{"response":{"docs":[{"id":"bcas_bcmss0837_425","title":"Hall High School kindergarten class, closing","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":["1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","Education, Elementary","Education, Secondary"],"dcterms_title":["Hall High School kindergarten class, closing"],"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/425"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nCorrespondence objecting to closing of kindergarten at Hall High\n WEDNESDAY. APRIL 19, 1995 Halls kindergarten defended Supporters appeal to keep high school program in budget BY CYNTHIA HOWELL Democrat-Gazette caucation Writer .\\dvocates for the kindergarten program at Hall High School appealed Tuesday to one kindergarten class where students enrolled in Child De- velopment and Superintendent Henrj classes help with the kindergartners. Parenting one school. must be based on what is good for the entire district, not just \"We can save pieces of pro- Williams to presen-e what they described as a popular high- quality program beneficial to the children as well as to high school students who work with them.  \"The Hall High kindergarten is the best kindergarten program in the district, public or private.\" Suzanne Hamilton, a district patron, said at a Little Rock School District community forum Tuesday night at the University Par.k Adult Center. She said the district appeared to decide to end the program without publicizing the issue or getting advice and reaction from staff and parents. .Of the districts high schools, all but Fair High have at least grams here and pieces there, Williams said that while his but the district could collapse staff had discussed eliminating around us.\" he said. I dont the kindergarten classes, no enjoy this. I feel like Ive been decisions had been made. He assigned the job of the hooded said the proposal hadnt even a.x man. All I do is cut.\" Vic Wright, husband of a kindergarten teacher, said the high school students who help been presented to the school board as a possible budget-cut- ting option. He said he didnt know how in the kindergarten classes much money might be saved by benefit from the program by eliminating the classes, but learning to raise children and the savings could include the possibly develop careers in salaries of teachers in those child care and teaching. He classes. Students could be in- pointed out that converting the into corporated existing kindergarten classrooms into kindergarten classes at the el- rooms appropriate for high ementary schools, he said. The district is facing cuts district money. and adjustments of up to S9 school classes would cost the Williams said that he didnt million to balance next years doubt the value of the program budget. but the school district lacks the resources to address all of so- Williams told the parents that tough budget decisions cietys problems.' *4 - Tra ij 07^ April 17. 1995 APR 2 6 1995 0! '\u0026gt;i(k uesegretiauci! nWijit.....j \\ Dear Mrs. Brown, The decision by the cabinet to eliminate the kindergarten program in the high schools for the coming year and beyond is met with disappointment and sadness. It seems unusual to close a program without requesting input from those directly involved. Pat Price, the Early Childhood Coordinator, and the building principals were unaware of the decision until it had basically been finalized. Additionally, kindergarten teachers in the high schools, high school students currently selecting the course and parents were overlooked as valuable resources in the decision making process. This seemingly demonstrates a lack of meaningful parental and community involvement in the decision making process. The persons omitted from the discussion are the very ones who have first-hand knowledge of this successful kindergarten program. Since a specific rationale for the deletion of the kindergarten program has not been provided, I am unable to address the concerns of the cabinet. However, I have been involved in the program as a student when a senior, as a parent of two sons who attended Parkview's kindergarten and now as a teacher. From my perspective, the merits far outweigh any disadvantages. Please find below a summary of the benefits of the kindergarten program for both the high school students and the five^ear olds. BENEFITS FOR FIVE-YEAR OLDS 1. Optimum \"adult\" to child ratio allowing for increased \"hands on\" time as well as more observation of positive role models. 2. Unique opportunities afforded by a high school setting: * Enriching cultural experiences including speakers and performances from the community as well as from within the school. (Recent examples include a motivational talk by Mr. Darrell Brown, a Territorial Restoration stage production, and our own drama department production of \"Snow White.\") * Kindergarten students further benefit from opportunities offered within the building through cross-departmental interaction. (Examples of this are pumpkin painting with the art class, science projects with biology lab and physics, and cooperative writing assignments with English classes.) * Music and foreign language instruction is provided weekly by teachers certified in those areas.* There are many multi-cultural opportunities. This year the presence and influence of We Fulbright exchange teacher from Russia is felt as she spends many hours instructing the kindergarten students. Due to the enrollment of several foreign exchange students at Hall each year, multi-culturai opportunities are natural as well as numerous. * Beginning the first month of school, kindergartners attend computer lab, while most kindergarten students do not have such an opportunity until second semester. * Finally, the actual physical plant/facility, specifically the gym. allows for daily gross motor development regardless of the weather. BENEFITS FOR HIGH SCHOOL STUDENTS 1. The Child Development/Parenting course allows high school students a lab setting in which to observe, participate, and monitor children in addition to studying theoretical situations. First-hand experience provides additional understanding and continuity. 2. Life skills and, more specifically, positive parenting skills are taught modeled and reinforced daily. If indeed we are as a nation to be successful in reaching by the year 2000 the national education goal identified as school readiness, \"Every child will start school ready to learn,\" is It not imperative that we \"break the cycle\" of poor parenting or the absence of parenting? 3. At the same time these students, often college-bound, have the opportunity to work and plan with children in order that they be better able to assess whether teaching and/or the general field of education is their best career choice. In other words, the course allows for a training ground not only for future parents, but also for future educators. 4. Since acceptance into this program is based on recommendations which assess dependability, attendance, and attitude, it offers the opportunity for success measured by something other than G.PA a 5. Almost universally, an Increase in the self-esteem of the high school students is _ result of the admiration expressed by the kindergarten students. Also contributing to their sense of selFworth are the high expectations set very early in the program. Students respond positively to these expectations and from this experience, they realize they can. meet those expectations and they carry the value of this achievement with them as they take on the roles of adults, parents, or teachers. Thank you for your time and consideration of these things which I find to be significant to the education of our young people. Sinurely, garten Teacher - 'J Q_^ hlji. uywi 't/uu coMay 1, 1995 Antje Nordman 2204 East Meadowbrook Bryant, AR 72022 Dear Ms. Nordman: Thank you for writing to our office to express your concern regarding the Hall High School kindergarten class. I worked as a kindergarten teacher for many years and, at one time, served as the coordinator for all kindergarten classes in the Little Rock School District (LRSD). I have visited Liz Wright's classroom many times and know what an excellent program she offers. I am also aware of the tremendous amount of parental support for the Hall kindergarten\nhowever, the decision whether or not to eliminate high school kindergarten classes is not up to those of us at the Office of Desegregation Monitoring (ODM). The surprise announcement regarding the high school kindergarten classes came Ifom the LRSD administration. As you may have read in the newspaper, the superintendent discussed the decision at a public forum held about a week ago, and he indicated that the move was being considered as part of the budget reduction efforts. The federal district court closely monitors the district's budget cutting strategies. Two budget hearings have been held this spring, and more are scheduled for the summer. To date, the LRSD has filed no documents with the Court that call for the elimination of the high school kindergartens as one of their budget cutting measures. The Court has repeatedly reminded the district to keep their cuts as far away from the children as possible. Our office will closely monitor all proposed reductions to ensure that the district follows the terms of the desegregation plans and court orders. If you have additional comments or suggestions, please feel free to write or call. Sincerely, Melissa Guldin Associate MonitorOffice of Desegregation Monitoring United States District Court  Eastern Distnct of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 May 1, 1995 Sharon Baugh 3009 Breckenridge Drive Little Rock, AlR 72207 Dear Ms. Baugh: Thank you for writing to our office to e.xpress your concern regarding the Hall High School kindergarten class. I worked as a kindergarten teacher for many years and, at one time, served as the coordinator for all kindergarten classes in the Little Rock School District (LRSD). I have visited Liz Wright's classroom many times and know what an excellent program she offers. I am also aware of the tremendous amount of parental support for the Hall kindergarten\nhowever, the decision whether or not to eliminate high school kindergarten classes is not up to those of us at the Office of Desegregation Monitoring (ODM). The surprise announcement regarding the high school kindergarten classes came from the LRSD administration. As you may have read in the newspaper, the superintendent discussed the decision at a public forum held about a week ago, and he indicated that the move was being considered as part of the budget reduction efforts. The federal district court closely monitors the district's budget cutting strategies. Two budget hearings have been held this spring, and more are scheduled for the summer. To date, the LRSD has filed no documents with the Court that call for the elimination of the high school kindergartens as one of their budget cutting measures. The Court has repeatedly reminded the district to keep their cuts as far away from the children as possible. Our office will closely monitor all proposed reductions to ensure that the district follows the terms of the desegregation plans and court orders. If you have additional comments or suggestions, please feel free to write or call. Sincerely, Melissa Guldin Associate MonitorRECE?V^D MAY 1 1 1995 Office of Desegregation Monitoring April 18, 1995 TO WHOM IT MAY CONCERN: HAVING TAUGHT AT HALL HIGH SCHOOL FOR NEARLY 20 YEARS AND BEING FAMILIAR WITH THE KINDERGARTEN PROGRAM, I WOULD BE VERY DISAPPOINTED TO SEE THIS PROGRAM ENDED. IT OFFERS MANY UNIQUE OPPORTUNITIES TO BOTH THE 5 YEAR OLDS AND THE HIGH SCHOOL STUDENTS. DURING THE TIME I TAUGHT SCIENCE AND I INVOLVED MY STUDENTS IN WORKING DIRECTLY WITH THE SCIENCE INSTRUCTION OF THE KINDERGARTEN STUDENTS. SOME OF THESE STUDENTS WENT ON TO MAJOR IN ELEMENTARY EDUCATION WITH CERTIFICATION IN THE SCIENCE FIELD, SOMETHING DESPERATELY NEEDED IN ELEMENTARY EDUCATION. ALSO, PARENTS OFTEN PUT THEIR CHILDREN IN THIS PROGRAM WITH THE INTENT TO MOVE THEM TO PRIVATE EDUCATIONAL FACILITIES AFTERWARD BUT REALIZING HOW MUCH MORE WAS PROVIDED IN PUBLIC EDUCATION, DECIDED TO REMAIN IN THE PUBLIC SCHOOL PROGRAM. I DO NOT KNOW HOW SUCCESSFUL THIS PROGRAM IS AT THE OTHER HIGH SCHOOLS IN LITTLE ROCK, BUT I KNOW THAT THE PROGRAM AT HALL IS AN EXCEPTIONAL ONE. IT HAS A DEDICATED TEACHER WITH THE ABILITY TO COORDINATE THE TWO LEVELS OF STUDENTS TO PROVIDE VARIED AND OUTSTANDING EDUCATIONAL EXPERIENCES. I FEEL THAT EACH HIGH SCHOOL PROGRAM SHOULD BE LOOKED AT INDIVIDUALLY TO DETERMINED ITS EFFECTIVENESS AND ON THAT BASIS DETERMINE WHICH SCHOOLS SHOULD BE ABLE TO RETAIN THEIR PROGRAMS. ASSET TO THE LR SCHOOLS. PLEASE DO NOT DESTROY SUCH AN RESPECTFULLY YOURS, SHARON BAUGH RECEitycn APR 26 1995 s- district JUDGE(ZJZ.: UKI? U i! 1 UniCC April 18, 1995 TO WHOM IT MAY CONCERN: HAVING TAUGHT AT HALL HIGH SCHOOL FOR NEARLY 20 YEARS AND BEING FAMILIAR WITH THE KINDERGARTEN PROGRAM, I WOULD BE VERY DISAPPOINTED TO SEE THIS PROGRAM ENDED. IT OFFERS MANY UNIQUE OPPORTUNITIES TO BOTH THE 5 YEAR OLDS AND THE HIGH SCHOOL STUDENTS. DURING THE TIME I TAUGHT SCIENCE AND I INVOLVED MY STUDENTS IN WORKING DIRECTLY WITH THE SCIENCE INSTRUCTION OF THE KINDERGARTEN STUDENTS. SOME OF THESE STUDENTS WENT ON TO MAJOR IN ELEMENTARY EDUCATION WITH CERTIFICATION IN THE SCIENCE FIELD, SOMETHING DESPERATELY NEEDED IN ELEMENTARY EDUCATION. ALSO, PARENTS OFTEN PUT THEIR CHILDREN IN THIS PROGRAM WITH THE INTENT TO MOVE THEM TO PRIVATE EDUCATIONAL FACILITIES AFTERWARD BUT REALIZING HOW MUCH MORE WAS PROVIDED IN PUBLIC EDUCATION, DECIDED TO REMAIN IN THE PUBLIC SCHOOL PROGRAM. I DO NOT KNOW HOW SUCCESSFUL THIS PROGRAM IS AT THE OTHER HIGH SCHOOLS IN LITTLE ROCK, BUT I KNOW THAT THE PROGRAM AT HALL IS AN EXCEPTIONAL ONE. IT HAS A DEDICATED TEACHER WITH THE ABILITY TO COORDINATE THE TWO LEVELS OF STUDENTS TO PROVIDE VARIED AND OUTSTANDING EDUCATIONAL EXPERIENCES. I FEEL THAT EACH HIGH SCHOOL PROGRAM SHOULD BE LOOKED AT INDIVIDUALLY TO DETERMINED ITS EFFECTIVENESS AND ON THAT BASIS DETERMINE WHICH SCHOOLS SHOULD BE ABLE TO RETAIN THEIR PROGRAMS. ASSET TO THE LR SCHOOLS. PLEASE DO NOT DESTROY SUCH AN A a.i^y r,-\nRESPECTFULLY YOURS, / I SHARON BAUGH kOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 May 1, 1995 Ange Nordman 2204 East Meadowbrook Bryant, AR 72022 Dear Ms. Nordman: Thank you for writing to our office to express your concern regarding the Hall High School kindergarten class. I worked as a kindergarten teacher for many years and, at one time, served as the coordinator for all kindergarten classes in the Little Rock School District (LRSD). 1 have visited Liz Wright's classroom many times and know what an excellent program she offers. I am also aware of the tremendous amount of parental support for the Hall kindergarten\nhowever, the decision whether or not to eliminate high school kindergarten classes is not up to those of us at the Office of Desegregation Monitoring (ODM). The surprise announcement regarding the high school kindergarten classes came from the LRSD administration. As you may have read in the newspaper, the superintendent discussed the decision at a public forum held about a week ago, and he indicated that the move was being considered as part of foe budget reduction efforts. The federal district court closely monitors foe district's budget cutting strategies. Two budget hearings have been held this spring, and more are scheduled for the summer. To date, the LRSD has filed no documents with the Court that call for the elimination of the high school kindergartens as one of their budget cutting measures. The Court has repeatedly reminded foe district to keep their cuts as far away from foe children as possible. Our office will closely monitor all proposed reductions to ensure that the district follows the terms of the desegregation plans and court orders. If you have additional comments or suggestions, please feel free to write or call. Sincerely, Melissa Guldin Associate Monitor ( Dear Mrs. Brown, AP? 2 1995 Office of /.lonjiOfiiTg I am a parent of two children who have had the wonderful experience of having participated in the Hall High School Kindergarten. The kindergarten at Hall High is such a positive experience for so many people that I am extremely concerned and saddened by the decision to have it closed. Students in this kindergarten learn not only the educational requirements, but have a role in our high school community. They learn manners, rules, vocabulary beyond their expected level, caring for other people, as well as becoming friends with officer Vint, our on-campus policeman. Our kindergarten students at Hall have been able to be exposed to the Russian language and culture from our Russian exchange teacher this year. In the past, our upper level Spanish students have taught these young people Spanish and they recieve music lessons from our music teacher. The children have also been able to participate in and observe assemblies. The Child Development/Parenting course at Hall would also suffer greatly without the kindergarten program. Students who feel that they might like to work in or run a daycare or be an elementary teacher or aide would no longer get first hand experience. Some of our students at Hall are parents who learn valuable parenting skills by participating in this program. Children in the kindergarten are proud to be a part of Hall High School. Some of the children have big brothers and/or sisters who are able to see that these children get to their class and home safely. One young man likes to check on the progress of his older brother in his high school class. Liz Wright, the kindergarten teacher, does so much more at Hall than instruct kindergarten. She has been an intregal part of our SAP (Student Assistance Program) meeting the increasing need their special needs and problems. to communicate with high school kids about she cares about all of our students, of our faculty's social committee. She is there to listen and She is also in charge Dr. Anderson has stated that at the end of a difficult day he enjoys an occasional visit to the kindergarten class to see the happy little faces and perhaps to get a little hug. Please reconsider this decision to close our kindergarten program at Hall, benifit. We need our happy little faces and they, too, Sincerely, Antj e Nordman Hall High Schoolr.' \"1 May 4, 1 995 Dr. Henry Williams, Superintendent Little Rock School District 810 Markham Street Little Rock, Arkansas 72201 0/  995 '^ Dear Dr. Williams: It is quite disturbing to find that, once again, the Little Rock School District is attempting to eliminate the high school kindergarten programs. My child participated in the program during the 1989-1990 school year and still fondly recalls the wonderful experiences the program provided her. I was extremely involved in the program myself, serving as Mrs. Wrights room mother. I spent countless hours directly involved in the classroom assisting with activities. I feel most qualified to defend the good qualities this program has. I am an elementary teacher myself who has spent eight years teaching in the classroom and another two years substitute teaching. These ten years experience have been in Georgia, Louisiana. Arkansas, and now Michigan. The system my children are now in is in a suburb of Detroit, Novi, and is most impressive. However, I have yet to find any kindergarten program that comes anywhere near the quality of your high school kindergarten programs. First and foremost is the benefit the program offers to the young children. This is such a sensible way to 'wean\" children from their mother's one-on-one care. They are in smaller groups, enabling them to see that others around them also have needs, but not yet overwhelming them with high pupil-teacher ratios. The high school students can help nurture their needs and guide their activities. With the additional help of the high school kids, the teacher can plan activities that are impossible in the traditional kindergarten setting. The high school itself provides countless opportunities for the children through their art. drama, music, foreign language, and physical education departments. It is lagniappe that this program benefits the high school students also. Many teenagers today see pregnancy and children as a 'way out* of their existing circumstances or simply as the \"cool* thing to do. This program shows them how very patient and well prepared you must be to be a parent. It also shows them how rewarding it can be to work with children. The affection shown to the high school students is so beneficial to their positive self-esteem ! The memory is still vivid in my mind of a six-foot young man saying 'good-bye* to his 'students' on his last day of high school with tears rolling down his cheeks. Another asset of the program is that, hopefully, many young people would find teaching to be the profession of their choice. In conclusion, I feel it sad that every five year-old in the country cant have the opportunity to be involved in such a rewarding program. Please strongly consider leaving this program in place. Let it be a shining star in the Little Rock School District\nsomething unique that other systems throughout the state or the country do not offer. Dont allow this program to fall victim to the mediocrity we see in so many public school systems. Sincerely. Patricia B. Holt 4S4O9 Addington Lane Novi, Michigan 48374 cc: E. Wright S. Wright A. Brown R. Mayo K. Mitchell K. O'Malley J. Magness J. Riggs L, Poindexter P. Gee S. JohnsonDear Dr. Williams, My name is Sarah Holt. Five years ago I was In Hall High School for kindergarten. It was different than other schools in good ways. One way was how the teenagers came In and helped us. One of those teenagers ended up being a great role model for me at that time. I really looked up to everyone who came In to help us. Since Mrs. Wright had so much help from the high school students, she could plan activities that were very involved. We couldn't have done those activities in larger groups. Mrs. Wright was an exceptionally good teacher. She always had fun activities planned and gave me a great beginning in my education.! know if I feel this way the high school kids do too. it would be awful if you shut It down because then other kids would miss out on the fun. Sincerely, Sarah K. HoltC/.' . ''-i-  May 4.. 1 99S I Dr. Henry Williams. Superintendent Little Rock School District 810 Markham Street Little Rock. Arkansas 7 2201 '95 if Dear Or. Williams: It is quite disturbing to find that, once again, the Little Rock School District is attempting to eliminate the high school kindergarten programs. My child participated in the program during the 1989-1990 school year and still fondly recalls the wonderful experiences the program provided her. I was extremely involved in the program myself, serving as Mrs. Wrights room mother. I spent countless hours directly involved in the classroom assisting with activities. I feel most qualified to defend the good qualities this program has. I am an elementary teacher myself who has spent eight years teaching in the classroom and another two years substitute teaching. These ten years experience have been in Georgia. Louisiana. Arkansas, and now Michigan. The system my children are now in is in a suburb of Detroit. Novi, and is most impressive. However. I have yet to find any kindergarten program that comes anywhere near the quality of your high school kindergarten programs. First and foremost is the benefit the program offers to the young children. This is such a sensible way to 'wean' children from their mother's one-on-one care. They are in smaller groups, enabling them to see that others around them also have needs, but not yet overwhelming them with high pupil-teacher ratios. The high school students can help nurture their needs and guide their activities. With the additional help of the high school kids, the teacher can plan activities that are impossible in the traditional kindergar'ten setting. The high school itself provides countless opportunities for the children through their art. drama, music, foreign language, and physical education departments. It is lagniappe that this program benefits the high school students also. Many teenagers today see pregnancy and children as a \"way out\" of their existing circumstances or simply as the -cool\" thing to do. This program shows them how very patient and well prepared you must be to be a parent. It also shows them how rewarding it can be to work with children. The affection shown to the high school students is so beneficial to their positive self-esteem ! The memory is still vivid in my mind of a six-foot young man saying \"good-bye' to his 'students' on his last day of high school with tears rolling down his cheeks. Another asset of the program is that, hopefully, many young people would find teaching to be the profession of their choice. In conclusion. I feel it sad that every five year-old in the country cant have the opportunity to be involved in such a rewarding program. Please strongly consider leaving this program in place. Let it be a shining star in the Little Rock School District\nsomething unique that other systems throughout the state or the country do not offer. Dont allow this program to fall victim to the mediocrity we see in so many public school systems. Sincerely. Patricia B. Holt 45409 Addington Lane Novi, Michigan 48374 cc: . Wright S. Wright A. Brown R. Mayo K. Mitchell K. O'Malley J. Magness J. Riggs L. Poindexter P. Gee S. JohnsonDear Dr. Williams, My name is Sarah Holt. Five years ago I was in Hall High School for kindergarten. It was different than other schools In good ways. One way was how the teenagers came in and helped us. One of those teenagers ended up being a great role model for me at that time. I really looked up to everyone who came in to help us. Since Mrs. Wright had so much help from the high school students, she could plan activities that were very Involved. We couldn't have done those activities in larger groups. Mrs. Wright was an exceptionally good teacher. She always had fun activities planned and gave me a great beginning in my education.! know if I feel this way the high school kids do too. It would be awful if you shut It down because then other kids would miss out on the fun. Sincerely, Sarah K. Holt'i'\u0026gt;\u0026lt;-( C'^ I ) V ifK'-'i'lc I I i N6'\u0026gt;6| mt (/K37q I 4 PH  ' I Mf /?\u0026lt;a6 MI DCR #4 ( iC GIqi r5. Br\u0026lt;Oior\u0026gt; Of-Pice ofj'ilbni-k)\n}0\\ (V)art^vz/-/)i S-j- SttiMSlO LJ-Hle i2bcB 'At (V)art ^vz/-/) i S-j- Wd I HncOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor May 9, 1995 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 371-0100 Penny Johnson 9812 Satterfield Dr. Little Rock, AR 72205 Dear Ms. Johnson: Thank you for writing to our office to express your concern regarding the Hall High School kindergarten class. I worked as a kindergarten teacher for many years and, at one time, served as the coordinator for all kindergarten classes in the Little Rock School District (LRSD). I have visited Liz Wrights classroom many times and know what an excellent program she offers, and I well remember Virginia Minors tenure at Hall as well. I am aware of the tremendous amount of parental support for the Hall kindergarten\nhowever, the decision whether or not to eliminate high school kindergarten classes is not up to those of us at the Office of Desegregation Monitoring (ODM). The surprise announcement regarding the high school kindergarten classes came from the LRSD administration. As you may have read in the newspaper, the superintendent discussed the decision at a public forum held about a week ago, and he indicated that the move was being considered as part of the budget reduction efforts. The federal district court closely monitors the districts budget cutting strategies. Two budget hearings have been held this spring, and more are scheduled for the summer. To date, the LRSD has filed no documents with the Court that call for the elimination of the high school kindergartens as one of their budget cutting measures. The Court has repeatedly reminded the district to keep their cuts as far away from the children as possible. Our office will closely monitor all proposed reductions to ensure that the district follows the terms of the desegregation plans and court orders. If you have additional comments or suggestions, please feel free to write or call. Sincerely, Melissa Guldin Associate MonitorMay 8, 1995 Mrs. Ann Brown Office of the Desegragation Monitoring 201 East Markham St., Ste. 510 Little Rock, AR 72201 Dear Mrs. Brown: Recently I read in the District was considering newspaper that at Hall High School. 