load. and enrollment in college. The program is organized around three summer sessions and offers several other educational activities for students and parents during each academic year. The emphasis is on orientation, motivation, and preparation, and all costs are paid by the Office of Social Equity. Nomination Criteria. The program attempts to maximize student success by focusing on those cognitive and noncognitive variables that positively influence the likelihood that students from poor school districts will graduate from high school and go on to college. Students are nominated by high school counselors on the basis of a number of criteria, including: /  the student is scheduled to graduate with his or her class\n the student has a high school average of C+ or higher and is enrolled in an academic rather than a vocational program\nI  the student has completed Algebra I with at least a grade of C\nU  the student is reading at or near grade level\n1 I- ' 4.. f^l - V I J  1}  the student will need financial assistance to attend college\nand  the student has demonstrated personal responsibility through involvement in school, community, work, or home activities. Several of these criteria have been shown to predict graduation from high school and enrollment in and success in college. The mathematics criterion is nonnego-tiable. According to Horn and Carroll, Among at-risk students who aspired to a college degree and were academically prepared, about two-thirds (64 percent) .if those enrolled in a four-year college completed at least one advanced math course (such as calculus), compared with about one-third who enrolled in other postsecondary education (36 percent) or who did not enroll at all (31 cent)\nns Demonstrating personal responsibility through participation in extracurricular activities is also important. Horn and Carroll stated, The rate at which students participated in two or more extracurricular activities distinguished students who enrolled in a four-year college (48 percent) and those who had never enrolled in postsecondary education (34 percent)\n6 A deliberate decision was made to recruit above-average and average students (with B to C averages) rather than superior (.4) students. We reasoned that superior students would be encouraged to apply to college by counselors and would see college as a possibility. W'e hoped to offer college opportunities to those students who thought college was outside of their grasp. Also, we intentionally targeted students from low-income families. Most students from poor and welfare backgrounds believe col- ,, lege is out of reach financially and have little idea of the many financial aid resources that are available. Selection Criteria and the Selection Process. The application for the program focuses on several noncognitive predictors of college suc-ces^ for low-income and minority students. These pTedictors were developed by Sedlacek and Brooks and include having a positive self-con-cept, making a realisticjefEiippraisal, having the \" ability lo^il withjacism, partici- I\npaljng^in comniunity service, having a preference for long-range goals rather than concentrating only on shdrt-term or immediate needs, having a strong support person to turn to in times of crisis, and exhibiting evidence of successful leadership experience.' While the application questions do not tap into each of these characteristics, the questions gather information about the nominees strengths in these categories. Each of the 250 applications is read and ranked by two independent raters. The selection process is difficult and each year scores of students who meet the basic selection criteria must be rejected because of budget limitations. Phase One: The Rising Junior Program. The first summer session in the program is offered following the students sophomore year in high school at West Chester University of Pennsylvania and is a combination of outward- bound and upward-bound experiences, adapting many of the themes found in adventure-based programming. Phase One lays the foundation for the development of the academic and behavioral skills and styles that will enhance students preparation for college. Many physically challenging activities are introduced to demonstrate the importance of human interdependence and personal adaptation. Students begin to realize that reaching out to others in times of need is of critical importance and that the ability to adapt to changing environments is a life skill essential to success in college. The program uses the metaphor of the dinosaur, those that do not adapt, do not survive! Other summer program activities include an environmental science laboratory experience\na camping trip for which the students do most of the preparation, cook, set up tents, and practice new outdoor living skills\nand an on-campus volunteer service activity. Students are required to keep a journal and to reflect on each experience and its personal significance for them. Formal assessment instruments in mathematics and reading are administered, establishing baselines against which students can monitor their progress over the next two years. In September, students and their parents or guardians receive a report evaluating their performance in the first year of the program, including the results of the Nelson-Denny Reading Test\n the results of the Early Mathematics Placement Test (EMPT).* which assesses a students readiness for college algebra\nan evaluation (grade) for the environmental science laboratory experience\nand faculty feedback on the student's journal. The report also addresses such things a.s attention to detail, goal setting, the ability to concentrate and focus, problem- solving skills, and effort, commitment, and partici- 11 8 ( f I I1 , I i i I 1 I T The /'liUtidclphia Piirtncrship I I I I pation. The report concludes with recommendations for the junior year, including specific activities to improve students reading and math skills. Phase Two: The Rising Senior Progrant. Following the junior year, students participate in the rising senior summer session of the program. This is a three-week residential session held on the campus of Indiana University of Pennsylvania, closely simulating the first three weeks of college. Many hi^-risk students find themselves hope-lesslyTjehind after a few short weeks in college. They have no idea of the academic demands of college and attempt to use the same approaches in college that worked with a fair degree of success in high school. The simulation demonstrates the stark reality of college academic life. Each student is enrolled in six minicourses-math. laboratory science, social science, fine arts, English composition, and a study skills/higher education orientation sem'inar. This schedule approximates a normal 16 ^edit-houF college load. The format, pace, and content of courses mirror as closely as possible that of regular college courses. The schedule includes attending classes, writing research papers, ancTtaking exams, as welTas considerable free time, which participants are expected to manage effectively. Students are retested using the same reading comprehension and math tests administered during Phase One. Peer advisers live in the residence hall and provide guidance on how to tackle the new curriculum, course schedule, and abundance of free time. These topics are also stressed in the study skills seminar, which emphasizes strategies for success in the college environment. Students and their families receive a report on their performance in September. Professors award grades for each minicourse along with written feedback regarding students performance. Peer advisers write comments on how students handled the considerable freedom and the associated responsibilities of the simulated college experience. The report includes results on the standardized reading and mathematics tests and recommendations for the senior year. Students are also given a global score on their performance in the program ranging from superior to below average. This score is based on the grade-point average earned in the minicourses. In addition to the summer sessions and fall meetings at which evaluations are given, the program offers several other ongoing activities. Summer program faculty visit participating students in their schools twice a year. This I provides an opportunity for faculty to meet with students\non their own turf and to continue the mentoring activities initiated during the summer sessions. Faculty consult with I counselors and discuss grades, SAT dates, and financial aid I and admission deadlines with students. A meeting is held for the parents of each new group of students at which the special responsibilities of parents of partnership students are discussed. Phase Three: College Matriculation. Students who successfully complete the first two summer phases of the program and choose to enroll at one of the 14 universities in the Pennsylvania State System of Higher Education matriculate during the surhmer following high school graduation. This strategy is intentional on our part. Many students are accepted in special summer developmental or bridge programs. Others matriculate as regular college freshmen and earn up to six or seven college credits in summer school. Still others take a combination of developmental and college courses. Summer school offers students a good opportunity to get to know the campus, its resources and personnel, and to develop general coping and problem-solving strategies before beginning the frenzied fall term as new freshmen. The program pays for the entire cost of the summer session. The program also awards students who maintain a C or better grade-point average a grant of S250 a semester for eight semesters of study. All costs are paid through funds administered by the Office of Social Equity. Program Outcomes To determine the effectiveness of the program, a research and evaluation study was initiated in 1989. To date, 452 students have completed the summer sessions65 percent of the students who were selected for and started Phase One. Of these 452 students, 402 (89 percent) graduated from high school on time and 401 enrolled in some form of postsecondary education. Of those who entered college, 307(77 percent) enrolled at one of the 14 universities in the Pennsylvania State System of Higher Education. Of those 307 students, 192 (63 percent) have either graduated or are still enrolled. Of those eligible to graduate in six years, 55 percent have done so. Of the remaining student's, 33 (11 percent) left college prior to graduation in good academic standing and 82 (27 percent) were dismissed for academic reasons or left with below-average grades. Correlation studies were conducted to investigate the relationships between program variables and students performance during their first year of college. We looked for relationships between first-year college grade-point averages and scores on the Nelson-Denny Reading Test, the EM PT, and performance in the Phase Two college //. ... 'c -7s e-i, p 1 rhe Philadelphia Partnership Program has experienced considerable success. Students benefit from the guidance of faculty as well as the support of a college-bound peer group. simulation program as measured by the global scores. A statistically significant and rather large correlation (r = The majority of the students in the program are staying in college and graduating. Comparing the over 50 percent success rate of partnership students to the national college graduation rate of students from these demographic groups, partnership student performance is truly impressive. Partnership students come from high schools within the Philadelphia School District in which 76 percent of the families are classified as low-income and 41 percent of the families are on welfare. Only 43 percent of the students from these high schools take the SAT (their mean average score is 726). A sampling of partnership students SAT scores revealed an average of727. The racial composition of the school district was 64 percent African-American, 20 percent white, 11 percent Latino, and 5 percent Asian. The students in the program were 62 percent African-American, 21 percent white, 6 percent Latino, and 11 percent Asian. .496, p .000) was observed between the global scores and the first-year college grade-point averages. The better students performed in the college simulation, the better they performed in college. Also, a modest though statistically significant correlation (r = .244, p \u0026lt; .001) between the EMPT scores and the first-year college grade-point averages was observed. No statistically significant correlation was found between the Nelson-Denny Reading Test scores and first-year college performance. The retention and graduation rates of students participating in the partnership program are extremely encouraging and provide evidence of success. The lack of, or presence of only modest, statistically significant correlations between formal measurements of cognitive ability (math and reading) and college performance did not surprise us. We did not expect to find a relationship between reading level (measured by the Nelson-Denny Reading Test) and first-year college grades. These students are slow readers and the Nelson-Denny is a timed test. We were pleased to observe the relationship, although modest, between the mathemat- ~s exam andlTfst-Vear college grades.~The EMPT math test iiTeasures readiness fofcollege algebra, and Algebra I was one of tliFn6nneg6fiaBle~seTeeiroh criteria. It is clear from our researdTlTjalsuccess in college for these students is best prtxlicted by their success ^ die college simulation experi-ence offered in Phase Two of the program. A comparison of national graduation data for similar student cohort groups is another indication of the success of this program. Recent data published in Postsecondary Education Opportunity'' indicated that students with backgrounds similar to partnership students experience lower graduation rates. For example, approximately 31.2 percent of the African-American population, 56.6 percent of the Asian-American population, 38.3 percent of the Mexican- American population, 35.5 percent of students with SAT scores of 700 to 840. and 42.6 percent with parents income between $20,000 and $24,999 graduate within six years of matriculation. The program is making a difference. Parents and sghool counselors continually tell us of the change they observe in these students as they participate in the summer program activities. They say that the students demonstrate a stronger commitment to their high school studiedenroll in more demanding courses, and assume greater personal responsibility for their lives. One explanation for the positive results may be the comprehensivenessoftheprogram interventions. Through participation in the program, students become part of a college-bound group. Horn and Carroll stated, \"the num-ber of students' triends with plans lo attend a foTir-year coHege was strongly a^ociafed with enroThnent outcomes\nstudenis^ho enrolled in a~four-year college were muchTndfe\"likelyTd~reporlThat all or most of their (Continued on pope 32) I I fAlui iiliim hu iIk' Ihiih Si liimf (iiuibiules. lb. I able X\n17. [able 1 ?. MPR As\u0026gt;octules. Ine., of Berkelev. California. de\\eloped a four-year ?ge qualifieation index f(r NCIS based on high school GPA, senior s rank. Nl.l.S 1992 aplilude lest. SA T and ACT scores, and academic course vs ork. The inde.x is used in .-It'cc.v.s lo PusiM-i iimkiiy Educalioufur ihe fli^h Sduml Graduale.s. 14. U.S. Department of Education. Access lo Puslsccundary Educaliou for ihc 1992 Hii^h Sclioid Graduates. 2S. Table 14. 15. Content Standards. Graduation. Teacher Licensure. Time and Attendance: A 50-Siale Report (Washington, D.C.: Council of Chief Slate School Officers. 1996). 16. Arthur Levine and Jana Nidiffer. Bcaiinf' the Odds. How the Poor Get IO CoHege (San Francisco\nJossey-Bass. 1996), 143. 17. Levine and Nidiffer, 65,139, 18. See Robert H. Fenske, Christine A. Geranios, Jonathan E. Keller, and David E. Moore, Early Intervention Program.'!: Opening the Door to Higher Education (Washington, D.C.: George Washington University, 1997)\nWatson S. Swail. The Development of a Conceptual Framework to Increase Student Retention in Science, Engineering, and Mathematics Programs at Minority Institutions of Higher Education (ERIC, ED 396 921)\nLevine and Nidiffer, Beating the Odds: How the Poor Get to College. 19. Samuel M. Kipp IH, Demographic Trends and Their Impact on the Future of the Pell Grant Program.\" in Memory. Reason, and Imagination: A Quarter Century of Pell Grants (New York: College Entrance Examination Board, forthcoming). 20. Programs such as the University of North Carolinas MSEN program (grades 6-12), Californias MESA program (grades 4-12). and Xavier Universitys ChemSiar, BioStar, and MathStar programs (high school) have had excellent success in motivating and preparing underrepresented students for college. College-^community partnerships such as these work. 21. Quoted in Lawrence E. Gladieux, A Diverse Student Body: The Challenge of Equalizing College Opportunities, Journal of College Admission 152/153 (1996): 8. 22. Some prominent examples include the Emerging Scholars Program ') based at the University of Texas at Austin, which utilizes peer aps and interaction to form strong, cohesive study groups that encourage academic excellence and problem solving\nthe Supplemental Instruction program developed at the University of Missouri: Kansas City and now in place at over 1,100 campuses across the country, which provides tutoring-like experiences for students on campus: and the University of South Carolinas Freshman Seminar Program, originally developed to help retain African-American students through their freshman year. 23. Quoted in Lawrence E. Gladieux and Thomas R. Wolanin, Congress and the Colleges (Lexington, Mass.: Lexington Books, 1976), 28. Philadelphia Partnership (Continuedfrom page 21) friends planned to attend.'- Strong friendships develop during the summer sessions, and some students even make plans to enroll at the same college. The partnership program is not only making a difference, it is doing so at a very reasonable cost. The Pennsylvania State System of Higher Education spends approximately S6,800 to sponsor a student for the two summer sessions, summer school matriculation, and the S250 grant for each of eight semesters of college study. In comparison, the federally funded Upward Bound program, which has very similar goals lo those of the partnership program, spent roughly $3,825 in 1994-95 for each sndent.\" Given these figures, an Upward Bound student jld cost the government approximately 512,000 for three years of high school, compared with the 56,800 the Pennsylvania State System of Higher Education isinvest-ing in partnership students from the tenth grade through four years of college. Exp t In a recent statement regarding his proposal to provide additional funding to programs that encourage children from low-income families to attend college, President Clinton , said, In every community in the country, there are children fc with enormous ability who just need a little spark to go on to great things.''* The president is correct in his observation. We have seen underprepared low-income students reach new heights of educational and personal attainment that many critics would have said were not possible. The partnership program has experienced considerable success, so much so that the Pennsylvania State System of Higher Education replicated the partnership model in the Pittsburgh School District and expanded it to both the Harrisburg and Erie Area School Districts this summer. As in Philadelphia, ethnic minority and low-income students are predominant in these districts. These students traditionally drop out of high school in alarmingly high numbers and those who do graduate do not enroll in college. In the summer of 1998, 250 tenth graders representing four geographic areas of the state began participation in Phase One of the partnership program at four different state universities in Pennsylvania. With such encouraging numbers, the Philadelphia partnership and similar programs can serve as models for additional outreach programs that make a difference in students lives. 9 References I. R. H. Fenske, C.A. Geranios, J,E. Keller, D.E. Moore, Early Intervention Programs: Opening the Door to Higher Education, ASHE-ERIC Higher Education Report, Vol. 25, No. 6 (Washington, D.C.: Graduate School of Education and Human Development, George Washington University, 1997): 1. 2. Clintons Budget Request to Include College Early Intervention Program, Higher Education and National Affairs, Vol. 47, No. 2 (February 2. 1998). 3. M. M. Kennedy, R.K. Jung, and M.E. Orland, Poverty. Achievement, and the Distribution of Compensatory Education Services. Interim Report, ED 71 546 (Washington, D.C.\nU.S. Department of Education. 1986)\n3- 4, cited in Fenske et al. 4. M. Carpenter, David Hornbeck: A Reformer Struggles in Philadelphia, Pittsburgh Post Gazette (May 13, 1997): A7. 5. L. J. Horn and C. D. Carroll, Confronting the Odds: Students at Risk and the Pipeline to Higher Education. Statistical Analysis Report. Data Series NELS 88/94 (Washington. D.C.: U.S. Department of Education. Office of Educational Research and Improvement, 1997)\niv. 6. Horn and Carroll, v. 7. W. E. Sedlacek and B. C. Brooks. Racism in American Education: A Model for Change (Chicago: Nelson-Hall, 1976). 8. M. A. Gass. Adventure TherapyTherapeutic Applicationsof Adventure Programming Iowa\nKendall-Hunt, 1993). 9. J. I. Brown, V. V. Fishco, and G. Hanna, Nelson-Denny Reading Test (Itasca, 111.: Riverside, 1993). 10. Ohio Board of Regents. The Ohio Early College Mathematics Placement Testing Program (Columbus, Ohio, 1989). 11. T. G. Mortenson. \"Institutional Graduation Rales by Pre-College Characteristics of Students.\" Postsecondary Education Opportunity (Oskaloosa. Iowa\nThe Mortenson Research Seminar on Public Policy Analysis of Opportunity for Posisecondary Education. March 1997). 12, Horn and Carroll. 11, 13. Fenske et al. 14. Chris Mondics, \"Plan Would Urge Low-Income Students lo Consider (ollege, Phihidciphia //n/m/tT (February 5, 1998): A4. t hf ( iiHi '.'.e Hmiiil l\\i\\ it \\i Sumin, P LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 18,1998 TO: Vanessa Cleaver Mable Donaldson Dennis Glasgow Marie McNeal Horce Smith (ODM) Kathy Lease Gene Parker Jo Evelyn Elston Mona Briggs FROM: Dr. Bonnie Lesley .^Associate Superintendent for Instruction SUBJECT: K-12 Talent Development Our work is coming along! Attached for your information is the material regarding project AVID that Vanessa, Mable, and I presented to the Board at their agenda meeting on September 10. We had earlier discussed it with Dr. Camine and secured his blessing to go forward. The project is on the Boards consent agenda for the September 24 meeting. I have also had a discussion of our overall plan with the staff at ODM. Horace Smith is joining our committee, and we welcome his input. I am also inviting Jo Evelyn to join us. Are there others we should include? I am attaching three important pieces for you to read before our meeting at 1:30 in Gene Parkers office on Friday, September 25. (1) The Canary in the Mine: The Achievement Gap Between Black and White Students by Mano Singham from the September 1998 Kappan. Dont miss the references to Uri Treismans work. Hes the one I told you about. (2) The Philadelphia Partnership: Improving College Access and Retention Among Minority and Low-Income Students by Steven Ender, et al, in the Summer 1998 issue of The College Board Review. Be sure to look at the research findings. Interesting! And maybe it gets at that culture issue that Marie raised. I (3) Some articles about the Talent Development Middle School that Mona Briggs researched for us. (I also am sending this on to the middle school principals.) Look at the model carefully to see if it will work in Little Rock. To appear in the January 1998 issue of Principal Magazine. Talent Development: A Philosophy and Blueprint for Middle School Reform By Stephen B. Plank (Associate Research Scientist) and Douglas J. Mac Iver (Research Scientist and Associate Director) Center for the Social Organization of Schools, Johns Hopkins University Two hundred and fifty eighth graders were piling onto the yellow buses that would take them back to Philadelphia. Many of these children had never been on a college campus before. They had, however, spent one period each week for the past two years exploring careers, and talking about the importance of taking middle school and high school seriously, and of making plans for college. In addition, they had completed a demanding core curriculum in middle school including a hands-on science curriculum, an English cur- iculum emphasizing great literature and a challenging math curriculum culminating with a year-long Algebra I course. Now they had spent the day visiting classrooms, dormitories, a library, gymnasium, and cafeteria at Johns Hopkins University in Baltimore. They had gotten the chance to ask some tough questions: \"What kind of grades does it take to get into Hopkins? How much does it cost? Is financial aid available? What do 'people study here? Do you have many bilingual or minority I students here?\" ' / It is a challenge to get students from public middle schools in impoverished urban neighborhoods to attain success in a demanding college-preparatory curriculum. It may be even more difficult to get them to see college as a real and attainable goal. Had these things happened for these students? Had the rigorous core curriculum, the multiple-year sequence of career exploration lessons, and this days visit changed their views and futures? Time will be the ultimate test, but a first and encouraging clue came when one boy leaned from the bus. Pointing to one of the day's organizers, he called, \"Hey, lady! See you in four years!\" The Talent Development Middle School Model Since 1994, the Center for Research on the Education of Students Placed At Risk (CRESPAR) has been working to develop and evaluate the Talent Development Middle School model. CRESPAR researchers (including ourselves), curriculum witers, and instructional To appear in the January 1998 issue of Principal Magazine facilitators at Johns Hopkins and Howard Universities are working with public middle schools in Philadelphia and Washington, D.C., to implement and refine the model. Plans are being made to expand to other schools and other cities. The goal of the Talent Development (T.D.) model is to establish the sorts of curriculum, instruction, school organization, and professional development needed in order for all students to learn challenging academic materials and prepare for successful futures. Eight key components of the T.D. model are the following: O A demanding core curriculum for all. In T.D. schools, every student completes a core curriculum in the major subject areas that focuses on higher order competencies. This course of study is facilitated by cooperative learning and active learning methods in which peer tutoring - and hands-on discovery are embedded in the daily routine of classroom life. Reading, English, and language arts classes read award-winning novels, plays, and autobiographies. This great literature serves as a springboard for vocabulary and reading comprehension exercises and literature-based writing, all of which are pursued via peer-assisted learning techniques. The math curriculum is based on the University of Chicago School Mathematics Project It includes the goal of having all eighth graders master algebra. The science curriculum uses NSF-approved commercial hands-on programs that align with Project 2061's benchmarks (e.g.. Science and Technology for Children, Science Education for Public Understanding, FACETS, and INSIGHTS.) We are just beginning to develop the T.D. social studies program, based on the recommendations of the National Center for History in the Schools, the National Council for Social Studies and others. G Detracking of instruction. For too long middle and high schools have been driven by a sorting paradigm in which some students receive high-expectations instruction while others are relegated to lower quality education and lower quality futures. Consistent with the demanding core curriculum for all, the T.D. model asserts that all children are capable of succe^^jjg in demanding college-preparatory courses when given the right types of support.To appear in the January 1998 issue of Irincipal Mafiizine.  Extra help. If a school is going to dismantle tracking and expose all students to the same demanding core curriculum, some students will need frequent extra help in order to succeed at the challenging learning tasks they face. In T.D. schools, students needing extra help in mathematics or reading receive an accelerated learning class (in addition to their regular math or reading class) that replaces an elective course for ten weeks each year to provide a substantial extra dose of intensive learning experiences with smaller learning groups and daily use of computers and cooperative learning methods. 9 Communal organization. The T.D. reform model recognizes that dramatic improvements in student performance depend not only on curricular and instructional reforms but also upon increasing students academic effort and deepening their commitment to take full advantage of their learning opportunities. The model recognizes that student effort and commitment can be greatly increased by implementing innovative approaches to school organization and staffing that allow teachers, students, and families to establish strong bonds and close caring relationships. It is for this reason that a communal 0 lizafion of the school is established that inchates leaRBOg I commumties which serve 200 to 300 students, occupy their own parts of the building, and endure / for two or three years. Also, teachers are encouraged to remain with the same students for two or three years (shadowing) and to teach at least two subjects (semi-departmentalizationjj^ch allows them to establish stronger relationships with a smaller number of students. Finally, teachers are organized into two- or three-person interdisciplinary teams so that they can confer with each other and respond to the students whom they share. 9 Career and education exploration. Middle school is the right time for students to learn about different career paths, form high aspirations, and make decisions about middle school, high school, and even postsecondary schooling. In T.D. schools, students complete a three-year course that meets weekly. The course comprises activities that encourage them to formulate educational and career aspirations, inform them of the requirements to gain entry into selective high schools and colleges, and provide ongoing career exploration and goal-setting.To appear in the January 1998 issue of Principal Muiazine. O Cultural literacy. Every racial, ethnic, and cultural group can offer proud and worthy traditions and role models. When students are made aware of these, it can boost interest and achievement in their academic endeavors. In T.D. schools, students gain an appreciation for their own and other cultures through the books they read, lessons and career fairs in the career exploration course, and various lessons in math, science, social studies, and expressive arts.  Expanded opportunities for academic recognition. The reward systems of most schools deliver a majority of their benefits to those students who have already reached high levels of achievement. The students who need to increase their effort the most in order to meet high standards have the least incentive to do so.T To encourage all students to give their best regardless of their current level of proficiency and to recognize individual improvement and progress toward high standards, growth-oriented evaluation practices are used. In addition, students are given realistic, unambiguoos feedback concerning how their performance compares to nati\u0026lt;Mad norms and perftMmmce i^jteadards.  School-family-community partnerships. We have been inspired by our colleague Joyce ' I Epstein to hink about ways school-famiiy-community partnerships can boost student success.2 T.D. schools try to recruit an action team of faculty, parents, students, and community members which establishes a comprehensive program of cooperation. As a part of the program, community members and local businesspeople from a broad spectrum of occupations are recruited to assist with career exploration activities. Findings After Two Years The first school to adopt the T.D. model was Central East Middle School in Philadelphia. Since then other schools in Philadelphia and Washington have begun adoption. With all of these I T.M. Tomlinson and C.T. Cross, Student Effort: The Key to Higher Standards, Educational Leadership. 69-73, September 1991. 2 J. L. Epstein, School/Family/Community Partnerships: Caring for the Children We Share, Phi Delta Kappan, 701- 712, May 1995.To appear in the January 1998 issue of Principal Magazine. schools, our strategy has been to give full attention to some subject areas and stnne of the model's components in the first year and to move to full implementation over the course of two or three years. So, for example, efforts during the 1995-96 school year at Central East were focused on Reading, English, and Language Arts (RELA) staff development, curriculum, and instruction, as well as the career exploration curriculum and some of the whole-school organizational reforms. During the second year, these efforts were continued or augmented and math and science initiatives were begun. During the 1997-98 school year, much attention will be given to math and science efforts, and initial forays into social studies and expressive arts reforms will be made. Our evaluations of motivation, achievement, and other outcomes in T.D. schools involve comparisons with other closely matched comparison sites. To date we have found that, during the 1995-96 school year, a classroom's greater use of the Student Team Reading program was positively and significantly related to students' perceptions of 1) peer support for achievement, 2) teacher's caring for students, 3) working to meet adults' standards, 4) the value of RELA classes for the future, 5) effort, 6) self-concept of ability, aid 7) giving ones best.3 Also, we have examined student achievement on the Stanford 9 reading comprehension test, administered in April 1996.4 The analyses show that the typical Central East student ~ when matched with a student with the same prior achievement (on the CTBS in 1995) and grade level from the comparison school ~ outperformed his or her counterpart at the comparison school by almost twelve scale score points. The difference between a typical seventh grader and a typical eighth grader in these schools on this test is only six points, so this is truly encouraging news for Central East and the T.D. model. Another important finding is that top achievers (students with the highest prior achievement scores on the CTBS) particularly benefited from the new curriculum and pedagogy 3 D. J. Mac Iver and S. B. Plank, Report No. 4: The Talent Development Middle School: Implementation and Effects of Student Team Reading. Baltimore\nCenter for Research on the Education of Students Placed At Risk, 1996. 4 D. J. Mac Iver, S. B. Plank and R. Balfanz, Report No. 15. iTorking Together to Become Proficient Readers: Early Impact of the Talent Development Middle School's Student Team Literature Program. Baltimore: Center for Research on the Education of Students Placed at Risk, 1997.To appear in the January 1998 issue of Principal Magazine. in RELA. Top achievers al Central East - students whose prior achievement was one standard deviation above the mean on the CTBS in 1995 -- outperformed top achievers at the comparison school by seventeen scale score points on the Stanford 9's reading comprehension test. Opponents of the Talent Development approach often argue that top-achieving kids will suffer in schools that use the model because of the emphasis on providing a demanding curriculum to all students in heterogeneous classrooms. The evidence suggests just the opposite\nit suggests that a school's top achievers are the ones who take the greatest advantage of the challenging curriculum and state-of-the-art pedagogy that characterizes the Talent Development approach. Regarding the impact of the career exploration and educational decision-making lessons, analyses have shown large and significant effects on students' self-reported career understanding an.\nbelief in the importance of making educational and career plans during middle school.5 Also, significant effects are seen on seventh graders' educational attainment goals, in analyses that account for their prior goals as sixth graders. As we continue our research, we hope that the career exploration and educational decision-making activities will also facilitate 1) high levels of accurate knowledge about adult work and education, 2) successful transitions to high school, 3) persistence in high school, and 4) successful transitions to college and work. Conclusions Talent Development is a philosophy about the excellent things schools and students can achieve. Talent Development is also a blueprint for how these things can be achieved. Not all of the components have been created from scratch. Many draw upon the best practices that have emerged during the past decade of middle school reform. What we feel is most innovative and promising about the Talent Development effort is the way the components fit together as a whole, to support and facilitate one another as a model for whole-school reform. Initial research findings are encouraging. Development of the model continues. Both the successes and struggles we have witnessed in the first Talent Development sites have taught us important 5 D. J. Mac Iver and S. B. Plank, From \"At-Risk \" to \"On-TargelEffects of Puriicipaiion in Career Exploration Activities on Urban Middle School Students. Paper presented at the Annual Meeting of the American Educational Research Association, 1997.To appear in the January 1998 issue of Principal Magazine. lessons. We hope that this knowledge will allow an increasingly large network of middle schools to transform the educational opportunities and pathways of their talented students. For Further Information The Center for Research on the Education of Students Placed At Risk (CRESPAR) is a partnership of Johns Hopkins University and Howard University, in collaboration with researchers at the University of California at Santa Barbara, University of California at Los Angeles, University of Chicago, Manpower Demonstration Research Corporation, WestEd Regional Laboratory, University of Memphis, and University of Houston-Clear Lake. It is supported as a research and development center by funds from the Office of Educational Research and Improvement, U.S. Department of Education (R-117-D40005). The Talent Development Middle School program also gratefully acknowledges funds from Carnegie Corporation of New York (B 6643). The opinions expressed in this article do not necessarily reflect the position or policy of OERI or the Carnegie Corporation, and no endorsement should be inferred. For additional information on CRESPAR and its programs, write to C.S.O.S., Publications Department, Attn: Diane Diggs, 3505 North Charles St, Baltimore, MD 21218. For additional information on the Talent Development Middle School program, contact the authors at the same address given above.lAK, lAl,!.-! I Jl.V L-CUl'MCiN 1 iVllUUbO ..i,| CRESPAR Home Page CSOS Home Page CREATING TALENT DEVELOPMENT SCHOOLS IN WHICH ALL STUDENTS SUCCEED CRESPAR Models Built with Collaborating Schools Are Making A Difference at Elementary, Middle, and High School Levels The Center for Research on the Education of Students Placed At Risk (CRESPAR), co-directed by Robert E. Slavin at Johns Hopkins University and A. Wade Boykin at Howard University, has a straightforward mission ~ to conduct the research, development, evaluation, and dissemination needed to transform schooling for students placed at risk. What does it mean to A \"transform\" schooling? To CRESPAR, it means schools need to change from places that sort and classify children to places that help all children succeed in demanding curricula. This can be accomplished in Talent Development schools  schools that hold all students to high standards but provide multiple pathways and research-based practices that ensure their success. The research, development, evaluation, and national dissemination of Talent Development Schools at a 1 levels - elementary, middle, and high school -- is a major CRESPAR commitment. THE TALENT DEVELOPMENT HIGH SCHOOL Program Directors James M. McPartland, Johns Hopkins University Velma LaPoint, Howard University \\ THE TALENT DEVELOPMENT MffiPLE SCHOOL Program Directors Serge Madhere, Howard University Douglas J. Mac Iver, Johns Hopkins University CRESPAR Home Page CSOS Home Page I 8/28/98 9:00 AM4^pehnayorl Not Tough Chat on TV Japans Anorexia  I A I THE I AMERICAN Migiwit Sports SEPTEMBER-OCfOBER 1998' $4.95 USA/S5.95 CAN ! 779(ib 0 9 \u0026gt; PROSPECT M. A JOURNAL FOR THE LIBERAL IMAGINATION A I THE BLACK-WHITE TEST SCORE GAP iyhy t ifpherjettcks^ Mui Mereditfv PkUUps THE RISE AND FALL OF RACIALIZED LIBERALISM by Sean VtHlentz .-*Americas Next Achievement Test Closing the Black-White Test Score Gap by Christopher Jencks and IvIeredith Phillips frican Americans currently score lower than European Americans on I i vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence. This gap appears before children enter kindergarten, and it persists into adulthood. It has narrowed smce I 1970, but the median American black still scores below 75 percent of American whites on most standardized tests. On some tests the typical American black scores I i 1 below more than 85 percent of whites. The black-white test score gap does not appear to be an inevitable fact of nature, t is true that the gap shrinks only a little when black and white children attend the same schools. It is also true that the gap shrinks only a little when black and white families have the same amount of schooling, the same income, and the same wealth. But despite endless speculation, no one has found genetic evidence indicating that blacks have less innate intellectual ability than whites. Thus while it is clear that eliminating the test score gap would require enormous effort by both blacks and whites and would probably take more than one generation, we believe it can be done. This convictionsupported at greater length in the new collection of studies we have edite , The Black-White Test Score Gap, soon to be published by the Brookings Institution rests mainly on three facts:  IQ and achievement scores are sensitive to environmental change. Scores on nonverbal IQ tests have risen dramatically throughout the world since the 1930s. The average white scored higher on the Stanford-Binet test in 1978 than 82 percent of whites who I took the test in 1932. academic achievement have also narrowed throughout  Black-white differences in a---------------------- the twentieth century. The best trend data come from the National Assessment o Educational Progress (NAEP), which has been testing seventeen-year-olds since 1971 and has repeated many of the same items year after year. From 1971 to 1996, t e black-white reading gap shrank by almost half an d the math gap by a third. [See The Diminished Gap in Readin o and Math Scores, page 45.] According to a study ..... sociologists, Min-Hsiung Huang and Robert Hauser, the black-white vocabu lary gap also shrank by half among adults born between 1909 and 1969. by two 44 t II I M I k l\u0026lt; A \\ P K * \u0026gt; S I* 1 ' I si I' I I '.1 h I u 1 u h 1 .1\u0026lt; I s 1 i I When black or mixed-race children are raised in tehi/c rather than black homes, thetr prc-adolescent test scores rise dramatically. Black adoptees scores seem lo fall in adolescence, but this is what we would expect if, as seems likely, their social and cultuial resemble that of other black adolescents and becomes less like environment comes to that of the average white adolescent. Why Test Scores Matter In a country as racially polarized as the United States, no single change taken in isolation could possibly eliminate the entire legacy of slavery and Jim Crow or usher in an era of full racial equality. But if racial equality is Americas goal, reducing the black-white test score gap would probably do more to promote this goal than any other strategy that could command broad political support. Reducing the test score gap is probably both necessary and sufficient for substantially reducing racial inequality in educational attainment and earnings. Changes in education and earnings would in turn help reduce racial differences in crime, health, and family structure, although we do not know how large these effects would be. This judgment contradicts the conclusion of Inequality, a study published in 1972 by one of us (Christopher Jencks), which argued that reducing cognitive inequality would not do much to reduce economic inequality. The reason for The Diminished Gap in Reading and Math Scores Black and White 17-Year-Olds the contradiction is simple\nthe world has changed. In 1972, the best evidence about what happened to black workers with high test scores I i 1 Q (A o c (B c 0.4 . . 0.2 \ns C.o s g -0.2 O) ? -0.4 c 0)  -0.6 o 4) XJ -1-0 O -1.2 c 3 a -1.4 1971 White Reading White Math Black Reading Black Math 1976 Source: National Assessment of E(3ucatiOfl Progress. Tests in ail years are tn a common metric and have been rescaled so that the 1996 population mean is xero and the 1996 standard deviation is 1.00. 1981 1986 1991 1996 came trom a study oy rniuips v.uirigiiL, wnu uau analyzed the 1964 earnings of men in their thirties who had taken the Armed Forces Qualification Test (AFQT) between 1949 and 1953. Overall, employed black men earned 57.5 percent of what whites earned. Among men with AFQT scores above the national average, black men earned 64.5 percent of what whites earned. In such a world, eliminating racial differences in test performance did not seem likely to reduce the earnings gap very much. Todays world is different. The best recent data on test scores and earnings^ come from the National Longitudinal Survey of Youth (NLSY), which from a study by Phillips Cutright, who had gave the Armed X I .M h I H - II A M r K 1 c A  s N i: X T ACHI I- V I. M I'. N I I' I' S I 45 1 4 1 it- If 4, h I I ! I i 1 I ! i I.1 Scrx'iccs Vocational Aptitude Battery to a national saatniplc ol young people in 19S(). Among employed men who were 31 to 36 years old in blacks earned 67.5 percent ol what white\naimeda I i I I I I I i {J\ni ii\ni li' modest but significant improvement over the situation in 1964. The big change occurred among blacks with test scores near or above the white average. Among men who scored between the thirtieth and forty-ninth percentiles nationally, black earnings rose from 62 to 84 percent of the white average. Among men who scored above the fiftieth percentile, black earnings rose from 65 to 96 percent of the white average. [See More-Equal Scores Now Bring More-Equal Earnings, below.] In this new world, raising black workers test scores looks far more important than it did in the 1960s. ground is thcrelore false. Furthermore, test score dit-lerences between siblings raised in the same famih have sizable effects on their educational attainment and earnings. Thus while it is true that eliminating the black-white test score gap would not eliminate the black-white earnings gap, the effect would surely be substantial. Reducing the black-white test score gap would reduce racii disparities in educational attainment well as earnings. The nationwide High School and Beyond suney tested tvrelfth graders in 1982 and followed them up in 1992, when they were in their as late twenties. At the time of the follow-up only 13.3 percent of the blacks had earned a bachelors degree, comipared to 30 percent of the non-Hispanic whites. Many observers blame this disparity on black parents' i: 1 I J I t I More-Equal Scores Now Bring More-Equal Earnings Ratio of Black to White Annual Earnings in 1964 and 1993 for Employed Men in Their Early Thirties, by Percentile Score on a Military Test Taken Between the Ages of 18 and 23 100 o = 90 $ BO o1 u o 60 co  CD M O) 50 40  30 ------ a UI JC fg m 20-------- 10 0-------- da Cutright 1964 3^ NLSY 1993 inability to pay college bills, black students lack of motivation, or the hostility that black students encounter on predominantly white college campuses. All these factors probably play some role. Nonetheless, when I\"? 0-9 10-29 30-49 A s 50-99 Sources: Cutn^l and auffiofs' tabuiabons Irom Uie NatkmaJ Lor'gitixSnal Survey 0\u0026lt; Vouth (NLSY) Cutn\u0026lt;^i versjoo ol the AFOT KxSuded vocabulary, anthmelic, and spaaai relations. Our NLSY approxitnabon ol Cutnghrs AFOT included word knowledge, numencal operalions, ar*d mechanical reasoning See our inlfoducbon to The While Tesi Score C/ip kx deUHs on the samples and standard errors Some skeptics have argued that scores on tests of this kind are really just proxies for family background. Family background docs affect test performance. If wc compare random pairs of children, their IQ scores differ by an average of 17 points. Among pairs of children who have been adopted into the same family, the difference averages about 15 points. Even if we compare pairs of biological siblings reared in the same family, their IQ scores still tliffer by an average of 12 or 13 points. The claim ihai lest scores are only a proxy for laniily back- -4G I II I A .\\1 I K I  \\ \\ I' B o I' I k I we compare blacks and whites with the same rv'elfth-grade test scores, blacks are more likely than whites to complete college. Once we equalize test scores. High School and Beyond blacks 16.7-point disadvantage in college graduation rates turns into a 5.9-point advantage. Eliminating racial differences in test performance would also allow colleges, professional schools, and employers to phase out the racial preferences that have caused so much political trouble over the past generation. If selective colleges based their admission decisions solely on applicants predicted college grades, their undergraduate enrollment would currently be 96 or 97 percent white and Asian. To avoid this, almost all selective colleges and professional schools admit African Americans and Hispanics whom they would not admit if they were white. It selective colleges could achieve racial diversity without making race an explicit laclor in their admission decisions, blacks would do belter in college and whiles nurse fewer political grudges. s 1. 1' 1 1 M B I H \u0026lt; H would I  B I i\u0026lt; t '  J I Ailvocatcs ol racial equality inighi be mtirc w illing accept (Hir argumeni ihai naiTowing the test S'\nore :( J s J J r 5 1 gap is crucial to achieving their goals if they believed that narrowing the gap was really feasible. But pessimism on this Iront has become almost universal. In the 1960s, racial egalitarians routinely blamed the test score gap on the combined effects ol black poverty, racial segregation, and inadequate 1 unding lor black schools. That analysis implied obvious solutions\nraise black childrens family income, desegregate their schools, and equalize spending on schools that remain racially segregated. All these steps still look useful, but none has made as much difference as optimists expected in the early 1960s.  The number of affluent black parents has grown substantially since the 1960s, but their childrens test scores still lag far behind those of white children from equally affluent families. Income inequality between blacks and whites appears to play some role in the test score gap, but it is quite small.  Most southern schools desegregated in the early 1970s, and southern black nine-year-olds reading scores seem to have risen as a result. Even today, black third graders in predominantly white schools read better than initially similar blacks who have attended predominantly black schools. But large racial differences in reading skills persist even in desegregated schools, and a school's racial mix has little effect on reading scores I or all ihesc reasons, the number ol people who ihink ihev know how to eliminate racial dillerences in lest performance has shrunk steadily since the mid-1-\u0026gt;60s. While many people still think the traditional liberal remedies would help, few now believe they would suffice. cmoralization among liberals has given new legitimacy to conservative explanations for the test score gap. From an empirical viewpoint, however, the traditional conservative explanations are no more appealing than their liberal counterparts. These explanations fall into three overlapping categories: the culture of poverty, the scarcity of two-parent black families, and genes.  In the 1960s and 1970s many conservatives blamed blacks problems on a culture of poverty I^educing the black-white test score gap would probably do more to promote racial equality than any other strategy that commands broad pohtical support. after sixth grade or on math scores at any age.  Despite glaring economic inequalities between a few rich suburbs and nearby central cities, the average black child and the average white child now live in school districts that spend almost exactly the same amount per pupil. Black and white schools also have the same average number ot teachers per pupil, the same pay scales, and teachers with almost the same amount ot formal education and teaching experience. The most important resource difference between black and white schools seems to be that both black and white teachers in black schools have lower test scores than their counterparts in white schools. that rejected school achievement, the work ethic, and the two-parent family in favor of instant gratification and episodic violence. In the 1980s conservatives (as well as some liberals) characterized the black underclass in similar terms. But this description fits only a tiny fraction of the black population. It certainly cannot explain why children from affluent black families have much lower test scores than their white counterpans.  Conservatives invoke the decline of the family to explain social problems almost as frequently as liberals invoke poverty. But once we control for a mothers family background, test scores, and years of schooling, whether she is married has even less effect on her childrens test scores than whether she is poor.  Scientists have not yet identified many of the genes that affect test performance, so we have no genetic evidence regarding innate cognitive differences between blacks and whites. But we have accumulated a fair amount of indirect evidence since 1970. Most of it suggests that whether children live in a black\" or white environment has far more impact on their test performance than the number of Africans or Europeans in their family tree [see The Heredity-Environment Controversy, page 48], NUM B I. B 4 (1 A M I -: K I \u0026lt;. A  S N i\nX T ACHI I . V I M i : N T T i : T 47 I I 1 .1 1 I I  iJ 11 1 t It ii Culture and Schooling Taken as a whole, then, what we have charac- grouped under two overlapping headin school- I icrizcd as the traditional explanations lor the 3 I: II 1 I I I I I i i ! I I i black-white test score gap do not take us very lar. This has led some people to dismiss the gap as unimportant, arguing that the tests are culturally biased and do not measure skills that matter in the real world. Few scholars who spend time looking at quantitative data like that in the figure on page 46 accept either of these arguments, so they have had to look for new explanations of the gap. These new explanations can mostly be The Heredity- Environment Controversy \"W-W J^hen the U.S. Army launched Amer- / icas first large-scale mental testing program in 1917, whites scored substantially higher than blacks. Biological deter- minists immediately cited these findings as evidence that whites had more innate ability than blacks, but cultural determinists quickly challenged this interpretation. Neither side had a convincing way of separating the effects of heredity from the effects of culture, so the debate was an empirical standoff. After 1945, the horrors of the Holocaust made all genetic explanations of human differences politically suspect. Once the U.S. Supreme Court declared de jure racial segregation unconstitutional in 1954, genetic explanations of racial differences became doubly suspect, because they were identified with southern resistance to desegregation. As a result, environmental explanations remained dominant throughout the 1960s. Then in 1969 Arthur Jensen published an article in the Harvard Educa- lional Review arguing that educational programs for disadvantaged children initiated as part of the War on Poverty had failed, and that the black- white test score gap probably had a substantial genetic component. Jensens argument went roughly as follows: (1) Most of the variation in white IQ scores is genetic\n(2) no one has advanced a plausi- 4K till \\ \\t I P I  A \\ 1' K (  s ! 1 f I ing and culture. .Social scientists thinking about school ellects\" has changed substantially since the late 1960s. The 1966 Coleman Report and subsequent studies convinced most economists and quantitative sociologists (including Jencks) that school resources had little impact on achievement. Since 1990. however, new statistical methods, new data, and a handful of genuine experiments have suggested that additional resources may in fact have sizable effects on student achievement. The notion that resources mat- ble environmental explanation for the black-white gap\ntherefore, (3) it is more reasonable to assume that part of the black-white gap is genetic than to assume it is entirely environmental. Jensens article created such a furor that psychologists once again began looking for evidence that bore directly on the question of whether racial differences in test performance were partly innate. (Richard Nisbett reviews these studies in The Black-White Test Score Gap} Two small studies have tried to compare genetically similar children raised in black and white families. Elsie Moor\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_292","title":"Compliance hearing exhibits: ''High Schools''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1998/2001"],"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 law and legislation","Education--Evaluation","School management and organization","Education, Secondary"],"dcterms_title":["Compliance hearing exhibits: ''High Schools''"],"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/292"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"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\nHIGH SCHOOLSO_| ZCD mm z 0) on High Schools 1. Memorandum from Bonnie Lesley to high school principals and others, Sept. 2, 1998, with information on a Ninth Grade Transition program. 2. Memorandum to high school principals from Bonnie Lesley in Dec. 16, 1998, Learning Links with a copy of a new book. Small Schools. Big Imaginations: A Creative Look at Urban Public Schools. 3. Memorandum to high school principals from Bormie Lesley, Mar. 20, 1999, on a High Schools that Work conference. 4. Memorandum to high school principals from Bonnie Lesley, July 19, 1999, with four models for creating small learning communities. -^1^1 5. Memorandum to middle and high school principals from Bonnie Lesley in Dec. 1, 1999, Learning Links with another model for grade 9 transition. ^/\u0026lt;S 6. Memorandum to high school principals and others from Bonnie Lesley, Nov. 6, 2000, on high school reform\nattached copy of a new research report, High Schools of the Millennium. -/\u0026lt;^ 1. Memorandum from Bonnie Lesley to high school principals. Mar. 6, 2001, attaching 25 copies of a book. Rethinking High School for use by teachers serving on the action research teams. 8. Memorandum to Carnegie Management Team from Bonnie Lesley, Mar. 26, 2001, on high school systemic issues\nattached article, The Lost Opportunity of Senior Year: Finding a Better Way. 9. Memorandum from Bonnie Lesley to high school principals, Apr. 6, 2001, with copies of a book by Mike Schmoker, Results: The Key to Continuous School Improvement. 1 TO\nFROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 S. PULASKI LITTLE ROCK, ARKANSAS 72206 September 2,1998 High School Principals Marian Lacey, Assistant Superintendent - Secondary Education Sadie Mitchell, Associate Superintendent - School Services Dr. Kathy Lease, Assistant Superintendent - Planning, Research \u0026amp; Evaluation Dr. Bonnie Lesley .Waas os( ociate Superintendent for Instruction SUBJECT: Ninth Grade Transition I am attaching some information about a ninth grade transition model developed by the Manpower Demonstration Research Corporation in New York. You may find these ideas helpful as you develop your plan for moving freshmen to the high school. If I can help in other ways, please let me know. Attachments BAL/adg PROJECT TRANSITION: CORE ELEMENTS These elements were developed based on discussions with education policy experts, a review of past studies of related programs, and discussions with school administrators, teachers and students. Teacher-student teams Teams of approximately 30 grade 9 students, grouped heterogeneously, will take their principal academic courses together. Four teams of students will be taught by a single teacher team, probably consisting of an English, math, science, and social studies teacher. Each teacher team will share a planning period to discuss collaborative efforts to improve instruction and to respond to the needs of their shared first-year students. There will be a one-course reduction in the number of classes taught by participating teachers to provide time for the additional shared planning period and for the extra work they will be required to do. Innovative professional development through teacher learning communities and coaches The teachers in each team will observe each others classes, plan jointly, and work together to develop and implement responses to the problems that they confront in their classrooms and to implement improvements in their instructional methods. The goal is for each team to build a \"teacher learning community\" that will provide concrete, sustained support for upgrading instruction. A facilitator or coach will support the teacher teams, \"holding up the mirror,\" to keep the teachers focused on the goals of improved instruction and student achievement. Coaching will begin during the summer before the teachers begin their work together. In addition, the coaches will provide direct assistance to teachers in using effective instructional tools, including cooperative learning strategies, applications-based and project assignments, proactive classroom management methods, and clarified expectations for students work. Discipline-specific professional development will be provided through links to teachers departmental colleagues. Use of warning signals and action plans for failing students Professional development will prepare the teacher teams to recognize the early warning signals of student failure and to implement specific action plans for students in need of extra assistance to prevent failure. Action plans will include tutoring by peers and by members of the teacher team\nextra instructional time\nand student-teacher-parent contracts. 1BENEFITS FOR PROJECT TRANSITION SITES There are eight main benefits for sites participating in Project Transition.  State-of-the-art study of Project Transition. Sites selected to participate will receive a rigorous evaluation of their high school transition project at virtually no cost to the school or district. The study will provide an in-depth examination of the implementation, impacts and cost of Project Transition.  Funding supplement to cover coaches, professional development activities, and research-related costs. MDRC expects to secure funding for Project Transition to compensate participating school districts for research and data collection costs and the costs of the coaches and summer institutes. The amount of the site payments will depend on the programmatic and research-related activities currently being developed.  National and local exposure to help solidify support from the school board, conununity and state. Sites can use their participation in the study as tangible evidence of their involvement in systemic reform. This may be useful in solidifying state and local support in order to preserve the reforms during the test period and justify an expansion if research findings are positive. MDRC will work with the district to try and obtain any sute waivers necessary for the project to be implemented.  Opportunities for idea-sharing and information exchange. Participating sites will be selected from several regions of the country. As part of a national network, these sites will have the opportunity to compare experiences, leant about innovative approaches, and share operational lessons and \"best practices.\" Toward this end, there will be two conferences for participating sites. MDRC will cover travel costs for these conferences.  Customized technical assistance and training. Site staff will receive training and technical assistance on professional development, coaching, action plans and research and dau collection procedures. The training and technical assistance will be provided at no cost to the site. Teachers will participate in state-of-the art professional development and coaching activities.  Lx)cal program and policy development. At the local level, sites wiU have access to specific findings that can be used by administrators and teachers to develop policies for improving student success in the school. MDRC wiU provide periodic interim briefings on the project for district leadership, school staff, local resource partners, and others and work to help districts expand the reforms to other schools if they prove to be effective. (continued) 2BENEFITS FOR PROJECT TRANSITION SITES (continued)  State and national policy development. At the state and national levels, advocates of systemic reform are calling for smaller learning environments for students and teachers and better professional development for teachers. Participating sites will be part of a project that promises to provide credible evidence on the effectiveness of these reforms, and will help shape future policy directions.  Technology transfer. Through their participation in the project, district research and evaluation staff can learn more about how to design and implement random assignment evaluations and implementation studies so that these research methods can be applied to internal evaluations conducted by the district. 3 PROJECT TRANSITION: RESPONSIBILITIES AND SITE SELECTION CRITERIA High school:  Broad support. The participating high school has broad support for the project from the principal, teachers, students and parents\nwe will proceed with the project in a school only if a sizable majority of the faculty votes to participate.  Project phase-in plan. The participating high school seeks to \"phase in\" the project initially for about half of the ninth grade class with full implementation occurring in subsequent years.  Eligibility factors. The schools environment is appropriate for a longitudinal impact study of Project Transition: low to moderate mobility of students, a large ninth grade population, high dropout rates, relatively high percentage of students qualifying for the school lunch program, limited use of ability grouping in the ninth grade (or a plan or willingness to shift from ability groupings), and little use of separate, self-contained programs for ninth grade students.  Data collection. The high school staff are willing to cooperate with the projects research and data collection requirements, including making school records available to the research team. Costs are defrayed by MDRC site grants. District:  Commitment to systemic reform. The district has implemented teacher-student clusters in the ninth grade in at least one high school and plans and encourages the expansion of clustering to other high schools.  Broad Support. There is broad support in the district from the school board, superintendent, teacher union, parent groups, community groups, and other education st^eholders.  