5~tt *\u0026lt;r 9 W95 d^-o-**^*^** the Little discontinuing the kindergarten Rock School Approximately twenty years ago my twin attended this particular kindergarten. program sons My only regret was that I had not been aware of the program for my two older sons. The individual attention afforded the children by the high school students invaluable. They were taught the basics to prepare them the contact with the senior high students made of the school in general. They had role help but think it also prepared the senior desired. for was invaluable, first grade but models. them feel a part I cannot e.!! the senior general. high students to become educators and parents, if they so It is hard at this point to recall specific details of the year at kindergarten but my sons have good, positive memories. They planting peanuts in the spring and harvesting One now teaches at Catholic High School. can still recall them in the fall. sons good, positive have encountered some of their high years and are always pleased to be remembered. school teachers They over the I hope that you will reconsider this decision. program is a vital and f ive important part The kindergarten of the education of the especially year old but more specifically for the high school students in this time when high. If importance we can of good make these parenting the teen-age pregnancy rate is so young and education. people think about the it will school district and state more money than it will cost. save the Sincere1 Penny on 9812 Satterfield Dr. Little Rock, AR 72205 BAY- 9-95 TUE 15:30 SUSAN W WRIGHT FAX NO. 5013246576 P. 07 May 8, 1595 District Judge Susan tf. Wright 600 West Capitol Little Rock, AR 72201 Dear Judge Wright: REC^ \"Vi may 9 1995 Office of Desegregation Monitoring Recently l read in the newspaper that the Little Rock School *'^-^i^ti-hg..d.iscpntinuin5_ th.e_ kindergar_ten program at Hall High School. Approximately twenty years ago mv twin sons'\" newspaper that the Little - Approximately twenty years ago my twin sons atvended this particular kindergarten. My only regret was that I had not been aware of the program for my two older sons. My only regret was that I The individual attention afforded the children by the high school students was Invaluable. They were taught the basics to prepare them for first grade but the contact with the senior high students made them feel a part of the school in general. They models. I cannot help but think it also prepared the high students to become educators and parents, if they so for had role senior desired. the senior general. It is hard at this point to recall specific details of the year _ sons have good, positive memories, recall planting peanuts in the spring and harvesting f_ll. One now teaches at Catholic High School. have encountered some of their high school teachers over the years and are always pleased to be remembered. at kindergarten but my can still them in the fall. the They school teachers They hope that you will reconsider this decision. I nope mat The kindergarten program is a vital and Important part of the education of the year old but more specifically for the high school students especially =- - *- five the education of high. If in this time when importance we of can make the teen-age pregnancy these young people ' think rate is so good parenting and education, it will school district and state more money than it will cost. about the save the nee r el. \"(1 '5 cm ns Penny _______ 9812 Satterfield Dr.\"' nson Little Rock, AR 72205 /9g5 Us.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor May 9, 1995 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376.6200 Fax (501) 371.0100 Paula K. Wood 3007 Alameda Drive Little Rock, AR 72204 Dear Ms. Wood\nThank you for writing to our office to express your concern regarding the Hall High School kindergarten class. I worked as a kindergarten teacher for many years and, at one time, served as the coordinator for all kindergarten classes in the Little Rock School District (LRSD). I have visited Liz Wright's classroom many times and know what an excellent program she offers. I am also aware of the tremendous amount of parental support for the Hall kindergarten\nhowever, the decision whether or not to eliminate high school kindergarten classes is not up to those of us at the Office of Desegregation Monitoring (ODM). The surprise announcement regarding the high school kindergarten classes came from the LRSD administration. As you may have read in the newspaper, the superintendent discussed the decision at a public forum held about a week ago, and he indicated that the move was being considered as part of the budget reduction efforts. The federal district court closely monitors the district's budget cutting strategies. Two budget hearings have been held this spring, and more are scheduled for the summer. To date, the LRSD has filed no documents with the Court that call for the elimination of the high school kindergartens as one of their budget cutting measures. The Court has repeatedly reminded the district to keep their cuts as far away from the children as possible. Our office will closely monitor all proposed reductions to ensure that the district follows the terms of the desegregation plans and court orders. If you have additional comments or suggestions, please feel free to write or call. Sincerely, PrkjMyn Melissa Guldin Associate Monitorcc: Paula K. Wood 3007 Alameda Drive Little Rock, AR 72204 Phone: 562-9445 May I 1995 Mrs. Ann Brown Office of the Desegregation Monitoring 201 East Markham St., Suite 510 Little Rock. AR 72201 Of/ics Ct 06^83.-931,on Jvjonitonn: April 27, 1995 Dear Mrs. Brown, I recently learned that the kindergarten classrooms in LRSD High Schools are to be discontinued. I dont know who made this decision, however I am certain that this decision must have been made by someone who has not invested any time observing these programs. I am a teacher at Hall High School. I also co-sponsor a student assistance group for young mothers at our school. Having a kindergarten class coordinated with a child development class may be one of the most important programs our schools can offer. It is evident that many young parents do not know how to care for a small child or know what behaviors are normal for growing children. Many teenagers have unrealistic expectations for their children and use punishment for managing behavior rather than positive reinforcement of good behaviors. Much of the child abuse and neglect in our society is a result of ignorance. The kindergarten program provides, for some of these students, the only positive parenting role models and hands-on experience they will ever have. I teach a Community Based Instruction class, which is made up of students with varying disabilities. Some of my students have worked one period a day in the kindergarten. 11 is good for the kindergarteners to learn about people with disabilities, and even better for my students self confidence and esteem to be able to help others Please revisit this issue. I would be happy to discuss any questions you may have if it would be helpful. I am sure that no one would purposefully discontinue a program that is such a success with so many people. Sincerely, Paula K. WoodMay 9, 1995 Penny Johnson 9812 Satterfield Dr. Little Rock, AR 72205 Dear Ms. Johnson: Thank you for writing to our office to express your concern regarding the Hall High School kindergarten class. I worked as a kindergarten teacher for many years and, at one time, served as the coordinator for all kindergarten classes in the Little Rock School District (LRSD). I have visited Liz Wright's classroom many times and know what an excellent program she offers, and I well remember Virginia Minor's tenure at Hall as well. I am aware of the tremendous amount of parental support for the Hall kindergarten\nhowever, the decision whether or not to eliminate high school kindergarten classes is not up to those of us at the Office of Desegregation Monitoring (ODM). The surprise announcement regarding the high school kindergarten classes came from the LRSD administration. As you may have read in the newspaper, the superintendent discussed the decision at a public forum held about a week ago, and he indicated that the move was being considered as part of the budget reduction efforts. The federal district court closely monitors the district's budget cutting strategies. Two budget hearings have been held this spring, and more are scheduled for the summer. To date, the LRSD has filed no documents with the Court that call for the elimination of the high school kindergartens as one of their budget cutting measures. The Court has repeatedly reminded the district to keep their cuts as far away from the children as possible. Our office will closely monitor all proposed reductions to ensure that the district follows the terms of the desegregation plans and court orders. If you have additional comments or suggestions, please feel free to write or call. Sincerely, Melissa Guldin Associate MonitorOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 371.0100 May 12, 1995 Liz Wright 506 Hall Drive Little Rock, AR 72205 Dear Liz\nAnn asked me to respond to your letter. Thank you for writing to our office and expressing your views on the importance of the high school kindergartens. Our office has received many letters and calls of support for the Hall kindergarten program. As a teacher, I know how gratifying it is to have parents recognize your efforts. It is a shame that this outpouring of sincere support was prompted by the surprise announcement to eliminate the program. As you noted, district official apparently made this decision without any input from the parents or community. Both the District Court and the Court of Appeals have placed great emphasis on parent involvement. Our office closely monitors the districts efforts, or lack thereof, to involve the community in decision making. The Court is also concerned about the districts budget and budgeting process\ntherefore, we closely scrutinize activities in those areas. Since the LRSD superintendent described the elimination of the high school kindergarten classes as a budget decision, any efforts to go forward with such a recommendation will also result in careful scrutiny of the financial implications. Weve known each other a long time, Liz, and Ive visited your classroom at Hall (and before that at Central) many times. I know what an excellent job you do with both your kindergarten and high school students. Many of my friends have children who have been in your classes, and they rave about the education you provided for their children. Personally, I do not believe that the district should abandon such a successful and popular program. While it seems that any plans for immediate change have been abandoned, you can expect that our office will keep watch on future developments. Sincerely, Melissa Guldin Associate MonitorI CP April 17,1995 RECHVEO MAY 1 1 1995 26 ,995 Office of Desegregatioii Moi.iiOiing Dear Judge Wright The decision by the cabinet to eliminate the kindergarten program in the high schools for the coming year and beyond is met with disappointment and sadness. It seems unusual to close a program without requesting input from those directly involved. Pat Price, the Early Childhood Coordinator, and the building principals were unaware of the decision until it had basically been finalized. Additionally, kindergarten teachers in the high schools, high school students currently selecting the course and parents were overlooked as valuable resources in the decision making process. This seemingly demonstrates a lack of meaningful parental and community involvement in the decision making process. The persons omitted from the discussion are the very ones who have first-hand knowledge of this successful kindergarten program. * Since a specific rationale for the deletion of the kindergarten program has not been provided, I am unable to address the concerns of the cabinet. However, I have been involved in the program as a student when a senior, as a parent of two sons who attended Parkview's kindergarten and now as a teacher. From my perspective, the merits far outweigh any disadvantages. Please find below a summary of the benefits of the kindergarten program for both the high school students and the five^ear olds. BENEFITS FOR FIVE-YEAR OLDS 1. Optimum \"adult\" to child ratio allowing for increased \"hands on\" time as well as more observation of positive role models. 2. Unique opportunities afforded by a high school setting: * Enriching cultural experiences including speakers and performances from the community as well as from within the school. (Recent examples include a motivational talk by Mr. Darrell Brown, a Territorial Restoration stage production, and our own drama department production of \"Snow White.\") * Kindergarten students further benefit from opportunities offered within the building through cross-departmental interaction. (Examples of this are pumpkin painting with the art class, science projects with biology lab and physics, and cooperative writing assignments with English classes.) * Music and foreign language instruction is provided weekly by teachers certified in those areas.There are many multi-cultural opportunities. This year the presence and influence of the Fulbright exchange teacher from Russia is felt as she spends many hours instructing the kindergarten students. Due to the enrollment of several foreign exchange students at Hall each year, multi-cultural opportunities are natural as well as numerous. Beginning the first month of school, kindergartners attend computer lab, while most kindergarten students do not have such an opportunity until second semester. * Finally, the actual physical plant/facility, specifically the gym, allows for daily gross motor development regardless of the weather. BENEFITS FOR HIGH SCHOOL STUDENTS 1. The Child Development/Parenting course allows high school students a lab setting in which to observe, participate, and monitor children in addition to studying theoretical situations. First-hand experience provides additional understanding and continuity. 2. Life skills and, more specifically, positive parenting skills are taught, modeled and reinforced daily. If indeed we are as a nation to be successful in reaching by the year 2000 the national education goal identified as school readiness, \"Every child will start school ready to learn,\" is it not imperative that we \"break the cycle\" of poor parenting or the absence of parenting? 3. At the same time these students, often college-bound, have the opportunity to work and plan with children in order that they be better able to assess whether teaching and/or the general field of education is their best career choice. In other words, the course allows for a training ground not only for future parents, but also for future educators. 4. Since acceptance into this program is based on recommendations which assess dependability, attendance, and attitude, it offers the opportunity for success measured by something other than G.P.A. 5. Almost universally, an increase in the self-esteem of the high school students is a result of the admiration expressed by the kindergarten students. Also contributing to their sense of self-worth are the high expectations set very early in the program. Students respond positively to these expectations and from this experience, they realize they can meet those expectations and they carry the value of this achievement with them as they take on the roles of adults, parents, or teachers. Thank you for your time and consideration of these things which I find to be significant to the education of our young people. Sin rely, Liz Hal ght \"111: [uh Kindergarten Teacher RECEIVE April 17, 1995 APR 2 6 1995 Office of Desegregation Moniiu.,..j \\ Dear Mrs. Brown, The decision by the cabinet to eliminate the kindergarten program in the high schools for the coming year and beyond is met with disappointment and sadness. It seems unusual to close a program without requesting input from those directly involved. Pat Price, the Early Childhood Coordinator, and the building principals were unaware of the decision until it had basically been finalized. Additionally, kindergarten teachers in the high schools, high school students currently selecting the course and parents were overlooked as valuable resources in the decision making process. This seemingly demonstrates a lack of meaningful parental and community involvement in the decision making process. The persons omitted from the discussion are the very ones who have first-hand knowledge of this successful kindergarten program. Since a specific rationale for the deletion of the kindergarten program has not been provided, I am unable to address the concerns of the cabinet. However, I have been involved in the program as a student when a senior, as a parent of two sons who attended Parkview's kindergarten and now as a teacher. From my perspective, the merits far outweigh any disadvantages. Please find below a summary of the benefits of the kindergarten program for both the high school students and the five^ear olds. BENEFITS FOR FIVE-YEAR OLDS 1. Optimum \"adult\" to child ratio allowing for increased \"hands on\" time as well as more observation of positive role models. 2. Unique opportunities afforded by a high school setting: * Enriching cultural experiences including speakers and performances from the community as well as from within the school. (Recent examples include a motivational talk by Mr. Darrell Brown, a Territorial Restoration stage production, and our own drama department production of \"Snow White.! Kindergarten students further benefit from opportunities offered within the building through cross-departmental interaction. (Examples of this are pumpkin painting with the art class, science projects with biology lab and physics, and cooperative writing assignments with English classes.! Music and foreign language instruction is provided weekly by teachers certified in those areas.There arc many multi-cultural opportunities. This year the presence and influence of the Fulbright exchange teacher from Russia is felt as she spends many hours instructing the kindergarten students. Duc to the enrollment of several foreign exchange students at Hall each year, multi-cultural opportunities are natural as well as numerous. * Beginning the first month of school, kindergartners attend computer lab, while most kindergarten students do not have such an opportunity until second semester. * Finally, the actual physical plantffacility, specifically the gym, allows for daily gross motor development regardless of the weather. BENEFITS FOR HIGH SCHOOL STUDENTS 1. The Child Developmenl/Parenting course allows high school students a lab setting in which to observe, participate, and monitor children in addition to studying theoretical situations. First-hand experience provides additional understanding and continuity. 2. Life skills and. more specifically, positive parenting skills are taught modeled and reinforced daily. If indeed we are as a nation to be successful in reaching by the year 2000 the national education goal identified as school readiness, \"Every child will start school ready to learn,\" is it not imperative that we \"break the cycle\" of poor parenting or the absence of parenting? 3. At the same time these students, often college-bound, have the opportunity to work and plan with children in order that they be better able to assess whether teaching and/or the general field of education is their best career choice. In other words, the course allows for a training ground not only for future parents, but also for future educators. 4. Since acceptance into this program is based on recommendations which assess dependability, attendance, and attitude, it offers the opportunity for success measured by something other than G.P.A. 5. Almost universally, an increase in the self-esteem of the high school students is a result of the admiration expressed by the kindergarten students. Also contributing to their sense of self-worth are the high expectations set very early in the program. Students respond positively to these expectations and from this experience, they realize they cap meet those expectations and they carry the value of this achievement with them as they take on the roles of adults, parents, or teachers. Thank you for your time and consideration of these things which I find to be significant to the education of our young people. Sin^rcly, J \\X\u0026gt; garten Teacher L'}y\\jtcL \u0026lt;1^ C))^ i'll - -J 4/^ uw\\\u0026lt; 6V (JU(JKj Lcz \\baaliL. 'tluu co -^TKJ r 5^^ May 15, 1995 Dear It recently came to my 6 1995 attention that there is some discussion concerning the elimination of the kindergarten program at Hall High School. As a parent, former teacher with the Little Rock School District, and the mother of a child who attended kinder-garten at Hall, I um deeply concerned about the possibility of eliminating this fine program. My son , Will Trice, couldn't have gotten off to a better start in school due to his exceptional year at the Hall High kindergarten. It was a tremendous advantage for him to be in a kindergarten program withing a high school setting, high school students and their programs The interaction between and activities^ and the kindergarten children provided enrichment that could not have been matched in any other setting. The music and drama programs. the communication with foreign exchange students, the availability of the computer lab and media center, the activities with the applied arts department are just a few advantages for the kinder-garten students in a high school setting. There is an obvious advantage for high school students to work with small children as they gain special skills that will help them to become better parents in the future. Please consider, carefully, before eliminating a program that has proved itself over many years. This is one program that works! 3Jiic.y Tri, ! r  I fi ^0 I Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 May 19, 1995 Mary Mayeaux 614 North Taylor Little Rock, AR 72205 Dear Mary: It was good to talk to you on the telephone last week. I appreciate you taking time to write Judge Wright to express your concerns about the Hall High kindergarten and the Little Rock School District. It is also nice to hear from a member of the public who thinks the Office of Desegregation Monitoring performs a needed function. It seems a shame that our visits are usually prompted by some type of crisis in the school district. Evidently, the district will not make any changes in the high school kindergartens for 1995- 96. I know what a great experience Hall has been for David, and I hope he and Mark both enjoy being together at Gibbs next year. Lets keep in touch. Sincerely, Melissa Guldin Associate Monitorex A R n-*S Cr ' B 1995 ^'iCT JCCGE i^lp -?a.. I 1^3^06 if /] t 7^iSli:-^ ( 'P hyWL /^ ''9 A/yy. 'fi /I -7- I 7U. jc-*- 6'^ a  /l (6 y- .L 1/ t.{ XL^-t'^ I .'b\u0026lt;. z CctlJ-d- '7 'b''L. / yXj ^Uyj/C''^ !^\u0026lt;--l^at^Lci'\\^ _.^^yr7n -n t i My .GtjJ Vzy zy^- X u \u0026gt;CC7^ /- c^.^^ulzL __^\u0026lt;)__iU/Kafy:. ...Mz:^_ V ^vL^riyTyZ 'n^^ . ,n /.ly. _. z^!': fn,' (Z'l^JbbU^J .7 4' t, 1 __ ... .CC'^'C^ . XX^ J [ b yXLCiX'1^ 16\u0026gt; ^7 . X XXch /X. /. ' I 'I A., / ,1 ^\u0026gt; tr- X^Li. :^X..X\u0026gt;C~- 1/ /KjzjlXjX .LAKl.^ ^J\u0026gt; . X^yuL. clL(J,dJ^TX-. /pJ^y^L. _____ ox-XX liduL u\u0026gt;\u0026lt;bL,. 4\u0026gt; czy^^ ^cW-i . -..Xyi\u0026amp;C(y^--'___ xU-' ^y. a\u0026amp; J . 1 '^LA /odJi y^ry^ \u0026gt;') 7 ff' L-'\u0026gt;y. zl /^c\u0026lt;^ tyu/L __________\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_p15728coll3_22569","title":"Harry B. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational statistics","Education--Evaluation","School enrollment"],"dcterms_title":["Incentive Schools: Enrollment registration"],"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/480"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nSchool Enrollment Summary Year Black White Total %Blk Mitchell 1989-90 220 19 239 92 1990-91 183 24 207 88 1991-92 285 27 312 91 Six Year Comparison: 1989-90 to 1994-95  14% increase in total enrollment  37% decrease in white enrollment  18% increase in black enrollment 1992-93 232 32 264 88 1993-94 215 15 230 93 1994-95 260 12 272 96 Two Year Comparison: 1993-94 to 1994-95  18% increase in total enrollment  20% decrease in white enrollment  21 % increase in black enrollment Rightsell 1989-90 194 17 211 92 1990-91 191 2 193 99 Rockefeller Stephens Total 1991-92 1992-93 1993-94 1994-95 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 1989-90 1990-91 1991-92 1992-93 1993-94 1994-95 282 239 184 225 215 195 282 250 240 248 225 190 235 202 141 1,643 1,455 1,962 1,690 1,261 1,372 7 10 5 4 35 76 121 111 100 122 1 12 10 7 4 180 215 273 247 193 224 289 249 189 229 250 271 403 361 340 370 226 202 245 209 145 1,823 1,670 2,235 1,937 1,454 1,596 98 96 97 98 86 72 70 69 71 67 99 94 96 97 97 90 87 88 87 87 86 Six Year Comparison: 1989-90 to 1994-95  9% increase in total enrollment  76% decrease in white student enrollment  16% increase in black enrollment Two Year Comparison: 1993-94 to 1994-95  21 % increase in total enrollment  20% decrease in white enrollment  22% increase in black enrollment Six Year Comparison\n1989-90 to 1994-95  48% increase in total enrollment  249% increase in white enrollment  15% increase in black enrollment Two Year Comparison: 1993-94 to 1994-95  9% increase in total enrollment  22% increase in white enrollment  3% increase in black enrollment Note: LRSD closed Stephens Incentive School after the 1993-94 school year. Six Year Comparison: 1989-90 to 1994-95*  12% decrease in total enrollment  24% increase in white enrollment  16% decrease in black enrollment Two Year Comparison: 1993-94 to 1994-95*  10% increase in total enrollment  16% increase in white enrollment  9% increase in black enrollment Note\nThe 1993-94 totals do not include Ish School, which closed after 1992-93, and the 1994-95 totals do not include Stephens School, which closed after 1993-94 SUMMARY AND CONCLUSIONS RECOMMENDATION 1. Page 2B0BSSPE1.XLS Four Year Old 94-95 Unit 17 18 19 22 23 25 26 28 31 34 35 36 37 39 40 42 44 45 46 52 Unit Name Bale__________ Brady_________ Badgett Baseline_______ Fair Park______ Franklin_______ Garland_______ Chicot________ Cloverdale Elem Mitchell_______ M.L. King______ Rockefeller Geyer Springs Rightsell_______ Romine_______ Washington Wilson________ Woodruff______ Mablevale Elem Watson Sum of Budget 89606.43 57360.21 102110.61 99862.73 62893.73 155681.3 57293.21 59221.35 160067.69 41192.09 174301.09 295636.85 104416.85 45360.01 90299.61 151496.77 50190.04 96522.58 48403.04 102784.66 $2,044,700.85  k  Page 1LRSD INCENTIVE SCHOOL DOUBLE FUNDING 1990-91 1991-92 1992-93 1993-94 1994-95 (Budgeted) 1995-96 Ajea School Actual Per-Pupil Expenditure (Previous Year) Inflationary Adjustment (when actual budget unknown) Projected Area School PerPupil Expenditure Double Funding Obligation Incentive School Projected Per-Pupil Expenditure Incentive School Enrollment (Previous Year) Projected Obligation Based Upon Prior Year Enrollment Actual Enrollment Actual Obligation Based Upon Oct. 1 Enrollment Actual Expenditure Over or Under $1,887.46 (X) 6% (=) $2,000.71 (+) $1,887.46 (=) $3,888.17 IXL 1,375 (=) $5,346,233.75 1259 $4,895,206.03 $6,833,005.68 $1,937,799.65 * Based upon 1994-95 area school budget 1993-94 area school enrollment Per-pupil expenditure (area school) $2,249.24 m 5.8% (=) $2,379.70 (+) $1,887.46 (=) $4,267.16 1,259 (=) $5,372,354.44 2235 $9,537,102.60 $9,242,255.96 ($294,846.64) $2,602.66 (X) 8% (=) $2,758.82 (+) $1,887.46 (=) $4,646.28 2,235 (=) $10,384,435.80 1937 $8,999,844.36 $9,418,773.90 $418,929.54 $2,678.60 $2,678.60 (+) $1,887.46 (=) $4,566.06 IXL 1,750 {=) $7,990,605.00 1454 $6,639,051.00 $8,642,246.81 $2,003,195.81 $24,151,934.95 8,994 $2,685.34 Page 58 *$2,685.34 ' \u0026gt; $2,685.34 (+) $1,887.46 (=) $4,572.80 IXL 1,454 $6,648,851.20 Budgeted Amt: $6,664,904.48 $1^3.28 4(^'3, 3%\u0026gt;7n.aft 6[KV1 Expenditures and Budgets Used for Double Funding Calculations School Name Actual 93-94 Utilities Actual 93-94 Less Utilities Per Pupil Budget 94-95 Utilities Budget 94-95 Less Utilities Enrollment Octi 1993 Per Pupil Bale Brady Badgett Baseline Fair Park Chicot Western Hills Cloverdale Dodd Meadov^liff Geyer Springs Wilson Woodruff Mablevale Wakefield Watson $1,165,211.25 $1,121,638.48 $686,853,56 $1,046,959.92 $910,017.61 $1,619,203.18 $909,702.70 $1,036,001.67 $852,795.10 $989,665.59 $834,274.19 $1,209,887.38 $745,465.03 $1,225,013.15 $1,141,353,36 $1,230,108.91 $16,724,151,08 $33,346.45 $44,615.10 $27,966.77 $57,504.03 $47,536.23 $63,894.53 $48,623.98 $36,545.84 $42,876.89 $37,882.58 $38,985.56 $48,834.66 $31,985.17 $49,333.45 $38,500.04 $57,731.80 $706,163.08 $1,131,864.80 $1,077,023.38 $658,886.79 $989,455.89 $862,481.38 $1,555,308.65 $861,078,72 $999,455.83 $809,918,21 $951,783.01 $795,288.63 $1,161,052.72 $713,479.86 $1,175,679.70 $1,102,853.32 $1,172,377.11 $16,017,988.00 $3,735.53 $2,712.91 $3,486.17 $2,884.71 $3,279.40 $3,055.62 $2,593.61 $2,589,26 $2,773.69 $2,193.05 $2,761.42 $3,279.81 $3,023.22 $2,409.18 $2,467.23 $2,652.44 $2,808.70 $1,056,119.49 $1,082,673.15 $711,871.49 $954,238.93 $904,418.87 $1,665,024.95 $895,302.85 $1,062,880.57 $792,569,26 $1,030,111.70 $889,186.41 $1,143,942,77 $812,668.36 $1,333,783.30 $1,096,024,44 $1,264,399.71 $16,695,216.25 $35,610.00 $41,500,00 $28,900,00 $57,100.00 $71,000.00 $69,900.00 $41,400.00 $65,000.00 $38,050.00 $35,400.00 $36,500.00 $46,900,00 $34,700,00 $60,100.00 $37,000.00 $55,400.00 $754,460.00 $1,020,509.49 $1,041,173.15 $682,971.49 $897,138.93 $833,418.87 $1,595,124.95 $853,902.85 $997,880.57 $754,519.26 $994,711.70 $852,686.41 $1,097,042.77 $777,968.36 $1,273,683.30 $1,059,024.44 $1,208,999.71 $15,940,756.25 303 397 189 343 263 509 332 386 292 434 288 354 236 488 447 442 5703 $3,368.02 $2,622.60 $3,613.61 $2,615.57 $3,168.89 $3,133.84 $2,572.00 $2,585.18 $2,583.97 $2,291.96 $2,960.72 $3,098.99 $3,296.48 $2,610.01 $2,369.18 $2,735.29 $2,795.15 Forest Park Otter Creek Terry Pulaski Heights McDermott Jefferson Fullbright $1,081,979.30 $877,709.48 $1,327,023.54 $1,051,634.65 $1,367,742,56 $1,386,166.54 $1,400,551.11 $8,264,285,31 $46,347.16 $53,082.86 $53,402.20 $42,695.45 $54,475.66 $47,023.44 $62,419.36 $359,446.13 $1,035,632.14 $824,626.62 $1,273,621.34 $1,008,939.20 $1,313,266.90 $1,339,143.10 $1,338,131.75 $8,133,361.05 $2,261.21 $2,418.26 $2,270,27 $2,535.02 $2,580.09 $2,657,03 $2,573.33 $2,471.40 $1,061,390.39 $906,899.29 $1,359,572.17 $1,046,741.59 $1,323,527,09 $1,400,384,59 $1,482,113,58 $8,580,628,70 $43,500.00 $52,700.00 $47,900.00 $50,250.00 $62,100.00 $54,000.00 $59,000.00 $369,450.00 $1,017,890.39 $854,199.29 $1,311,672.17 $996,491.59 $1,261,427,09 $1,346,384.59 $1,423,113.58 $8,211,178.70 458 341 561 398 509 504 520 3291 $2,222,47 $2,504.98 $2,338.10 $2,503.75 $2,478.25 $2,671.40 $2,736.76 $2,495.04 M.L. King Romine Washington $1,902,991,37 $1,273,786,59 $2,182,962,72 $5,359,740.68 $87,371.46 $52,418.95 $79,736.42 $219,526.83 $1,815,619.91 $1,221,367.64 $2,103,226.30 $5,140,213.85 $3,283.22 $3,656.79 $2,917.10 $3,196.65 $1,780,160,90 $1,294,178.25 $2,288,685.19 $5,363,024.34 $70,845.00 $58,500.00 $73,700.00 $203,045.00 $1,709,315,90 $1,235,678.25 $2,214,985.19 $5,159,979.34 553 334 721 1608 $3,090.99 $3,699.64 $3,072.10 $3,208.94 Franklin Garland Ish Mitchell Stephens Rightsell Rockefeller $1,607,057.54 $1,489,885.73 $0.00 $1,333,678.59 $1,242,640.87 $1,182,801.44 $2,113,811.34 $8,969,875.51 $60,278.63 $31,198,45 $0.00 $54,797.53 $35,595,51 $40,955,33 $104,803,25 $327,628,70 $1,546,778.91 $1,458,687.28 $0.00 $1,278,881.06 $1,207,045.36 $1,141,846.11 $2,009,008.09 $8,642,246.81 $4,483.42 $7,115.55 $5,560.35 $1,532,787.86 $1,198,522.28 $0.00 $1,157,109.41 $8,324.45$ 3.00 $6,041.51 $5,908.85 $5,943.77 $1,149,130.10 $1,915,554,83 $6,953,104.48 $58,500.00 $34,600.00 $0.00 $56,300.00 $0.00 $41,100.00 $97,700.00 $288,200.00 $1,474,287.86 $1,163,922.28 $0.00 $1,100,809.41 $0.00 $1,108,030.10 $1,817,854.83 $6,664,904.48 345 205 0 230 145 189 340 1454 $4,273.30 $5,677.67 $0.00 $4,786.13 $p.oo $5,862.59 $5,346.63 $4,583.84 ALLELEM.XLSSheetl Area Scool Per Pupil Double FUnd $ $ $ 2,698.87 1,887.46 4,586.33 1416 $6,494,243.28 $6,069,741.02 $ 424,502.26 Page 1fflAPK^P 353 H I \u0026lt;^1 r /7 3 y 1'^ /^ I I n l\\0ci6fLFeuC(C I IQ-T- /(^ O o 73*6 152^ __ s ! 51^ ^'3 /S Ci /y/c. IWG 'The under-enrollment resulted in increased costs for educating each child in the incentive schools for this reason: Every school has fixed costs that represent a sizable overhead\nbut at the incentive schools, desegregation plan staffing and program requirements impose an exceptionally high overhead burden that is not directly proportional to enrollment. If an incentive school operates at 75 percent of capacity, for example, the cost to the district is essentially the same as operating that school at 100 percent of capacity. This means that, by diligently recruiting eligible children to each school up to the maximum permissible class size, there would be no increased cost to the system to have a fully populated school rather than one only three-quarters enrolled. Secondly, although the incentive schools have offered a host of special programs and services, the district has made little effort to evaluate the effectiveness of these features with an eye to refining, enhancing, eliminating, or otherwise making needed changes in the schools' offerings. To allot resources to programs that yield a high return on the investmentespecially when measured in terms of success for childrenis defensible, even laudable\nbut to spend high dollars without constantly monitoring and evaluating the extent of \"the bang for the buck\" is inconsistent with solid management principles as well as with the intent of the desegregation agreements. Thirdly, the district has also missed opportunities to effect significant efficiencies in the incentive schools. For example, it is possible to combine two very small classes into one which still meets the guidelines for pupil-to-teacher ratios. The district could also evaluate the educational merit and relative cost of enlarging classes somewhat and adding more classroom aides, rather than maintaining very small classes that are staffed with additional teachers. SUMMARY and CONCLUSIONS In 1993-94, the LRSD spent more than two million dollars over its incentive school double funding obligation. The district did not fill the schools to capacity, neglected to evaluate programs and adjust them accordingly, and failed to exercise stringent administrative oversight to contain costs. Consequently, during a time of severe budget constraints, the district spent far more money in the incentive schools than it was obligated to invest. When the LRSD overspends in the incentive schools, less monies are then available for other schools, buildings which serve the majority of LRSD black students, the class for whom the desegregation settlements were to specifically benefit. In sum, the district has not positioned itself to try to achieve appropriate economies in the incentive schools while still providing the promised level of financial support and concomitant outcomes for students. RECOMMENDATIONS ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Page 107Including four-year-olds 1990-91 1991-92 1992-93 1993-94 1994-95 (Budgeted) Area School Actual Per-Pupil Expenditure (Previous Year) Inflationary Adjustment (when actual budget unknown) Projected Area School PerPupil Expenditure Double Funding Obligation Incentive School Projected PerPupil Expenditure Incentive School Enrollment (Previous Year) Projected Obligation Based Upon Prior Year Enrollment Actual Enrollment Actual Obligation Based Upon Oct. 1 Enrollment Actual Expenditure $1,887.46 $2,249.24 $2,602.66 $2,678.60 *$2,698.87 Over or Under (X) 6% (X) 5.8% (X) 6% (=) $2,000.71 (+) $1,887.46 (=) $3,888.17 1,375 (=) $5,346,233.75 ____________ $4,895,206.03 $6,833,005.68 $1,937,799.65 (=) $2,379.70 (+) $1,887.46 (=) $4,267.16 1X1 1,259 (=) $5,372,354.44 2,235 $9,537,102.60 $9,242,255.96 ($294,846.64) (=) $2,758.82 (-r) $1,887.46 (=) $4,646.28 2,235 (=) $10,384,435.80 1j937 $8,999,844.36 $9,418,773.90 $418,929.54 $2,678.60 (+) $1,887.46 (=) $4,566.06 1X1 1,750 (=) $7,990,605.00 1,454 $6,639,051.00 $8,642,246.81 $2,003,195.81 $2,698.87 (-r) $1,887.46 (=) $4,586.33 1X1 1,454 $6,668,523.82 1,596 $7,319,782.68 Budgeted Amt: $6,664,904.48 ($654,878.20) * Based upon 1994-95 area school budget 1993-94 area school enrollment Per-pupil expenditure (area school) $23,118,495.03 8,566 $2,698.87 There is no 1995-96 projection made because this report is made far earlier in the budget cycle than previous years. No reliable budget or enrollment data is currently available. \u0026gt; Including four-year-olds 1990-91 1991-92 1992-93 1993-94 Area School Actual Per-Pupil Expenditure (Previous Year) Inflationary Adjustment (when actual budget unknown) Projected Area School PerPupil Expenditure Double Funding Obligation Incentive School Projected Per-Pupil Expenditure Incentive School Enrollment (Previous Year) Projected Obligation Based Upon Prior Year Enrollment Actual Enrollment Actual Obligation Based Upon Oct. 1 Enrollment Actual Expenditure 1994-95 (Budgeted! $1,887.46 (X) 6% (=) $2,000.71 (-\u0026gt;) $1,887.46 (=) $3,888 17 1,375 (=) $5,346,233 75 ___________1,259 $4,895,206.03 Over or Under $6,833,005.68 $1,937,799.65 Based upon 1994-95 area school budget 1993-94 area school enrollment Per-pupil expenditure (area school) $2,249,24 $2,602.66 $2,678.60 *$2,698.87 (X) 5.8% (X) 6% (=) $2,379.70 (+) $1.887.46 (=) $4,267.16 1,259 (=) $5,372.354.44 ___________2,235 $9,537,102.60 $9.242,255.96 ($294,846.64) $23,118,495.03 8,566 $2,698.87 (=) $2,758.82 (+) $1.887.46 (=) $4,646.28 IXL 2,235 (\") $10,384,435.80 ____________1J37 $8.999,844.36 $9.418,773.90 $418,929.54 $2,678.60 (\u0026lt;) $1,887 46 $2,698.87 (+) $1,887.46 (=) $4,566.06 1,750 () $7,990,605 00 ___________1,454 $6,639,051.00 $8,642,246.81 $2,003,195.81 () $4,586.33 (X) 1,454 $6,668,523.82 _______V596 $7,319,782.68 Budgeted Amt: $6,664,904.48 ($654,878.20) Page 78FTE 94-95 projection 25 26 34 36 39 41 49 Franklin Garland Mitchell Rockefeller Rightsell Stephens Ish 62 50 50 72 44 46 Projected Enrollment 343 202 219 380 189 324 1333 1454 Budget 1993-1994 1,567,895.13 1,408,766.60 1,311,925.15 1,764,565.20 1,264,255.01 1,271,662.69 42,611.25 8,631,681.03 Actual 1993-1994 1,546,778.91 1,458,687.28 1,278,881.06 2,009,008.09 1,141,846.11 1,207,045.36 Budget 1994-95 1,470,801.12 1,155,781.08 1,067,628.08 1,772,486.00 1,094,589.52 Per Student Cost 4,288.05 5,721.69 4,875.01 4,664.44 5,791.48 Utilities have been removed from these budget \u0026amp; actuals______|_________ Budget dated 7/26/94 is the source I Budget 93-94 8,642,246.81 5943.77 Obligation 5918.55 8605571.70 36,675.11 8605580.93 6,561,285.80 $6,648,851.20 (87,565.40) Page 1 4,922.19 4572.80Elementary School 1994-95 Budget Bale Brady Badgett McDermott Baseline Fair Park Forest Park Chicot Western Hills Jefferson Cloverdale Elem Dodd Meadowcliff Geyer Springs Pulaski Heights Wilson Woodruff Mabelvale Terry Fulbright Otter Creek Wakefield Watson Total Area Sch Budget Area Sch Per Pupil Expenditure Total Utilities $ 1,056,119.49 $ 1,082,673.15 $ 711,871.49 $ 1,323,527.09 $ $ 954,238.93 904,418.87 $ 1,061,390.39 $ 1,665,024.95 $ 895,302.85 $ 1,400,384.59 $ 1,062,880.57 $ 792,569.26 $ 1,030,111.70 $ 889,186.41 $ 1,046,741.59 $ 1,143,942.77 $ 812,668.36 $ 1,333,783.30 $ 1,359,572.17 $ 1,482,113.58 $ 906,899.29 $ 1,096,024.44 $ 1,264,399.71 $ 25,275,844.95 $ $ $ $ $ $ $ $ $ $ $ $ $ $ 35,610.00 41,500.00 28,900.00 62,100.00 57,100.00 48,500.00 43,500.00 69,900.00 41,400.00 54,000.00 33,500.00 38,050.00 $ 35,400.00 $ $ $ $ $ $ $ $ $ $ 36,500.00 50,250.00 46,900.00 34,700.00 60,100.00 47,900.00 59,000.00 52,700.00 37,000.00 55,400.00 $ 1,069,910.00 Elementary Area Schoo 1993-94 Enrollment Budget 1995-96 Budget 1994-95 Enrollment 4-Year-Old Program $ $ Total 4-Yr-Old Total Utilities 4-Year-Old Program Total 4-Yr-Old 89,606.43 57,360.21 $ 102,110.61 $ $ $ 303 397 189 509 18 17 16 99,862.73 62,893.73 59,221.35 $ 160,067.69 $ 104,416.85 $ $ $ 343 263 458 509 332 504 386 292 434 288 398 31 15 18 40 18 50,190.04 96,522.58 48,403.04 $ 102,784.66 $ 1,033,439.92 23,172,495.03 354 236 488 561 520 341 447 442 8994 2,576.44 17 15 0 16 221 $ 1,083,387.59 $ 1,149,455.90 $ 705,780.58 $ 1,324,461.87 $ $ 974,549.40 925,563.40 $ 1,132,508.11 $ 1,619,962.49 $ 927,759.48 $ 1,440,461.57 $ 1,108,921.38 $ 918,043.56 $ 1,146,039.01 $ 824,349.76 $ 1,005,827.72 $ 1,161,523.47 $ 736,629.81 $ 1,346,067.80 $ 1,366,303.23 $ 1,546,659.74 $ 940,017.05 $ 1,180,715.44 $ 1,204,877.93 $ 25,769,866.29 $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ 35,610.00 41,500.00 28,900.00 62,100.00 57,100.00 48,500.00 43,500.00 34,950.00 41,400.00 54,000.00 33,500.00 38,050.00 35,400.00 36,500.00 50,250.00 46,900.00 34,700.00 60,100.00 47,900.00 59,000.00 52,700.00 37,000.00 55,400.00 $1,034,960.00 $ 108,257.56 309 35 $ $ $ $ $ 60,127.84 93,566.33 99,836.65 51,435.59 59,275.80 $ 146,846.13 $ 105,151.88 $ $ $ $ 51,031.96 88,158.77 49,432.29 97,699.79 $1,010,820.59 23,724,085.70 408 177 494 326 282 432 503 317 502 392 298 411 300 420 345 243 474 559 542 359 413 427 8933 2,655.78 17 25 36 36 18 47 37 18 36 18 36 359I INCENTIVE SCHOOL DOUBLE FUNDING As a part of the 1989 settlement agreement, the Little Rock School District agreed to double fund each incentive school. The commitment to this enhanced financial support appears in both the Interdistrict Plan and Little Rock School District Desegregation Plan. The explanation of incentive school double funding belowfirst appeared in the 1992 ODM Incentive School Monitoring Report. We have added current year findings. REQUIREMENTS Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdistrict. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg. 1) BACKGROUND None of the desegregation plans nor the financial settlement agreement specifically defines double funding, but in oral arguments before the Court of Appeals for the Eighth Circuit on June 21, 1990, counsel for the LRSD explained double funding as a dollar amount twice the average per-pupil expenditure in the district's area schools, not including transportation and administrative costs. The lawyer cited $2000 as the approximate extra amount that would be spent on each incentive school student above what is spent for each area school student. During those June 1990 oral arguments, the judges expressed pointed concern about the great amount of money such a double funding obligation would represent, but the LRSD attorney was firm in the district's commitment and ability to double fund the incentive schools. However, there was no discussion of what effects any increases in the district's average per-pupil expenditure in area schools might have upon double funding. Since that time, the district's basic per-pupil expenditure has risen substantially because of increases resulting largely from the successful millage campaign in 1990 and Arkansas Act 10. To control incentive school costs, the LRSD has tied its double funding obligation to the \"base year\" of 1989- 90. The LRSD computed the base year average per-pupil expenditure by dividing the total 1989-90 instructional expenses for all area schools by the October 1, 1989 total enrollment. This calculation yielded a base year per-pupil expenditure of $1,887.46, the amount the district uses as the fixed double funding obligation. For each subsequent year, the district multiplies the previous year's actual per-pupil expenditure by an inflation factor. This amount then becomes a projected per-pupil expenditure to which the double funding obligation is added. The sum is then multiplied by the number of incentive school students who have been recorded as the previous year's October 1 enrollment data (not including the children enrolled in classes for infants through three-year-old's at Rockefeller), resulting in the floor amount the district is obligated to spend. This year, the four-year- Page 75 olds were excluded from the obligation calculation. The rational for excluding them is that they are not included in any other allocation of funds, such as MFPA. There is no state funding for the four- year-old program, it is paid for by the district on the basis of actual expense and not enrollment. This section of the monitoring report was prepared prior to the end of the 1994-95 fiscal year, so we calculated the districts 1994-95 double funding obligation by using budgeted figures. In past years, the actual expenditures have exceeded the budgeted amounts. The following table shows the history of double funding and the double funding projection for 1994- 95, excluding the four-year-olds, all based on figures supplied by the LRSD. LRSD INCENTIVE SCHOOL DOUBLE FUNDING 1990-91 1991-92 1992-93 1993-94 1994-95 (Budqeted) Area School Actual Per-Pupil Expenditure (Previous Year) Inflationary Adjustment (when actual budget unknown) Projected Area School PerPupil Expenditure Double Funding Obligation Incentive School Projected Per-Pupil Expenditure Incentive School Enrollment (Previous Year) Projected Obligation Based Upon Prior Year Enrollment Actual Enrollment Actual Obligation Based Upon Oct. 1 Enrollment Actual Expenditure Over or Under $1,887.46 $2,249.24 $2,602.66 $2,678.60 *$2,698.87 (X) 6% (X) 5.8% (X) 6% (=) $2,000.71 (+) $1,887.46 (=) $3,888.17 1,375 (=) $5,346,233.75 T259 $4,895,206.03 $6,833,005.68 $1,937,799.65 (=) $2,379.70 {+) $1,887.46 (=) $4,267.16 (X) 1,259 (=) $5,372,354.44 2J35 $9,537,102.60 $9,242,255.96 ($294,846.64) (=) $2,758.82 (+) $1,887.46 (=) $4,646.28 2,235 (=) $10,384,435.80 1,937 $8,999,844.36 $9,418,773.90 $418,929.54 $2,678.60 (+) $1,887.46 (=) $4,566.06 1,750 (=) $7,990,605.00 1,454 $6,639,051.00 $8,642,246.81 $2,003,195.81 $2,698.87 (+) $1,887.46 (-) $4,586.33 1,454 $6,668,523.82 1,416 $6,494,243.28 Budgeted Am1: $6,069,741.02 ($424,502.26) 1X1 * Excluding four-year-olds: Based upon 1994-95 area school budget 1993-94 area school enrollment Per-pupil expenditure (area school) $23,118,495.03 8,566 $2,698.87 There is no 1995-96 projection made because this report is made far eartier in the budget cycle than previous years. No reliable budget or enrollment data is currently available. FINDINGS The LRSD double funds the incentive schools through implementation of the settlement plan features. Many, but not all, of the special programs, activities, personnel, and equipment described in the incentive school section of the desegregation plan are in place. This year, the per-pupil budgeted amount is $4,286.54, an amount that is 6.5% below the double funding obligation. Because actual expenditures usually exceed the amount budgeted, the LRSD will probably meet the double funding obligation. Page 76Despite the closing of Stephens, according to the October 1 official enrollment report, the remaining incentive schools had 35 more children in the four-year-old program and 107 more enrolled in K-6 than in 1993-94. Enrollment increased at each one of the incentive schools. As pointed out in last years report, under enrollment results in increased costs for educating each child because of the fixed costs. The efforts of the district to increase the enrollment while holding the line on expenditures resulted in cost contaitunent and better use of the dollars spent. SUMMARY and CONCLUSIONS In 1993-94, the LRSD spent more than two million dollars over its incentive school double funding obligation. This year, although the chart shows they are not double funding the incentive schools, they are closer to meeting their double funding obligation. As stated in the finding, because the time we monitored the incentive schools was much earlier than last year, actual expenditures could not be obtained. Therefore, we used budgeted figures, which usually are smaller than actual expenditures. If actual expenditures are larger than the budgeted amount, the district may or may not meet its double funding obligation. Continued monitoring and evaluation of the programs and services in the incentive schools is necessary to get the greatest return on the programs that are determined to be effective in improving the success of children. RECOMMENDATION ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Page 77Including four-year-olds 1990-91 1991-92 1992-93 1993-94 1994-95 (Budoeted) Area School Actual Per-Pupil Expenditure (Previous Year) Inflationary Adjustment (when actual budget unknown) Projected Area School PerPupil Expenditure Double Funding Obligation Incentive School Projected Per-Pupil Expenditure Incentive School Enrollment (Previous Year) Projected Obligation Based Upon Prior Year Enrollment Actual Enrollment Actual Obligation Based Upon Oct. 1 Enrollment Actual Expenditure Over or Under $1,887.46 (X) 6% (=) $2,000.71 (+) $1,887.46 (-) $3,888.17 1,375 (=) $5,346,233.75 1,259- $4,895,206.03 $6,833,005.68 $1,937,799.65 * Based upon 1994-95 area school budget 1993-94 area school enrollment Per-pupil expenditure (area school) $2,249.24 $2,602.66 $2,678.60 *$2,698.87 (X) 5.8% (X) 6% (=) $2,379.70 (+) $1,887.46 (=) $2,758.82 (+) $1,887.46 $2,678.60 (+) $1,887.46 $2,698.87 (-r) $1,887.46 (=) $4,267.16 (- 11 (=) $4,646.28 (=) $4,566.06 'sA ) (=) $4,586.33 (X) 1,259 (=) $5,372,354.44 2,235- $9,537,102.60 $9,242,255.96 ($294,846.64) $23,118,495.03 8,566 $2,698.87 (X) 2,235 1X1 1,750 1,454 (=) $10,384,435.80 223^ (=) $7,990,605.00 1,454 $6,668,523.82 1,596 $8,999,844.36 $9,418,773.90 $418,929.54 $6,639,051.00 $8,642,246.81 $2,003,195.81 $7,319,782.68 Budgeted Amt: $6,664,904.48 ($654,878.20) Jf - S'! .^1'^ There is no 1995-96 projection made because this report is made far earlier in the budget cycle than previous yearn. No reliable budget or enrollment data is currently available. I 1^*^ _ I J. , o Page 7829 that may be raised by the Court. And I would think that if it's raised by ODM, then it would be -- and not resolved by the parties, then it would somethinc appropriate for the Court. 't THE COURT: Well, let me tell you my side. have a substantial concern. I really do. I de And even if Joshua and all the other parties agree to amend these racial balance guidelines, I don't want you to believe that if the Court approves the amendment, that the Court is in any way absolving the district of its obligation to continue to recruit students of both races to meet it's racial balance goals as set forth in the plan. And I think that if the Court should agree to the guidelines that are set forth in the student assignment handbook, that at least sends the message tc the community and to the district, particularly, that the Court is no longer concerned with the recruitment obligations that the district undertook to recruit. again, students of both races to meet those guidelines in the schools in the district. I realize the argument that the district has is sometimes that these goals as set forth in the plan are really unattainable in given situations. And I realize that's true, because the numbers -- the students just are not there in the right proportions. plan. But if you ask the Court to amend the I want you to re-enforce to the Court your continuing commitment to reach those goals that are set CANDACE MATTHEWS, CCR, CVR (501) 227-6779eg 30 forth in the plan. Othezrwise, I don't believe, in gooc faith, I could approve the amendment. And does the 0D^' understand that. I have not discussed this with her ir this direct term, but you understand what I'm saying? MS. BROWN: Yes, ma'am, I believe I do. THE COURT: So, when you talk to the parties, keep in mind that if the Court goes along with the amended racial balance guidelines, I don't want to absolve the district in any way of its obligation to continue tc recruit students of both races to desegregate these schools. because that's that is what you have committed to. Another thing that I brought up, last hearing, was modification of your interdistrict school assignment policy, which allows you to place only about 9 percent Bl- of your own interdistrict interdistrict schools. white students in What have you decided to de with respect to this, Mr. Heller? Or do you have a witness on this. Does anyone -- is Dr. Mayo here? MR. HELLER: Honor. that. Dr. Mayo is out of the state, your And there has been no official action yet to de That's been discussed among the counsel members. but there has not yet been a proposal presented to the Board. THE COURT: Let me say this: In discussing -- Dr. Williams, did you want to say something about this? CANDACE MATTHEWS, OCR, CVR (501) 227-6779DR. WILLIAMS: Yes, ma'am. 31 I just wanted to say that we agreed that we would allow more students tc attend. THE COURT: You would allow more you've set another ceiling on the number of interdistrict white students? DR. WILLIAMS: We're working on it. THE COURT: You are. You plan to set a ceiling, though. DR. WILLIAMS: Yes, ma'am. THE COURT: I want to emphasize. I know that you have stated, on the record, that you are reluctant just to open the doors to white students in your owr district and these interdistrict schools, really for a couple of reasons. One is the plan requires you tc recruit whites from the county. And the other, is you do get the M to M transfer money. One thing I have not done, and I mentioned this to the monitors, I have not really sat down with the monitors to assess the financial impact of your receiving or not receiving N to M money in these interdistrict schools. Keep ir mind that you're obligated to continue to desegregate these schools no matter whether the students come fron Pulaski County, which is where you want them to come from, or Little Rock. I am interested in seeing these interdistrict Little Rock Schools desegregated. I realize that the plan calls. first, for them to be CANDACE MATTHEWS, CCR, CVR (501) 227-6779 T 32 recruited from the whites to be recruited from the county. If that is not fully successful, it would satisfy the Court to see them recruited from those schools in the western reaches, northwest Little Rock, that are predominately white. s And I'm very interested in seeing this modification. And furthermore, I would like the monitors to take look at what is the a financial impact. It might not be as much as yon think. It really might not be. Because you have tc pool your M to M money now in any event with the county. And when you don't educate one of yours and send one of yours off, I know you get money. But yon also get extra money for keeping -- I mean for bringinc them in from the county. So, I just really don't know what the -- have you ever done an analysis of that on a per-pupil basis, Mr. Heller, to your knowledge? MR. HELLER: Your Honor, the only analysis we did was back when we first proposed the incentives or the interdistrict schools to the special master. And we did an analysis which showed that at the ideal composition by districts, those schools would generate enough M to M transfer money to fund them --to nearly fund them. But we haven't done an individual impact of the difference between having a Little Rock student enrolled or having a Pulaski County student enrolled recently. THE COURT: But you don't get minimum foundation CANDACE MATTHEWS, CCR, CVR (501) 227-677933 money from students you send. The receiving district gets that. Yet you do get M to M money for the students you send\nis that not correct? MR. HELLER: Well, the receiving district is supposed to receive the full cost of educating the student. The sending district gets one-half of its table rate. THE COURT: But no MFPA money? MR. HELLER: Well, I guess that is it. The table rate they would otherwise get for a student remaininc in the district. they get half of that. When the students I THE COURT: Oh. So, it is just half and not -- knew that you got something for sending a student. But in any event, I know that the district has said that this is its reason that -- I want to emphasize that, tc me. it's more important that you desegregate these schools than it is that you get the M to M money. Which, of course, is very much to your advantage. Anc there are a lot of empty seats in these in. say, King, right now. Ml MR. HELLER: Your Honor? THE COURT: Yes, sir. MR. HELLER: Our concern has also been. your Honor, the impact on the sending schools. But I think that's something that might be a more appropriate limitation than just an overall percentage limitation. CANDACE MATTHEWS, CCR, CVR (501) 227-677934 THE COURT: Well, I certainly agree that we want to watch the impact on descending schools. But I de believe that the figures that the monitors supplied last time will show that some of these schools car benefit by sending whites to central Little Rock, if we can persuade them that it would be to their benefit tc attend. And by setting the 9 percent ceiling, there were parents who, reportedly, were upset by that. And I don't like to upset parents. I know - I recognize that there are some faces in the audience who I believe } are the faces of parents. Because I haven't seen you here before. And I assume that that's why you're here. Mr. Walker, I'm sorry -- I won't I haven't let me ask -- I'll ask you this, first, and then I'll ask about Clinton about the not the President, the school. You indicted that you would provide the Court with a proposed Order on the Stephens matter. Are you still intending to do that, or do you want the Court tc prepare the Order? Keep in mind, I know whose duty it is to prepare it. It's mine. MR. WALKER: No, your Honor. I do intend to de so. And you'll have one before the end of the day. THE COURT: All right. Fine. Well, that will  give us something to work on. In a case like this, I almost never sign off on the draft counsel prepares. It's very unusual for counsel to prepare a draft. I know it is usual or customary in state court for this CANDACE MATTHEWS, OCR, CVR (501) 227-677935 sort of thing to be done. But we do have we are blessed with somewhat greater resources, and I have an excellent staff. So, I will look forward to getting it. What is the status on recruitment of black students for the Clinton, the William J. Clinter Interdistrict School, that the county is building? MR. BOWLES: Your Honor, we, at this time, have about 98 students registered for Clinton from the Little Rock School District. There is some informatior that's going to be going out to the students' residence jointly with Little Rock. We are making preparations to recruit those students who will be at Stephens if. in fact, Stephens is closed. And we have some other recruitment tools that we're using jointly with the Little Rock School District to increase that number tc as close to the 200 as possible. THE COURT: How many of the 98 are from Stephens, or do you know? MR. BOWLES: At this point, I don't know, your Honor. That information can be obtained, but we've not cycled it by schools at this point. They may have that in the Little Rock School District. THE COURT: Well, I believe you can count on Stephens being closed. That's what these everyone had asked the Court to do. and I said. \"Fine.