Large comprehensive high schools. The district has large, comprehensive high schools suitable for the demonstration, serving students from numerous feeder schools, with a substantial number of low-achieving students qualifying for the school lunch program, and high dropout rates.  Resource capability. The district will allocate resources for the additional preparation period for participating teachers or provide the equivalent amount for other project-related costs (such as the coaches). (continued) 4PROJECT TRANSITION: RESPONSIBILITIES AND SITE SELECTION CRITERIA (continued) District (continued):  Data collection. The district is also willing to cooperate with research and data collection requirements. This will include getting parent and student signatures on consent materials, completing a baseline form on all incoming ninth graders, completing random selection of teachers and students (if a random assignment design is used), and arranging for students and teachers to cooperate with MDRC researchers during field research visits. Conununitv:  Availability of a local resource partner (LRP). The community has a local institution or agency either within or outside the school district which will facilitate the professional development and coaching components. This organization has the staff, skills, and cnowledge of the local schools and community needed to support the project. 5 RESEARCH DESIGN: THE USE OF RANDOM SELECTION During the planning year, MDRC plans to explore the feasibility of using random assignment to carry out the research. If random assignment proves not to be feasible, we will consider other research designs.  Random selection has been used successfully in hundreds of studies. MDRC has 20 years of experience using random selection, with over 200,000 people randomly assigned.  The reason to use random selection in a major evaluation is to be able to compare two groups that are essentially identical (on both measurable and unmeasurable characteristics, such as motivation)\none group receives the project being evaluated, the other receives the regular school program\nsubsequent differences between the two groups can be attributed with confidence to the reform being tested.  Random selection provides a fair and totally objective method of deciding who receives services when resources are limited. Random selection provides an equal opportunity for access to services. It is often considered fairer than discretionary admissions. Many school districts currently use a lottery to select students for magnet programs and other programs that have limited slots. Random selection is identical to this type of lottery.  Random selection is generally accepted by students, parents, and the public when it is fuUy explained in advance and is understood by aU parties. MDRC assures ethical protection and confidentiality for aU participants.  MDRC provides training to school staff involved with the random selection process, including scripts, Q and A materials and suggested responses to questions.  Other evaluation methods are subject to great uncertainty and dispute. Random selection has been endorsed by numerous national panels of experts, including the National Academy of Sciences. \"Although the [educational] reform sentiment is strong, most of these proposed alternatives are not fully articulated and are of unknown merit. . . [identifying appropriate control groups can be dijficult, and following a mobile student population for several years is never easy. But without high-quality and credible evaluations, school districts will never be able to choose wisely among available innovations. . . The committee is convinced that widespread school reform will require partnerships between researchers and practitioners. Each has much to contribute to the quest. Researchers can provide breadth and depth of inquiry and rigor of investigation\nelaborate new theories, conduct carefully controlled experiments, study programs and practices in multiple sites, and prepare national indicators of educational progress.\" - National Academy of Sciences, 1992 6ETHICAL PROTECTIONS: PROJECT TRANSmON  Meeting all students basic needs All ninth grade students, regardless of whether they are randomly selected for the project group or the regular high school group, are eligible for all public school entitlements.  Provision of full information on the evaluation All ninth grade students and their parents receive a fuU explanation of the random selection process and of their status regarding the project. Parents must give consent to their children being in the study.  Provision of a fair and equitable way to allocate scarce resources Random selection, a lottery process, is used to allocate slots. This can be fairer than discretionary decision-making.  Protection of privacy and data confidentiality Information on participants in the evaluation is carefully collected and securely maintained, with fuU confidentiality as required by law.  Institutional Review Board The research protocol will be reviewed by an independent institutional review board (TRB) to assure that student protection is adequate and students are not put at undue risk because of the research. 7PROJECT TRANSITION: Tentative Project Timeline Key activities: Fall 1994 - Spring 1995 Planning Year Site selection Consensus building Vote by teachers Local resource partner identification Further development of four core elements Finalization of research design Key Activities: Summer 1995- Spring 1996 Demonstration/ Evaluation Year Summer institutes for teachers with followup activity during the school term Random assignment of incoming 9th grade students and teachers Data collection and research on impacts and costs Report preparation and dissemination Research on implementation Key Activities: Summer 1996- Summer 1997 Expansion Year Summer institutes for teachers with followup during the school year Implementation of Project Transition for all 9th grade students and teachers 8 MAJOR OPEN ISSUES Resolution of the following open issues will be based on discussions with potential sites: -  Tuning and nature of extending the intervention to the upper grades Validation of the feasibility of using a random assignment design The length of the followup period beyond the tenth grade Selection of teachers for Project Transition Content of professional development and the link to subject area department Selection process for coaches and local resource partners Non-educational outcomes to be measured Possible special activities for students at the beginning of the ninth grade Division of labor between the school district and the local resource partner Amount of the site grant 9BACKGROUND INFORMATION ON MDRC The Manpower Demonstration Research Corporation (MDRC) is a nonprofit social policy research organization with offices in New York City and San Francisco. For 20 years it has developed and tested interventions aimed at improving the economic and life prospects of disadvantaged Americans. MDRC has been widely recognized as providing highly credible, practical, and policy- and program-relevant information on education, job training, welfare-to- work, and adolescent parenting programs. MDRC was formed to respond to the need for more definitive information in the employment and training field and it has pioneered the use of longitudinal, field-based studies involving 300 counties or communities in 40 states. Distinguishing features\n diverse staff with backgrounds in social science research and program operations\nallows for combining research expertise with operational know-how  successful in balancing research requirements with program operation needs to minimize the burden and intrusion of research  the successful implementation of random assignment evaluations in diverse institutional settings which provides the most reliable information on program effectiveness  effectively and broadly disseminating results to improve policy and practice Examples of education and youth projects: Career Academies Evaluation MDRC is conducting a longitudinal evaluation of Career Academies which are schools within schools organized around a career theme. Ten schools are participating in the evaluation which will be measuring the effects of the Academies on educational and labor market outcomes and reductions on risk-taking behaviors. School-to-Work Transition MDRC conducted a major implementation study of 16 school-to-work programs incorporating the range of options (Career Academies, Tech prep, youth apprenticeship, etc.). The results of the study helped shape the recently enacted School-to-Work Opportunities Act and is guiding educators and employers in their development of school- to-work plans under the new legislation. (continued) 10BACKGROUND INFORMATION ON MDRC (continued) Youth Entitlement MDRC managed and evaluated the largest, federally sponsored youth employment program called Youth Entitlement which guaranteed jobs to all 16-19 year olds disadvantaged students in 17 communities on the condition that they stay in or return to school. Over 76,000 youth participated. LEAP MDRC is conducting an evaluation of Ohios Learning, Earning, and Parenting (LEAP) Program, an unusual statewide initiative that uses financial incentives, case management, and support services to induce teen parents on welfare to stay in or return to school. JOBSTART MDRC developed and evaluated JOBSTART, an alternative education and trainin\nprogram for school dropouts which operated at 13 sites throughout the country. ig New Chance MDRC conducted a 16-site demonstration of New Chance, a comprehensive program for young women on welfare and their children featuring education, parenting, life skills, work readiness and job training for participating mothers and on-site child care for their children. I 11MANPOWER DEMONSTRATION RESEARCH CORPORATION MDRC Three Park Avenue New York, NY 10016-5936 Tel: (212) 532-3200 Fax: (212) 684-0832 Regional Office: 88 Kearny Street, Suite 1650 San Francisco, CA 94108 Tel: (415) 781-3800 Fax: (415) 781-3820 --.I I NOV 1 4 (994 i Board of Directors: I-November 11, 1994 Dr. James Hensley Superintendent Kansas City School District 625 Minnesota Ave. Kansas City, KS 66101 Richard P. Natbaa. CJtairman Paul H. O'Neill, rrearitncr Eli Giiuberg. Chainnan Ejnentus Rebecca M. Blank Antooia Hernandez Alan Kistler Richard J. Mumane Rudolph G. Penner Franklin D. Raines Robert Solow Gilbert Steiner Mitchell Sviridoff William Julius WQsoa Waiiam S. Woodside Judith M. Gueron, Presidons I  J I I Dear Dr. Hensley I am writing to you at the suggestion of Susan Wally at The Ewing Marion Kauffman Foundation to introduce you to the Manpower Demonstration Research Coiporation and the work we are doing on education reform. In October, I met with staff at The Kauffman Foundation to discuss MDRCs work in the school-to-work field and our emerging portfolio of education projects. MDRC is launching a new education demonstration called Project Transition which will attempt to reform large, comprehensive high schools starting in the ninth grade, by creating a more supportive and personalized learning environment for students during their first year of high school. After discussing Project Transition with the Kauffman staff, I discovered that The Kauffman Foundation has been involved with a similar project at Harmon High School. I learned that the Interdisciplinary Team Teaching Project at Harmon High was an outgrowth of an earlier project called. Project Choice, which Kauffman supported at Westport High in Kansas City, Missouri and five high schools in Kansas City, Kansas. Susan WaUy was kind enough to share a copy of the video on the Harmon Interdisciplinary Team Teaching Project with me and after watching it I could not believe how much the approach had in common with our proposed plans for Project Transition. We are in preliminary discussions with The Kauffman Foundation to determine if they would be interested in supporting Project Transition. This wiU depend, in part, on fmding strong candidate high schools in Kansas City, Kansas or Kansas City, Missouri. This letter begins with background information on MDRC and then provides a more detailed description of Project Transition including the benefits and responsibilities of participating in the demonstration and our selection criteria for choosing potential high schools. We would greatly appreciate it if you could have a member of your staff provide us with a preliminary indication of your interest in Project Transition by filling out the enclosed form and faxing it back by November 23th. Background Information on MDRC Before providing a more complete description of Project Transition, let me first give you some background information on our organization. MDRC is a nationally known nonprofit research organization with offices in New York City and San Francisco. For the past 20 years, MDRC has been conducting rigorous multi-site evaluations of promising social policy initiatives designed to improve the life circumstances and economic weU-being of people from low-income families. We have worked in the fields of education, job training, youth employment, teen parenting, and welfare-to-work programs. Our work has three distinctive features. First, we are very selective about the programs we take on by focusing on projects that are on the cutting edge of policy. Second, we place a high priority on aggressive and sustained dissemination of research findings as a vehicle to both inform the public, improve policy, and institutionalize programs which work. Third, we use research techniques which provide the most reliable measures of whether programs work and are cost-effective. Over the years, we have developed a reputation as one of the most trusted and reliable organizations in studying program effectiveness. g Our work in education during the past five years includes a study of 16 school-to- work programs which helped shape the School-to-Work Opportunities Act (signed into law in May), analyses of the effectiveness of adult education programs for welfare recipients, and the evaluation of Ohios LEAP program which uses a combination of financial incentives and penalties to induce teen parents on welfare to stay in or return to school. Our largest education project is a comprehensive evaluation of a promising school restructuring initiative called High School Career Academies which are schools-within- schools organized around a career theme. We have successfully launched this study in eight schools and we will be adding several more this year. Recently, MDRC received a challenge grant from The Ford Foundation to provide seed funding for a series of evaluations and demonstrations of promising school-based interventions and reforms in high schools and middle schools. Funds for Project Transition are budgeted in our challenge grant from Ford and through our affiliation with the new Department of Education Center for Research on the Education of Youth Placed At-Risk (CRESPAR). Project Transition Project Transition focuses on the first year of high school - a particularly vulnerable time in the schooling career of many students often characterized by poor attendance, sliding grades, and disengagement with school which can result in dropping ig out. A large part of the problem is attributable to the characteristics of large, comprehensive high schools which can be formidable, intimidating environments for ninth graders who may take a conveyor belt of disconnected 50 minute classes and have limited opportunities to buUd relationships with teachers. The project has three key elements:  Teacher-student teams: Teams of approximately 30 grade 9 students, grouped heterogeneously, wiU take their principal academic courses together. Four teams of students wUl be taught by a single teacher team, probably consisting of an English, math, science, and social studies teacher. Each teacher team wUl share a planning period, to work on improving instruction and to respond to the needs of their shared first-year students. There wiU be a one-course reduction in the number of classes taught by participating teachers, to provide time for the additional shared planning period and for the extra work they wiU be required to do.  Innovative professional development through teacher learning communities and coaching: The teachers in each team wUl observe each others classes, plan jointly, and will work together to develop and implement responses to the problems that they confront in their classrooms in order to improve their instructional methods. The goil is for each team to build a \"teacher learning community\" that wUl provide concrete, sustained support for upgrading instruction. A facilitator or coach wUl support the teacher teams, \"holding up the mirror\" to keep the teachers focused on the goals of improved instruction and smdent achievement. Coaching will begin during the summer before the teachers begin their work together. In addition, the coach will provide direct assistance to teachers in using effective instructional tools with an emphasis on strategies which promote active learning, including cooperative learning strategies, applications- based and project assignments, proactive classroom management methods, and clarified expectations for students work. If appropriate, support for multicultural education may also be involved. Discipline-specific professional development wUl be provided through links to teachers departmental colleagues. We plan to work with a local resource partner (LRP) to carry out the projects professional development and coaching components.  Use of warning signals and action plans for failing students: Professional development wUl prepare the teacher teams to recognize the early warning signals of student failure, and to implement specific action plans for students in need of extra assistance to prevent failure. Action plans wUl include tutoring by peers and by members of the teacher team, extra instructional time, and student-teacher-parent contracts. We plan to start Project Transition in two districts (and up to two schools in each district) and expand through a staged growth process. The eligibility factors that we wUl be looking for in choosing high schools include a strong commitment to high school restructuring, high need indicators as detennined by low test scores, low graduation rates, and high drop out rates, and a willingness to cooperate with research and data requirements. Milwaukee is likely to be one of the districts and we are interested in exploring both Kansas City, Kansas and Kansas City, Missouri in connection with possible support from The Kauffman Foundation. 3There are a number of potential benefits for schools that participate in the study. These benefits include: receiving free technical assistance to implement an important educational innovation\nreceiving a cost-free, state-of-the art evaluation of the effectiveness of the innovation, thereby responding to accountability and performance goals\nbecoming part of a network of innovating schools across the country, and participating in conferences with those schools\ninfluencing state and national education policy\nand the suture and prestige attached to being part of an important national innovation. I should also point out that we plan to award grants to schools to compensate them for the coaches, the professional development activities for teachers, and research related costs associated with the study. School districts or schools are expected to^absorb the staffing costs associated with creating additional preparation periods. Schools in MDRCs evaluations can also expect to receive considerable exposure and visibility because of MDRCs suture and repuUtion among the policy community, practitioners, and press. To further acquaint you with our work, I am enclosing a discussion paper on Project Transition as well as our annual report. Once we receive your nominations, we would like to schedule a conference call to answer any questions that you might have and explain Project Transition in more detail. This could lead to a future site visit in December to meet with principals from prospective high schools. Please feel free to call me with any questions or concerns. Again, we would appreciate it if someone from your staff would complete the attached form and fax it back to us by Thanksgiving. I look forward to learning more about school reform in Kansas City and hearing from you soon. Sincerely, Ma Rob Ivry / Senior Vice President cc. Susan Wally 4PROJECT TRANSITION Please fax this information to: Mary Andes Manpower Demonstration Research Corporation 3 Park Avenue New York, New York 10016 FAX: 212-684-0832 Please return this information no later than Wednesday, November 23rd. District name: District contact person: Is your district interested in being considered to participate in Project Transition? ___ YES (Please complete the remainder of this questionnaire.) ___ NO (Thank you for responding to our inquiry.) High schools can only be considered if they have more than 400 students in grade 9, low graduation rates, high poverty rates, and they have not already instituted the Project Transition reforms. This questionnaire provides space for you to nominate up to three high schools\nyou may add more if you wish. 1) HIGH SCHOOL: CONTACT PERSON AND PHONE: GRADE 9 ENROLLMENT: % OF GRADE 9 STUDENTS WHO DO NOT GRADUATE (approx.): % OF STUDENTS ELIGIBLE FOR FREE OR REDUCED-PRICE LUNCH: % OF GRADE 9 STUDENTS WHO FAIL ONE OR MORE COURSES (approx.): ABSENTEE RATE FOR GRADE 9 STUDENTS: % OF GRADE 12 STUDENTS ACCEPTED BY A COLLEGE (approx.): PLEASE BRIEFLY LIST AND DESCRIBE CURRENT SPECIAL PROGRAMS OR INITIATIVES FOR GRADE 9 STUDENTS AND THE PERCENTAGE OF GRADE 9 STUDENTS THEY INCLUDE:2) HIGH SCHOOL: CONTACT PERSON AND PHONE: GRADE 9 ENROLLMENT: % OF GRADE 9 STUDENTS WHO DO NOT GRADUATE (approx.): % OF STUDENTS ELIGIBLE FOR FREE OR REDUCED-PRICE LUNCH: % OF GRADE 9 STUDENTS WHO FAIL ONE OR MORE COURSES (approx.): ABSENTEE RATE FOR GRADE 9 STUDENTS: % OF GRADE 12 STUDENTS ACCEPTED BY A COLLEGE (approx.): PLEASE BRIEFLY UST AND DESCRIBE CURRENT SPECIAL PROGRAMS OR INTIIATrVES FOR GRADE 9 STUDENTS AND THE PERCENTAGE OF GRADE 9 STUDENTS THEY INCLUDE: 3) HIGH SCHOOL: CONTACT PERSON AND PHONE: GRADE 9 ENROLLMENT: % OF GRADE 9 STUDENTS WHO DO NOT GRADUATE (approx.): % OF STUDENTS ELIGIBLE FOR FREE OR REDUCED-PRICE LUNCH: % OF GRADE 9 STUDENTS WHO FAIL ONE OR MORE COURSES (approx.): ABSENTEE RATE FOR GRADE 9 STUDENTS: % OF GRADE 12 STUDENTS ACCEPTED BY A COLLEGE (approx.): PLEASE BRIEFLY LIST AND DESCRIBE SPECIAL PROGRAMS OR INTTIAHVES FOR GRADE 9 STUDENTS AND THE PERCENTAGE OF GRADE 9 STUDENTS THEY INCLUDE: MDRC is very grateful for your assistance. If you have any questions, please call Robert Ivry or Mary Andes at 212-532-3200. PROJECT TRANSITION\nBLkLDING HIGH SCHOOL REFORM STARTING IN GRADE PNE A Discxission Paper Manpower Demonstration Research Corporation August 1994 Project Transition: Achieving a Successful Transition to High School Overview High dropout rates, low achievement, and a lack of hope for the future are part of most students daily lives in many large, comprehensive high schools across the United States, particularly in urban areas. Responses to this problem encounter many barriers: entrenched school practices that resist change\nteachers and administrators uncertainty about the feasibility 3.id effectiveness of reforms\nlimited local access to the kinds of support and expertise needed to intrc luce and implement high school reform\nand limited local capacity to support and institutionalize reform. MDRCs Project Transition seeks to build a parmership with selected local school districts that are committed to reform, in order to test the effectiveness of promising reforms focusing initially on the first year of high school. The goals of Project Transition are to build the local capacity to implement and institutionalize reform in high schools\nto provide valuable expertise in designing, planning, and executing a major high school reform\nand to demonstrate the feasibility of reforming large, comprehensive high schools that serve concentrations of students who are placed at risk of educational, failure by the existing public school system. School reform efforts have concentrated on the elementary and middle schools, while changes in high schools lag behind. Many policymakers want to support high school reforms that are seen as \"winners,\" but there are few promising reform efforts underway, particularly in large urban high schools. MDRC seeks to build policymakers interest in large-scale support for high school reforms by conducting a state-of-the-art evaluation and - if the results are positive - using this evidence to leverage a major expansion of state and federal support for high school reform. MDRCs planned role in Project Transition is to identify several partner school districts that are committed to high school reform\nto build a consensus enabling major reforms to be implemented effectively\nto suppon the initiation of the reform process in selected high schools\nand to build the districts capacity to implement and sustain key reforms. In addition, MDRC will document and evaluate the reform process through three studies: a major impact and implementation evaluation, an implementation study examining the lessons from local high schools that started their reforms before the impact-evaluation schools, and a study of issues affecting the institutionalization of the reforms in the partner districts. Project Transitions high school reforms will start in grade 9 and will have four components: 1 organizational changes aimed at creating smaller, more supportive learning experiences for students (using ideas developed by the middle school reform movement)\ninnovative professional development for teachers based on learning communities and collaboration (reflecting recent research on the school as a workplace)\ncoaching for teachers\nand the use of early warning signals to identify students who need extra help, and Action Plans for teachers to use in helping these students catch up. A detailed description of these components, and of the implementation-institutionalization perspective that is the basis for Project Transition, are presented in this discussion paper. The Problem Young peoples life chances depend directly on their performance in high school. A high school diploma is a requirement for college entrance and for many high-wage Jobs, and jobs with good earnings potential increasingly require the communication skills, math, and science knowledge taught in high school and post-secondary programs. Yet many young people either perform poorly in high school or drop out. High school achievement levels are substantially lower for young people of color and those from families in poverty than for other young people, greatly reducing their economic prospects. The National Center for Education Statistics (1991) reports that there is a \"tenfold difference between the dropout rates of students from families with low as compared to high incomes.\" Sadly, studies of dropout prevention and dropout recovery programs have found mostly discouraging results. Consequently, there is a pressing need for school reforms thatprevezir students failure while they are still in high school. For many students, the traditional structure and practices of large, comprehensive high schools appear to be major sources of low achievement and dropping out. The research of Milbrey McLaughlin and Joan Talbert (co-directors of the Center for Research on the Context of Secondary School Teaching [1993]), Robert Felner, and others highlights the lack of fit between the structure and norms of many large, comprehensive high schools and the needs of their students. Moreover, recent research strongly suggests that the first year of high school (typically grade 9) creates particularly difficult problems for many students, particularly those in large urban Their experiences during the first year of high school appear to push many who had areas. previously done well in school down the path toward school failure and dropping out. There are several reasons for this: A threatening environment. 1. The high school environment is very different from the elementary' and middle school settings. From the perspective of first-year students, the high school is full of hundreds of strangers, most of them older, more confident, and more aggressive than first-year students\nolder students often harass younger students\nsexual harassment of both girls and boys is commonplace (AAUW Educational Foundation, 1993)\nstudents may have well-founded fears of violence and crime in school and while traveling between home and school\nand drug use and drug sales may occur in and around many large high schools. 2Many students feel anonymous and isolated because they know and are known by only a small proportion of their classmates, reducing the support they receive (Felner et al., 1981). Many African American and Hispanic students perceive a lack of understanding of and respect for their ethnic and racial background among some teachers and classmates, further undermining their engagement in school. 2. Impersonal treatment. The large high school is a far more impersonal place than middle and elementary schools. Because students have a different teacher and, in many cases, different classmates in each class, and because each teacher has 150 or more students, teacher-student and student-student relationships are often aloof and detached. In these circumstances, many students respond to school problems or anxieties with truancy. When a student is absent from school, it is typically a school clerk who calls the students home, rather than an adult the student and parent knows. 3. Attendance problems. Students absences increase dramatically in their first year of high school. Professor Roger Weissberg is an expert on school settings who has extensively studied the schools in a northeastern city with a large proportion of African American and Hispanic students. His data show that in this district, students in the first year of high school have far more absences than students in any other grade. He found that in 1990-91, the average student in the first year of high school was absent more than 32 days  fifty percent more days than in the preceding grade, and more an one-sixth of the school year. A study by Felner et al. (1981) found that in the first year of high school, 45 percent of the students studied were absent more than 20 days (four school weeks), while in the year before high school only 23 percent had that level of absences. Frequent absences undermine students ability to keep up with their course work, and classes with high rates of student absence disrupt teachers ability to provide interesting, high expectations, high content instruction. Students absences during the first year of high school appear to predict dropping out, low achievement, and other problems, according to recent research by Roderick (1990). 4. Changes in students school pejformance. Evidence is emerging that many students school performance declines markedly in their first year of high school  even students who had previously been doing well in school. One study of a district with a high concentration of African American and Hispanic students found that students grade averages fell by more than one half of a letter grade in the first year of high school\nthe proportion of students achieving less than a C average was 40 percent in the first year of high school, compared to 22 percent in the year before high school, and these problems were concentrated among African American and Hispanic students (Felner et al., 1981). In 1990-91, only 35.5 percent of ninth graders in the Chicago Public Schools passed all of 3 5. 6. their courses\nmore than half failed two or more courses\nand in some schools, only 15 percent passed all of their courses (Roderick and Novotny, n.d.). Ineffective instruction. Many high school teachers make little use of the newer instructional practices that can be highly beneficial in teaching a wide range of students, including project assignments, cooperative learning, hands-on activities, applications-based lessons, and other active learning methods. McLaughlin and Talbert (1993) found that perhaps because many teachers are under great pressure to cover the curriculum and have not received the support they need to try new approaches, \"many of the teachers who continue traditional practices see the behavioral and achievement problems in todays classrooms primarily as students problems... and justify their practices in terms of traditional subject area standards and orthodoxies.\" The teachers of low-achieving students typically have less access to professional development than other teachers. Most high school teachers have no one to turn to for sustained and personal assistance in upgrading their teaching practices and subjectmatter knowledge, so it is not surprising that many simply accept students high course failure rates and continue to use ineffective instructional practices. The high schools limited ability to link students v/ith supportive adults and peers. At a time in their development when students need close attention and support as they test their growing independence, most high school norms and practices result in many students having little close contact with teachers. This lack of engagement of students with their teachers takes away an important opportunity for students to receive needed adult support. In addition, many students receive little school-related support from their classmates, because of the difficulty of forming friendships when students share only one or two courses in common. Students who have few classmates as friends experience difficulty countering the anti-school peer culture with peer relationships and support that are based on shared courses and daily classroom experiences. High schools typically do little to connect students growth as adolescents - including their new interest in the relevance of their education to adult life and their changing affective and psycho-social connections to classmates, schoolwork, and extracurricular projects  with in-school learning. According to this evidence, the organization, norms, and standard operating procedures of the large high school appear to be highly problematic for students (and particularly for students of color) in their first year of high school. Events during this year can undermine students success throughout high school, and can eventually cause them to drop out (Roderick, 1990). In contrast, students who do well in their first year of high school have a much better chance to graduate from high school and to succeed in the labor market. 4 These findings on the transition year from middle school or junior high school to high school are consistent with the large body of research showing that significant transition experiences are occasions of stress, morbidity, mortality, family disruption and divorce, job failure, and other major problems (literature reviewed by Wapner, 1981). These problematic transitions include the first year of retirement, the first months in a new job, the first year of marriage, the occasion of a divorce, and  it is now increasingly clear - the first year of high school. Even when high schools consistently fail many of their students - as evidenced by high dropout rates and a pattern of low achievement - they often resist change. Large, comprehensive high schools are locked into a structure that keeps the failed approaches going, limits teachers opportunities to change, and ignores the untapped resources that lie within teachers and students. The lack of significant change in failing high schools can be attributed to several deep-seated characteristics of most large, comprehensive high schools\nHeavy teacher workloads. Most high school teachers have five 50- - minute classes to teach each day, with 30 students or more per class. Adding more work or new .kinds of tasks for teachers is therefore seen as infeasible. A subject matter emphasis. High school teachers traditionally view their work as being focused on the subject matter of the courses they teach, and high schools organization and practices place great emphasis on moving students through a prescribed sequence of courses\nmost high schools and many teachers place much less emphasis on teacher-student relationships and adolescent development issues. Rigid course requirements. Prescribed course sequences, graduation requirements, and college entrance requirements make it difficult for school administrators and teachers to alter many current practices and divisions of labor. Limited capacity to deal with developmental and behavior issues. High school teachers have little training and few resources enabling them to respond to the developmental issues and behavior problems of their students\nconsequently, many teachers are reluctant to deal with these issues more than they do now. Guidance counselors and other specialized school staff have little impact on many students. Weak support for teachers. Professional development activities for high school teachers have often been ineffective and of poor quality, further limiting their capacity to improve existing practices. In order to succeed, efforts to bring about major reforms in high schools need to recognize and respond to these sources of high schools resistance to change, both in their design and in the way they are implemented. Project Transitions concrete responses to this problem are discussed later in this paper. 5The problems of the large high schools educational ineffectiveness, its resistance to change, and students needs during the transition to high school are interrelated. Students special vulnerability during their first year of high school underscores the need to provide extra support during this important transition, and strongly suggests that creating a successful transition to high school may yield large and sustained benefits for many students\nyet most large high schools do not provide effective support for students and the rigidity of many large comprehensive high schools is likely to block most efforts to improve students first year of high school. Thus, resolving any of these problems is likely to require an approach that responds to all of them. A Response to the Problem The available evidence strongly suggests that there is an important opportunity to increase the educational success of students who are currently placed at risk of failure by their high school, if reformers can change students experiences during the critical period of their transition to high school. By targeting a particularly important time in students development, a carefully-designed effort might produce results that substantially exceed those of innovations at other points in school, and there is some reason to believe that these results may be sustained over time (Felner et al., 1993) and can serve as the basis for reforms in the upper grades in high school. However, it is well known that changing a schools established practices is very challenging and requires extensive work with the affected teachers, administrators, and students (Pauly, 1991). For this reason, MDRG plans to base Project Transition on an implementation-institutionalization approach (Fullan, 1990). This approach focuses on the process of building a local capacity to support and institutionalize high school reforms so that they become firmly embedded in local policy and practice long after MDRCs project has been completed. To do this, MDRC plans to build partnerships with selected local school districts that are committed to reforming their high schools and that meet additional criteria reflecting their ability to collaborate with MDRC on supporting the reform process. (Site selection criteria are discussed later in this paper.) Project Transitions reforms  which are built on research and experience in both middle schools and high schools - concentrate initially on improving the school structures and practices that are directly related to the core classes taken by first-year students. This focus will avoid many of the problems and difficulties that are encountered by efforts to restructure the whole high school at once. There are several reasons that the structures and practices in grade 9 are likely to be more amenable to change than those in other grades, at least initially. In grade 9, most of a schools students take similar courses and have few electives, reducing the complexity of restructuring their schedules. The teachers of 9th grade students already bear the brunt of the educational, behavioral, and absenteeism problems of students just making the transition to high school, and they are therefore likely to be more willing to try new practices and organizational approaches than uppergrade teachers. Ability grouping issues are less complicated in grade 9, and changes in grouping practices are more practical, than in upper grades. Finally, most students entering grade 9 are still relatively engaged in the world of the school\nwith each passing year, the problems of student disengagement become more severe. An implementation-institunonalizanon approach. To succeed and to be sustained, any school reform effort must be carefully implemented in ways that are sensitive to the particular 6context of each school, and that build strong local involvement in and ownership of the reforms. The first step toward effective implementation is careful site selection. MDRC will use the site selection process to identify districts and schools with the capacity for implementing the projects reforms effectively. Site selection criteria will include: Selecting partner school districts that have already started the kinds of reforms contained in Project Transition in some of their high schools, demonstrating their commitment to this reform approach and enabling teachers in the evaluation sites to observe peers in neighboring schools\nSelecting partner school districts that are seeking to pursue Project Transition reforms district-wide and are committed to providing financial support for the reforming schools\nSelecting high schools in which at least 85 per cent of the staff vote to collaborate with Project Transition, after consensus-building discussions\nSelecting high schools whose principal is committed to supporting the reforms, and who agrees to participate fully in all of Project Transitions summer institutes and other professional development activities\nand In each site, a local agency or institution (the projects \"local resource partner,\" or LRP) will collaborate with MDRC to conduct Project Transitions main reform activities\nthis agency will be selected based on its capacity to develop and provide the support, technical assistance, coaching, assistance in professional development activities for teachers, and other roles needed to implement and sustain the reforms and to spread them to additional high schools after MDRCs role in the project is complete. By forming partnerships based on these criteria, MDRC will be able to work with school districts, high schools, and LRPs that can implement, sustain, and build on key reforms (with assistance and expertise provided by MDRC). This is a local capacity-building strategy that reflects the lessons of the extensive research on the implementation and institutionalization of reforms in schools (Fullan, 1990\nPauly, 1991). The proposed approach will be based on major structural reform components, described below, which can be widely used by large, comprehensive high schools, with opportunities for schools to make their own adjustments and adaptations in the over-arching approach. By combining these core structural components with the flexibility derived from adaptations to the local school context. Project Transition can avoid the resistance that undermines prescriptive, top-down models. Four components. Project Transition has four key reform components: organizational changes affecting the classes and homeroom of first year students\na new approach to professional development for teachers\nthe use of a facilitator or coach to support teachers efforts to improve their instructional practice\nand the use of early warning signals and action plans for failing students. Currently, MDRC is working with teams of experts and practitioners to refine and develop Project 7 Transitions central elements\nthis work will continue the adaptation and strengthening of the reform approach. 1. Organizational changes: teacher-student clusters The proposed organizational changes in Project Transition are intended to create a small, family-like \"school within a school\" for students in the first year of high school. Students and teachers will be grouped together in clusters. A cluster of approximately 30 students will take all of their principal academic courses together. Several clusters of students will be taught by a specific group of teachers\nfor example, four clusters of first-year students could be taught by a single teacher cluster consisting of an English, math, science, and social studies teacher. The teachers in a cluster will also serve as the homeroom teachers for their four student clusters. Each cluster of four teachers will share a common planning period to discuss their shared first-year students and their problems, enabling them to make sure that cluster students do not \"fall between the cracks\" in a large, anonymous high school. Classroom assignments will be adjusted so that all clusters of first-year students will have their classes in a single part of the school building, thus reducing their contact with older students and keeping them with a stable group of peers. In addition, the homeroom period will be lengthened slightly (perhaps to 20 minutes) so that homeroom teachers can meet regularly with individual students to check up on their progress and problems. (These organizational changes follow the ideas developed and disseminated by Felner et al., 1982, and Carnegie Council on Adolescent Development, 1989). The goal of the organizational changes is to break with the traditional organization of the high school, which provides little interpersonal support for entering students and treats them in impersonal ways. Instead, this reform approach aims to increase the engagement of students with their teachers and classmates, and similarly to increase the engagement of teachers with their students. For students, these organizational changes are aimed at creating small, stable groups of classmates who take their principal classes together and who know their classmates and their teachers well. For teachers, the changes seek to create small teacher clusters whose members work with the same students and come to know them well, learn from each other, solve educational problems together, and identify and resolve students problems before they become overwhelming. By fostering closer, more supportive relationships between students and their teachers (as well as between classmates within each cluster), this reform is expected to increase the support for students psycho-social development in school. MDRC believes that the additional work that will be required for teachers using the approach described in this paper will necessitate a one-course reduction in participating teachers course load, and the addition of a shared planning period for joint work by the teachers in each cluster. For example, in a school in which teachers normally are responsible for five courses, the teachers who participate in Project Transition would teach four courses\nthese teachers would also have added responsibilities for shared work with the other teachers in their cluster and for responding to students absences and other student problems. Some of this additional work would be done during the additional planning period for participating teachers. Overall, their workload would equal or exceed the normal five-course workload. District financial support for reducing the course load of participating teachers will be negotiated as part of the site selection process. (Districts Chapter 1 funds for secondary schools, which are likely to increase under the proposed reauthorization of the Elementary and Secondary Education Act, are a potential funding source.) MDRC will work with 8 school staff (including teachers, union representatives, department chairs, principals, and district staff), LRPs, and education experts to develop and refine the proposed approach. 2. Professional development: teacher learning communities The goal of Project Transitions innovative professional development activities is to help teachers use the cluster organizational approach to improve the quality of their instructional practices and to strengthen student-teacher relationships. Each cluster of teachers will become responsible for working together to identify and implement needed responses to the problems that they confront in their classrooms, and for improving their classroom practices. own The key to this approach is for each cluster of teachers to become active participants in their own professional development: observing each others classrooms, working together to solve the problems they confront in their classrooms, and providing concrete and sustained support for each others efforts over time to make needed changes in their classrooms. Currently, most professional development techniques for teachers are lectures and workshops that try to transmit canned, prescriptive information on teaching methods to teachers, with little benefit. In contrast, the proposed approach will use the teacher clusters to conduct their own ongoing, shared professional development activities that respond to teachers classroom problems, adapt to the particular issues in their student clusters, and are directly relevant to the needs that teachers perceive for improvement in their instruction and other practices. Compared to traditional professional development methods, this cluster-based approach is much more intensive and much more tailored to teachers need for specific and concrete assistance in adapting new instructional methods to the circumstances in their classrooms. For example, a cluster of teachers can use their shared planning period to work on improving instruction in their classes\nthey can observe each others classes during their (regular) preparation period\nand they can work with their coach on ways to use new instructional methods in their cluster (coaching is discussed under the next heading). Because their work on improving instruction and support for students in their cluster will be conducted continuously over time, they will be able to reinforce, review, and revise their improvement efforts through a continuing give-and- take process. A major goal of this professional development approach will be to provide teachers with the training, assistance, and support they need to use their clusters for these kinds of professional development activities. McLaughlin (1993) has described the valuable professional development experiences that are created by the \"learning communities\" of teachers that were found in recent studies by the Center for Research on the Context of Secondary School Teaching. These teachers used their collaborative relationships with colleagues to identify aspects of their practice that were not working, to find changes that held the promise of improving students achievement, and to implement the changes effectively. As the teachers tried these changes in their classrooms, they were able to get ideas from their teacher learning community about how to respond to unanticipated problems, enabling them to keep making progress rather than giving up when things went badly. I These teacher learning communities were created by the teachers emselves, and were not art of a planned intervention or mandate. Consequently, it is not yet known whether a reform such * .  ______k/i kAriAfitC anH as this one can consistently produce teacher learning communities. However, the many benefits and 9satisfactions that the teachers in McLaughlin's research received from their learning communities shows that many teachers are likely to value the assistance that they can receive from learning communities. Consequently, it seems likely that the proposed approach can create and sustain teacher learning communities. Among the key unanswered questions for Project Transition is how teachers should be grouped together for these activities. One possibility is to support and encourage each cluster of teachers to work together as a learning community\nanother is for the teachers in several clusters to work together\na third possibility is for participating teachers to form their own self-selected groups. Other variants are possible, as are combinations of these approaches. There may even be substantial benefits if some, but not all, of the teachers in a cluster participate in the groups professional development activities. Professional development in the teacher clusters will be based on concrete and specific activities designed to improve teachers instructional methods, increase teachers subject-specific knowledge and pedagogy, and strengthen the connections between teachers and students. These goals will require a range of techniques. These may include, for example, instruction in and shared development of cooperative learning lessons, and observation and practice in subject-specific teaching methods. Community-building activities for teachers and diversity training may be needed if teachers expectations for students are low, or in schools where there is stereotyping of students based on their race or ethnicity. MDRC will work with its local parmers, and particularly with the LRP, on the design and management of the professional development activities. These activities will be implemented and supported by the LRP and the participating teachers, with active and continuing involvement by each schools principal. The following professional development activities are proposed: The clusters of teachers will start working together before the beginning of the school year (probably in a summer institute), participating in activities aimed at developing collaborative relationships and substantive problem-solving skills that they can apply to the problems that they confront in their cluster of classrooms. To build strong connections between teachers and students and among students, team-building and diversity training will be used as appropriate, both during the summer institute and subsequently. Teachers will receive training in using their shared planning period to work with the other teachers in their cluster to solve students problems, and in effective methods of establishing strong bonds with students early in the school year. While it seems likely that each teacher will have at least 120 students (making it difficult for a teacher to form close contacts rapidly with every student), a cluster of teachers can divide the responsibility for making early contact with each student so that each teacher in the cluster can focus on a manageable number of students - 30 or so. Teachers will receive brief training in adapting a lengthened homeroom period into a teacher-based advisory period, and in techniques for 10 identifying students academic and other problems, making referrals, providing support by listening to students concerns, and other basic problem-solving and advisory practices. Depending on the situation in each participating school, it may be useful to involve the schools guidance counselors in providing these training activities and working with teachers\nhowever, this is unlikely to be practical in all schools, since the skills and effectiveness of guidance counselors vary among schools. However, the proposed approach is not intended to convert teachers into guidance counselors. When a student is absent, one of the teachers of the students cluster will contact the parent and student, and will initiate any actions required to get the student back into school and engaged in learning. Parents will also meet with teachers to discuss students accomplishments and needs. Professional development activities for each cluster of teachers may include activities designed to strengthen their instructional methods (including their use of cooperative learning and other high-student-engagement methods) and strengthen the links between teachers and students (for example, diversity training and team building). These activities will be adapted to meet the particular needs of teachers and students in each school. Some professional development activities will focus on improving teachers subject-specific instructional methods and subject matter knowledge. Support for these activities will be sought from the schools departments, and department-based activities will be used to strengthen teachers practice. These changes will be initiated through pre-school-year summer training lasting approximately 1-2 weeks\nit will be developed and maintained during the school year through the continuing work of each cluster of teachers, with coordination across the clusters in each participating school. The LRP will conduct the professional development activities (with assistance from MDRC), and will build its capacity to support innovative professional development processes in local high schools after the projects completion. A potentially valuable activity for improving teachers effectiveness may be engaging the teacher clusters in developing thematic curricular activities. Current research by Judith Warren Little, Joan Talben, and others suggests that when groups of teachers from different disciplines work together to create new cuniculum units on a common theme (such as the health professions, the concept of discovery in science and in the exploration of the New World, or the documentation of the local communitys history), they not only produce substantively valuable and challenging new lessons for students - they also give teachers the basis for shared work to improve their teaching practice. These researchers suggest that many teachers may need to have a substantive project, such as developing a new curriculum unit, as the initial basis for their discussions with peers on the sensitive subject of improving classroom practices. Before this approach is implemented, MDRC staff will work with practitioners and experts to determine whether students are likely to benefit from 11 cluster teachers joint work developing new curricular units and from related collaboration among the teachers in their cluster. This curriculum development activity will only be used if it is highly likely to benefit both students and teachers. If thematic curriculum development activities are used, they will supplement, rather than replace, the other professional development activities. There is still considerable work to be done to flesh out the projects professional development activities, and particularly to determine the best ways to help the teacher clusters become active and effective in conducting much of their own professional development. MDRC is working with experts and practitioners to design professional development activities that will build teacher learning communities\nimprove the instruction, support, and daily classroom experiences of grade 9 students\nhelp the teacher clusters to increase students engagement with teachers and school\nand help teachers improve the quality and content of instruction. 3. Coaching: instructional support and feedback for dusters of teachers The goal of this component is to help the teacher clusters reflect on their current practice, identify effective strategies for engaging students in schoolwork, use innovative instructional methods, and develop the curriculum being used in their cluster. A facilitator or coach will work with the teacher teams, \"holding up the mirror\" to keep the teachers focused on the goals of improved instruction and student achievement. Coaches provide an intensive, one-on-one source of assistance and prodding that is typically missing from the low-intensity help that is typically available to teachers\nit represents a sharp break with traditional school organization and with many other reform approaches. Coaching will begin during the summer before the teachers begin their work together. In addition, the coach (and possibly other, more specialized resource staff) will provide instruction on the use of effective instructional tools, including cooperative learning strategies, applications-based and project assignments, other active learning methods, proactive classroom management methods, and clarified expectations for students work. When needed, discipline-specific professional development (such as improved methods of teaching algebra) will be provided, with support from the schools subject-matter departments. Cooperating experts, LRPs, and MDRC will develop the coaching approach and will provide ongoing support to the coaches. The training and support for coaches will include preparing them to work with teacher learning communities\nmaking sure that they understand the issues that teachers face when they implement new pedagogical methods such as cooperative learning\nand building their expertise in helping teachers work effectively with students of color and confronting diversity issues. Coaching activities will be conducted by the LRP, with assistance from MDRC. No decision has been reached on whether or not the coaches will be teachers in the participating high schools\nthis and other aspects of the coaching plan will reflect the projects implementationinstitutionalization perspective. 4. Warning signals and action plans: extra support for failing students The goal of this component is to help students who are failing a course to catch up with o their classmates, while avoiding the typically ineffective strategy in which students are \"referred out\" of their home classes for remediation. It acknowledges that teachers typically encounter entering 12students who quickly fall behind their peers, and breaks with the usual lack of response to this common predicament by providing teachers with useful, classroom-based ways to respond to this situation. Students who fall behind their classmates in grade 9 courses are likely to fail those courses and to be placed at high risk for dropping out, and their teachers often have little in the way of extra support or assistance to respond to their needs. Professional development will be used to help teacher teams recognize the early warning signals that a student is failing a course, and to implement specific action plans for students in need of extra assistance to pass their courses. Action plans will build on students talents, and will include tutoring by peers and by members of the teacher team\nextra instructional time\nand student-teacher-parent contracts. With assistance from staff members of the Center for the Social Organization of Schools at Johns Hopkins University, MDRCs team will develop sample action plans for use by the teacher clusters. As part of the teacher clusters preparation for implementing the project, they will use part of the summer professional development period to work together to adapt, revise, and add to these sample action plans, readying them for use with their students in September. Action plans differ in three ways from the individualized education programs (lEPs) typically used for students who need extra assistanc a variety of action plans designed to respond to a range of student educational needs will be prepared in advance so that they are ready for immediate use when failing students are identified\nthe resources for the action plans will be readily available, so there are no delays in getting students into needed services\nand the action plans will maintain students in their home classes and under the responsibility of their original teachers, rather than referring them out so that they become the responsibility of non-classroom specialists. Discussion of the Proposed Reforms Will Project Transitions reforms make enough of a difference in students schooling to produce dramatic improvements in their achievement and graduation from high school? To answer that question, it is useful to summarize the ways that the reforms are intended to change students daily experiences in high school: Students will remain with a small group of classmates for most of the school day in grade 9, thereby dramatically reducing the flux in their environment and stabilizing the membership of and linkages within their school peer group. Teachers will be able to form strong bonds with their students early in the school year, before students school problems become overwhelming. Students attendance, behavior, homework, course work, and personal issues will be identified and addressed by adults who know em well, before these problems are likely to cause school failure. Teachers will use their meetings with the other teachers in their cluster to identify and solve students problems, to identify the early warning signals that a student may be failing, and to implement action plans to help those students catch up with their classmates. 13 A strong feeling of support, welcome, and family-like acceptance will be created and maintained throughout the first year of high school. Groups of teachers will receive sustained support from knowledgeable colleagues aimed at improving their instructional practice. Teachers will identify ineffective instructional methods and will receive sustained assistance from their peers in adapting new methods to improve their practice. Students who are at risk of failing will receive extra support and instruction to prevent failure. By the time students enter grade 10, they will have established a strong support network of high school peers\nthey will have strong bonds with several teachers in the school\nthey will have learned how to manage the relati^'ely independent work requirements of high school (including homework and long-term assignments)\nand they will be less vulnerable to harassment fri.m older students in the school. Broad coverage. These reforms possess a significant advantage that is missing from many other efforts to improve students achievement and to reduce dropping out: they affect virtually all of the first-year students in a high school, thus eliminating the need to identify and target students who are thought to be at risk of dropping out or failing in school. Project Transition is intended to prevent school failure for students who have previously succeeded in school (Felner et al., 1982), and to reverse a downward pattern in the school performance of students - enabling them to break out of negative peer networks and negative behaviors and to begin new and positive kinds of school experiences. Target group. Project Transition is designed to benefit students in large high schools that have a history of high dropout rates and weak student engagement. In these settings, it can be implemented for all students who take mainstream classes in their first year of high school. This will presumably exclude those special education students who are not mainstreamed, and those students who are assigned to special advanced placement or honors classes, since these students already participate in a cluster-like educational setting. Because this project is designed to meet the particular student needs described earlier in this paper, it is not appropriate for high schools that do not have those needs. High schools that are relatively small, have high graduation rates, and have entering ninth graders who already know most of their classmates well (because they come from a single feeder school, for example) are not appropriate sites for this project. Intended effects and outcome measures. If Project Transition is effective, its combination of changes in the schools instruction and social supports will improve students outcomes in their first year of high school. Key student outcomes to be measured will include: achievement, as measured with state-of-the-art assessments 14attendance homework completion grades course credits earned discipline referrals survey measures of students sense of efficacy, locus of control, and other measures of empowerment and social skills\nreports of peers support for school achievement\nstudents expectations for post-high-school education and employment, and the steps they have taken to prepare for these planned activities  survey measures of students risk-taking behaviors A key measure of Project Transitions effectiveness will be its long-term impacts on students. Consequently, MDRC plans to gather data on student outcomes after the first year of high school, including\ngraduation rate cumulative high school outcomes (same as those measured at the end of grade 9: achievement, attendance, grades, course credits earned, discipline referrals, attitude measures, expectations and steps taken to achieve plans for the future, and risk-taking behaviors) post-secondary enrollment and completion  employment Data on students graduation and other school-reported outcomes can be collected from school records. The other long-term outcomes would require a survey, for which MDRC will seek funding if other outcome data are sufficiently positive to make a survey worthwhile. Adaptation to local circumstances. Implementation research has consistently shown that new educational approaches must be adapted to the circumstances in each school if they are to gain long-term acceptance. MDRC will use two approaches to adapt Project Transition flexibly to the needs and circumstances of participating schools, while maintaining the learning opportunities of a unified project. First, the LRPs will identify and respond to local concerns and circumstances\nbecause they have extensive knowledge of their community and its schools, they can determine the best ways to fit the projects components into each school. Second, the projects four components were designed to be strong, clearly described, yet adaptable approaches that can be implemented in ways that are relevant to the particular circumstances of each school. The four components form a concrete approach to school reform, without forcing schools into a narrowly prescriptive set of activities. 