\" stopped short of signing off on the stipulation. I CANDACE MATTHEWS, CCR, CVR (501) 227-6779Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (SOI) 371-0100 Date: April 18, 1995 To: Russ Mayo \\ aU From: Brown Subject: Registration Figures According to your March 30, 1995 Desegregation Update to the Board of Directors, all student assignment letters were scheduled for mailing by April 17, 1995. Since that date has now passed, please immediately forward to me the following information, current to date: . 1. The number of students who have registered for the 1995-96 school year, including new students, returning students, M-to-M transfers, intradistrict transfers, and magnet assignments. Include all kindergartens, four-year-old programs, and other early childhood classes. 2. The number of students by school, grade level, race, and gender. 3. For magnet schools (the original, six stipulation magnets), registration by sending district and the number of vacant magnet seats still remaining by district and by grade level. 4. The number of vacant seats currently remaining at each LRSD school by grade level. 5. The number of attendance zone students who still have not registered for next year, by school attendance zone and grade level. 6. Tlie extent to which the number of students attending school in their home attendance zones has changed up or down from last year, by both number and percentage, for each schools attendance zone. (List and compare the figures for both 1994-95 and 1995-96.) In addition. Id appreciate your clearing up some confusing information that appears on page two of the March 30, 1995 Desegregation Update. Item #1 reads, 'Two years ago by this time, about 1,200 kindergartners registered. Last year, it was 1,400, and this year it is 1,490. We are doing a better job with advertising pre-registration...\" Yet, the chart immediately following does not reflect the narrative numbers for 1994-95, so the initial impression the table gives is that kindergarten registration is considerably below that of last year. Perhaps the chart mixes the final first-day total kindergarten enrollment for 1994-95 with the preliminary February registration numbers for 1995-96? Please explain.Page Two April 18. 1995 Also on the same page in tlie Update, the chart depicting four-year-old applications for the 1995- 96 school year does not contain a comparison to 1994-95 numbers from a similar time during last years recruitment period. Therefore, please provide me the total number of black children and white children who had applied for the four-year-old program for the 1994-95 school year at the conclusion of the pre-registration period last year (or at the date which most closely corresponds to the date of the four-year-old information in the Update. Please designate the date of the preliminary 1994-95 numbers as well as those for 1995-96.) Thank you very much.Attachment 3 LRSD Enrollment v. Attendance Zone Attendance Zone Summary May 2, 1995 Attachment 3 April 27, 1995 Central HS\" FairHS Hall HS McClellan HS Sub-Total Cloverdale JH\" Dunbar JH Forest Heights JH Henderson JH Mabelvale JH Pulaski Heights JH Southwest JH Sub-Total u n CD 842 493 422 648 2405 415 384 349 478 267 265 341 2499 u n CD Z 3 o c 01 I o 366 176 165 161 868 tT 69 131 124 103 269 110 877 1208 669 587 809 3273 486 453 480 602 370 534 451 3376 c lU W5 869 945 857 4246 643 679 789 860 574 733 624 4902 N \u0026lt; _c 5! c December 2, 1994 76.70% 76.99% 62.12% 94.40% 77.08% 75.58% 66.72% 60.84% 70.00% 64.46% 72.85% 72.28% 68.87% JO u ra m 864 489 428 661 2442 440 409 335 496 281 301 363 2625 o n CD Z 387 182 176 157 902 81 79 156 176 107 308 112 1019 c 2 o 1251 671 604 818 3344 521 488 491 672 388 609 475 3644 \u0026lt;u E o c lU 1646 915 917 943 4422 613 736 720 917 527 830 570 4913 N \u0026lt; c 0) u c V o IC 5 April 27,1995 76.00% 73.33% 65.87% 86.74% 75.64% 84.99% 66.30% 68.19% 73.28% 73.62% 73.37% 83.33% 74.17% -0.7% -3.7% 3.8% -7.7% -1.4% 9.4% -0.4% 7.4% 3.3% 9.2% 0.5% 11.1% 5.3% \u0026lt;u u c  0) c Q ot 43 2 17 9 71 35 35 11 70 18 75 24 268 Badgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Jefferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Terry Wakefield Watson Western Hills Wilson Woodnjff Sub-Total Grand Total 70 112 141 104 171 212 83 105 61 241 138 141 135 75 200 102 173 163 69 50 166 113 105 230 246 96 142 52 2405 ^09 46 53 52 85 91 37 78 55 191 9 242 15 37 245 113 189 109 3 194 180 0 13 277 66 75 90 68 36 2649 4394 116 165 193 189 262 249 161 160 252 250 380 156 172 320 313 291 282 166 263 230 166 126 382 296 321 186 210 88 634? 12994 180 300 309 377 454 382 286 283 422 445 546 269 285 483 486 478 414 256 356 407 225 388 551 391 422 304 347 230 10276 19424 64.44% 55.00% 62.46% 50.13% 57.71% 65.18% 56.29% 56.54% 59.72% 56.18% 69.60% 57.99% 60.35% 66.25% 64.40% 60.88% 68.12% 64.84% 73.88% 56.51% 73.78% 32.47% 69.33% 75.70% 76.07% 61.18% 60.52% 38.26% 61.75% 66.90% 70 132 154 103 189 262 86 99 63 227 157 146 140 86 202 130 172 162 74 55 153 113 101 258 265 111 158 44 3912 8979 32 52 52 93 76 33 62 49 210 8 263 17 37 277 102 203 90 2 186 189 5 15 299 52 61 88 76 40 2669 4590 102 184 206 196 265 295 148 148 273 235 420 163 177 363 304 333 262 164 260 244 158 128 400 310 326 199 234 84 6581 13^ 163 316 305 368 439 415 275 256 441 428 565 267 274 505 434 493 392 256 351 441 220 420 550 391 426 286 353 220 10250 \"lO^ 62.58% 58.23% 67.54% 53.26% 60.36% 71.08% 53.82% 57.81% 61.90% 54.91% 74.34% 61.05% 64.60% 71.88% 70.05% 67.55% 66.84% 64.06% 74.07% 55.33% 71.82% 30.48% 72.73% 79.28% 76.53% 69.58% 66.29% 38.18% 64.20% 69.29% -1.9% 3.2% 5.1% 3.1% 2.7% 5.9% -2.5% 1.3% 2.2% -1.3% 4.7% 3.1% 4.2% 5.6% 5.6% 6.7% -1.3% -0.8% 0.2% -1.2% -2.0% To^ 3.4% 3.6% 0.5% 8.4% 5.8% -0.1% 2.5% 2.4% -14 19 13 7 3 46 -13 -12 21 -15 40 7 5 43 -9 42 -20 -2 -3 14 -8 2 18 14 5 13 24 -4 236 575 Secondary numbers are based on May 2, 1995 data. Elementary numbers are based on December 2, 1994 94_95AZ.XLS Office of Desegregation 5/3/95Attachment 2 1995-96 STIPULATION MAGNET SEAT SUMMARY/MAY 1, 1995 LRSD ALLOCATION VACANCIES AS OF 5/1/95 STUDENTS ON WAITING LIST BOOKER # VAC. 80 29 18 47 12 11 23 34 34 26 24 26 33 32 25 10 10 10 12 12 12 11 69 84 52 81 70 65 84 52 81 70 65 CARVER 60 21 14 35 50 54 GIBBS WILLIAMS 15 32 10 21 14 14 40 12 17 11 60 15 15 13 12 14 21 14 16 11 23 35 80 82 20 68 52 54 29 48 58 40 65 67 74 38 63 69 36 57 40 55 89 82 23 69 13 12 11 54 53 76 80 65 47 41 65 66 37 59 61 40 65 69 74 92 116 145 116 122 87 96 little Roch School DmItkI K 1 2 3 4 5 6 K 1 2 3 4 5 6 K 1 2 3 4 5 K 1 2 3 4 5 6 B 4 4 4 6 5 4 3 8 2 6 3 3 2 4 0 7 8 6 6 1 2 1 3 3 1 1 3 3 3 W T B W T B 0 6 6 6 6 7 5 2 8 2 5 3 3 9 2 0 1 2 1 0 2 1 1 2 2 1 2 4 4 6 5 2 5 3 6 6 4 9 7 (19 0 0 0 0 0 9 4 0 5 4 6 6 4 0 2 4 2 3 5 2 2 5 5 4 5 9 0 T 0 0 4 0 3 1 2 0 1 0 0 0 1 2 1 3 0 0 0 1 0 0 2 1 1 9 3 0 0 1 3 0 0 0 1 2 0 0 0 0 0 1 0 1 1 6 1 2 1 4 0 0 0 2 4 1 3 0 0 0 2 0 1 3 0 3 . 1 8 3 0 0 2 01995-96 STIPULATION MAGNET SEAT SUMMARY/MAY 1,1995 LRSD ALLOCATION VACANCIES AS OF 5/1/95 STUDENTS ON WAITING LIST PARKVIEW SCIENCE # VAC. B W T B T B T 10 100 30 29 59 0 0 0 115 47 162 11 18 4 4 8 4 4 8 149 0 150 12* 24 5 6 11 5 6 11 104 0 105 PARKVIEW ARTS Band 10 46 14 13 27 41 42 11 13 63 63 12 15 56 56 0 0 0 1 4 3 7 4 3 7 0 2 5 7 2 - 5 7 0 Dance 10 39 13 10 23 35 41 11 14 57 57 12 16 40 40 0 0 0 6 4 4 8 4 4 8 0 2 6 8 2 6 8 0 Speech/ Drama 10 56 17 18 35 76 25 101 11 11 114 119 12 66 69 0 0 0 2 3 5 2 0 5 0 6 2 1 3 2 0 3 0 Orchestra 10 14 4 4 8 0 1 1 5 0 5 11 4 1 1 6 1 2 1 2 6 0 12 0 0 0 0 0 0 0 8 0 8 Visual Arts 10 39 12 11 23 53 27 80 11 94 103 12 43 43 0 0 0 1 1 0 1 1 0 1 9 0 0 0 0 0 0 0 0 Vocal Music 10 37 11 11 22 0 0 0 38 11 49 11 10 2 2 4 2 4 68 0 68 12 11 T 3 5 2 3 5 41 0 41 Students should have completed Chemistry and Algebra II iittlr Roell School District1995-96 STIPULATION MAGNET SEAT SUMMARY/MAY 1,1995 LRSD ALLOCATION VACANCIES AS OF 5/1/95 STUDENTS ON WAITING LIST MANN ARTS # VAC. 200 58 58 116 229 33 262 251 38 289 285 31 326 B w T B W T B W T 7 8 6 1 1 2 9 6 1 1 2 0 0 1 0 0 1 0 0 2 MANN SCIENCE 7 8 9 100 29 29 58 187 47 234 10 202 232 37 26 239 258 0 0 0 0 0 0 0 0 0 0 2 2 4 1 2 3 little R\u0026lt;xk School OitIrkI/} Little Rock School District MEMORANDUM {995 To: Ann Brown, Federal Monitor From: Russ Mayo, Associate Superintendent kUtjiT fviOfittcrin^ Date: May 3, 1995 Subject: Registration Information Requested 4-18-95 In response to your memo dated 4-18-95 requesting information regarding registration, I have enclosed several documents that will explain the questions you have. 1. The number of students who have registered for the 1995-96 school year, including new students, returning students, M-to-M transfers, intradistrict transfers, and magnet assignments. Include all kindergartens, four-year-old programs, and other early childhood classes. Response: Attachment 1 This is a current counts reports that will show the actual number of all students registered for the 1995-96 school year. This includes new students, returning students, M-to-M transfers. intradistrict transfers, and magnet assignments. It also includes all kindergartens, four-year-old programs, and other early childhood classes. 2. The number of students by school, grade level, race, and gender. Response: Attachment 1 This report indicates the number of students registered by race and gender by school and grade level. 3. For magnet schools (the original, six stipulation magnets), registration by sending district and the number of vacant magnet seats still remaining by district and by grade level. Response: Attachment 2 This is a magnet seat summary for the original six stipulation magnets as of 5-1-95 for the 1995- 96 school year. Please note that this is only information from LRSD. This information also includes information on the number of students on Waiting Lists, which might be useful. Information on other districts has not been made available to us. I am uncertain on whether or not they have completed their registration process.Ann Brown Response May 3, 1995 2 4, The number of vacant seats currently remaining at each LRSD school by grade level. Response: Attachment 1 The counts reports show the total number of students assigned and the total capacity per grade level. The vacant seats may be determined by simply subtracting the number assigned from the capacity. Waiting lists are currently being worked to fill vacancies for the 1995-96 school year. At Booker Arts Magnet (55.3%) black students are being placed when they can be matched with white students. 5. The number of attendance zone students who still have not registered for next year, by school attendance zone and grade level. Response: Currently we have no way of determining the exact number of students living in each attendance zone of the Little Rock School District. Therefore, we cannot determine the number of students who have not registered for the 1995-96 school year in their attendance zone. We are open to your suggestions. 6. The extent to which the number of students attending school in their home attendance zones has changed up or down from last year, by both number and percentage, for each schools attendance zone. (List and compare the figures for both 1994-95 and 1995-96) Response: Attachment 3 The Enrollment v. Attendance Zone chart represents the number of students registered for their attendance zone schools in 1994-1995 and projected for 1995-96 by race. This chart also indicates the percentage and the change (+ or -) for the 1995-96 school year. Concerning your comments on the March 30, 1995 Desegregation Update, your conclusion is accurate. The table below represents the data you requested on the four-year-old program registration: Four-Year-Old Applicants Date 3-14-94 2-21-95 Black \"6^ 586 White 173 139 Total \"837 725 % Black 79% 81% C: Dr. Henry P. Williams, SuperintendentDate: May 8. 1995 To: Melissa and Bob From: Subject: LRSD registration information Russ Mayo has finally sent me the registration information I requested last month. Polly has a copy of the letter I sent Russ and the data we received. Id like the two of you to collaborate on reviewing the information. Please let me know by next week (after the Abacus Report is into the team editing stage): 1. 2. 3. 4. 5. 6. Whether the information is complete, i.e., are my questions all answered? Both the good and bad news embedded in the data. Be specific. Where the district is compared to last year, especially as far as racial balance and filling the schools goes. Anything the district needs to clarify, expand, or revise. Your suggestions for any follow up communication you think I need to initiate. Anything else I should know or think about. Tlianks very much. ( 05/09/1995 13:50 5013242281 LRSD STUDENT ASSIGNM PAGE 02 / Little Rock School District MEMORANDUM To: Board of Directors Through: From\nDate: Russ Mayo, Assd May 8,1995 hs. Superintendent date Superintendent Subject\nDesegregation Update May. The attached information represents the desegregation update for the month of05/69/1995 13:50 5013242281 LRSD STUDENT ASSIGNM PAGE 03 Little Rock School District Desegregation Update Board of Directors Meeting May 25,1995 LRSD Btracial Committee The Bi-racial committee began monitoring on May 2,1995. The monitoring visits to all Incentive Schools will be completed by May 31,1995. LRSD Tool/Board Action Required ACTION Board review of tentative budget Conduct Board Work Session tentative budget on SCHEDULED START 5-25-95 5-29-95 SCHEDULED FINISH 5-25-95 5-31-95 LRSD Pre-Registration Counts by School SCHOOL Central 'Hall Parkview Fair McClellan Mann Punbar________ Forest Heights Pulaski Heights Southwest______ Henderson Cloverdale Mabelvale Booker Bale ~ Brady Badgett McDermott Carver Baseline________ Fair Park Forest Park Franklin________ Garland Gibbs Chicot__________ Western Hills BLACK 1057 632 404 665 735 444 495 513 484 444 624 507 392 298 228 228 127 251 318 228 184 199 385 232 164 318 192 205 as of May f WHITE ~ 548 261 364 243 190 388 226 191 346 107 180 94 131 221 79 121 35 232 278 71 64 238 26 9 127 105 91 T 299 r ,1995 OTHER 47 28 33 _______7 14 21 14 22 7 20 26 8 3 19 10 18 0 19 17 5 7 8 14 27 14 6 ~~..... 7 total 1652 921 801 915 939 853 735 726 837 571 830 609 _526 538 317 367 162 502 613 304 255 445 425 268 305 429 290 511 % BLACK 64.0% 68.6% 50.4% 72.7% 78.3% 52,1% 67.3% 70.7% 57.8% 77.8% 7S.2% 83.3% 74.5% 55.4% 71.9% 62.1% 78.4% 50,0% 51,9% 75.0% 72.2% 44.7% 90.6% 86.6% 53.0% 74.1% 66.2% 40.1%05/09/1995 13:50 5013242281 LRSD STUDENT ASSIGNM PAGE 04 i Des^ngation Update Board of Directors Meeting 2 SCHOOL Cloverdale Dodd Meadowcliff Mitchell King___________ Rockefeller Geyer Springs Pulagkt Heights Rightaell_______ Romine Waahington Williams Wilson Woodruff Mabelvale Terry Fulbright______ Otter Creek Wakefield Watson TOTAL BLACK 343 174 283 243 306 260 203 213 207 218 451 251 259 135 306 217 254 153 328 335 16,096 WHITE 65 89 100 8 229 142 69 215 8 75 213 226 87 77 119 311 299 191 50 79 7,917 OTHER 8 7 0 3 16 18 3 15 4 14 26 14 8 11 11 30 16 7 14 8 661 TOTAL 416 270 383 254 553 420 275 443 219 307 690 491 354 223 438 558 569 351 392 422 24,674 % BLACK 82.5% 64.4% 73.9% 95.7% 55.7% 61.9% 73.8% 48.1% 94.5% 71.0% 65.4% 51.1% 73.2% 60.5% 70.3% 38.9% 44.6% 43.6% 83.7% 79.4% 65.2% LRSD Desegregation Transfers Attached you will find the information requested regarding the Secondary Desegregation Transfers.J 05/09/1995 13:50 5013242281 LRSD STUDENT ASSIGNM PAGE 05 Rationale for Junior High Desegregation Transfers 19HM Ttie Student assignment office received (208) desegregation transfer applications for Junior high schools. 46% of the applications were granted for a total of 96 students. 78 seventh grade students, 40 seventh grade students were granted transfers to PHJH, 29 to FHJH, 3 to MJH, 5 to hjh and 1 to SWJH. 10 eighth grade students, 4 to fhjh, 4 to phjh and 2 to HJH. 8 ninth grade students were granted transfers, 1 to FHJH, 6 to PHJH and 1 to hjh. Black students from the Cloverdate and southwest attendance zones received the majority of Junior high transfers because the transfers benefited the sending and receiving schools where racial balance Is a concern. Pulaski Heights JR High could have received more black students because of their racial balance, but capacity is limited. Transfers were granted to all students except, where racial balance would not remain constant or Improve. Therefore, 16 eighth grade applicants and 5 ninth grade applicants were denied. Racial balance before and after transfers were as follows\nSCHOOL Cloverdile Forett Heightt Hentlerson Mabelvale Pulaski Heights Southwest^^ $ 83.3% 71.3% 737% 74.4% 55.5% 76 3% I 1 832% 71.3% 75.0% 74.5% 58.0% 77.6%J 05/09/1995 13:50 5013242281 LRSD STUDENT ASSIGNM PAGE 06 LITTLE ROCK SCHOOL DISTRICT 1995-96 DESEGREGATION TRANSFER APPLICATION SUMMARY JUNIOR HIGH SCHOOLS 7TH GRADE: 8TH GRADE\nSTH GRADE: TOTAL APPUCATIONS RECEI\\KD: Total 169 26 18 208 Black 12S 23 10 1S8 MTl/ta 44 3 3 50 %Blk 74% 88% 77% 76% II# OF REQUEST TO SCHOOL OF REQUEST FROM SCHOoH GRADE 8th TOTAL BLACK 0 0 2 1 0 5 2 10 WHITE 0 0 2 0 0 1 0 3 TOTAL 0 0 4 1 0 6 2 13 SCHOOL CLOVERDALE DUNBAR FOREST HEIGHTS HENDERSON MABELVALE PULASKI HEIGHTS SOUTHWEST BLACK 1 2 4 1 0 0 2 10 WHITE Q 0 0 2 0 0 1 3 TOTAL \"l 2 4 3 0 0 3 13 GRADE BTH TOTAL SLACK 1 0 6 4 0 8 4 23 WHITE 0 0 0 0 0 3 0 3 TOTAL 1 0 6 4 0 11 4 26 SCHOOL CLOVERDALE DUNBAR FOREST HEIGHTS HENDERSON MABELVALE PULASKI HEIGHTS SOUTHWEST SLACK 2 4 3 3 4 0 1 23 WHITE 0 1 0 2 0 0 . 0 3 TOTAL 2 5 3 5 4 0 7 26 GRADE 7TH TOTAL SLACK 12 0 26 5 8 66 6 125 W1ITE 1 0 13 4 7 18 1 44 TOTAL 13 0 41 9 15 84 7 169 SCHOOL CLOVERDALE DUNBAR FOREST HEIGHTS HENDERSON MABELVALE PULASKI HEIGHTS SOUTHWEST ALACK 24 12 9 16 21 0 43 125 WHITE 4 4 6 18 2 0 10 44 TOTAL 28 16 15 34 23 0 S3 169 95-W DC5BG JH TRANSFERS Pige 1t M/'as/nsa 15.58 3815242281 LR5B STUBCNT ^55151-114 PA5C 8? 199S-S6 SmraOR HIGH PBSEgRKGATION TRAWSPBRS TOTAL APPLICATIONS RECEIVED: lOTH GRADE IITH GRADE 12TH GRADE 176 21 4 APPLICATIONS GRAOTED: lOTH GRADE IITH GRADE 12TH GRADE 119 21 4 percentage of total applications granted 71.6* APPLICATIONS DENIED: 10TH GRADE IITH GRADE 12TH GRADE 57 0 0 RATIONALE All 11th and 12th grade applications were granted because space was available and the number of applicants was so small as to not impact the racial balance at any of the four schools. Racial balance inhibited the movement of 57 10th grade  The racial percentages of each school's 10th grade class before applicants. were as follows: Central Hall Fair McClellan considering desegregation transfers 59.4% 73.8% 73.6% 83.1% Therefore, any black students who requested a transfer out of Central to Hall, to Fair, or to McClellan were denied. Likewise, any white students who requested a transfer out of McClellan were denied. Two black students, one at Hall and one at Fair, who requested transfers to McClellan, also were denied.05/09/1995 13:50 5013242281 LRSD STUDENT ASSIGNM PAGE 08 LITTLE ROCK SCHOOL DISTRICT 10TH GRADE DESEGREGATION TRANSFERS IjO OF REQUEST TO SCHOOL 1| II# OF REQUEST FROM SCHOOL^ GRADE 10th TOTAL BLACK 2Q 54 51 7 138 WHITE 13 11 14 0 38 TOTAL 39 65 65 7 176 SCHOOL Cwrtnl Fair Hall MeCMIan BLACK WHITE YofAL 52 13 16 57 I 138 22 2 11 3 38 7A 15 27 60 176Sheets Chart 4 LRSD Elementary Enrollment Years Page 1\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_491","title":"Incentive Schools: Facilities","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":["1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School facilities","Education--Finance"],"dcterms_title":["Incentive Schools: Facilities"],"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/491"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\niSFgS! TO: Henry FROM: 1: SUS J: DATE: LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 SOUTH BRYANT STREET LITTLE ROCK, ARKANSAS (501) 570-4020 'i TJ -i amg -h 72204 J99S \u0026lt;3 Superintendent C. Eaton, Director, Plant Services Special Report on Incentive Schools September 22, 1995 OCT J 0 199j Office Of Desesregaii if I am forwarding to you information on the action taken by Facility Services, with regard to recommendations in the May 17, Incentive Schools Monitoring Report. 1995, Essentially all of the actions recommended in that report have been acted upon, some still remiain to be done because of scheduling of higher priority work in other schools. The charts accompanying this Directorate and this District schools at a higher priority. \u0026lt; of all of our other schools. report go to verify that this continue to keep their incentive Our per capita cost far exceeds that DCE/apl/ris cc : Dr. Russ Mayo, Associate Superintendent, Desegregation Mr. Sterling Ingram, Director of Staff Development OBFRANKLIN ELEMENTARY SCHOOL 1. RECOMMENDATION\nentire building. To carry through on promises to paint the ACTION: Franklin Elementary School has been completely painted and was finished during the summer of 1995. Facility Services has a long range plan I should point out that and facilities are scheduled for painting as far as eight (8) to ten (10) years in advance. is a bad term to use with regard to scheduled work. scheduled for 1995 and was painted in 1995. Promise ten (10) 2 . Franklin was REC OMMENDATION: Continue to repair roof leaks as they occur. ACTION: At the present time, there are no roof leaks reported at Franklin, nor have there been in the past three (3) months. This Directorate has an on-going program through the use of private contracts and roofing consultants to continually inspect all of our roofs and repair them as necessary 3 . RECOMMENDATION: Replace the damaged unsightly metal plates with new ceiling tiles. ceiling tiles and ACTION: The replacement of damaged ceiling tiles was necessitated by old roof leaks. Once the roof was repaired, the ceiling tiles are normally replaced. repaired. However, in buildings such as Franklin the ceiling tile design is quite old and replacement tiles are almost impossible to find. that match as closely We use a method of replacing tiles with tiles as possible. If these tiles are not available or if the area is too large to be replaced with small tiles, then we use a method such as may be seen in the cafeteria at Franklin. This method is to use sheets of waterproof board and then paint the sheets so as to match the existing ceiling color. It 13 considered an adequate and appropriate repair for ceiling tiles. It is 4 . RECOMMENDATION: stocked. Ensure that all restrooms are clean and fully ACTION\nI have discussed this issue with the principal and have personally visited the restrooms on two (2) or three (3) occasions over the past couple of months. Each time I found the restrooms to be clean and to have the required paper materials as necessary. GARLAND ELEMENTARY SCHOOL 1. Remove custodial clutter from public space and increase the attention given to general cleanliness. RECOMMENDATION: ACTION: two (2) months. I have inspected Garland at least twice within the last I found that building to be quite clean and thecustodial area has been rearranged and cleaned so as to present an uncluttered appearance. However, please be advised that this does require continuous monitoring on the part of the principal. 2 . RECOMMENDATION\nReplace the damaged exterior doors. ACTION: The exterior doors at Garland were inspected and those requiring replacement were replaced. to be in good condition and secure. The doors are now considered MITCHELL ELEMENTARY SCHOOL 1. Survey the entire system of gutters and roof drainage to assess their current condition. RECOMMENDATION: damaged gutters making sure appearance of the originals. the replacement gutters Repair or replace all match the ACTION: We have recently renewed our roofing contract effective September of this year. Within the next sixty (60) days, gutters will be assessed and will be replaced. r Mitchell Elementary School,, we will attempt to replace gutters that match as closely as possible\nhowever, gutters matching exactly are impossible to find because of the age of the facility. the Due to the age of 2 . RECOMMENDATION: Repaint the exterior trim. ACTION: Repainting the exterior trim at Mitchell Elementary School is a very low priority right now. It has not been scheduled. The It has not been scheduled. interior of the building has been repainted within the last two (2) years. The cost to scaffold the front of that building and paint the exterior trim is disproportionate to the benefit that we would receive by doing this. If resources allow and sufficient funds are available, we will attempt to contract and paint portions of the exterior of the building later on this year. 3 . RECOMMENDATION: Find the cause of the persistent leaks that plague the south stair hall and eradicate the problem, taking to preserve the decorative metal ceiling in the area. care ACTION: The leaks that persist in the south stair hall are due to children intentionally stopping up the drains in the urinals and sinks and flooding the floor. When this happened, seals in the plumbing system, which are quite old, have a tendency to leak, principal has taken necessary action to ensure that children are The monitored when they attend the restroom. The leaks have been repaired and we anticipate painting the ceiling within the next thirty (30) days. 4 . RECOMMENDATION: Evaluate the condition of the floor in the main hall and repair or replace all loose and missing floor tiles.ACTION: have been replaced as identified as being loose, but at any given time, will work their way loose. Floor tiles wooden floor which has been covered The floor at Mitchell is they have been additional tiles an in lay Wooden floors have a over with a form of plywood. weather. This is As this happens, tendency to expand and shrink with the the tiles will work their way free. a common occurrence in any facility where tiles have been placed over wooden floors. We will periodically monitor this and have provided tiles and glue to the custodial staff to replace them as they become loose. We should point out that only one (1) color is now available in that size tile. we 5. Repair and repaint the damaged and discolored ceilings in the cafeteria, reading room and math classroom. RECOMMENDATION: ACTION: The damaged and discolored ceilings in the reading and math The cafeteria ceiling is scheduled to be painted within the next thirty (30) days. classroom have been repainted. 