15MDRCs research on the implementation of Project Transition represents a major learning opportunity, equal in importance to the impact evaluation measuring the projects effectiveness. The implementation research wilt tell the story of \"what the schools did, how they did it, and what they learned in the process.\" These lessons will be an essential resource for educators and LRPs working to change the basic structure of the large comprehensive high school, and for policymakers seeking effective ways to support effective school reforms. Tracking. Previous efforts to create small instructional units within high schools have sometimes led to increases in the use of tracking, which often results in lowered expectations and watered-down instruction for low-achieving students (Oxley, 1994). For example, in schools whose\nrade 9 math classes are grouped by ability level, the introduction of student clusters could result g in the tracking of students - by math ability level - in all of their courses. Consequently, a critical challenge for Project Transition is to make sure that the creation of teacher-student clusters does not inadvertently increase the use of tracking. One possible way to avoid this pernicious and stigmatizing result would be for MDRC to select high schools in which most grade 9 students already take the same courses and can be heterogeneously grouped. Another approach would be to teach two levels of math in each cluster. In addition, the projects implementation plan will specify agreed- upon levels of diversity in student grouping\nthese will be confirmed by MDRC when students class schedules are examined before the beginning of the school year. These or similar measures will be combined with consensus-building to reach agreement on avoiding increases in the use of tracking. (As noted previously, those special education students and honors students who are not mainstreamed will not be included in the project, so heterogeneous grouping will not affect them.) Grades 10-12. If Project Transition produces large and positive impacts on students achievement, it can be used as the basis for restructuring some or all of the upper grade levels in high schools. MDRC staff will work with school staff and experts to consider expanding this project to include grades 10, 11, and 12. The upper-grade restructuring effort could include assigning students who were in grade 9 student clusters together to similarly-clustered classes in grade 10\nusing teacher learning communities for professional development in grades 10-12\nexpanding the use of coaching to the upper grades\nexpanding the use of action plans for failing students\nand other changes. It appears to be highly advantageous to begin the process of restructuring high schools by introducing changes in grade 9. Grade 9 instruction is less specialized than instruction in the upper grades\nconsequently, it easier to group students into heterogeneous clusters in grade 9 than in the upper grades. Grade 9 teachers may be more willing than upper-grade teachers to participate in major restructuring efforts, since they currently face particularly difficult teaching problems and often recognize that major changes are needed if they are to succeed. Students take more elective courses in grades 10-12 than in grade 9, and consequently it is easier to implement the teacher-student clusters in grade 9 than in the upper grades. If Project Transition is successfully implemented in grade 9, and if it produces positive impacts on students engagement in school, attendance, credits earned, and achievement, the expected resistance of upper-grade teachers to school reform may be easier to overcome. For these reasons, the goal of school-wide restructuring may be easiest to achieve by starting in grade 9 and expanding into the upper grades. Many experts believe that all change efforts are inevitably incremental\nfor them, the key question is, how big should the increments be in order to achieve the best results? The design of 16grade 9 and (if the results are positive) would later expand to effective, incremental, step-by-step implementation Project Transition  which starts in the upper grades - is an attempt to foster an process for major school reforms. MDRC and our advisors will continue to work on the issues surrounding the res^cturing of erades 10-12 and the best ways to connect Project Transitions grade 9 restructuring with school- Xge. iTe goal is to idLtify the most effective and practical reforms to enable previously low-achieving students to succeed in all four years of high school. Outcomes of similar interventions. Careful studies of efforts to improve the first y^ of are svaxvc, b^au^e until relatively recently, few researchers have recogmzed^^e of this transitional period. A study of the School Transitional Environment Project high school are scarce, because importance (STEP), an intervention based on teacher-student clusters and teacher-based advisories, was niervenuun ua^cu uu iwvuvi ---------- conducted by Robert Felner and colleagues in the early 1980s in a nor^eastern urban high school serving mostly African American and Hispanic students. By the end of grade 9, th^e 59 group ^students had significantly better attendance and grades than the 113 matched students. Data collected five years after the demonstration showed.that fce droui. showed , the dropout rate for the .............. - for the comparison group was 43 percent ^Tim'pr^siv^fmding (Felner et al., 1993). Felner and his team have t. - _J____crhnnk in Tllinnis and other states to extend and refine STEP, dau irom treatment group was 24 percent, while the dropout rate schools and many middle schools in Illinois and other states to these schools also point to the benefits of this approach (ibid.). These promising studies are important because they set the stage for independent evaluations that can stimulate policymakers to support large-scale implementation of proven^ STEP ^d Velated mforins have not yet been subjected to a multi-site field test using a high-reli^ility rXXign, the logical next step is to test the effectiveness of these reforms by conductmg_a S- -liable research design. By defnidvely deiemdning X'ettS^eZ of this reform approach in high schools, such a smd, lev^e a major expansion in its use by educators and policymakers m a wide variety of school districts. lack of consistency of STEP and related high Little is now known about the consistency or Little IS now mown duuui uit ------------ . ___ school reforms impacts in diverse settings, and this knowledge gap could be remedied by the implementation research linked to a multi-site field test. MDRC has taken steps to investigate whether Project Transition s reforms could feasibly be of low-achieving students. MDRC imnlemented in a wide range of schools serving concentrations staff visited several high schools that are implementing innovative programs for firj-year students\nSSX. X.U- approaches vary, Mt experiences appear to show that tee tads of refo^ are feasible. MDRC is also learning about the \"charters\" in Philadelphia s high schools (^Fine, 1994)- their organization is in some significant respects similar to Project Transition s tocher-student uicii V o ................. .______ n.mDr't nrniprf in Philadelohia s clustersVand there are some valuable implementation lessons for MDRCs project in Philadelphias   with Robert Felner the issues that a major implementation experiences. MDRC staff are discussing and evaluation study should address. 17Research Questions A rigorous, multi-site study can produce reliable evidence about the effectiveness of Project Transition, and if the evidence is positive, can set the stage for major and widespread changes in American high schools. In addition, positive findings will lay the foundation for improvements in the remaining years of high school. MDRCs planned study will enable practitioners and policy makers to learn the answers to the following questions about the implementation and the impacts of the Project Transition reforms: In large, comprehensive high schools with high dropout rates and numerous low-achieving students, is it feasible to implement reforms that alter the organization of teachers and students work and schedules in the first year of high school, creating clusters of students and teachers that function as schools within a school? Is it feasible to support and encourage groups of teachers to work together in collaborative groups resembling the teacher learning communities studied by McLaughlin, Talbert, and Little? What activities, training, feedback process, and supports contribute to this? Is it feasible to use coaches and structured reflection to improve teachers instructional practices? How can the coaches work be most effective? Is it feasible to meet the educational needs of students who fall behind in grade 9 by combining action plans and extra resources with students continued participation in the teacher-student clusters? approach be effectively implemented? How can this In what ways does the school and community context of participating high schools shape the implementation and the day-to-day operation of the grade 9 reforms? How do these contextual effects work, and what lessons do they provide regarding ways to improve grade 9 education for teachers and students? How do students experiences in the Project Transition clusters differ from the experiences of other first-year students in large, comprehensive high schools? How do their teachers experiences differ from those of other teachers of first-year students? Do participating teachers and students view the clusters as desirable or not? What reasons do they give for these views? How can the grade 9 reforms be implemented in other schools and communities that may wish to adapt it to their circumstances? What appear to be the core elements at other implementers should strive to maintain, and which elements can be altered in response to local circumstances? What lessons can be learned from the implementation process in the participating schools? 18 What is the impact of Project Transition on students performance in their first year of high school\non their achievement, attendance, homework completion, grades, course credits earned, assignment to high-cost special services, discipline referrals, motivation, perceived efficacy and locus of control, and perceptions of the classroom environment? What is the impact of Project Transition on students longer-term school performance\non the same outcomes in later grades, plus grade promotion and high school graduation? What is Project Transitions impact on the psycho-social and emotional growth and development of students? If the reforms produce substantial positive impacts on students school performance, what are the impacts on students post-high-school outcomes\npost-secondary enrollment and completion, transition to work, and earnings? Do boys and girls differ with respect to the reforms impacts and their perception of the reforms? If so, how and why does this happen? Do low- achieving students and students of color differ from other students with respect to the reforms impacts and their perception of the reforms? If so, how and why does this happen? What are the incremental costs of implementing the reforms, over and above the cost of the regular comprehensive high school program? Research Design some The research questions described in the previous section are intended to provide answers to coma of the major unanswered policy questions about high school reform\nAre Project Transition s reforms capable of being implemented in large high schools with a history of high dropout rates and low achievement, and if so, do they produce substantial positive impacts on students achievement, graduation rates, and healthy development? In other words, can these reforms turn around a failing high school, and can they change the outcomes for students who would have failed without the O' reforms? In order to create the leverage to get policymakers and practitioners to take action if the reforms produce substantial positive impacts, the answers to the research questions must be seen as being highly reliable and not attributable to causes unrelated to the reforms - such as students or teachers motivation, prior achievement, socio-economic status, or other factors resulting from the ways that people are selected to participate in the reform demonstration. In addition, the research design must be clear and readily explainable to policymakers, practitioners, and researchers. MDRCs work places great emphasis on the creation of research designs that meet these criteria. The implementation research design will document the process through which the reforms are introduced, adapted by teachers to fit into their practices, and experienced by students. It will 19 examine the daily experiences of students and teachers who participate in the reforms, and will make comparisons with the experiences of others who do not. The implementation process will be studied for at least the first 2^ years in each participating school. In each district, additional implementation lessons and comparisons will be gathered from another high school that has lengthier experience with teacher-student clusters and other reforms in grade 9. This part of the research design will build on the implementation-institutionalization perspective described previously in this paper. The impact research design will determine what difference the reforms made for the students who were assigned to the classes that are part of the reform demonstration. This determination requires the researchers to determine what these students outcomes would have been if they had not been part of the reform demonstration. Consequently, the research design needs to compare the outcomes for students who are in the reform demonstration to the outcomes for students who are equivalent in all ways (including motivation, prior achievement, socio-economic status, and other characteristics) except that they do not receive the reforms. MDRC has considered three types of impac research designs for this project: random assignment designs, regression discontinuity designs (t .so known as interrupted time series designs), and matched comparison group designs. All have strengths and limitations. Random assignment designs, when properly executed, create equivalent treatment and control\nroups whose outcomes can appropriately be compared. The reliability and credibility of impact CT- findings that are based on a sound random assignment research design would be very helpful for presenting Project Transitions results to policymakers. In this research design, a high schools grade 9 students would be divided into two groups through a lottery-like process\none group would receive the reform demonstration and the other would receive regular grade 9 instruction. If it is impossible to divide the grade 9 students in a school into these two groups, and to operate the reform methods and the regular grade 9 methods within the school simultaneously, then it would not be feasible to use a random assignment research design in that school. This might occur in schools that decide to include all grade 9 students in the reform demonstration, from the very beginning of its implementation\nhowever, it is worth noting that MDRC staff have visited several schools that \"phased in\" key elements resembling Project Transition, starting with half of the students in grade 9 - and thereby demonstrating the feasibility of this approach. Currently, MDRCs preferred strategy is to use a random assignment design, provided that it is clearly appropriate to create two groups of students (one receiving the reforms, and one receiving regular grade 9 instruction) in the cooperating schools. Regression discontinuity designs compare the outcomes for students who attend a school before a reform is introduced with those who attend the same school after its introduction. Regression discontinuity designs can be used to measure the changes that result when reforms are introduced for all students in a grade simultaneously. For this research design to produce credible results, there must be a high degree of stability, for several years before and after the introduction of the reform, in the school and in the characteristics of students attending the school. If this condition cannot be met - for example, if a schools average test scores have been inconsistent from year to year before the planned introduction of the reforms - a regression discontinuity research design is not appropriate. Anoer problem with regression discontinuity designs is caused by the fact that it will be difficult to obtain parents permission for researchers to examine student records when parents have moved\nthis presents a barrier to collecting data on the stability of student 20outcomes prior to the introduction of Project Transition. Subgroup analysis may also be problematic because most school district data systems contain little information on students demographic characteristics. Finally, the cost of obtaining long-term follow-up data for multiple cohorts of students is very high. Taken together, these issues raise questions about the feasibility of using a regression discontinuity design. MDRC staff continue to work on ways to resolve these issues. Matched comparison group designs compare the outcomes for students who are part of a reform demonstration to outcomes for \"matched\" students who have similar characteristics. In studies using this design, it is often difficult or impossible to know whether the two groups of students were really equivalent when the study began. Often, the matched students are selected in ways that suggest that they are on average less motivated, have different prior achievement, or come from families with different characteristics than students who participate in the reform demonstration. When the matched students are enrolled in a different school than the students participating in the reform demonstration, the unmeasured differences between the teachers, instructional methods, and school climates in the reform and comparison schools are a significant threat to the reliability of the research design. Because of the difficulty of obtaining highly credible impact fmdings from most matched comparison designs, MDRCs research team believes that it would be very risky to use a matched comparison group research design in Project Transition. However, MDRC is gathering information about matched comparison designs that seek to avoid the problems discussed here\nif a more reliable comparison group design is identified, it will be considered for use in this project. While random assignment designs appear to be, on balance, the most promising research designs for this project, it is possible that the most reliable and robust approach may be a combination of a random assignment design with a comparison to a single pre-Project Transition smdent cohort. This approach would take advantage of some of the strengths of regression discontinuity designs, without the feasibility problems of collecting data on numerous cohorts of students who attended grade 9 years before the research effort began. Specifically, it would enable the research team to make three kinds of comparisons: Project Transition students versus the randomly-assigned control group\npre-Project Transition students versus the randomly-assigned control group (if this comparison found no difference, it would indicate that the regular grade 9 program was producing consistent and stable effects)\nand pre-Project Transition students versus Project Transition students. This combined research approach would provide highly credible and rigorous benchmarks from which to measure the gains of e Project Transition students. Moreover, people who are concerned that there might be contact between the Project Transition and control group students and teachers would benefit from the comparison with pre-Project Transition students, who could not be affected by this kind of potential \"contamination.\" The research team will gaer information from the cooperating schools to assess the feasibility and appropriateness of all three types of research designs. This will include information on the feasibility of phasing-in the reforms, starting with approximately half of the grade 9 students and teachers\nthe past and likely future consistency of the schools educational activities and student characteristics\nand other factors. After weighing this information, MDRC and the participating schools will decide which research design is most likely to be feasible and to produce highly reliable and credible results. Robert Felners (1981) study of teacher-student clusters provides an indication that there are some high schools in which it is appropriate and desired by school staff to implement the proposed 21 reforms in phases, starting with one half of the first-year students and teachers In this situation, it would be feasible to randomly assign students to receive either the new approach or *e regular first- year high school program. All first-year students would be included in the random assignment for those special education and honors students who are already in clusters of classes process, except that are separate from other students classes. Teachers are obviously crucial participants in the proposed study. Consequently a quesuon that requires careful thought is how to select the teachers who will participate in Project Transition For the project to succeed, the support of a large majority of the teachers in a participating school will be required. MDRC will fully inform teachers about the project and will conduct a secret ballot vote to determine whether teachers want their school to participate. If a random assignment r^ch desit^n is used, one possible approach to selecting teachers to participate in the reforms would be to aainthe consent of the participating schools grade 9 teachers to randomly assign them to two . .. . r____ __j *1__________ Hol'jv thPir tr^iimncT and would implement the reforms, and the other group would delay their traimng reforms for the pilot and evaluation period (and would contmue to use the and instructional methods during this time). After the groups\none group participation in the schools pre-existing organizational structure--------- . . evaluation year, the teachers in the control group would have the opportunity to be uam^ and to imolement the reforms, and would receive the necessary support to do so. Considerable discussion and consensus-building with teachers, unions, and school officials will be needed to determine whether it is feasible to randomly assign teachers in this way. If a regression discontinuity research design is used, all of a schools teachers who t^ch arade 9 students would participate in the demonstration. This would eliminate the possibility of bi^ the selection of teachers,'provided that teachers grade-level assignments are not systematically changed when the project begins. Of course, the research would examine teachers grade-level assignments to assess whether they remained stable. Virtually all large-scale demonstration projects encounter issues raised by potential threats the research, including potentially \"contaminating factors. As these issues arise in Project to researcn, inciuaiiig povciiu\u0026lt;niy vuuwwuiiauiie Transition, MDRCs research team and its expert advisors will address them. Some may requure changes in the monitoring or implementation of some aspect of the demonstration\nothers may require changes in the research design. MDRCs staff have extensive experience in identifymg and these challenges. Recognizing and meeting these challenges in designing approp credibility of the projects findings is a central priority for MDRCs work ways that maximize on this project. A crucial component of MDRCs work is the assurance of eical treatment for all Durin\u0026lt; the site selection process, MDRC will work with local participants in MDRC projects. During the site selection process, muku wm - -ub school staff parents, and other stakeholders to design and implement measures insuring the e\u0026amp;ical treatment of all participants in Project Transition\nthese measures have been used successfully in o MDRCs Career Academies evaluation and other MDRC studies. Site Selection and Roles of Partners MDRC hopes to select three school districts and up to two high schools in each district to participate in Project Transition. 22MDRCs approach to selecting sites for this project and planning the roles to be played by the participating organizations reflects three goals: assuring that Project Transition will be well implemented\nconducting a highly reliable evaluation that will provide valuable information for policymakers and practitioners\nand building the local capacity to implement, support, institutionalize, and expand the Project Transition reforms if they produce positive impacts. Site selection decisions will be based on the following characteristics of each participating school district and high school: The district is committed to systemic reform in its high schools\nhas shown this commitment by implementing teacher-student clusters in grade 9 in at least one high school\nand is seeldng to expand the use of clusters in grade 9. A local institution or agency is available to support, maintain, and (eventually) lead a local effort to implement the professional development and coaching components of the reforms\nis organization has the staff, the skills, and the knowledge of the local schools and community needed to serve as MDRCs local resource partner (LRP) for the project. The district has several large, comprehensive high schools with numerous feeder schools, and these high schools serve a substantial number of low-achieving students and have a high dropout rate. The district is willing to use its own resources for implementing the projects professional development activities, including the additional shared preparation period for participating teachers. (Note that MDRC and its funders will reimburse sites for the costs of research-related activities and coaching.) The district and the participating high school staff are willing to cooperate with the requirements of the projects research and data collection. The participating high school has broad support for Project Transition from the principal, teachers, teacher union, parents, and other stakeholders. The participating school is an appropriate site for a longitudinal impact study of Project Transitions reforms, with a large grade 9 population, limited use of ability grouping in grade 9, little use of special programs for grade 9 students, limited mobility of students (so that students can receive a full year of the reforms), and without other significant barriers to a reliable determination of the reforms impacts The participating high school is an appropriate site for implementing a highly reliable and credible research design. If a random assignment research design is selected, participating schools need to be able to \"phase in\" the reforms, with a pilot year and an evaluation year in which approximately one-half of the grade 9 students and teachers would participate in the reforms, followed by the use of the reforms for all grade 9 students and teachers (except for students in segregated classes, as described elsewhere in this paper). 23These site selection criteria are intended to maximize the likelihood of successfully unplemX M-t Transition, building a strong local capacity to support system-wide reform, and obtaining an important and policy-relevant evaluation. the results m order to rd that end MDRC^will identify and work closely with a project is local capacity-building, o _ professional development ^racdvWes'Tf ProTe^t\" Transition and will provide the infrastructure and expertise to cctain and Land the reforms after MDRCs part of the demonstration ends. sustain and expand the reforms To clarify the ive schedule shows the main tasks for roles that MDRC and its partners will play in this project, the following tentative schedule snows me u.-- which each participatmg orgai^tion is respons planning, pilot, and demonstration/evaluation phases of the project. Planning (fall 1994 - spring 1995) MDRC: Identify potential sites Identify potential local resource partners (LRPs) Continue to develop the reforms, in collaboration with LRPs, districts, and LRPs: schools Formalize agreements with sites and LRPs Consensus-building in sites with all stakeholders Continue to develop the research design Sto Wormatlon\u0026lt;h. feasibility of random assignment and regression discontinuity research designs in potential sites With sites decide which type of research design to use Work with MDRC to build the LRPs capacity for conductmg professional development and coaching Work with sites to prepare for implementation Develop training for coaches and teachers Districts\nFormalize district support for Project Tr^ition Allocate resources for the districts contribution to the project school staff and parental support for Project Transition Schools\nFormalize _ . Identify teachers for participation m pilot year Pilot year (summer 1995 - spring 1996) LRPs: Train coaches and teachers Collaborate with school staff to plan for fall 1995 activities Conduct summer institutes UOnUUUL iUllUiiw . ___ Implement professional development and coaching in schools Districts\nSupport school and LRP work S' sSie grade 9 srudenu and teachers for faU 1995 classes Implement Project Transition in grade 9 24MDRC: Begin implementation research data collection and baseline data collection Review and oversee work by LRPs, districts, and schools If a random assignment research design is used, collaborate with schools to plan for random assignment of students and teachers Begin dissemination activities and networking Demonstration/evaluation year (summer 1996 - fall 1997) LRPs: Revise and improve activities based on pilot experiences Implement and support professional development and coaching Districts: Support school and LRP work and data collection Schools: Revise and improve activities based on pilot experiences Schedule grade 9 students and teachers for fall 1996 classes Continue to implement the reforms in grade 9 Provide evaluation data MDRC: Revise and improve activities based on pilot experiences Continue implementation research data collection and baseline data collection Review and oversee work by LRPs, districts, and schools If a random assignment research design is used, randomly assign students and teachers for the evaluation Collect evaluation data Survey students to measure Project Transitions impacts on their attitudes and perceptions Analyze implementation data and impact data and prepare reports, with input from LRPs, districts, and schools Disseminate findings If the fmdings from the demonstration/evaluation phase are positive, MDRC plans to measure Project Transitions longer-term impacts on students achievement, attendance, engagement in school, grades, credits earned, graduation (and dropping out), and post-high-school employment and education. MDRC will also continue to work with districts, schools, and LRPs during the 1997-1998 school year to expand the reforms to include all grade 9 students and teachers in the participating schools and to collect additional data. In addition, MDRC, the schools, districts, and LRPs will work on applying the lessons of the reform effort to the upper high school grades. A major goal of this project is for the LRPs to continue their work with districts and schools after MDRCs role in the project is completed\nMDRC will work with the LRPs, districts, and schools to facilitate this process. 25 References AAUW Educational Foundation, 1993. Hostile Hallways: The AAUW Survey on Sexual Harassment in Americas Schools (Washington, D.C.: AAUW Educational Foundation) Carnegie Council on Adolescent Development, 1989. Turning Points: Preparing American Youth for the 21st Century. The Report of the Task Force on Education of Young Adolescents (New York: Carnegie Corporation) Robert D. Felner, Judith Primavera, and Ana M. Cauce, 1981. \"The Impact of School Transitions: A Focus for Preventive Efforts,\" American Journal of Community Psychology vol. 9, no. 4, pp. 449-459 Robert D. Felner, Melanie Ginter, and Judith Primavera, 1982. \"Primary Prevention During School Transitions: Social Support and Environmental Structure,\" American Journal of Community Psychology vol. iO, no. 3, pp. 277-290 Roben D. Felne., Stephen Brand, Angela M. Adan, Peter F. Mulhall, et al., 1993. \"Restructuring the Ecology of the School as an Approach to Prevention During School Transitions: Longitudinal Follow-ups and Extensions of the School Transitional Environment Project (STEP),\" Prevention in Human Services vol. 10, no. 2, pp. 103-136 Michelle Fine (editor), 1994. Chartering Urban School Reform: Reflections on Public High Schools in the Midst of Change (New York: Teachers College Press) Michael G. Fullan, 1990. \"Staff Development, Innovation, and Institutional Development,\" in Bruce Joyce, ed.. Changing School Culture Through Staff Development (Alexandria, Virginia: Association for Supervision and Curriculum Development) Milbrey Wallin McLaughlin, 1993. \"What Matters Most in Teachers Workplace Context?\", in Judith Warren Little and McLaughlin, eds.. Teachers Work: Individuals, Colleagues, and Contexts (New York: Teachers College Press) Milbrey Wallin McLaughlin and Joan E. Talbert, 1993. Contexts ITiat Matter for Teaching and Learning (Stanford University: Center for Research on the Context of Secondary School Teaching) National Center for Education Statistics, 1991. Dropout Rates in the United States (Washington, D.C.: U.S. Department of Education) Diana Oxley, 1994. \"Organizing Schools into Small Units: Grouping,\" Phi Delta Kappan vol. 75, no. 7 (March), pp. 521-526 Alternatives to Homogeneous Edward Pauly, 1991. The Classroom Crucible: What Really Works. What Doesnt, and Whv (New York: Basic Books) 1 26 Melissa Roderick, 1990. \"The Path to Dropping Out: Middle School and Early High School Experiences,\" Working Paper H-90-13, Malcolm Wiener Center for Social Policy (Cambridge, Massachusetts: Kennedy School of Government) Melissa Roderick and Douglas Novotny, n.d. \"Student Life in High Schools: A Longitudinal Study  Project Description,\" paper provided by the authors. University of Chicago, p. 1 Seymour Wapner, 1981. \"Transactions of Persons-in-Environments: Some Critical Transitions,\" Journal of Environmental Psychology vol. 1, pp. 223-239 27 PROJECT TRANSITION: REFORMING HIGH SCHOOLS STARTING IN GRADE NINE OVERVIEW FOR SCHLAGLE HIGH SCHOOL Manpower Demonstration Research Corporation August, 1995 I Introduction The Manpower Demonstration Research Corporation (MDRC), a non-profit research organization, has asked Schlagle High School in Kansas City, KS to work in partnership with us to develop and implement Project Transition (PT), an approach aimed at improving the instructional environment of 9th grade students. The primary components of PT include: (1) student-teacher clusters or teams\n(2) a daily shared planning period for team teachers\n(3) teacher-centered professional development\nand (4) the use of action plans for failing students. This overview describes the goals of PT and its components, the benefits for and responsibilities of Schlagle High School should Schlagle decide to be involved with PT, and MDRCs evaluation plans. What are the goals of Project Transition? The overall goal of Project Transition is to transform the educational experiences of 9th graders as they make the transition from middle school to high school. This is often a vulnerable period in students schooling, marked by high absenteeism and declining grades which are often the antecedents to dropping out. Specifically, the goals of PT are to: 1. 2. 3. create a more personalized and supportive learning environment for 9th grade students within large, comprehensive high schools\nimprove the academic performance and achievement levels of 9th grade students\nand create a more stimulating and rewarding work environment for teachers in which they have an opportunity to work with their colleagues and a coach to improve instructional practices. What is Project Transition? The core components of Project Transition - which would be adapted by Schlagles faculty - are\nPersonalized, small-scale learning environments for students based on teacher-student teams of four teachers and approximately 120 - 130 9th grade students. Teacher-student teams enable students to get to know their teachers and classmates well and teachers to respond to students needs. Ideally, each teacher-student team consists of one teacher from each of four academic subjects (English, math, science, and social studies) and students taking the four classes taught by those teachers. 1Intensive professional development for teachers to improve the quality of instruction. Teachers rarely have the opportunity to spend substantial time working together as part of a community of professionals that takes responsibility for improving its performance. The goal of PT is to build a \"teacher learning community\" that will provide concrete, sustained support for upgrading instruction. In PT teachers get resources that help them collaborate, including daily shared planning and professional development periods for each teacher team\na coach to facilitate the teams shared work, and demonstrate and provide feedback on improved instructional methods\nand links with The Learning Exchange to provide further professional development, including summer institutes for the teacher teams and on-going support for teachers on an as-needed basis. Use of action plans for failing students. Professional development will prepare teacher teams to recognize the early warning signals of student failure and to implement specific action plans for students in need of extra assistance to prevent failure. Action plans could include tutoring by peers and by members of the teacher team, extra instructional time, and student-teacher-parent contracts. Taken together, these components in effect create \"small schools\" or schools-within- schools for 9th grade students which, along with intensive professional development to help teachers work together effectively, can provide an enriched, supportive learning environment for students as well as teachers. How would Project Transition be implemented at Schlagle? Before Schlagle decides to become involved in PT, we hope there will be a process that leads to a decision to go forward that has broad support. In particular, we think that Schlagles administrators, teachers, and other staff need to consider and decide how PT meets their needs as professional educators. We say this because the core elements of PT are only the beginning of a process in which the teachers, staff, and students of participating high schools provide the substance that leads to improved teaching and learning. Participating schools adapt these components to their own, unique school environments, adding their own ideas and approaches to improving student instruction within the PT framework of student-teacher clusters supported by teacher-led professional development. Individual school communities determine the specific structural, curricular, and professional development activities, and the administrators and teachers of the participating high schools run PT. MDRC provides assistance in building a consensus to implement PT and provides resources to support the professional development coach and The Learning Exchange. MDRC will also evaluate the demonstration to provide information on how PT is implemented and its effects on students attendance grades, credits earned, discipline referrals, and graduation, and on students attitudes, engagement in school, future plans, and social development. 2What is the proposed timeline for implementing Project Transition? Project Transition would be phased in over 3 years: 1. Fall 1995 - Spring 1996 Planning and Baseline Year Kev Activities: planning by stakeholders within the Schlagle community on how to tailor PT to their school environment, consensus building, depending on whether or not teachers adopt PT signing the Memorandum of Agreement, identifying the PT teacehrs, collecting baseline data from the current 9th grade, and hiring (with PT teachers involved) the professional development \"coach\". 2. Summer 1996 - Spring 1997 Demonstration / Evaluation Year Kev Activities: summer institute for teachers, enrollment of incoming 9th grade students into \"teams\" that generally travel together during the day with the same core of teachers, data collection and research on PT, daily meeting in the common planning period, ongoing professional development with the coach and The Learning Exchange. 3. Summer 1997 - Summer 1998 Expansion Year Kev Activities: summer institute for teachers with follow-up, 2nd year of implementation of PT for 9th grade students and teachers, decision on whether and how to expand PT based on results from the research findings. What are the benefits for schools participating in Project Transition? Funding supplement to cover coaches, professional development activities, and research-related costs. MDRC has secured funding for PT to compensate participating school districts for research and data collection costs and the costs of the coaches and summer institutes, and some additional resources for ongoing professional development. State-of-the-art study of Project Transition. Schools selected to participate will receive a rigorous evaluation of their high school transition project at virtually no cost to the school or district. The study will provide an in-depth examination of the implementation and effects of PT. National and local exposure to help solidify support from the school board, community and state. Schools can use their participation in the study as tangible evidence of their involvement in systemic reform. This may be useful in solidifying state and local support in order to preserve the reforms during the test period and justify an expansion if research findings are positive. 3Opportunities for idea-sharing and information e.xchange. Participating schools will be selected from several regions of the country. As part of a national network, these sites will have the opportunity to compare experiences, learn about innovative approaches, and share operational lessons and \"best practices.\" Locally, Schlagle faculty would be encouraged to establish a professional relationship with Harmon High School, which has successfully implemented student-teacher teams, to serve as a resource. Daily and on-going professional development. School staff will receive daily professional development, facilitated by their \"coach\", development will be provided by the Learning Exchange. Ongoing professional Local program and policy development. At the local level, school districts and the participating schools will have access to specific findings that can be used by administrators and teachers to develop policies for improving student success in the school. What are the responsibilities of schools participating in Project Transition? Project ownership. Schlagle High School will need broad support for PT from the principal, teachers, students and parents. School staff and teachers must want to develop PTS core components into a promising approach which seeks to improve instruction for 9th grade students at Schlagle. School staff should feel comfortable working with MDRC to secure support from the district, school board, superintendent, teacher union, parent groups, and other education stakeholders in the community. Eligibility factors. Schlagle High School successfully met the eligibility criteria to participate in Project Transition. The schools environment is appropriate for a longitudinal impact study of PT: a large 9th grade population, low to moderate mobility of students, high dropout rates, high percentage of students qualifying for school lunch program, limited use of ability groupings in the 9th grade (or willingness to shift from ability groupings), and little use of separate, self-contained special programs for 9th grade students. We continue to discuss how to incorporate science classes into the PT model. Data collection. High school and district staff are willing to cooperate with PTs research and data collection requirements, including making school records available to the research team, helping to administer student surveys, and participating in field research visits by MDRC staff. 4What other sites are involved in PT? We plan to develop PT in three or four sites nationally. At this time, Pulaski High School in Milwaukee, Wisconsin is implementing PT in the 1995-1996 school year throughout its ninth grade. We are also having active discussions with school officials in San Antonio, Texas and New York City, New York. How is Project Transition funded? In Kansas City, PT is funded in part by the school district which has agreed to provide resources to allow PT teachers to have a one course load reduction in their teaching responsibility in order to incorporate the common planning period into their daily schedule\nthe Kauffman Foundation, the Ford Foundation, and the U.S. Department of Educations Office of Ed\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_357","title":"Compliance hearing exhibits, ''School Improvement''","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":["1998/2000"],"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 law and legislation","Education--Evaluation","School improvement programs"],"dcterms_title":["Compliance hearing exhibits, ''School Improvement''"],"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/357"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"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\nSCHOOL IMPROVEMENT0-1 zm zmm 0) o School Improvement lO. Memorandum to Cabinet from Bonnie Lesley, Sept. 8, 1998, with excerpts from a book on total quality management. The Five Pillars of TOM: How to Make Total Quality Management Work for You by Don Creech. 11. Memorandum to Cabinet from Bonnie Lesley, Sept. 8,1998, with copy of an article she wrote on school restructuring and TQM, Do They Hear What We say? Understanding School Restructuring Initiatives. 12. Memorandum to principals from Bonnie Lesley in Feb. 24, 1999, Learning Links with copies of transparencies from February 1999 principals meeting on school improvement. 13. Memorandum by Bonnie Lesley in Aug. 18, 1999, Learning Links on good teachers\nattached article from Education Week, What Makes a Good Teacher? 14. Memorandum from Bonnie Lesley in Sept. 29, 1999, Learning Links on the few essential components of successful school reform\nattached article, Perspectives: What Does it Take to Reform a Low-Performing School? 15. Memorandum from Bonnie Lesley in Mar. 1,2000, Learning Links on school improvement\nattached article, Getting Results. 16. Memorandum from Bonnie Lesley in June 14, 2000, Learning Links on effective schools research\nattached article, Educating Urban Minority Youth: Research on Effective Practices. Y1. Memorandum from Bonnie Lesley in Oct, 2, 2000, Learning Links on what works\nattached study, Making Standards Work: Active Voices, Focused Learning. -/^1 10LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 8, 1998 TO\nDr. Les Gamine Dr. Kathy Lease Dr. Vic Anderson Dr. Richard Hurley Brady Gadberry Marian Lacey Sadie Mitchell Mark Milhollen Suellen Vann Junious Babbs Dr. Linda Watson Frances Cawthon FROM: Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJCT: TQM in Practice One of my favorite TQM books is Don Creechs The Five Pillars of TQM: How to make Total Quality Management Work for You. Attached are some of the more relevant (to us in education) excerpts from that book - I hope you find them helpful as we begin thinking about how to implement the Campus Leadership Plan. BAL/adg Excerpts from The Five Pillars of TQM: How to Make Total Quality Management Work for You New York: Truman Talley Books, 1994 This book is about the management problems of our countryand proven solutions to them. The problems seem especially daunting and highly resistant to correction, but that need not be the case. So the book is aimed at every level within every organization because that is where the change for the better must begin, whatever the organization's nature. (2) . .. when it comes to introspection in individual businesses, you will find everything from demal that management change is needed there, to uncertainty as to what is broken, and on to serious doubts about how to fix it even if it is. This book addresses those issues. (2) Our management practices must change. Adequate though not ideal for earlier times they are thoroughly unsatisfactory in an era of intense competition. (3) I've found a TQM program must meet four criteria if it is to succeed. First, it must be based on a quality mindset and quality orientation in all activities at all times, including in every process and product. Second, it must be strongly humanistic to bring quality to the way employees are treated, included, and inspired. Third, it must be based on a decentralized approach that provides empowerment at all levels, especially at the frontline, so that enthusiastic involvement and common purpose are realities, not slogans. Fourth,  TQM must be applied holistically so that its principles, policies, and practices reach every nook and cranny of the organization. It [TQM] works successfully in any organization, whatever its size, whatever its nationality, whatever its product or service, whatever its industry, and whatever its market niche. (5) Product is the focal point for organization purpose and achievement. Quality in the product IC imnriCPikla it mmlihi im ___It..___ .1  . \" \" _ is_impossible without quality in the process. Quality in the process is impossible without the right organization. The right organization is meaningless without the proper leadership Strong,.bottom-up commitment is the support pillar for all the rest. Each pillar depends upon the other four, and if one is weak all are. ~ ------ The five pillars of TQM: Product, Process, Organization, Leadership, Commitment. (7) Various surveys show that a mere 5 percent of American workers are organized into work teams.... The long-standing American preference is for organization by functions with a vertical, centralized structure to provide the oversight.  ... the choice of the organizational system, structure, and style ends up deeply affecting th A nct/rkp cnirit o11 ___u :____cri the psyche and spirit of all employees. There's insufficient recognition that the most important system of all is the human system. (10) .. . a decentralized structure facilitates leadership and unleashes creativity. Indeed the kev nilPCtinn ic whAthAr thA r\\rnnri'Totir\\ ----------------1____...i-.i.. ..  . question is whether the organization serves or squashes the human spirit. Therefore how you choose to organize can either make you or break you. (11) There is increasing recognition Ihat how one organizes profoundly affects everything else mH fho Imm .-kT-z-vy-l.  U. . .L _ I .. i\u0026gt; z i * and that the team approach produces by far the best results. (12) 1In fact, individual behavior is powerfully shaped by the organizational roles people play. The most effective way to change behavior, therefore, is to put people into a new organizational context, which imposes new roles, responsibilities and relationships on them. . . . your approach must feature goals and tasks which are clearly defined. Finally, success indeed depends on sensitive and focused leadership-which I agree is a resource in very short supply. (13) ... organizing by functions creates separation, not integration. (14) Most centralized organizations have too many managers, and too little management. ... Centralization produces too little managementdespite layers of managersfor two reasons. First, it simply does not create and foster the active, sensitive involvement by managers that is needed. Second, in a centralized system the \"management,\" in the proactive sense, is not found at the frontline level where things to be done need to be managed. (20) .., the application of centralist thinking has been the principal culprit in America's flat productivity growth. . . . (22) I am convinced that the way to win big and grow big is to organize small. My advice to organizational leaders over the years has been: Think big about what you can achieve\nthink small about how to achieve it. That's because you get things done through individuals and small groups of individuals. (25-26) Any organization will be only as successful as those at the bottom are willing to make it. Their focus, spirit, enthusiasm, objectivity, and motivation are masters that transcend all others in importance. Study after study shows that employees are powerfully affected by the organizational principles and structure that shape their roles, responsibilities, and feelings of fulfillment. (26) The best organizations use the team approach to stay agile and adaptable. (28) The decentralized approach is radically different from the centralized approach discussed earlier. In fact, it's the virtual antithesis, and the differences from the centralized, managership approach show up sharply. The structure is based on Teams, not Functions. The supervisory focus is centered on Outputs, not Inputs. The accomplishment mindset is on the team Product, not on each person's Job. ... Its great and proven strength lies in the creation of new motivation and commitment among ^1 employees and of proactive leadership from the bottom up. (30) I've found the resistance to changing the centralist style is less a matter of hardheaded intransigence than of a lack of insight into the problems it produces. The resistance is buttressed by dim understanding of how a decentralized approach can improve matters (31) If I learned nothing else, it is that what goes on at the front is what determines organizational success-all the rest is background music. (32) Honda organizes by teams, not by functions. (45)Also, every team has goals that give meaning and substance to \"Kaizen\" (the Japanese term that essentially means \"continuous improvement\"). One finds measurement at all key product-process interlace points. The results of those measurements and assessments analyzed comparatively with history, goals, like shifts, and like teams. Scoreboards are reflecting those results and standings are everywhere. The objective feedback to the employee is relevant, rigorous, and rapid. As a result, leaders at every level display impressive, in-depth understanding of the subcomponents at each of the various assembly stages of their final product. .. . Honda trains, trains, and trains some more, and special training emphasis is placed on team leaders at every level. ' Each of the Honda principles and the methods used to carry them out are fully oriented to the customers, internal and external. And, Honda is absolutely unyielding on the quality of the product. The employees build the quality in-not inspect it in-at the various subcomponent stages. They do it right the first time and every time to every possible extent. (46-47) ' ... Honda's success with quality circles is due to their being but one of four key parts in Honda's overall approach to detailed employee involvement. (48) It's the management system and the way employees are organized and treated within that system that count. And that applies everywhere. (50) ... continuous, measurable, and incremental improvement.... Everyone I tolked with talks goals in numbers as well as in words, from the bottom to the top. (51) Principles operate top to bottom. Decisions operate bottom to top. (54) The team concept supports the basic attitude that the company belongs to each and every team member, not just management. (57) . a Toyota s principles . .. include high standards, excellent management-labor relations, well-motivated work force, outstanding planning, smooth integration of the various elements, and the pervasive use of goals, measurement, and feedback to employees at all levels. Like Honda, Toyota uses multiskilling as a key feature of its team approach. All team members learn one or more additional skills related to their team's responsibilities. (58) ... open offices and companywide dining are merely the start. It's an important way of making the leaders, the most senior ones included, accessible and approachable. It replaces the usually empty phrase \"open door\" with lots of opportunities for personal interactions. Those practices demonstrate with actionsnot just with wordsa readiness to listen with interest not aloofness. .. . When the top leader places that kind of premium on seamless communication and openness, it sets the tone for every'one. It's not that hard to instill in the organizational culture, but it has to come from the top. (61) . . . the team concept is absolutely dependent upon mutual trust, mutual respect and mutual support. . . . the leadership challenge is to have no weak links. (79) 31 saw in case after case that if you can create teams of people who care about and trust one another, and get leadership and commitment operating from the bottom up, you can create feats of quality and productivity that appear miraculous when compared to the levels that others are achieving. (83) When you don't have to do it over, it yields great mission efficiency, effort efficiency, and cost efficiency. (121) The centralized approach works to separate the thinkers from the doers. That's one of the reasons it works so poorly. (132) Leaders . .. must not only stick to their knitting, but also frequently reappraise what their knitting is all about. (144) We constantly challenged and reviewed our own most devoutly held beliefs. Paying that kind of attention to the business of the business is fundamental to aware, proactive leadership. However, it simply doesn't get enough attention by enough leaders in enough organizations. (145) ... it is at the top of the ladder that TQM management principles must be supportedeven championed-if they are to be allowed to spread. (147) ... if the organization is wrongly structured, nothing else goes well either. The evidence that this is the case is simply overwhelming. The evidence is also abundant that the right organization-decentralized, team-based-provides the required framework for TQM to operate freely and effectively in every organizational element at all levels. (157) Product is the focal point for organization purpose and achievement. (158) ... all organizations, their subelements, and the individual employees within them have a product. That's true whether those organizations are public or private, whether they deal in goods or services. . . . That product can be identified and defined in terms of its customer, internal or external (159) I I I A common purpose is essential for success. (161) . . . plumbing the extent of the common values, perspectives, and purpose is the surest way to judge whether an organization is being managed well or poorly. (162) The quality mindset. . . manifests itself in the pride and professionalism the employees feel and reflect\"Or do not reflect... . Pride is the fuel of human accomplishment. . . Unquality is unaffordable. (166) . . . pride and quality (in all things, not just some things) go together. You can't have one without the other. And you won't achieve professionalism without both. I . . . lack of sensitivity to the wellsprings of quality largely stems from shopworn but doggedly persistent ideas on where to economize. And it usually traces back to the beancounters lound in nearly all companies, especially traditionally managed ones. They VnrMl/ I kn /'net of (L..X , ,l____r_.x1_- 4 I . a know the cost ol everything and the value o! nothing. And they exercise a hammerlock on all the cost and value trade-off decisions. Those beancounters don't fully understand the 4 ifirst effects of their decisions, much less the secondary effects, but those secondary effects /*s ri t m 1 r Ari I 1 J 1 rt I I 1 z, \u0026lt;1 i 1. J -  most assuredly influence attitude, motivation, and pride. (167) Quality begets quality. (171) .l.jlAY-?..tto problem whatsoever with diligent efforts to save money. I do have problems big problemswith insensitive bureaucrats who try to save money on the wrong things. (173) Be wary of cuts that affect the quality mindset-don't disable it. (174) I've never seen a sharp organization that didn't look sharp. That's just the start, of course. It must go on to professionalism in all things, but the quality mindset is the cornerstone of all professionalism. A necessary condition of being professional is to look professional. People are affected by their surroundings, the way they're treated, and the way they're led either positively or negatively. It's up to senior leaders to decide which it is to be. (175) Turnarounds, in rny experience, share one common element a change in the way the organizations human system rallies itselfunder changed policiesto bring forth unrealized work-force potential. That slumbering potential is always there. (181) .. . success lies in making each group's product the focal point for purpose and achievement. It also serves as the logical rallying point for quality and productivity. (189) The cycle that shapes the process can appropriately start nowhere else than with the customer's needs and wants. (191) There are at least two \"customers\" of the American primary and secondary educational system. (1) the student, and (2) those who will use the services of that student. The first isn t complaining about the way the system is working, but the second is. Numerous surveys show how poorly equipped students are t ______favta i techmeal complexity and intensifying competition. Much h^b^n written a^ut  to enter a work force that faces increasing ' 7 :. ^77*7  vAjuipcuuuu. iviucn nas neen written atxiut our deficiencies in defining the product of that educational system, other than as graduation' the pntincm mr'innoc r\u0026gt;r\\nrirfi ________x- , , . criticism includes concern over the lack of comparative nationd standards and the lack of countrywide testing against such standards. Indeed, there's a strong case to be made that Its the very absence of a satisfactory product definition that leads to policies like \"social promotion (moving a student on to the next grade because of age, not accomplishment) Many teachers decry the practice, but most school boards either champion it or tolerate it. rp .f X,  * , . ' , ----------------- viiauijJikJll 11 UI lUICldLC I 1 o them It s an answer to alarming dropout rates and the perceived right for all students orQzliiQto__^1/1 th /-- ____ 4.:___ z-i- .1 .. .'x.x.  ixMj . aicuiiiHig uivpuul Idles ana me lor to graduate-with or without an education. Given that lack of focus on the customer and the r\\rA/li inUnM v.z.... __________ x_ x1_ _ .   . (.tiv. product, when you move on to the actual educational processes, it's not surprising that they  J 1 , . --------------- vvviwva, 110 iivi ouipiiaillH llldl II vaiy widely, have fuzzy definition and purpose, and often are geared simply to pumping students out the door. (192)  Seven-Steps approach to process related problem-solving: 1. What's the problem? 2. Where are we now? 3. 4. 5. What are the root causes? What is needed to improx e? What happened from our actions? 6. How do we hold on to the improvement? 57. Whal is the next item to be addressed? (196) The best way to start is with the basics. Even simple measurement, analysis, and scoreboarding techniques can yield needed insights and point employees in the right directions. (202) Typically, companies that were experiencing the most serious crisis were willing to implement change at a faster rate. Successful companies implemented gradual changes. Total Quality Management truly is a cultural change. It involves a change in both the stated and unstated rules which govern the behavior and beliefs of an organization. Adopting new techniques, tools, or programs such as problem solving working groups can be important-but in themselves do not represent cultural change. (209) ... you don't have to become an expert at statistical and mathematical legerdemain to transform your organization for the better. (211) In God we trust\nall others bring data. (240) ... 95 percent of businesses need broad systemic changesnot patchwork changes that leave the traditional style basically untouched. (242) ... quality improvement teams, and, indeed all of the other parts of a TQM system are each well worth doing in their own rights.... But it is all of them working together in a systemic way that produces the dramatic results companies really want. Anyone interested in quality management must consider it as a complete management system. (243) ... six sigma means one is achieving process perfection 99.9999997 percent of the time. Translated, that's only 3.4 defects per million. Six Steps to Six Sigma: 1. Determine what your product is. 2. Determine who the customer is for that product. 3. Identify the suppliers you need for your product. 4. Map out the process you must use in putting it together. 5. Examine that process to eliminate errors and wasted steps. 