6. Replace the missing covers and light fixtures throughout the building. RECOMMENDATION: We are ACTION: We are in the process of counting the light fixtures requiring covers and are attempting to find a company which will provide covers only for that type fixture. this will be It is anticipated that completed within the third quarter. RIGHTSELL ELEMENTARY SCHOOL 1. Redirect the down spout that continues to cause a moisture problem in the basement. RECOMMENDATION: ACTION: The down spout that has caused problems in the basement has been corrected. 2 . RECOMMENDATION: Repair the damaged walls in the basement. ACTION: After a period of drying out, have been repainted. the walls in the basement We will reinspect them this year to see if some sort of finish can be applied which would smooth out the plaster. However, these are the original old walls of the building and repairs to them are sometimes costly and hard to achieve. 3.  Evaluate the condition of old books, furnishings and the carpet in the media center and replace those damaged beyond repair. RECOMMENDATION: ACTION: The media center has been re-carpeted and the furnishings have been inspected and deemed serviceable. 4. Correct the problem of low water pressure in restrooms to ensure hygienic conditions. RECOMMENDATION: ACTION: One sink There was no problem with low pressure in the restrooms. recjuired a washer to be replaced. This has been completed. 5. RECOMMENDATION: Ensure that all restrooms are supplied with soap and paper goods. ACTION: I have visited Rightsell on numerous occasions and have found the restrooms to be supplied adeguately for the children. ROCKEFELLAR ELEMENTARY SCHOOL 1. RECOMMENDATION: Replace the broken door glass on the west side of the building. ACTION: This door glass has been replaced RECOMMENDATION: Install a school sign facing the Interstate 630 to help publicize the prime location of the school. ACTION: school sign was installed on the east side of Rockefeller Elementary School. REC OMMENDATION: Replace all worn and frayed carpet. ACTION: Rockefellar is scheduled for carpet replacement in 1997. However, adequate funding has delayed our carpeting projects by at least two (2) years. All schools are evaluated constantly and the worst carpet in the district receives the highest priority, will continue to employ this procedure in determining which of our We facilities will need carpet replacement that is commensurate with our funding. 2 . 3 . AGENERAL INFORMATION During 1995, expenditures in the incentive schools, basis.  . on a per capita outweigh expenditures in all other elementary schools. As the chart shows, the average expense per capita in our elementary schools was $196.00 dollars, our per capita expense in the incentive schools was $355.00 dollars, in the magnet schools, $166.00 dollars and in the areas schools $171.00 dollars. The cost in upkeep of the incentive schools, due to the age and condition of the buildings and our need to keep these schools as looking as good as possible to support our desegregation effort, has always been a higher priority with this Directorate. years. The second chart indicates the average spending per school for each of the incentive schools over the last three (3) years. I think that these charts support the statements that the incentive schools continue to be a higher priority within this district. DCE/apl/raIncentive Schools Cost per Student $600 Cost per Student $500 $400 \u0026lt;/) co o Q $0 $200 $100 i $300 Incentive Schools ^verag  Rockefeller Costs for 1993-1995 IFranklin Rightsei Garland Ish pMitchel I Stephens LRSD School Cost Elementary Schools 1995 s $0 I I $100 Avg $200 $300 $400 glncentiv ^Magnet \nAreaC,\nAfy Entire Life Is A Series Of Lists \u0026amp; Notes For example, this one. 5- V. 17'M fl (/AA,i^\u0026lt;ZAZ Uu :5:- wlUuj ' 'S^' l*\u0026gt;s^ si CP27PN  PMooe* PwMT*. I 212\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_467","title":"Incentive Schools: ''Foreign Languages, Culture Activities for K-6 Classroom Teachers,'' Office of Communications, English, ESL, Foreign Languages, and Reading, Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1995"],"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","Student activities","English language--Study and teaching--Foreign speakers","Education--Curricula"],"dcterms_title":["Incentive Schools: ''Foreign Languages, Culture Activities for K-6 Classroom Teachers,'' Office of Communications, English, ESL, Foreign Languages, and Reading, Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/467"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nJ ] Attachment A-2 ] ] FOREIGN LANGUAGES CULTURE ACTIVITIES FOR K-6 CLASSROOM TEACHERS 1 1 ] 1 1 1 1 Prepared for Incentive Schools Office of Communications, English, ESL, Foreign Languages, and Reading Little Rock School District J RECEIVED FEB 2 4 1995 Office of Desegregatioa iv ...ujfe ] ] ] ] ] ] ] ] ] SUGGESTED TOPICS FOR ALL LEVELS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Alphabet Numbers 1-10 Classroom items Calendar Seasons Weather Clothes Food Family Colors Days of the Week Transportation Adjective Comparisons Animals Rooms of the House Body Parts Types of Buildings Action Verbs Reflexive Verbs How to .] ] FOREIGN LANGUAGES CULTURE ACTIVITY ] ] Title: Children's Story Book Author: Elizabeth McFadden Topic: Writing ] objective: Students are to create at least a 10-page illustrated children's story book or \"How to\" book in the target language. ] ] Level: Novice (K-4) (NOTE: Intermediate (5-8) Advanced (9-12) At primary and interaediate levels, activities must be conducted mostly in English.) Length: 5 days Materials: ] 1. 2. 3. notebook paper typing paper markers or crayons 4. 5. textbook children's books ] ] Pre Activity\nBring to class samples of basic children's books (ABC's, Dr. Seuss, Alphaber, etc.) for students to use as tools for brainstorming topics of interest. \\ttached.) (See 1 1 Activity: DAY 1: Divide students into pairs. Some students may prefer to work independently. and drawings. Spend time brainstorming simple ideas for stories DAYS 2-3\nStudents will work on and turn in their scripts to be proofed and approved by the teacher. DAYS 3-4: After final revisions are made , students may rewrite onto the typing paper the script, then add and color their illustrations. Post Activity: DAY 5: Students will share with the class their completed stories and show their illustrations. Suggested Assessment: Points may be assigned using the following rubric: . 50 points 1. 2. 3 . 4. originality presentation vocabulary usage adherence to assignment 15 points 25 points 10 points TOTAL: 100 points] ] FOREIGN LANGUAGES CULTURE ACTIVITY Title\n1 Day of the Dead Celebration (To be used with the activity titled \"Bread of the Dead.\") Author: Suzanne Caldwell Jopic\nSpanish Holidays Objective: Students will gain cultural and self understanding through participation in a celebration of a typical Spanish holiday. Level\nNovice (K-4) (NOTE\nIntermediate (5-8) Advanced (9-12) At novice and intermediate levels, activities must be conducted mostly in English.) ength: 30 minutes Materials: picnic or table cloth fake tombstone made of poster board artificial or real flowers favorite foods brought by students [reparation: A few days before, the teacher should tell students that they may bring a treat to eat in class (or ask room mothers to provide snacks). ^itudents to bring a few real or artificial flowers. Also asl\u0026lt; \u0026gt; Activity: Teacher asks questions to review the United States's customs of celebrating 1! alloween: b. T d. What day is October 31? How do we celebrate this day? Is there anything scary about this holiday (to elicit responses that it has to do with ghosts, dead people, etc.)? What does this tell us about the way people in the U.S. feel about death? Is this the way you feel about death and dead people? Activity: 1. 1 Teacher will explain Latin American attitudes toward death and the Latin American holiday that is a counterpart to Halloween. [While the North American avoids or tries to disguise death, the Hispanic finds death to be just another aspect or side of life. One Mexican woman explained that a family member who is dead is as close and as real as if he were merely asleep in the next room. In all the Latin American countries, the Day of the Dead is celebrated with visits to the cemetery. in memory of their dead friends and family members. The people put flowers and candles on the grave Many times, the visits last several hours during which the family eats, drinks, and chats beside the grave of a loved one. In many parts of the world, the people believe that the souls of the dead return to their houses on October 31 or November 1. While in North America a dead person is considered scary or gruesome, the Hispanic dead person is received like a lost friend. In some countries,, the family puts some of the favorite food or drink of the dead person on the grave or in some corner of the house.] The teacher will then tell the students to bring the favorite foods or snacks that have been brought or provided to a place in the classroom set aside as a grave, marked with the headstone. The teacher could have students decide ] ] 4. 1 1 1 1 1 11 collectively on a name and identity of the dead person. The name, dates, epitaph, etc., could be written on the poster board tombstone. The students will spread a cloth beside the grave and share the treats. A special plate will be prepared for the dead person. The students or teacher can place flowers on the grave if desired. name and identity of the dead person. ] ] 1 - -------- They will then sit and tell \"stories\" about the person when he/she was alive. To end the ceremony, the teacher can taste the treat left on the plate of the dead person and declare that he must have come and eaten, because the flavor has gone from the food. The students then say good-bye to the dead person and return to their seats for closure. Post Activity: pe teacher will draw out reactions to this 4iem to examine their own feelings. new custom from the students and help 1. 1 How are the two celebrations of this holiday similar? (time of year, treats, association with death) How are the two celebrations of this holiday different? dead person, setting, slightly different date) How do you feel about the way people from Hispanic countries celebrate this holiday? (attitude toward How do you think a person from an Hispanic country would feel about our treatment of this holiday? Has this activity affected the way you feel about Halloween? about Hispanic people? about death? '^ggested Assessment: J'ite a short paragraph describing the Hispanic celebration of the Day of the Dead. Include your feelings. 1 I J J I I 1] ] FOREIGN LANGUAGES CULTURE ACTIVITY 'itle: Bread of the Dead ] ] Author: Cindy Wage Topic: Spanish Holiday Food 1 objective: Students will make and sample \"Bread of the Dead\" while studying the holiday. ] Level: Novice (K4) Intermediate (5-8) (NOTE: Advanced (9-12) At novice and intermediate levels, activities must be conducted mostly in English.) 3 Length: 1 class period I Materials: ] 1. 2 . one loaf of frozen bread dough one orange peel, grated I J Pre Activity: This activity may be combined with the activity which describes the customs and rituals associated with the \"Day of the Dead.\" J Activity: On All Saints' Day, November 1, Mexicans prepare \"bread of the dead\" or Pan de los Muertos. Use this simple recipe to make the bread in class: Let the dough thaw about 1 hour, until workable. dough the size of a tennis ball and reserve. Break off piece of into a large ball, grated orange peel. Shape the rest of the dough Flatten the large ball slightly and sprinkle with Now use the reserve dough to shape a skull and crossbones or a cross for the top of the loaf. Bake at 375 for 25 minutes or until there is a slight hollow sound when the golden crust is tapped. Post Activity: N/A J Suggested Assessment: N/A J I 1 o I 1] 1 FOREIGN LANGUAGES CULTURE ACTIVITY Title: Greetings and Greeting Customs 1 Author: Jennifer Lusk Topic: Greetings and Greeting Customs Objective: Students will use appropriate greetings and greeting customs in a variety of situations. ] Level\nNovice (K-4) (NOTE: Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) Length: 3-5 minutes Materials: Teacher, door sign, other students optional ]Pre Activity: Students should be thoroughly familiar with the target language greetings before this activity is used. -- . .. (If not there will be a major pile-up of Students should learn not only greeting vocabulary, but appropriate gestures, forms of address, etc. students at the door!) ctivity\nBefore class I put a sign on the door telling who I am. Students must come in and give me an appropriate greeting in the target language. (This is J a great way to check if the students know the difference between formal and informal greetings. It also gives me the chance to see if students know am. appropriate greeting gestures. . , For example, Germans give firm handshakes and look one another in the eye when greeting one another.) This activity takes just a few moments to complete while the students entering the room. are 1 ] ] ] J I J 1 J Post Activity\nYou can use the same \"Meet them at the door\" technique to drill the students on other basic information. (For example, ask the students their ages in the target language, ask them their names in the target language, etc.) J Suggested Assessment: After we have practiced greetings at the door, I give students a short I pop quiz (worth 5-10 points) practicing. (You can quickly go around the room giving students a different in the same manner in which they have been 1 J arson to greet each time.) JFOREIGN LANGUAGES CULTURE ACTIVITY Title\nHispanic Food Author\nCindy Wage Topic\nFood ] Objective\nStudents will prepare and sample two typical Hispanic foods: Paella and Caribbean drink. ] Level\nNovice (K-4) Intermediate (5-8) Advanced (9-12) ] (NOTE: At primary and intermediate levels, activities must be conducted mostly in English.) Length\n] Materials\n] See attached recipes. ] Pre Activity: Discussion of Spanish foods. Begin with a brainstorming activity where students talk about foods that they think are \"typically Spanish.\" (As you know, most students will come up with food that is either Tex-Mex or Mexican -| in origin. The teacher might want to then explain the differences in Spanish I nd Mexican foods.) The information in Appendix 2 might help to generate some * -iiscussion. Teacher might also want to mention the importance of the banana ] as a staple food in Caribbean countries such as Puerto Rico, Dominican Republic. Cuba, and the J Activity: Making of Paella should be assigned to one or more groups of students, dish should be prepared at home and brought to class on day assigned. This The (You may want to get Caribbean drink can be prepared in class by students. They could also bring in a I XiJUcCi.ll LlXXilA. t^CLll UC C^Cll. Cm Xll J students to bring ingredients on voluntary basis, few extra blenders!) ? All preparations for drink can easily be done in class. J J Post Activity\nIn school library, look in a cookbook and find more information about Prepare a brief list of dishes that you would like 1. Hispanic cuisine. 2. to taste or try to make. See if you can get all the ingredients. Choose a recipe. Find out how J much it will cost to make the recipe with a friend.  J Suggested Assessment: This activity lends itself more to a participation grade than any other form You may want to use the following rubric to grade the final of assessment, product: resentation: ' J .dherence to recipe: (Is the food attractively presented?) (Did students follow recipes and use all 10 Student Participation: ingredients listed?) ' J Total Points: 05 10 25 r k] APPENDIX 1 ] SPANISH PAELLA ] ] ] 2 cups rice (arroz) 1 cup diced chicken breast (polio) 1 cup sliced link sausage (chorizo) 1 cup fresh shrimp (Camerones) 1 bell pepper (Pimentos verdes) Green olives, 10-12 or small can (olivas verdes) 1 small onion, chopped (cebolla) 1 can tomatoes (tomates) 2 Tbs. olive oil (aciete de oliva) 2 cups water (agua) ] ] Chop chicken, slice sausage, and peel shrimp, tomatoes, and peppers in olive oil. sausage, Saute onions, for 10 minutes. baking dish. Add chicken and shrimp and cook Add sliced sausage, rice, and olives. Put into and olives. Pour water over rice mixture and bake % hour or until water is absorbed. ] CARIBBEAN DRINK ] J 3 bananas (platanos) 1 cup milk (leche) \\ teaspoon lemon juice (jugo de limon) teaspoon vanilla \\ cup sugar (azucar) Ice (hielo) J Peel and chop bananas, well. Put all ingredients into blender and blend J J J J J J J] 3 APPENDIX 2 3 COMPARISON OF SPANISH AND MEXICAN COOKING 3 Many people do not have a clear idea of the differences between 3 Spanish and Mexican cooking. Because of the similarity in the languages, people assume that the foods are equally similar, truth is that the two cuisines are very different. The 3 Spanish foods are based on very basic, simple tastes. to shy away from overly spicy foods. Spaniards tend ingredients as olive oil, Their foods are based on such garlic, and parsley. Almonds appear 3 frequently both raw and in sauces, main dishes, and desserts. In coastal areas there is a huge abundance of fresh fish and shellfish. Eggs and egg yolk sweets are also used in a great variety of dishes. 3 3 Because of Spain's physical geography, the land is not really suitable for dairy or cattle grazing. It is, however, ideal for raising olives, grapes, and small animals. The Spanish have (naturally!) developed a taste for eggs, pork, lamb, veal, and olive oils. Vegetables and fruits are eaten accordina to recion and the land It is, animals. season. Vegetables and fruits are eaten according to region and Cured ham, green and red peppers, and garlic are other. equally popular ingredients. Because of the reliance on small 3 animals, cheeses are usually made from goat's or sheep's milk. 3 Mexican cooking, on the other hand, is based on cilantro (spice), tomatillos, tomatoes, and hundreds of varieties of chilies. a heavy reliance on corn in Mexico as well. There is J used in tamales. The ears and husks are the stalks are used as cattle feed. the corn silk is used to make medicinal teas, and utilized! Every part of the corn plant is Mexican food often uses lard for frying. The basic J ingredient common to most Mexican recipes would have to be chilies. They range in flavor from mild to very hot and are used fresh, dried, and crushed. The difference in the two cuisines can be seen best in the dish tortilla. In Spain a tortilla is an omelet. It is often eaten as a 3 part of tapas (a variety of appetizers eaten near midday). Mexico, the tortilla is a flat bread made from ground corn. used in soups. In It is as a wrapper for a great many dishes. integral part of many traditional main dishes. and as an I3 ] FOREIGN LANGUAGES CULTURE ACTIVITY Title: ] Mexican Market (We suggest that you use the following activities to create and operate a simulated Mexican market.) 1 Author: Cindy Wage Topic: Crafts and Markets Objective: Students will make various crafts and display them in a simulated Mexican market. Level: Novice (K-4) (NOTE: Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) Length: 4-5 Periods ] Materials\n(See following individual exercises.) Pre Activity: Teacher will ask students: 1. 2. 3. 4. Where do you buy your food? Where do you buy your clothes? Where do you buy household items? furniture? decorative items? 5. Have you ever been to a farmer's market? Were there items other than food? What were they selling? Have you ever been to a flea or craft market? there? What did they sell Teacher tells students: A Mexican Market is like a cross between a craft fair, a flea market, and a farmer's market. It is very popular in Hispanic countries. in small towns, it may be the only place to shop. In fact, Activity\nMake craft items following directions on the attached sheets, display items as in a farmer's market. Students Post Activity: A unit on numbers and bargaining would be a reasonable extension of this Spanish vocabulary can be used in foreign language classes. activity. L,.----- ---------------- -------- I students may buy and sell with fake pesos. The the value varies from country to country. Exact values are not important as Suggested Assessment: You may want to use the following rubric to grade the final product: Creation of 4 craft items: Presentation: Attractiveness of craft items Booth set-up 60 points (15 pts. per item) 10 points 10 points Attentiveness and cooperation: 20 points Total Points: 100 points ] ] J J J J J] ] FOREIGN LANGUAGES CULTURE ACTIVITY itle: Rebozo/Mexican Shawl (We suggest that you use the following activity to create and operate a simulated Mexican marlcet.) Author\nCindy Wage Topic\nCraft Objective\nStudents will malce a rebozo and learn the history and current uses of the shawl. ] Level\nNovice (K-4) (NOTE\nIntermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) Length\n60 Minutes Materials\n] 3. 4. unbleached muslin or bed sheet cut 1 yard by 2^ yards crayons 2 brown paper saclcs iron Pre Activity\nJ ''ell the students about the rebozo and show a real one or a picture of one. J Activity\nMa)ce a rebozo by using the above materials. Choose a pattern and color, as representative of your group, just as each region of Mexico has its own rebozo . Everyone participates in coloring the muslin or sheet to complete the J chosen design. material with a paper saclc over which a hot iron is placed. style. Crayons provide the color, which is then set by covering the The iron will melt the crayons ! appearance. slightly. which will give the rebozo more finished a q Post Activity\nJ Role play the short slcit attached to demonstrate the uses of a rebozo. Suggested Assessment\nAssess students by asJcing questions about the history and the uses of the rebozo. I J This craft may be included in the Mexican mar)cet. I [ J] Skit #1 ] (Group of four students a purchase Speaker #1\nLook at this. ] everyone. (Holds up a shawl} I roK/^r^ T_ _ . _ ' ] tt2: I have seen many of the Indian them. It must be women wearing a typical part of Mexican attire. ] #3: Oh, yes. It is worn as a coat, a purse a hat anH would you believe it? A baby ' and carrier! ] #4: How do they carry their babies in a shawl? ] tfl: I don t know. (Hands shawl you show us? to Speaker #3} Can ] #3: 'J Now let me see. (Ties it in this placed around shoulders i   She carries the child on her back with the shawl as support for the little snawl manner: shawl with large knot in front) one. #2\nJ May I show you howfj have hat. (Places the right end Thiv\nb\n7o\"S at^V^o bec\"^^^^ I a turban. ] #4\nThis is all very interesting. And I hearing something about the remember 1 rebozo. Dark-colored tradition of the time, but on holidays and ones are worn most of the special occasions. J can expect to see the prettiest colors you thof u Nreitiest colors and desiPTT? that can be made. You can even tell by tL Sgn region of Mexico the wearer is and colors what from. J] REBOZO ] ] ] The Mexican shawl (rebozo) (pronounce ra-bo-so) has historical significance as a Mexican tradition that has survived since the Spaniards first settled in present-day Mexico. Spanish students find the rebozos origin an intriguing one, and the style and use of the shawl will instruct in the regional traditions of the country. ] J 1 When the Moors occupied Spain, their beliefs regarding the modesty of women were evident in shawls worn about heads and faces. Spanish women disapproved of the required face covering, so they changed the style to a more feminine version called the mantilla (man-te-ya). Spanish priests considered the Moorish tradition a rather sensible one, and upon their arrival in Mexico, introduced the covering. Their shock at the limited clothing worn by the Mexican Indians made them all the more adamant that the covering (which they called a rebozo) be used. The rebozo is still worn today and its uses have made it essential to village women. J J The rebozd, which is worn draped about the shoulders as a shawl, about the head like a turban, or tied around the back to carry infants, identifies the womans region. Natives can quickly identify a woman's home region simply by noting^the weave, pattern, color, and fringe of her rebozo. Some are gaily embroidered, but others are somewhat drab. Simple patterns are used for everyday utility, and the bright rebozos are kept for fiesta and holiday wear. On Sundays in church you can witness the village women wearing their best rebozos, displaying a tradition that spans the centuries. J \"I J ] J J J1 ? REBOZO ] h Once you have studied the rebozo tradition, you are ready to begin the project itself. You will need ] J, J material cut to be 1 yd. by 274 yds. (unbleached muslin or an old bed sheet) crayons (You will want a large variety of colors.) 2 paper sacks (grocery-store type) an iron Having assembled the above-listed materials, you can begin work on the rebozo. Working with fellow students, choose a pattern and color, as representative of your group, just as each region of Mexico has its own rebozo style. Everyone can easily participate in coloring the bedsheet or muslin material to complete the chosen design. Crayons provide the color, which is then set by covering the material with a paper sack over which a hot iron is placed. The iron will melt the crayons slightly,'which will give the rebozo a more finished appearance. \" J J J J 1 11^ F' JI ^!l W vi JSkS A *ll 11 J' J , ]  J L:] ] FOREIGN LANGUAGES CULTURE ACTIVITY Title: J Author: Ojos De Dios (We suggest that you use the following activities to create and operate a simulated Mexican market.) Cindy Wage ' Topic: Craft Objective: Students will make a God's Eye, typical of the Mexican Indians. Level: Novice {K-4) Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) (NOTE\nIntermediate (5-8) Length\n1 class period Materials\n1. r- unsharpened pencils, popsicle craft sticks, or 3/4 inch dowels cut in nine inch lengths several colors of yarn - u Pre Activity\n3 Explain the history of the craft. t: Indians of Mexico and Central American for hundreds pattern is the symbol of the eye of God. -entral diamond are said to symbolize t 1 i: ^ye. The ojo de dios has been made by the of years. The diamond The bands of color around the the wisdom and light coming from the J Activity\nEach student will need two dowels and approximately 3 yards of yarn for the I center color, 10 to 20 for the middle color and let them work off the skeins J Of yarn for their last color and the pom poms. This will prevent waste. Try to vary the color and lengths of the yarn so that each student's project will . be unique. Make a cross with the two dowels. With one end of the yarn, tie i the cross in place using square knots. This will prevent waste. With one end of the yarn, tie Start winding the yarn around the crossed sticks beqinninq yarn arouna tne crossed sticks beginning at the bottom center of the cross and moving in a clockwise direction winding yarn around J each stick once then moving to next stick. Hold the yarn fairly tight as you Wind it. J Keep winding around the sticks. yarn before it. The yarn should lie in neat rows. To change colors, put the end of the first color and the beginning of the second color of the sticks. Hold the two yarns in place with your thumb, the second color. As you wind, lay each yarn down next to the The yarn should lie in neat rows. J yarn behind one J Start winding After you have wound the second color around twice yarn ends will be held in place. ' the J Keep winding the yarn on and making patterns with the colors. C before you get to the end of the sticks, approximately 1*'. om poms on the ends of the four sticks or just the bottom. To make the pom pom, wrap the yarn around a 2\" piece of card board or three fingers about 6 to 7 times and tie in the middle, leaving enough yarn to tie on the sticks. stop winding a You can tie 11 J I hSI '] ] Post Activity: Have a market and let the children ] aake up play pesos for the children to \"sell\" their crafts. use as currency. You may even want to Suggested Assessment: ] This activity really lends itself well to a participation grade. If __i..^o to be awarded, they should be awarded on the basis of the number of \"God's 1\" completed or on how well the students paid attention - - - - directions. are Eyes ! If points and followed r ] ] J 1 [ L J J J J [J J I J J hI 1 iMj Ojo de Dios , t5S| 2 Lft-ck ^ol L .''A J. 5. Keep winding the yarn on and making patterns with the colors. Stop winding a little before you get to the end of the sticks, approximately -1\". You can tie pom poms on the ends of the four sticks or just the bottom.'. To make the pom pom wrap the yarn around ' a 2\" piece of card board or three fingers about 6 to 7 times, tie in the middle, leave enough yarn to tie on the sticks. ]  1 ach student will need two dowels and , J iximately 3 yards of yarn tor the center or, 10 to 20 for the middle color and let . ioj' wcirr\u0026lt;.oil-ol f^'f sksins-for thoir Uist-coio! he pom f\u0026lt;.ns, lh\u0026gt;. will prevent waste. /\"lO vary the color and lengths of the yarn that each students project will be unique. 1 \u0026gt; a cross with the two dowels. With one , .J \u0026gt;1 the yarn, tie the cross in place, using uare knots. 3. Keep winding around he sticks. As you wind, l-y each yarn down next to the yarn  bsfore it:-The-yam shouldIn nnatjowc. pr P' 1 I 4. To change colors, put the end of the first color and the beginning of the second color yarn behind one of the sticks. Hold the two yams in place with your thumb. Start winding the second color. Alter you have wound the second color around twice, the yarn ends will be held in place. '7 jtart winding the yarn around the crossed .icks. Following the winding pattern in the ram below. Hold the yarn fairly tight as wind it. I J J J J J Title: FOREIGN LANGUAGES CULTURE ACTIVITY Spanish Fans and Their Uses Author: Suzanne Caldwell L Topic: Gestures 1 ] Objective: Level: Students will communicate using typical gestures from Spain. Novice (K-4) 1 Intermediate (5-8) Advanced (912) primary and intermediate levels, activities must be conducted mostly in English.) (NOTE: Advanced (9-12) Length: 30 to 50 Minutes Materials: ] 1. 2. colored construction markers or crayons paper or plain white paper Pre Activity\n1 Teacher will generate a discussion using the following script: communicating other than speaking and writing ] 2. are they? Are some more acceptable than others? What 3 . Can you tell me the following things without speaking: good-bye\nI'm hungry\nI'm choking\nHe's crazy\nI'm cold\nBe quiet? J . ------------' 3i 111 uuiu\nDe quiet.' Gestures in target language countries may vary just as the language varies, in Spain especially, women used to communicate with their fans. The fans usually had pictures painted finished with lace. may vary just as the language J'- in the summer? At one time, on them, and sometimes they were Why would a fan be a common accessory, especially the rules of polite society would not allow younq ladies and gentlemen to communicate freely, and so they developed a system of J gestures using this common accessory. Today you will make a fan and practice some of the old signals between sweethearts. accessory. Activity: J^- Ta)ce a sheet of paper. J'- J ... draw a design on it that means something to you, sheet of paper in an accordion-like manner, pinch the folds together at one end, and you have a fan. Here are some gestures to practice, learned from an Sevilla who remembered using them in her youth: Open the fan and hold it chest high with the design facing This means \"I love you.\" Then fold the sheet of some gestures to practice elderly lady in a. b. outward. J c. d. J Turn the fan around and hold it chest high with the design facinc inward. This means \"I don^t love you. Close the fan and touch the opposite shoulder with it. \"I will meet you later.\" Close the fan and hold it down by your side, talk to you now\nmy mother is watching.\" ost Activity: J  2 . With a partner, meanings. This means This means \"I can't make a list of 15-20 North American gestures and their J 3 . With the same partner, make up some new, logical gestures with the fan These may be shared with the class. IL ] 4 , The fans should be displayed on the bulletin board school. or somewhere in the L Suggested Assessment: Students can be graded merely on participation lists and the appearance of their fans. or on the quality of their ] ] ] ] ] J J J J J J J J J ] fe] Title\nFOREIGN LANGUAGES CULTURE ACTIVITY Where in the World? ] Author: Pat Singer Topic: Geographical location of Hispanic countries Objective: Students will locate Hispanic countries by continents using a world map. L Level: Novice (K-4) I ] (NOTE: Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) ] Length: 1-2 hours Materials: J 1. 2. 3. 4. transparency and copies of \"Continents of the World\" transparency and copies of \"The Hispanic World\" crayons attached list of Hispanic countries L ] Pre Activity: 1. 2. J Display transparency of \"Continents of the World.\" As)c students the following guestions\n(Cover -the title.) L J J J J J J J J 3. a. b. c. d. e. If What is this? (world map) What do you thinJc the circles represent? How many are there? (7) (continents) What are the names of the continents? (Africa, Australia, Antarctica, Europe, Asia, North America, South America) Who would lilce to write a #1 on the continent of ____? until all are labeled.) more review is needed. 'Continents of the World.\" or simply desired. numbers and write a matching )cey. Activity\n1. 2. 3 . 4. 5. 6. (Continue distribute copies of Students can label the continents with (#1 = Africa, etc.) Display transparency of \"The Hispanic World.\" As)c students to identify the continents or partial continents. America, South America, Europe, Africa) Explain that 3 of these continents contain Hispanic countries. \"Which ones are they?\" (North America, South America, Europe) Elicit from students the definition of a Hispanic country. whose official language is Spanish) Distribute copies of \"The Hispanic World\" and crayons. (North Aslc, (A country Focusing on one continent at a time, identify the names and locations of the Hispanic countries. students before supplying it yourself. Elicit as much information as possible from As each Hispanic country is named and located, it should be colored both on the individual copies and on the transparency. **NOTE: (See attached list of Hispanic countries.) countries that are not Hispanic should not be colored. The discussion can be extended by taDcing about neighbors to the north. south. east. seacoast, etc. and west\nbodies of water\ncountries with/without a J II  Conti nenis O-P the V/orldi 1 o \\ I I I I r4 1 I, 0, 6^ I I C/The. ni'spa.nie V/orld ] :] J iJ J J J J J 1 FOREIGN LANGUAGES CULTURE ACTIVITY Title\nLollipop Colors in Spanish 1 Author: Susana Smith ] ] ] Topic: Colors Objective\nLevel: Length: Students will identify colors in target language. Novice (K-4) Intermediate (5-8) Advanced (9-12) At novice and intermediate levels, activities must be (NOTE: conducted mostly in English.) 30-50 minutes Materials: 1. - 3. wooden tongue depressors or popsicle sticks glue scissors 4 . 5. 6. crayons white paper or cardboard pattern for 235-3\" circle 1 Pre Activity\nJ 1. Teacher will ask class \"What is your favorite color?\" and write responses 1 J ifferent on board. Teacher i will tell class that people in other areas of world give ] 3. names to the same colors. Teacher will write the names of the chosen colors in the target language beside the English names of the same colors. ] Activity\n1. Teacher will hold up crayon and say name of color in Spanish, using the phonetic guide if needed. (Underlined syllable is stressed.) J L. red blue green pink purple rojo azul . verde rosado morado (ro ho) (ah sool) (bear day) (ro sah tho) (mo rah tho) ] 3. Students will trace and cut out 5 circles each, circle one of the five specified colors. They will color each Glue sticks to circles to make lollipops in the 5 specified colors. Post Activity\n1. Teacher will ask class to hold up the lollipop in their favorite color. Teacher will ask all students whose favorite color is \"rojo\" J the lollipop that is rojo. colors. to hold up She will do the same with the other four J Suggested Assessment: eacher can ask students individually to hold up each color of lollipop. This activity can be used J comfortable. with whatever language the teacher feels] J Title: ] Author: ] FOREIGN LANGUAGES CULTURE ACTIVITY Crepe or Tissue Paper Flowers (We suggest that you use the following activities to create and operate a simulated Mexican market.) Cindy Wage Topic: Craft for the Market ] Objective: Students will make brightly colored which may be purchased from vendors paper flowers like the ones on the streets of Mexico. Level: Novice (K-4) Intermediate (5-8) Advanced (9-12) primary and intermediate levels, activities must be conducted mostly in English.) (NOTE: Advanced (9-12) Length: 30 to 60 Minutes Materials: 1. h: thin floral wire, 6\" and 12 pieces colored crepe or tissue paper floral patterns (attached) Pre Activity: Brightly colored flowers are often sold in Mexican markets, flowers are not always of the fresh-cut variety, inner plates, made out of red, yellow for sale. ' However, these Huge flowers, as big as m J----------- or pink tissue paper are also offered Today we are going to make some flowers out of tissue paper. J Activity: Gather petals and loop 6\" wire tightly around base to hold petals IXS middle, also held in place with the 6 wire. The 4-,^ 12\" Wire around the completed flower and twisting to hold in place. Now cover the stem with Remember -and secure it in place with tape or glue. crepe or tissue paper Post Activity: \"iThi Jals This craft can also be another item sold and displayed in the market also be used for decoration for a holiday fiesta. It can ^Suggested Assessment: This activity lends itself more to a participation grade than -Of assessment. any other form ] ] ] 1 1 J J J I I] ] nou. ] ] Cut one from crepe paper for flowers center. Roll edges of petals by placing edge between thumb and forefinger and rolling slightly. ] Cut 10 petals ] ] ] ] ] Rouo OATweR uec^ -J. ] 4 ] 4 4 4 I1 L.  Title: 1 Author: 1 1 Topic: 1 2 FOREIGN LANGUAGES CULTURE ACTIVITY Mexican Pottery (We suggest that you use the following activities to operate a simulated Mexican market.) Cindy Wage create and Craft Objective: Students will make Mexican pottery from 1 of 3 claymaking methods. Level: Novice (K-4) Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) (NOTE: Intermediate (5-8) Length: 30 to 50 Minutes J Materials:  1. 2. cornstarch clay salt clay edible clay (i cup cornstarch, 2 cups baking soda, 1^ cups water) (2 cups flour, 1 cup water, 1 cup salt) (1 18 oz. jar of peanut butter, 2^ cups non-fat dry milk) Pre Activity: I Show clay pottery (Mexican pottery if available). ___ _____ _______ Mexicans use clay pots, cups and plates Vvery'^day? Once a week in the markets, villagers offer clay creations of toys, ' ' Mexican pottery is made for J and elaborate candlesticks. artwork, .ctivity: Make the clay using one of the three recipes. JCprnstarch Clay: stir the above ingredients for cornstarch clay in a sauce pan. r-----j-i-j-.- -  . ^Cornstarch Clav: J Remove thick mixture from pan and pour into bowl to When cool enough to handle, knead the clay with hands until smooth and pliable. cool. Salt Clav: I.. Edible Clav: J Stir until thick, with tempera paints. Knead clay and shape. Let dry and paint Combine the above ingredients for edible clay and stir until thick and well mixed. Shape and enjoy. This clay will not harden. Shape and enjoy. iPost Activity: JThis craft can be used in the simulated market, along with the other craft projects described on other sheets. 1  Suggested Assessment: This activity lends itself more to a participation grade than any other form of assessment.1 u. FOREIGN LANGUAGES CULTURE ACTIVITY Capitals and Calendars } chor: Pat Singer Topic\nThe Spanish calendar \"Jbjective: Students will compare and contrast the English and Spanish calendars. ^Bvel: Novice (K-4) (NOTE: Intermediate (5-8) Advanced (9-12) At novice and intermediate levels, activities must be conducted 1 length\nI 3 . mostly in English.) 2 hrs. (includes Post Activity) terials: attached script copies of English calendar copies of Spanish calendar 4 . 5. copies of translation key transparency of Spanish calendar 3re Activity\n1. 1 Elicit from students capitalization rules (see attached). Teacher writes on board or overhead as students respond. Activity: J Distribute to students a copy of the Spanish calendar and translation key. Students skim over these I J information. Students follow these commands:  Touch the days of the week.  Touch the name of the month.  Touch the word for Tuesday. pages to familiarize themselves with the (Continue until all the days have been J: 6 . J touched.) Immediate feedback can be supplied with overhead transparency of Spanish calendar as teacher or students touch the correct word. Distribute a copy of English calendar to each student. Students scan both calendars, looking for similarities and differences. Elicit these similarities and differences from students and make a list on board or overhead (see attached). Post Activity: Distribute copies of blank Spanish calendar. ] he current month on board (see script). Teacher writes the Spanish word for Students make a current month's alendar, Spanish style. week. Be sure students do not capitalize months or days of the Be sure the dates are lined up properly since Monday is the first day of Ine Spanish calendar week. -display students' work. Students could color and illustrate any holidays. juggested Assessment: udents identify the differences and similarities of the English and Spanish endars. 1] ] SCRIPT Capitals and Calendars ] Pre Activity: 1 Among all the capitalization rules that are elicited, be sure the following two are included:  Months of the year are capitalized.  Days of the week are capitalized. ] Activity: ] #6 - Differences to be noted: The month is not capitalized in the Spanish calendar. The days of the seek are not capitalized in the Spanish calendar. The Spanish calendar week begins with Monday instead of Sunday. ] Similarities to be noted: 1 The major format is the same, with the month at the top and days of the week below. - - . Numerals designate the dates. 1 Post Activity: Months of the Year\n(The underlined syllable is the stressed syllable.) J enero ay nay row febrero - fay bray row J marzo abril mar so ah breel J J mayo - my oh junio - hoon yo julio - hool yo agosto - ah ghost oh septiembre - sept vaim bray octubre - oak two bray noviembre - knowv yaim bray diciembre - dees vaim bray J J J J I I] SPANISH CALENDAR TRANSLATION KEY ] Monday lunes loo nace ] Tuesday martes mar tace ] 3 3 3 3 Wednesday miercoles *me vair ko lace Thursday jueves hwav base Friday viernes *bee vair nace Saturday sabado sah bah though Sunday domingo doe mean go 3 *The first two syllables should be pronounced as one syllable. The underlined syllable is the stressed syllable. J J J J 3 J I J 1 1 IJ tthfo I mo-rtes )es V/ernes 3 dofnm^o - L_ I0 1 8 10 II IS. IS ^0 S7 1^ IS/ 6\u0026gt; 17 13 17 SI S3 S(7- 55\" 2b S3 S7 30June Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 1^ /3 / 8 5 3 \"A I ^9 /o n 1/ /7 ^0 ^3 (p ^3 301 1.. FOREIGN LANGUAGES CULTURE ACTIVITY Title: Let's Go Shopping! 1 Author: Pat Singer Topic: The Mexican Market 1 Obj ective\nThe students will be exposed to seven typical items sold in a Mexican market and make their own individual markets. 1 Level: 1 Novice (K-4) Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) (NOTE: Intermediate (5-8) Length: 1^ to 2^ hours or perhaps 3 sessions each 45 minutes 1 Materials: 1. 2. P- J 4. 5. script for Mexican market information copies of Pronunciation Key copies of illustrated market items with item names 1 crayons, scissors, glue copies of activity sheet \"Welcome to the Mexican Market\" Pre Activity: ] 1. Elicit from students the names of stores in their community where one can buy clothing? toys? blankets? food? craft items? kitchen items? Tell students what the Mexican market is like. food? (use script) J Activity: 1. J J 2. 3. 4. J J J Je: Distribute copies of Pronunciation Key of 7 typical items sold in Mexican markets. Read together. Distribute copies of illustrated market items. Read each of the following descriptions and ask students to touch that drawing. -The sombrero is a wide-brimmed hat. -The poncho is a kind of a sleeveless blanket coat worn by men, and has a slit in the middle to slip over the head. -The re^ozo, a shawl worn by women, is a piece of material which, when folded in half, often forms a triangle. -The sarape is a blanket that is folded to form a narrow rectangle and is worn by men over one shoulder. The mananita is a sleeveless blanket coat worn by women and is slit open in the front. -The cobija is a blanket. -The pj^nafea is a pot, covered with papier mache, decorated, and filled with goodies to be hung and broken at pairties. Students color these items using bright colors and lots of designs. Distribute copies of \"Welcome to the Mexican Market.\" \"  Have students fold J so the doors meet at the center and, when opened, display the market stalls. 1I 1 The Mexican Market Pre-Activity 1 (Continued) 3 1 8. Following the attached example, students cut and paste the market items in the stalls as they desire. The end results is that the items appear to be hanging. (Note\nWhen pasting the poncho, cobija, mananita, and rebozo, fold in half and paste back half onto paper, only the top of the pinata and sombrero. the 3-D effect! sarape, Paste Students will be delighted with Students cut and paste the item names in the boxes below each item, sure they are matched appropriately. Be I Post Activity: * Display students' markets as a bulletin board, Mexican Market.\" entitled \"Welcome To The 1 Suggested Assessment: This activity might lend itself best to a participation grade. However, you J could have students match the name of each market item with the appropriate description, as in \"Activity #4.\" ] ] J J J ] J J J J JT 1 SCRIPT LET'S GO SHOPPING 1 Pre-Activity: Mexican Market Information 1 1 In Spanish speaking countries, open-air markets are yery common and are much more likely to be found than are shopping malls. Almost anything a family would need is sold at these markets. They are very similar in appearance to what we know of as craft fairs or farmers' markets, where each vendor sets up his/her own booth or stall. Also, it is a very common sight to see the items for sale hanging in the stall area. 1 1 1 ] ] J THE MEXICAN MARKET PRONUNCIATION KEY J J ] el poncho el pown cho el sarape el sah rah pay el rebozo el ray bow sow la mananita lah mahn ya knee tah la pinata lah pean yah tah el sombrero el sowm bray row J la cobija lah koh bee ha J Note: The underlined syllable is stressed. J J JX ** Fold on dotted lines I el poncho t I el sarape Cut out slit in center el rebozo la mananita la pinata I el sombrero la cobija I I I fd the. Marke't Weleonne. Mexican o 0 1 r 1 T1 ] T\nAl T\u0026lt; 01 L( 1 L: I I I I 1 ] Le He I I 1. I 2. IJ:' 1 5, Pl 1. I ]  Sh Dr 3. 1  1 Ac Me 1. 2. 0* ? cf CU 1 Pc Da de 1. 1- Su ITh SU  J J 1 n h a D (i I 1 I I I 1 I I i I I I I I Welcome. Mexican 0 fo the. Mcrkei' Q 6y I I I1' ] ] ] PRE ACTIVITY: Mexico's Independence Day SCRIPT - LONG LIVE INDEPENDENCE (Part I) biggest and noisiest of the holidays. on September 15th \u0026amp; 16th. seen, green/white/red. i\" throughout Mexico\"*^ L 1 -----3--------- are decoratQf-'oHo---- 2 street corners, vendors sell flags and other\nStalls are set up to sell food and handmade Churches and marketplaces are decorated. Pinatas hang from tree limbs. Fireworks, and dancing can be seen and heard everywhere! crafts. , - . . ----------* Pinatas hang from tree limbs parades, mariachi bands, r  '  iiiws. IThis holiday commemorates the day, r go), a priest, called for the people to rebel acrainst their Snanitih ^lers and become independent. On that date, at 1^:00 p m , rlir HiSi ItS? helrd FJther^Hidai?*h'V'^ of Dolores. As the townspeople came running, M Hidalgo shouting that it was time to fight for their liberty from^pai?^^''* independence started a long fight for freedom doll go), a priest September 15, 1810, when Father Hidalgo (ee bo 4-.S i-_i ggainst their Spanish Today in Mexico, . . , Father Hidalgo is remembered independence. Each year, on that date. as the Father of Mexican .UI. u Hidalgo's plea for independence throughout Mexico. The celebrations begin on ar ii\noo p.m., r~ - is read in town Iseptember 15th, i _____ ____ uuj Hidalgo's famous words, know as \"el grito,\" the sh^t continue into the night and following day! \"Viva la Independencia! '   The celebrations begin cn as the President publicly proclaims Father Then the festivities I Viva la libertad! idependence, long live liberty, long live Mexico!) Everywhere you hear echoes of, Viva Mexico!\" (Long live J LEGEND OF THE MEXICAN FLAG 'he Mexican flag is green, white, and red. symbol of Mexico. -^1 .  ..In the center of the flag is the eagle perched on a cactus with a snake in its According to the legend, the Aztecs looked for the xiiy uu cue xegeno, me Aztecs looked for the symbolic eagle for n Abonb TJn looking for a place to settll down. n about 1300 A.D., the Aztecs are said to have found such c... __   ------------the middle of Lake Texcoco in the vallev of exico. There they built their capital citv. They had canals for streets^and on a cactus on an island an eagle, perched hexi ^loa There they built their capital city. Tney naa loating gardens upon which they planted their crops. T_l ov.r.r^/e. bullt OU top of tho iTulns of the famous ztecs. Mexico's capital. Today, Mexico City, r city of the J J 1V SCRIPT - LONG LIVE INDEPENDENCE (Part I) ACTIVITY: Instructions for Making Party 'Favors\" ] NOISE-MAKERS I You will need: 1 coke can per student copies of paper pattern crayons, scissors, glue, masking tape pebbles or dried beans 1 1 1 1 1 1 1 1 1 I J J J J 1. 2. 3. 4. 5. 6. 7. 8. 9. Rinse out coke cans and let dry. Students color the paper pattern as follows: 1 red circle, 1 green circle rectangle - green/white/red (Make sure the white stripe is the middle one.) Students write their name with a black marker on one circle. Students cut out pattern pieces. Glue rectangle around body of coke can. Drop some pebbles or dried beans inside each coke Cover hole in top with masking tape. Students glue a circle on each end of the coke When dry, shake and celebrate! SMALL MEXICAN FLAGS You will need: 1. 2. 3 . 4 . can. can. copies of flag (choose the size you prefer) crayons (green, red, brown) scissors, glue craft popsicle sticks Students color the flag as follows: - Left stripe is green. - Center stripe is white. - Right stripe is red. - Eagle is brown. - Snake is green. - Cactus is green. - Blooms on cactus are red. Students cut out the flag. Glue each flag to a popsicle stick. When dry, wave them as you parade around the room! PENNANTS You will need: 1. 2. 3. construction paper (green, white, red) markers (green, black, red) scissors, glue very thin dowels (1 for each pennant) suggested slogans written on board for students to copy Draw a triangle on each paper so the shape will resemble that of pennant. Whatever size you prefer will be great. a Students choose the color pennant they desire. Students copy the slogan they prefer onto the pennant, using markers. - red/green pennants - use black markers - white paper - use red/green markersI Instructions for Making Pennants (Continued) 1 SLOGANS 1 1 Long Live Independence! Long Live Liberty! Long Live Mexico! Padre Hidalgo - Father of Mexican Independence Mexican Independence Day - September 15th \u0026amp; 16th 4. 5. 1 Students cut out the pennants and attach to thin dowel. When dry, wave and have fun! 1 POST ACTIVITY: Instruction for making party decorations LARGE BANNERS 1 I - t 1 You will need: long white paper - the size you desire for banner markers (red, green, black) suggested slogans (same as for pennants) 1. 2. Copy slogan of choice onto banner. 3. Decorate, if desired, with drawings pertinent to the holiday, such garland, flowers, fireworks, Mexican flag, etc. Mexico's national colors, plus black.) Hang finished banners in classroom and/or school hallways. as (Be sure to use only I i 1 1 LARGE MEXICAN FLAGS You will need: 16\"x36\") copies of emblem for large flag white paper the size of finished flag (possibly large construction paper - red \u0026amp; green (12\"xl6\") scissors, glue 1 1. 2. 3. 4. 5. Color emblem, following directions in ACTIVITY \"Small Flags.\" Glue 12\" X 16\" green construction paper onto left side of large (16\" X 36\") white paper. Glue 12\" X 16\" red construction paper onto right side of the same white paper. Cut out finished emblem and glue in the middle of the center white strip. Display finished flags in classroom and hallways! J I ** TISSUE PAPER FLOWERS J Instructions for making these flowers can be found in the culture activities packet dealing with crafts in the Mexican market, sure to use only green, white, and red tissue paper. However, be J  J i1 tJoiSQ - 1 1 1 1 1 1 1 I I I J J (! III ] ] 1 1 1 1 1 ] ] ] ] J ] .. .............................. \"HI Illi I ESC IWTfTlBI J J r J 1 FOREIGN LANGUAGES CULTURE ACTIVITY ] Author: Long Live Independence! (Part II) Pat Singer Topic: Mexico's Independence Day *] Objective: Students will celebrate Mexico's Independence Day with a skit and appropriate food. 1 -* Level: Novice (K-4) Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) (NOTE: Intermediate (5-8) Length: 45 to 60 Minutes 1  1. jMaterials: information script about Mexico's Independence Day (see Part I) props for skit (detailed below) food (detailed below) 2. cassette tape of Mexican music (if available) ^Pre Activity: 1. ] 1 3. If Part I was npi done, share with students information from the attached sheet about Mexico's Independence Day. If Part I w^ done, review by eliciting from students information about this holiday. ] The Mexican flag has 3 colors, green/white/red. Have students guess what each color might represent. Then explain that green represents hope, white represents peace, and red represents liberty, shed blood of those who fought for it.) (It was won by the Activity: Have a party and celebrate! ? ] Begin with re-enacting father Hidalgo's famous shout. turned off to simulate night time. Set an alarm clock to go off, and as it does, shine a flashlight on a hanging cardboard clock showing 11:00. Then, Father Hidalgo emerges wearing a black poncho, chair ringing a bell and shouting! Lights can be He stands on a ] Father Hidalgo Townspeople (class) \"It's time to fight for independence!