6. Establish measurement means to feed continuous improvement. (250) Tolstoy: All men's instincts, all their impulses in life, are only efforts to increase their freedom. Wealth and poverty, health and disease, labor and leisure, culture and ignorance, repletion and hunger, virtue and vice, are all only terms for greater or lesser degrees of freedom. (256) ^59^^^ inversely proportional to the degree of management centralization. Bosses need to take a critical look at their entire management system. They must decide, that they will have less control of people and more control of events. That's not a contradiction in terms. (259) Decentralization, empowerment, and ownership created great improvement in our control of events, products, and outcomes. (260) 6How employees feel is even more important than what they know in determining job performance. (262) Matrix management is a blueprint for organizational confusion, which in some of its variations approaches anarchy. It does so in an altogether appropriate quest-the quest for more effective internetting of effort. But the clouded authority and accountability, and the continued dominance of the top-down, functional structure in decision-making and ownership, washes out almost all its beneficial effects. While good people can make it work-after a fashion-that doesn't mean it's the best approach. The best approach is not to organize in the centralized manner in the first place. There's a better way to internet and integrate the organization (269) Surveys show that where you have excessive behavior formalization as the principal management tool you get alienation and apathy, not motivation and initiative. (273) To create organizational success the boss must build a system that, among other TQM principles to be applied, provides widespread empowerment and non-interference from the top. However, the top boss also must stay involved and informed. That's necessary to keep the decentralized empowerment going, and to resist the ever-present tendency of lower-level managers to recentralize. The toss also must know when and where to intrude to head off incipient problems before they can grow to disasters. It is striking that balance between involvement and intrusion that's important. Some characterize the notion underlying that balance as \"nose in, fingers out,\" or NIFO. By whatever name, those at the lower levels quickly perceive how you are striking that balance, and whether their own empowerment is real or fanciful. It's not difficult or complicated so long as you base your actions on trust and respect until the scoreboard and other measurements show that intrusion is required. Leaders indeed should get out of the way, but they also must help find the way, show the way, and pave the way. (281) Nothing speaks louder than powerful, irrefutable indications that you are getting far better all the time. (282) Centralization breeds and nurtures managership.... Decentralization breeds and nurtures leadership. (294) The Japanese call frontline employees associates because their management philosophy is to treat them as such. The Japanese companies also call the superxisors of their teams leaders. That's because they expect them to do some real leading, and they train them accordingly. Tl^ we long have prized managing over leading is one of our biggest national problems. You cannot have leadership unless you belie\\ e in it.... There's a vast difference between exhortation and empowerment. You must do more than talk about it\nyou must change the organization conceptually and structurally to bnng leadership alive at all levels. . . . Obviously, some decisions can only be made at the very topbut they should be rare exceptions, not the rule. And they should deal with major resource decisions and new directions, not day-to-day management. The leaders at the top should chart the course, not constantly steer the ship. (297) 7It's managership, not leadership, that breeds apathy, disincentive, and dependency. I have yet to see a top-notch organization, public or private, that didn't have the benefit of strong leadership. There are no poor outfits, just poor leaders. (300) Leaders must be taught, and can be taught. And they must be taught how to motivate those who work for themand to accept personal responsibility for building common purpose and organizational success. Leading involves determining the right things to do. It involves creating the favorable orgamzational dynamics to get people to commit themselves, energetically and enthusiastically, to bringing those right things about. Leading involves vision and principles. It involves influencing employee mindset and motivation. It involves creating a positive culture and harmonious climate. It involves creating ownership and empowerment in pursuit of the shared vision and common purpose. So leadership is hardly the sole province of the top leaders. And it most definitely is not the centrdist business of just telling employees what to do, how to do it, and when to do it. (301-302) Leaders provide the vision\nmanagers carry it out Leaders make it better\nmanagers make it run. Leaders make it happen\nmanagers hope it happens. Leaders create more leaders\nmanagers create more managers. Leaders address the constant race between inspiration and indolence-and add to the inspiration. ... leaders build commitment through policies that increase motivation and decrease alienation. And leaders constantly probe for evidence of each. That requires involvement and sensitivity. It also requires trust, openness, and unfettered communicationnot aloof, Olympian managerial detachment, as is so common in centralized organizations. ... leaders understand that the way to win starts with the will to win-and that instilling both is leadership business. In that pursuit, leaders understand that fervor feeds on opinions-and opinions feed on presumed facts. So they influence those opinions by getting the actual facts out for everyone's benefit. They combat misinformation, and disinformation, with the straight skinny. They understand that it's objectivity that keeps misdirected subjectivity under control. Uninformed opinions and misplaced fervor thrive in an information vacuum because there's no counterforce at work. Yet most companies and managers pay scant attention to the need to keep employees well informed-or to seek their opinions. They simply don't invoke the four most important words in any management system: What do you think? (304-305) Leadership and motivation go together. (305) The team-based approach is the ideal way to ensure that real empowerment reaches the frontline-and that it gets exercised in a focused and responsible way. (306) Teams provide an ideal structure for recognizing where technology can be fruitfully applied and gaining support for its introduction into the work equation. (308) [Tenacity] is my shorthand for backbone, chutzpah, determination, endurance, fortitude, guts, grit, spunk, stamina, pluck, persistence, and perseverance. (309) 8Without meaningful comparison, people in all walks of life are simply not objective about their strengths and weaknesses. They tend to magnify the former, downplay the latter, and overdramatize their standing and accomplishments.. .. businesses that do not provide measurement and comparison, and most don't, can count on their planning being faulty and their leadership misdirected, because neither is formulated in the harsh light of objective reality, (313) You can't tell the winners without a scoreboard, or tell the losers either. And without a scoreboard neither winners nor losers will know which they are. No one will know how to get better, either. In that regard, I strongly believe a leader's greatest nemesis is human subjectivity. I quickly add that it can be a leader's greatest ally-when marshaled in the proper way. In all cases, the greater the objectivity of everyone in the organizationbased on ample data, facts, and surveys and not on supposition-the better off you are. (314) . . . you have to work hard at keeping organizations decentralized. (315) . . . the best way to achieve coherence and control is through leadership, not rules and managership.... you have to work at keeping decentralization going because of the prior conditioning of generations of our managers.... it takes guts to be a decentralizer, but the payoff is large. (317) The measurement system must not only be simple and understandable, but it must be primarily designed for the employees who are actually doing the work. (319) George Bernard Shaw: The greatest problem in communication is the illusion that it has been accomplished. One of the cardinal rules in effective communication is to be sure you're saying what you mean to say in the first place. (320) It's no mystery to anyone that the language used in an organization is one signal of its policies and practices. (323) I made up and used twenty-five reminders to myself on how to help make communication boundaryless, honest, and unstilted. They reminded me of the keys to making it a language of purpose, not protest, between front and rear: 1. Speak the language of trust, not of mistrust. 2. Don't confuse fancy words with profound ideas. 3. Don't harangue the many as the message for the few. 4. Reward the messengers of bad tidings, not shoot them. 5. Listen intently to the dissenting view\nit may be right. 6. Keep all the language goals-directed-not rules-directed. 7. Talk in numbers as well as in words to crystallize purpose. 8. On key issues communicate several layers deep. 9. If the policy is important, put it in writing-concisely. 10. Listen for the echoes to learn if it's all getting through. 11. Follow up to ensure there is full comprehension throughout. 12. Remove all barriers to upward communication. 13. Be candid, and tell it like it iswithout fear or favor. 14. Get all possible facts before expounding on the conclusions. 15. Get out the straight skinnyto combat misinterpretations. 16. Don't overhype or advertise. Let actions speak the words. 9 17. Praising the winners has more power than criticizing losers. 18. Credibility depends on flexibility, not mindless consistency. 19. Knowledge is power when widely shared, not withheld. 20. Feel free to admit you don't know, but you do want to learn. 21. The best opening sentence of all is: What do you think? 22. Listening, Hearing, Caring are the keys to mEdong it thrive. 23. Provide the means and the incentives that will make it work. 24. Go where you need to go. Spend whatever is needed. 25. Treat the communications grid as an electrical grid. Any node failures leaves people in the dark. Fill the vacuums. Find the reason they're there. Fix the grid. (325) In short, leaders need to stay closely attuned to the organization language. It is telling them what the organization is thinking, feeling, and doing. Effective communication depends on the means and methods to make it free-flowing-and also depends on the leadership positively affecting the thinking, feeling, and doing. That can't be done with adequate effectiveness unless employees at all levels are sharing common information about what's going on. Therefore, the need is not only for caring, proactive leadership and free-flowing communication, but also for effective means of information gathering and distribution that provide the insight for enlightened choices and decisions. (326) . . . you must have ways to measure progress throughout. Otherwise you \"don't know whether it's doing any good or not\" when you take actions to improve. And you don't know where to make midcourse corrections, either. (327) Peter Drucker: If you want it, measure it. If you can't measure it, forget it.\" Tom Peters: \"I haye become a fanatic about quantifyingbut a new sort of quantifying. I insist upon quantifying the soft stuffquality, customer linkups, innovation, organizational structure, people involvement.\" When used imaginatively [information technology] facilitates decentralized leadership, enlightened decisions, common perspectives, and common purpose. (328) Leadership is needed more than ever. As knowledge and attendant complexity grows the more important, not less important, core values become. Also, complexity calls for even more efficient operation of the human system in every organization, regardless of its type. (329) Leadership is far easier than ever before, not harder. It's far easier (because the tools are available) to provide overall purpose and coherence while at the same time widely distributing authority for agility, responsiveness, and effectiveness at all levels. The best companies, including the Japanese companies, prove it. With such tools we can acquire, aggregate, analyze, assimilate, and disseminate timely management information in more efficient and creative ways than ever before. . . . information technology can and must be used to facilitate decentralization. (330) Paul Strassmann: Automate only after you simplify. You cannot measure what is not defined. Effectiveness is a matter of team performance. Without productivity goals business has no direction. Without productivity measurements business has no control. Without strong leadership little succes.s can be expected. (332) 10 . . . information technologies flatten hierarchies. (332) . . . good communication is simply everyone having the same set of facts. (334) The companies that make the fullest and most imaginative use of information technology in a \"think small, tl II graphic example. (336) think wide\" contextare leaders in their industry. Wal-Mart serves as a Use information technology to aid the switch from managership to leadership. (341) . .. there must be strong leadership at the top. ... top management must be committed to distributing the authority throughout the organization-so that leadership can be exercised at the cutting edge, where it counts the most. (346) A leader's vision has power only to the extent it is shared by those who are asked to carry it out. (347) Lead by example. (349) Numerous studies show the influence of supervisors' qualities and behavior in shaping the attitudes of their subordinates. .. . I've frequently seen employee behavior and performance swing markedly back and forth as leaders change-even between positive and negative extremes. Positive, constructive behavioral patterns are important in leaders from the frontline level all the way up. (350) I never saw a new leader fail to have an effect. I found that leadership failures usually fit one of three basic patterns.... The first of the three involves the aloof and detached boss who simply doesn't know what's going on and whose employees don't know what he or she stands for. Leadership must be proactive, not reactive. That's what separates it from managership. And proactive leadership depends upon detailed involvement and awareness. The second of the three patterns involves those who practice rule through terror. Their leadership tools are threats, bombast, and intimidation. That intimidator approach is always a loser. Everyone below the boss becomes frightened to take any initiative, and communication dries up completely. (351) The third pattern is at the opposite extreme. That's the type of boss who is all over the place, but \"running for office\" and gladhanding, not probing, understanding, and setting new directions where necessary. This boss's personality craves the affection of everyone. . . . Such bosses confuse leniency with leadership. . . . employees soon learn it's no use telling them what's going on\nthey won't do anything about it anyway. Yes, leadership is essential-and it's not managership. But you won't have leadership without the freedom to exercise it. And you can't get it by sloganeering\nit depends on structure and system changes that provide the oxygen of empoweiTncnt. Only then will it nourish at every level. And that, in turn, will make the organization flourish. (352) 11 There are six [leadership qualities 11 have found to be of the greatest importance: courage, confidence, savvy, maturity, integrity, and desire. They interact, one with the other. (353) 1. Courage... . courage in interpersonal relationships and in adherence to principle. That brand of courage includes the courage to follow your convictions, but also the courage to change your mind, the courage to say, \"I don't know, but 1'11 find out\"\nthe courage to admit that neither you nor the organization you lead is perfect-or ever will be\nthe courage to keep learning, not resting on your laurels\nthe courage to place principles over prejudice, and over expediency. 2. Confidence. It goes with courage. Doing great things always starts with the belief that you can. So leaders need the tenacity that flows from confidence, not the timidity of doubt. But there's a vast difference between confidence and arrogance. The confident leader recognizes his or her need to keep growing and learning. The arrogant leaders knows it all, so there's nothing else to grow toward. The confident leader listens to others intently and is not threatened by criticism or the need to change policies that aren't working. In fact, the confident leader continually seeks them out. It's what you leam after you know it all that counts. (354) Some leaders build confidence in their subordinates\nothers drain it away. You want the first kind\nyou can't afford the second. Organizations should prize confidence and work hard to build it.... If it's confidence the organization reflects, based on the example of its leadership, the need for continuous improvement is taken for granted. If it's arrogance, forget improvement. 3. Savvy. It's more than knowledge and more than intelligence. It's a practical blend of the two. .. . Understanding, Know-how, Shrewd, Discerning. . . . The savvy are smart enough to recognize what they're dumb about, and take steps to fill in the blanks. 4. Maturity. I'm speaking here of emotional maturity, not age and not experience. (355) Leaders need to be trained so they do not confuse inspiration with intimidation, or being tough with being mean, or exercising control with their own loss of it.... Invariably, the emotionally immature are ineffective-though they fancy themselves the opposite-because the immaturity shows itself in other more subtle but equally damaging ways. Not the least of those are snap judgments and bull-headed obstinacy. That immature kind of leadership behavior is terribly damaging to employee morale and commitment. None of this means leaders shouldn't be tough-minded, make tough choices, and even be tough in handling individuals when required.... maturity is high on the list of leadership qualities. 5. Integrity. To establish organizational character, leaders must reflect integrity and honesty in all their actions, and demand the same from others. (356) 6. Desire.... desire to lead-for the right reason. . . . To make life better for others, not for oneself. That's what sustains the best leaders, and makes them go the extra mile and work unceasingly to make the organization succeed. (357) The most successful leaders, military or civilian, are good with people, and they provide the people-onented leadership example for the entire organization. 12 The strong desire to be the leader who \"makes it belter\" for others fuels determination that translates into extra effort and concern. (358) those who desire to lead for the right reason have the greatest empathy with those who work for them, and they build the needed rapport between the various layers of the organization. They are comfortable around people because they like people and are secure in the knowledge they are working in the best interests of everyone. (359) . .. they give and then some. Ask them to do a job, they do it-and then some.. . . They're running to make the organization and all its people better off, not running for office or for self-aggrandizement. .,. they're always aware of the need to accentuate each employee's dignity, not tear it down. (359) The more complex the world becomes, the more important core values become. The kind of leadership I espouse here, 1 have found, build loyalty throughout the organization. (360) Protecting cronies ruins many fine organizations. (361) When leaders practice the right kind of loyalty to their employees, they get the right kind in return. (362) I... spent a large amount of time in the selection, training, and grooming of the most senior leaders. Since most companies simply don't groom and train their leaders well, they see no good option but to proselytize and fill top positions by raiding other companies of their talent. .. . Many companies also operate on the flawed theory that you can't do it unless you've done it before. (365) ... I'm convinced leaders are made, not bom. Nurture can overcome nature in nearly all cases, given the right training. (366) Beyond creating the leaders with the right qualities and instincts, there's the matter of creating the organization's competence. That goes hand in hand with the quality of the leadership\norganizational competence obviously doesn't happen on its own. It comes from proactive, aware leaders who pay close attention to the training provided to each employee at every level. Unfortunately, surveys show that training is another of the weaknesses in the American management style. Clearly, situation awareness must include assessing internal training needs. (367) America's education system has proved stubbornly resistant to change. (370) Certainly, there's no groundswell for change. As a result, the elected school boards, which theoretically manage the system, end up tinkering on the periphery of its major problems. If the school boards don't get exercised and organize themselves for change in some reasonably consistent way across the land, don't expect change. Given that those school boards are committees, and there are thousands of them, my advice is not to hold your breath waiting for them to act. (371-372) 13. Training has always been important. Globalization makes it even more important. .. . the Japanese view training, including formal training, as a value issue, not a cost issue. They're right about that. . .. greatly expanded training-frequent, focused, formal-pays for itself many times over. Pay the price or pay the piper. (374) .. . devoting time, money, and effort to frontline team leader training makes sense because the caliber of the leadership there determines Honda's success. One simply cannot achieve high levels of competence, or of cooperation and commitment, without ample formal training. It's the leader's responsibility to build the competence and motivation within the organization. In the best companies they also participate in the teaching. Training is, quite simply, one of the highest leverage activities a manager can perform.... A manager generally has two ways to raise the level of individual performance of his subordinates\nby increasing motivation, the desire of each person to do his job well, and by increasing individual capability, which is where training comes in. (376) It is generally accepted that motivating employees is a key task for all managers.... You yourself should instruct your direct subordinates and perhaps the next few ranks below them. This doesn't mean, however, that companies should not reach outside for help if that's useful, all needs considered. ... I have one special piece of advice. If the business leaders aren't prepared to do it all, the one thing they simply should not \"outsource\" is determining the land of training they need to provide. (377) Some see a widely proclaimed erosion in the American work ethic as a sign of our times that's irreversible. I agree there's been an erosion, but I emphatically disagree that it can't be reversed. It's the managers who are failing the workers, not the other way around. .. . the work ethic is alive and well in America. (Provided, of course, that you don't turn the employees from committed to alienated with dumb management practices.) The leadership must provide the training, and the training the leadership. That's what organizational competence and renewal are about. The rest is background music. Fail in that and you fail in everything. (378) ... companies must replace the customary cost obsession with uncustomary' value orientation. And that, in turn, depends on each company's addressing and eliminating the beancounter mentality that's rampant in the traditionally managed organizations. (379) You can find beancounters in almost any job, at any level, in any endeavor. Very often they are in charge. They simply don't pay attention to the human aspects of their undertaking except in the most cursory way. (380) . . . far greater leadership involvement and dynamism are called for in the shaping of the organizational structure and organizational dynamics. What is needed is highly involved leaders-leaders who are not micromanaging but who are creating leadership thinking and involvement by everyone, and eliciting stronger motivation and commitment from everyone. 14The world will belong to passionate, driven leaders, people who not only have enormous amounts of energy but who can energize those whom they lead. . ,. leaders must stay in close touch and in tune with those they lead. (381) .. . the most important principle of proactive leadership\nYou go to the front not to issue instructions, but to gain insight and perspective. That cannot be delegated. The best leaders know that. ... to do our job right required personal interaction, not insulated management of an in box and a telephone from the rear. (382) It's my strong belief that in-depth insight into all organizational elements is the foundation for nonintrusive management. It's when leaders do not understand the challengesand the real problems and issues-that they intrude with direction that adds to the problem rather than to the solution. Involvement, immersion, interaction-call it what you will. American management doesn't do enough of it. (384) I knew the more I became a slave to my desk and in box the less well I would do my job. (385) Any bureaucratic entity of forty or more people can stay busy ten hours a day, six days a week, with no inputs and no outputs. (386) ... work is generated to fill the time and number of people available to do it, without any obvious connection to real-world needs. (387) . . . it's a very good idea to start worrying about leadership. What people feel is important. That provides motivation. What people know is important. That provides competence. More than anvthing, you need leaders and leadership, not some pale substitute for both. (388) No matter how you slice it, a team without a leader is a committee. And a team without a leader, a plan, and specific goals is the lost patrol. It is important to keep in mind the three basic management questions: What's the plan? Who's in charge? Compared to what? (389) The Japanese populate their companies with leaders. . . .I'm speaking of the enlightened, caring leadership that is based on full recognition of the profound difference between ordering people and persuading them to make good things happen in an organization. You can order compliance, but you can't order initiative, enthusiasm, and creativity. The power of resistance can always overcome the power of direction. That's what leads to creative incompetence as an art form practiced the world over by those who are not motivated and committed. In fact, you can count on it from the alienated. It's the worst kind of incompetence of all because it is the purest form of squandered potential. (390) . . . it's the caliber of the leadership that sorts out the winners from the losers. Every organization has leadership at work, whether it's called that or not. (391) 15 Mike Loh: One of the mostdominantcharacteristicsalcader must portray in these times is a sense of vision. A vision of where he or she wants that organization to go and what that organization should be thought of. A g\u0026lt;\nx)d leader sets goals, measures progres.s and rewards performance. He or she tries to give everyone a stake in the mission of the organization and its outcome. That's the role of leadership. (393) The reason most TQM programs are lloundering is that TQM is being treated as another management initiative and not as a pervasive change in the leadership style. (394) A wag once said, \"It isn't ignorance that causes the problems in the world, it's what people know beyond a shadow of a doubt that just isn't so.\" (395) An organization not only has a head\nit also has a heart. And the size of the heart depends upon the size of employee commitment to its ideals and goals. Organizational vitality from the bottom up must be built. And it doesn't happen with halfhearted employee support of where the head wants to go.... commitment must not only be on the list, but at the head of the list. Vince Lombardi: The quality of a person's life is in direct proportion to their commitment to excellence, regardless of their chosen field of endeavor. Mario Andretti: Desire is the key to motivation. It is the commitment to an unrelenting pursuit of your goal that will enable you to attain the success you seek. Abraham Lincoln: Things may come to those who wait, but only the things left by those who hustle. (399) It is very difficultno, virtually impossible-to achieve the loftier goals that globalization demands unless the employees at each level, bottom to top, perceive continuous improvement as a benefit and become committed to the goals that produce it. We know that organizational practices and policies directly affect the attitudes of the employees within that organization-and by extension their level of desire and commitment. ... Employee commitment is a largely neglected realm of American management, and within it lies the key to our competitiveness in a rapidly changing world. (400) ... research shows that \"little personal control on the job was the single largest cause of burnout.\" The workers themselves explain that a principal reason for their lack of enthusiasm for higher productivity is the lack of incentive to work harder. (403) We cannot substantially improve productivity when the preponderance of America's workers simply see no benefit in it to themselves. (405) ... unless the employees perceive that productivity and quality improvements will benefit them, directly and tangibly, you can forget the company's productivity improvement plan. It won't work because it lacli the principal ingredient. I find the single largest source of frustration is that femployeesl would like to make more of a contribution than they do now-if practices were changed so they could. (406) I'm convinced most do indeed want to do a good job. (407) 16 Pay-for-Skill-an incentive for workers to increase their job knowledge and productivity. Earned Time Off--Time off is given as a reward for productivity and quality achievements against specific goals. . . . Evidence shows that earned time off rewards, structured properly, can greatly improve productivity and quality. Thus it can help make money, not cost money, in the long run. (410) A willingness to learn from others is a strength, not a weakness. None of us came into this world with full-blown concepts and conditioning. We all learn from others. But some learn lots and some learn little. A willingness to learn from others, and a readiness to adapt to changing circumstances, help set the best companies apart. (418) Some union chieftains-not all-see a vastly diminished role for themselves in a system of performance-reward links. They also understand that benefits traditionally are tied to wage scales, including the retirement benefits, not to wages plus bonuses. That also provides a strong vested interest in perpetuating the status quo. Simply stated, we need new definitions of winning and losing in management and labor relations. These biases and habits are deeply ingrained, and changing isn't easy. (430) But it's high time both management and the unions assessed where they've been and where they're going or we're in for even rockier days ahead. I don't know about the rest of this fractious and contentious world, but that's where America most needs a peace treaty. (431) People believe in opportunity, not equality. Faith in individual effort and reward remains strong. (434) ... if you treat people fairly and justly they will respond in positive ways.... everyone wants to matter. And policies that in effect tell people they don't matter are a big turnoff. ... Conversely, those that make people believe they do matter inspire loyalty and commitment in return. . . . psychic pay greatly outweighs monetary pay. (435) . . . employees want responsibility whether it comes with a promotion or not. Company leaders need to pay lots of attention to the satisfaction index. (436) We pay a big price when common purpose and commitment become the missing ingredients b^ause of shortsighted management policies and practices. ... the work ethic is suffering in America because managers pay too little attention to the worth ethic. (437) Vince Lombardi... was fond of saying there are three key elements to winning in any human endeavor-be it sports, business, or life. The first is talent. The second is discipline. And the third, Lombardi said, is \"You ha\\'e to care for each other.\" And that spirit must come from the top. (438) Winston Churchill\n\"Man often stumbles across the truth, but then gets up and hurries on as if nothing had happened.\" (441) Rosabeth Kanter\n\"Powerlessness corrupts. Absolute powerlessness corrupts absolutely.\" (450) 17Everything I've experienced, and everything I've seen in the best companies, convinces me that success depends on the effectiveness of the management system by which a business operates-including the structure and style that shape its operations. (452) So how do businesses make real improvements in quality and productivity? It requires system changes, and that requires people who are determined to make a change. Obviously it's best if the leader at the very top of the organization sees the need for a holistic TQM approach and leads the charge. But it can also happen from within, starting in one part of the organization. From small acorns grow mighty oaks. Therefore, you can make a difference. You can be a principal catalyst for changewhatever your particular level might be. (4S3) A lot of the barrier to change is in the mindset.... My point is, a lot of the barriers to change are to be found in the minds of those who could carry it out, if only they would. No guts, no change. No guts, no glory. (454) . .. we used an evolutionary' method to bring about revolutionary change... creating models, conditioning people to change, winning converts as we went. . . . it's important to have a clear vision of where you're going--and to share it with everyone in the organization. It need not be a written, step-by-step plan, but the direction and ultimate reorganization goals should be well understood by all. Then you need to get all the employees involved in crafting as well as implementing the new organizational vision. (455) ... no matter how skillfully and humanistically you go about it you can expect some opposition-even a few hard-core pockets of it-as a few protect their turf and the status quo ante with which they are comfortable. You should use logic, example, and persuasion first, and to every possible extent. (You'll find that peer pressure from the majority who like the new approach will help in that regard.) Challenge individuals who are impervious to all that to get all the way in or all the way out. ... organizational transformations must be led, not driven. And companies must go about implementing decentralization in a decentralized way. Relentless pursuit of perfection can begin right away-but can be fine tuned as you settle into the new system. (456) i Once system change is started properly it takes on a momentum of its own. (457) There are not a lot of hard-and-fast rules on how to form the teams. But there are four general rules to keep in mind. First, we're talking about permanent organizational structure, not ad hoc team overlays. Second, the teams should be designed to exercise ownership over a specific product, and each team given adequate authority to carry our that charter. Third, each team should have a leader as the focal point of responsibility. (And the leadership style should create leadership involvement by every single team member.) Fourth, the teams should be small. That's to give content and meaning to the team product and to the relationships, interpersonal and organizational. How big should teams be? Depends on the industry, the company, and the product. In general, they should be kept as small as possibleas few as three or four and as many as fifteen, but no more. i The charter must be defined and the outputs measurable. (458) 18 The Combined Actions That Make Teams Successful T rust them E mpower them A im them M easure them S upport them Above all recognize After training them With wide latitude With objectives and goals For feedback and comparison With backing and resources and reward them to provide a stake in the outcome. (459) I Employees recognize when they are distrusted-and they resent it, as well they should. Moreover, they simply won't accept responsibility (or accountability) without adequate authority to carry it out-nor should they. (460) Therefore, a principal advantage of the team-based approach is that it allows managers to build trust and respect into the system, while also providing for accountability at every level. (460) The key to harmony and efficiency is the smooth integration of the various specialties, at a meaningful team level, and with clear-cut goals. Cooperation stems from giving people reasons and incentives to look at their endeavors in a team context. The functional approach just does not produce the same spirit or perspective. Teams do. They do, that is, if they are installed throughout~as the organizational building blocks. Pseudo-teams don't. Quasi-teams don't. Ad hoc committees (called teams) don't. And cross-functional teams make marginal not primary contributions. (464) Why so little measurement and feedback to be found in American businesses?... It certainly is not because the tools aren't available. And that bias against measurement doesn't benefit the frontline employees, it penalizes them. (465) There's room for quality and productivity improvement in every organization-embedded in all sorts of untapped potential. (467) Adequate factual infonnation is the lifeblood of intelligent decision-making. (469) Measurement of Specific Goals Provides These Important Results I I Focus Objectivity Recognition Improvement Motivation Decentralization Commitment On what is important From the comparisons Of what/where to fix Of the right things To improve the score With cohesion/control From this empowerment and reward process J Each result is important to TQM, and you simply won't get them without means to measure, compare, analyze, and feedback to those doing the work. Also, managers must be given means to track performancefor visibility, coherence, and \"control\"-or they won't even consider empowerment. (472) I The leaders of decentralized organizations realize that when you decentralize you also need means of keeping track. Why? Because they know ) ou can bet your boots it will all get better-bul that it won't get better, and stay better, in all places all the time. Thus, you need means to provide detailed, comparative insight so that you can spot problems and trends in their formative stages. I would add these convictions\nWhen performance is measured, it improves. When performance is measured and compared, it improves further. When 19 performance is measure, compared, and appropriately recognized and rewarded, it improves even more-dramatically more. (473) . I have found that employees will welcome measurement, even champion it, when it works to their benefit and not to their detriment. They even quickly grow to prize it if it's designed and structured as their system, and is used primarily for self-improvement, recognition, and reward. Moreover, if being measured is the price exacted for giving them a level of involvement and ownership they never had before, they can understand that. (474) But achieving quality involves a great deal more than the tools you use. It involves finding out what the customers need, how to design goods and services to respond to those needs, and how to produce them using the proper technology. (477) Experience shows if the top leader will break that mold, the entire organization will swing into step, and will do so with increasing vigor and enthusiasm. (491) Deming Cycle\nPlan-Do-Check-Act. By any name it's a useful tool in creating continuing process-product improvement. (521) Epilogue 1. Build your TQM approach, and its principles, on five system pillars\nProductProcess -Organization-Leadership-Commitment. Product is the focal point for organization purpose and achievement. Quality in the product is impossible without quality in the process. Quality in the process is impossible without the right organization. The right organization is meaningless without the proper leadership. Strong, bottom-up commitment is the support pillar for all the rest. Each pillar depends upon the other four, and if one is weak all are. 2. Firmly establish the character and culture of your organization. Develop the overarching principles. Key them to the human spirit. Ensure they are wholly understood and widely practiced-by all. Give them vigor through insistence, persistence, and consistency. Stress ethical conduct, integrity, and courtesy in all endeavors. The principles flow top down but their power must flow bottom up. 3. Use a decentralized, interactive system that integrates all levels. Organize for the new realities. Centralism is a bankrupt approach. Build a decentralized structure on the teams-outputs-product model Replace the I and My mindset usually found with that of WE and OUR. Foster belief in the rich rewards of teamw'ork, and professionalism. Build strong commitment by all to highest quality and productivity. 4. Organization is the central pillarit influences everything else. Create widespread ownership. Decentralize the authority throughout. Combine authority and accountability. Make that unambiguous to all. Eliminate unnecessary layers. Tear down all of the functional walls. Recast the rules. Streamline the paperwork. Shorten the cycle times. Maintain coherence and control with incentive, not author!tananism. 5. Base the structural building blocks on small teams not big functions. Organize by teams for involvement, agility, and an ownership focus. Keep each team at a manageable size. Provide each its own identity. Every team has a product. Identify it. Dignity it. Celebrate it. Form teams of teams. Clearly identify the interfaces between teams. Provide each team ample authority over iLs own part of the product. 206. Onent employee focu.s and activity to their product, not their job. One's job is self-centered. Build a group-centered product mindset. Define each product in terms of its customer, internal or external. Identify each product sub-element. Identify all involved processes. Create process improvement by measurement, analysis, and incentive. Use the product as the focal point, and rallying point for quality. 7. Place the prime leadership focus on the outputs, not the inputs. Inhibit micromanagement of the inputs. Champion output ownership. Develop output goals iteratively with the teams directly involved. Make the goals understandable, relevant, attainable-and wanted. Provide ample incentive for initiative, ingenuity, and innovation. Create strong desire for continuous improvement in every activity. 8. Keep score, assess, and provide timely feedback to one and all. Measure quality and productivity at varied product/process points. Use quantification benchmarks to judge your progress-and needs. Amplify objectivity through broad use of data, facts, and surveys. Use comparison to bring life to the data and to provide relevance. Use goals and scoreboarding to decentralize and create ownership. 9. Know your marketplace inside out and create strong customer linkage. Continually assess your strength and competitiveness in your niche. Be sure your expertise is suitably matched to each of the products. Pay close attention to the business of your business. Stick to it. Create a product-customer linkage. Assure everyone understands it. Ensure that every decision, every action, is keyed to the customer. 10. Provide a climate of quality which promotes pride and professionalism. Mobilize dedication to highest quality in all things, at all times. Pride is the fuel of human accomplishment. Create it. Sustain it. Make continuous renewal and rejuvenation everyone's responsibility. Calibrate your revisions on the level of motivation and enthusiasm. Quality begets quality. Provide the means, tools, and motivation. 11. Base any and all decisions on the inseparability of cost and value. Get every organizational level involved-from the very bottom up. Provide cost data to teams. Instill value consciousness throughout. Be wary of cuts that affect the quality mindset. Don't disable it. The line cuts the costs not the staff, to ensure value sensitivity. Use quality to drive costs down, not savings to drive quality down. 12. Provide detailed, focused training to employees at every level. On-the-job and ad hoc training are key parts, but are only parts. Formal training is vital for proper quality mindset and know-how. Make all training specific on key principles, methods, and goals. Train all employees at every levelincluding at senior levels. Leaders at all levels must be teachers. Leaders create leaders. 13. Give high priority and pay great attention to the communication flow. On key issues augment the hierarchical flow. Go several layers deep. Talk numbers as well as words. Ensure full comprehension throughout. Replace all inhibitions to upward communication with full openness. Provide the requisite means and adequate incentives to make it work. Listening, hearing, and caring are the catalysts which make it thrive. 14. Work unceasingly to instill common purpose from the bottom to the top. Close the classic management and labor gap. Make leadership seamless. Assure the common purpose is keyed to the product, and the customer. Get all of the employees enthused, and fully involved to support it. Stay in touch and in tune with all of the employees all of the time. Instill in all that commitment from all determines success for each. 21 15. Build the commitment through genuine ownership, and shared success. Emphasize the dignity and the worth of each job and every employee. Make wide use of recognition and reward, for individuals and teams. Make involvement real. Provide the opportunity and the incentives. Make ownership real. The test is if they feel it--and apply it. Provide a clear stake in the outcome for everyone. Share success. 16. Above all, build your total quality management on all five pillars. It's not complicated or mysterious. It need not all be done at once. But it requires actionsnot just words. A slogan is not a system. The system isn't difficult to implement. Start with these principles. The very best companies, worldwide, use them to beat the competition. All who use them reap far greater quality, productivity, and success. A holistic TQM system is a proven answer to the new realities of the 9O's. It will hugely benefit any organization whatever its size or its business. 11 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 8, 1998 To: Dr. Les Carnine Dr. Kathy Lease Dr. Vic Anderson Dr. Richard Hurley Brady Gadberry Marian Lacey Sadie Mitchell Mark Milhollen Suellen Vann Junious Babbs Dr. Linda Watson Frances Cawthon FROM: SUBJCT: Dr. Bonnie Lesley .'Associate Superintendent for Instruction School Restructuring and TQM In 1992 I wrote the attached article for a Texas ASCD publication. You may find it interesting as we begin to think about the implementation of the Campus Leadership Plan. BAL/adg DOTHEY HEAR WHAT WE SAY? UNDERSTANDING SCHOOL RESTRUCTURING INITIATIVES by Bonnie A. Lesley, Ed. D. Assistant Superintendent for Curriculum Support Services Austin Independent School District Even though educations critics are dismayed at the slow pace of change in schools, we are, in fact, changing at least as rapidly as business organizations as a whole. After all, W. Edwards Deming began teaching the principles of total quality management (TQM) to the Japanese forty years before the first American corporation. Ford Motor Company, invited him to assist in their restructuring in the early 1980s. A decade later-a half century now-most American businesses maintain their old management methods even as their CEOs espouse the need to create new working environments and processes for knowledge workers and even as they continue to lose market share and profits to foreign corporations. Indeed, one of the barriers that schools confront in restructuring is the lingering support for th^ sort and select factory -model school among every communitys power elite. We hear the demand that we change. However, in too many cases, when we start implementing quality principles, we hear even louder, but not that way! Not if it affects my kid! What school leaders need even more than Adopt-A-School programs in this era is for business leaders to help us educate the community-their employees-on the urgency for the transformation of schools, on the understanding that there will be no excellence (quality) without equity, and on the reality that schools, just as businesses, must become more productive or die. Perhaps one reason that the business community is generally so critical of us-and one reason for our acceptance of that criticism-is that neither they nor we have understood that total quality management principles are embedded in every successful school restructuring initiative. Whether the embedding was conscious or intuitive does not matter. What matters is that we in education do the right things and do them right, just as it matters that business do the right things and do them right. As early as the 197O's, when Ron Edmonds first began conducting research on Effective Schools, he was seeking to identify the practices that enabled some schools to be more successful (productive) than others with similar kinds of students. If we look carefully at his identified correlates (and their continuing refinement by Lawrence Lezotte) and then juxtapose them beside Demings 14 principles, we see similarities immediately. Edmonds and Lezotte write about the importance of an instructional focus, collaborative processes, frequent and ongoing monitoring of student progress, effective teaching strategies, instructional leadership, a school climate conducive to teaching and learning, collegiality, high expectations, professional development at the school site, and the involvement of everyone in achieving the school mission. Anyone with a deep understanding of Effective Schools research hears the echoes of Demings exhortations for constancy of purpose, adopting the new philosophy, ending mass inspection, continuous improvement of processes, leadership, eliminating fear, breaking down barriers between staff areas, eliminating slogans and ratings, vigorous programs for organizational development and self-improvement, and putting everyone to work to achieve quality. But we have to know both the TQM principles and the Effective Schools literature to see that they are the same. What happens is that businesspeople lament our ignorance about systems and quality 1 management, and they encourage us to define our customers, engage in processes for continuous improvement, benchmark, and use statistical tools to measure progress toward achieving zero defects. The business worlds vocabulary is foreign to us. It sounds too scientific, too cold for the very complex environment of a classroom of 30 very diverse children with one teacher who must somehow assure their mastery of the curriculum-or at least some of it-when there are so many variables over which she (or he) has little or no control. So the businessperson does not understand that we are attempting to restructure according to quality principles, and we do not understand either. The reality is that all of the major restructuring initiatives are remarkably similar. All involve systemic changes in the guiding theories or beliefs or values, all include the importance of empowerment of teachers through collaborative processes, and the success of all is dependent upon the creation of a true community of learners. Otherwise, as John Champlin says, school-based management may result in a lot of people sitting around sharing ignorance. For instance, Henry Levins Accelerated Schools model focuses on necessary changes in the schools curriculum, instruction, and organization. He emphasizes the importance of unity of purpose, empowerment with responsibility, and building on strengths. The inquiry and planning processes that he teaches reflect his belief in the importance of taking stock or examining data on an ongoing basis and on study, research, piloting, and evaluating. William Glassers Quality Schools are, of course, grounded in his theory regarding the importance of self-responsibility and on the growing imperative that schools be as needs-satisfying as possible since increasing percentages of children do not have their needs met anywhere else. Therefore, he, like Deming, urges us to talk about quality at every opportunity, eliminate fear and coercion, and move toward self-assessment. His theory of lead-management is the collaborative, yet accountable, decision-making that we see in Levins model. We know that both Levin and Glasser are very much familiar with Demings work. The League of Professional Schools, led by Carl Glickman, is a fourth restructuring model that also emphasizes quality principles. Before a school can join the League, the faculty and staff must define its covenant-a statement of beliefs about teaching and learning developed collaboratively and by consensus. The covenant is their constancy of purpose or unity of purpose or grounding theoretical base. They must also write a charter-again collaboratively developed by consensus-that defines their decision-making processes. And, finally, they must commit themselves to critical study. The action research advocated by Glickman equates to Demings insistence on continuous improvement rather than mass inspection at the end of the process, to Edmonds correlate on measurement, to Levins taking stock, and to Glassers self-assessment for quality. A fifth important initiative is Theodore Sizers Coalition of Essential Schools. One of his premises is that the central purpose of schooling is for students to learn to use their minds well. His model focuses on the school level and assumes that the principal and teachers will make decisions and share leadership responsibilities. The Essential Schools staffs participate in continuous, long-term professional development during both the school year and the summer. James Comers developmental model is yet another \\'ariation of the quality theme. The purpose of the school, according to Comer, is to facilitate the childrens cognitive development and the learning of social skills. His collaborative school includes everyone on the staff, parents, and university and/or mental health professionals. Ending the isolation of teachers and forming bonds between university scholars and teachers to create a unity of theory and practice are the goals of his continuous learning program. A seventh approach, more that 20 years old now, is the Outcomes-Driven Developmental Model designed by John Champlin and his colleagues in Johnson City, New York. Champlin knew Glassers work, and he used mastery learning strategies to assure that high expectations became a realitythe purpose. Involvement and collaboration were introduced to create and maintain a healthy organization. And major investments were made from the beginning in training so that the staff would also be empowered by knowledge. Phillip Schlechty has proposed our eighth model, Twenty-First Century Schools. Constancy of purpose for him is values and commitments, and, he says, a major responsibility of leadership is to conceptualize, articulate, and communicate that purpose. Like Deming, he understands that mere involvement or participation by staff is not an end. It is a means by which quicker responses can be made to student needs, and it is the decision-making strategy most likely to produce quality results. Schlechty points out the irony of there being so few schools that organize to develop their staffs for continuous improvement. Ongoing support and training, he says, are an absolute prerequisite for successful change. All eight restructuring models continue to be refined and elaborated upon as our experience with them and the research grows. And the more we learn about how to move toward quality in education, the more our paths may converge with business practices. For instance, Ernst and Young published in 1992 a Best lYactices Report. It identifies conelates, if you will, of quality practices that work best for low-performing companies, for medium-performing companies, and for high-performing companies. Those practices that seem most appropriate for low-and mediumperforming organizations resemble to a high degree the practices-especially the emphasis on training for professional and organizational development- advocated by many reformers. The study also makes clear that benchmarking and abrupt decentralization are only effective in high- performing organizations. (Yet Texas mandates site-based decision-making all at one time for all.) Schlechty recognizes that one of the chief tasks of leaders in a knowledge society is to teach. Our task, then, in not only to teach childrenand their parentsand patrons who are not parentsbut businesspeople as well. We will gain their support and respect if we can help them see how educations leaders have translated the quality management principles for our unique environment. We must also help them-and each othersee that it does not matter whether we subscribe to Edmond and Lezottes Effective Schools, Levins Accelerated Schools, Glassers Quality Schools, Glickmans Professional Schools, Sizers Essential Schools, Comers Developmental Schools, Champlins Outcomes-Driven Schools, or Schlechtys Twenty-First Century Schools. They are all quality models with slight variations, just as business has varying TQM training models. Our pace does appear to be slow. Howex er, five years ago few of us had even heard of TQM or quality schools or accelerated schools. Five years ago, few of us talked about exit outcomes or authentic assessment or interdisciplinary curriculum or brain-based instruction or multiple intelligences. In fact, few of us ever spoke of site-based management or restructuring or flattened hierarchies or customers or empowerment or accountability or capacity-building in the context of schools. We have come a long way quickly. These promising concepts must now be taught to all educators, and we must devote the resources to assure that parents and business people also learn something about them. And somehow we must teach school board members that w'e will never have constancy of purpose unless superintendents can survive much longer than two years in a district and unless decision-making focuses on children, not the politics of adults special interests. We must also teach legislators about quality in education and insist that they stop mandating practices that violate quality management principles and best knowledge about teaching and learning. 3BIBLIOGRAPHY SCHOOL RESTRUCTURING INITIATIVES Accelerating remediation (Jan. 1991). Achieve! An Update on Student Retention Issues. Austin: Texas Research League. Bonstingl, John Jay (1992). Schools of quality: An introduction to Total Quality Management in education. Alexandria, VA\nAssociation for Supervision and Curriculum Development. Champlin, John (1992). Four phases in creating and managing an outcome-based program. Successful schooling for all. Lee Gray and Glenn Hymel, eds. Roseville, MN\n' Network for Outcome-Based Schools. Comer, James (1980). School power: Implications of an intervention project. New York: The Free Press. Conley, David (Feb. 1991). Restructuring schools: Educators adapt to a changing world. Eugene, OR: ERIC Clearinghouse on Educational Management Cushman, Kathleen (Nov. 1992). What works, what doesnt: Lessons from Essential School reform. Horace. 9: 1-8. Deming. W. Edwards (1986). Out of the crisis. Boston, MA: Massachusetts Institute of Technology. Edmonds, Ron (1979). A discussion of the literature and issues related to effective schooling. ERIC Document Reproduction Service No. ED 170 394. Edmonds, Ron (Oct. 1982). Programs of school improvement: An overview. Educational Leaders^p. 40: 4-11. Ernst and Young (1992). Best practices report: An analysis of management practices that impact performance. Cleveland, OH: American Quality Foundation. Glasser, William (1984). Control theory: A new explanation of how we control our lives. New York\nHarper and Row. Glasser, William (1992). The quality school: Managing students without coercion. New York: Harper Perennial. Glickman, Carl (April 1990). Open accountability for the90s\nBetween the pillars. Educational Leadership. 38-42. Glickman, Carl (May 1991). Pretending not to know what we know. Educational Leadership. 4-9. Glickman, Carl (Sept. 1990). Pushing school reform to a new edge\nThe seven ironies of school empowerment. Phi Delta Kappan. 68-75. Glickman, Carl and Lew Allen, eds. (1991). Lessons from the field: Renewing schools through shared governance and action research. Athens, GA: University of Georgia. 5 Guskey, Thomas (Feb. 1990). Integrating innovations. Edueational Leadership. 11-15. Levin, Henry (Winter 1993). Accelerated visions. Accelerated Schools. 2: 2-3. Levin, Henry (Sept. 1991). Building school capacity for effective teacher empowerment. New Brunswick, NJ: Consortium for Policy Research in Education. Levine, Daniel and Lawrence Lezotte (Mar. 1990). Unusually effective schools. Madison, WI: National Center for Effective Schools Research and Development. Lezotte, Lawrence (Jan./Feb. 1993). Creating effective schools today and tomorrow. The Journal for Quality and Participation. 16: 22-30. Lezotte, Lawrence and Barbara Jacoby (1990). A guide to the school improvement process based on Effective Schools research. Okemos, MI: Effective Schools Products, Ltd. Munsey, Donna and Patrick McQuillan (Feb. 1993). Preliminary findings from a five-year study of the Coalition of Essential Schools. Phi Delta Kappan. 486-489. Neuroth, Joann (1992). TQM handbook: Applying the Baldrige criteria to schools. Arlington, VA: American Association of School Administrators. Schlechty, Phillip (1990). Schools for the 21st century. San Francisco: Jossey-Bass FAiblishers. Sizer, Theodore (Nov. 1989). The Coalition of Essential Schools-A partnership formula for reform. Partnerships in Education Journal. 8-9. Sizer, Theodore (1990). The common principles of the Cocilition of Essential Schools. Providence, RI: Coalition of Essentid Schools. Tri bus, Myron (Jan./Feb. 1993). Quality management in education. The Journal for Quality and Participation. 16: 12-21. Walton. Marv (1986). The Deming management method. New York: The Putnam Publishing Company. 6 12 igOUlSi The LRSD Master Plan Components 1. Revised Desegregation and Education Plan 2. Strategic Plan , 3. Campus Leadership Plan 4 4. NSF Project 5. Title I 6. Smart Start 7. CCOE I I IThe ^^StufP They Have in Common 1. Standards (with emphasis on reading and mathematics) 2. Assessment I I I a 3. Professional development (instructional strategies etc.) 4. Accountability for results I I IK: i I I What Matters Most in Improving Achievement (Restructuring Variables that Work) 1. Caring, positive, safe, orderly, nurturing, risk- free, personalized, culturally sensitive learning environments (classroom and school-wide) 2. High expectations for success--both academics and behavior standards/benchmarks 3. Diverse, enhanced, and personalized instruction and assessment 4. Professional learning community for adults (including site-based, data-driven decision making site-based professional development, action research data analysis, AND collective responsibility for results. 9JiPTS'W.T*a::W?j rwr^ .t sisaBumREBReaasxaB!' Implications for Our Work 1. Elementary Leyel * ONE elementary language arts and ONE mathematics program that include the standards assessment, professional development, and 9 accountability expectations of LRSD, Title I, Smart Start, and NSF (math only). I I IJE. \u0026gt;- BEaa!s53srTOr'H(| I WM COMING SOON (Youll be involved): Hi * * * He * Hi K-5 Standards and Benchmarks by grade level Restructured K-3 and 4-5 curriculum plan Restructured Title I program I Professional development options--? days LRSD assessments to measure progress \u0026lt; I Adoption of an instructional framework New quality indicators of school successI I I 2. Middle Level * Middle school program standards  LRSD standards and benchmarks by course, 6-8 * New curriculum aligned with AR Frameworks: Reading and Writing Workshop, 6-8 Research and Writing Pre-AP, 6-8 Mathematics 6 Science 6 Career Orientation, 7 Arkansas History 7 Social Studies 8 Physical Education and Health 6 Expressions! Write On! 7-8 6-8 III I'll I.mill................. I IIlli II. jiiiii i| I ___I. * I New Pre-AP courses in core * LRSD assessments to measure progress * Professional development options for 7 days * Title I at grade 6 s * Adoption of an instructional framework * New quality indicators of school success I I I IB -aas?. kwaaNll !iRC2rns55wxspw?TrnCT?OTSJraD 3. High School Level * New curriculum standards and benchmarks by course * New courses , Physics I, gr^de 9 Several new electives * New emphasis on increasing numbers of students in Pre-AP and AP levels I I * New graduation requirements and new recommended curriculum  Professional development options for 7 daysL.L -5? MsMM * Adoption of instructional frameworkvery important to support new block scheduling in high schools * New end-of-level assessments * New quality indicators of school success 13 LL LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 August 17, 1999 TO: Everyone FROM: Dr. Bonnie LesleSy,b Associate Superintendent, for Instruction SUBJECT: Good Teachers As the children come for a new school year, it is good to remember how very important good teachers are in their lives! Our jobs as administrators are, first, to select the very best ones available. Then we must support their work and both encourage and facilitate their growth and development. I am attaching an essay from Education Week about What Makes a Good Teacher?\" that I think you all will enjoy. I am also attaching a summary of critically important research on How Children Learn. We have paid the fee to reproduce this information, so feel free to make copies for your teachers. We will be using this same research as we develop delivery standards and an instructional framework for the District. Attachments BAL/rcm j i Commentary 34 education WEEK  JANUARY 20,1999 dividual who MW P.rfel.r What Makes A Good Teacher? the classroom. It was the in an extracurricular ac- level of performance that surprised and delighted th ^\"STthird attribute, distinctive character, is the most the tmro ai.i.iiuuv\u0026lt;=, tn the other elusive one, and it gives flavor or t----------- texture to the other This Historian Found 3 Answers-Over and Over Again two. (It is likely 11/ HIV co WUw* ------- , . the attribute that contributes most to memorable teacher.) In al- By Richard P. Traina level of education, there / jec^t What constitutes good teaching. Some years ago, I embarked on an interest- i bU of resetdi in pursuit of an  to ^tllt query. As a historian I deeded e^lore *e autobiographies of P-tTf. ^Thlse lQth and 20th centimes (some 120 oi me \u0026gt; iytn anu __ e enpial. econoinic, tevery question\nmatter being taught. students pil\"che\"^ damental. Where there was ease on the part of the teacher moving around the subject, a dexterity of explanation matter, such that students 1   o ernnd teacher also a memorable teacner.j ui ai- SgSBSSS tragedy overcome, an unabashed passion r subiect ot a way of demonstrating concern for the student (although throwing chalk at^orhugpng a a student are both out- of different social, economic. __mpn and women of dinerent social, , and explication, students could feel the teachers command of the material. That confi- . There was a palpable energy that suffused the competent and caring side of the communication lexicon these days). In any event, there was a palpable energy that suffused the competent and car reteachers whom they valued? dence was a root cause of a students respect for the teacher, opening the teacher, some mark-making quality. teacher. ing teacher, some mark-making quality. I cannot emphasize enough how powerful this combination of attributes was reported autobiographers believed that their hves were changed by such Sachers and professors. K should m to be. The good teacher. I guess memorable teacher. There were I would have to say { three characteristics that were the world differently. in the subject matter,_car^ deeply j^bout student^ deeply ---- These attributes were evi- 'gr^^eS^T^T^el of education or the subject caring character. __________  RichardPdiy^in^dl^^ University in Worcester, Mass. characteristic seemed equally  deeply about each student and about that stu- acTomphshment and growth. In this iMtance it . .. ., I recognizing the student as an in The second caring deeply about dents began with the teacher recojHow Children Learn: What Cognitive Research Tells Us About Effective Instruction Each day, professional fields as diverse as medical science, psychology, and education contribute more to the body of knowledge about how the human brain works. From Piagets research on developmental psychology, to Howard Gardner's theory of multiple intelligences, to the use of MRI and PET scans to examine physical brain activity, our knowledge of human cognition is always expanding. Recently, brain-based learning has become the focus of much attentionand some skepticismin the education profession. This overview of what we know about how children learn does not deal vtith the more controversial claims of brain research\nrather, it focusses on how this latest wave of research contributes to the growing body of useful knowledge about human learning and effective instruction. issue ofThe Informed Educator describes the key understandings that have come out of the cognitive research and explores how educators can use these findings to guide curriculum and instruction. Key Findings of the Research on Human Learning In the last few decades, research on human learning has produced a wealth of new information. Many of the conclusions of this research are inconsistent, but that is the nature of our evolving understanding of human learning. When the cognitive researchers take the additional step of applying their findings to make suggestions for practice and instructional strategies, the resource for educators is even richer. However, these strategies should not be viewed as prescriptive\nrather, the entire body of research is a tool to help develop awareness about the complexities of the teaching and learning process. When we look at the many theories that have come out of the cognitive research, what can we say we really know about the way people learn? The following sections highlight some of the key understandings that have gained wide acceptance, and discuss how educators can use these findings to inform teaching and learning. ** The brain searches for meaning. Whatever else we are as human beings, we have an innate desire for meaning, says Parnell (1996, so). Learners of all ages discover meaning by making connections. Recent cognitive research tells us that the need for developing connections is rooted in the basic functioning of the brain itself. An individual brain cell may be connected to 10,000 or more other brain cells. In simphfied terms, each brain cell receives messages from other cells and decides to pass each message along depending on the amount of electrical charge behind the message. When it finds little or no connection, the message may be 2000 Clarendon Boulevard, Arlington, Virginia 22201  Phone: (703) 243-2100  Fax: (703) 243-5V7I  www.ers.org Copyright  1998, Educational Research Service. Reproduced with permission. \u0026amp; discarded. Every time a person experiencesj some- thing that connects with a previous experience, that experience tends to stick, and something is learned (Parnell 1996). In the classroom, this means that teachers should\n Build curricula around what students already know. If facts are presented as part of a larger picture and associated with past learning, the brain  Provide a great deal of input, allowing the learner to construct patterns. Della Neve, Hart, and Thomas cite sparks as one way to increase input. Sparks are presentations by staff members, people from the community, or students on virtually any topic that is real and of interest (from collecting seashells, to repairing shoes, to making bread). is more likely to remember them (Bruer 1997).  Encourage students to talk about material in an 1 if I i j .V I 1 i I  Create meaning by linking information to real- life experience. IVhen possible, connect information to other personal associations (Jensen 1996).  Give students choices about what they learn so that they can choose what is most relevant to them.  Use meaning-making activities such as journal writing. For example, at the end of each lesson, students may write down what they learned, how the learning relates to what they already know, and how they can use this information in the fii- ture (Sousa 1998).  Embed learning activities in actual productive uses. For instance, students may use their language abilities by making signs for an event or by reading in preparation for a visit by an author.  Use stories, complex themes, and metaphors to link information and understanding.  Create interdisciplinary curricula, or find times when it is possible to address one topic across disciplines. The brain resists assimilating isolated bits of information\nit prefers to integrate information by recognizing and incorporating patterns. Meaning is also created by identifying patterns. The brain resists assimilating isolated bits of information\nit prefers to integrate information by recognizing and incorporating patterns (Caine and Caine 1995\nDella Neve, Hart, and Thomas 1986). What can teachers do in the classroom to take advantage of the brains preference for patterns? unstructured way, discovering on their own how each piece of the puzzle fits into something larger (Jensen 1996). 5* The brain is a complex system. The brain is a system of thoughts, emotions, imagination, and physiology that constantly exchanges information with its environment. As a parallel the brain is able to perform many functions processor, the brain is aoie ro pawuu simultaneously (Caine and Caine 1994). Research by neurologist Harold Chugani explains that a myriad of brain activities are possible because of connectiotis between trillions of neurons, representing potent! pathways that an electrical impulse may travel. mation broken up into small chunks, with supplied answers at every turn, does not take advantage o pathways that an such complexity (Nadis 1993). What are the implica- tions for teaching and learning? Schools should.  Immerse students in complex experience. Rich sensory materialssuch as music, field trips. books, and reproductions of fine artentice comi iplex thinking (National Education tion 1997). -2- Associa-  Avoid imposing artificial time limits on karning. Schedules should reflect the actual time it takes a student to complete a task, while maintaining sense of coherence (Caine and Caine 1995). a  Allow learning to follow its own course. Recog nize that the brain does not always take bgicd steps down one path, but can go down a hundred paths simultaneously. With varied experiences, students make connections and extract patterns, absorbing and retaining a great deal incidentally (Della Neve, Hart, and Thomas 1986).  There are many ways to be intelligent. Intelligence is multifaceted, defjdng measurement on an IQ_test. Howard Gardner originally identified seven basic types of intelligencelinguistic, musical, logical-mathematical, spatial, bodily-kinesthetic,taucaiionai Kesearcri service interpersonal, and intrapersonal^but he and other researchers acknowledge that there are more (Black 1994).This understanding suggests that teachers should:  Bring different kinds of intelligence to traditional subjects. Whether teachers link music to math or visual art to biology, the key is to tap into the many ways students learn.  Promote self-directed learning, in which students ask researchable questions\nidentify varied resources\nand initiate, implement, and bring closure to a learning activity. Regardless of the focusstudying the nesting habits of local birds or I F -these projects draw on solving a mock crimi numerous intelligences (Campbell 1997).  Teach students about the theory of multiple intelligences, and then ask them to think about which intelligences they use during different activities (Greenhawk 1997),  Provide choices so that students can pursue individual interests using individual strengths.  Allow aU students to express visual, tactile, emotional, and auditory learning preferences in response to multifaceted teaching. f [ ** Learning is an emotional activity. Emotions often serve as a link for retrieving information and enhancing long-term memory. If we recall an event from years ago, most often there is some emotion attached to it (McClanahan 1998). Research indicates that adrenaline, a hormone released by the adrenal gland when emotions are aroused, activates the amygdala, which then sends a message to the rest of the brain: This information is important. Remember it!\" (Paulus 1997,11). The amygdala can also be activated by harsh criticism, sending messages of threat to the rest of the brain\nthe resulting release of chemicals causes the body to fight, flee, or freeze (Jensen 1998). In general, how a person feels in a learning situation determines the amount of attention he or she devotes to it. Students need to have an emotional connection to their work, their peers, and their teachers (Sousa 1998). How can educators use this knowledge to improve instruction? They can:  Create a comfortable, nonthreatening climate. Anything that students might interpret as punitive, critical, or threatening may adversely affect learning (Della Neve, Hart, and Thomas 1986).  Engage students personally through the use of journals, discussion, sharing, and reflection. If there is a significant current event that may have personal meaning for the students, ask them to talk or write about it.  Use theater and dramaideal forums to engage the emotions. In general, how a person feels in a learning situation determines the amount of attention he or she devotes to it. V Learning is a social activity. Learning is heavily influenced by the interaction of the individual with the larger social environment. Our minds respond to interaction with others, in part because these situations often engage emotions, as discussed earlier. What are the implications for the classroom? Teachers can:  Create a classroom atmosphere in which students interact comfortably and see themselves as part of a learning community.  Look for opportunities for students to work in small-group settings.  Use peer tutoring. Metacognitive skills enhance learning. Effective learners do more than acquire knowledge of facts and concepts. They have an awareness of how they are learning and use it to monitor their own thought processes and to change their approach to fit the situation or activity (Bruer 1997). Some researchers argue that teaching thinking skills, learning strategies, problem solving, and creativity can make a difference as fundamental as how the brain itself works (Languis 1998,46). Metacognition involves being aware of ones strengths and weaknesses as a learner. What are the implications for teaching?  Recognize the importance of teaching students metacognitive strategies.  Involve students in discussions of their learning process and problem-solving strategies. By listen- -3- ing to students think out loud, teachers can recognize what specific understanding a student is missing, and then help the student obtain it (Bruer 1997).  Thematic, Integrated Curriculum There are many ways to organize learning around themes. Most of them require more teacher common preparation and effort than the tradition , su ject based curriculum. Yet, cognitive research clearly 1 Si Some researchers argue that \"teaching thinking skills, learning strategies, problem solving, and creativity can make a difference as fundamental as how the brain itself works.  supports the integrative approach. Marlin L Languis, 1998 As Walker writes, While subject-bound education treats students as passive receptacles, requiring them only to feed back fragments of skills and facts given them, integrative education promotes the construction of broad mental programs that require students to use skills and information in new, reahstic contexts (1995,1). Such an approach creates the expectation in students that there are connections to be made\nconnections with upcoming ideas in the same course, wth other courses, and with out-of- school settings (Perkins 1991). This process takes  Early learning is crucial. Brain research indicates that an important window of opportunity for learning occurs in the first few years of life (Seebach 1998\nJensen 1998). For instance, neurologist Harry Chuganis research demonstrates the rapid growth of the auditory cortex, claiming that by the childs first birthday, the auditory cortex is mapped\" (Shore 1997). While educators _ such as John Bruer (1997) take issue with some of the theories developed in the field of infant neuroscience, virtually all researchers do agree that this is an impor- tant time in human development. School leaders can take advantage of this knowl- the readiness of\ndge by finding ways to help increase t-j - - J X children who enter kindergarten. They can reach out families during the preschool years through alliances with local social service agencies, creating pro- to educate parents about the importance of grams to educate parents aoout uic early learning and what parents can do to give their children the best cognitive start (Shore 1997). \"ly learning and what parents Practices Supported by Cognitive Research When one considers the basic principles and understandings discussed above, it is clear that many current instructional approaches are compatible with understanding of how the human brain our current works. Several examples are discussed here. advantage of the minds continual search for meaning. l/Cooperative Learning The term cooperative learning is used to descnbe a variety of instructional strategies are in which students placed in small groups, working together achieve a common to goal (Little Soldier 1994). Much research has suggested that cooperative learning be effective\nour knowledge of cognitive research fillfill the suggests why. Working in groups can can human need for social interaction and can cultivate emotional responses in students. In addition, each students role in contributing to the group and working toward a common goal creates a powe purpose for individual learning (Jensen 1998, 33).  Block Scheduling Longer teaching periods may be conducive to teaching to the complex brain. Teachers have time to introduce a new topic with hooking activities, exciting demonstrations that stimulate questions in each student. More time is available to make connections to teal concerns, leading to higher levels of student motivation (Fitzgerald 1996). Many different instructional approaches can be used in one period, calling on a variety of intelligences. The Learning Cycle Approach This popular approach in science Instruction (exploration, invention, and application) has been demonstrated by research to result in higher content -4-tducationai Kesearcn service ! i I i I i achievement, improved thinking skills, and better attitudes toward science (Gabel 1995,124). Our new understandings of how the mind works help to explain its success. During the first phase of the Leanung Cycle Approach, students explore new materials and ideas vrith minimal guidance, raising questions about the phenomena being explored and identifying patterns of regularitytwo practices that reflect the brains quest for meaiting. In the invention phase, terms and concepts are introduced that explain the patterns discovered in the exploration phase. In the application phase, students apply the terms and concepts to new situations, thus learning to generalize in a broader context, once again nurturing the brains need to construct meaning (Klosowski 1998).  Establish a safe emotional climate where risktaking is the norm, and where students feel that wrong answers are as much a part of learning as right answers. Specific strategies include tapping into the emotional intelligences of the learners and organizing diverse smaU-group work.  Create a rich learning environment, resembling a childrens museum. Use enticing presentations of science equipment, art supplies, or computers to stimulate curiosity. Create mini-environments that facilitate a variety of activities, including one-on-one interactions between students and between the teacher and the student. quiet reflection, and learning centers. Sensory input music, print materials, visually appealing bulletin boardscan also engage the students interest. Teaching Higher-Order Thinking Skills The human brains capacity to act as a parallel processor and function on many levels at once helps to explain why higher-order thinking is an important part of the effective curriculum. Asking thoughtprovoking questions or requiring students to explain their reasoning can encourage learners to make connections between past and new learrting, create new neural pathways, strengthen existing pathways, and increase the likelihood that the new learrting will be consolidated and stored for future retrieval (Sousa 1998). Nummela and Rosengren explain that traditional methods of teaching are similar to giving students a Establish a safe emotional climate where risk-taking is the norm, and where students feel that wrong answers are as much a part of learning as right answers. Robin Fogarty, 1998  Teach the mind-tools and skills of life. These run the gamut from communication skills neces- single route to reach a destination, while teaching methods that take advantage of the brains capacity for complex problem-solving are more similar to giving students a map offering many possible routes to reach a destination. Route learning is quicker, and easier to test, but contains far less information than maps (1998, 85). sary in any social environment to skills needed to program computers. Specific skills might include critical thinking (prioritizing, comparing, and judging)\ncreative thinking (inferring, predicting. and generalizing)\nsocial skills (team leadership and conflict resolution)\ntechnological skills (key- Putting It All Together in the Classroom Research has much to teU. us about how children learn and what instructional methods are most effec- tive. Yet, educators still face the task of constructing UVC. iCL, tuuuaivio ouu ------------------ classroom environments that take advantage of this knowledge. Fogarty (1998) sets forth eight guidelines for the intelligence-friendly classroom. boarding and searching the Internet)\nvisual skills (painting and sculpting)\nand performance arts (dancing and acting).  Develop the skillfulness of the learner. Student skills are developed through mediation, practice, coaching, and rehearsal. Skill development occurs through formal teaching structures, such as direct Instruction, as well as through independent readings and research and through the dialogue of peer coaching and mentoring.  Challenge students with hands-on learning opportunities and lab-like situations, real-life expe- -5-w Educational Research Service i i i [ I ! k t riences that invite the learner to become an integral part of the process.  Involve many facets of intelligence. It is not necessary to include all eight intelligences in every lesson, but teachers might reasonably try to ery lesson, dul leacncrs iiugiii incorporate several different ways of understanding in any given assignment. For example, working on a school newspaper requires that students interview (interpersonal), write (verbal), design and lay out (visual), and critique (logical).  Transfer learning from the public arena to the personal through reflection, making learning meaningful and relevant. Possible tools for reflection include reading-response journals, in which the reader writes a personal, immediate response to what has been read, and learning logs, which record thoughts, comments, and questions prior to or following an experience.  Balance traditional assessment measures with portfolios and performance assessments. In addition to letter grades, use portfolio assessments (on collections of students best work) and performance assessments (on speeches, presentations, plays, concerts, etc.). An Intelligence-Friendly School Environment: Role of the Principal The instruction that goes on in classrooms will be most effective when it is supported by a total school environment, which can be established only with the support of the principal. David Sousa outlines steps take to bring about changes that principals can in school climate that are compatible with cognitive research.  Strive to provide students with a safe, emotionally warm climate in which to learn.  Encourage teachers to take appropriate risks with their curriculum and to challenge students with lessons requiring critical thinking.  Facilitate the development of alternative ways of assessing students that are more reflective of the kinds of meaningfill, multi-faceted learning fostered in intelligence-friendly classrooms.  Provide frequent opportunities for sharing among teachers about ways they have found to join classroom practice to research.  Establish and maintain a staff development program that will keep teachers abreast of current cognitive research. Another key role for the principal is supporting the development of materials for parents of preschool children, such as informational brochures rei\ngarding infant learning, health, and nutrition, and their implications for parenting. Principals are in a unique position to estabhsh partnerships between elementary schools, preschools, and parents to better prepare children for elementary education. Summary Today, we know more than ever about how human beings leam. Our challenge is to change schools to incorporate what we know. The cognitive research has implications not only for curriculum and instruc tion, as discussed in this summary, but also for school organization, assessment, and other important areas of public education. This does not mean taking the new findings of brain research, or neuroscience, so seriously that they curricula. Educational prescribe teaching methods or new theories are often programs based on unproven viewed as gimmicks by both educators and the public. But a healthy skepticism about these findings should not blind us to the fact that they may make a valuable addition to a solid foundation of knowledge about human learning that has been built over the last three decades. The research on human cogmtion provides valuable information that educators can use to develop effective instruction based on the learning needs of students. As Judy Lloyd Yero writes. True brain-compatible education should be an on-going and flexible process of trying to find the most natural and enjoyable approaches to on an increased under- teaclung/learning based standing of the brain/mind (1998,1). -6-cuucawoiiai rsesearcn service 1 1 r I I i si S I II 4 r I i IS References Armstrong, Thomas. 1994. Multiple Intelligences in the Classroom. Alexandria, VA\nAssociation for Supervision and Curriculum Development. Black, Susan. 1994. Different Kinds of Smart. TheExec- utive Educator (January 1994)\n24-27. n Bruer, John T. 1994. How Children Learn. The Executive Educator (August 1994)\n32-36. Bruer, John T. 1997. A Science of Learning. The American School Board Journal (February 1997)\n24-27. Caine, Renate Nummela, and Geoffrey Caine. 1994. Making Connections: Teaching and the Human Brain. Reading, MA\nAddison-Wesley. Caine, Renate Nummella, and Geofttey Caine. 1995. Reinventing Schools Through Brain-Based Learning. Educational Leadership (April 1995)\n43-47. Caine, Renate Nummela, and Geoffrey Caine. 1998. How to Think About the Brain. The School Administrator (January 1998)\n12-16. Campbell, Linda. 1997. Variations on a Theme\nHow Teachers Interpret MI Theory. Educational Leadership Kovalik, Susan, and Karen Olsen. 1993. What Is the Best Available Knowledge About How the Human Brain Learns? Quality Outcomes-Drive Education (October 1993)\n13-16. Kovalik, Susan and Karen Olsen. 1994. ITI: The Model. Integrated Thematic Instruction (Third Edition). Kent, WA\nBooks for Educators. Languis, Marhn L. 1998. Using Knowledge of the Brain in Educational Practice. NASSPBulletin (May 1998). 38-47. Litde Soldier, Lee. 1994. Here's How: Cooperative Learning: From Theory to Practice. Alexandria, VA\nNational Association of Elementary School Principals. McClanahan, Anita. 1998. Brain Research Informing Classroom Practices. Early Childhood. Western Oregon University. Online, www.tr.wou.edu/train/ (September 1997)\n14-19. Conant, Beth. 1998. Learning\nWhat Weve Learned.  Online, www.nauticom.net/www/cokids/ articleleaming.html. Della Neve, Charmaine, Leslie A. Hart, and Edgar C. Thomas. 1986. Huge Learning Jumps Show Potency of Brain-Based Instruction. Phi Delta Kappan (October 1986)\n143-148. DiCresce, Amy. 1997. Brain Surges. Online, www.med. wayne.edu/wmp97/brain.htm. Fitzgerald, Ron. 1996. Brain-Compatible Teaching in a Block Schedule. The School Administrator (September 1996)\n20-21, 24. Fogarty, Robin. 1998. The Intelligence-Friendly Classroom. Phi Delta Kappan (May 1998)\n655-657. Gabel, Dorothy. 1995. Chapter 9\nScience. In Handbook cf Research on Improving Student Achievement, Gordon Cawelti, editor. Arlington, VA\nEducational Research Service. Gardner, Howard. 1993. Multiple Intelligences: Theory into Practice. New York\nBasic Books. Greenhawk, Jan. 1997. Multiple Intelligences Meet St^- dards. Educational Leadership (September 1997)\n62- 64. Hoerr, Thomas R. 1997. Frog Ballets and Musical Fractions. Educational Leadership (September 1997)\n43- 46. Jensen, Eric. 1996. Brain-Based Learning. Del Mar, CA\nTurning Point Publishing. Jensen, Eric. 1998. Teaching with the Brain in Mind. Alexandria, VA\n/Association for Supervision and Curriculum Development. Klosowski, Lyn. 1998. To What Extent Is the SCIS 3 Science Curriculum Compatible with Brain Based Learning? Online. http\n//essc.calumet. purdue.edu/ Activity%20Science%20Research/Research%20HP. spring98/htm. Nadis, Steve. 1993. Kids Brainpower\nUse It or Lose It. Technology Review (November/December 1993)\n19- 20. National Education Association. 1997. Inside Scoop\nThe Latest on How the Brain Works. NEIA Today (April 1997)\n17. Nummela, Renate M. and Tennes M. Rosengren. 1988. The Brains Routes and Maps\nVital Connections In Learning. NASSP Bulletin (April 1988)\n83-86. Parnell, Dale. 1996. Cerebral Context. Vocational Education Journal (March 1996)\n18-21,50. Paulus, Norma. 1997. Students Need Emotional Response to Learn. State Education Leader Vol. 15, No. 1 (Winter 1997)\n11. Perkins, D.N. 1991. Educating for Insight. Educational Leadership (October 1991)\n4-8. Seebach, Linda. 1998. Brain Research Cant Guide Education. Online, www.worldafricarmet.com/hfe/ lifel400.html. Shore, Rima. 1997. Rethinking the Brain: New Insights into Early Development. New York\nFamilies and Work Institute. Sousa, David A. 1998. Brain Research Can Help Principals Reform Secondary Schools. NASSP Bulletin (May 1998)\n21-28. Sylvester, Robert. 1995. A Celebration of Neurons: An Educator's Guide to the Human Brain. Alexandria, VA. Association for Supervision and Curriculum Development. Sylvester, Robert, and Joo-Yun Cho. 1993. What Brain Research Says About Paying Attention. Educational Leadership (December 1992/January 1993)\n71-75. Walker, Dean. 1995. NAESP Research Roundup:Integrative Education. Vol. 12, No. 1. Alexandria, VA\nNational Association of Elementary School Principals. Willis, Scott. 1992.yfSCD Curriculum Update: Teaching _ Thinking. Alexandria, VA\nAssociation for Supervision and Curriculum Development. Yero, Judy Lloyd. 1998. Brain Compatible Learning. Online.www.funderstanding.com/messages/375.html. Young, Andrea C. 1997. Higher-Order Learning and Thinking\nWhat Is It and How Is It Taught? EducationalTechnology (July/August 1997)\n38-41. -7- 11For More Information on Cognitive Research and Instruction More in-depth information about cognitive research and instruction is available from the Educational Research Service in ERS Info-Files. Each Info-File contains 70-100 pages of articles from professional journals, summaries of research studies, and related literature concerning the topic, plus an annotated bibliography that includes an ERIC-CIJE search. Base price per Info-File-. $32.00. ERS Comprehensive subscriber price: $16.00. ERS Individual subscriber price: $24.00. To order, contact Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201. Phone: (800) 791-9308. Fax: (800) 791-9309. Add the greater of $3.50 or 10% of total purchase price for postage and handling. Phone orders accepted with purchase order number or Visa or MasterCard. ERS Info-Files on related topics include:  How Children Learn^Presents current research from neuroscience on how the brain works and the implications for learning, teaching, and curriculum. Articles also address brain-based learning, learning styles, and left/right brain hemisphericity. #IE-0343.  Multiple IntelligencesCovers programs, curricula, teaching methods, and research results applicable to the seven intelligences identified by Harvard psychologist Howard Gardner. #IE-0130. ) 4 The Informed Educator Series Educational Research Service prepares the publications in The Informed Educator series to provide busy education leaders with condse, yet comprehensive overviews of the most current research and information on topics of priority concern in education. 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Fax: (800) 791-9309.14 I S'* K ll l' i LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 27,1999 I I 'J f ( i. I I TO\nFROM\nSUBJECT\nPrincipals Dr. Bonnie Lesley\nAssociate Superintendent for Instruction School Reform 1 J The evidence continues to emphasize a few essential components for successful school reform. The attached article (provided to me by Mona Briggs) outlines the following six\n1. A strong research-based literacy curriculum HIPPY, ages 3-4 Four-Year-Old Program expansion ELLA, grades K-2 Effective Literacy, grades 3-4 Reading/Writing Workship, grades 5-8 High School Literacy - stay tuned etc. 2. A significant extra help components After-school programs Tutoring and mentoring Title I programs Summer School ALC and ACC Language Arts Plus etc. 3. A focus on smallness Middle school teams . Weve provided high \u0026amp; middle school principals a lot of information etc. I i i il 1 I I i ! i' i i i I i 1 I I i ISchool Reform - Memo September 27,1999 Page Two I I *\n4 A commitment to parental outreach and community building Parent-School Compacts - elementary and middle schools Title 1 Parent Programs Collaborative Action Team (CAT) VIPS Mentors Parent-Teacher Conferences Communities in Schools PIEs Vital Link Child Development Program (grant proposal) PTA Membership CLT inclusion of parents and community etc. d 5. An ongoing, schoolwide program of social skills development Conflict Resolution Peer Mediation Student Handbooks Parent Education Classroom Management training for teachers etc. I 6. A comprehensive, sustained staff development program  Urban Professional Development Initiative, UPDI  NSF training  Literacy training . CLT/Principals/Broker training  Prejudice reduction/cultural diversity training etc. You are encouraged to explore the resources listed in the articles bibliography. BAL/adg Attachments iE/! . . . Risk to Excellence\nPerspec...to Reform a Low-Performing Schhttp'.//www.ed.gov/offices/OERI/At-...sletter/sprmg99/Perspectives.html I prom At-Risk to Excellence - Spring 1999 \u0026lt;5- a 5 Perspectives: What Does It Take to Reform a Low-Performing School? 1 sr I The first in a series of viewpoints on current topics I .y I I I I I This article represents the perspectives of Susan Talley, a research analyst in the National Institute on the Education of At-Risk Students. Susan's work with the Department over many years has focused on educational research and development programs to improve achievement for urban, inner-city students. For the past 6 years, she has provided assistance related to promising research-based practices to key personnel in the District of Columbia Public Schools. The article discusses the six critical elements Susan has concluded must be present in a school reform model to turn around low-performing schools. Three decades of research on school reform has led to the identification of four basic elements that students need from their schools\nrelevant schoolwork, a nurturing and supportive environment, opportunities for academic success, and help with personal problems. Unfortunately, studies of schooling for students at risk of academic failure demonstrate that schools often fail to address the special circumstancesincluding economic, family, community, ethnic, and racial status^that characterize students placed at risk (Natriello, McDill, \u0026amp; Pallas 1990). I I I I i The challenges that low-performing schools must address are substantial. It is not uncommon for 80 percent or more of the students in such schools to be performing significantly below grade level and living in poverty and conditions that are inhospitable to healthy child development. For these schools, a reform model must encompass elements to meet student needs that might not be prevalent in other schools. 7 I e I ( Based on close examination of school reform models funded by this Institute and the research associated with those models, the author conclu\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_352","title":"Compliance hearing exhibits, ''Writings on Program Evaluation-Grant Funded Projects,'' Volume I","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":["1998/2000"],"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 law and legislation","Education--Evaluation","Education--Finance"],"dcterms_title":["Compliance hearing exhibits, ''Writings on Program Evaluation-Grant Funded Projects,'' Volume I"],"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/352"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"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'WRITING ON PROGRAM EVALUATION' -GRANT-FUNDED PROJECTS VOL. 1 OF 2Writings on Program EvaluationGrant-Funded Projects 2P* Century Community Learning Centers (grant-funded project) 1. Grant Performance Report, Year One, 1998-99 2. Annual Performance Report, 1999-2000 3. Annual Performance Report, 2000-01 Safe Schools/Healthy Students (grant-funded project) 4. Grant proposal to United States Department of Education for funding for the Safe Schools/ Healthy Students project 5. Grant Performance Repo Jan. 30, 2001 Carnegie High School Reform Plarming (grant-funded project) 6. Grant proposal to the Carnegie Foundation to fund a plarming year for high school reform 7. ^50 Study Circle Action Forum Report on Issues and Suggestions, March 1, 2001 53/ Accelerated Learning Center 8. Application for a Charter School Planning Grant (see p. 3 for Justification of the need) 9. Magnet Program.rGrant Proposa.! tn United Sltatpx lYyartmp.nt pf Education . .,If Copy Little rock LEADERS 21 ST Century Community LEARNING Centers Grant Performance Report Year One PERFORMANCE REPORTING PERIOD: 07/01 /98 - 03/25/991 2 Little Rock L.E.A.D.E.R.S. - A Community Learning Centers Project Project Evaluation for 1998-1999 1 1 1 Summary Little Rock LEADERS (Literacy Education, Academic Development, Educational 1 Resource Services) provides youth and adults with educational and social services at two high-profile locations in southwest Little Rock: McClellan Community High School and the Cloverdale campus which houses Cloverdale Junior High Academy as well as Cloverdale Elementary School. 1 1 I- The primary focus of activities is on improved academic achievement for youth. LEADERS programming and other district initiatives are aligned with the distncts strategic, and revised desegregation and education plans to maximize academic support for low performing students. In addition to the academic programs other youth programming includes\n2 Cool 4 School Summer Day Camp, junior high after-school cultural enrichment, K-6 Tutorial recreation, employment preparation training, and community service projects. Medical and mental health services are provided to students and their families. For adults, GED and skills training opportunities are available. J 1 Status During the first year of the project emphasis was placed on the academic program components. Specific objectives are listed on pages 14 and 15 of the proposal narrative.1 I I 3 Evaluation procedures for this project are designed to assess 1) implementation of program strategies and 2) impact of program strategies on participants. Implementation of program strategies is described in the process evaluation section. Impact of program strategies is described in the outcomes evaluation section. I  Process Evaluation S' I The program strategies, services and opportunities addressing the needs of 1 students at risk of educational failure, are tracked through a process evaluation consisting of three components: 1) participant profiles, 2) program attendance records and 3) activities records. . \" Participant Profiles. Participant profiles record who participates in the LEADERS activities. A profile is created for each participant as he or she enters the 1 program. The profiles contain basic information including name, address, school attended, r . I I other demographic information, and information concerning the specific program activities in which each participant is involved. Total numbers of participants across the LEADERS project and participant demographics are described below. h After-school Programs Profile forms were collected for 410 participants \u0026amp;om October 1998 through March 1999. These youth range in age firom 5 to 18 years and represent grades K through 12. The youth participate in programming at two different sites: K through 6* grades and 7' through 9* grades at Cloverdale Elementary/Junior High Campus\nand 10^ through 12* grades at McClellan High School. I II I I I4 Graphs 1 and 2 below detail age and grade information. Table 1 contains the number of participants by program. Graph 1 21st Century Community Learning Center Participants by Age October 1998-March 1999 60 S' 60 S 'J p .9 0. 15 p E 40 30 20 10 ijSSi 29 34 bl' K 'i'- 2  S- 32 - i Ta 10  11 12 13 14 15 16 17 ' 'Xi 10 A w 0 5 6 a?: kBH* w 9  7 e 9 4a * \u0026gt; i AGE J J Graph 2 21st Century Community Learning Center Participants by Grade October 1998-March 1999 60 I i J2 c ro o 50 40 co 0. *B so so 44 63 O ,W.A 46 n 27 26 1 e z M 20 10 24 13 ' k. 10 11 14 12 0 K 2 s 3 5 6 7 6 GRADE -J i5 j Table 1. 21\" Century Participants by Progra\nm October 1,1998March 25,1999 Cloverdale Elementary Cloverdale Junior High School_______________ McClellan High School TOTAL TOTAL 202 128 80 410 ?? \u0026amp; Males make-up 213 or 52% of the participants while 196 or 48% of the i participants are female. African-Americans account for 373 or 91% of the LEADERS participants, 18 or 4% are white, and the remaining 5% were youth of other races or youth who did not designate their race. _____ _--------- 1 Although programming occurs throu^ three programs located in southwest Little i I  Rock, participants attend 33 different schools in central Arkansas. The majority of the youth, however, attend the project schools. Thirty-two percent of the LEADERS participants attend Cloverdale Junior High\nalmost 23% attend Cloverdale Elementary school\nand about 20% attend McClellan High School. The youth participating in the LEADERS program live in neighborhoods across Little Rock. Participants home addresses fall in 13 different zip code areas. Most of the youth live in the areas surrounding the community school sites. Almost 68% or 278 youth live in the 72209 sup code that contains most of southwest Little Rock, which is a large area. Eleven percent live in the 72206 zip code and just over 9% live in zip code 72204. Transportation is an issue for participants even for those residing in southwest Little Rock. Consequently, over 54% or 223 participants rely on bus transportation. it 6 Program Attendance and Activities. Daily attendance is recorded at each of the three LEADERS programs. These data are used to assess attendance patterns and the daily contact hours participants have with the programs. A contact hour equals one hour of programming per participant. The daily attendance numbers represented in the charts below equal the daily number of contact hours youth have with the programs. Attendance 1 is described on a program by program basis. After-school Programs The Cloverdale Elementary after-school program provides tutoring each Monday, Tuesday and Thursday in four hourly sessions from 4:00 to 8:00 p.m. Two hundred and two different youth participated in elementary tutoring.^The number of participants in any 1 i J one session ranged from 1 to 42. Each participant receives one hour of tutoring per day. From October 1, 1998 through March 25,1999, elementary students completed a total of 3,459 hours of tutoring. The average daily attendance over this six-month period was 28 students for the 4 to 5 p.m. sessions\n11 students for the 5 to 6 p.m. sessions\n6,students for the 6 to 7 p.m. sessions\nand 20 students for the 7 to 8 p.m. sessions. Table 2 contains a breakdown of daily participants/hours by session time and month. Table 2. 21 Century Elementary School Program Attendance/Hours October 1,1998March 25,1999__________ Month[ Session Time Oct Nov Dec Jan Feb March Total 4:00 - 5:00 335 321 205 206 210 428 1705 5:00-6:00 143 96 62 73 126 144 616 6:00-7:00 54 66 50 62 61 70 363 7:00-8:00 TOTAL 154 129 137 148 74 105 747 686 612 454 489 471 747 34597 The junior high after-school program at Cloverdale provides tutoring from 4:00 to 5:00 p.m. on Tuesday, Wednesday, and Thursday. Programming began on October 20, 1998 and data for this report was collected through March 25,1999. One hundred and twenty-eight different junior high students participated during this five-month period. Daily attenHance ranged from 1 to 59 participants. As with the elementary tutoring, each participant receives one hour oftutoring pef day. The total number of tutoring hours for junior high Students was 1,943 from October 1998 through March 1999. The average daily attendance was .3. Table 3 describes the monthly numbers for program attendance and tutoring hours. Table 3. 21 Century Junior High Program Attendance/Hburs October 20,1998March 25,1999 I October November December January February March Total TOTAL 165 405 234 423 362 354 1943 After tutoring each day, LEADERS participants in the junior high program completed activities in the following personal development areas: Drama, art, gymnastics, computers. Ladies of Elegance, English as a second language tutoring, dance, and gospel choir. From the start of the program in October 1998 through March 1999, youth participated in over 1,900 program hours in these areas. The McClellan High after-school program provided tutoring to 80 youth from October 1, 1998 through March 23,1999. Daily attendance ranged from 1 to 33 8 participants, and the daily average was just over 15. As with the elementary and junior high programs, each participant received one hour of tutoring per day. High school students had 715 hours of tutoring during the six-month period from October to March. Table 4 breaks down these numbers by specific subject areas. Table 5 provides information on tutoring attendance/hours by month. Table 4. 21 Century High School Program Attendance/Hours of Tutoring by Subject Area October 20,1998March 25,1999___________ I Algebra 2_________________ Geometry/Lower Level Math Science^______________ English/Social Studies Trigonometry/Upper level Math_____________________ General Studies__________ Total 1 I- TOTAL 197 106 66 140 66 140 715 Table 5. 21 Century High School Program Attendance/Hours October 20, 1998March 23,1999 1 October November December January February March Total TOTAL 244 156 136 59 74 46 715 I9 For the following programs process evaluation consists of number served and activity provided. 2 Cool 4 School Summer Day Cany\u0026gt; T Session 5 year olds Is year olds 7 year olds 8 year olds 9 year olds 10 year olds 11 year olds 12 year olds Girls________ Boys________ Black White_______ New Campers per session Total Enrollment per session 1 5 36 2? 'it' 72 T 71 7 154 154 2 5 3? IT iy \"io\" 73\" 80 146 6 14 3 5 sT 23\" w 20 TT T\" V 7A 141 5 3 4 4 y y 33 Tt\" 14\" T\" y y 71 127 4 6 iTotals**! 5 sF 2F 2^ v 14\" y y 88 170 1 Ml 153 147 131 N/A ' 147 \u0026amp; Average Enrollment per Session 146.25 1 ** Totals reflect maximum number of participants by age, sex, and race except in the New Campers row which does add across and shows that there were a total of 177 different campers. The camp curriculum was broken down into four two-week sessions. The camp theme for 1998 was Arkansas is a Natural. Subtopics were selected for each two-week session. The subtopics were as follows: 1. Natural Resources of Arkansas10 2. Arkansas Today: Its All About Me! 3. Arkansas Past 4. Fun in Arkansas Students received 32 days of direct instruction in the curriculum themes and at least four theme related field trips. Each student completed either a group project or an individual project for each theme. Each student completed a personal page(s) for his or her notebook. In addition to the classroom curriculum, campers took part in recreational and cultural enrichment activities including: swimming, skating, drama and art. In addition, the Of camp employed 25 young adults. i  Community Education Ciasses Classes are offered throughout the year during the evening and on Saturdays. A I 1 variety of courses are offered including\ncomputer, foreign language, personal development, money management, employment preparation, recreation, and special interest. During the 1998-99 program year 63 classes were held for a total of 815 adults and 46 high school students. Health Services for Feeder Schools Free clinics were held each month fi'om September 1998 through March 1999. The clinics were held at the McClellan Community High School site that is equipped with a full service clinic. For the nine elementary schools whose populations are zoned to attend this high school, clinics were held one Saturday a month on a rotating basis. Local physicians and district nurses manned the clinic. In all, 82 famihes were seen in the clinic. I11 Most patients came for routine medical treatment and/or mental health assessments\nhowever, approximately 10% of the children seen received immunizations. Mental Health Services Services were provided at each of the LEADERS sites. In addition to the services provided during the Saturday clinics, McClellan High School students received services through student assistance programming. Four groups met on a semi-monthly basis in one hour intervals from October through March The concept for the groups is that students will be able to share and gamer support regarding problems that they have in common with others in their peer group. - The group topics are: 1) Sharing - for students wanting support for any concerns that are not related to alcohol and other drugs\nsuch as: career planning, goal setting, esteem building, peer and family relationships, etc. 2) Staying Straight  for students who at one time have used alcohol or other drugs and no longer choose to do so 3) Gnef  for students who have lost a loved one, friend, or significant other and need support for dpaling with their emotions, and 4) Concerned persons  for students who are concerned about the drug and alcohol use of someone close to them - - family or friend, or for students who are concerned about violence in their community. Thirty-five high school students benefited from participation in these groups. In addition to these groups, smoking cessation classes were held for 32 students between the months of October and February. On the Cloverdale campus, junior high groups met weekly for an hour each Monday. During the time period from October to March 16 groups were conducted serving a total of 33 students. The junior high groups worked on anger management.12 stress reduction/elimination, organizational and study skills, grief management, and improving negative behavior. A therapist was hired as part of the 2 Cool 4 School staff. Campers met with the therapist on an as need basis to handle aggressive behaviors. The therapist worked one- on-one and with small groups of children as necessary. Aggression therapy was the most commonly needed service. In all the therapist worked with less than 1% of the total camp population. Literacy Education Literacy education was provided via 2 Cool 4 School, the tutoring programs, and through the GED program for adults. Literacy volunteers are scheduled to be trained in August 1999. When this corp of volunteers is trained students and adults in need of literacy tutoring will be identified and matched with a volunteer. Outcomes Evaluation The impact of program strategies on LEADERS participants is assessed by tracking three outcomes: 1) enhanced academic skills of youth participants\n2) enhanced behavioral and emotional strengths of youth participants\nand 3) participant satisfaction with the program. Enhanced Academic Skilk. Enhanced academic skills is operationally defined as: 1) greater increase in national reading and math test scores for program participants when compared to matched control students\n2) greater increase in reading level for program13 participants when compared to matched control students\n3) greater increase in school attendance for program participants when compared to matched control students. Over the 1998-1999 academic year, work has been completed to obtain school district data necessary to define baseline academic skill levels for LEADERS participants. National reading and math scores, locally assessed reading levels, and attendance data will be obtained in May 1999. When the data is available, control groups will be defined and comparisons for evaluation made. Enhanced Behavioral and Emotional Strengths. Enhanced behavioral and emotional strengths will be operationally defined as greater increase in the subscale scores of the Behavioral and Emotional Rating Scale (BERS)(Epstein \u0026amp; Sharma, 1998) for program participants when compared to matched control students. The BERS is a nationally-normed, psychometrically-sound instrument designed to assess the level of personal strengths or assets of youth in five areas\nInterpersonal strengths (social skills), family functioning, intrapersonal strengths (positive self-concept), academic functioning. and affective strengths (ability to build relationships). The BERS has strong psychometric qualities and was constructed based on sound instrument-development practices. Ratings \u0026amp;om parents, teachers, and clinicians were collected on a nationally representative sample of 2,100 youth without disabilities and 900 youth with behavioral and emotional disorders. These ratings established BERS norms for youth without disabilities from 5 to 18 years of age and for youth with disabilities. For the five subscales, the mean standard score based on the national norms is 10, and the standard deviation of the standard score distribution is 3. The standardized total score.14 named the BERS Strength Quotient, has a mean of 100 based on the national norms and a standard deviation of 15. The BERS exhibits excellent reliability. Inter-rater reliability studies produce correlations above .83 and two-week test-retest reliability correlations were above .85. Concerning validity, the BERS correlates appropriately with other assessment instruments including the Teacher Report Form, the Walker McConnell Scale for Social Competence and School Adjustment, and the Self-Perception Profiles for Children. Also, on each of the 52 items, the subscale scores, and the total score, children without emotional and behavioral disabilities scored significantly higher than youth with emotional and behavioral disorders. The BERS is completed by an adult who knows the youtha teacher, tutor, or other program worker. Participation in positive youth development activities like those available through the LEADERS program should produce increased assets as measured by the five BERS subscale areas. To determine if assets are indeed increasing for LEADERS participants, the BERS will be completed at four month intervals for selected subgroups of the elementary, junior high and senior high participants and matched control students to assess change over time. After-school Programs The initial assessment for participants was completed on 160 youth in March and April of 1999. Subscale and total scale scores for these youth are reported in Table 6.15 Table 6. BERS Scores for LEADERS Participants BERS Standard Scale Score Strength Quotient Interpersonal Strengths Family Involvement Intrapersonal Strengths Academic Functioning Affective Strengths March-April 99 Assessment Mean 112.12 12.53 11.56 13.28 12.04 13.74 Standard Deviation 18.25 3.18 3.14 3.03 2.88 3.65 Number of Youth 50 129 61 141 136 125 For this initial BERS assessment, two points concerning the data are important. First, the numbers vary because only cases that had no missing data for a subscale were considered. Clearly, many of the program staff who completed the BERS for youth did not believe they had good knowledge of the participants family involvement. Only 61 of 160 youth had complete data for this item. This feet also explains the low number of total scale scores completed. The second point concerns the average scores for the subscales and total scale. All averages are considerably above the national norms of 10 for subscales and 100 for total scale. These numbers suggest that program staff believed this group of LEADERS participants, on the average, had strong assets in each of the areas assessed by the BERS. Additional assessments are required to determine whether these strong mean scores will be maintained.16 Participant Satisfaction. Assessment of participants satisfaction with the LEADERS program was completed by surveying participants and parents. The survey asked stakeholders to evaluate the usefulness of present activities, to suggest changes that would make present programming more useful, and to state unmet needs for which new programming could be designed. These surveys were compiled and results reported below. Ci* At the Cloverdale Elementary program, 61 youth were surveyed concerning the program. Over 57 percent said they always liked tutoring and 83 percent said they always liked working with their tutor. Over three-fourths of the students said their tutor always makes them feel smart. More than 95 percent of the students responded yes when asked if they thought tutoring helped their school work'and 74 percent expressed a desire to be in the program again next year. For the junior high program at Cloverdale, 32 participants were surveyed. Fifty- six percent said they always liked tutoring, and 78 percent said they would recommend the program to peers. Seventy-one percent believed their schoolwork improved as a result of the program, and 77 percent expressed a desire to be in the program again next year. Forty-eight high school students were surveyed at the McClellan program. Over 56 percent stated they always liked the tutoring program, and 92 percent would recommend the program to peers. Almost 69 percent believed their schoolwork had improved because of the program. Twenty-seven parents of elementary students in the LEADERS program were surveyed, and over 92 percent stated that the tutoring program had met their expectations. Over 90 percent also believed that their childs schoolwork had improved. All parents17 surveyed plan to enroll their children again next year, and 100 percent stated they would recommend the program to others. The parents also rated on a 1 to 10 scale the following items\n1. My child enjoyed tutoring. 2. I believe this program has helped my child in school. 3. The tutors work well with my child.    Ten was the best rating possible and one the worst. The average rating for each of the items was above 9. Clearly, for all three participant groups and the parents of elementary students, the LEADERS program was viewed as useful and enjoyable. The majority of youth liked the program and believed it helped their school performance. Youth and parents alike would recommend the program to others. Customer satisfection for the LEADERS program was high. I Reference for the BERS: Epstein, M.H. \u0026amp; Sharma, J.M. (1998). Behavioral and Emotional Rating Scale: A Strength-Based Approach to Assessment, pro.ed, Austin, TX. 2 Cool 4 School Summer Day Camp Surveys were collected from 113 campers, 30 staff members, and 36 parents to assess satisfaction with the camp. The survey results are listed in the following tables. Keep in mind that some of those surveyed did not answer every question and/or answers may not have been legible. Therefore, the number of responses provided for each question may not add up to the total number of persons surveyed.18 I like being at 2 Cool 4 School. 2 Cool 4 School Camper Survey Results All of the time 75 Sometimes Never 35 I enjoyed learning about Arkansas. I thought the work was easy. I think I learned a lot about Arkansas. I enjoyed the field trips. I enjoyed being with my counselor. I enjoyed working with my group. I thought my classroom teachers were 68 60 80 88 82 65 93 27 40 27 22 23 43 16 12 10 2 3 6 2 1 good teachers. I enjoyed art class. I enjoyed drama class. I enjoyed P.E. and Games. 72 79 89 33 16 22 4 5 1 I enjoyed working with the One Three One Five groups. (6-7 year olds only) 52 9 7 I think everyone was treated fairly at 67 31 11 2 Cool 4 School. I would like to come back next year. 75 20 13 Generally, campers enjoyed their summer day camp experience. Campers were asked to think about the things that they did at 2 Cool 4 School and to list the things they liked most. Many of the campers listed the various field trips, individual staff members (often19 their counselor), and the different activity groups, such as art, games, or drama. Most of the campers listed more than one thing, with the older campers listing several favorite things. When surveyed about what they liked least, the majority of campers left this part of the survey blank. The staff was asked to rate several different variables about the camp on a scale of 1 to 10, with 10 being the best and one the worst. Ratings were requested to discern - staffers personal satisfaction with the following: overall atmosphere of the camp, units of study presented during each session, quality of instruction, camp counselors, office personnel, classroom instructors, field trips, camp hours, and camp security. Comments recorded from the surveys include: (regarding instruction) learning based camp, organized program, kids have a chance to learn new things, maintains school instruction, and lots of activities ... (regarding atmosphere) a positive environment to work with children, good summer job if you like kids, nice place to be, and students meet new people and learn to work together. Twenty-seven staff members responded that they believed the camp helped children with their work during the regular school year. The comments that were written were very positive and dealt primarily with the quality or nature of the type of instruction the children received. The comments included: children are doing constructive work and not sitting all summer, continues the same type of instruction, no regression, and thought provoking. Improvement recommendations made by staff members included: better communication [is needed] between counselors and other staff, counselors need to help each other more, more interaction between counselors and campers, and switch camp20 I i counselors after four weeks. Computer time for campers was another concern raised on the staff surveys. Parents were also asked to rate the same variables as appeared on the staff survey. Overwhelmingly, parents gave ratings of 6 to 10 on virtually all of the variables. All thirty- six of the parents that returned the surv'ey stated that they would recommend the camp to their friends. Comments \u0026amp;om parents included: very educational and productive in all divisions, safe, fiin, learning, caring personnel, and structured curriculum. Some parents listed the cost as a factor such as quality care at affordable fees and great program for a great price. The maj .rity of the comments concerned the overall camp atmosphere and its effect on the children, such as The kids have been coming home I i 1 I i happy, most day camps are just play all day, outside camps. 2 Cool is enrichment. I I The kids have a good time, its a safe environment, and I think its well organized, and This is the most organized camp EVER! I feel good about working and not worrying about my child. The camp continuously added benefits for the children that are quite 1 immeasurable. Thirty-one parent respondents stated that they believed the camp activities would help their child with his or her work during, the school year. One respondent stated that it would not help and four stated that they did not know whether it would help or not. I I I I One Three One Five The workforce readiness skills training and community service project component of the grant was piloted in the summer of 1998 by McClellan Community Education. The21 program has been named One Three One Five because it is designed for students between the ages of 13 and 15. This program will be implemented with grant funds beginning June 21, 1999. Overall Status In Concert with stated objectives on grant proposal pages 14 and 15, a total of 587 youth between the ages of 5 and 18 participated in first year LEADERS programming. Through the summer day camp and after-school programs these youth were provided literacy education, academic support, recreation, and cultural enrichment in a safe, secure and educationally-structured environment. Sixty-three different community education classes were completed by 815 adults. Eighty-two families received medical services during the Saturday clinics held from September 1998 through March 1999. One hundred youth were provided mental health programming from July 1998 through March 1999. All programs were implemented with the exception of the community service/workforce readiness program for 13  15 year olds (which was piloted, but not with grant funds) and the literacy volunteer training. These programs have been scheduled for implementation during the summer of 1999.22 Little Rock LEADERS Budget (July 1,1998 - March 25,1999) Total Program Budget Personnel Fringe Benefits Travel_______ Equipment Supplies Contractual Construction Other Subtotal Indirect Total Requested 64,710 14,091 2,562 56,940 52,050 160,186 0 - 1,000 351,539 28,862 380,401 McClellan Program Budget Expended 33,335.00 13,561.97 1,222.11 57,657.23 37,611.45 97,773.09 Remaining 31,375.00 529.03 1,339.89 (717.23) 14,438.55 62,412.91 241,160.85 241,160.85 1,000.00 110,378.15 28,862.00 139,240.15 Personnel Fringe Benefits Travel_______ Equipment Supplies Contractual Construction Other________ Subtotal Indirect Total Requested 35,505 8,349 1,281 0 26,250 105,836 0 1,000 178,221 14,632 192,853 Cloverdale Program Budget Personnel Fringe Benefits Travel Equipment Supplies Contractual Construction Other_______ Subtotal Indirect_____ Total Requested 29,205 5,742 1,281 56,940 25,800 54,350 0 0 173,318 14,230 187,548 Expended 11,867.00 7,618.64 1,222.11 26,778.21 79,376.72 126,862.68 126,862.68 Expended 21,468.00 5,943.33 57,657.23 10,833.24 18,396.37 114,298.17 114,298.17 NOTE: Indirect costs will be drawn on June 30, 1999. Remaining 23,638.00 730.36 58.89 (528.21) 26,459.28 1,000.00 51,358.32 14,632.00 65,990.32 Remaining 7,737.00 (201.33) 1,281.00 (717.23) 14,966.76 35,953.63 59,019.83 14,230.00 73,249.83 2 Century Community Learning Centers Program Annual Performance Report U.S. Department of Education0MB No. 1890-0005 Exp. Date: 07/31/00 U.S. Department of Education GRANT PERFORMANCE REPORT COVSR SHEET 1. ' Performance Reporting Period 3/25/99 - 3/24/00 2. PR/Award No. (Block 5 on Grant Award Notification) 3. Project Title R287A981996-99 little Rock TFATFRS 4. Recipient Information 5. Contact Information Name: lESH Kame: M^-nrin Bairhrin Address: 810 W. hfaridTam Title: Cnnninity FHiirAtifTi Director Address: 0417 (Teypr c^'ngg Rnad. Cityt TnttleRodc State\nap T.ittlp Pnck^ AR__77209- Zip+4: .72201-7827 VH 57CH4149 ' - yax #S 501 E-mail Address: iiEbald5^iicc.lrgl.kl2.ar .us Tel. # s 6. Cumulative Expenditures 7. Annual Certification(s) of IRB approval Federal: $ Yes_____ a//4 Ho Non Federal: $ /\\loi 3. Authorized Representative Information To the best of my knowledge and belief, all data in this performance report are true and correct. Name TpsUpV. OnmltTP. (Typed dr printed) LOME @l]?dsdn.1rad.k12.ar.us E-mail Address 501 324-2000 Telephone Number 501 324-2146 Fax Number Signaturei 5/11/00 Date ED Form 524 B Grant- Level Information Annual Performance Report1,1: Program Focus, Goals \u0026amp; Objectives HB The purpose of the Little Rock LEADERS 21 Century Community Learning Centers Project is to provide needed educational and social services to youth and adults in the southwest Little Rock area. The primary focus of project activities is improved academic achievement for youth. The project makes possible the expansion of several programs operated by the Distncts Department of McClellan Community Education. Specific goals of Little Rock LEADERS (Literacy Education, Academic Development, Educational Resource Services)/21 Century Community Learning Centers are: 1) 2) 3) 4) 5) 6) to provide literacy education to youth and adults\nto provide academic support through tutoring programs\nto provide a safe, secure, and educationally-structured environment\nto provide support and training for child day care providers (workers)\nto provide medical and mental health services to under-served youth \u0026amp; their families\nand, to provide marketable skills training for adults. Program components include after-school tutoring for students in grades K-12, after-school recreation activities for elementary students, physical and mental health services for students and their families, summer programs for children ages 6-15, and community education classes for adults. Literacy education is an integral part of the after-school, summer, and community education programs. In coordination with other district initiatives such as the NSF Project, LEADERS programs help to mavimire academic support for low performing students. The after-school tutoring programs place emphasis on homework assistance and significant individualized attention to help students to master standards in core subjects. District specialists develop a standards-based, hands-on curriculum each glimmer for the 2 Cool 4 School Summer Day Camp program. This curriculum provides extended learning opportunities in math, science, and language arts to children ages 6-12. Monthly clinics are held during the school year to serve children and families unable to afford, preventive healthcare. Patrons may also be seen for minor health problems. Consults requiring follow-up care are referred to the local health unit and to clinics that serve the underinsured. Mental health services are also provided at each site during the school year and to the summer programs. Students take part in group counseling sessions designed to help them cope with a variety of mental health issues including grief and loss, conflict resolution, anger management, stress reduction, and self-esteem concerns. Community education classes are provided for adults throughout the school year and during the summer. This programming focuses on basic literacy (GED), information technology, and marketable job skills. Enrichment classes are also provided including Spanish, sign language, crafts, and a variety of personal development workshops. Annual Performance Report1-.2: Project Status Little Rock LEADERS enjoyed another successful year of project operations. This report covers the second year of project activities from the period of March 25,1999 through March 24, 2000. During this time a total of 1,024 students and 503 adults took part in LEADERS programs. This includes 87 families seen in the monthly health clinics and 159 students that received mental health services in the form of group counseling. The 1999-2000 school year has been a very busy one for the Little Rock School District. This year, the district converted to middle schools. The new configuration results in our high schools serving students in grades 9-12,6* graders moving into our former junior high schools, and elementary schools reducing to grades K-5. In anticipation of these changes, a debriefing session was held shortly following the end of first year after-school activities (06/11/99). This session provided an opportunity for all project components to meet jointly, share successes, reflect upon the years experiences, and make adjustments for the upcoming changes in the structure of LRSD schools. Project goals and objectives were the focus of this half-day session. Next steps for continued project improvement that resulted from the debriefing were implemented during this reporting period. Goal #1: To provide literacy education to youth and adults.