\" \"Long live independence!\" J Father Hidalgo Townspeople (class) \"It's time to fight for liberty!\" \"Long live liberty!\" 1 Father Hidalgo Townspeople (class) \"It's time to fight for independence!\" \"Long live independence!\" \"Long live liberty!\" \"Long live Mexico!\" 1 1 Townspeople should shake noise-makers and wave flags and pennants if these articles were made in Part I.p 1 1 ACTIVITY: Mexico's Independence Day - Part II (Continued) I p- 1 1 1 ] Enjoy food that represents the 3 national colors students bring in the food, excitement! Per Class (2) 2-3 large bags 2-3 containers 2-3 containers 2-3 containers 2 gallons of Mexico! Have They love it and it adds to their Menu Item tortilla chips avocado dip (green) picante sauce (red) sour cream (white) red fruit punch Play a tape of Mexican music (if available) during the \"fiesta.\" Post Activity: ompare and contrast the celebration of Mexico's Independence Day with our (The similarities are numerous. The main 2^fferences are the national colors, the history leading to independence, and the use of pinatas. Add any additional ones you notice.) T celebrations of July 4th. J dif f ATAnnOS -1  1 Add any additional ones you notice.) Suggested Assessment: You may want to give the student a comprehension test covering the information J ntroduced, reviewed, and experienced in these activities. The test format ^multiple choice, true/false, open-ended, fill in the blank) will depend upon the level of the students. J L J 1 Li J J J JI 1 1 1. Title: FOREIGN LANGUAGES CULTURE ACTIVITY Mexican Fifteenth Birthday 1 Author: Pat Singer Topic: Family Birthday Celebrations 1 Objective: Students will be exposed to the Mexican Fifteenth Birthday Celebration. L 1 Level: 1 1 Novice (K-4) Intermediate (5-8) Advanced (9-12) At primary and intermediate levels, activities must be conducted mostly in English.) (NOTE: Intermediate (5-8) L 1 Length: 1 to 1^ hours Materials: I 1. P J 3. copies and/or transparency of photograph copies and/or transparency of photograph with translated announcement script of reference material on Mexican Fifteenth Birthday Pre Activity: Elicit from students different occasions that families celebrate (births, J birthdays, weddings, anniversaries, good report card, winning a baseball game, etc.) 3. J Make list on board or overhead. Which of these occasions can you commonly read about in the newspaper? Which of these usually have photographs to accompany the newspaper article? J Activity: 1. 2. J- 7- Distribute copies or display transparency of photograph only. Explain that this is an authentic photograph from a newspaper in Mexico. Referring back to occasions discussed during the pre activity, aak students which occasion they think this photograph might represent and why. (They will probably guess a wedding.) ask Tell students that this is not a wedding photograph, but rather a very special birthday photograph. Discuss with students which birthdays, if any, special in their families or in our culture. are considered extra 6. etc.) (possibly \"sweet 16\", 21st, J- Distribute copies or display transparency of photograph with translated announcement. J Read together and ask comprehension questions, such as: is it? (Cindy Alaniz), How old will she be? (15), going to be held? (at the V.F.W.), Whose birthday Where is the party (May 25), Who is invited? (friends and family), What's the date of the celebration? Who is Maria Alicia J Alaniz? (Cindy's mother) Share with students the information about the Mexican Fifteenth Birthday. (Use the script of reference material.) J1 1 Mexican Fifteenth Birthday (Continued) ost Activity\n1 Students compare and contrast the Mexican Fifteenth Birthday Celebration with a wedding celebration. (see script) 1 Suggested Assessment: Students write 10 facts about the Mexican Fifteenth Birthday. (see script) ] ] ] ] J J L J JJ J J J J J JI 1 SCRIPT - MEXICAN FIFTEENTH BIRTHDAY 1 1 1 1 ACTIVITY\nREFERENCE MATERIAL ON MEXICAN FIFTEENTH BIRTHDAY In Mexico the celebration of a young lady's fifteenth birthday is a very big It marks the point at which she formally enters society and passes from childhood to adulthood. and special family celebration. Family and friends celebrate this event by first gathering together in church special service. The young lady wears an elegant white, or pastel 1 long gown, with a beautiful headpiece. They give thanks to God that J she has overcome the obstacles and challenges of childhood and pray for wisdom, strength, and blessings in the years to come. The young lady wears an elegant white, j From the church,\n\"  The young lady enters the ] all go to a home or hotel ballroom for a formal reception, room accompanied by 14 couples, all dressed in She and her father dance the first dance, which is a Strauss The next two dances are waltzes also, regional or popular music. formal attire. waltz. Then, the music changes to There is much food, drink, dancing, and merriment. -| Although this is a very expensive event, J celebrate similarly. this family event! families at all income levels They save for many years because of the importance of J POST ACTIVITY: J IMILARITIES .1 1. 2. 3. J'- 5. 6. Friends and family members celebrate in a church service and then enjoy a reception at a home or hotel ballroom. Invitations are sent out. A photograph and article appear in the local newspaper. The young lady wears an elegant and formal white or pastel colored Iona gown.  7. There are attendants to the young lady who are formally attired. The first dance is reserved for the young lady and her father, lady and her husband at a wedding.) It is expensive! (Young IDIFFERENCES 1. J'\nThe reason for the celebration. The age of the young lady. Some traditional wedding activities such flowers, garter, etc. as throwing the bouquet of JsUGGESTED ASSESSMENT: Facts about Mexican Fifteenth Birthday ^3. 7. |8. 9. Young lady wears a long white or pastel colored gown. The celebration begins with a church service. The reception is at a home or hotel ballroom. Young lady has 14 attendants, formally attired. The first dance is for the young lady and her father. The first three dances are waltzes. Then popular music is played. Formal invitations are sent out. It is expensive. Many families save for years for the event.J J J ] \u0026gt; Mayo 16\n1991 J ] ] ] ] W! *\u0026gt;ra\nBHB   W V *?'\u0026gt; :.tJS\u0026gt;S' i \u0026lt; -'?r-ir' .4.. .. * 1 tui \u0026lt; * 4-1 - JV-  s'i -i' , x\" y y .fe- ^l-' ] ] ] ] ] 1 ^^Mayct\n165^1991 1 ] 1 ] ] ] ] 1 .T-if ^4^ i ] FIFTEENTH BIRTHDAY 1 ] with great enthusiasm, details are being finalized for the Fifteenth Birthday Celebration of the beautiful Miss Cindy Alaniz, beloved daughter of Mrs. Maria Alicia Alaniz. The party ] is scheduled for May 25th, and friends and family members are receiving elegant invitations for the dance to be held at the V.F.W. Congradulations, and may it be an unforgettable day for Cindy! ] ]\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_469","title":"Incentive Schools: ''Little Rock School District Incentive School Survey Report,'' Planning, Research, and Evaluation Department","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":["1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning","School improvement programs","School integration"],"dcterms_title":["Incentive Schools: ''Little Rock School District Incentive School Survey Report,'' Planning, Research, and Evaluation Department"],"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/469"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n-,.4 littlE ROCK school district i'- RECEIVED SEP 2 0 1995 Office of Desegregation Monitoring INCENTIVE SCHOOL SURVEY REPORT Spring 1995 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas August 1995 I f i f I LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, and EVALUATION DEPARTMENT INCENTIVE SCHOOL SURVEY REPORT SPRING 1995 The Little Rock School District Desegregation Plan of April 29, 1992, contains numerous provisions, directives, suggestions. and mandates concerning the operation of the district's incentive schools. One of the directives is that \"...every staff member has a duty to provide a climate conducive to learning and should hold and model high expectations for all students (LRSD Plan. Item \"D\", 177).\" Additionally, the Plan calls for student evaluators \"...to complete evaluations relative to the school. its climate and their educational experience... (LRSD Plan. Item \"E\", 177).\" To that end, a survey instrument was developed by the LRSD to collect data concerning programs offered at the incentive schools and to seek students' opinions regarding their educational experience. Curriculum, parental involvement, classroom instruction, the guidance program, extracurricular activities, and the extended day program were among those areas for which opinions were sought i via the Incentive School Survey. The survey instrument consisted of 44 items for which students were given the option of choosing I \"Always\", \"Usually\", \"Sometimes\", \"Rarely\", or \"Never\" as an answer for each item. I The questionnaire was distributed to 481 of the 541 fourth. fifth, and sixth grade students enrolled in the incentive schools in March of 1995\nthus, 89% of the enrolled students had an opportunity to serve as student evaluators. All of the students (481/481) to whom the survey was distributed completed andreturned it. LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL SURVEY REPORT SPRING 1995 Page 2 This report presents a summary of the findings. More than two-thirds of the students responded \"Always\" or \"Usually\" to 16 of 44 items on the survey. Eleven additional items received an \"Always\" or Usually\" response from between 50% and 65% of the respondees. It is clear that numerous students highly regarded their incentive school experience. Items which received the highest ranking from students, along with the percentage of students responding \"Always\" or \"Usually\", are listed below. HIGHEST RANKING ITEMS RANK 1 1 3 3 5 6 6 8 9 10 10 SURVEY ITEM % My tests are about lessons taught in class._______ The counselor teaches students about feeling good about themselves.__________________________________ Test-taking skills are taught in my classroom. My daily homework is about lessons my teacher has taught.____________________________________________ I have all the books and materials I need to learn.__________________ Listening skills are taught in my classroom._____ Study skills are taught in my classroom.__________ My parent/guardian provides a place for me to study at home._____________________________________ I attend the computer laboratory at least two times each week.___________________________________ African and African-American history and culture are taught at this school._______________________ My teacher gives me a chance to answer questions. 86 86 82 82 80 78 78 76 75 72 72LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL SURVEY REPORT SPRING 1995 Page 3 In addition to pointing out areas with which many students were pleased, the survey also provided information regarding areas that presented some problems. The ten items listed below indicate that either a program had not been fully implemented or that students viewed the activity stated in the questionnaire as being unsatisfactorily fulfilled. Of the 44 items on the survey, items which received the lowest ranking from students, along with the percentage of students responding \"Rarely\" or \"Never\", are listed below. lowest ranking items RANK SURVEY ITEM % 44 43 42 41 40 39 38 38 36 35 I participate in the take-home computer program.______________________________________ I participate in the Boy Scout or Girl Scout troop in this school. I use the foreign language laboratory. I work in the science lab at school. Students are rewarded for after-school peer tutoring. I attend Saturday school. My parent/guardian volunteers to help at school.______________________________________ My parent/guardian attends PTA meetings. I use the homework center.__________________ Extended Day helps me learn better in my classroom. 75 68 66 56 55 53 49 49 38 36LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL SURVEY REPORT SPRING 1995 Page 4 When the responses from individual schools were analyzed, a relatively consistent pattern of student opinions was apparent. More than 75% of the students in each incentive school indicated that daily homework was about lessons that had been taught and that tests also covered material taught in class. Additionally, a high percentage of student evaluators from all of the incentive schools expressed the opinion that their counselors taught them about feeling good about themselves\nthe \"Always\" and \"Usually\" responses to this item ranged from 80% to 93%. In each school, a majority of the students who responded to the survey also indicated that they were receiving instruction in test-taking skills, study skills, and listening skills. The above examples indicate that all of the incentive schools are successfully implementing many of the provisions of the desegregation plan. According to the student evaluators, numerous desegregation obligations are being met by the incentive schools. However, responses reveal that there are some areas of concern that are identical in most the schools. Following are examples of some of these areas. One problem obviously regards the use of foreign language laboratories. The item on the questionnaire which concerned these laboratories was one of the items receiving the lowest ranking. \"Rarely\" and \"Never\" responses to the use of foreign language laboratories ranged from 94% of the students at Rightsell not using such a laboratory to 42% at Rockefeller and 41% at Garland. Another area which evidently needs attention isLITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL SURVEY REPORT SPRING 1995 Page 5 the home computer program\nin each of the incentive schools, approximately 70% of the responding students indicated that they rarely or never participated in this program. The survey clearly showed that participation in Boy Scouts or Girl Scouts was limited\nMitchell and Franklin had higher levels of participation than the other incentive schools. Another area which demonstrated a need for improvement was parental involvement, either in the form of attending PTA meetings or in volunteering at school. The survey also indicated that the item concerning attendance at Saturday school was one of the lower ranking items. The foregoing examples of questionnaire items which received a high percentage of \"Never\" and \"Rarely\" responses from student evaluators provide Little Rock School District administrators and other interested parties with information regarding practices and/or programs in need of improvement. A complete reporting of student responses to the Incentive School Survey items is included in the appendix. Information derived from this report should prove useful in making decisions concerning different aspects of the incentive school program. IAPPENDIXLittle Rock School District Incentive School Survey - Frequency Report All Incentive Schools - Spring 1995 4th Sth Sth Total Enrolled 197 167 177 541 Distributed 184 140 157 481 Reponses 184 140 157 481 I tike the programs at this school. Always 164 32% Usually 94 20% Sometimes 191 40% Rarely 21 4% Never 21 4% Missing 1 I attend extended day. 235 49% 59 12% 78 16% 14 3% 93 19% 3 Extended day acttvrties are fun. 451 32% 91 19% 136 28% 6% 76 16% 4 My homework is completed during extended day. Extended day helps me team better in my classroom. My daily homework is about lessons my teacher has taught. My homework is graded. 89 19% 96 20% 158 33% 27 6% 109 23% 3 My homework is returned to me. I am rewarded for doing good work. My teacher gives me a chance to ask questions._______ My teacher gives me a chance to answer questions. My tests are about lessons taught in class. t work tn groups with other students. I work alone when completing some assignments. ____________ My parent/goardian signs homework papers._______\n......................................... My parent/guardian helps with homework. My parenVguardian attends PTA meetings. 113 24% 66 18% 107 22% 56 12% 114 24% s 316 66% 79 16% 66 14% 13 3% 6 1% 2 256 63% 82 17% 106 22% 27 6% 0 2% 138 29% 74 16% 136 29% 38 8% 90 19% 6 106 22% 72 15% 169 36% 60 1t% 79 17% r 252 53% 80 17% 94 20% 24 5% 22 5% 10 215 45% 120 27% 100 21* 20 4% 14 3% 4 349 73% 62 13% 46 10% 12 3% 9 2% 4 84 18% 172 36% 128 27% 242 51% 61 13% 66 14% 134 28% as 12% 81 17% 11% 227 48% 117 25% 131 28% 95 20% 126 27% 59 12% 40 6%  28 6% 24 5% 7 SO 11% ftO 23% 7 24 5% 36 8% 4 68 12% 177 37% s 1 ILittle Rock School District Incentive School Survey - Frequency Report All Incentive Schools - Spring 1995 My parenVguardian volunteers to help at school. My parent/guardian provides a place for me to ^dy at home. The counselor visits my classroom to help the students. The counselor teaches students about feeling good about themselves. I participate in the Boy Scout or Girt Scout troop in this school. i attend Saturday school Always 81 17% Usually 54 11% Sometimes 109 23% Rarely 66 14% Never 166 35% Missing 6 My teacher reads to the class. 1 have creative writing assignments. African and African-American history and culture are taught at this school. Role models/mentors visit this school. Lessons about other cultures are taught in my classroom. Field trips help me to learn. I use the foreign language laboratory. Students are rewarded for after school ^p6er.futoriftg\u0026gt;.............................................i My school work is placed on the bulletin board in the classroom or hallway. I use Uie homework center. I am encouraged to use correct grammar. Test taking skills are taught hi my class- room. Listening skills are taught in my classroom. Study skBls are taught in my classroom. 295 62% 67 14% 53 11% 29 4% 43 9% 4 208 43% 95 20% 133 28% 27 6% 16 3% 3 358 75% 54 11% 42 9% 11 2% 14 3% 3 93 19% 79 17% 134 28% 1S1 32% 246 52% 199 42% 181 38% 5 24% 56 12% 73 16% 162 34% 160 34% 276 59% 293 62% 291 61% 276 19 4% 42 9% 21 4% 305 64% 2 IM 11% 102 21% 97 21% : 96 20% 96 20% 113 24% 194 22* 41 9% 64 12% 103 22% 62 13% 58 12% 97 20% 82 17% 94 20* 92 19% 159 33% 148 31% 84 18% 117 25% 130 27% 136 29% 65 14% 78 17% 145 30% 73 15% 68 14% 61 13% 63 13% 70 15% 30 6% 41 9% 46 10% 40 8% 34 7% 27 6% 51 11% 41 9% 46 10% 30 6% 36 8% 32 7% 13 3% 25 5% 23 5% 226 47%  4 40 8% 31 7% 10 2% . 31 6% 22 5% 66 14* 268 57% 297 45% 36 8% 144 30% 35 7% 11 2% 16 3% 12 3% 6 a 6 % 9 to 11 24 6 7 13 7 5 7 2 ILittle Rock School District Incentive School Survey - Frequency Report All Incentive Schools - Spring 1995 Always Usually Sometimes I am taught to solve story problems in mathematics. I attend the computer laboratory at least two times each wedt. . I have all the books and materials I need to learn. I participate in the lake home computer program. I work in the science lab at school. 230 49% 89 19% 107 23% Rarely 25 5% Never 22 5% Missing 9 322 68% 300 63% 58 12% 89 19% 33 7% 82 17% IK 5% 3S 7% lol 11% 53 11% 45 9% 85 18% 27 6% 17 4% 32 7% 60 13%  9% 23 5% 323 88% 205 43% is 7 4 8 I have teamed new words because I have studied Latin. I have talked with my teacher or counselor about what I want to do when I become an adult. t76 37% 74 18% 58 12% 28 8% 138 29% e 174 37% 71 15% 122 26% 33 7% 76 16% 6 3Little Rock School District Incentive School Survey - Frequency Report Franklin - Spring 1995 4th Sth Sth Total Enrolled 39 37 37 113 Distributed 35 38 36 109 Reponses 35 38 36 109 I like the programs al this school. Always 38 a3% Usually 16 t?% Sometimes 48 Rarely 5 5% Never ? 6% Missing 0 I attend extended day. 59 54% 15 14% 13 12% 4 4% 18 17% 0 Extended day activities are fun. 40 37% 18 t7% 20 27% 6 5% 17 16% My homework is completed during extended day. Extended day helps me learn better in my classroom. My daily homework is about lessons my teacher has taught. My homewtirk Is graded. 19 17% 20 18% 43 39% 5 5% 22 20% 0 My homework is returned to me. I am rewarded for doing good work. My teacher gives me a chance to ask questions. My teacher gives me a chance to answer questions. My tests are about lessons taught in class. I work In groups with other students. I work alone when completing some assignments. My parenWsjuafdlan signs homework papers. My parent/guardian helps with homework. 22 20% 84 77% 62 57% 39 36% 24 22% 70 65% 0 56% 85 78% 21 19% 42 39% 17 1.6% 59 54% 15 14% 21 19% 20 18% at 28% 0 12 11% 16 ts% 16 15% 15 14% 16 15% 25 23% 6 6% 18 17% 30 28% 11 10% 15 14% 11 10% 21 19% 34 32% 38 36% 16 15% 20 19% 12 11% 53 49% 22 21% 23 22% 17 16% 2 2% 0 0% 0 10 0% 0 0% 6 6% 8 8% 5 5% 3 3% 4 4% S 6% 7 7% 10 18% 8 7% 12 11% 22 21% 0 0% 0 0% 2 2% 11 10% 6 6% IIOs 34% 10 9% 2 2 2 1 0 1 2 0 0 4Little Rock School District Incentive School Survey - Frequency Report Franklin - Spring 1995 My parent/guardian attends PTA meeting XAvays 16 15% Usually 10 9% Sometimes 20 18% Rarely 6 7% Never 51% Missing 0 My parent/guardian volunteers to help at school. My parent/guardian provides a place for metostifdyatbome. The counselor visits my classroom to hel the students. The counselor teaches students about feeling good about themselves. I participate in the Boy Scout or Girl Scou troop in this school. 1 attend Saturday school. 26 24% 13 12% 21 19% 15 14% 33 31% 1 My teacher reads to the class. I have CTeative writing assignments. African and African-American history and culture are taught at this school. Role modets/mentors visit this school. Lessons about other cultures are taught in my classroom. Field trips beip ma to team. I use the foreign language laboratory. Students are rewarded for after school peer tutoring. My school work is placed on the bulletin board in the classroom or hallway. I use the homework center. I am encouraged to use correct grammar. Test taking skills are taught in my class- room. . Listening skills are taught in my classroom. 67 62% 47 44% 7S 69% 37 34% 28 26% 37 35% 33 31% 50 47% 45 42% 44 41% 33 31% 7 7% 11 11%  38 36% 37 35% 53 50% 66 62% 68 64% 14 13% 17 16% 14 13% 3 3% 18 17% 16 15% 17 16% 24 22% 25 23% 21 20% 25 24% 3 3% 13 13% 19 18% 13 12% 19 18% 22 21% 17 16% 13 12% 30 28% 12 11% 9 8% 23 22% 32 30% 31 30% 19 18% 25 23% 29 27% 28 27% 14 13% 21 20% 29 28% 16 15% 14 13% 11 10% 10 9% 8 7% 6 6% t 8 7% 6 6% 1 2 2%  5% t 4 4% 4 4% 8 8% 11 11% 11 10% 6 6% 5 5% 16 10% 2 2% 12 12% 8 8% 8 8% 11 10% 2 2% 7 7% 56 51% 34 32% 14 13% 13 12% 3 3% 6 6% 8 8% 9 9% 79 75% 47 46% 11 11% 33 31%  10 9% 5%  5 5% 0 2 2 4 2 2 2 4 4 5 4 2 2 a 2 5Little Rock School District Incentive School Survey - Frequency Report Franklin - Spring 1995 Always Study stulls are taught in my classroom. I am taught to solve story problems in mathematics. I attend the computer laboratory at least two limes each week. I have all the books and materials I need to learn.___________________________ I participate in the take heme computer program. I work in the science lab at school. I have learned new words because 1 have studied talin.________________________ I have talked with my teacher or counselo about what I want to do when I become a adult. 63 59% 57 54% 66 62% 68 64% 17 16% 14 13% 48 4S% 39 37% Usually 22 21% Sometimes 13 12% Rarely 5 5% Never 3 3% Missing 3 19 18% 16 15% 3 3% 10 10% 4 8 8% 16 15% 6 6% 8 8% 12 t1% 11 10% 6 14 13% 12 11% 11 10% 31 29% 17 16% 33 31% e e% 6 6% 7 7% 17 16% 9 9% 5 5% 13 12% 5 5% 66 82% 36 34% 20 19% 18 17% 1 2 3 3  3 Little Rock School District Incentive School Survey - Frequency Report Garland - Spring 1995 4th Sth Sth Total Enrolled 31 38 36 105 Distributed 31 36 35 102 Reponses 31 36 35 102 f like the programs at this school. Always 30 29% Usually 21 21% Sometimes 42 41% Rarely 4 4% Never 5 5% I attend extended day. 43 43% 8 8% 22 22% 5 5% 23 23% Missing 0 1 Extended day activities are fun. 35 34% 18 18% 27 26% 4 4% 15 18% e My homework is completed during extended day.______________________ Extended day helps me learn better in my classroom. My daily homework is about lessons my teacher has taught. My homework is graded. 19 19% 14 14% 30 30% 4 4% 34 34% 1 My homework is returned to me. 1 am rewarded for doing good work. My teacher gives me a chance to ask questions. My teacher gives me a chance to answer questions.________________ My tests are about lessons taught in class. 1 work in groups with other students. I work alone when completing some assignments. _____________ My parent/guardian signs homework papers.____________________________ My parent/guardian helps with homework. My parent/guardian attends PT A meetings. 21 21% 74 73% 44 43% 22 22% 30% 59 60% 53 52% 73 72% ts 18% 38 38% 30 23% 50 50% 6 6% 19 19% 12 12% 15 15% 10 10% 14 14% 16 16% 20 20% 13 13% 13 13% 25 25% 10 13% 13 13% 9 8% 26 26% 10 10% lo 26% t 13 13% 34 33% 30 30% 42 42% 19 19% 21 21% 10 10% 46 46% 25 25% 39 36% 21 21% 30 30% 1 1% 2 2% 0 6 6% 3 3% 0 10 10% 29 29% 1 7 7% 8 8% t 3 3% 2 2% 3 3 3% 4 4% t 3 3% 2 2% 1 13 13% 8 9% 3 6 6% 6 6% 2 9 9% 5 5% 16 16% 11 11% 12 12% 40 40% 0 1 t 7Little Rock School District Incentive School Survey - Frequency Report Garland - Spring 1995 Always My parent/guardian volunteers to help at school. My parent/guardian provides a place for me to study at home. The counselor visits my classroom to help the students. The counselor teaches students about fe^Big good about themselves, I participate in the Boy Scout or Girl Scout troop in this school. I attend Saturday school. 8 8% 64 53% 38 37% 74% 19 19% to 10% My teacher reads to the class. 23 23% I have creative writing assignments. 29 2^ Usually 11 11% 14 14% 17 17% 9 9% 3 3%  7% 21 21% 20 20% Sometimes 18 18% 12 12% 31 30% 10 10% 8 8% 19 t9% 33 33% 34 33% Rarely 12% 5 5% 8 8% 3 3% 2 2% 4 4% 12 12% 14 14% Never 53 52% 1? t7% 8 8% 3 5% 70 69% 62 61% 12 12% 5 6% Missing 0 0 0 0 0 0 1 e African and African-American history and culture are taught at this school. Role models/mentors visit this school. 59 58% 18 18% 15 15% 6 6% 3 3% 1 24 24% 23. 23% 32 31% 13 13% 10 10% 0 Lessons about other cultures are taught in my classroom. Field flips help me to leam. 40 40% 19 19% 31 31% 6 6% 5 5% 1 I use the foreign language laboratory. Students are rewarded for after school peer tutoring. My school work is placed on the bulletin board in the classroom or hallway. I use the homework canter. I am encouraged to use correct grammar. Test taking skills are taught in my classroom. Listening skills are taught in my classroom. Study skills are taught In my classroom. to 19% 30 30% 21 23% 49 48% 29 29% 55 55% 67 66% 56 55% 19 19% 13 13% 9 9% 11 11% to 10% 7 7% 19 19% 24 24% 2t 2t% 32 31% 10 10% 22 22% e 16 16% 14 14% 27 27% 2 10 11% 26 25% t3 13% 27 27% 12 J 2% 15 15% 14 14% ? 8% 6 6%  5% 4 4% 2 2% 5 5% 2 2% 46 60% 10 10% 43 43% 7 7% 2 2% 2 2% S 0% to 0 2 2 0 0 0 8Little Rock School District Incentive School Survey - Frequency Report Garland - Spring 1995 I am taught to solve story problems in mathematics. I attend the computer laboratory at least two times each week. I have all the books and materials I need to learn. {participate tn the take home computer prograttt. I work in the science lab at school. I have teamed new words because I have studied Latin, I have talked with my teacher or counselor about what I want to do when I become an adult. Always Usually Sometimes Rarely Never Missing 45 44% 18 18% 26 25% 8 8% 5 5% 0 59 58% 71 70% t9 19% 16 16% 34 33% 29 29% 9 5 5% 9 9% 3 3% 9 9% 19 19% 15 15% 1? 17% 14 14% ? 7% 0 11 11% 9 9% 12 12% 13 13% 21 21% 4 4% 9 9% 12 12% 7 7% 4 4% 7 7% 1% 53 52% 29 28% 32 32% 0 0 0 0 1 Little Rock School District Incentive School Survey - Frequency Report Mitchell - Spring 1995 4th Sth Sth Total Enrolled 43 36 35 114 Distributed 43 14 32 89 Reponses 43 14 32 89 like the programs at this school. Always 25 28% Usually 14 16% Sometimes 43 46% Rarely 3 3% Never 4 4% Missing 0 I attend extended day. 42 46% 14 16% 15 17% 3 3% 14 16% 1 Extended day activities are fun. 31 35% IS 17* 24 27% 7 0% 11 13% i My homework is completed during extended day. ______________ Extended day helps me ieam better in my dassroom. My daily homework is about lessons my teacher has taught. My homework Is graded. 