- _ Tutors in the Cloverdale Elementary After-School Program received training from LRSD Readmg Recovery specialists on how to assess students readmg levels. They also received America Reads materiAk from Reading Helpers for use in the after-school program. A small collection of books is stored in the tutoring center for students to read once they have completed their homework. A literacy tutor was hired as part of the 2 Cool 4 School Summer Day Camp staff to work one-on- one with campers during the summer. Summer day camp teachers made referrals to the literacy tutor based on their observations of campers reading abilities. On average the literacy tutor worked with campers in thirty minute intervals, two-to-three times per week at the campers option. Adult literacy was largely provided through the GED classes. Referrals were made to Literacy Action as necessary to accommodate those in need of more in-depth literacy tutoring. part of the Cloverdale Middle After-school Enrichment Program, seven students participated in ESL classes. ESL classes were also offered to adults through the community education program. Goal #2: To provide academic support through tutoring programs. LEADERS tutoring programs served 555 different youth during this reporting period. Programs began in early October and operate through mid-May. Students receive significant individualized attention in the after-school programs. Our student-tutor ratio rarely exceeds five-to-one and is actually about three-to-one, most days. Parents and students identify subjects that are to be targeted for improvement at program registration. The program coordinator uses this information to assign tutors. The first priority of each tutoring session is to assist students with their homework in these specified areas. If the child I does not have homework time is spent reviewing skills and/or reading. Annual Performance ReportThe Cloverdale Elementary After-School Program has two components, recreation and tutoring. Each Monday, Tuesday, and Thursday tutoring is provided in one-hour intervals from 4:00 - 8:00 Maximum capacity for this program is 160 students or 40 per hour. Immediately foUowing p.m. Maximum capaciiy lor inis pru^\u0026lt;uii ib iw vx -rw ywa the close of school at 2:35 p.m., 40 -50 students of the host school enjoy recreational games and a snack. The majority of these students fimnel into the first tutoring block. The last hour oftutoring is reserved for homeless youth of the LRSD BOOST Program These students are bussed to the orogram from shelters and double-up homes throughout the city. For each bus, a BOOST parent is hired as a chaperone. These parents volunteer with the program during the tune the students are being tutored. Program staff consists of 15 tutors (ten of whom are certified teachers), a program coordinator (certified teacher at the host school), a janitor and a security guard. The Cloverdale Middle After-School Program also has two components, tutoring and enrichment. This program operates from 4:00 to 6:00 p.m, each Tuesday, Wednesday and Thursday. Maximum capacity for this program is 100 students and aU program participants are students of the host school. Program participants are required to take one hour of tutoring. This is a prerequisite for participation in the enrichment activities. Students at the top of their class and/or above grade level may serve as peer tutors to satisfy the tutoring requirement for enrichment activity participation, 'bese activities include drama, dance, choir, computer club, and ladies \u0026amp; gents chibs. Program staff consists of 15 tutors/activity leaders (eleven of whom are certified teachers at the host school), a program coordinator (assistant principal at the host school), and security. Transportation home is provided. The McClellan High After-School Program serves students of the host school on Mondays, Tuesdays, and Thursdays from 4:00 to 5:00 p.m Tutors provide subject-specific assistance in math and science. Tutors are also available for English, Spanish, and social studies. Program staff consists of pight tutors. Four of the tutors are teachers at the host school and one teacher is at Cloverdale Elementary School during the day. Other staff members include college students and a high school senior of the ho st school Transportation home is provided. Based on feedback from parents and program participants these programs have helped many students to improve their grades and as a result several students have increased their self-esteem | Goal #3: To provide a scfe, secure, and educationalfy-structured environment. j All T RADERS programs are conducted in LRSD schools and in accordance with District policies and procedures for safety and security. In addition, security staff is hired for each site. All TRADERS programs are structured to provide needed educational services to youth for the j purpose of academic improvement. Goal ^4: To provide support and training for child day care providers (workers). Our 2 Cool 4 School Summer Day Camp is a state-licensed day care. Employees of the camp receive training from the State Department of Human Services Childcare Licensing Division. This training outlines the requirements of child day care providers and includes information about mandated reporting. Orientation for staff includes information regarding camp policies, procedures and best practices. The staff also receives training from LRSD Curriculum Specialists on effective use of the summer day camp curriculum Annual Performance ReportiWJWBi Goal #5.: To provide medical and mental health services to underserved youth and their families. Health services are provided from 9:00 a.m. to 3:00 p.m, on the first Saturday of each month during the school year. The clinics are held at the McClellan Community High School site. Eighty-seven families were seen in the clinic, this year. Most clinic patrons came for routine check-ups and/or for consultations regarding minor health problems. Of the 87 persons seen, 71 were children and 16 were adults. Mental health services were provided to a total of 159 youth, 27 high school and 132 middle school students. The students participated in sharing groups established around a few common concerns including grief and loss, drugs, violence, self-esteem, peer and femily relations, goal setting, truancy, and smoking. Students enthusiastically took part in their groups. According to the mental health counselors, some groups were quite lively. They viewed the peer interaction as positive and in many cases they observed changes in the behavior of group participants. Mental health counselors followed up on matters requiring femily counseling and when necessary referrals were made. A rites of passage program for young men was implemented at the Cloverdale Middle School site. Students learned about rights and responsibilities, mannerisms, and issues surrounding growing up male in our society. Group discussions and speakers addressed topics including character building, assertiveness, how to communicate effectively, how to manage conflict, and other issues of student interest. The students enjoyed the activities that helped them to develop bonds with adult male role models and to increase their self-esteem. For the One Three One Five Summer Program, a curriculum was developed by mental health professionals to help program participants understand the dynamics of the work environment. The curriculum was called The Psychology of Work. Participants learned how to cope with frustration, how to be assertive, and how to effectively deal with peers and supervisors on the job. Further, participants learned how to work the public. Goal #6: To provide marketable skills training for adults. Community education classes are provided throughout the year. Patrons take a significant number of classes offered in order to increase their marketability and/or to increase their eligibility for promotion. A number of information technology courses are offered. Patrons also take advantage of workshops that provide them with information about resume writing, accounting/bookkeeping, financial planning/budgeting, grantwriting, and other skills commonly used in the work environment. Class fees are minimal\nhowever, for patrons unable to afford any fee, scholarships are made possible through this grant. ESSSCSfi Annual Performance Reportn 1.3: Budget  Complete budget table below for your programs current budget period (12 month period). Budget Category Budget allocation Personnel Fringe Benefits Travel Equipment Supplies Contractual Construction O\u0026amp;er $ 87,432.95 49,759.41 1,562.00 -0- 54,421.01 179,433.53 _______-0- 1,000.00 Anticipated Expenditure (as of end of budget ________period)________ $80,929.80 28,508.36 1,443.66 -0- 45, 731.59 150,950.95 -0- 1,000.00 Anticipated Carryover (as of end of budget period) $6,503.15 21,251.05 118.34 -0- 8,689.42 28,482.58 -0- _______________  Total Direct Costs (lines 1-8) Indirect Costs Training Stipends 373,608.90 32,424.97 1,000 307,564.36 32,424.97 1,000 66,044.54 -0- -0- Total Costs $407,033.87 340,989.33 66,044.54  Please give a narrative explanation for and plans for expending anticipated carryover amount. The anticipated carryover is largely due to staff delays, days lost-because of weather, and first- year carryover. Attrition also played a small part. Employees were not replaced if daily participant attendance did not require their replacement. The fringe benefits line item was initially calculated at 19.65% for all grant employees\nhowever, for persons not employed by the district the 12% teacher retirement is not required. This would account for a good bit of this overage. The anticipated carryover amount is expected to be absorbed by the end of the project period (June 30,200|) by extending the number of program days. However, based on information received at the Spring 2000 Regional Training, should a carryover still exist it will be expended by the following year. It is expected that the summer programs would absorb whatever amount left, if any.  Please indicate local or other matching contributions (in- kind or monetary contributions from funding sources outside of this grant). Ouachita Council Girl Scouts  $11,520 (in-kind) Rice Depot - $2,000 Consumer Credit Counseling Service/Family Service Agency - $3,500 (in-kind) Little Rock Parks \u0026amp; Recreation - $1,000 (in-kind) *Little Rock Zoo - $1,000 (in-kind) City of T P C.nmmiinity Programs/JTPA - $2.500 Skateworld Rink - $1,000 (in-kind) New Futures for Little Rock Youth/LRSD - $10,000 Little Rock School District/McClellan Community Education - $149,000-1- LRSD Boost Program - $5,000/LRSD Adult Education - $10,000/LRSD Child Nutrition - $7,500 Shown as a total in the linkages section of this report under the heading City of LR. Annual Performance Report1.4: Hov! many individuals participated in your program, by age, and by time of year? ' What is the total number of... COLUMN A # of adult attendees (19 years old or older) Individuals served during the past academic year_________________________________ Individuals served during the past summer Individuals served during both the past academic year AND summer 349 161 COLUMNS # of student attendees (up to and including 18 years old) 785 254 7 15 /sr. 7/- - Annual Performance Report 1.5: Lessons Learned and Planned Adjustments What lessons have you learned about your sites program from the data contained within this report? Surprisingly, we serve quite a large number of different people through our programs. We knew that we served a lot of students and adults\nhowever, we had no idea that it was that many different people. We concluded that this is in part due to the feet that our summer day eamp program (2 Cool 4 School) is fee based and after-school programs are fiee. Our secondary programs (middle and high school) seem to have decreasing attendance in the spring. Both programs have the highest number of attendees during the fell semester. Describe the adjustments, if any, that you plan to make to your program based on the information collected for this report. We will add a dateline to our after-school applications. We have open enrollment and most of our students enroll during the first couple weeks of the program. However, by adding a date line to the application it will be easier to track those students who are inconsistent in their attendance. The data is captured on the attendance logs, but they are voluminous making this calculation ji(a much harder job than it has to be. To that end, we are altering the method of attendance data collection. Each tutor will record the attendance of his or her students on a seating chart. These charts will make it easier to tally the total number of days a student has attended. This data will be entered into the database, monthly. Sign in sheets are currently collected weekly\nhowever, the seating charts will be easier to read and will not require as much paper as do the daily sign in sheets. We also plan to have more frequent analyses of the data collected, quarterly instead of by semester. We would like to have more joint meetings (both sites/all programs). We plan to add an enrichment component to the high school after-school program to include speakers and special interest workshops. Please list any other changes you plan to make this year. Due to scheduled maintenance at the high school, we will be relocating our summer programs to a nearby elementary school. This is in no way expected to impact the programs, in feet many of the staff feel that the elementary school environment will be more conducive as the desks and other fecilities are more to scale for 6-12 year-olds. Annual Performance ReportSite-Level Information McClellan Community High School 9417 Geyer Springs Road Little Rock, AR. 72209 (501)570-4149 Annual Performance Report2.1 Which program site are you reporting on? McClellan Community High School 2.2 What grade level does the host school serve? 9-12 2.3 Were any of the following components running prior to the inception of 21 CCLC funding?  After-school  Summer fl Other _Coinmunitv Education classes for adults 2.4 When did each component begin serving students as a 21 CCLC component? (day/month/year) After-school: Summer: _ Other: ____ 10-1-98 7-1-98 9-21-98 2.5: School year. In a typical week, what hours is the Center at this site open? (Exclude summer if hours of operation were different.) Please place an X in boxes when the Center is OPEN during the school year. Mon Tues Wed Thurs Fri Sat Sun Total 6 TO 7 a.m. 7 TO 8 A.M.________ 8 TO 9 a.m.________ 9 TO 10 A.M. 10 TO 11 A.M. 11 A.M. TO 12 P.M. 12 TO 1 P.M._______ 1 TO 2 P.M. ______ 2 TO 3 P.M._______ 3 TO 4 P.M._______ 4 TO S P.M._______ 5 TO 6 P.M._______ 6 TO 7 P.M. 7 TO 8 P.M._______ 8 TO 9 P.M. ______ Later THAN 9 P.M. Total X X X X X X X X X X X X X X X X X X 1 1 1 1 1 1 3 3 3 3 18 4 4 4 6 A nnual Performance Report2.6: Summer. Please fill in the number of hours the Center was open in a typical week during the summer. (Exclude hours the Center was open only during the school year.) Please place an X in boxes when the Center is OPEN during the summer. Mon Tues Wed Thurs Fm Sat Sun Total 6 TO 7 A.M._______ 7 TO 8 A.M._______ 8 TO 9 A.M._______ 9 TO 10 A.M.______ 10 TO 11 A.M. 11 A.M. TO 12 P.M. 12 TO 1 P.M.______ 1 TO 2 P.M._______ 2 TO 3 P.M._______ 3 TO 4 P.M._______ 4 TO 5 P.M._______ 5 TO 6 P.M._______ 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M._______ Later THAN 9 p.m. Total X X X X X X X X X X X X X X 14 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 5 6 6 6 6 6 6 6 5 5 5 4 3 3 14 11 14 11 70 6 2.7: Does your Center offer services during school hours when school is not in session (e.g., holidays, inservice days for teachers)?  Yes  No 2.8: Describe the number of days the Center was open this past year. What is the total number of.... Days the Center operated during the school year_______ Days the Center operated during the summer__________ Number of days that your Centers host school was open # of Days 48 38 187 Annual Performance ReportMcClellan Community High School After-School Program 2.9\nKyour program is a special events/non-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 10 days___________________ Attended 10 days or more (This is the # of regular attendees that you use IF the program is drop-in style)___________________ TOTAL # of attendees 37 114 151 OR 2.10: If your program is a daily or semi-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 30 days___________________ Attended 30 days or more (This is the# of regular attendees that you use IF the program is NOT drop-in style)______________ TOTAL 2.11 Retention What is the number of student attendees who ... Began this academic year and are still participating_______ Began last academic year and are still participating_______ Began this academic year and dropped out of the program TOTAL # of attendees # of attendees 90 - 0 151 2.12: JTTiat are the characteristics of students served by your program? What is the total number of... All students (total)_______________________________ _______White__________________________________________ Blade or African American Asian Native Hawaiian or Other Pacific Islander American Indian or Alaska Native Hispanic or Latino Students who have special educational needs__________ Students x^fio are considered LEP___________________ Students who are eligible for free or reduced price lunch Students who are new to the school __________ # of students in host school 1180 100 1054 26 121 26 460 315 #of student regular attendees (see 2.9 and 2.10) 114 2 111 ____________0 0 ___________0 1 0 45 41 Annual Performance Report2 Cool 4 School Summer Day Camp Program 2.9: If your program is a special events/non-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 10 days___________________ Attended 10 days or more (This is the # of regular attendees that you use IF the program is drop-in style)___________________ # of attendees TOTAL OS 2.10: If your program is a daily or semi-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 30 days___________________ Attended 30 days or more (This is the # of regular attendees that you use IF the program is NOT drop-in style)______________ TOTAL # of attendees 99 88 187 2.11 Retention What is the number of student attendees who ... Began this academic year and are still participating_____' Began last academic year and are still participating_______ Began this academic year and dropped out of the program TOTAL # of attendees 86 returning can5)ers Available camp slots increased by 25 over the previous summer, from 150  175. Enrollment exceeded expectations. 2.12: What are the characteristics of students served by your program? What is the total number of... All students (total)__________________________________ _______White_______________________________________________ Blade or African American Asian Native Hawaiian or Other Pacific Islander American Indian or Alaska Native Hispanic or Latino Students who have special educational needs_____________ Students who are considered LEP______________________ Students who are eligible for free or reduced price lunch Students who are new to the school ______ # of students in host school # of student regular attendees (see 2.9 and 2.10) 187 6 180 ____________0 ____________1_ ____________0 0 0 168 N/A Annual Performance ReportOne Three One Five Summer Program 2.9\nIf your program is a special events/non-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 10 days _____________ Attended 10 days or more (This is the # of regular attendees that you use IF the program is drop-in style) TOTAL # of attendees 32 24 56 OR 2.10: If your program is a daily or semi-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 30 days__________________ Attended 30 days or more (This is the # of regular attendees that you use IF # of attendees the program is NOT drop-in style) TOTAL 2.11 Retention What is the number of student attendees who ..._______ Began this academic year and are still participatii^ ______ Began last academic year and are still participating - Began this academic year and dropped out of the program TOTAL 2.12: What are the characteristics of students served by your program? # of attendees What is the total number of... All students (total)_____________________ White Black or African American__________________________ Asian__________________________________________ Native Hawaiian or Other Pacific Islander American Indian or Alaska Native____________________ Hispanic or Latino _____________________________ Students who have special educational needs__________ Students who are considered LEP___________________ Students vvdio are eligible for free or reduced price lunch Students who are new to the school_________________ # of students in host school # ofstudent regular attendees (see 2.9 and 2.10) 56 0 56 _____________0 _____________0 _____________0 0 0 N/A- N/A Annual Performance Report2.13\nAttendee Survey Results: McClellan After-School Program, What # of students reported that they... # Yes #No Enjoyable'. Like the 21^ CCLC program.________ Look forward to attending the program. 29 29 3 3 High Quality. Think there is someone available in the program to help when needed.____________________ Feel comfortable talking to the 21^ CCLC staff. Think they are doing better in school since they started coming to the 21 CCLC program._______ 27 32 32 5 0 0 Annual Performance Report2.13:-Attendee Survey Results: 2 Cool 4 School Summer Day Camp Program Enjoyable'. High Quality. What # of students reported that they... Like the 21 CCLC program.________ Look forward to attending the program. Think there is someone available in the program to help when needed. _________________________ Feel comfortable talking to the 21 CCLC staff- Think they are doing better in school since they started coming to the 21 CCLC program. #Yes 88 88 88 #No ** The exact survey used is attached. Data shown here is based on comparable information taken from that survey. Annual Performance Report 0 0 02 Cool 4 School Camper Survey Put a check in the box to tell how you feel about the things at 2 Cool 4 School. All of the time Most of the time Sometimes Never I liked being at 2 Cool 4 School I enjoyed learning about Arkansas. I thought the work was easy to do. I think I learned a lot about measurement. I enjoyed the field trips. I enjoyed being with my counselor. I enjoyed working with my group. rthought my classroom teachers were good teachers. I enjoyed art. I enjoyed choir. I enjoyed drama. I enjoyed P.E. and Games. I felt safe at 2 Cool 4 School. I think everyone was treated fairly at 2 Cool 4 School. I would like to come back next year. Think about the thirds you did at 2 Cool 4 School. What did you like most? List them.  What did you like least? List them. 2.13: Attendee Survey Results: One Three One Five Summer Program Enjoyable. High Quality. What # of students reported that they... Like the 21^ CCLC program.________ Look forward to attending the program. Think there is someone available in the program to help when needed.___________________________ Feel comfortable talking to the 21^ CCLC staff. Think they are doing better in school since they started coming to the 21^ CCLC program. #Yes 23 23 24 #No 1 1 0 ** The exact survey used is attached. Data shown here is based on comparable infixmation taken from that survey. Annual Performance ReportOne Three One Five Participant Survey Final Put a check in the box that best describes how you feel about the One Three One Five Program. Statement Strongly Agree Agree Disagree I enjoyed the One Three One Five program. I learned about different careers._________ I enjoyed the fieldtrips._________________ I liked the counseling staff. I enjoyed coming to the program every day. I enjoyed the speakers._________________ I felt safe at One Three One Five. I think everyone was treated feirly. I plan to attend the program next year. What did you like most about the program? What would you change? 2.14: Please describe each of the services and activities funded by your 21stCCLC grant. Description of Activity/Service Participation in Activity/Service Activity/Services Time Activity Offered Primary Type Staffing Level Staffing Type Academic Area Activity in Lcgisiation? What Ages/ Levels Served Average Daily Attendance How Many Hours Pf Week OfTcred? How Many Days Offered? Codes to use for completing the table: (A)fterschool MHS Community Education 2 Cool 4 School One Three One Five Clinics Mental Health (A).B^re School (B). Weekend (W). Summer (S^, and/or Other (0). A W/S/0 S S w S/0 Annual Performance Report Acadade (A) or Reertation A A A/R A/R One-on-aitor J:1 (C9. SmaB groupofl:27 group of 1:3-20 ^.and/or L^egroupqf J:20ormort(L). Pampro/Bssian aKPfAduB vohmieer /IQ. Teacher^, CoQ^e studmt C). Other stude/a (S). and/or Ol^r (O). Mahantiics ReadngEngish/ . 'languageArts  (IQ, Science SodalSiutBes Art/hhiac. '(A).Oiher(O).or (NA) Non-academic content. Illiteracy Education. 2'^SeidorCitixen * Programs, S^Day Care. 4\"Jnlegrcued Education. S^Sehool and Recreation Integrated during dimmer or Weekends. 6-^Nutrttion/Heaith. 7^Expanded Ubrary Hours.8~Technob^. B^ParentingSUBs. 10-Trttining. Il^Emphyment CoiBwUngor Asstatnee, i2 Unices for Non^raduates of SeamdeaySdrooh, li^Servdesfor IncSviduals with Disabilities. PreK,K-S,M. 9-n.Aduli(4l. or Other (O). S M M M s s FITS TO PVTCS PVTCS 0 a MRSSO 13 MJ 43 3 48 0 1A12 A 30 15 84 MRSA MRAO 13.43A10 4,53,11 6 K*5,0 113 50 38 6-S 27 40 28 ALL M2 12 13 6 2 7 21 2.15\nLinkages to School Day Program - McClellan site Please check all boxes that apply. Nature of Linkages u CZ) CO 4) Ta .S U u j? co O  I 2o -2 Od (Z3 o** ed ilH O y 3 U (J t O U B O \"Si s .2 g o  u a\u0026gt; .P CU Pm Ol Ced .w2 OwJ Q O I- Ie J3 A b W5 ea gI. is \u0026amp;) ?\u0026gt; b2 a o \"S 3  S 2 ta 2 3 S u o Principals_________ Teachers__________ Guidance Counselors X X X X X X X X X X X Coaches X X X X X X Support Staff_____ ' Custodial Staff_______ Other (Please identify\n) Students X X X X 2.16: Community Collaboration Please check all boxes that apply. Organization (Name or tvpel Nature of Collaboration \"S u List all community organizations with whom you collaborate. IZI (Z) O \"3 .S: rT u czi O c/}  b V .a CS on u3 uS H .t2\nS \u0026amp; I \u0026gt; b ('B'w u y U bO 79 \"S ,3 52\n-2  o s b \u0026gt; 00 BO O g 2 \"82 3 b b GO \u0026lt;2 I S .9i-3 Hort CA 72 ea Ph 4\u0026gt; SP 79 3 it 6 Ph co u 5 O 1 o 52 O Se .cs I vy s s Girl scouts X X X CCCS/FSA X X City of little Rock X X skateworld X OTHER LRSD DEPTS. X X X X X Annual Performance Report 3.1: Program Success Stories and Problems Use below to report additional information on program successes and problems. The obvious success stories are the many students who raised grade point averages because of Students like Amanda who raised her grades to A's in key classes such as after-school tutoring. Students like Amanda who raised her grades to a s m xcy Algebra I, English, Physics, Chemistry, and Spanish. Students who would not be prepared for a second level of Spanish are now understanding what is being taught\nthus, they will go on to the next level of that language. This program has changed the attitude of many students. These students came to the program o* . __________r__________A  4^'irrusrirkZlC! W inis piU^iUll llOO --------------------- feeling that learning and making good grades was impossible for them. After a few periods with ICCUUg LUOt ICOliUllg aoK* Iiifm Iiife _ our tutors there was an obvious change in their desire to leam, their ability to prepare to learn and OUT tUWJIS UUCXC WOO \u0026lt;ui --------------------------- - ,- - - . ability to pass tests. Students like Alexis and Calvin are coming to tutoring and are able to teU tutors what they need. This program's greatest success is providing students the ability to take ownership and responsibility for their learning. Many of the athletes who take part in the program are required to do so in order to participle in sports. Coaches stress the importance of doing as well in school as in sports. For some of these , j students it is apparent that they have become more serious students. They have begun to 1 toward the future and though they believe sports will carry them, they now seem to also understand that without good grades playing is not guaranteed. | See the following advertising supplement for McClellan Community Education program funded Century Community Learning Centers grant. This information appeared m the local by the 21 newspaper that reaches thousands of homes in the Little Rock metropolitan area. BMKEK Annual Performance Reporti' AL/y jtlJWXOJJW UVX X McClellan Community Education Programs e 0 0 0 0 0 0 0 ' e e ( After school tutoring is available on the campus of Cloverdale Elementary School. The program operates 4 -.8 p.m. Tutors work with small groups of children, and, whenever possible, children receive one-to-one \" m from ____fi,-______________________slot. Thniioh mnst of the oartlclDants reside in southwest Little Rock, some students from *1*0 p*iLU luvuia wuiR. WLUiouiaii giuupa ui ------ first-come-fitst'serve Vasia with 160 available tutoring slots. Though most of the participants ^reside in rirst-conae'iirst'serve basia witn lou siots, xnuugu iuui. ui u.ic ___ other secUons of the city take part In this free progrant. The U.S. Department of Education's 21st Century Community Learning Centers (21st CCLC) currently provides funding. 2 Cool 4 School Summer Day Camp Is a state-licensed daycare housed on the campus of McClellan ^imnunity High School^epro^ ^^ ates Monday through Friday from 7:30 a.m. - 5:30 p.m. The program targets youth between the ages of 6 ^d 12. The maxl^ n^ber ca^ slots is 200. Each year a dieme is adopted and curriculum is developed to align sununeractlvlUes wi* fast, lunch and two snacks daily. In addition to the educational curriculum, children also enjoy skatmg, swimming and various field trips. Registration fees and grants support this camp.. Cloverdale Elementary Recreational Program operates on Mondays, Tue^ays and I^uisdays rfter to Cloverdale Elementary students only. The 21st CeZLt) sponsqts the program, and addition^ sites will ea ng Middle School Programs  An aftet-^ool program is available to students on the campus, of Cloverdale Middle Level Academy. Wednesdays and Thmsdays from 4 - 6 p.m. Tutoring is provided in cote subject areas (math, science, lavage ^d^lJ screnceh^g^h^- a-SecondLanguage and Spanish. In ad^tlon, the students take part in enrichment programs inebdi^ dance, drama, gy^tlcs, computer, ctelt and a host of other activiUes. Approximately 150 youth participate in this program, and ttansportatron home is provided. Current hmding is pro- vlded by 21st CCLC, while New Futures funds transportation. .  One Three One Five is a work force readiness and community service program for youth ages 13 to 15. TRe cimmul^ tacludw p^ra^^ 0 provided by the Child Study Center on the Psychology of Work, Youth also learti pre-employment skdk and ^e^ve^ field ' nesses to learn about different types of industry. Tire program operate for sbt weeks durl^ the xummer, o 7 ^in mi, thwi^jt I inl Ror'k = ,: 5:30 p.m. The program Is housed on the campus of McClellan Community High School. While most parucipa^ live in ^w^t Urfe Rr^  __ .-_I .L------------^nj^,Ued by Centers for Youth \u0026amp; FamUies which also provides transpottauon. The enroUment maximum is 100 ' several youth outside the area ate 0 0 0 0 0 0 participants. '  ' ' High School Programs  w j -r After-school tutoring is available to students on the campus of McClellan Community High Schoo . Snanish and Thursdays from 4 - 5 p.m. Tutoring is available In the core subject areas (math science, lang^ge arte ^d ^ia^I science)^^d in Spa^L Transportation home is provided for students in need of this service. Approximately 75 studrate participle to thte program. McCle Ian taff, com munity members and peer tutors assist students In this program. Funding Is provided through the st  I 0 Community Programs \u0026amp; Events ? Community Education Classes are available on the campus of McClellan Comrnunlty High S Inom^Jop ^W^hinmaBel wltKtheh'o^ : and Saturday mornings. Theseclasses are for adults\nhowever, children may atterid certain classes (foteigri : ents. Class f^ are mWmal, and some workshop, are free. Course offerings Include: computer class. foreign lan^age cla^ to^cW  0 GED classes, crafts and tecteaflonal/lelsure classes. ACT workshops also are available, regardless of the applicMfs age, to those taking the ACT , * test\n Healthy Family Celebration is an annual .health and information fair held on the Saturday pfior to schtxil registration. Free h^th screenings, ' J immimhations, door prizes and food are jprovfded. Local businesses, agencies and organizations donate door prizes an serv ces. c v es an spe _ cial attractions ate planned for youth. -ti / .Site-Level Information Cloverdale Middle \u0026amp; Elementary Schools Hinkson Road Little Rock, AR. 72209 (501)570-4085 Annual Performance Report2.1 Which program site are you reporting on? Cloverdale Campus (Middle \u0026amp; Elementary) 2.2 What grade level does the host school serve? K-9(98). K-8(99) 2.3 Were any of the following components running prior to the inception of 21^ CCLC funding?  After-school  Summer  Other 2.4 When did each component begin serving students as a 21^ CCLC component? (day/month/year) After-school\nSummer\n_ Other\n____ 10-1-98 2.5: School year. In a typical wee^ what hours is the Center at this site open? (Exclude summer if hours of operation were different.)  Please place an X in boxes when the Center is OPEN during the school year. Mon Tues Wed Thurs Fm Sat Sun Total 6 TO 7 A.M. 7 TO 8 A.M.________ 8 TO 9 A.M. 9 TO 10 A.M. 10 TO 11 A.M. 11 A.M. TO 12 P.M. 12 TO 1 P.M. 1 TO 2 P.M. 2 TO 3 P.M. 3 TO 4 P.M. 4 TO 5 P.M. 5 TO 6 P.M. 6 TO 7 P.M. 7 TO 8 P.M. 8 TO 9 P.M._______ Later THAN 9 P.M. Total 1/2 X X X X X 1/2 X X X X X 1/2 X X X X X 1 1/2 3 4 43 3 5 1/2 5 1/2 5 1/2 181/2 X X 2 Annual Performance Report 2.6\nSummer. Please fill in the number of hours the Center was open in a typical week during the summer. (Exclude hours the Center was open only during the school year.) Please place an X^ in boxes when the Center is OPEN during the summer. Mon Tues Wed Thurs Fri Sat Sun Total 6 TO 7 A.M._______ 7 TO 8 A.M._______ 8 TO 9 A.M._______ 9 TO 10 A.M.______ 10 Toll A.M. 11 A.M. TO 12 P.M. 12 TO 1 P.M.______ 1 TO 2 P.M._______ 2 TO 3 P.M._______ 3 TO 4 P.M._______ 4 TO 5 P.M._______ 5 TO 6 P.M._______ 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M. Later THAN 9 P.M. Total 2.7: Does your Center offer services during school hours when school is not in session (e.g., holidays, in-service days for teachers)?  Yes  No 2.8: Describe the number of days the Center was open this past year. What is the total number of.... Days the Center operated during the school year Days the Center operated during the summer__________ Number of days that your Centers host school was open # of Days 61 0 187 Annual Performance Report2.9: If your program is a special events/non-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 10 days___________________ Attended 10 days or more (This is the # of regular attendees that you use IF the program is drop-in style)__________________ # of attendees TOTAL OR 2.10: Kyour program is a daily or semi-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 30 days___________________ Attended 30 days or more (This is the # of regular attendees that you use IF the program is NOT drop-in style)______________ TOTAL # of attendees 316 8S 404 2.11Retention What is the number of student attendees who ... Began this academic year and are still participating_______ Began last academic year and are still participating Began this academic year and dropped out of the program TOTAL 2.12\nWhat are the characteristics of students served by your program? # of attendees  199 205 0 404 What is the total number of... # of students in host school All students (total)_______________________________ White Black or African American _______ Asian___________________________________________ _______ Native Hawaiian at Other Pacific Islander_____________ _______ American Indian or Alaska Native____________________ Hispanic ( Latino Students who have special educational needs_________ Students who are considered LEP___________________ Students who are, eligible for free or reduced price lunch Students who are new to the school 1176 62 1022 92 117 82 863 266 a of student regular attendees (see 2.9 and 2.10) 88 3 83 2 65 12 2 Annual Performance Report 2.13\nAttendee Survey Results: Middle School Program What # of students reported that they... #Yes #No Enjoyable: Like the 21^ CCLC program._________ Look forward to attending the program. 34 32 2 4 High Quality: Think there is someone available in the program to help when needed.___________________________ Feel comfortable talking to the 21^ CCLC staff. Think they are doing better in school since they started coming to the 21 CCLC program._______ 34 35 35 2 1 1 Annual Performance Report2.13: Attendee Survey Results: Elementary School Program What # of students reported that they... #Yes #No Enjoyable-. Like the 21^ CCLC program.________ Look forward to attending the program. 93 93 0 0 High Quality. Think there is someone available in the program to help when needed. _______________________ Feel comfortable talking to the 21 CCLC staff. Think they are doing better in school since they started coming to the 21 CCLC program._______ 93 93 93 0 0 0 Annual Performance Report2.14: Please describe each of the services and activities funded by your 21stCCLC grant. Description of Activity/Service I Participation in Activity/Service Activity/Services Time Activity Offered Primiry Type Stafllng Levci Stafllng Type Academic Area Activity In Legislation? WhRt Levels Served ? Average Daily Attendance Sow Many Hoon per Week Offered? How Many Days Offered? Codes to use for completing the table: (A)fterschool Cloverdale (A)fterschool Recreation Mental Health 4fier^chool (A). Before School (B), fPeekaid Summer and/or Other (O). A A 8^ Xnzjwa/ Performance Report AcadeiiBe (A) or Recreation W-A R One-cn-cne or 1:1 (0). SimB gyoup of 1:2-7 groupofl:B-20 ^.andfor Uugfgyoupof 1:20 ar more (I). S M S Paraprofoaion al (P). Adult volutUeer (P). Teacher (T), Coliege siu^ Cf Other student (S), and/or Oi^ (O). PICS PTCS o Maiiietntdics Reat6ng\u0026gt;'Eng2sh/ Language Arts (1^. Science (SU. ^alStuiies (^. Other (O), or (NA) Non-acadeinc content. MRSSOA NA I^UlenacyEducation, 2SeniorCl/tsen Programs, S^DtsyCare, 4\"lntegnsted Education, SSchooland Recreation Imegrated (hiring Sunaner or Weekends. 6-Nulrition/Heabh, /-Expanded Library Hours. S-Tednoiogy. 9~PaTenting Skills. IB-Jridnlr^. Il-Emphymeni Counsetingte- Assistaux. 12-\u0026gt;Serricts for Nan-graduates cf Seamdary Stdioob, IS^Servdesfor Indriduals \\rilh Disabilities, 1A4 3^ PreK, JW. 6^. 9-12. Adult (A), or Other (O). k-5\u0026gt;8 115 8 61 K\u0026gt;S 53 4.5 61 K-5\u0026gt; 77 1 21 I I 2.15: Linkages to School Day Program Please check all boxes that apply. Nature of Linkages O OS 03 O OS k? u  j? CZ) O S 2 c2a (-O3 w 2 ta I I'  12-3'2 s g .a 5 sO O _ - U co U U  a 2 C3 o _ \"a a :2 .  -p -Og --aP Cti n, 03 fGld .2 \u0026lt; \"S c -gl \u0026gt; 2 di  Princ^als Teachers X X XX Guidance Counselors Coaches Support Staff_________ Custodial Staff________ Other (Please identify:) Parents (x) Ahinmae (@) X XX X XX X X X X X X X X x@ . 2.16: Community Collaboration Please check all boxes that apply. Organization (Name or type) List all commitnity organizations with whom you collaborate. New Futures/LRSD Rice Depot X X X X Nature of Collaboration X XX X X x@ T3 C 03 CO 03 O \"S .2: co O -a c 3 CqZ) I (A \"S o o e 5 I s 73 q .3 -K -O u 2 q\u0026gt; \u0026amp;  P -o Am 75 O 3 X X BO c - .SQ u lu U 00  a-a (S S o 2 til \u0026gt; co o 2 -3  gt. u -29 0.1 til co Annual Performance Report 1 2 I .3 9\" o -J 3 : CA u .-2 c4 0^ Q O GG3 \\w\u0026gt; 2 r\" o q 75 H o 3 :211 a. co X u 2 a Kb 3.1: Program Success Stories and Problems Jse the space below to report additional information on program successes and problems. The Cloverdale 21 Century Elementary After-School Tutoring Program has been successftd lelping students with letter and number recognition. Students who had not been consiste^ in liming in homework now do so on a consistent basis. Students who were felling in certain academic, areas improved their grades over a grading period. Problems include getting students to attend consistently. The tutoring and activities offered are excellent. The staff at Cloverdale are wonderfuL My child is in the Dance/Ballet Class and it has really improved her self-esteem and confidence in lerself. I hope this program will continue next school year! Comment from parent of Cloverdale vfiddle After-School participant (See survey that follows). ** See copy of letter addressed to Mr. Patterson and Mrs. Lamb (Cloverdale Middle School administrators) regarding ESL program. Consistent attendance during the second half of the year continues to be a problem for the middle school program. We can always count on our feithftil 45 and we are working on ways to increase this number. _ Annual Performance ReportLittle Rock School District 21^ Century Community Learning Center Grant I? A TWD C \"LEADERS Site: Date: Parent Survey C V\\\\(P 1. What school does youi child attend? 2. What grade is your child in? 3. How did you find out about this program? (Check all that apply.) McClellan Community Education brochure Teacher recommended ___Word-of-mouth Flyer seen at the school . ' . Other, please specify: 4. Has the tutoring program met your expectations? ___ i no 5. Has your childs schoolwork improved? J)Cys ----- 6. Would you recommend this program to others? _)Cyes ----no T. Does your childs te?p.her know about this program? X_ yes ----no imsure comn^nts: to the space below and on the back of this page, ptee you may have regarding this program. We welcome all suggestions for improvemeat. (f I^L S|-6^V d4 iS  \\rv Sj^. \"I hc\u0026gt;P\u0026lt;^ ^'5 nWeBsyc-.CMLA/ASP/l 1-16-99 To\nFrom\nMr. Patterson Ms. Lamb Meredith Wells RE\nESL students in Afterschool Program Date: November 17,1999 Thank you for visiting with me the ESL parents and they are about the Afterschool Program, i have spoken with all excited about their children being in. this CespSy \nthan^rESL class is being taught along.vnth the program. . Spanish-For-Spanish-S peakers. As far as I know this is the only school in the district that will be offering this wonderful advantage for our Non-English speakers as th^e is class. It is a--------- - nothing better for language acquisition than a writing in ones native language. solid foundation in reading and of the Afterschool Permission fonn and a letter  permission form. I will give these forms to -returned this week. I also until November 30 to give the needed. the students today and have requested the foms be mentioned that the program would not degtn for th^ office time to arrange bus transportation if it will be Thanks again for all your help. i-If 2 Century Community Learning Centers Program Annual Performance Report Updated February 2001 U.S. Department of Education0MB No. 1890-0004 Exp. Date: 02/28/03 U.S, Department of Education GRANT PERFORMANCE REPORT COVER SHEET 1. Performance Reporting Period 03/25/00 - 03/24/01 2. PR/Award No. (Block 5 on Grant Award Notification) 3. Project Title R287A981996-99 Little Rock LEADERS 4. Recipient Information 5. Contact Information Name:Little Rock School District Name: Marion Baldwin Address:810 W. Markham Title: Community Education Director Address:9417 Geyer Springs Road City:Little Rock State:AR Zip+4: 72209-7827 Tel. #: (501)570-4149 Fax #\n570-4098 E-mail Address:mebaldw@mccIrsd.kl2.arus 6. Cumulative Expenditures 7. Annual Certification(s) of IRB approval Federal: $ Yes No Non Federal: $ Not applicable 8. Authorized Representative Information To the best of my knowledge and belief, all data in this performance report true and correct. are Leslie V. Carnine Name (Typed or printed) LVCARNieirsdadm.Irsd.kl2.ar.us E-mail Address (501)324-2000 Telephone Number (501)324-2146 Fax Number Signa' 04/27/01 Date ED Form 524 B Grant-Level InformationProgram Objectives 1.1 Please list your original project objectives in the table below. You may extend this table onto the next page as needed. Program Objectives (as listed in proposal) List your original program objectives as stated in your grant proposal. Example: Reduce rates of juvenile crime in the community Status of Objective Describe whether you have met the stated objective, progressed toward the objective, revised the objective, or dropped the objective entirely.____________ Example: Met objective Changes / Comments Describe any changes made to your original objectives. If no changes have been made, comment on progress toward your objective. To provide literacy education to 1,515 youth and 360 adults over 3-year grant cycle. Met objective To provide academic support through tutoring. Met objective To provide a safe, secure and educationally- structured environment for 1,515 youth during non-school hours. Met objective Example: Juvenile crime has dropped 25 percent since the start of the 2E Century program, according to data from the local police department. Number of youth and adults served far exceeded goal. More than 25% of GED enrollees earned their GED.__________________ 25.6% of elementary, 13% of middle school and 8.5% of high school populations participated in program. Number of youth served far exceeded goal. To provide support and training for child day care providers. To provide medical and mental health services to underserved youth and their families. To provide marketable skills training to adults. Met objective Met objective Met objective 10% of trainees pursuing careers in education. Conducted 95 medical consultations and 97 students received mental health services, this year alone. 328 adults enrolled in community education classes, this year.1.2: Project Goals, Focus, and Status As we close out this successfill grant project, we are happy to report that the majority of Little Rock LEADERS programs will be sustained. The majority of our objectives were met with one exception, later noted in this report. Further, we have secured a second 21 Century Community Learning Centers grant (LEADERS^) that will establish four new sites. This report covers project activity for the period of March 25,2000 through March 24, 2001. Activities are reported by goat Goal #1: To provide literacy education to youth and adults. One objective of this goal was to train literacy tutors for youth and adults. This objective was never met. Efforts were made to identify potential trainees\nhowever, little came of that effort. Students and adults received literacy education through the programs\nbut, our goal was to establish a trained literacy corp. Though this objective was not achieved, successes of this goal are noted as follows. The Hooked on Phonics program is used in the elementary afterschool tutoring program. Students receive assistance with their homework and are given time to read once homework is completed. A small collection of books is stored in the tutoring center for the students. Writing is also encouraged as many students learn to read through writing. The ESL component of the middle school afterschool program provides literacy training for nonEnglish speaking students. This year, the number of ESL participants doubled from 7 to 15. It is also worth noting that the majority of these students attended the program more than 30 days. Our GED program continues to flourish. More than 25% of our GED enrollees earn their diplomas. We are second only to the Adult Education Center (AEC) in number of GED participants earning their GED. This is quite an accomplishment given the fact that the AEC has both daytime and evening classes where we only offer evening courses. Again, we hired a literacy tutor for below basic readers that participated in the 2 Cool 4 School Summer Day Camp program This time, a Little Rock School District Reading teacher was hired. Campers were able to work on their reading deficiencies throughout the summer. Parents commented that this was really helpful to their children. Goal #2: To provide academic support through tutoring programs. LEADERS tutoring programs served 329 total students in grades K-12. Programming started in early October and will operate through May 10, 2001. Students receive significant individualized attention in the afterschool program. Our student-tutor ratio rarely exceeds five-to-one and is actually about three-to-one, most days. Though we have not had any specific requests for special education, we did hire two special education teachers to work in the elementary school program, this year. These teachers have been assigned to work with the more academically challenged students. We continue to employ one of the resource teachers at the middle school program. This year, two special education students are enrolled in the middle school program. Parents and students identify subjects that are to be targeted for improvement. The program coordinator uses this information to assign tutors. The first priority of each tutoring session is toaoB 1 assist students in completing their homework. Once homework is completed, students spend time reviewing skills and/or reading. - Based on the feedback of parents and program participants, the tutoring programs have helped many students to improve their grades. Teachers and parents have noted an increase in self-esteem for many of these students. Letters from parents are attached to this report. Goal #3: To provide a safe, secure and educationally-structured environment. All LEADERS programs are conducted in LRSD schools and in accordance with District policies and procedures for safety and security. In addition, security staff is hired for each site. All LEADERS programs are structured to provide needed educational services to youth for the purpose of academic improvement. Goal #4: To provide support and training for child day care providers. Our 2 Cool 4 School Summer Day Camp is a state-licensed day care. Employees of the camp receive training from the State Department of Human Services Childcare Licensing Division. This training outlines the requirements of child day care providers. Orientation for the staff includes information regarding ( imp policies, procedures, and best practices. The staff is also trained for curriculum implements Ton to maximize its benefits to our campers. Goal #5: To provide medical and mental health services to underserved youth and their families. This year, ninety-five people were seen for medical consultations at the McClellan Community High School clinic. Of the 95 persons seen, 12 were adults. Most clinic patrons came for routine physicals, athletic physicals, and consultations regarding minor health problems. Mental health services were provided to a total of 117 youth, 72 high school and 45 middle school students. The students participated in sharing groups established around a few common concerns including grief and loss, drugs, violence, self-esteem, peer and femily relations, goal setting, and truancy. At the middle school, a rites of passage program was developed specifically for young men. Students in this program learned about rights, responsibility and the significance of growing up male in our society. The One Three One Five Summer Program again used a curriculum developed by mental health professions titled, The Psychology of Work. This curriculum teaches participants about the dynamics of the work environment. Participants engage in a variety of activities that equip them with needed skills to be successful in the workforce. Last summer, participants learned about entreprenuership from a local photographer. Goal #6 : To provide marketable skills training for adults. Community education classes are provided throughout the year. Patrons take a significant number of classes offered in order to increase their marketability and/or to increase their eligibility for promotion. A number of information technology courses are offered. Patrons also take advantage of workshops that provide them with information about resume writing, accounting/bookkeeping, financial planning/budgeting, grantwriting, and other skills commonly used in the work environment. B9BSJ 1.3: Lessons Learned and Planned Adjustments What lessons have you learned about your project from the data collected for this report?  This year, we experienced a slight increase in the number of students participating in both school year and summer programs. However, as was the case last year we are still serving quite a large number of people through our programs, and different populations in each program.  Our adult literacy program has the second highest number of GED graduates in the district.  This year, we maintained consistent attendance (fell and spring) at the middle school program following the drop off after initial enrollment.  The high school program experienced a threefold increase in spring attendance from 7 to 22. Describe the adjustments, if any, that you plan to make to your project, based on the information collected for this report. This section is not applicable as our project ends May 31, 2001. However, the majority of jut programs will continue. One adjustment for the future will be to try to get more involvement year around, such that, afterschool participants will also take part in summer programs. Please list any other project changes you plan to make this year. Program continuation using funds other than 21* Century Community Learning Centers grant.1.4: Budget Complete the following budget table for your projects current grant year. For most projects, this is June through May. Budget Category 1. Personnel 2. Fringe Benefits 3. Travel_____________ 4. Equipment 5. Supplies 6. Contractual 7. Construction 8. Other Total Direct Costs (lines 1-8) Indirect Costs Training Stipends Original Budget (from application) $ 64,710 14,091 2,562 -0- 52,050 160,186 1,000 $294,599 24,187 Included in travel Revised Budget (this years funding pins any carryover from previous year) 71,243.40 48,840.36 2,831.09 -0- 66,250.11 153,879.71 -0- 2,000 $345,044.67 33,674.32 Included in travel $378,718.99 Anticipated Expenditure (as of end of budget period) 71,243.40* 48,840.30** 2,831.09 -0- 66,250.11 153,879.71 :o: 2,000.00 345,044.67 33,674.32** Included in travel T . 1 $318,786 _ Total Costs each row, revised budget = anticipated expenditure + anticipated carryover. $378,718.99 Anticipated Carryover (as of end of budget period) -0- -0- Io: -0- -0- -0- -0- Please give a narrative explanation for anticipated carryover amount and your plans for expending it. Personnel costs will exceed the revised budget amountj however, the excess will be taken from the fringe benefits line hem. Fringe benefits also include FICA paid on hourly employees that were shown in the budget as a contractual expense. . . Shortly after the original proposal was submitted the State Department lowered the indirect cost ! factor\ntherefore the amount reflected is in excess of what will actually be spent for indirect costs. The additional funds will be absorbed in other line items of the budget.Community Collaboration 1.5 Use this table to describe active collaborations between your program and community organizations (for example, 4H, churches, YMCA, local businesses, universities libraries, ^^fe******\" \\ r ____ _____ fnr the type of organization, the numerical code for the museums). Please indicate the name or type of organization, the numerical coue lu me organization, the primary contribution of the organization to the project, and the estimated value of the contribution. You may extend this table onto the next page as needed. Organization (Name of all organizations with whom you collaborate.) UAMSC Child Study Center Consumer Credit Counseling Services Lakewood Golf School Bums Park Golf Assn. Lakeview Country Club GoUworld Judge Marion Humphrey Little Rock Parks \u0026amp; Recreation Little Rock School District (various depts.) Please code the type of organization from the list below. (1) National Organizations (e.g.. Boys \u0026amp; Girls Clubs, YMCA/ YWCA, Big Brothers/Big Sisters) (2) Community-Based Organizations (3) Libraries or Museums (4) Businesses (5) County or Municipal Agencies (e.g., police. Parks and Recreation, Health and Social Services (6) Colleges or Universities (7) Faith-Based Organizations (8) Hospitals/Clinics/Health Providers 8 Primary Contribution (1) Set Goals and Objectives (2) Raise Funds (3) Provide Services/Goods (meals, nurse, advertising) (4) Provide Volunteer Staffing (5) Provide Paid Staffing (6) Provide In-Kind Donations (7) Share Techniques for Conducting Activities (8) Other (describe) 1,3,7 Estimated Value of Contribution $50,000 1 4 5 4 4 7 5 5 3,4,8 6 6 6 6 6 3 1,2, 3,4, 5,7 $5,000 $200 $450 $100 $75 $500 $1,000 $150,000center-Level information (McClellan Community High School)Characteristics of 21^ CCLC Center 2.1 Which Center location are you reporting on? McClellan Community High School (school name) 2.2 Were any of the following components running prior to receiving 21 CCLC funds for this Center? 0^ After-school Summer * (Programs shown separately/held at alternate location due to building renovations) Other (specify): Community Education Classes for adults 2.3 Please report the start and end dates (Month/Day/Year) for each component serving 21 CCLC students during this reporting period. (See instructions on page 1 for your reporting period.) After-school: 10/03/00-05/03/01 Summer: Other: 06/19/00-07/28/00 09/25/00 - 12/07/00. 01/29/01 - 05/12/01 2.4 How many (paid and unpaid) staff members work directly with participants in the after-school program? 14 2.5 About how many (paid and unpaid) staff in each category work with students on academic activities? Enter EITHER numbers OR percentages of staff. Type of Staff Member School-day teachers (whether in host school or other school\ninclude former and substitute teachers)________________________________ College students____________________________________________ High school students Parents Youth development workers Other community members (e.g., business mentors, senior citizens) Other (specify):________________________ Number of Staff % of Staff 01 01 O ~0 \"oCharacteristics of Host Schools The host school is the school at -which your 2T' CCLC program Center operates. 2.6 What grade levels does the host school serve? Please report the grade levels served by the host school during the regular school day. 9-12 2.7 Enter the total number of days that the host school was open during the 2000-2001 school year (for example, 180). Do not include summer school 178Center Participation 2.8 How many individuals were served at this Center, by age and by time of year? This does not include adults who work/volunteer at the Center. Enter the number of adults (19 and older) andK- 12 students who attended the Center for each time period indicated. If your Center keeps an attendance list for each activity and people can attend more than one activity, please count them only one time. Row 1: Indicate the number of participants who attended during the academic year. Row 2: Indicate the number of participants who attended during the summer. Row 3 Indicate the number of participants who attended during both the academic year and the summer. Row 4: Add the first two rows together, then subtract the third row. This should result in the total number (unduplicated) of people the Center served in the pastyear. Example What is the total number of... Number of adult attendees (19 or older) Number of student attendees 1. Individuals served during the past academic year_______________________ 2. Individuals served during the past summer_____________________________ 3. Individuals served during both the past academic year AND summer 4. Individuals served in the grant year a 'A-f r- 4'1 S 4^\nT  Jfi55? i Use the table below for your report. What is the total number of... 1. Individuals served during the past academic year____________________________________ 2. Individuals served during the past summer 3. Individuals served during both the past academic year AND siunmer 4. Individuals served in the grant year* No. of adult attendees (19 or older) 343 No. of student attendees 97 343 97 0 0 0 0 *Note: As a check on the accuracy of your figures in each column, if you add the first two rows together and then subtract the third row, you should get the total number (unduphcated) of people served in the grant year (row 4). The numbers in the above table are strictly for illustration. 2.9 Enter the total number of days that the Center operated during the 2000-2001 school year. 77 2.10 Does the Center offer services during school hours when school is not in session? For example, this includes holidays, inclement weather days, and in-service days. This does not include weekend or summer programs.  Yes 0^No School Year: Hours of Operation 2.11 In a typical week, what hours is the Center open? This table is similar to a checklist. Please place a \"1\" in the boxes corresponding to the hours that your Center is open each day of the week during the school year. Remember to total the hours for each row and each column (corresponding to the days of the week). Please place a 1  in boxes when the Center is OPEN for that entire hour. Use 0.5 to indicate a 30-minuteperiod and .25for a 15-nunuteperiod. Mon Tues Wed Thurs Fri Sat Sun Total 6 TO 7 a.m. 7 TO 8 A.M. 8 TO 9 A.M. 9 TO 10 A.M. 10 Toll A.M. 11 A.M. TO 12 P.M. 12 TO 1 P.M. 1 TO 2 P.M. 2 TO 3 P.M. 3 TO 4 P.M. 4 TO 5 P.M. 5 TO 6 P.M. 6 TO 7 P.M. 7 TO 8 P.M. 8 TO 9 P.M. Later than 9 p.m. Total .5 1 1 1 1 .5 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 3 3 3 4.5 16.5 4 4 42.12 Did the Center offer services during the summer of 2000? eTycs  No IF NO, PLEASE GO TO 2.15 (STUDENT CHARACTERISTICS) 2.13 Enter the total number of days that the Center operated during the summer of 2000. **(Summer programs were held at an alternate location due to building renovations. They are shown separately for better clarity.) Summer: Hours of Operation 2.14 Please fill in the number of hours the Center was open in a typical week during the summer. (Exclude hours the Center was open only during the school year.) Please place a 1 in boxes when the Center is OPEN for that entire hour during the summer. Use 0.5 to indicate a 30-minuteperiod and .25for 15-minutes. Mon Tues Wed Thurs Fri Sat Sun TOTAL 6 TO 7 A.M.________ 7 TO 8 A.M.________ 8 TO 9 A.M.________ 9 TO 10 A.M._______ 10 TO 11 A.M._____ 11 A.M. TO 12 P.M. 12 TO 1 P.M._______ 1 TO 2 P.M.________ 2 TO 3 P.M.________ 3 TO 4 P.M.________ 4 TO 5 P.M._______ 5 TO 6 P.M._______ 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M._______ Later THAN 9 P.M. TotalStudent Characteristics 2.15 What are the characteristics of students who were served by your program in the current academic year? Record the number of students in each of the listed categories for the host school for your Center and for those students who attended your program during the academic year and any summer sessions. You may record a duplicated count in this table (for example, the same students are counted in more than one category). For example, a Special Education student may also be eligible for free or reduced price lunch. The host school is where your 2F* CCLC Center is located. Use the school s classification to identify LEP (Limited English Proficient) and Special Education students. What is the total number of... All students (total)_________________________________ ______White______________________________________ ______Black or African American _________________ ______Asian______________________________________ ______Native Hawaiian or Other Pacific Islander_______ ______American Indian or Alaska Native______________ ______Hispanic or Latino______________ Students who are considered Special Education_________ Students who are considered LEP (Lirmted English Proficient)_________________________________________ Students who are eligible for free or reduced price lunch Students who are new to the school (freshmen/^^ graders) Students in host school 1149 89 1041 1 0 0 18 117 12 382 366 Student attendees in CenteA 97 4 90 0 0 0 3 0 0 80 18Regular Attendees 2.16 Complete this table. Record (a) the total number of student attendees who attended the program fewer than 30 days during the program year (including summer) and (b) the number who attended 30 or more days during the program year (including summer). Any student who attended 30 days . . 1 Z . f -7*_____________. (/ziva or more during the program year (including summer) is a regular attendee. What Is the number of student attendees who ... Number of student attendees 97 a) Attended fewer than 30 days in current program year b) Attended 30 days or more in the current program year 0 97 TOTAL2.18 Please describe the services and activities funded by your 2P CCLC grant. Description of Activity or Service Participation in Activity or Service Activity or Service Number of Activities Times Activities Offered Staffing Level Staffing Type Grade Leveb Served Average Daily Attendance How Many Hours per Week Offered? How Many Days per Week Offered? If you do not offer any activities in a category, enter 0 for Number of Activities and go to the next category. How many activities are offered in this category? (1) Reading/Literacy (2) Mathematics (3) Science (4) Art, Music, Dance, Theater (5) Sports/Competitive Games (6) Technology, Video, Media (7) Community Service (8) Cultural Activities/Social Studies 1 3 T 0 0 0 0 1 After-school (A), Before School (B), Weekend (W), Summer (S), and/or Other (O). A One-on-one or 1:1 (O), Small group of 1:2-7 (S), Medium group of 1:8-20 (M), and/or Large group of 1:20 or more (L). Paraprofessional (P), Adult volunteer (V), Teacher (J), College student (C), Other student (S), antPor Other (O). PreK, K-5, 6- 8, 9-12, Adult (A), or Other (O). S T 9-12 6 3 3 A A A S S S T, C, S f 9-12 9-12 T 9-12 15 3 4 3 3 3 3 3 3 (9) Health/Nutrition (10) Youth Development (e.g., mediation, communications) (11) Services for Adults (12) Homework Help/Tutoring 1 0 1 1 w O,W PreK,K-5, 6-8,9-12,A 12 5/clinic 1/mo. A,W, S A M S A 9-12 25 10 2.5-5 3 4 3 Linkages to School Day 2.19 This table describes possible linkages between your Centers program and the host school. Indicate (by checking the appropriate boxes) which individuals from the regular school faculty/staff contribute to the program in the ways indicated in the first column. For example, the schools principal and teachers may significantly help you set goals and objectives for the after-school program (if so, both of these boxes would be checked). Alternatively, they may not be substantially involved in any of the ways suggested (if so, their box in the last row and no other row would be checked). Please check all boxes that apply. Roles/Contribution to after- school program Set goals and objective? Principal School-day Teachers X Guidance Counselors X OfSce Staff Custodian X X Recruit/refer students X X X Communicate school-day curricula to Center staff X Provide feedback on students X X Share instructional practices X Work in after-school program X X Promote access to facilities, provide resources or assistance X X X X Not substantively involved ..center-Level Information (Cloverdale Middle School)Characteristics of 21^ CCLC Center 2.1 Which Center location are you reporting on? Cloverdale Middle School (school name) 2.2 Were any of the following components running prior to receiving 2P CCLC funds for this Center? 0*^^er-school  Summer O Other (specify): 2.3 Please report the start and end dates (Month/Day/Year) for each component serving 21* CCLC students during this reporting period. (See instructions on page 1 for your reporting period.) After-school: 10/05/00 - 05/03/01 Summer: _________________ Other: _________________ 2.4 How many (paid and unpaid) staff members work directly with participants in the after-school program? 2.5 About how many (paid and unpaid) staff in each category work with students on academic activities? Enter EITHER numbers OR percentages of staff. Type of Staff Member School-day teachers (whether in host school or other school\ninclude former and substitute teachers) ______________________________ College students___________________________________________ High school students Parents Youth development workers Other community members (e.g., business mentors, senior citizens) Other (specify): Security______________________ Number of Staff 15 % of Staff 0 0 T 0 T \"2 11Characteristics of Host Schools The host school is the school at which your 2T CCLC program Center operates. 2.6 What grade levels does the host school serve? Please report the grade levels served by the host school during the regular school day. 6-8 2.7 Enter the total number of days that the host school was open during the 2000-2001 school year (for example, 180). Do not include summer school 178 12Center Participation 2.8 How many individuals were served at this Center, by age and by time of year? This does not include adults who work/volunteer at the Center. Enter the number of adults (19 and older) and K-12 students who attended the Center for each time period indicated. If your Center keeps an attendance list for each activity and people can attend more than one activity, please count them only one time. Row 1: Indicate the number of participants who attended during the academic year. Row 2: Indicate the number of participants who attended during the summer. Row 3 Indicate the number of participants who attended during both the academic year and the summer. Row 4: Add the first two rows together, then subtract the third row. This should result in the total number (unduplicated) of people the Center served in the past year. Example What is the total number of... Number of adult attendees (19 or older) Number of student attendees 1. Individuals served during the past academic year________________________ 2. Individuals served during the past summer____________________________ 3. Individuals served during both the past academic year AND summer___________ 4. Individuals served in the grant year .. 'I L KB A?\nr'Jfj it \"3 5i 1  Use the table below for your report. What is the total number of... 1. Individuals served during the past academic year_______________________________ 2. Individuals served during the past summer 3. Individuals served during both the past academic year AND summer_______________ 4. Individuals served in the grant year* No. of adult attendees (19 or older) 0 No. of student attendees 99 91 0 0 0 s 8 *Note: As a check on the accuracy of your figures in each column, if you add the first two rows together and then subtract the third row, you should get the total number (unduphcated) of people served in the grant year (row 4). The numbers in the above table are strictly for illustration. 132.9 Enter the total number of days that the Center operated during the 2000-2001 school year. 76 2.10 Does the Center offer services during school hours when school is not in session? For example, this includes holidays, inclement weather days, and in-service days. This does not include weekend or summer programs.  Yes No School Year: Hours of Operation 2.11 In a typical week, what hours is the Center open? This table is similar to a checklist. Please place a 1  in the boxes corresponding to the hours that your Center is open each day of the week during the school year. Remember to total the hours for each row and each column (corresponding to the days of the week). Please place a I in boxes when the Center is OPEN for that entire hour. Use 0.5 to indicate a 30-minute period and .25for a 15-nunute period. Mon Tues Wed Thurs Fm Sat Sun Total 6 TO 7 A.M. 7 TO 8 A.M.________ 8 TO 9 A.M.________ 9 TO 10 A.M._______ 10 TO 11 A.M._____ 11 A.M. TO 12 P.M. 12 TO 1 P.M._______ 1 TO 2 P.M. 2 TO 3 P.M.________ 3 TO 4 P.M. 4 TO 5 P.M. 5 TO 6 P.M. 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M. Later than 9 p.m. Total 3 3 1 1 1 1 1 1 6 2 2 2 142.12 Did the Center offer services during the summer of 2000?  Yes 0^No IF NO, PLEASE GO TO 2.15 (STUDENT CHARACTERISTICS) 2.13 Enter the total number of days that the Center operated during the summer of 2000. Summer: Hours of Operation 2.14 Please fill in the number of hours the Center was open in a typical week during the summer. (Exclude hours the Center was open only during the school year.) Please place a 1 in boxes when the Center is OPEN for that entire hour during the sunaner. Use 0.5 to indicate a 30-minute period and .25for 15-minutes. Mon Tues Wed Thurs Fri Sat Sun Total 6 TO 7 A.M.________ 7 TO 8 A.M.________ 8 TO 9 A.M.________ 9 TO 10 A.M._______ 10 TO 11 A.M._____ 11 A.M. TO 12 P.M. 12 TO 1 P.M._______ 1 TO 2 P.M.________ 2 TO 3 P.M.________ 3 TO 4 P.M.________ 4 TO 5 P.M.________ 5 TO 6 P.M._______ 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M._______ Later than 9 p.m. Total 15Student Characteristics 2.15 What are the characteristics of students who were served by your program in the current academic year? Record the number of students in each of the listed categories for the host school for your Center and for those students who attended your program during the academic year and any summer sessions. You may record a duplicated count in this table (for example, the same students are counted in more than one category). For example, a Special Education student may also be eligible for free or reduced price lunch. The host school is where your 21\" CCLC Center is located. Use the schools classification to identify LEP (Limited English Proficient) and Special Education students. What is the total number of... Students in host scFiool Student attendees in Center All students (total)________________________________ White_____________________________ ______Black or African American_____________ ______Asian____________________________________ ______Native Hawaiian or Other Pacific Islander______ ______American Indian or Alaska Native____________ ______Hispanic or Latino__________________________ Students who are considered Special Education_______ Students who are considered LEP (Limited English Proficient)_____________________________ Students who are eligible for free or reduced price lunch Students who are new to the program________________ 99 3 81 0 0 0 15 0 15 99 54 16Regular Attendees 2.16 Complete this table. Record (a) the total number of student attendees who attended the program fewer than 30 days during the program year (including summer) and (b) the number who attended 30 or more days during the program year (including summer). Any student who attended 30 days or more during the program year (including summer) is a \"regular attendee. \" What is the number of student attendees who ... Number of student attendees 71 a) Attended fewer than 30 days in current program year b) Attended 30 days or more in the current program year 28 99 TOTAL 172.18 Please describe the services and activities funded by your 2P CCLC grant. Description of Activity or Service Participation in Activity or Service I Activity or Service If you. do not offer any activities [ in a category, enter 0 for i Number of Activities and go to the next category. (1) ReadingZLiteracy (2) Mathematics (3) Science (4) Art, Music, Dance, Theater (5) Sports/Competitive Games (6) Technology, Video, Media (7) Community Service (8) Cultural Activities/Social Studies______________ (9) Health/Nutrition (10) Youth Development (e.g., mediation, communications) (11) Services for Adults (12) Homework Help/Tutoring Number of Activities How many activities are offered in this category? X 1 1 3 0 1 0 1 0 0 0 1 Times Activities Offered After-school (A), Before School (B), Weekend (W), Summer (S), and/or Other (O). A A A A A A A Staffing Level One-on-one or 1:1 (O), Small group of 1:2-7 (S), Medium group of 1:8-20 (M), and/or Large group of 1:20 or more (L). M M M M M M S staffing Type Paraprofessional (P), Adult volunteer (V), Teacher (T), College student (C), Other student (S), and/or Other (O). T T T P, T, O T T T, O Grade Levels Served Average Daily Attendance How Many Hours per Week Offered? How Many Days per Week Offered? PreK, K-5, 6- 8, 9-12, Adult (A), or Other (O). 6-8 6-8 6-8 6-8 6-8 6-8 6-8 12 18 11 13 12 12 10 6 6 6 3 3 6 6 3 3 3 3 3 3 3 19 Linkages to School Day 2.19 This table describes possible linkages between your Centers program and the host school Indicate (by checking the appropriate boxes) which individuals from the regular school faculty/staff contribute to the program in the ways indicated in the first column. For example, the schools principal and teachers may significantly help you set goals and objectives for the after-school program (if so, both of these boxes would be checked). Alternatively, they may not be substantially involved in any of the ways suggested (if so, their box in the last row and no other row would be checked). Please check all boxes that apply. Roles/Contribution to after- school program Set goals and objectives Principal School-day Teachers X Guidance Counselors X Office Staff Custodian X X X Recruit/refer students X X Communicate school-day curricula to Center staff X X Provide feedback on students X X Share instructional practices X X Work in after-school program X X X Promote access to facilities, provide resources or assistance X X X X X L Not substantively involved 20center-Level Information (Cloverdale Elementary School) 10Characteristics of 21* CCLC Center 2.1 Which Center location are you reporting on? Cloverdale Elementary School (school name) 2.2 Were any of the following components running prior to receiving 2P CCLC funds for this Center? ^fter-school  Summer Q Other (specify): 2.3 Please report the start and end dates (Month/Day/Year) for each component serving 21^ CCLC students during this reporting period. (See instructions on page 1 for your reporting period.) After-school: 10/02/00-05/03/01 Summer: _________________ Other: _________________ 2.4 How many (paid and unpaid) staff members work directly with participants in the after-school program? 29 2.5 About how many (paid and unpaid) staff in each category work with students on academic activities? Enter EITHER numbers OR percentages of staff. Type of Staff Member School-day teachers (whether in host school or other school\ninclude former and substitute teachers)_______________________________ College students________________________________________ High school students Parents Youth development workers Other community members (e.g., business mentors, senior citizens) Other (specify): Security, custodian Number of Staff l6 % of Staff 3 4 T o I I 11Characteristics of Host Schools The host school is the school at which your 2T' CCLC program Center operates. 2.6 What grade levels does the host school serve? Please report the grade levels served by the host school during the regular school day. K-5 2.7 Enter the total number of days that the host school was open during the 2000-2001 school year (for example, 180). Do not include summer school 178 12Center Participation 2.8 How many individuals were served at this Center, by age and by time of year? This does not include adults who work/volunteer at the Center. Enter the number ofnduto (19 and older) andK-I2e,udemr^ aended,he Cetler for each attendance list for each activity and people can time period indicated. If your Center keeps an attend more than one activity, please count them only one time. Row 1: Indicate the number of participants who attended during the academic year. Row 2  Indicate the number of participants who attended during the summer. Row 3 Indicate the number of participants who attended during both the academic year and the Row 4: Id^the first two rows together, then subtract the third row. This should result in the total number (unduplicated) of people the Center served in the past year. Example What is the total number of... 1. Individuals served during the past academic year_______________________ 2. Individuals served during the past summer___________________ 3. Individuals served during both the past academic year AND summer 4. Individuals served in the grant year Number of adult attendees (19 or older) Jt 1 Number of student attendees ST Sw J. ft') k  i- C . 350  i T 1 \u0026gt; Use the table below for your report. What is the total number of... 1. Individuals served during the past academic year__________________________________ 2. Individuals served during the past summer 3. Individuals served during both the past academic year AND summer____ 4. Individuals served in the grant year* No. of adult attendees (19 or older) 0 No. of student attendees 133 133 0 0 0 0 0 *Note As a check on the accuracy of your figures in each column, if you add the first two rows togeAer and then subtract the third row, you should get the total number (unduplicated) of people served in the grant year (row 4). The numbers in the above table are strictly for illustration. 132.9 Enter the total number of days that the Center operated during the 2000-2001 school year. 78 2.10 Does the Center offer services during school hours when school is not in session? For example, this includes holidays, inclement weather days, and in-service days. This does not include weekend or summer programs.  Yes No School Year: Hours of Operation 2.11 In a typical week, what hours is the Center open? This table is similar to a checklist. Please place a 1\" in the boxes corresponding to the hours that your Center is open each day of the week during the school year. Remember to total the hours for each row and each column (corresponding to the days of the week). Please place a 7  in boxes when the Center is OPEN for that entire hour. Use 0.5 to indicate a 30-minuteperiod and .25for a 15-minuteperiod. Mon Tues Wed Thurs Fri Sat Sun Total 6 TO 7 A.M.________ 7 TO 8 A.M.________ 8 TO 9 A.M.________ 9 TO 10 A.M.______ 10 TO 11 A.M._____ 11 A.M. TO 12 P.M. 12 TO 1 P.M.______ 1 TO 2 P.M._______ 2 TO 3 P.M._______ 3 TO 4 P.M._______ 4 TO 5 P.M._______ 5 TO 6 P.M._______ 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M._______ Later than 9 p.m. Total .5 1 1 1^ 1 1 .5 1 1 1 1 1 .5 1 1 1 1 1 1.5 3 3 3 3 3 5.5 5.5 5.5 i 16.5 142.12 Did the Center offer services during the summer of 2000?  Yes 0^No IF NO, PLEASE GO TO 2.15 (STUDENT CHARACTERISTICS) 2.13 Enter the total number of days that the Center operated during the summer of 2000. Summer: Hours of Operation 2.14 Please fill in the number of hours the Center was open in a typical week during the summer. (Exclude hours the Center was open only during the school year.) Please place a 1 in boxes when the Center is OPEN for that entire hour during the summer. Use 0.5 to indicate a 30-minuteperiod and .25for 15-minutes. Mon Tues Wed Thurs Fri Sat Sun TOTAL 6 TO 7 A.M.________ 7 TO 8 A.M.________ 8 TO 9 A.M.________ 9 TO 10 A.M._______ 10 TO 11 A.M.______ 11 A.M. TO 12 P.M. 12 TO 1 P.M._______ 1 TO 2 P.M.________ 2 TO 3 P.M.________ 3 TO 4 P.M.________ 4 TO 5 P.M.________ 5 TO 6 P.M.________ 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M._______ Later THAN 9 P.M. Total 15student Characteristics 2.15 What are the characteristics of students who were served by your program in the current academic year? Record the number of students in each of the listed categories for the host school for your Center and for those students who attended your program during the academic year and any summer sessions. You may record a duplicated count in this table (for example, the same students are counted in more than one category). For example, a Special Education student may also be eligible for free or reduced price lunch. The host school is where your 2F CCLC Center is located. Use the school s classification to identify LEP (Limited English Proficient) and Special Education students. What is the total number of... Students in host school Student attendees in Center All students (total)_______________________________ ______White_________________________ ______Black or African American__________________ ______Asian_____________________________________ ______Native Hawaiian or Other Pacific Islander______ ______American Indian or Alaska Native____________ ______Hispanic or Latino__________________________ Students who are considered Special Education_______ Students who are considered LEP (Limited English Proficient)_____________________________________ Students who are eligible for free or reduced price lunch Students who are new to the school__________________ 401 20 355 1 0 0 22 38 8 341 108 103 7 86 1 0 0 6 3 0 88 31 16Regular Attendees 2.16 Complete this table. Record (a) the total number of student attendees who attended the program fewer than 30 days during the program year (including summer) and (b) the number who attended days during the program year (including summer). Any student who attended 30 days 30 OK D2OK6 t -------\"\"o  2 -*  or more during the program year (including summer) is a regular attendee. What is the number of student attendees who ... Number of student attendees 55 a) Attended fewer than 30 days in current program year b) Attended 30 days or more in the current program year 78 133* TOTAL *This number represents all of the program attendees. In 2.15 (previous page) only 103 participants are noted because those are the participants that attend the host school\nhowever, this program serves 30 additional students that attend schools other than the host school. 172.18 Please describe the services and activities funded by your CCLC grant. Description of Activity or Service Participation in Activity or Service Activity or Service Number of Activities Times Activities Offered Staffing Level staffing Type Grade Levels Served Average Daily Attendance How Many Hours per Week Offered? How Many Days per Week Offered? If you do not offer any activities in a category, enter 0 for Number of Activities and go to the next category. How many activities are offered in this category? (1) Reading/Literacy___________ (2) Mathematics______________ (3) Science__________________ (4) Art, Music, Dance, Theater (5) Sports/Competitive Games (6) Technology, Video, Media (7) Community Service (8) Cultural Activities/Social Studies______________ (9) Health/Nutrition (10) Youth Development (e.g., mediation, communications) (11) Services for Adults_______ (12) Homework Help/Tutoring 2 1 1 0 1 0 y 1 0 0 0 1 After-school (A), Before School (B), Weekend (W), Summer (S), and/or Other (O). A One-on-one or 1:1 (O), Small group of 1:2-7 (S), Medium group of 1:8-20 (M), and/or Large group of 1:20 or more (L). Paraprofessional (P), Adult volunteer (V), Teacher (I), College student (C), Other student (S), and/or Other (O). PreK, K-5, 6- 8, 9-12, Adult (A), or Other (O). A A A A A S S S M M S T, C T,C LC T, S T,C T, C K-5 K-5 K-5 K-5 K-5 K-5 45 48 40 50 40 40 3 3I 4.5 3 3 3 3J 4.5 3 3 19 Linkages to School Day 2.19 This table describes possible linkages between your Centers program and the host school. Indicate (by checking the appropriate boxes) which individuals \u0026amp;om the regular school feculty/staff contribute to the program in the ways indicated in the first column. For example, the schools princ\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_351","title":"Compliance hearing exhibits, ''Writings on Program Evaluation-Grant Funded Projects,'' Volume II","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1998/2001"],"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 law and legislation","Education--Evaluation","Education--Finance"],"dcterms_title":["Compliance hearing exhibits, ''Writings on Program Evaluation-Grant Funded Projects,'' Volume II"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/351"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"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'WRITING ON PROGRAM EVALUATION\" -GRANT-FUNDED PROJECTS VOL. 2 OF 2Writings on Program EvaluationGrant-Funded Projects \\ 2U Century Community Learning Centers (grant-funded project) / 1. Grant Performance Report, Year One, 1998-99 2. Annual Performance Report, 1999-2000 3. Annual Performance Report, 2000-01 Safe Schools/Healthv Students (grant-funded project) 4. Grant proposal to United States Department of Education for funding for the Safe Schools/ Healthy Students project 5. Grant Performance Report, Jan, 30, 2001 Carnegie High School Reform^tanning (grant-funded proiecf) 6. Grant proposal to the Carnegie Foundation to fund a planning year for high school reform 7. Study Circle,Xction Forum Report on Issues and Suggestions, March 1, 2001 Accelerated Learning Center / 8. App^ation for a Charter School Planning Grant (see p. 3 for Justification of the nedd) Magnet School Grant 9. Magnet Programs Grant Proposal to United States Department of EducationTABLE OF CONTENTS PART\nITEM\nPAGE PARTI\nAPPLICATION FOR FEDERAL ASSISTANCE PART II \\ ASSURANCES \u0026amp; CERTIFICATION PART III\nBUDGET FORM \u0026amp; INFORMATION PART IV\nPROGRAM NARRATIVE : Abstract I i Performance Indicators Reference Sheet ill t A. i INTRODUCTION 1 : NEEDS ASSESSMENT 6 B. PLAN OF OPERATION\nEffectiveness of the Management Plan 29\nAttainment of Specific Objectives Effective Use of Resources to Achieve the Objectives\nEqual Access for Eligible Participants 37 56 68\nRecruitment of Students of Different Backgrounds 73 C. i QUALITY OF PERSONNEL\nQuality of the Project Director 7Q D. I Experience of Key Personnel i Quality of the Teachers i Time Commitment of Key Persormel\nDistrict Non-Dlscriminatory Practices\nQUALITY OF PROJECT DESIGN\nI. Magnet Schools Profile IL Program Descriptions  J. A. Fair High School  Mabelvale Middle School 79 92 103 104 106 107 143  McClellan High School  Cloverdale Middle School 183 223 December 18, 2000 Little Rock School District TABLE OF CONTENTS PART i ITEM i PAGE E. i BUDGET AND RESOURCES\nAdequacy of Facilities 267 F, G ' H. II II I i Adequacy of Equipment and Supplies I Adequacy of Reasonableness of the Budget i EVALUATION PLAN i Summatlve Evaluation i Formative Evaluation i COMMITMENT \u0026amp; CAPACITY i PRIORITIES\nNeed for Assistance \nNew or Significantly Revised Magnet Schools i Use of the Lottery s Innovative Approaches ! State Plan for Goals 2000 i Comprehensive Community Involvement Plan : PART V i DESEGREGATION INFORMATION PART VI\nAPPENDICES 278 278 282 992 297 301 305 307 309 320 329 A. pplication Education for r e d e r a 1 Note: if available, please provide A s s i s t a D c e application package on diskette and specify the file format. rar\nU.S. Department of Education Fottn Approved 0MB No. 1875-0106 Exp. 06/30/2001 [j Applicant Information 1. Name and Address Organizational Unit Legal Name:. Address:___ City Little Rock School District 810 West Markham_____ ______ School District Little Rock AR State Pulaski County 72201 ZIP Code + 4 2. ApplicantsD-U-N-SNumber | 0|4 |0 |6 4| 4 |0 |0 |7 3. Applicants T-I-N 71-60 14717 4. Catalog of Federal Domestic Assistance #\n5. Project Director:. Linda Austin Address\n. 810 West Markham Little Rock City Tel.#: (501 ) 6. Is the applicant delinquent on any Federal debt? (If \"Yes,\" attach an explanation.) 8 I 4 B 1 I 6 I 5 I a|'- Title:. 7. Dves B No AR Sute 72201 - ZIP Code + 4 324  2112 Fax#: (501 ) .324 -2115 E-Mail Address: livoung@lrsdadm. Irsd.kl2.ar.us Application Information 9. Type of Submission: PreApplication [3 Construction  Non-Construction Application  Construction 13 Non-Construction 10. Is application subject to review by Executive Order 12372 process? IXI Yes (Date made available to the Executive Order 12372 process for review): 12 /19 /2000 I I No (If \"No.\" check appropriate box below.) 1 I Program is not covered by E.O. 12372. I 1 Program has not been selected by State for review. Start Date: End Date: Magnet Schools Assistance Program___________________ Type of Applicant (Enter appropriate letter in the box.) [Il A State B County C Municipal D Township  Interstate F Intermunicipal G Special District H Independent School District I Public College or University J Private, Non-Profit College or University K Indian Tribe L Individual M Private, Profit-Making Organization N Other (Specify):_____________________ 8. Novice Applicant B Yes  No 12. Are any research activities involving human subjects planned at any time during the proposed project period? Yes No 11. Proposed Project Dates: J7/^/200L Q6/2QQ4 Estimated Funding 14a. Federal b. Applicant c. State d. Local e. Other f. Program Income g. TOTAL RV. 11/12/99 a. If \"Yes,\" Exemption(s) #' c. IRB approval date: s $ $ $ 5 s s lx] No b. /Assurance of Compliance #\nOR I 1 Full IRB ar r~l Expedited Review 13. Descriptive Title of Applicants Project: Magnet Schools Assistance Program Propos. 1 Aiming for Excellence Authorized Representative Information 3,999,832 3,999,832 .00 .00 .00 .00 .00 .00 .00 15. To the best of my knowledge and belief, all data in this preapplicationZapplication are true lU Uic ucsi u* Uiy luawvTivMgv uuw -------------- \u0026lt; t .j ri. r and correct. The document has been duly authorized by the governing body of the applicant and the applicant will comply with the attached assurances if the assistance is awarde . Typed Name of Authorized Representative Dr. Leslie V. Gamine b. Title Superintendent of Schools Tel.#: (501 ) 324 - 2012 Fax#: (501) 3^ .2146 d. E-Mail Address: e. Signature of Autl lvcami@lrsdadm.lrsd.kl2. ar. us Tzcd Represem IVI Datel2 zQ8/200g ED 424 assurances - NON-CONSTRUCTION PROGRAMS 0MB Approval No. 0348-0040 hiirripn for this collection of information is estimated to average 15 minutes per response, includ. ing, time for reviewing Public reporting-b--u--r-d---e--n- for this coiieciio maintaining the data needed, and completing and reviewing the collection of instructions, searching existing data sources, gathering other aspect of this collection of information, including suggestions for PLEASE DO NOT RETURN YOUR COMPLETED FORM TO THE OFFICE OF MANAGEMENT AND BUDGET. SEND IT TO THE ADDRESS PROVIDED BY THE SPONSORING AGENCY._______ If you have questions, please contact the is the case, you will be notified. As the duly authorized representative of the applicant, I certify that the applicant: 1. 2. Has the legal authority to apply for Federal assistance and the institutional, managerial and financial capability (including funds sufficient to pay the non-Federal share of project cost) to ensure proper planning, management and completion of the project described in this application. Will give the awarding agency, the Comptroller General of the United States and, if appropriate, the State, through any authorized representative, access to and the right to examine all records, books, papers, or documents related to the award\nand will establish a proper accounting system in accordance with generally accepted accounting standards or agency directives. 3. Will establish safeguards to prohibit employees from using their positions for a purpose that constitutes or presents the appearance of personal or organizational conflict of interest, or personal gain. 4. Will initiate and complete the work within the applicable time frame after receipt of approval of the awarding agency. 5 Will comply with the Intergovernmental Personnel Act of 1970 (42 U.S.C. 4728-4763) relating to prescribed standards for merit systems for programs funded under one of the 19 statutes or regulations specified in Appendix A of OPM's Standards for a Merit System of Personnel Administration (5 C.F.R. 900, Subpart F). 6. Will comply w..i.t.h. a-l l Federal statutes .relatingJ .t o. nondiscrimination. These include but are not limited to. Title VI of the Civil Rights Act of 1964 (P.L. 88-352) which prohibits discrimination on the basis of race, color or national origin\n(b) Title IX of the Eduction Amendments of 1972, as amended (20 U.S.C. 1681- (a) 1683, and 1685-1686), which prohibits discrimination on the basis of sex\n(c) Section 504 of the Rehabilitation Previous Edition Usable 7. Act of 1973, as amended (29 U.S.C. 794), which prohibits discrimination on the basis of handicaps\n(d) the Age Discrimination Act of 1975, as amended (42 U.S.C. 6101-6107), which prohibits discrimination on the basis of age\n(e) the Drug Abuse Office and Treatment Act of 1972 (P.L. 92-255), as amended, relating to nondiscrimination on the basis of dnjg abuse\n(f) the Comprehensive Alcohol Abuse and Alcoholism Prevention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616). as amended, relating to nondiscrimination on the basis of alcohol abuse or alcoholism\n(g) 523 and 527 of the Public Health Service Act of 1912 (42 U.S.C. 290 dd-3 and 290 ee 3), as amended, relating to confidentiality of alcohol and drug abuse patient records\n(h) Title VIII of the Civil Rights Act of 1968 (42 U.S.C, 3601 et seq.), as amended, relaUng to nondiscrimination in the sale, rental or financing of housing\n(i) any other nondiscrimination provisions in the specific statute(s) under which application for Federal assistance is being made\nand, 0) the requirements of any other nondiscrimination statute(s) which may apply to the application. Will comply, or has already complied, with the requirements of Titles II and 111 of the Uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970 (P.L. 91-646) which provide for fair and equitable treatment of persons displaced or whose property is acquired as a result of Federal or federally-assisted programs. These requirements apply to all interests in real property acquired for project purposes purchases. regardless of Federal participation in 8. Will comply, as applicable, with provisions of the Hatch Act (5 U.S.C. 1501-1508 and 7324-7328) which limit the political activities of employees whose principal employment activities are funded in whole or in part with Federal funds. Authorized for Local Reproduction standard Form 424B (Rev. 7-97) Prescribed by 0MB Circular A-102 9 Will comply, as applicable, with the provisions of the Davis- Bacon Act (40 U.S.C. 276a to 276a-7), the Copeland Act (40 U.S.C. 276c and 18 U.S.C. 874), and the Contract Work Hours and Safety Standards Act (40 U.S.C. 327- 333), regarding labor standards for federally-assisted construction subagreements. 10. Will comply, if applicable, with flood insurance purchase requirements of Section 102(a) of the Flood Disaster Protection Act of 1973 (P.L. 93-234) which requires recipients in a special flood hazard area to participate in the program and to purchase flood insurance if the total cost of insurable construction and acquisition is $10,000 or more. 11. Will comply with environmental standards which may be prescribed pursuant to the following\n(a) institution of environmental quality control measures under the National Environmental Policy Act of 1969 (P.L. 91-190) and Executive Order (EO) 11514\n(b) notification of violating facilities pursuant to EO 11738\n(c) protection of wetlands pursuant to EO 11990\n(d) evaluation of flood hazards in floodplains in accordance with EO 11988\n(e) assurance of project consistency with the approved State management program developed under the Coastal Zone Management Act of 1972 (16 U.S.C. 1451 et seq.)\n(f) conformity of Federal actions to State (Clean Air) Implementation Plans under Section 176(c) of the Clean Air Act of 1955, as amended (42 U.S.C. 7401 et seq.)\n(g) protection of underground sources of drinking water under the Safe Drinking Water Act of 1974, as amended (P.L. 93-523)\nand. (h) protection of endangered species under the Endangered Species Act of 1973, as amended (P.L. 93- 205). 12. Will comply with the Wild and Scenic Rivers Act of 1968 (16 U.S.C. 1271 et seq.) related to protecting components or potential components of the national wild and scenic rivers system. 13. Will assist the awarding agency in assuring compliance with Section 106 of the National Historic Preservation Act of 1966, as amended (16 U.S.C. 470), EO 11593 (identification and protection of historic properties), and the Archaeological and Historic Preservation Act of 1974 (16 U.S.C. 469a-1 et seq.). 14. Will comply with P.L. 93-348 regarding the protection of human subjects involved in research, development, and related activities supported by this award of assistance. 15. Will comply with the Laboratory Animal Welfare Act of 1966 (P.L. 89-544, as amended, 7 U.S.C. 2131 et seq.) pertaining to the care, handling, and treatment of warm blooded animals held for research, teaching, or other activities supported by this award of assistance. 16. Will comply with the Lead-Based Paint Poisoning Prevention Act (42 U.S.C. 4801 et seq.) which prohibits the use of lead-based paint in construction or rehabilitation of residence structures. 17. Will cause to be performed the required financial and compliance audits in accordance with the Single Audit Act Amendments of 1996 and OMB Circular No. A-133. 18. Audits of States, Local Governments, and Non-Profit Organizations.\" Will comply with all applicable requirements of all other Federal laws, executive orders, regulations, and policies governing this program. SIGNATURE OF AUTHORIZED CERTIFYING OFFICIAL TITLE Superintendent of Schools APPLICANT ORGANIZAVlpN Little Rock School District DATE SUBMITTED December 22, 2000 standard Form 4248 (Rev. 7-97) Back 1. Type of Federal Action: b. disclosure of lobbying activities Complete this form to disclose lobbying activities pursuant to 31 U.S.C. 1352 (See reverse for public burden disclosure.) ___________ ---------------------------------- , - .T_______________ , \u0026gt; _!___ In Dannrt Tune\n2. Status of Federal Action: 3. Report Type: Approved by 0MB 0348-0046 a. contract b. grant c. cooperative agreement d. loan e. loan guarantee f. loan insurance_______ a a. bid/offer/application b. initial award c. post-award a. a. initial filing b. material change For Material Change Only: year quarter date of last report 4. Name and Address of Reporting Entity: 0 Prime I I Subawardee Tier_____ 5. If Reporting Entity in No. 4 is a and Address of Prime: Subawardee, Enter Name Little Rock School District 810 West Markham Little Rock, AR 72201 , if known'. Congressional District, if known'. 6. Federal Department/Agency: Two U.S. Department of Educatim 8. Federal Action Number, if known: 10. a. Name and Address of Lobbying Registrant (if individual, last name, first name. Ml)'. N/A 11. authorized by tlno 31 U.S.C. sootton Z13J52S '-jrnatiB dniaccaau rwoa ao lP kitibSyftbnyo tahc.d dviUBa la .a. hm.artie rliaal trampraoaa.n^tabori ol tact c aritariKl Irito. Thia dl.Uo.ur, 1. rwulhid pur.u.ht m 31 W.C 135^ Wormatlori wilt be reported Io the CortBrea. Krrrwinhuelly ^d W^all^e public rapmSori. An, penmn B-o fail, to file the repuWrd  ^ecl to e dtril pertelt, al not leu that 510.000 and not more than $100,000 for mrormalion nqirtlted BinxjBh ttlis torn is 31 U.S.C. 1352. This such failure. Federal Use Only\nCongressional District, if known : 7. Federal Program Name/Description: CFDA Number, if applicable'. 9. Award Amount, if known: $______________________ ___________ ____________ b. Individuals Performing Services (including address if different from No. 10a) (last name, first name, Ml): Signature\n_____ 4 Print Name: _ Title\n_______ Telephone No. N/A TiPsuV V. Gamine Superintendent of Schools (501) 32A-2012 Date\n12/22/00. Authorized for Local Reproduction Standard Form LLL (Rev. 7-97) INSTRUCTIONS FOR COMPLETION OF SF-LLL, DISCLOSURE OF LOBBYING ACTIVITIES This disclosure form shall be completed by the ^Tfil\" action, or a material change to a previous filing, pursuant to btle 31 U.S.C^seotion 1352. Member of Congress, an officer or employeeof ppaayymmeenntt ttoo aannyy lloobbbbyyiinngg eenntUittyy ffoor^ linnfflluueennccilnngg oorr attemp^ng o m uen 1. Identify the type of covered Federal action for which lobbying activity is and/or has been secured to infiuence the outcome of a covered Federal action. 2. Identify the status of the covered Federal action. 3. Identify the --------- the year and quarter in which the change occurred. Enter action. 4. Enter the full name, address, city, State and the first subawardee of the reporting entity that designates if it Is, or limited to subcontracts, subgrants and contract awards under grants. of the prime is the 1st tier. Subawards include but are not 5. If the organization filing the report in item 4 Checks -Subawardee.-then enter the full name, address, city. State and zip code of the prime Federal recipient. Include Congressional District, if known. 6. Enter the name of the Federal agency making the award or loan commitment. Include at least one example. Department of Transportation. United States Coast Guard. organizationallevel below agency name, if known. For 7. Enter the Federal program name or description for the covered Federal action (Item 1). If known, enter the full Catalog of Federal Domestic Assistance (CFDA) number for grants, cooperative agreements, loans, and loan commitments. 8 Enter the most appropriate Federal Identifying number availablefor the Federal action identified in XmlXei ' Invitation for Bid (IFB) number, grant announcement \"* \" **\" \"---------------------- '' assigned by the Federal agency). Include prefixes, e.g.. RFP-DE-90-001. award number\nthe application/proposal control number 9, For a covered Federal action where there has been an award or loan commitment by the Federal agency, enter the Federal amount of the awardfioan commitment for the prime entity identified In Item 4 or 5. entity kJenlified in item 4 to influence the covered Federal action. (b) Enter the full names Middle Initial (Ml). of the Individual(s) performing services, and include full address  dfiferent from 10 (a). Enter Last Name. First Name, and 11. The certifying official shall sign and date the form, print hisArer name. tiUe. and telephone number. collection of information unless it displays a valid OMB Control According to the Paperwork Reduction Act. as reporting burden for this collection of information is Number. The valid OMB control number for this information collection to OMB No.^M\u0026lt;^. PubK ,aitoining the data information. DC 20503. CERTIFICATIONS REGARDING LOBBYING\nDEBARMENT, SUSPENSION AND OTHER SoSlI^^TTERS\nAND DRUG-FREE WORKPLACE REQUIREMENTS Annlicants should refer to the regulations cited below to ddeetteerrmmiinnee tthhee cceerrttiiffiiccaattiioonn ttoo wwhhiicchh tthheeyy aarree rreeqquuiirreeud to attest. Applicants ?Govemment-wide Debarment and Suspension (Nonprocurer^nOjan Hacked wheMhe'^ (Grants).\" The certifications shall be treated as a material representation of fact upon which reliance will be placed when the Departrnent of Education determines to award the covered transaction, grant, or cooperative agreement. 1. LOBBYING As required by Section 1352, Title 31 of the U.S. Code, and implemented at 34 CFR Part 82, for persons entering into a grant or cooperative agreement over $100,000, as defined at 34 CFR Part 82, Sections 82.105 and 82.110, the applicant certifies that\n(a) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the making of any Federal grant, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal grant or cooperative agreement\n(b) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress In connection with this Federal grant or cooperative agreement, the undersigned shall complete and submit Standard Form - LLL, Disclosure Form to Report Lobbying,\" in accordance with its instnjctions\n(c) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subgrants, contracts under grants and cooperative agreements, and subcontracts) and that all subrecipients shall certify and disclose accordingly. (c) Are not presently indicted for or otherwise criminally or civilly charged by a governmental entity (Federal, State, or local) with commission of any of the offenses enumerated in paragraph (2)(b) of this certification\nand (d) Have not within a three-year period preceding this application had one or more public transaction (Federal, State, or local) terminated for cause or default\nand B. Where the applicant is unable to certify to any of the statements in this certification, he or she shall attach an explanation to this application. 3. DRUG-FREE WORKPLACE (GRANTEES OTHER THAN INDIVIDUALS) As required by the Drug-Free Workplace Act of 1988, and implemented at 34 CFR Part 85, Subpart F, for grantees, as defined at 34 CFR Part 85, Sections 85.605 and 85.610 - A. The applicant certifies that it will or will continue to provide a drug-free workplace by\n(a) Publishing a statement notifying employees that the unlawful manufacture, disUibution, dispensing, possession, or use of a controlled substance is prohibited in the grantee s workplace and specifying the actions that will be taken against employees for 2. DEBARMENT, SUSPENSION, AND OTHER RESPONSIBILITY MATTERS As required by Executive Order 12549, Debarment and Suspension, and implemented at 34 CFR Part 85, for prospec- five p articipants in primary cover_e_d1 t..r_a_n__saatctions, as detineo at 34 CFR Part 85, Sections 85.105 and 85.110 A. The applicant certifies that it and its principals: (a) Are not presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from covered transactions by any Federal department or agency. violation of such prohibition\n(b) Establishing an on-going drug-free awareness program to infomi employees about\n(1) The dangers of drug abuse in the workplace\n(2) The grantee's policy of maintaining a drug-free workplace\n(3) Any available drug counseling, rehabilitation, and employee assistance programs\nand (4) The penalties that may be imposed upon employees for drag abuse violations occurring in the workplace\n(c) Making it a requirement that each employee to be engaged in the performance of the grant be given a copy of the statement required by paragraph (a)\n(b) Have not within a three-year period preceding this application been convicted of or had a civil judgement rendered (d) Notifying the employee in the statement required by para- g' ra' ph (a.) that, as a condition of employment Iu innHdAerr ftkhae ngrroanntt, the against them for commission of fraud or a criminal offense in co nnection w...i.t..h.. ..o..b...t.a...i.n ing, .a. ttempt_i_nrgiA trof norbmtianirn, or perfomning a public (Federal, State, or local) transaction or contract under a public transaction\nviolation of Federal or State antitrust statutes or commission of embezzlement, theft, forgery. employee will: (1) Abide by the terms of the statement\nand (21 Notify the employer in writing of his or her conviction for a violation of a criminal drug statute occurring in the workplace no bribery, falsification or destruction of records, making false later than five calendar days after such conviction. statements, or receiving stolen property\n(e) Notifying the agency, in writing, within 10 calendar days after receiving notice under subparagraph (d)(2) from an ernployee or otherwise receiving actual notice of such conviction. Employers of convicted employees must provide notice, including position title, to: Director, Grants Policy and Oversight Staff, U.S. Department of Education, 400 Maryland Avenue, S.W. (Room 3652, GSA Regional Office Building No. 3), Washington, DC 20202- 4248. Notice shall include the identification number(s) of each affected grant\n(f) Taking one of the following actions, within 30 calendar days of ' '  . _______L* t.rifh raenort tn anv III I onii a---------- receiving notice under subparagraph (d)(2), with respect to any employee who is so convicted: (1) Taking appropriate personnel action against such an ' '  ..................... ._______oo\u0026lt;.M\u0026gt;ie\u0026gt;tanf lAiith t em- ^1^ 1 aixii ly tij-'i-'* r ** . ... .. ployee, up to and including termination, consistent with the requirements of the Rehabilitation Act of 1973, as amended\nor (2) Requiring such employee to participate satisfactorily in a drug ' ' . . .....x!_______ for ftiinn abuse assistance or rehabilitation program approved for such purposes by a Federal, State, or local health, law enforcement, or other appropriate agency\nDRUG-FREE WORKPLACE (GRANTEES WHO ARE INDIVIDUALS) As required by the Drug-Free Workplace Act of 1988, and implemented at 34 CFR Part 85, Subpart F. for grantees, as defined at 34 CFR Part 85, Sections 85.605 and 85.610- A. As a condition of the grant, I certify that I will not engage in the unlawful manufacture, distribution, dispensing, possession, or use of a controlled substance in conducting any activity with the grant\nand B. If convicted of a criminal drug offense resulting from a violation occurring during the conduct of any grant activity, I will report the conviction, in writing, within 10 calendar days of the conviction, to\nDirector, Grants Policy and Oversight Staff, Department of Education, 400 Maryland Avenue, S.W. (Room 3652, GSA Regional Office Building No. 3), Washington, DC 20202-4248. Notice shall include the identification number(s) of each affected grant. (g) Making a good faith effort to continue to maintain a iviarjiiy a y-wv ------- drug-free workplace through implementation of paragraphs (a), (b), (c), (d), (e), and (f). B. The grantee may insert in the space provided below the site(s) for the performance of work done in connection with the specific grant\nPlace of Perfonnance (Street address, city, county, state, zip code) Little Rock School District 810 West Markham Little Rock, Pulaski, AR 72201 Check [ ] if there are workplaces on file that are not identified here. As the duly authorized representative of the applicant, 1 hereby certify that the applicant will comply with the above certifications. NAME OF APPLICANT Little Rock School District PR/AWARD NUMBER AND / OR PROJECT NAME Magnet Schools Assistance Program PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE Leslie V. Gamine Superin teendent of Schools SIGNATURE DATE December 22, 2000 12/98 ED 80-0013Certification Regarding Debarment, Suspension, Ineiigibiiity and Voluntary Exciusion Lower Tier Covered Transactions t of Education regulations implementing Executive Order 12549. Debarment and Suspension, 34 CFR certiticauon oy me ue|jaiui,o,.i oi coucauun ioyuiouu,.o v a .-n Part 85, for all lower ber transactions meeting the threshold and tier requirements stated at Section 85.110. This certification is required by the Department Instructions for Certification 1. By signing and submitting this proposal, the prospective lower tier 6. The prospective lower tier participant further agrees by submitting this proposal that it will include the clause titled Certification Regarding Debarment, Suspension, Ineligibility, and Voluntary Exclusion-Lower participant is providing the certification set out below. Tier Covered Transactions.\" without modification, in all lower tier covered transactions and in all solicitations for lower tier covered 2. The certification in this clause is a material representation of fact upon which reliance was placed when this transaction was entered into. If. it. is. l ater d...e..t.e..r.m....i.n.e. d .t.h..a...t. .t.h..e.. .p. frioosrp nencrttiivre.in lao'wer tier parbcipant knowingly rendered an erroneous certification, in addition to other remedies available to the Federal Government, the departmen or agency with which this transaction originated may pursue available remedies, including suspension and/or debarment. 3 The prospective lower tier participant shall provide immediate written notice to the person to which this proposal is submitted if at any time the prospective lower tier participant learns that its certitica- _ J __ rternriATH IC hu tion was erroneous when submitted or has become erroneous by reason of changed circumstances. 4. The terms covered transaction,\" debaiTed, susperided,\" ineligible,\" lower tier covered transaction,\" participant,\"\" person, primary covered transaction,\"\" principal,\" proposal,\" and volumarily excluded,' as used in this clause, have the meanings set out in me Definitions and Coverage sections of rules implementing Executive Order 12549. You may contact the person to which this proposal is submitted for assistance in obtaining a copy of those regulations. 5. The prospective lower tier participant agrees by submitting this proposal that, should the proposed covered transaction be entered into, it shall not knowingly enter into any lower tier covered transaction with a person who is debarred, suspended, declared ineligible, or voluntarily excluded from participation in this covered ^nsarton. unless authorized by the department or agency with which this transaction originated. transactions. 7. A parttcipant in a covered transaction may rely upon a certification of a prospective participant in a lower tier covered transaction that it is not debarred, suspended, ineligible, or voluntarily excluded from the covered transaction, unless it knows that the certification is erroneous. A participant may decide the method and frequency by which it determines the eligibility of its principals. Each participant may but is not required to. check the Nonprocurement List. 8. Nothing contained in the foregoing shall be construed to require establishment of a system of records in order to render in good faith the cerfificabon required by this clause. The knowledge and informaUon of a participant is not required to exceed that which is normally possessed by a prudent person in the ordinary course of business dealings. 9. EExxcceepptt ffoorr ttrraannssaaccttiioonnss aauutthhoornizzeeda uunndoeerr ppaarraaggrraapphn 5u uoif tuh.ecoseo instructions, if a participant in a covered transaction knowingly enters into a lower tier covered transaction with a person who is suspended, debamed, ineligible, or voluntarily excluded from participation in this transaction, in addition to other remedies available to the Federal Government, the department or agency with which this transaction originated may pursue available remedies, including suspension and/or debarment. Certification (1) The orosoective lower tier participant certifies, by submission of this proposal, that neither it nor suspended, proposed for debarment, declared ineligible, or voluntanly excluded from participation in its principals are presently debarred,  in this transaction by any Federal department or agency. (2) Where the prospective lower tier participant is unable to certify to any of the statements in attach an explanation to this proposal. NAME OF APPLICANT Little Rock School District________ PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE Leslie V. Gamine Superintendent of Schools___________ _ SIGNATURE in this certification, such prospective participant shall PR/AWARD NUMBER AND/OR PROJECT NAME Magnet Schools Assistance Program DATE December 22, 20CMD ED 80-0014, 9/90 (Replaces GCS-009 (REV.12/88), which is obsolete) I I MAGNET SCHOOLS ASSISTANCE PROGRAM ASSURANCES In accordance with section 5106(b)(2) of the Improving America's Schools Act of 1994, the applicant hereby assures and certifies that it (1) will use funds under this part for the purposes specified in section 5102 of the Improving America's Schools Act of 1994\n(2) will employ teachers in the courses of instruction assisted under this part who are certified or licensed by the State to teach, or supervise others who are teaching, the subject matter of the courses of instruction\n(3) will not engage in discrimination based on race, religion, color, national origin, sex or disability in the hiring, promotion, or assignment of employees of the agency or oth personnel for whom the agency has any administrative responsibility, (4) will not engage in discrimination based on race, religion, color, national ongin, sex or disability in the assignment of students to schools or to courses of instruction within the schools of the agency, except to carry out the approved plan\n(5) will not engage in discrimination based on race, religion, color, national origin, sex or disability in designing or operating extracurricular activities for students. (6) will carry out a high-quality education program that will encourage greater parental decisionmaking and involvement\nand (7) will give students residing in the local attendance area of the proposed magnet ' '  - .... __X- _ X_in thnco nrniortc school projects equitable consideration for placement in those projects. FOR THOSE APPLICANTS THAT HAVE PREVIOUSLY APPROVED REQUIRED DESEGREGATION PLANS The applicant hereby assures and certifies that it is implementing that desegregation plan as approved. Signature i^f Authorized _ lature Representative 12/22/00 Date FY 2001 Magnet Schools Assistance Program Application Section D (Required Forms) - Page 18Certification of EligibiUty for Federal Assistance in Certain Programs I understand that J4 CFR 75.60,75.61, and 75.62 require that I make specific certifications of eligibiltty to the U.S. Department of Education as a condition of applying to Federal funds in certain progtarre m4 tot these requnemmts are r to any other eligibility toquiraneats that toe U.S. Department of Education miposet under program regulations. are m Under 34 CFR 75.60 - 7S.62: L I certify that k. I do not owe a debt, or I am current in repaying a debt, or I am not in default (as that term is used at 34 CFR Part 668) on a debt: I. To the Federal Qovenment under a nonprocurement transaction (e.g., a previous loan, scholarship, grant, or cooperative agreement)\nor 2. For a feUowshjp, scholarship, stipend, discretionary grant, or loan in any program of the U. Department of Education that is sulgect to 34 CFR 75.60,7S.61, and 75.62, including\nFcdscal Pell Grant Program (20 U AC 1070a, et seq.)\nn,.4\u0026gt;pii Supplemental Educational Opportunity Grant (SEOG) Program (20 UAC. 1070(b), et mq.): State Student Incentive Grant Program (SSIG) 20 U.S.C- 1070c, et seq.). Federal Loan Ptugtam (20 U.S,C 1087aa, et aeq-X Irtoome OvutetMU I^jceet Loan Dentonsttation Project (20 U.S.C 1087a, note)\n p,t\u0026gt;nil Stafford Loan Program, Federal Supplemental Loans for Students [SLS], Federal PLUS, or Federal Consolidation Loan Program (20 UAC. 1071, ct seq.), Cuban Student Loan Program (20 U.S.C 2601, ct aeq.), Robert C Byrd Honors Seb^eship Program (20 UAC 1070d-31, et seq.)\nJacob K. Javits Fellows Program U5.C 1134h-11341): Patricia Roberts Barris Fellowdiip Program (20 U.S.C. 1134d-1134g)\nChrista M'^^iitifTe Fellowtiup Program (20 UAC. 110S-ll05i): Biimprat Bducation FcHowship Program (20 U.S.C 3221-3262)\np \u0026gt;4whnwt\nnn 1 .\u0026lt;mg.Tenn Traiinag Program (29 UA.C 774(b))\nPaul Douglas Teacher Sobolatship Program (20 UAC. 1104, et aeq.)\nT w P.wffweement EducatioQ Program (42 U.S.C. 3775), Indian FcDowtiiip Program (29 UAC. 774(b))\nOR B. I have made arrangements aatisftcWiy to the U.S. Department of Bducation to re^y a \u0026lt;k*t as desaOit^ A.L or A.2. (above) on which X had not been current in repaying or on which I was m default (as that term IS used m 34 CFRPartd^ u. I eatlftr also ttat 1 have not iKca deelarad by a judge, as a eootfitiM of seateacir^ n^ i^l^^U3^^^^toniC\nWeralai.tnfctti.epe,iodoftto 1 taderstand that provSdiitf a \u0026amp;lse coti\u0026amp;atioo So any of the ftateawits abotre makes me li^ to repaymmt to to Ui Dtoot^ f Edaeatico to oo to basis of this oestifieatioo, to ewfl pouiliei, and to enimaal ptoaeeuhoo under 18 U5.C 1001. -Cr (Sigaattue) December 15, 2000 (Date) Leslie V. Carnine, Superintendent (Typed et Printed Name) . ... j_Mamet Schools Assistance Mime w Bnmber of to USOB program under which thu eethficalwo k being imdc\n_ , Program Proposal \"Aiming for ExcellenceIt BD 804016 (f/n) I Little Rock, Arkansas LITTLE ROCK MSAP SUMMARY YEAR1 YEAR 2 YEAR 3 TOTAL FAIR HIGH SCHOOL Direct costs McClellan high school Direct costs MABELVALE MIDDLE SCHOOL Direct costs CLOVERDALE MIDDLE SCHOOL Direct costs MAGNET OFFICE Direct costs $796,374 $1,015,354 $837,985 $789,430 $296,225 $1,092,780 $794,320 $759,813 $815,748 $272,664 $937,926 $875,664 $739,531 $822,617 $272,441 $2,827,080 $2,685,338 $2,337,329 $2,427,795 $841,330 TOTAL DIRECT COSTS $3,735,368 $3,735,327 $3,648,177 $11,118,873 Personnel Fringe Benefits Travel Equipment Supplies Contractual Construction Other Direct costs $935,220 $179,084 $101,296 $701,517 $1,129,587 $196,500 $0 $492,164 $3,735,368 $958,434 $182,294 $98,192 $474,603 $1,215,128 $182,500 $0 $624,176 $3,735,327 $1,012,140 $189,719 $82,672 $285,862 $1,402,840 $182,500 $0 $459,842 $3,615,575 $2,905,794 $551,098 $282,160 $1,461,982 $3,747,555 $561,500 $0 $1,576,182 $11,086,271 Indirect Costs @.0708 7.0800% $264,464 $264,461 $255,983 $784,908 Total Little Rock $3,999,833 $3,999,788 $3,871,558 $11,871,179 Little Rock MSAP Summary/ Page 1 Uttte Rock, Arkansas FAIR HIGH SCHOOL ITEM PA6ERERENCE ------- ----------------------------YEAR ONE UNIT PRICE NUMBER COST little rock ARKANSAS________ _ YEAR TWO YEAR THREE PERSONNEL Curriculum Coordinator I Medical Studies Lead Teacher Environental Science Lead Teacher Information Science Lead Teacher 32 33 33 $52,000 $48,500 $48,500 $48,500 1.0 1-0 $53,560 $49,440 $49,4401 $49,440 ^l 1.0 $55,167 $50,923 $50,9231 $50,923 1.0 i.ol 1.0 $58,4n $53,978 $53,978! $53,978 SUBTOTAL PERSONNEL 4.0 $201,880 4.0 $207,936 4.0 $220,412 FRINGE BENEFITS ARReBrement Redrement/Soc Sec. Woriwrs Compensation I Unemployment Health Insurance n/a n/8 n/a n/a n/a 12.00% 0.77% 0.87% 0.19% $2,620 4.0 4.0 4.0 4.0 4.ol $24,226 $1,544 $1,756 $3861 $10,480 4.0 4.0 4.0 4.01 4.0 $24,952 $1,591 $1,809 $3971 $10,480 4.01 4.0 4.0 4.01 4.0 $26,449 $1,686 $1,918 $4211 $10,480 SUBTOTAL FRINGE BENEFITS $38,392 $39,229 $40,964 IBAMEL Site VIsItato Magnet Schools MSAP Annual Meeting MSA Annual Conference 117 117 117 $778 $896' $1,200 4.0 2.0 2.0 $3,104 $1.7901 $2,400 4.0 2.0 2.0 $3,104 $1,7901 $2,400 0.0 2.0) 2.0 $0 $1,79o! $2,400 $7,294 $7,294 $4,190 ISUBTOTAL TRAVEL EQUIPMENT I Medical Anatomical Torso Electon Microscope Medical Sciences Lab I Environmental I Ecosystems \u0026amp; Environmental Lab I Greenhouse 123 123 123 134 134 $8,860 $6,0001 $66,000 $126,000 $46,000 0.0 0.5 0.51 $0 1.0 $6,650 $32,500 $62,500 Fair High School / Page 1 1.0 0.5 0.5 1.0 $5,000 $32,500 $62,500 $45,000 UtUe Rock, Arkansas Smart Boards Pond aiKl Deck KH Clhnatarium Greenhouse Annex Kit Information Sclenca Systems Engineering A Info. Sci. Lab 134 134 134 134 113 SUBTOTAL EQUIPMENT SUPPLIES Information Science Comp^Aar vri monitor Personal Printers Color Laser Printer Student Computer Furniture Digital Cameras Digital Camcorder Fax Machine Super VMS VCR w/Large Monitor PC Cameras Computer Software Computer Supplies Scanners Laptop Computers Medical Computer w/ monitor Personal Printers Computer Furniture Palm Pllota Disposable Aprons, Glovea, Masks Human Muscular Skelelon Human Muscular \u0026amp; Ligament Skeleton Double Stethoscope Student Stethoscope Virtual Reality Dissection Lab Mlnl-Gel Electrophoresis Kit 113 113 113 113 113 113 113 113 113 113 113 113 113 123 123 123 123 123 125 125 125 125 125 125 125 $15,000 $10,000 $6,000 $6,000 $80,000 $2,100 $325 $3,900 $440 $599 $899 $150 $1,000 $119 $25,000 $1,500 $399 $1,199 $2,100 $325 $440 $399 $300 $1,600 $800 $25 $18 $2,000 $155 1.0 0.0 0.5 10.0 5.0 0.0 10.0 0.0 0.0 1.0 2.0 1.0 6.0 4.0 20.0 5.0 5.0 5.0 0.0 1.0 0.1.0 1.0 3.I .0 30.0 $15,000 $0 $40,000 $21,000 $1,625 $0 $4,400 $0 $0 $150 $238 $25,000 $9,000 $1,596 $23,980 $10,500 $1,625 $2,200 $0 $300 $0 $800 $75 $540 $160,000 Fair High School / Page 2 0.0 1.0 0.5 20.0 10.0 1.0 20.0 3.0 5.0 0.0 2.0 15.0 1.0 6.0 75.0 5.0 5.1 5.1 .0 .0 20.0 1.0 1.0 1.1.0 1..10 30.1.0 $0 $10,000 $40,000 $42,000 $3,250 $3,900 $8,800 $1,797 $4,495 $0 $2,000 $1,785 $25,000 $9,000 $69,925 $10,500 $1,625 $2,200 $7,980 $300 $1,600 $800 $0 $2,000 $4,650 0.0 4.0 1.0 0.0 $0 $20,000 $5,000 $0 $196,000 25.0 10.0 2.0 25.0 3.0 5.0 0.0 0.0 1.0 6.0 3.0 125.0 15.0 5.0 15.0 20.0 1.0 0.1 2.1 $31,660 .0 .0 30.10 $52,500 $3,250 $7,800 $11,000 $1,797 $4,495 $0 $0 $25,000 $9,000 $1,197 $149,875 $31,500 $1,625 $6,600 $7,980 $300 $0 $50 $0 $4,650 Little Rock, Arkansas DNA Analysis Package Ethidium Bromide i Methylene Electronic CPR Mannequin Economy CPR Mannequin 1 Anatomical Fitness Equipment I Incubators I Human Torso I Video Microcopy System I Dental Instruments I Microcentrifuge I Human Prenancy Set I Potymerasa Chain Reaction Machine I Computerized Microscope I Spectrophotometer I Electrocardiogram Machine I Electrophoresis Chamber I Electrophoresis Power Supply I Histology Slides I Gel Viewing Box I Adam Interactlvo Anatomy I Cardio Tranduees I Biofeedback Equipment I Pulse Monitor I Human Ear Model I Human Eye Model I Urinary System I Larynx \u0026amp; Tongue I Mannequins I Medical Diagnostic Kits I Medical Supplies I Medical Software and Videos {Medical Books and Subcriptlons 123 123 123 123 123 123 123 123 123 125 125 123 123 123 123 123 123 123 123 123 123 123 123 126 126 126 123 123 123 125 125 125 125 $4,6351 $3,915 $750 $210 $5,000| $278 $1,415 $2,800 $2,000 $2,400 $875 $2,500 $2,500 $724 $2,8501 $199 $19o| $1,000 $500 $1,295 $i,ooo| $2,0001 $135 $28o| $285 $4io| $250 $750 $3,488 $5,000 $2,5001 $3,000 1.0 2.0 6.0 0.0 1.0 5.1.0 .0 .0 $4,635 $1,500 $1,260 $0 $1,415 1.1 1.1 1 1 .0 .0 $3,750 $3,488 $5,000 $2,500 $3,000 Environmental Computers w/MonItore Personal Printers Computer Furniture Palm Pilots 134 134 134 134 $2,100 $325 $440 $399 5.0 5.0 5.0 0.0 $10,500 $1,625 $2,200 $0 Fair High School I Page 3 0.0 2.0 1.0 6.0 3.0 3.0 1.0 1.0 1.0 1.0 1.0 1.0 6.0 1.0 6.0 6.0 1.0 1.0 0.0 0.0 1.0 15.1.0 1. 1 1 1 .0 .0 .0 1.0 10. 1 1.0 .0 1.1.0 1 1 .0 .0 15.0 5.0 15.0 20.0 $0 $7,830 $750 $1,260 $15,000 $834 $2,800 $2,000 $2,400 $875 $2,500 $2,500 $4,344 $2,850 $1,194 $1,140 $1,000 $500 $0 $0 $2,000 $2,025 $280 $285 $410 $250 $7,500 $3,488 $5,000 $2,500 $3,000 $31,500 $1,625 $6,600 $7,980 1.0 1.0 1.0 1.0 1.0 0.0 1.0 1.( 0.1 .0 .0 0.0 0.1.0 1 1 .0 .0 15.0 5.0 15.0 20.0 $0 $0 $5,000 $2,000 $2,850 $199 $1,000 $0 $1,295 $1,000 $0 $0 $0 $5,000 $2,500 $31,500 $1,625 $6,600 $7,980 Little Rock, Arkansas CBL Calculator ElectronI Balances w/computer 32 Smart Card TV taWo Stereo MIcroscpes Spectrophotometer Mobile Carts General Lab Equipment Environmental Test Kits Environmental Supplies Environmental VWeos/DVD Environmental Reference Books Environmental Periodicals Student Safety Sot Student Microscopes Brock Student Microscopes Fish Growth Pond (Indoors) Video Camera/MonItor/MIcroscope Screen Video Projector DIgItat Camera Quick Pad VCR/DVD Player Lumen Projector Video Documentation Review Cntr Multimedia Projector Laser Printer SUBTOTAL SUPPUES CONTRACTUAL Technology Malntonanco SUBTOTAL CONTRACTUAL qiueb Field Trip Admisslone end Meals UALR Summer Systems Engineering \u0026amp; Information Sciences Program for 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 113 110 110 $700 $400 $2,000 $1,000 $1,500 $200 $200 $100 $6,000 $4,000 $3,000 $3,000 $100 $500 $200 $1,000 $2,000 $2,000 $599 $3,995 $400 $1,500 $3,500 $4,500 $1,000 $25,000 4.0 10.0 0.0 2.0 2.0 10.0 30.0 100.0 1.0 1.0 1.0 1.0 60.0 20.0 10.0 1.0 1.0 1.0 0.0 2.0 1.0 0.0 0.0 0.0 2.0 $2,800 $4,000 $0 $2,000 $3,000 $2,000 $6,000 $10,000 $6,000 $4,000 $3,000 $3,000 $6,000 $10,000 $2,000 $1,000 $2,000 $2,000 $0 $7,990 $400 $0 $0 $0 $2,000 $223,092 $25,000 $11,400 Fair High School I Page 4 10.0 10.0 2.0 100.0 1.0 1.0 1.0 1.0 20.0 10.0 2.0 1.0 1.0 1.0 1.0 0.0 1.0 $7,000 $4,000 $0 $0 $3,000 $0 $0 $10,000 $6,000 $4,000 $3,000 $3,000 $0 $10,000 $0 $0 $0 $0 $5,990 $7,990 $400 $1,500 $3,500 $4,500 $0 $421,707 $25,000 $14,675 $25,000 10.0 10.0 1.0 2.0 2.0 100.0 1.0 1.0 1.0 1.0 20.0 10.0 2.0 1.0 1.1.0 $7,000 $4,000 $2,000 $2,000 $3,000 $0 $0 $10,000 $6,000 $4,000 $3,000 $3,000 $0 $10,000 $0 $0 $0 $0 $5,990 $7,990 $0 $1,500 $0 $0 $0 $0 $25,000 $15,725 MS\u0026lt;.64\u0026lt; $25,000 Little Rock, Arkansas 100 -150 freshmen each year Staff Dwelopmant Teacher Leadership Development Project Based Learning Inshucttonal Planning Thematic Teaching 4 Curriculum Scientific Inquiry Socratic Seminar Cooperative Learning Information Science Medical Investigations Environmental Science Cunfeulum Developmont Sys. Engineering 4 Information Scl. Environmental Science Medical Sciences Internal Signage External Signage 400.0 100.0 $40,000 100.0 $40,000 150.0 $60,000 SUBTOTAL TOTAL DIRECT TOTAL FAIR HIGH SCHOOL 136 136 136 136 136 136 136 131 120 138 108 131 120 113 113 $5,382 $5,382 $5,382 $1,170 $5,796 $6,210 $5,796 $12,000 $12,000 $12,000 $10,000 $10,000 1.0 1.0 1.0 1.0 1.0 1,0 1.0 1.0 $5,382 $5,382 $5,382 $1,170 $0 $0 $0 $12,000 $12,000 $12,000 $12,000 $12,000 $12,000 $10,000 $0 $160,716 $796,374 $798,374 Fair High School / Page 5 0.0 0.0 1.0 1.5 1.0 1.0 1.0 2.5 1.0 0.8 2.0 2.0 $0 $0 $5,382 $1,755 $5,796 $6,210 $5,796 $30,000 $12,000 $9,000 $12,000 $12,000 $12,000 $10,000 $20,000 $196,814 $1,092,780 $1,092,780 0.0 0.0 0.0 2.0 1.0 1.0 2.0 1.0 0.8 0.0 $0 $0 $0 $2,340 $5,796 $6,210 $0 $24,000 $12,000 $9,000 $12,000 $12,000 $0 $0 $159,071 $937,926 $937326 I UtUe Rock, Arkansas McClellan high school YEAR ONE ITEM PAOERERENCE UNIT PRICE NUMBER COST SUBTOTAL NUMBER COST I ITTLE ROCK ARKANSAS_________ YEAR TWO YEAR THREE subtotal number cost SUBTOTAL PERSONNEL Curriculum Coordinator Engineering Lead Teacher Business S Finance Lead Teacher Multi-Media Lead Teacher 32 33 33 33 $52,000 $48,500 $48,500 $48,500 1.0 1.0 1.0 1.0 $53,560 $49,440 $49,440 $49,440 1.0 1.0 1.0 1.0 $55,167 $50,923 $50,923 $50,923 1.0 1.0 1.0 1.0 $58,477 $53,978 $53,978 $53,978 SUBTOTAL PERSONNEL FRINGE BENEFITS AR Rettrwnent ReHfwnenVSoc Sec. Wortcets Compensation Unemployment Health Insurance n/a n/a n/a n/a n/a 12.00% 0.77% 0.87% 0.19% $2,620 4.0 4.0 4.0 4.0 4.0 4.0 $24,226 $1,544 $1,756 $386 $10,480 $201,880 4.0 4.0 4.0 4.0 4.0 4.0 $24,952 $1,591 $1,809 $397 $10,480 $207,936 4.0 4.0 4.0 4.0 4.0 4.0 $26,449 $1,686 $1,918 $421 $10,480 $220,412 SUBTOTAL FRINGE BENEFITS TRAVEL Site Visits to Magnet Schools MSAP Annual Meeting MSA Annual Conference IB Conference Fall IB Conference Spring National Academy Conference Project Lead the IN ay Conference SUBTOTAL TRAVEL EQUIPMENT International Baccalaureate Mobile Wireless Language Lab Engineering $38,392 $39,229 $40,964 194 194 194 194 194 194 194 184 $n6 $896 $1,200 $1,200 $1,200 $1,600 $1,172 $22,000 4.0 2.1.0 2.0 6.1.0 6.0 4.1.0 3.1.0 $3,104 $1,790 $2,400 $7,200 $7,200 $6,000 $3,516 $31,210 McClellan High School I Page 1 4.0 2.0 2.0 6.( 6.( 4.1 .0 .0 .0 3.1.0 1 .0 $3,104 $1,790 $2,400 $7,200 $7,200 $6,000 $3,516 $31,210 0.0 2.1.0 2.0 6.0 6.1.0 4.0 3.1.0 $0 $1,790 $2,400 $7,200 $7,200 $6,000 $3,516 $28,106 $22,000 Little Rock, Arkansas Dell Poweredge 9400 Automated Manufacturing Pacitage Engineering Lab MulO Media Multi Media Studio Center Business \u0026amp; Finance Smart Boards I Business \u0026amp; Finance Center SUBTOTAL EQUIPMENT SUPOJES Multi Media Computer w/ rtxxiltor Personal Printers Color Laser Printer Student Computer Furniture pigltal Cameras I Digital Camcorder I Fax Machine I Super VMS VCR w/Large Monitor I PC Cameras I Computer Software I Computer Supplies I Scanners I Laptop Computers I Engineering I Computer wl monitor I Personal Printers I Computer Furniture I HP Design Jet Printer  LaserJet Printer I Palm Pilots IPLTW Engineering Mt 1 IPLTW Engineering Mt 2 I PLTW Engineering Mt 3 I PLTW Engineering Mt 4 212 212 212 200 191 181 200 200 200 200 200 200 200 200 200 200 200 200 200 212 212 212 212 212 212 212 212 212 212 $38,780 $28,723 $76418 $60,000 $15,000 $80,000 $2,100 $325 $3,900 $940 $599 $899 $150 $1,000 $119 $25,000 $1,500 $399 $1,199 $2,100 $325 $440 $4,632 $1,310 $399 $4,988 $4,575 $4,650 $5,099 0.0 0.0 1.0 1.0 2.0 1.0 15.0 5.0 2.0 15.0 1.0 1.0 1.0 2.0 1.1 6.1 .0 .0 4.0 50.0 15.( 5.1 .0 .0 15.0 1.1 1.1 .0 .0 10.I.O 1.1.0 0.1.0 $0 $0 $75,418 $60,000 $30,000 $80,000 $31,500 $1,625 $7,800 $14,100 $599 $899 $150 $238 $25,000 $9,000 $1,596 $59,950 $31,500 $1,625 $6,600 $4,632 $1,310 $3,990 $4,988 $0 00 $0 $246,418 15.0 5.0 2.0 15.0 1.0 5.0 0.0 1.0 10.0 1.0 6.0 75.0 5.1.0 5.0 5.1.0 10.0 0.0 1 .0 $22,000 McClellan High School / Page 2 1.0 1.0 0.0 0.0 $39,799 $28,723 $0 $0 $0 $0 $0 $0 $68,622 $31,500 $1,625 $7,800 $14,100 $599 $4,495 $0 $1,000 $1,190 $25,000 $9,000 $89,925 $10,500 $1,625 $2,200 $0 $0 $3,990 $0 $4,575 15.0 5.0 2.0 15.0 1.0 5.0 0.0 0.0 1.0 6.0 3.0 125.1.0 5.0 5.( 5.1 .0 .0 20.0 0.1.0 1 1 .0 .0 $31,500 $1,625 $7,800 $14,100 $599 $4,495 $0 $0 $25,000 $9,000 $1,197 $149,875 $10,500 $1,625 $2,200 $0 $0 $7,980 $0 $4,650 $5,099 Little Rock, Arkansas Lightware Scout Projector Fluke Multimeter w/leads Digital Oeclllloscope Parallax Basic Stamp Nt Multl-Purpoae Workbench POE Supplemental Nt DIglmatIc Mini Priceasor Calper Nt POE Full Nt Discovery I Pneumatic Nt Motors \u0026amp; Generators System Stnicture Stress Analyzer Tenalte Tester Top Loading Adapter Engineering Materials Engineering Software Engineering Vldeoa, DVD, Books 212 212 212 212 212 212 212 212 212 212 212 212 212 212 212 212 $2,543 $160 $335 $132 $336 $65 $510 $1,055 $1,715 $1,297 $2,800 $350 $250 $15,000 $8,000 $5,000 1.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.0 1.0 1.0 $2,543 $0 $0 $0 $0 $0 $0 $0 $15,000 $8,000 $5,000 0.0 2.0 1.0 1.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.0 1.0 1.0 $0 $320 $335 $132 $0 $0 $0 $0 $0 $0 $0 $15,000 $8,000 $5,000 0.0 0.0 0.0 1.0 2.0 4.0 1.0 4.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 $0 $0 $0 $132 $672 $260 $510 $4,220 $1,715 $1,297 $2,800 $350 $250 $15,000 $8,000 $5,000 Business \u0026amp; Finance Computers w/Monltors Color Laser Printers Computer Fumlturo Palm Pilots Flatbed Scanners LCD Projector FHIng Cabinets CD-RW Laptop Computers Magazine Racka Easels National Academy Materials Business S Finance VIdeos/DVD Buelnesa \u0026amp; Finance Reference Books Business 8. Finance Periodicals Computer Software \u0026amp; licenses Pentium IV Senrer Media Tower Work Station Contemporary Training Series Nt Digital Camera VCR/DVD Player 191 191 191 191 191 191 191 191 191 191 191 191 191 191 191 191 191 191 191 191 191 $2,100 $2,200 $940 $399 $300 $4,000 $75 $300 $1,800 $450 $300 $1,000 $4,000 $3,000 $3,000 $8,000 $3,000 $7,000 $5,000 $599 $400 15.0 5.0 15.0 0.0 1.0 1.0 5.0 2.0 2.0 0.0 3.0 9.0 1.0 1.0 1.0 1.0 1.1.0 1.0 0.1.0 0.0 1.1.0 $31,500 $11,000 $14,100 $0 $300 $4,000 $375 $600 $3,600 $0 $900 $9,000 $4,000 $3,000 $3,000 $8,000 $3,000 $7,000 $0 $0 $400 McClellan High School I Page 3 5.0 1.0 5.0 60.0 1.0 1.0 2.0 2.0 3.0 0.0 1.0 1.0 1.0 1.0 0.0 1.( 10.1 .0 .0 1.1.0 $10,500 $2,200 $4,700 $23,940 $300 $4,000 $0 $600 $3,600 $1,350 $0 $0 $4,000 $3,000 $3,000 $8,000 $0 $0 $5,000 $5,990 $400 5.0 1.0 1.0 60.0 1.0 0.0 1.0 2.0 0.0 1.0 1.0 1.0 1.0 0.0 2.0 10.0 $10,500 $2,200 $940 $23,940 $300 $0 $0 $300 $3,600 $0 $0 $0 $4,000 $3,000 $3,000 $8,000 $0 $0 $10,000 $5,990 $0 I Little Rock, Arkansas SUBTOTAL SUPPLIES ICONTRACTUAL Technology Maintenance 191 $29,000 $341,420 1.0 $25,000 $318,491 $393,221 1.0 $25,000 SUBTOTAL CONTRACTUAL OTHER FleW Trip Admissions and Meals Staff Development Protect Lead the Way Protect Based Learning Instnjcttooal Planning mematlc Teaching \u0026amp; Curriculum Scientific Inquiry I Multiple Intelligences I Cooperative Learning I Engineering iMullFMedla \u0026amp; Graphic Design I Business 4 Finance I Curriculum Development I Engineering I Multi-Media 4 Graphic Design I Business 4 Finance I International Baccalaureate Feee iNAFFee I Internal Signage I External Signage 188 193 193 193 193 193 193 193 193 193 193 216 204 194 184 192 192 192 SUBTOTAL TOTAL DIRECT [total McClellan high school $29,000 $29,000 $29,000 $10,000 $12,000 $15,000 $2,100 $5,382 $5,382 $1,170 $5,796 $6,210 $5,796 $12,000 $12,000 $10,000 $15,000 $10,000 $10,000 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.1.0 1.0 $2,100 $5,362 $5,382 $1,170 $0 $0 $0 $12,000 $12,000 $10,000 $12,000 $12,000 $10,000 $10,000 $20,000 $10,000 $0 $132,034 $1,016,394 $1,016,364 McClellan High School / Page 4 1.0 0.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.1.0 2.1.0 2.0 $2,100 $0 $5,382 $1,170 $5,796 $6,210 $5,796 $12,000 $12,000 $10,000 $12,000 $12,000 $12,000 $12,000 $10,000 $20,000 $190,494 $794,320 $794,320 1.0 0.0 1.0 1.0 1.0 1.0 1.0 1.0 1.(.0 1.0 $2,100 $0 $5,382 $1,170 $5,796 $0 $0 $12,000 $12,000 $10,000 $12,000 $12,000 $12,000 $0 $0 $99,448 $879,664 $879,664 LiWe Rock, Arkansas MABELVALE MIDDLE SCHOOL ITEM PAGE REFERENCE UNIT PRICE NUMBER YEAR ONE COST SUBTOTAL NUMBER LITTLE ROCK ARKANSAS yeartw ' COST SSUUBBTTOOTTAALL NNUUMMBBEERR COST wee SUBTOTAL PERSONNEL Cunleulum Coordinator Medical Investlgallona Load Teacher Envlronental Science Load Teacher Information Sdonco Load Teacher 32 33 33 33 $52,000 $48,500 $48,500 $48,500 1.0 1.0 1.0 1.0 $53,560 $49,440 $49,440 $49,440 1.0 1.0 1.0 1.0 $55,167 $50,923 $50,923 $50,923 1.0 1.0 1.0 1.0 $58,477 $53,978 $53,978 $53,978 SUBTOTAL PERSONNEL FRINGE BENEFITS ARRodroment RaUramont/Soc Sec. Workers Compensation Unamploymsnt Health Insurance n/a n/a n/a n/a n/a 12.00% 0.77% 0.87% 0.19% $2,620 4.0 4.0 4.0 4.0 4.0 4.0 $24,226 $1,544 $1,756 $366 $10,480 $201,880 4.0 4.0 4.0 4.0 4.0 4.0 $24,952 $1,591 $1,809 $397 $10,480 $207,936 4.0 4.0 4.0 4.0 4.0 4.0 $26,449 $1,686 $1,918 $421 $10,480 $220,412 SUBTOTAL FRINGE BENEFITS TRAVEL sna VlaHa to Maflnat Schoda MSAP Annual Meeting MSA Annual Contorence SUBTOTAL TRAVEL EQUIPMENT MtdIctI ExardssBlko Troedmitl Smart Board Autodava Medical Investigattonss Lab EnWronmenta/ Environmental Studies Center Greenhouse Multi Media Projector Twelve Station Ub TaMo Smart Board InformtOon Sclmc* InFoCom Tech Center Cinema Screen Monitor Smart Board $38,392 $39,229 $40,964 163 163 163 169 169 169 169 169 172 172 172 172 172 148 148 148 $ne $896 $1,200 $6,116 $6,386 $16,000 $68,996 $60,000 $76,000 $49,610 $5,300 $6460 $16,000 $76,000 $7,999 $16,000 12.0 4.0 4.0 0.0 1.0 0. 1.5 2 0.0 0.!.5 $9,312 $3,580 $4,600 $17,692 $0 $50,000 $37,500 $12,900 $0 $37,500 $0 $0 Mabehzale Middle School / Page 1 6.0 4.0 4.0 1.0 1.0 0.\u0026lt;.0 0.1.0 0.1.5 1.0 1.0 1.5 1.0 0. 0. 0.1.0 $6,208 $3,580 $4,800 $5,115 $5,385 $0 $0 $37,500 $49,610 $5,300 $37,500 $0 $0 0.0 4.0 4.0 $0 $3,580 $4,800 $14,688 1.0 1.0 4i..O 1.0 0I..O 1.0 1.0 $8,380 $15,000 $58,995 $25,800 $15,000 $0 $7,999 $15,000 Little Rock, Arkansas Sound Board Mixer Studio Video Camera Blue Screen Video Editing Kit Multi Media Projector 148 148 148 148 $17,999 $10,000 $8,000 $5,300 $0 $0 0.0 0.0 0.0 1.0 $0 $5,300 1.0 2.0 $5,000 $10,600 $0 SUBTOTAL EQUIPMENT SUEEUES Intbrmatfon Science Computer w/ monitor Netwoilc Servera Laser Printers Color Laser Printer Student Computer Furniture Digital Cameras DIgttil Camcorder Media Editor Palmcorder tur Portable Screen Sound System Planner Boards External RW CD Unlntarrupted Power Source Tapa Back-Up System PaImPilol Projection Stand Projection Tables Conterancs Phono Super VHS VCR w/Largo Monitor Video Conferencing Camera Compular Software Computer Supplies Scanners Laptop Computers Medical Computet eil monitor Network Server Uninterrupted Power Source Laser Printers Computer Furniture Palm Pllob Dbposabla Aprons, Gloves, Masks Lab Fumiturs Human Muscubr \u0026amp; Ligament Skeleton Storage CaUneb Physician Scale Sanitizing Cabinet 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 159 158 159 159 159 159 159 159 159 159 159 159 159 $137,900 $136,210 $163,394 $2,100 $3,000 $1,000 $3,900 $840 $599 $899 $2,299 $549 $495 $2,500 $85 $345 $260 $350 $499 $125 $135 $500 $1,000 $119 $15,000 $1,500 $399 $1,199 $2,100 $1,800 $260 $1,100 $940 $399 $300 $110 $800 $385 $575 24.0 2.0 2.0 1.0 24.0 0.0 0.0 0.0 2.0 1.0 1.0 3.0 3.0 2.0 1.0 15.0 4.0 1.0 0.0 5.0 1.0 6.0 1.0 3.0 12.1.0 1.0 1.0 1 .0 15.0 10.0 5.0 20.0 1.0 1.0 1.0 $50,400 $6,000 $2,000 $3,900 $20,160 $0 $0 $0 $1,098 $495 $2,500 $255 $1,035 $520 $350 $7,485 $500 $0 $500 $0 $595 $15,000 $9,000 $399 $3,597 $25,200 $1,800 $260 $1,100 $14,100 $3,990 $1,500 $2,200 $800 $22,780 $385 $575 Mabelvale Middle School / Page 2 5.0 1.0 2.0 1.0 5.0 2.0 2.0 2.0 2.0 4.0 2.0 15.0 2.0 20 5.0 1.0 6.0 2.1.0 .0 .0 S.( 1.1 1.0 5.1 15.1 .0 0 10.0 5.0 15.i.O 1.0 0.0 $10,500 $3,000 $2,000 $3,900 $4,200 $1,198 $1,798 $4,598 $1,098 $0 $0 $340 $0 $520 $0 $7,485 $0 $270 $0 $2,000 $595 $15,000 $9,000 $2,398 $10,500 $1,800 $260 $5,500 $14,100 $3,990 $1,500 $1,650 $800 $0 $0 5.0 1.0 2.0 1.0 50 1.0 2.0 5.0 2.0 2.0 1.0 4.0 2.0 2.0 1.0 0.0 5.0 1.0 6.0 1.0 2.0 0.1 0.1 .0 .0 5.0 15.1.0 10.0 5.1.0 01..0 2.1.0 $10,500 $3,000 $2,000 $3,900 $4,200 $599 $1,798 $11,495 $1,098 $990 $2,500 $340 $690 $520 $350 $0 $0 $0 $0 $0 $595 $15,000 $9,000 $399 $2,398 $0 $5,500 $14,100 $3,990 $1,500 $0 $0 $0 Little Rock, Arkansas Classroom Blood Pressure PT Ta We PT Mats 08 A Analysis System Electronic CPR Mannequin Transit Chair Sktnfold Calipers Oven Incubators Human Torso Animal Cell Mitosis KH Reaction Timer Stretcher Skillmeter Printer Trauma Cases Repiralion Transducer BIpodal Electrode Assemby Lab Incubator Electrophoresis Call Electrophoresis Lab KH Ceentrlfuge DNAKRs Hot Plats SHreis Force Transducer Eyewash Fixture Microtome Human Ear Modal Human Eye Model Tissue Float Bath Slide Wanning Tabla Embedding Table Slide Cabinet Medical SuppHes Medical Software and Videos Medical Books and Subcripllons Envlmnmanttl Computed w/MonItofs Penonal FMntws Computer Furniture Pehn PtWs Plant TeWe Hydro Table Uninterrupted Power Source MIcroscpes River Tank Ecosystems Mobile Carts General Lab Equipment Incubator Environmental Supplies 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 172 172 172 172 172 172 172 172 172 172 172 172 172 $44 $2,500 $620 $2,250 $2,135 $445 $370 $850 $2,250 $795 $115 $206 $235 $160 $270 $145 $850 $189 $908 $1,790 $216 $346 $410 $79 $1,679 $280 $285 $360 $469 $165 $389 $5,000 $2,500 $3,000 $2,100 $325 $840 $399 $320 $465 $260 $679 $561 $200 $200 $350 $9,000 10.0 0.0 0.0 $440 $0 1.0 0.0 0.0 0.0 0.0 0.0 1.0 1.0 1.0 20.0 4.0 20.0 10.0 3.0 3.0 1.0 15.0 5.0 5.0 20.0 0.0 1.0 $2,135 $0 $0 $0 $0 $0 $5,000 $2,500 $3,000 $42,000 $1,300 $16,800 $3,990 $960 $1,395 $260 $10,185 $2,605 $1,000 $4,000 $0 $9,000 Mabelvale Middle School / Page 3 2.0 2.0 3.0 2.0 3.0 1.0 5.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 2.0 2.0 0.0 1.0 1.0 0.0 0.0 0.0 0.0 1.0 0.0 1.0 1.0 0.0 0.0 0.0 0.0 1.(0 1.0 1.(0 5.0 2.0 5.0 10.0 0.0 0.0 0.0 30.0 1.0 1.5 $88 $5,000 $1,860 $4,500 $6,405 $445 $1,850 $850 $2,250 $795 $115 $206 $235 $180 $540 $290 $0 $189 $908 $0 $0 $0 $0 $79 $0 $260 $285 $0 $0 $0 $0 $5,000 $2,500 $3,000 $10,500 $650 $4,200 $3,990 $0 $0 $0 $0 $0 $0 $6,000 $350 $13,500 30.0 1.0 1.0 0.0 1.0 0.0 0.0 1.0 1.0 1.0 1.0 1.0 1.0 0.0 1.0 1.0 1.0 1.0 1.1 1.1 $1,320 $0 $0 $370 $650 $0 $850 $0 $0 $1,790 $216 $346 $410 $79 $1,679 $0 .0 .0 5.0 2.0 5.0 20.0 0.0 0.0 2.0 0.0 0.0 2.0 $360 $469 $185 $389 $5,000 $2,500 $10,500 $650 $4,200 $7,980 $0 $0 $0 $1,358 $0 $0 $0 $0 $18,000 Little Rock. Arkansas I Environmental VWeos/DVD Environmental Reference Books Environmental Periodicals Student Safety Set Environmental Data Logoer I Global Posttlonina Systwm |em Candle Ic-fam Lighting System Iptant Mobile [Environmental Chamber [comell Insect Cabinet [Neb I Rectangle Aquatic Set I Seine [chest Waders [stereo Microscopes [Brooder [Aquarium [pH Meter [Aquaculture System [Binoculars [Mlcroproiector [ Flaxcam [classroom Pond [Laminar Flow Unit I Planb for Aquarium [small Animals [Aquaculture Test KH [Hydroponics System [storage Cabinets [nigh Density Storage Cabinet [pish for Aquariums [water Purification System I KHma-grow system [ Nlma-grow Nxtoaoty Kit [Deep Soil Coring Tube I Field CoHoeBon Kit [Glassware [ Multi Media Screen [soil Salinity Tester 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 $4,000 $3,000 $3.000[ $ioo[ $450[ $572 $50 [ $78 840[ $2.850[ $667[ $129 $147 $260 $97 $739[ $350 $1,775 $510 $1,795 $151 [ $625[ $896[ $334[ $3.098[ $96 $42 $181 [ $144[ $1,300 $493 $175 $41 $1,355 $80 $152 $2,300 $530 $205 SUBTOTAL SUPPUES CONTRACTUAL Technotogy Maintenance 148 $26,000 SUBTOTAL CONTRACTUAL QIUEB 1.0 1.0 1.0 80.0 3.0l l 15.0| 2.0 0.0 0.0 0.0 0.0 0.0 $4,000 $3,000 $3.000] $6,000 $2,2171 $3501 $1,7751 $510 $1,795 $2.265| $625 $0 w 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 3.0 1.0 1.0 5.0 0.0 10.0 0.0 0.0 0.0 0.0 0.0 10.0 1.0 $0 $ol 0.0 1.0 $332,787 $26,000 Mabelvale Middle School / Page 4 1 .0 $4,000 $3,000 $3,000 $100 $450 $572 $50 $78 $2,850 $2,850 $867 $387 $147 $260 $485 $0 $0 $0 $0 $0 $1,510 $0 $0 $0 $0 $420 $175 $0 $205 $25,000 $208,446 $26,000 1.0 1.0 1.0 0.0 3.0 10.0 0.0 3.01 lO.ol lO.ol 3.0| 3.o| 8.0l 1 ol 2.o| 2.0 2.0 2.0 2.0 1-0 1.0 $4,000 $3,000 $3,000 w $5.385[ $1,510 $1.002[ $3.098[ $860[ $420[ $543 $432[ $10,400 $493[ $350| $205[ $2.710[ $160 $304 $2,300 $530 *0 $25,000 $196,766 $26,000 I Little Rock, Arkansas FWW Trip Admissions and Moab Staff Dwalomiient Irtardlselpllnaty Instniction ProjactBasadLsamlng Insbuctlonal Planning Thematle Teaching 4 Curriculum Sdenttflc Inquiry Cooperative Learning Medical Sclenca Information Science Environmental Science Currteulum Devetepment Information Sdence Environmental Science Medical Sciences Internal Signage External Signage 157 151 151 151 151 151 151 164 153 177 164 174 161 158 159 SUBTOTAL TOTAL DIRECT TOTAL MABELVALE MIDDLE SCHOOL $11,400 $14,675 $15,725 $5,382 $5,382 $5,382 $1,170 $5,796 $5,796 $12,000 $12,000 $12,000 $10,000 $10,000 0.0 1.0 1.0 1.0 1 1.0 1.0 1.0 $0 $5,382 $5,382 $1,170 $0 $0 $12,000 $12,000 $12,000 $5,000 $5,000 $5,000 $10,000 $0 $84,334 $837,886 $837,986 Mabehzale Middle School / Page 5 0.0 0.0 1.0 1.5 1.0 1.0 1 2.5 0.6 2.0 2.0 $0 $0 $5,382 $1,755 $5,796 $5,796 $12,000 $30,000 $9,000 $5,000 $5,000 $5,000 $20,000 $10,000 $129,404 $769,813 $769,813 1.0 0.0 1.0 2.0 1.0 1 2.0 0.8 1.0 $5,382 $0 $5,382 $2,340 $5,796 $0 $12,000 $24,000 $9,000 $5,000 $5,000 $5,000 $0 $0 $94,626 $739,631 $739,631 Little Rock, Arkansas ni OVERDALE MIDDLE SCHOOL YEAR ONE ITEM paq^eference unit price number cost SUBTOTAL NUMBER I ITTLE ROCK ARKANSAS_________ YEAR TWO year THREE COST eiiarnTAL NUMBER COST SUBTOTAL SIIHTOTAL NUMBER COST PERSONNEL Cuntculum Coordinator [Engineering Lead Teacher Business \u0026amp; Finance Lead Teacher MultLMedla Lead Teacher 32 33 33 33 $52,000 $48,500 $48,500 $48,500 1.0 1.0 1.0 1.0 $53,560 $49,440 $49,440 $49,440 1.0 1.0 1.0 1.0 $55,167 $50,923 $50,923 $50,923 1.0 1.0 1.0 1.0 $58,477 $53,978 $53,978 $53,978 SUBTOTAL PERSONNEL FRINGE BENEFITS [AR ReBrwnent Rerwnent/Soc Sec. Wortcere Compensation Unemployment Health Insurance n/a n/a n/a n/a n/a 12.00% 0.77% 0.87% 0.19% $2,620 4.0 4.0 4.0 4.0 4.0 4.0 $24,226 $1,544 $1,756 $386 $10,480 $201,880 4.0 4.0 4.0 4.0 4.0 4.0 $24,952 $1,591 $1,809 $397 $10,480 $207,936 4.0 4.0 4.0 4.0 4.0 4.0 $26,449 $1,686 $1,918 $421 $10,480 $220,412 SUBTOTAL FRINGE BENEFITS travel Site Visits to Magnet Schools 1 MSAP Annual Meeting MSA Annual Conference IB ConfereiKe Fall IB Conference Spring I National Academy Conference Project Lead the Way Conference SUBTOTAL TRAVEL EQUIPMENT International Baccalaureate MYP Mobile Vflreless Language Lab Eng/rreering $38,392 $39,229 $40,954 233 233 233 233 233 233 233 226 $776 $896 $1,200 $1,200 $1400 $1,600 $1,172 $22,000 4.0 4.0 4.0 6.0 6.0 4. kO 3.1 .0 $3,104 $3,580 $4,800 $7,200 $7,200 $6,000 $3,516 $36,400 Cloverdale / Page 1 4.0 4.0 4.0 6.0 6.1 .0 4.0 3.0 1.1 .0 $3,104 $3,580 $4,800 $7,200 $7,200 $6,000 $3,516 $36,400 $22,000 0.0 4.0 4.1 6.( .0 .0 6.0 4.0 3.0 $0 $3,580 $4,800 $7,200 $7,200 $6,000 $3,516 $32,296Little Rock, Arkansas SMART Board Robotic Automation Module Multi Media Pro|ector Engineering Enterprise Center MuWMed/a Multi Media Prelector I Video Camera Lighting Equipment I SMART Board I Cinema Screen Monitor I Sound Board Mixer I Professional Studio Camera Electronic Madia Enterprises Center I Economics I Economic Enterprise Emporium I SMART Board I Voting Machine I Multimedia Projector 263 263 263 263 241 241 241 241 241 241 241 229 229 229 229 SUBTOTAL EQUIPMENT SUPPUES Muta Media I Computer w/ monitor Color Laser Printer Laser Printer Student Computer Furniture Digital Cameras I Computer Server I CD Player iHarxilCam I Set Props I Lectern I Conference Table I Flat Monitor I Choral Risers I Staddng Chairs Student Text and Reference Books Super VMS VCR w/Large Monitor I PC Cameras 241 241 241 241 241 241 241 241 241 241 241 241 241 241 241 241 241 $1,499 $6,996 $6,300 $70,000 $6,300 $17,900 $14,999 $7,999 $17,999 $10,000 $70,000 $60,000 $14,999 $6,000 $6,300 $2,100 $2,050 $1,125 $940 $599 $1,800 $800 $800 $500 $119 $746 $849 $439 $40 $5,000 $834 $119 0.0 0.0 0.5 1.0 1.0 1.0 0.0 0.0 0.0 0.5 1.0 0.0 0.0 10.0 1.0 2.0 10.0 0.0 1.0 1.( 0.1 .0 .0 00 0.1.0 1.\u0026lt;.0 5.1.0 $0 $0 $35,000 $5,300 $17,900 $14,999 $0 $0 $0 $35,000 $60,000 $0 $0 $21,000 $2,050 $2,250 $9,400 $0 $1,600 $800 $0 $0 $0 $5,000 $595 $168,199 Cloverdale / Page 2 1.0 1.0 1.0 0.5 0.0 0.0 0.0 1.0 0.0 0.0 0.5 0.2 0.0 0.0 0.0 10.0 0.0 2.0 10.1.0 3.( 0.1 0.1 .0 .0 .0 2.0 0.1.0 3.1.0 0.1.0 0.0 0.1.0 0.0 1.(.0 0.0 3.1.0 $1,499 $5,995 $5,300 $35,000 $0 $0 $0 $7,999 $0 $0 $35,000 $9,600 $0 $0 $0 $122,393 $0 1.0 0.0 0.0 0.0 0.0 1.0 1.0 0.0 1.0 1.0 2.0 $5,300 $0 $0 $0 $0 $0 $0 $17,999 $10,000 $0 $14,999 $6,000 $10,600 $64,8S8 $21,000 $0 $2,250 $9,400 $1,797 $0 $0 $1,600 $0 $357 $0 $0 $0 $0 $5,000 $0 $357 10.0 1.0 2.0 10\u0026lt; 0.1 .0 .0 0.0 0.0 0.0 6.0 1.( .0 4.kO 4.0 25.1.0 1.(.0\n.o 1.0 2. 10. $21,000 $2,050 $2,250 $9,400 $0 $0 $0 $0 $3,000 $0 $746 $3,396 $1,756 $1,000 $5,000 $1,668 $1,190 Little Rock, Arkansas KCAT Set Design Telepfompter CD Rewrite Drive Computer Software Computer Supplies Prolectton Screen Scanners Laptop Computers Engineering Computer wl rrwnltor Architectural Printer Laser Printer FHe Server Computer Fumiturs Fax Machine Student Drafting Tools Air Track System Pulley Demonstration Set Space Shuttle Kit Designer's Kit Launch System Altitude Tracker Transroc II rocket locator Waterbottle Rocket Launcher Car Tech Bridge Kit 3-D HOME KIT Giant Stacking Trays -10 drawer Fin alignment Guides Magnetism Kit Van de Graaf Generator WImshurst Machine Lightning Accelerator Superconductor Kit Bobbitt Power supply Oscilloscope RF Signal Generator Multimeter Electronic Lab Kit Helix Coll Pro)ectual 241 241 241 241 241 241 241 241 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 $2,000 $1,850 $345 $25,000 $5,000 $495 $399 $1,199 $2,100 $2,950 $1,125 $1,600 $440 $489 $79 $1,395 $259 $39 $45 $38 $22 $41 $2,400 $89 $69 $86 $698 $19 $83 $449 $115 $28 $85 $395 $765 $259 $92 $105 $90 0.0 0.0 0.0 1.0 2.0 1.0 4.0 2.0 5.0 1.0 0.0 0.0 5.0 1.0 25.0 $0 $0 $0 $25,000 $10,000 $495 $1,596 $2,398 $10,500 $2,950 $0 $0 $2,200 $489 $1,975 Cloverdale I Page 3 1.0 1.0 3.0 1.0 1.0 0.0 1.0 4.0 5.0 1.0 1.0 1.0 5.0 1.0 1.0 $2,000 $1,850 $1,035 $25,000 $5,000 $0 $399 $4,796 $10,500 $2,950 $1,125 $1,800 $2,200 $0 $0 $1,395 $259 1.0 6.0 6.0 3.0 4.0 15.0 1.0 2.0 0.0 5.0 30.0 30.0 10.0 10.0 10.0 1.0 30.0 30.0 10.0 3.0 30.0 3.1 1.1 .0 .0 1.0 10.I.0 2.0 5.1.0 2..(0 2.1 10.1 .0 .0 10.1.0 2.0 $0 $0 $0 $25,000 $30,000 $2,970 $1,197 $4,796 $31,500 $2,950 $2,250 $0 $2,200 $0 $0 $0 $0 $1,170 $1,350 $380 $220 $410 $2,400 $2,670 $2,070 $860 $2,694 $570 $249 $449 $115 $280 $170 $1,975 $1,530 $518 $920 $1,050 $180 Little Rock. Arkansas Magnetic Field Projectual Faraday's Pro)ectual Breadboarding Worirstatlon Laser Optica Set Spectroscope lANgular Momentum Apparatus I Organizer Cart iRobotIxMotorPak I Booster Pak I Remote Speeders I Knex Racing Energy Kit Knex Rollefcoaster KK-Knex Simple Machines Kit I Robotic Arm I Automotive Design Kits I Aerospace Module I Alternate Energy Module I Solar Energy Module I Uninterrupted Power Source I Helium Neon Laser I Electrostatic Kit I Drafting Tables I PLTW Engineering Kit 1 I PLTW Engineering Kit 2 I PLTW Engineering Kit 3 I PLTW Engineering KR 4  Engineering Module |r a D Module I Electronics Module I Uninterrupted Power Source I Air Compressor I Air Brush Kits I Laser Component Module Fiber Optics Module I Structural Engineering Module I Ballistic Cars iTrlcarts I Rocket Carl I Ballistic Pendulum Apparatus I Engineering Materials 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 $70 $185 $415 $250 $3151 $2251 $11 ol $59 $169 $691 $130 $259 $259 $399 $3,195 $1,195 $1,795 $2,295 $260 $635 $12ol $75o| $4,9881 $4,575 $4,65o| $5,099! $1,195 $1,195 $1,149 $260 $352 $149 $675| $1,150 $2,98sl $66 $91 $70 $69 $15,0001 1.0 10.0 10.0 10.0 10.0 10.0 10.0 10.0 1.0 2.0 0.0 1.0 0.0 0.0 2.0 0.0 0.0 0.0 0.0 0.0 1.0 $520 2.0 $5,250 $4,988 $0 $1,195 $0 $o| $520 $0 $0 $0 $0 $15,0001 Cloverdale / Page 4 0.0 0.0 1.0 0.0 0.0 0.0 2.0 1.0 1 .0 1.\u0026lt;.0 1 1 .0 .0 10.0 10.0 10.1 3.1 .0 0 1 .0 10.0 2.0 15.0 15.0 2.0 $225 $1,100 $590 $1,690 $690 $1,300 $2,590 $2,590 $399 $0 $0 $0 $0 $520 $0 $0 $0 $0 $4,575 $0 $0 $0 $520 $352 $149 $675 $1,150 $2,985 $660 $910 $700 $207 $15,000 5.0 5.0 5.0 5.0 2.0 1.0 1.0 0.0 0.0 1.1.0 1.0 0.0 O.( .0 0. 2. 0. (.0 !.O 1.0 0.1.0 0.1.0 o.\u0026lt; 0.1 .0 .0 O..l0 0.0 0.1.0 0.(.0 1.0 $700 $370 $6,225 $3,750 $630 $0 $0 $0 $0 $0 $0 $0 $0 $1,995 $0 $5,975 $8,975 $11,475 $520 $635 $120 $0 $0 $4,650 $5,099 $0 $0 $0 $520 $0 $0 $0 $0 $0 $0 $0 $0 $0 $15,000 Little Rock, Arkansas Engineerlno Software Engineering Videos, DVD, Books 253 253 $15,000 $5,000 1.0 1.0 $15,000 $5,000 1.0 1.0 $15,000 $5,000 1.0 1.0 $15,000 $5,000 Economics Computers w/MonItors Color Laser Printers Laser Printers Computer Furniture Palm Pitots Flatbed Scanners Conference Table Filing Cabinets Dyno Label Writer Electronic Labeler Paper Shredder Zoning Maps Locking Display Case Prototype Displays Paper Trimmers Cash Registers Portable Pro|ectton Screen Laptop Computers Magazine Racks Easels Interactive Globe Title Stamps Economics VWeos/DVD Economies Text \u0026amp; Reference Books Economics Periodicals Computer Software S licenses Netwoek Server Printing Calculator Versa Check Digital Camera VCR/DVD Player 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 $2,100 $2,200 $1,100 $940 $399 $300 $1,500 $75 $200 $80 $199 $336 $2,000 $1,500 $248 $1,125 $495 $1,800 $450 $129 $99 $25 $4,000 $6,000 $3,000 $8,000 $1,800 $30 $5,000 $599 $400 5.0 1.0 2.0 5.0 10.0 0.0 1.0 2.0 1.0 1.0 0.0 0.0 5.0 2.0 3.0 1.0 1.0 1.1.0 1.0 1.0 4.0 1 .0 0.0 1 .0 $10,500 $2,200 $2,200 $4,700 $3,990 $0 $1,500 $150 $200 $80 $0 $0 $0 $0 $0 $0 $0 $0 $0 $645 $196 $75 $4,000 $6,000 $3,000 $8,000 $1,800 $120 $5,000 $0 $400 10.0 0.0 2.0 10.0 5.0 1.0 0.0 2.0 0.0 0.0 1.0 3.0 1.0 2.0 3.0 2.0 1.0 3.0 3.0 0.0 0.0 1.0 1.0 1.1 1.1 .0 .0 0.0 2.0 2.1.0 0. 1.0 $21,000 $0 $2,200 $9,400 $1,995 $300 $0 $150 $0 $0 $199 $1,008 $2,000 $3,000 $744 $2,250 $495 $5,400 $1,350 $0 $0 $0 $4,000 $6,000 $3,000 $6,000 $0 $0 $10,000 $1,198 $0 10.0 1.0 1.0 10.0 20.0 2.0 0.0 2.0 0.0 0.0 0.0 0.0 3.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.0 1.0 1.1.0 1.0 0.0 10.1.0 $21,000 $2,200 $1,100 $9,400 $7,980 $600 $0 $150 $0 $0 $0 $0 $6,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $4,000 $6,000 $3,000 $8,000 $0 $0 $0 $5,990 $0 SUBTOTAL SUPPLIES CONTRACTUAL Technology Maintenance 263 $26,000 $202,729 1.1.0 $25,000 $246,336 1.0 $25,000 $339,608 Cloverdale / Page 5 Little Rock, Arkansas SUBTOTAL CONTRACTUAL OTHER Field Trip Admissions and Meals Staff Development Project Lead the Way Project Based Learning Instructional Planning Thematic Teaching \u0026amp; Curriculum Scientific Inquiry Multiple Intelligences Cooperative Learning Engineering Multt-Medla Economics Curriculum Development Englrreering Multi-Media Economics Irrtematlonal Baccalaureate Fees Internal Signage External Signage 256 256 256 235 231 234 235 234 258 246 225 254 243 225 225 229 229 SUBTOTAL TOTAL DIRECT TOTAL CLOVERDALE MIDDLE SCHOO . $26,000 $26,000 $26,000 $10,000 $12,000 $15,000 $2,100 $5,382 $5,382 $1,170 $5,796 $6,210 $5,796 $12,000 $12,000 $10,000 $15,000 $10,000 $10,000 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.1.0 1.0 $2,100 $5,382 $5,382 $1,170 $0 $0 $5,796 $12,000 $12,000 $10,000 $12,000 $12,000 $10,000 $10,000 $10,000 $0 $117330 $789/430 $789/430 Cloverdale I Page 6 1.0 0.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 $2,100 $0 $5,382 $1,170 $5,796 $6,210 $5,796 $12,000 $12,000 $10,000 $12,000 $12,000 $12,000 $12,000 $10,000 $10,000 $140,464 $816,748 $815,748 1.0 0.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 0.0 $2,100 $0 $5,382 $1,170 $5,796 $0 $0 $12,000 $12,000 $10,000 $12,000 $12,000 $12,000 $0 $0 $99/448 $822,617 $822,617 UtMe Rock, Arkansas IITTLE ROCK ARKANSAS MAGNET OFFICE ITEM PAGE UNIT YEAR ONE COST ------ 7^ SUBTOTALS YEAR TWO COST SUBTOTALS * year THREE COST SUBTOTALS PERSONNEL Project Director Marketing / Recruiter Secretary 32,79 33,91 133,34,91 $65,000 $35,000 $23,000 1- 1.0 $65,0001 $39,70C $23,000 1.0 $66,950 $36,0501 $23,690 1.0 1.0 1.0 $68,959 $37,1321 $24,400 SUBTOTAL PERSONNEL 3.0 $127,700 3.0 $126,690 3.0 $130,491 fringe benefits AR Retirement Retirement/Soc Sec. Workers Compensation Unemptoyment Health Insurance 32,79,91 32,79,91 32,79,91 32,79,91 32,79,91 12.00% 0.77% 0.87% 0.19% $2,6201 3.0 3.0l $15,324.0 $976.9 $1,111.0 $244.0 $7,860.0 3.0 3.0 $15,202.8 $969.2 $1,102.2 $242.11 $7,860.0 3.0 3.0 $15,658.9 $998.3 $1,135.3 $2491 $7,860 SUBTOTAL BENEFITS $25,516 $25,376 $25,902 SUPPUES Pentium IV Desktop Computer Powertxjok Copying \u0026amp; Duplicating Fax Digital Camera I Phono Sets I Typewriter  Scanner I Printer I Office Supplies I Small Conference Table I Magnet Promotional Items I Grand Opening Celebrations iBook Cases I Color Laser Printer I Computer Software iFileCabinels I Computer Supplies 1 Office Fumitute 32,79,91 32,79,91 32,79,91 32,79,91 32,79,91 32,79,91 32,79,91 32,79,91 132,79,91 132,79,91 132,79,91 32,79,91 32,79,91 132,79,91 32,79,91 32,79,91 132,79,91 32,79,91 32, T9.91 $1,500 $2,500 $6,000 $250 $900 $300 $100 $250 $325 $3,000 $250 $4,000 $8.0001 $96 $2,050 $2,000 $180 $1,500 $900 3.0 0.0 3.0 1.0 1.0 0.0 3.0 3.0 3.0 $4,5001 $0 $6,0001 $250 $900 $900 $100 $250 $325 $3,0001 $250 $4,000 $0 $294 $2,050 $2,000 $540 $1,500 $2,700! 00 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 $0 $2,5001 $6,0001 $0 $0 $0 $0 $0 $0 $3,000 $0 $4,000 $0 $98 $2,050 $2,000 $0 $1,500 $0 0.0 0.0 1.0 0.0 0.0 0.0 0.0 0.0 0.0 1 .0 0.0 1 .0 0.0 1 .0 0.0 1 .0 0.0 1 .0 0.0 $0 $0 $6,000 $0 $0 $0 $0 $0 $3,000 $0 $4,000 $0 $98 $0 $2,000 $0 $1,500 $0 Cloverdale / Page 1 Little Rock, Arkansas SUBTOTALSUPPUES IBAYEL Out of District In-District 32,79 32,33,79,91 $7,200 $2,500 $29,559 $21,148 $16,598 SUBTOTAL TRAVEL CONTRACTUAL Evaluation Television Commercials Printing Radio Commercials Production Services Art 5i Layout 280 75 75 75 75 91 $37,500 $20,000 $14,000 $5,000 $16,000 $4,000 $9,700 SUBTOTAL CONTRACTUAL OTHER Memberships Women in Math \u0026amp; Science Camp Magnet Fair Costs SUBTOTAL OTHER DIRECT COSTS $96,500 72 76 $750 $4,000 $2,500 $7,250 $296,225 Cloverdale / Page 2 $7,200 $2,500 $37,500 $15,000 $14,000 $4,000 $10,000 $2,000 $750 $4,000 $2,500 $9,700 $82,500 $7,250 $272,684 $7,200 $2,500 $37,500 $15,000 $14,000 $4,000 $10,000 $2,000 $750 $4,000 $2,500 $9,700 $82,500 $7,250 $272341 Ind irect Cost PropositiFrom: INDIRECT COST PROPOSAL FOR USE IN 1998-1999 (Computed From 1996-97 Financial Information) UMtl. School District Name 6001000 LEA Number MAY 1 2 1999 AMfstant Directors Office Internal Administration X2LASK1 County May 10. 1999 Date Submitted INDIRECT COST RATE FOR 1998-1999 Non-Restricted Programs Rate Restricted Programs Rate INDIRECT COST CERTIFICATION 0.1868 0.0708 1 certify as the responsible official of LITTLE ROCK (School District) that this Indirect Cost Proposd has been prepared in accordance with instructions issued by the Arkansas Department oi Education and is correct to the best of my knowledge and belief. Those costs treated as indirect costs have not been claimed as direct cost, and similar types of costs have been accorded consistent treatment All expenditures entered in this proposal have been made and records supporting them have been maintained and Signature: 1 are available foraudit trintendent it Date: May 10, 1999 Superintel Approved By: Assistant Director, Internal Administration Date: Required by: CFR Part 80.40 Submitted To: Arkansas Department of Education Internal Administration #4 State Capitol Mall - Room 103-B Little Rock, AR 72201-1071 IDC-1 December 17, 2000 Little Rock School District ABSTRACT The mission of the Little Rock School District (LSRD) is to equip all students with the skills and knowledge to realize their aspirations, think critically and and face the future as productive. independently, learn continuously contributing citizens. This mission is accomplished through open access to a diverse, innovative and environment with a staff dedicated to challenging curriculum in a secure excellence and empowered with the trust and support of the community. The LRSD is located in Little Rock, Arkansas, the states capital. The LRSD is the largest public school district in Arkansas, with a K through 12 enrollment of 25,560 students for the 2000-2001 school year. Of the total student enrollment. 68% are African-American, 27% are white, and 5% are Hispanic, Asian, or other. The student enrollment is 72% minority. The district has two high schools and two middle schools located in the southwest section of the city that have a degree of minority isolation well beyond the other schools in the district. J. A. Fair High and McClellan High are the most minority isolated high schools in the district. Mabelvale Middle and Cloverdale Middle are the most minority isolated middle schools in the district. The district proposes McClellan, J. A. Fair, Cloverdale, and Mabelvale into magnet schools to convert McClellan, J. A. Fair, cioveraaie, ana iviaucivcuc to reduce and eliminate minority group isolation, to hold the non-minority students currently attending the schools, to attract neighborhood children back from private schools, and to attract student from outside the neighborhood from the private, Pulaski County and surrounding adjacent counties. These four Little Rock magnet schools will develop and implement curriculum national, state, and local systemic reforms aligned with content standards and student performance standards. The that promotes challenging state goals of these magnet schools include developing innovative educational methods  . 1 . . J _x ]   J. intoracfc frlfl't and practices that meet identified student needs and interests and that strengthen students knowledge of academic subjects and skills needed for O - .1_____-ni morfriAf successful careers in themes: the future. The schools will have the following magnet Abstract - iDecember 17, 2000 Little Rock School District Proposed Magnet Schools J. A. Fair High School McClellan High School Mabelvale Middle School Cloverdale Middle School Theme New or Revised Information Sciences and Systems Engineering Environmental Science Medical Studies Business and Finance Multimedia and Graphic Design Engineering International Baccalaureate Information and Communication Technology Environmental Science Medical Investigations Economics Multimedia Engineering International Baccalaureate Abstract -11 New Revised New New New MSAP INDICATORS REFERENCE SHEETSDecember 18, 2000 Objectiyel Little Rock School District federally fimded magnet, incidence and/of the deVee of minority student isolation m targeted Sources of Data and Next Update Indicator (of success) Application Page Annual Project Report Refs. Year 1 Page Refs. Year 2 Page Refs. Year 3 Page Refs. 1-1. Minority enrollment in targeted schools. Targeted schools with objectives of eliminating or preventing minority group Isolation keep 1 their minority enrollments below 50 percent. Targeted schools with the objective of reducing minority group Isolation I reduce their minority enrollment percentages. Provide overall district enrollment at time of application, by minority status, for the grade levels to be Included In magnet schools. List each magnet school and its\na) enrollment by minority status (both number and percentages of students), by grade, at time of application. 7 b) projected enrollment by minority status (both number and percentages of students), for each year of the proposed project, and 8-9 6,9 Report overall district enrollment by minority status, for the grade levels included in the magnet schools. For each magnet school: a) provide percentages of students) and by grade. b) provide current projections of enrollment by minority status, without the magnet If appropriate), and c) objective (to eliminate, reduce, or eliminate minority isolation). If the objective Is to prevent minority group Isolation, provide projected enrollment by minority I status, with and without magnet (i.e., operational definition of objective), with both number and I percentages of students. 13- 14 c) report the success or progress in meeting ------- the objective. Performance Indicators - UiDecember 18. 2000 Little Rock School District Objective 1 Federally funded magnet programs eliminate, reduce, or preyent .^e,,.^^^^ incidence and/or the degree of minority student isolation in targeted\n..  Sources of Data and Next Update Indicator (of success) Application Page Refs. Annual Project Report Year 1 Page Refs. Year 2 Page Refs. Year 3 Page Refs. 1-3. Minority/ Other distribution. Magnet curricular activities generally reflect the same minority/Other distribution as the magnet school (or PWS). Indicate curricular areas (e.g., classes, grades, subjects) in which you plan to promote broad participation and Interaction among different groups of students In the magnet school (or PWS). 21 Provide data on student participation, by minority status, in areas Intended to promote broad participation and Interaction, for selected grades or subjects. Describe what these data suggest tn terms of changes to your project. Performance Indicators - vl December 18, 2000 Little Rock School District Objective 2 Federally funded magnet programs promote national, state, and local systermc reforms and are aligned with challenging State content standards and student Sources of Data and Next Update Indicator (of success) Application Page Refs. Annual Project Report Year 1 Page Refs. Year 2 Page Refs. Year 3 Page Refs. 2-1. National, state, and local reforms. Magnet programs play an active role In Implementing national, state, and local reforms. Describe systemic reforms being implemented in your district, the goals of these reforms, and the contributions your magnet program will make to these efforts. 2-2. State content and performance standards. Project designs explicitly provide evidence of the I use of challenging State content standards and student performance standards. These are reflected in the program curriculum and in planned student assessments aligned to the curriculum. Indicate whether your state has a set of challenging content standards and student performance standards In the core subjects (e.g., reading, writing, math, science). If I NO, Indicate whether such standards are being developed and in what subjects, and briefly 1 describe the standards you are using in lieu of State standards. Indicate whether your state, district, or school has developed an assessment to measure performance against those standards. If YES, Indicate the subjects and whether you plan to use I the assessment. If NO, describe the assessment you Intend to use and why. 21 21 21 Provide a narrative of _____ _____ up to three pages which describes how your magnet program has supported and extended systemic reforms In you district. Identify any exceptions or changes to application information. Submit the assessment data as part of Objective 4. Performance Indicators - vU December 18, 2000 Little Rock School District Objective 3 feature innovative educational methods Federally funded magnet programs and practices that meet identified student needs and mterests. Sources of Data and Next Update Indicator (of success) Application Page Refs. Annual Project Report Year 1 Page Refs. Year 2 Page Refs. Year 3 Page Refs. 3-1 Innovative themes. Magnet programs Incorporate Innovative themes I and elements that meet identified student needs and Interest. Describe the themes and elements In the magnet program that will meet Identified student needs and interests, and provide a rationale for selecting these themes and elements. 106 For each magnet school, provide a narrative of up to two pages which describes how the magnet program has I Implemented these themes and elements and how they are meeting Identified student needs and interests. 3-2. Innovative educational methods and practices. Magnet programs incorporate Innovative educational methods and I practices that promote student achievement. Identify the elements in the magnet program that will promote student achievement, and provide a rationale for selecting these elements. 59-68 For each magnet school, provide a I narrative of up to three I pages which describes activities, methods, and practices, each of which meets all of these criteria: a) is related to the magnet theme, b) was not produced In the school prior to the magnet I program c) is used by at least two teachers in the school, and d) Impacts the achievement of 20 of more students. Performance Indicators - vlUDecember 18, 2000 Little Rock School District Objective 4 Federally funded magnet programs strengthen students knowledge of academic subjects and skills needed for successful careers in the future. Sources of Data and Next Update Indicator (of success) Application Page Refs. Annuzd Project Report Year 1 Page Refs. Year 2 Page Refs. Year 3 Page Refs. 4-1. Improved student achievement. Magnet students show achievement gains In core subjects, as well as In applied learning skills, which meet or exceed the gains I for students in the district as a whole. (Applied learning skills include higher order thinking skills, individual problem-solving ability, 1 communication skills, computer skills, and ability to contribute to group projects). 4-2. Vocational skills. (Optional \\for federally /unded magnet school or PWSs that do not /eature development of specialized skills) Magnet students demonstrate knowledge and proficiency In vocational skills related to the magnet theme. Describe how Increases In academic knowledge and applied learning skills will be assessed, overall and by minority status. Identify criteria for defining magnet students measures to be examined, and relevant comparison or reference groups, where appropriate. Describe the specific skills to be developed and how proficiency In these skills will be assessed, overall and by grade and minority status. Identify the standard for performance and the measure to be used against that standard. 26 26 26 Document the results from these assessments, overall and by school, grade, and minority status. Include both the number and percentage of students who meet the standard for performance. Describe what these data suggest In terms of changes to your project. 26 Document the results from these assessments, overall and by school, grade, and minority status. Include both the number and percentage of students who meet the standard for performance. Describe what these data suggest In terms of changes to your project. Performeince Indicators - txINTRODUCTION BACKGROUND HISTORY OF DESEGREGATION AND MAGNET SCHOOLS NEEDS ASSESSMENT December 15, 2000 Little Rock School District INTRODUCTION Little Rock is the geographical, political, and financial center of Arkansas. It is at the meeting point of the states major regions, the northwestern hills and the eastern Delta. a In 1722 Benard de la Harpe is said to have come up the Arkansas River in canoe. rock since a Legend has it that as he came up river he saw the first outcropping of he left the Mississippi and named it the little rock. The larger cliffs little further up stream, he named Big Rock. Today there is still a Big Rock Township in North Little Rock. In 1819 when the Arkansas Territory was formed, the point of rocks were selected as the territorial capital. Little Rock was the ideal site for a capital. It is located where the plains meet the hills, the natural ford of the river, and on the Southwest Trail to Louisiana and Texas. Today, Little Rock is on the move. The River Market Entertainment District has new businesses opening every month, sj al Developments along the river front on both sides of the river have made the river front parks a favorite for all types of festivals, concerts and family outings. Modem Little Rock has a population of 182,274 people. Its population is 64.6% white, 33.9% African-American, and less than 1% each for Native Americans, Asians, and people of Hispanic heritage. A large part of the citys downtovm is a part ofthe Pulaski County Enterprise Zone. The state capital, it is a city that has a relaxed and open feel - a far cry from the dramaUc events of 1957. part Introduction - 1December 15, 2000 Little Rock School District HISTORY OF DESEGREGATION In 1957, Little Rock unexpectedly became the battleground in the first major conflict between state and federal government authority over desegregation. At the time, the city was generally viewed as progressive by Southern standards. All parks, libraries and buses were integrated, a relatively high thirty percent of African-Americans were registered to vote and there were African-American police officers. However, when the Little Rock School Board announced its decision to phase in desegregated schools gradually, James Johnson, a candidate for governor, adopted a position against racially integrated schools. Johnsons rhetoric began to win him support, so the incumbent governor, Orval Faubus, who had previously shown no interest in the issue, jumped on the bandwagon. The first nine African-American students were due to enter Central High School that September. The day before school opened, Faubus reversed his decision to let the African-American students enroll in the interest of safety. Even though he was overruled by the federal court, Faubus ordered state troopers to keep the African-American students from entering the school. On the first day of school, the nine African-American students faced soldiers with bayonets that forced them away from the front entrance and into a seething crowd. Three weeks later. President Eisenhower brought in the 101 Airborne Division, and amfdst violent demonstrations the nine students were at last able to enter Central High School. In 1958, Central High School graduated its first African-American student. Following this historic graduation, the U.S. Supreme Court upheld an order to desegregate the citys schools. Governor Faubus immediately closed all four Little Rock high schools. The schools remained closed for two years. In 1959 the federeil courts declared the school closing unconstitutional and the high schools were reopened for the 1959-60 school year. Although the Little Rock School District faced a hostile governor and state administration and an unfriendly legislature, significant desegregation took place in the 60s. By the end of the decade Central High School had 1542 white students and 512 African- American students. In 1971 the Court of Appeals approved a plan for the desegregation of grades 6 through 12 in the Little Rock School District (LRSD). The School Board plan for the desegregation of the elementary grades was approved, with some modification, in 1972. Introduction - 2December 15, 2000 Little Rock School District By 1982 the LRSD was faced with massive white flight and had become 70% African-American. The district filed a suit to consolidate the three Pulaski County school districts into oned--i-s-t--r-i-c-t that would be 61% white. This was resisted by the other two districts in the county. In 1985 the Court rejected consolidation as too intrusive. The Court, however, extended the boundaries of the Little Rock School District to make them coterminous with the boundaries of the City of Little Rock. In expanding the bboouunnddaarriieess ooff tthhee LLRRSSDD tthnee cCoouurrtt aaududeeud nneeww schools and students. The four schools in the southwestern region of the city that are featured in this application were District to the LRSD. transferred from the Pulaski County School The most recent court action occurred in 1998 when the Court revised LRSD s Desegregation emd Education Plan. Building on its effort to remedy past discrimination by LRSD against African-American students, the Court s revision included seven designated magnet programs, with LRSD reserving the right to modify or discontinue designated magnet programs and to establish new magne programs. THE SOUTHWEST SCHOOLS The four schools that were transferred to the LRSD in 1985 from Pulaski County have changed a great deail since their realignment. The following chart shows the changes in the four schools: J. A. Fair High School McClellan High School Mabelvale Middle School Cloverdale Middle School These changes have occurred while the SW neighborhood has remained predominately white. In fact almost Introduction - 3 December 17, 2000 Little Rock School District one-third of the students in the attendance area are white. These students have opted for private schools, county schools, and home schooling. In fact 1,402 students who live in the neighborhood are not attending the neighborhood schools. Almost five hundred of these are White students. The MSAP application seeks to address this by converting the schools into magnet schools that will draw students from the SW neighborhood as well as from other areas of the county. There are enough White students living in the neighborhood and not attending the schools to achieve project goals. MAGNET SCHOOLS IN LITTLE ROCK The Little Rock School District is located in Little Rock, an urban city of 182,000 in the center of Arkansas, Ijinif Hock Mnal nUnd Sclitml .tfn/t ninl and covers approximately 100 square miles. The District is comprised of approximately 25,560 students and more than 3,500 employees on 50 campuses\n35 neighborhood elementary schools, eight middle schools, five high Tai schools, one career and technology high school and one alternative school for grades 6-12. Additionally, 'l there are 11 administrative sites. The ethnic breakdown of the District is 68% African-American, 27% Caucasian and \\ ale a 8 rrZ: r ig- LEGEND SenooK Sctvxx* I 0 CiMTwnWrr Scnem ' 5 % 8  2 h t 0 a T Sie '  t I i tfy Carwt Teen Cemr | Hispanic/Asian/Native American. The Little Rock School District offers several school choices for parents including Eirea schools, magnet schools/programs, incentive schools, interdistrict transfers and early childhood educaUon programs. Alternative programs are available for students in grades 4-12. In addition to the programs that are featured in this application, the Little Rock School District offers a full range of magnet programs to students in the city, the Introduction - 4December 15, 2000 Little Rock School District county, and in North LitUe Rock. Students may choose magnet schools operated by any ofthe three school districts as long as the transfer advances desegregabon goals. The following chart gives the magnet offerings that currently exist. The schools are color coded according to the operating district. SCHOOL THEME GRADES OPERATED BY Booker Arts K- 5 Little Rock School District Carver Basic Skllls/Math-Sclence K- 5 Little Rock School District Clinton Speech and Technology K-6 Pulaski County School District Crystal Hill Communications K-6 North Little Rock School District Gibbs International Studles/Foreign Language ____________ K- 5 Little Rock School District King High Intensity Learning Pre K - 5 Little Rock School District Rockefeller Early Childhood Pre K Little Rock School District Washington Basic Skllls/Math-Sclence Pre K-5 Little Rock School District Williams Basic Skills K-5 Little Rock School District Central Dunbar Henderson Mann McClellan Parkview International Studies International Studies Health Science Arts md Science Buslness/Communlcations Arts and Sciences 9-12 6-8 6-8 6-8 9-12 9-12 Little Rock School District Little Rock School District Little Rock School District Little Rock School District Little Rock School District Little Rock School District Introduction - 5 December 15, 2000 Little Rock School District NEEDS ASSESSMENT The District has therefore identified four priority needs which will be addressed by this project. NEED I. There is a need to reduce minority group isolation in four minority isolated schools in the Southwest section of Little Rock. The Southwest schools are in an area of the city which is composed of neighborhoods that have representation of both African-American and White communities. However, the enrollment of the schools is becoming increasingly minority as the White parents opt for private schools and county schools. The district proposes to make the four schools into magnet schools to hoW the other students currently attending the schools, attract neighborhood children back from private schools, and attract students from outside the neighborhood from private and county schools. The district enrollments at the grades to be included in the magnet project are displayed in the chart below. As mandated by LRSDs Court Order, enrollment is reported as African-American and Other. DISTRICT ENROLLMENT BY GRADE LEVEL GRADE LEVEL # African- American Students % African- American Students # Other Students % Other Students TOTAL 10 11 12 1,380 1,267 1,166 1149 1,261 1,078 1,003 69% 70% 67% 66% 69% 66% 64% 626 542 571 589 570 550 557 31% 30% 33% 34% 31% 34% 36% 2,006 1,818 1737 1,738 1,831 1,628 1,560 6 7 8 9 The proposed schools and their objectives are displayed in the following chart. Needs Assessment - 6December 15, 2000 Little Rock School District PROPOSED MAGNET SCHOOLS / OBJECTIV^ Proposed Magnet Schools Objective Whole School or PWS J. A. Fair High School Reduce African-American Student Isolation Whole School McClellan High School Reduce African-American Student Isolation Whole School Mabelvale Middle School Reduce African-American Student Isolation Whole School Cloverdale Middle School Reduce African-American Student Isolation Whole School The chart below gives the baseline enrollment, as of September 30, 2000, for each proposed magnet school. This represents the African-American enrollment at the time of application by grade. BASELINE ENROLLMENT SCHOOL! GRADE LEVEL J. A. Fair High 10 11 12 TOTAL # African- American Students % African- American Students # Other Students % Other Students TOTAL 217 172 177 152 718 79% 80% 79% 82% 80% 59 43 47 33 182 21% 20% 21% 18% 20% 276 215 224 185 900 9 McClellan High 10 11 12 TOTAL 338 272 251 180 1,041 92% 92% 89% 88% 91% 28 24 31 25 108 8% 8% 11% 12% 9% 366 296 282 205 1,149 9 Needs Assessment - 7 December 17, 2000 Little Rock School District SCHOOL / GRADE LEVEL Mabelvale Middle TOTAL Cloverdale Middle TOTAL # African- American Students % African- American Students # Other Students % Other Students TOTAL 162 131 114 407 82% 76% 78% 79% 36 42 32 110 18% 24% 22% 21% 261 206 114 653 198 173 146 517 87% 87% 78% 86% 39 32 32 107 13% 13% 22% 14% 300 238 146 760 6 7 8 6 7 8 The next table presents the projected enrollments for each of the proposed magnet schools for each year of the three-year MSAP project. The table indic^es the number and percentage of African-American and Other students. The proiections reflect the changes in enrollment that will result from the implementation of the MSAP project. It does not take into account demographic and environmental forces that do not relate to magnet school implementation. PROJECTED ENROLLMENT SCHOOL/ YEAR # African- American Students % African- American Students # Other Students % Other Students TOTAL Year 1 October 1, 2001 J. A. Fair High McClellan High Mabelvale Middle Cloverdale Middle 718 1,041 407 653 78% 89% 77% 84% 200 130 120 122 22% 11% 23% 16% 918 1,171 527 775 Needs Assessment - 8 December 17, 2000 Little Rock School District SCHOOL/ TEAR # A\u0026amp;lcan- American Students % African- American Students  Other Students % Other Students TOTAL s Year 2 October 1, 2002 J. A. Fair High McClellan High Mabelvale Middle Cloverdale Middle 718 1,041 407 653 75% 86% 74% 81% 233 170 145 149 25% 14% 26% 19% 951 1,211 552 802 Year 3 Oct. 1, 2003 J. A. Fair High McClellan High Mabelvale Middle Cloverdale Middle 718 1,041 407 653 70% 81% 69% 76% 310 250 180 205 30% 19% 31% 24% 1028 1,291 587 858 OBJECTIVE 1.1 By June 30, 2004, as a result of the implementation of magnet schools at the J. A. Fair and McClellan high schools and Mabelvale and Cloverdale middle schools, African-American isolation at these schools will have been reduced by 10% as evidenced by examination of official district records by an independent, outside evaluator in the Spring of 2004. The MSAP legislation is concerned about the effect that the magnet schools have QU the feeder schools. MSAP defines feeder schools as schools that the students attending the magnet school would normally attend. These are the schools from where the magnet schools draw their students. In addition to the Little Rock School District and the other two districts included in the Court Order, the district intends to attract students from private schools, home schooling, and the three Saline County school districts, Benton, Bryant, and Bauxite, that are adjacent to the southwest magnet schools. The following map shows the location of these school districts and the proximity to the target schools. Needs Assessment - 9Saline County is primarily a bedroom community of Little Rock. Most of the people in the county drive to Little Rock to work. This would facilitate enrollment of students since all four of the schools are close to major interstate highways. The following chart identifies the proposed magnet school and their feeder schools. Needs Assessment - 10 December 15, 2000 Little Rock School District FEEDER SCHOOLS Proposed Magnet Schools Feeder Schools J. A- Fair High School McClellan High School LR Central (attendance zone) Pulaski County ajacksonville High a Mills High North Pulaski High Oak Grove High Robinson High Sylvan Hills High North Little Rock Northeast High NLR West Benton School District Bryant School District Bauxite School District Private Schools Home Schools LR Central (attendance zone) Pulaski County Jacksonville High Mills High North Pulaski High Oak Grove High Robinson High Sylvan Hills High North Little Rock Northeast High NLR West Benton School District Bryant School District Bauxite School District Private Schools Home Schools Needs Assessment -11 December 17, 2000 Little Rock School District Proposed Magnet Schools Feeder Schools Mabelvale Middle School Little Rock School District Dunbar Middle (attendance zone) Forest Heights Middle Pulaski Heights Middle Pulaski County Schools Fuller Junior High Jacksonville Middle Jacksonville Junior Northwood Junior Oakgrove Junior Robinson Junior Sylvan Hills Junior North Little Rock Lakewood Middle Benton School District Bryant School District Bauxite School District Private Schools Home Schools Cloverdale Middle School Little Rock School District Dunbar Middle (attendance zone) Forest Heights Middle Pulaski Heights Middle Pulaski County Schools Fuller Junior High Jacksonville Middle Jacksonville Junior Northwood Junior Oakgrove Junior Robinson Junior Sylvan Hills Junior North Little Rock  Lake wood Middle Benton School District Bryant School District Bauxite School District Private Schools Home Schools The enrollment for the 2000-01 school year is the baseline enrollment for the feeder schools. The following chart gives the enrollment in the feeder schools on September 30, 2000. In addition, it projects the enrollment for each of the project years. Needs Assessment - 12 December 15. 2000 Little Rock School District SCHOOL/ YEAR Baseline Data Oct. 1. 2000 Little Rock Schools Central High Dunbar Middle (attendance zone) Forest Heights Middle Pulaski Heights Middle FEEDER SCHOOLS ENROLLMENT BASELINE AND PROJECTED # African- American Students % African- American Students 1144 441 497 421 55% 59% 65% 56% # Other Students % Other Students TOTAL 928 306 262 328 45% 41% 35% 44% 2072 747 759 749 Pulaski County Schools Jacksonville High MiUs High North Pulaski High Oakgrove Junior/Senior High Robinson High Sylvan Hills High Fuller Junior High Jacksonville Middle Jacksonville Junior High 341 264 183 209 123 207 343 247 275 37% 41% 24% 26% 14% 28% 49% 39% 38% 579 379 566 597 764 529 364 390 452 Needs Assessment - 13 63% 59% 76% 74% 86% 72% 51% 61% 62% 920 643 749 806 887 736 707 637 727 December 15, 2000 Little Rock School District SCHOOL/ YEAR # African- American Students % African- American Students # Other Students % Other Students TOTAL Northwood Junior High Robinson Junior High Sylvan Hills Junior High North Little Rock Schools Northeast High NLR West High Lakewood Middle 201 104 246 163 578 163 25% 23% 28% 35% 49% 35% 605 349 641 298 590 298 75% 77% 72% 65% 51% 65% 806 453 887 461 1168 461 Benton School District grades 6-12 Bryant School District grades 6-12 Bauxite School District grades 6-12 Project Year 1 Data Oct. 1. 2001 Little Rock Schools Central High Dunbar Middle (attendance zone) Forest Heights Middle 108 5% 2071 95% 2179 56 2%  3067 98% 3123 0 0% 502 100% 1144 441 497 502 55% 60% 67% 928 294 243 45% 40% 33% 2072 735 740 Pulaski Heights Middle 421 57% 314 43% 735 Needs Assessment - 14 December 15, 2000 Little Rock School District SCHOOL/ YEAR # African- American Students % African- American Students # Other Students % Other Students TOTAL Pulaski County Schools Jacksonville High Mills High North Pulaski High Oakgrove Junior/Senior High Robinson High Sylvan Hills High Fuller Junior High Jacksonville Middle Jacksonville Junior High Northwood Junior High Robinson Junior High Sylvan Hills Junior High North Little Rock Schools Northeast High NLR West High Lakewood Middle 341 264 183 209 123 207 343 247 275 201 104 246 37% 43% 25% 26% 14% 28% 49% 40% 38% 25% 23% 28% 163 578 163 574 356 557 592 756 523 355 378 445 599 346 640 36% 49% 36% 293 590 296 Needs Assessment - 15 63% 57% 75% 74% 86% 72% 51% 60% 62% 75% 77% 72% 64% 51% 64% 915 620 740 801 879 730 698 625 720 800 450 886 456 1168 459 December 15, 2000 Little Rock School District SCHOOL/ TEAR # African- American Students % African- American Students # Other Students % Other Students TOTAL Benton School District grades 6-12 Bryant School District grades 6-12 Bauxite School District grades 6-12 Project Year 2 Data Oct. 1. 2002 Little Rock Schools Central High Dunbar Middle (attendance zone) Forest Heights Middle Pulaski Heights Middle Pulaski County Schools Jacksonville High MUIS High North Pulaski High Oakgrove Junlor/Senior High S. Robinson High 108 5% 2069 95% 2177 56 2% 3060 98% 3116 0 0% 499 100% 499 1130 441 497 421 341 264 183 209 123 55% 61% 68% 58% 38% 44% 25% 27% 14% 920 279 235 308 559 336 552 579 742 Needs Assessment - 16 45% 39% 32% 42% 62% 56% 75% 73% 86% 2050 720 732 729 900 600 735 788 865 December 15, 2000 Little Rock School District SCHOOL/ YEAR # African- American Students % African- American Students # Other Students % Other Students TOTAL Sylvan HUls High Fuller Junior High Jacksonville Middle Jacksonville Junior High Northwood Junior High Robinson Junior High Sylvan Hills Junior High 207 343 247 275 201 104 246 29% 50% 40% 38% 26% 24% 29% 508 345 368 443 579 336 608 71% 50% 60% 62% 74% 76% 71% 715 688 615 718 780 440 854 North Little Rock Schools Northeast High 163 37% 277 63% 440 NLR West High 578 50% 587 50% 1165 Lakewood Middle Benton School District grades 6-12 Bryant School District grades 6-12 Bauxite School District grades 6-12 Project Year 3 Data Oct. 1. 2003 Little Rock Schools 163 108 56 0 37% 283 63% 446 5% 2% 0% 2056 3046 500 95% 98% 100% 2164 3102 500 .. Central High 1144 56% 901 44% 2045 Needs Assessment - 17 December 15, 2000 Little Rock School District SCHOOL/ YEAR # African- American Students % African- American Students # Other Students % Other Students TOTAL Dunbar Middle (attendance zone) Forest Heights Middle Pulaski Heights Middle Pulaski County Schools Jacksonville High Mills High North Pulaski High Oakgrove Junlor/Senlor High Robinson High Sylvan Hills High Fuller Junior High Jacksonville Middle Jacksonville Junior High Northwood Junior High Robinson Junior High Sylvan Hills Junior High 441 497 421 341 264 183 209 123 207 343 247 275 201 104 246 59% 68% 57% 39% 42% 25% 27% 14% 30% 50% 41% 39% 26% 25% 30% 305 229 319 539 366 542 556 727 493 344 353 425 564 316 574 Needs Assessment - 18 41% 32% 43% 61% 58% 75% 73% 86% 70% 50% 59% 61% 74% 75% 70% 746 726 740 880 630 725 765 850 700 687 600 700 765 420 820 December 15, 2000 Little Rock School District SCHOOL/ YEAR # African- American Students % African- American Students # other Students % Other Students TOTAL North Little Rock Schools Northeast High NLR West High Lakewood Middle Benton School District grades 6-12 Bryant School District grades 6-12 163 578 163 108 56 39% 50% 38% 5% 2% 257 586 267 2060 3022 61% 50% 62% 95% 98% 420 1164 430 2168 3078 Bauxite School District grades 6-12 Private Schools 0 0% 480 100% 480 The magnet schools will also draw from private schools in the county. The private schools that will feed the magnet are listed in the chart below. The enrollment is not available broken down by race. PRIVATE SCHOOL ENROLLMENT   School-/' Grade Levels \" Enrollment V Arkansas Baptist School System Pre-K - 6 7-9 10 - 12 440 157 153 Cathedrcd School 6-9 513 Christ Lutheran School Pre-K - 8 6-9 497 no Christ the King Catholic Immaculate Conception K- 8 K- 8 706 441 LR Adventists Academy Our Lady of Good Counsel K- 10 Pre-K - 8 441 i 187 Needs Assessment - 19 December 15, 2000 Little Rock School District School Grade Levels Enrollment 4 , Our Lady of Holy Souls St. Edwards St. Theresas Shiloh Walnut Valley Anthony Catholic Faith Christian Mt. St. Marys Pulaski Academy Southwest Christian Home Schooling Pre-K - 8 K-8 K-8 1 -8 K- 12 Pre-K - 8 9-12 7-12 9-12 Pre-K - 12 Pre-K - 12 525 165 300 17 800 380 664 115 650 1350 471 The Little Rock area has a large number of parents who have opted for homeschooling for their children. The magnet schools will recruit among the home schooling students to attend the magnet programs. The following chart shows the number of students being home schooled in the three districts during the 2000- 2001 school year according to the Arkansas State Department of Education. The racial breakdown of home schooling is not available. NUMBER OF HOME SCHOOLED STUDENTS District  i- # Students Home - Schooled: 2000-2001 w Little Rock North Little Rock Pulaski County Total 545 131 618 1294 aiKC32SS33BBEES 8 I y OBJECTIVE 1.2 By June 30, 2004, as a result of the opening of the four magnet schools, there will be no resulting negative impact - becoming African-American student isolated - on the feeder schools, as verified by school and district enrollment records. Needs Assessment - 20December 15, 2000 Little Rock School District The MSAP is also concerned about the assignment of students within the school. The district will monitor the way in which students are assigned to classrooms. The goal is to assure that there are not racially identifiable classrooms within the magnet school. OBJECTIVE 1.3 By June 30, 2002 and for each succeeding school year, students will be placed in the magnet program in a manner wherein classes reflect the same African- American/Other distribution (+/- 10%) as the school as evidenced by school class assignment records. NEED II: The Little Rock School District needs magnet schools that promote national, state, and local systemic reforms and are aligned with challenging state content standards and student ___________performance standards._____________________________________________ The State of Arkansas has adopted the goals of America 2000 as its goals for systemic school reform. These goals are to be met through the implementation of the Arkansas Curriculum Frameworks. These frameworks outline the major content areas and challenging student performance standards for each content area. These standards are the basis for the program designs for the magnet schools included in this application. Arkansas Goals 2000 Arkansas Education Goals: Working Together for Americas Future Readiness for School By the year 2000, all children will start school ready to learn. School Completion By the year 2000, the high school graduation rate will increase to at least 90 percent Student Achievement and Citizenship By the year 2000, students will leave grades four, eight and twelve having demonstrated competency tn challenging subject matter including English, mathematics, science, history, and geography: and every school in the State will ensure that all students learn to use their minds well, so they may be prepared for responsible citizenship, further learning, and productive employment in our modem economy._________________________________________________________________________ Needs Assessment - 21December 15, 2000 Little Rock School District Science and Mathematics By the year 2000, students will be first in the nation in science and mathematics achievement Safe, Disciplined, and Drug-Free Schools By the year 2000, every school in the State will be free of drugs and violence and wUl offer a disciplined environment conducive to learning. Adult Literacy and Lifelong Learning By the year 2000, every adult in the State wUl be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of cidzenshtp.____________________________________________ The Little Rock School District has established priorities that parallel those of the state. The LRSD priorities are detailed in the following chart. 1. 2. 3. 4. LRSD GOALS: PATHWAY INTO THE FUTURE___________________ Improved Learning CUmate - The district will reduce the number of suspensions, expulsions, and drop-outs. The schools will be safe and free from crime. Improved Student Achievement - The district will align curriculum with the state frameworks and use a standards-based curriculum in language arts, mathematics, social studies, and science. The district will imtiate steps so that more African-American students take Advanced Placement courses. Getting Students Ready of the Working World - The district wiU blend academic training with real-life work experiences. Computer technology will be integrated into the curriculum. Technology literacy standards have been established for every student. Improve Mathematics Performance - The district is participating in a National Science Foundation project to improve mathematics and science instruction over a five year period. The project Includes training for teachers and efforts to increase the number of students taking upper level math courses. These goals are embodied in the District Strategic Plan which identifies three specific objectives that the community should use to judge the success of the district. Needs Assessment - 22December 15, 2000 Little Rock School District Little Rock School District Strategic Objectives  Each Student will set and achieve challenging educational goals tailored to his or her interests, abilities and aspirations related to meaningful work, higher learning. citizenship or service to others.  By 2003. at least 9 out of 10 students will meet or performance identified in the core curriculum. exceed LRSD standards of  By 2003, at least 65% of students in every identified sub-group of race and gender _______f oKrviro the notinnai a VP r a OP in reading and mathematics on will perform at or above the national average in standardized tests\nat least 30% will perform at the highest quartile in reading and mathematics on standardized tests\nand no more than 10% will perform at the lowest quartile in reading and mathematics n standardized tests. The State of Arkansas has an accountability system to reinforce its goals for student achievement. This is the Arkansas Comprehensive TesUng, Assessment and Accountability Program (ACTAAP). The goal of the program is to ensure that all students in the public schools of the state demonstrate grade-level academic proficiency through the application of knowledge and skills in the core academic subjects consistent with state curriculum frameworks, performance standards. and assessments. The first component of the plan is a set of clear, challenging academic standards which define what students should be able to so in the basic academic core subiects. These are delineated in ten state curriculum framework documents. . 1  ____________J - rt Based on these frameworks, student achievement is assessed according to the time line on the following chart. State-Mandated Assessments Assessments Grade Level Month Administered Primary Benchmark Intermediate Benchmark Middle Level Benchmark End of Course- Algebra 1 End of Course- Geometry End of Course- Literacy Norm-Referenced Grade 4 Grade 6 Grade 8 When Completed When Completed Grade 11 Grades 5.7, and 10 April April April January/May January/May January/May September S a I a I Needs Assessment - 23December 15, 2000 Little Rock School District Student Achievement and Citizenship, and Science and Mathematics and all of the LRSD goals. As such, the MSAP project has objectives that directly relate to the local efforts of systemic reform and are aligned with challenging state content and performance standards. The schools will address the testing program and the system for accountability under the fourth objective of this application. OBJECTIVE 2.1 By June 30, 2002 and for each succeeding school year, the project design of the four magnet schools will show evidence of the use of challenging instructional materials and content that will meet state performance standards as evidenced by observations of classrooms by an outside evaluator. OBJECTIVE 2.2 By June 30, 2002 and for each succeeding school year, the instructional staff at the magnet schools will have a clear understanding of State content and performance standards and provide instructional programs based on those standards as evidenced by the responses to a teacher survey and the classroom observation of an outside evaluator. OBJECTIVE 2.3 By June 30, 2002 and for each succeeding school year, at least 60% of the parents responding to the annual survey will have participated in school activities as evidenced by the responses to a parent survey in the spring of each project year administered by an independent outside evaluator. OBJECTIVE 2.4 By June 30, 2004, there will be at least a 50% increase in the number of volunteer hours at the four schools compared to the base year 2000-01 as documented by the school volunteer logs collected and compiled annually the spring of each project year administered by an independent outside evaluator. Needs Assessment - 24December 15, 2000 Little Rock School District NEED III: The Little Rock School District needs to develop Innovative educational methods and pr\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 "}],"pages":{"current_page":425,"next_page":426,"prev_page":424,"total_pages":6797,"limit_value":12,"offset_value":5088,"total_count":81557,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40428},{"value":"StillImage","hits":35298},{"value":"MovingImage","hits":4529},{"value":"Sound","hits":3226},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. 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