16 18% 16 18% 30 34% 8 9% 18 20% 1 My homework is returned to me. l am rewarded for doing good work. My teacher gives me a chance to ask questions. My teacher gives me a trance to answer questions, My tests are about lessons taught in class. I work in groups with other students. 1 work alone when completing some assignments. My parent/guardian signs homework papers._____________________________ My parent/guardian helps with homework. My parent/guardian attends PTA meetings. 10 22% 62 70% 49 56% 19 21% 11 13% 38 43% 32 36% 65 74% 22 25% 29 33% 1'7 20% 45 51% 11 13% 10 21 24% 13 15% 13 1S% 10 11% 11 13% 15 17% 26 29% 15 17% 0 9% 20 22% 10 11% 17 19% 2 2% 18 21% 11 12% 21 24% 24 27% 30 34% 16 18% 22 26% 6 7% 39 44% 25 28% 26 30% 19 21% 27 31% 10 12% 16 21% 2 2% 1 1% 0 4 4% 2 2% 0 7 8% 11 13% 9 10% 111 3% 1 1% 10 11% 9 10% 6 9% 2 2% 10 11% 29 33% 24 26% 10 11% 0 7% 1 1% 10 11% 6 7% 26 30% 6 7% 38 43% 0 1 0 1 0 0 2 0 tI I Little Rock School District Incentive School Survey - Frequency Report Mitchell - Spring 1995 My parent/guardian volunteers to help at school. _________ My parent/guardian provides a place for me to study at home.__________________ The counselor visits my classroom to help the students. ____________________ Tha counselor teaches students about feeling good about themselves._________ I participate in the Boy Scout or Girl Scout troop in this school. i attend Saturday school. My teacher reads to the class. Il have creative writing assignments. African and African-American history and culture are taught at this school. Role models/mentors visit this school. Lessons about other cultures are taught in my classroom. _____________ Raid trips help me to team. I use the foreign language laboratory. Students are rewarded for after school i peer tutoring.______________________ My school work is placed on the bulletin board in the classroom or hallway. I use the homework center. I am encouraged to use correct grammar. Test taking skills are taught in my class- room.......................................... .......... Listening skills are taught in my class- room._____________________________ Study Skate are taught in my classroom. Afways 16 18% Usually 10 11% Sometimes 22 25% Rarely 9 10% Never 30 34% Missing 2 53 60% 18 22% 8 9% 1 1% 7 8% 30 34% 21 24% 27 31% 8 9% 2 2% 1 58 66% 19 21% 17 19% 25 29% 29 34% 36 41% 22 25% 27 32% 14 16% 6 7% 6 7%' 28 32% 33 38% 56 66% 58 64% 51 58% 48 55% 11 12 14% 11 13% 4 5% 3 3% 9 10% 11 12% 6 7% 44 49% 0 8 9% 19 22% 13 15% 19 22% 12 14% 21 25% 17 20% 7 8% 7  6% 18 20% 7 8% 10 12% 11 13% 9 10% 13 15% 20 23% 31 36% 30 35% 24 28% 33 38% 27 32% 28% 4 5% 7 8% 30 34% 19 22% 8 9% 15 17% 14 16% 20% 7 8% 6 7% 6 7% 8 9% 8 9% 5 6% 13 15% 8 9% 7 8% 4 5% 9 10% 6 7% 2 2% 7 8% 6 7% 36 41% 6 7%  9% 0 0% 12 14% 5 6% 17 20% 61 71% 56 67% 8 9% 19 22% 5 6% 3 li 7 8% A 3% 2 3 2 5 4 a 3 6 1 2 4 1Little Rock School District Incentive School Survey - Frequency Report Mitchell - Spring 1995 Always Usually Sometimes Rarely Never Missing I am taught to solve story problems in mathematics. 44 50% 15 17% 23 26% 1 1% 5 6% 1 I attend the computer laboratory at least two times each yveelc. I have all the books and materials I need to learn. I participate in the take home computer program,..... I work in the science lab at school. es 72% 48 56% 8 9% 3 3% 7 8% 8 9% 2 2% 8 9% . 1 . 16 19% 13 15% 3 3% 6 7% 3 2 2% 8 9% 8 9% \u0026amp;2 7\u0026lt;Xlr 1 12 14% 4 5% 60 70% 3 I have learned new words because I have studied Latin, I have talked with my teacher or counselor about what I want to do when I become an adult. 23 26% 18 21% 12 14% 3 3% 31 36% K 29 33% 14 16% 27 31% 11 13% 7 8% 1 12Little Rock School District Incentive School Survey - Frequency Report Rightsell - Spring 1995 4th Sth Sth Total Enrolled 40 19 36 95 Distributed 36 18 28 82 Reponses 36 18 28 82 Always f like the programs al this school. 22 27% Usually 17 21% Sometimes 36 44% Rarely S 7% Never 1 1% Missing  0 I attend extended day. 43 52% 8 10% 11 13% 0 0% 20 24% 0 Extended day activities are fun. 21 26% 19 23% 15 19% 4 5% 22 27% 1 My homework is completed during extended day. 15 18% 15 18% 27 33% 5 6% 20 24% 0 Extended day helps me learn better In my ci assroom._____________________ My daily homework is about lessons my teacher has taught. _______________ My homework Is graded. 23 28% 50 61% 46 59% My homework is returned to me. 31 39% I am rewarded for doing good work. 17 21% 14 17% 13 16% 13 16% 9 11% 17 21% IS 22% 14 17% 13 16% 21 26% 27 33% s 6% 4 5% 4 5% 5 6% 13 16% 22 27% 1 1% 3 4% 14 18% 6 10% 0 0 t 2 0 My teacher gives me a chance to ask questions._________________________ My teadier gives me a chance to answer questions,__________________________ My tests are about lessons taught in class. _____________ 1 work In groups with other students. 44 54% 15 19% 16 20% 2 2% 4 5% 1 37 45% 59 73% 9 11% 24 29% 13 16% S 6% 3 4% 0 9 11% 8 10% 3 4% 2 2% 1 8 10% 42 51% 17 21% 6 7% 0 I work alone when completing some assignments. ________________ My parent/guardian signs homework My parent/guardian helps with homework. 32 40% 17 21% 44 54% My parenl/guardian attends PTA meetings. 16 20% 13 25 31% 15 19% 4 5% 4 5% 2 a 10% 23 28% 5 6% 28 35% t 14 17% 15 19% 4 5% 4 5% 1 1S 19% 24 30% 3 10% 17 21% 4Little Rock School District Incentive School Survey - Frequency Report Rightsell - Spring 1995 My parenVguardian volunteers to help at school. _____________ My parent/guardian provides a place for me to study at home.___________ The counselor visits my classroom to help the students. _______________ The counselor teaches students about felling good , about themselves. I participate in the Boy Scout or Girl Scout troop in this school. I attend Saturday school. My teacher reads to the class. ! have creative writing assignments. African and African-American history and culture are taught at this school. Role models/mentors visit this school. Lessons about other cultures are taught in my classroom. __________________ Field trips iiefp me to learn. I use the foreign language laboratory. Students are rewarded for afterschool peer tutoring................................. ...... My school work is placed on the bulletin board in the classroom or hallway. 1 use the homework center. I am encouraged to use correct grammar. Test taking skills are Uught in my dass- room.____________________________ Listening skills are taught in my class- room. ____________________________ Study skills are taught In my classroom. Always 14 18% Usually 8 10% Sometimes 15 19% Rarely 16 20% Never 27 34% Missing 2 58% 29 35% 88 80% 8 10% 12 15% 22 27% 26 32% 43 52% 42 51% 31 38% 31 38% 1 1% 14 18% 27 33% 28 34% 48 60% 52 64% 53 65% 55 69% 14 a 10% 13 18% 5 8% a 10% t 21 26% 31 38% 1 1% 0 0% 0 It 13% 4 5% 1 1% 0 0% 0 1 1% 2 2% 2 2% 68 84% 1 11 t3% 23 26% 7 0% 29 % 0 14 17% 29 35% 10 12% 7 9% 0 16 20% 28 32% 1t 14% 2 2% 15 18% 18 22% 21 26% 17 21% 2 2% It 14% 17 21% 14 17% 11 14% 13 16% 12 15% 12 15% 14 17% 8 10% 2 2% 0 ts 18% 21 26% 21 26% 2 2% t3 25 30% to 12% 8 10% 14 17% 11 14% 8 10% 5 fray VW 2 2% 0 7 9% 2 2% 0  e% T 9% 4 5% 72 89% 1 10 13% 9 11% 8 10% 7 9% s 3 4% 4 5% 32 40% 4 5% 22 27% 6 8% d 0% 2 2% t 1% 0 C 2 t 1 .2,I I Little Rock School District Incentive School Survey - Frequency Report Rightsell - Spring 1995 I am taught to solve story problems in mathematics. I attend the computer laboratory at least two times each week, I have all the books and materials I need to learn. ___________________ t participate in the take home computer progranii,....'........................................ I work in the science lab at school. t have learned new words because I have stixiled Latin............................ ..... I have talked with my teacher or counselor about what I want to do when I become an adult. __________________________ Always 45 57% Usually 14 18% Sometimes 15 19% Rarely 4 5% Never 1 1% Missing 3 60 74% 50 62% 11% 8 10% 28 34% 31 38% 15 4 5% 5 % 1 1% It 14% t 17 21% 9 11% 2 2% 3 4% 1  7% 3 4% 7 9% 14 17% 6 10% 13 16% 11 13% 20 24% Ml 5% 18 22% 5 % 8 10% S9 67% 39 48% 31 38% 9 11% 0 1 0I I Little Rock School District Incentive School Survey - Frequency Report Rockefeller - Spring 1995 4th Sth Sth Total Enrolled 44 37 33 114 Distributed 39 34 26 99 Reponses 39 34 26 99 like the programs at this school. Always At 41% Usually 24 24% Sometimes 27 27% Rarely 3 3% Never 4 4% Ulssing 0 1 attend extended day. Extended day activities are fun. My homework is completed during extended day. Extended day helps me leam better in my classroom.__________ My daily homework is about lessons my teacher has taught. ______________ My homework is graded. My homework is returned to me. I am rewarded fordoing good work. My teacher gives me a chance to ask questions._______________ My teacher gives me a chance to answer questions,................................................... My tests are about lessons taught in class. I work in groups with other students. 1 work alone when completing some assignments.________________________ My parent/guardian signs homework My parent/guardian helps with homework. My parent/guardian attends PTA meetings. 48 48% 14 14% 17 17% 2 2% 18 18% 0 .24.. 24% 21.. 21% 41 42% 2 2% 18 10% 1 20 20% 31 31% 28 28% 5 5% 15 15% 0 28 29% 46 47% S3 54% 27% 23 23% 41 42% 34% 67 68% 14 14% 31 31% 47 47% 44 45% 12 12% 16 17 17% 29 30% 25 25% 29 29% 15 15% 18 19% 34 35% 19 19% 13 19% 34 34% 14 14% 22 12'^ 17 17% 24 24% t1 11% 16 18% 1 17 17% 17 17% 27 27% 32 33% 27 28% 24 24% 10 10% 47 48% 30 30% 20 20% 23 23% 27 27% 4 4% 2 2% 1 3 2% 1 1% e 10 10% 11 11% 5 5% 8 6% 1 1% 14 14% 2 2% 9 9% 5 5% 16 18% 6 6% 17 17% 6 6% 1 1% 2 2% 4 4% 2 2% 9% 4 4% 27 27% 0 1 2 1 0 1 0 e 1 0Little Rock School District incentive School Survey - Frequency Report Rockefeller - Spring 1995 My parent/guardian volunteers to help at school. My parent/guardian provides a place for me to stiKlyatheme,_________ The counselor visits my classroom to help the students._________________________ The counselor teaches students about feeling good about themselves._________ I participate in the Boy Scout or Girl Scout troop in this school. 1 attend Saturday school. Always 17 17% Usually 12 12% Sometimes 33 33% Rarely 14 14% Never 23 23% Missing 0 My teacher reads to the class. have creative writing assignments. 74 75% 64 65% 84 85% 10 10% 12 12% 27 27% 34 34% 12 12% 19 19% 8 8% 3 3% 7 7% 32 32% 31 31% 7 7% 1 1% 5 % 0 14 14%  5% 12 12% 7 -7% 34 34% 27 27% 2 2% 0 0% 0 1 1% 1 1% 0 7 7% 8 8% 5 5% 4 4% 67 68% 65 88% 1 1% 3 3% 0 a 0 0 African and African-American history and culture are taught at this school. Role models/mentors visit this school. Lessons about other cultures are taught in my classroom. _______________ Field trips help me to learn. I use the foreign language laboratory. Students are rewarded for after school i peer tutoring.______________________ My school work is placed on the bulletin board in the classroom or hallway. 1 use the homework center. I am encouraged to use correct grammar. Test tailing skills are taught in my classroom^___________________ Listening skills are taught in my class-room.__________ Study skills are taught in my classroom. 58 59% 20 20% 12 12% 7 7% 2 2% 0 66 .67% 18 18% 12 12% 2 2% 1 1% 0 39 40% 31 32% 22 22% 4 4% 2 2% 1 18 18% 12 12% 21 21% 20 20% 33 .33% 64 66% 52 53% 63 64% Ml 45% 17 28 27% 30 31% 13 13% 11 11% t 16 16% 29 29% 13 13% 29 29% 0 15 15% 27 27% 10 10% 26 28% 0 38 35 3 3 0 38% 35% 3% 3% 18 . 18% 18 18% 6 8% 27% a 11 11% 11 11% 4 4% 7 7% 2 32 32% 20 20% 28 26% a 9% S 5% 1 1% 0 13 13% 17 17% 3 3% 0 0% 0 8 6% 5 5% 0 II Little Rock School District incentive School Survey - Frequency Report Rockefeller - Spring 1995 Always Usually Sometimes I am taught to solve story problems in mathematics. I attend the computer laboratory at least two yrrt^eai^ week._______ _ I have all the books and materials I need to Ieam. 1 participle in the take home computer program. I work in the science lab at school. I have teamed new words because t have stadied Latin._______________________ _ I have talked with my teacher or counselor about what I want to do when I become an adult. 39 39% 23 23% 27 27% Rarely 9 9% Never 1 1% Missing 0 74 75% 63 64% 3 3% 48 48% 45 46% 46 46% 18 9 9% 9 9% 4 4% 3 3% 9 24 24%  5% 8 8% 18 18% 17 17% 8 8% 9 9% 17 17% S 'S% 21 21% 2 2% 2 2% 0 4 4% 9 9% 4 4% 5 5% 7 79% 17 17% 27 27% 10 10% 0 0 G 0 I Gender Female Male No Response School Total Female Male No Response School Total GendeeOi Female_____ Male No Response School Total Gender Female Male_______ No Response School Total Gender Female Male No Response School Total Little Rock School Distict Incentive School Survey - Reponse Report Spring 1995 FRANKLIN Sth I p. 0 I 35 54% 46% 0% N 17 21 0 38 % 45% 55% 0% N 17 19 0 36 % A,l% 56% 0% Total N 53 56 0 109 % 48.6% 51.4% 0.0% 100.0% GARLAND N 14 17 0 31 4th * 45% 55% 0% M 28 15 0 43 65% 35% 0% Ml 22 17 0 39 % 56% 44% 0% n 17 19 0 36 ^7% 53% 0% 5i MM Gender Female Male No Response Total ....N \" i 100 84 0 I 184 % 54% 46% 0% N 15 21 0 36 hl 5 7 2 14 K 42% 58% 0% MITCHELL 5th A 36% 50% 14% ROCKEFELLER 6th N 16 18 0 34 % 47% 53% 0% RIGHTSELL Sth N 8 10 0 18 % 44% 56% 0% hl 15 20 0 35 % 43% 57% 0% N 44 58 0 102 Total K 43.1% 56.9% 0.0% 100.0% m N 16 16 0 32 N 16 10 0 26 N 14 14 0 28 Total 50% 50% 0% I 62% 39% 0% 8th' % 50% 50% 0% ALL INCENTIVE SCHOOLS Stt) 6th N 49 38 2 89 N 54 45 0 99 *\n55.1% 42.7% 2.2% 100.0% Total % 54.5% 45.5% 0.0% 100.0% ' -hxlar N 39 43 0 82 % ^7.6% 52.4% 0.0% 100.0% Total N 61 77 2 140 * 44% 55% 1% 19 N 78 79 0 157 * 50% 50% 0% hl 239 240 2 481 * 49.7% 49.9% 0.4% 100.0%\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_481","title":"Incentive Schools: Monitoring","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":["1995/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: Monitoring"],"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/481"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nIncludes ''1995-1996 Incentive School Monitoring Guide,'' Office of Desegregation and Monitoring\nDate\nMarch 5, 1996 To: Incentive School Principals From: Ann Brown, Melissa Guldin, Gene Jones, Skip Marshall, Margie Powell, and Horace Smith Subject: Documentation Needed During the ODM On-Site Monitoring Visits During our visit to your school, we will need to interview you and conduct classroom observations. We will also need a workspace and a copy of the following 1995-96 records that we can take with us.                  School Map (5 copies) Discipline, Suspension, and Expulsion data by race and gender Building-level discipline plan Parent Center Committee by race, gender, and position (e.g. parent, teacher) Parent Center recommendations and an indication of the suggestions incorporated into the center The name, race, gender, and position of the parent trained to operate the center List of parent meetings including topic, time, location, and sign-in sheets A description of the mechanism designed to ensure that parents regularly sign homework List of community meetings and activities by topic, time, location, and sign-in sheets List of three key communicators by race, gender, and position Speakers Bureau roster by name, gender, race, and position, along with a list of speaking engagements including the time, location, and participant sign-in sheets Recruitment Team roster by race, gender, and position Recruitment Plan, including a list of all recruitment strategies implemented and planned Copy of the parent and student Extended Day survey, and the results of the survey Extended Day schedule Extended Week schedule Data on Saturday program participation In addition, the following records should be available for our review the day of the monitoring visit. You do not need to copy these records since we wont need to take them with us.         Documentation of staff development activities related to classroom management approaches Theme implementation plan Field Trips Building-level guidance and counseling plan An example of the monthly communications packets distributed by the Parent Center The total number of home visits conducted as of March 1996 The number of signed contracts and a description of follow-up procedures Individual student and class test profilesDate: March 5, 1996 To: From: Subject: Sterling Ingram, LRSD Director of Staff Development Ann Brown, Melissa Guldin, Gene Jones, Skip Marshall, Margie Powell, and Horace Smith Documentation Needed for the 1995-96 Incentive Schools Monitoring While most of the documentation we need can be obtained from the building administrators, we will need the following information from the districts central administration. Please furnish the following documentation by March 29, 1996.  Description of the current incentive school parent program, including program goals, objectives, timelines, and the person responsible for this program  Documentation of parent workshops including the topic, date, time, location, evaluation results, and the number of participants by race, gender, and childs school  Volunteer documentation including the number of volunteers by race, gender, and the number of hours volunteered at each school  Documentation of the mentor program including a brief description of the types of activities shared by mentors and students, the number of participants by race and gender, and the number of hours volunteered  Records of training the district conducted for mentors  List of community meetings including time, location, and copies of sign-in sheets  List of identified parent pick-up points for school functions, and an explanation of how the district publicizes this service to parents  Current membership roster for the Parent Council with members identified by race, gender, and the organization each represents  Copies of the current Parent Council monitoring instrument (highlighting any revisions made since the 1994-95 school year), 1995-96 meeting minutes, and quarterly reports  List of the Biracial Committee members by race, gender, and high school zone  Copies of the Biracial Committee meeting minutes, and monitoring schedule for 1995-96 and the current monitoring instrument (highlighting any revisions made since the 1994-95 school year)Incentive School Documentation Cont.)  Copies of the 1995-96 Planning, Research and Evaluation quarterly reports of the Biracial Committees monitoring visits  A list of all recruitment activities planned and implemented for the 1995-96 school year, including copies of any printed material distributed, lists of meetings held, tours conducted, the persons responsible for each recruitment activity, cost of individual activities, and an explanation of how you are tracking the results of all recruitment effortsMAY U6 '96 14: P. 1 Pulaski County Special School District 925 East Dixon Kcao Lrrnj: Ro\u0026lt;2\u0026lt;, AxiccJSAS 72206 (5b I \u0026gt;490-2000 Post OmS\"Box 8601 LnTu Rccx, Mkansas 72216 FAX (501) 490-0483 I.IIQ.VI: \"4\"\u0026gt;:\"'\u0026lt; 1 1 ''' 1 v' '' y' Date\nTime: zn '\"i!- To: t p) From\niJdli Number of Pages (including cover sheet):  i! Message 11 11 .1 li II 1! IHI b I H r 1 ( h r Jilll 3^11^, MAY 06 '96 14 P,2 PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock. Arkansas 72216-8601 (501) 4S0-2O00 1995-96 STUDENTS attending LRSD INCENTIVE SCHOOLS May 6, 1996 School 1 P-2 P-4 K 1st 2nd 3rd 4th 5th 6'1111 Total Franklin 0 0 0 V 0 0 0 0 Garland 0 0 0 0 0 0 0 0 Mitche1\" 0 C 0 0 0 1 1 Righcse.ll 0 0 0 1 0 0 0 1 *Kockefeller 1 1 G 3 1 0 1 0 20 *Therp are 6 hiack? at Rockefeller 1 each in the following grades: K, isr, Ord , 4th, 5th and 6th. 1 Date: June 25, 1996 MEMORANDUM From: To: Subject: Melissa Ann 1995-96 Incentive School Report After having reviewed your comments attached to the incentive school report, I thought I should explain why some topics addressed in the 1994-95 report were not covered this year. The CARE program was one of the topics omitted. Since the incentive school section of the desegregation plan makes no reference to CARE, this program has only been included based on teacher comments. Monitors have never observed the CARE program. During 1994-95, some of the procedures used in CARE at Rockefeller were revised. During that monitoring visit, the teachers reported an improved, but not perfect, program. We did not have any teacher complaints regarding CARE this spring. As a result, CARE was not included in the current report. A similar situation existed regarding instructional aides. During the 1994-95 school year, we saw several instances of aides behaving badly towards students, and those episodes were reported. This past spring we did not find the same poor behaviors. The aides may not be any better on the whole, but we did not see or hear inappropriate behavior. Lacking any evidence in that regard, we did not review aide conduct in this report. On the other hand, information regarding the ongoing CDA training for the aides in the four-year-old program is pertinent and was reported.R E T N I MEMO OFFICE To: From: Subject: Date: Gene Horace Extended Day and Week June 28, 1996 Welcome Back!! I hope you had a wonderful time during your vacation. By the time you read this memo I will hopefully be in Colorado - far away from the incentive school report. Speaking of the incentive school report, there were some concerns that Ann had regarding the extended day and Saturday program sections. She felt that the findings needed more detail. I hope you dont mind, but I took the liberty of adding to the Saturday program findings based on some of her remarks and the data contained in the accompanying chart. Please feel free to make any changes to those findings as you see fit. I also tried to contact Sterling Ingram to ask some questions about the districts evailuation of both programs, but he was out of the office for the week. You might want to check with him to see if he might be able to help address Anns questions. Sorry to intrude on your post-vacation euphoria. Thanks for your help. E-S. Aon cAtjo nenl-ionecS, tuiJer drJ-\u0026lt; 1- .rccV 4hct oo oJrtenci.G.nc. i^oGcdcL. ba lo-b^e, Ticrn cd-iAerii-^c \u0026amp;\u0026gt;)\u0026gt;\u0026lt;. i'POprcha'irivc. Shs. tCC-G oE into +^-4 IccV X. b ppcrcM iINCENTIVE SCHOOLS MONITORING QUESTIONS THESE QUESTIONS WILL APPLY TO ALL FIVE SCHOOLS 1. INCENTIVE SCHOOL PROGRAM PARENTS COUNCIL. A. B. C. D. NAMES AND PHONE NUMBERS OF ALL MEMBERS BY SCHOOL. MINUTES OF MEETINGS INDICATING THE DATE AND LOCATION OF THE MEETING, WHICH MEMBERS ATTENDED AND SUBJECTS DISCUSSED. DATES AND TIMES COUNCIL MEMBERS REPORTED TO LRSD BOARD OF DIRECTORS AND THE JOSHUA INTERVENORS. WHAT SPECIFIC MONITORING ACTIVITIES HAVE TAKEN PLACE? 2 . DEVELOP AN INCENTIVE SCHOOL PLAN FOR EACH SCHOOL, A. B. HAS A PLAN BEEN DEVELOPED FOR EACH SCHOOL FOR THE 95-96 SCHOOL YEAR? WHO IS RESPONSIBLE FOR THE DEVELOPMENT AND IMPLEMENTATION OF THE PLAN? 3 . DEVELOP CURRICULUM SPECIFIC TO THE INCENTIVE SCHOOLS. A. HAS THERE BEEN AN UPDATED CURRICULUM FOR THE 95-96 SCHOOL YEAR? 4 . ENSURE THE AVAILABILITY OF ADEQUATE RESOURCES TO MAINTAIN ACADEMIC PROGRAMS. A. B. HOW MUCH MONEY IS BUDGETED TO UPDATE BOOKS, MATERIALS AND OTHER RESOURCES FOR THE INCENTIVE SCHOOLS? DISTRICT LEVEL AND SCHOOL LEVEL. WHAT SPECIFIC PLAN HAS BEEN DEVELOPED FOR THESE BUDGETS? WHAT IS CURRENT STATUS ON SPENDING TO FULFILL THIS PLANS? 5 . STAFF DEVELOPMENT ACTIVITIES. A. WHO IS RESPONSIBLE FOR THE DEVELOPMENT OF STAFF DEVELOPMENT PLANS FOR EACH INCENTIVE SCHOOL? HOW ARE PEOPLE SELECTED FOR STAFF DEVELOPMENT ACTIVITIES AT EACH SCHOOL? HOW MUCH MONEY HAS BEEN BUDGETED FOR INCENTIVE SCHOOL STAFF DEVELOPMENT? AT THE DISTRICT LEVEL AS WELL AS THE SCHOOL LEVEL? 6 . WRITING TO READ AND SCIENCE LABS. A. WHAT IS THE CURRENT STATUS AT EACH SCHOOL? HOW MANY CHILDREN ARE PARTICIPATING IN EACH PROGRAM AT EACH SCHOOL? WHO STAFFS THESE PROGRAMS AT EACH SCHOOL, BY NAME AND NUMBER OF HOURS PER DAY/PER WEEK. HOW IS THE7 . 8 . 9. 10 . PROGRESS OF EACH STUDENT MEASURED? FOREIGN LANGUAGE PROGRAMS. A. WHAT IS THE STATUS OF THIS PROGRAM AT EACH SCHOOL? HOW MANY STUDENTS ARE INVOLVED. HOW IS THE PROGRESS OF EACH STUDENT MEASURED? HAS A BUDGETING PLAN BEEN IMPLEMENTED TO DETERMINE HOW TO BEST SPEND THE MONEY? HOW MUCH MONEY IS BUDGETED TO MAINTAIN THIS PROGRAM? AT THE DISTRICT LEVEL AND THE SCHOOL LEVEL? EXTENDED DAY/WEEK PROGRAMS. A. B. WHAT IS THE STATUS OF THIS PROGRAM AT EACH SCHOOL? DO EACH OF THE SCHOOL PROVIDE A HOMEWORK CENTER? WHAT SPECIAL PROGRAMS ARE BEING OFFERED AT EACH SCHOOL? HOW MANY PEOPLE ARE INVOLVED IN EACH PROGRAM AT EACH SCHOOL? HAS A BUDGET PLAN BEEN DEVELOPED FOR EACH PROGRAM? HOW MUCH MONEY HAS BEEN BUDGETED FOR EACH PROGRAM? AT THE DISTRICT LEVEL AND THE SCHOOL LEVEL? HOW MANY STUDENTS PARTICIPATE IN EACH PROGRAM. WHAT PARENTAL INVOLVEMENT PROGRAMS ARE NOW FUNCTIONAL IN EACH SCHOOL? HOW M7\\NY PARENTS ARE INVOLVED ON A REGULAR BASIS? FIELD TRIPS. A. B. C. D. WHAT SPECIFIC FIELD TRIPS HAVE BEEN PLANNED FOR THE 1995-96 SCHOOL YEAR BY SCHOOL? WHAT EDUCATIONAL AND/OR CULTURAL EXPERIENCES ARE ANTICIPATED BY EACH FIELD TRIP? WHAT BUDGETING PLAN HAS BEEN DEVELOPED FOR FIELD TRIPS FOR EACH SCHOOL. HOW MUCH MONEY HAS BEEN BUDGETED FOR EACH AT THE DISTRICT LEVEL AS WELL AS THE SCHOOL LEVEL? WHO CO-ORDINATES THE FIELD TRIP PROGRAM AT EACH SCHOOL? HOW IS THE TRANSPORTATION EXPENSE HANDLED? INSTRUCTIONAL AIDES A. B. C. D. E. F. HOW MANY AIDES ARE LOCATED AT EACH SCHOOL? HOW MANY ARE FULL TIME? WHAT ARE THE QUALIFICATIONS OF EACH AIDE? WHO IS RESPONSIBLE FOR SUPERVISING EACH AIDE? IS THERE A PEER TUTORING PROGRAM WORKING AT EACH SCHOOL? HOW MANY STUDENTS ARE INVOLVED? HOW MUCH TIME DO THEY SPEND TUTORING? HOW MANY AIDES PER STUDENT ARE IN EACH SCHOOL? WHAT BUDGETING PLAN HAS BEEN WRITTEN FOR EACH SCHOOL TOG. IMPLEMENT THE STUDENT SUPPORT PROGRAMS? IE: INSTRUCTIONAL AIDE TRAINING,PEER TUTORING ETC. HOW MUCH MONEY IS BUDGETED FOR THESE PROGRAMS AT THE DISTRICT LEVEL AND THE SCHOOL LEVEL? 11. INCENTIVE AND RECOGNITION PROGRAMS A. WHAT PROGRAMS ARE ACTIVE IN EACH SCHOOL? HOW MANY STUDENTS ARE INVOLVED? WHAT GUIDELINES ARE USED TO DETERMINE HOW STUDENTS ARE SELECTED? WHO MAKES THE SELECTION? 12. STUDENT ACHIEVEMENT A. WHAT ARE THE RESULTS OF EACH STUDENT'S ACHIEVEMENT OVER HIS/HER ATTENDANCE IN EACH SCHOOL? HOW DOES THIS PERFORM7\\NCE MEASURE UP TO OTHERS IN SAME SCHOOL? AND OTHER INCENTIVE SCHOOLS. 13 . STAFFING A. USE ODM REPORTS. 14 . ATTITUDES/MORALE A. WHAT IS THE OVERALL FEELING OF STAFF, PARENTS, STUDENTS, AND COMMUNITY ABOUT EACH SCHOOL? AND WHY? 15 . TEACHER STIPENDS/INCENTIVES A. INCENTIVE SCHOOL TEACHERS WERE EXPECTED TO REPORT BACK TO WORK FIVE DAYS EARLIER FOR INSERVICE TRAINING? WHO RECEIVED THAT TRAINING? WHO DID NOT? ARE ANY PLANS BEING MADE TO PROVIDE TRAINING FOR THOSE THAT MISSED IT? WHAT PLAN WAS DEVELOPED TO BUDGET THE STIPENDS FOR EACH SCHOOL? HOW MUCH MONEY HAS BEEN BUDGETED BY THE DISTRICT AND THE SCHOOL? WHO CONTROLS THE SELECTION OF THE PERSON(S) TO RECEIVE A STIPEND? IS THERE AN ADDED CONTRACT BETWEEN THE DISTRICT AND THE INDIVIDUAL THAT SPELLS OUT THE TERMS SUCH AS THE AMOUNT OF MONEY TO BE PAID OUT, THE DURATION OF THE CONTRACT, RESULTS EXPECTED, ETC? WHAT IS THE PURPOSE OF THIS METHOD OF PROVIDING INCENTIVES? WHAT ARE THE RESULTS? 16. OTHER INCENTIVE SCHOOL ACADEMIC ACTIVITIES. A. HAVE ALL OF THE STUDENTS BEEN INVENTORIED IN THE LEARNING STYLES INVENTORY AT ALL SCHOOLS? HOW ARE THEY BEING USED BY THE CLASSROOM TEACHER?B. C. PARENT HOME STUDY GUIDES HAVE BEEN DEVELOPED AND ARE DISTRIBUTED? WHAT ARE THE RESULTS OF THESE HOME STUDY GUIDES? AND WHY? HAS A PARENT CENTER BEEN ESTABLISHED AT EACH SCHOOL? WHAT IS THE PURPOSE OF SUCH A CENTER? WHAT ARE THE RESULTS OF THE CENTER AT EACH SCHOOL? HOW DO YOU MEASURE THE RESULTS? 17. PARENT INVOLVEMENT. A. WHAT PROGRAMS ARE AVAILABLE AT EACH SCHOOL TO INVOLVE PARENTS? WHAT IS THE PURPOSE OF EACH PROGRAM? HOW ARE THE PROGRAMS TO BE MEASURED FOR EFFECTIVENESS? WHAT ARE THE RESULTS? AND WHY? 18. SOCIAL AWARENESS. A. WHAT PROGRAMS ARE BEING UTILIZED TO ALLOW EACH STUDENT TO GROW IN THEIR AWARENESS OF ACCEPTABLE BEHAVIOR AND THE ABILITY TO LIVE 7\\ND WORK WITH OTHER PEOPLE? HOW ARE THESE PROGRAMS MEASURED FOR EFFECTIVENESS? WHAT ARE THE RESULTS AND WHY? 19. SPECIFIC QUESTIONS ON BUDGETS A. FRANKLIN 1) . 1120-0110 REGULAR CERTIFICATED 2) . 3) . 4) . 5) . ACTUAL 94/95= BUDGET 95/96= $608,517 $512,101 20.00 FTE 18.00 FTE 1120-0117 STIPENDS ACTUAL 94/95= BUDGET 95/96= $24,731 $46,881 1120-0120 REGULAR NON-CERTIFICATED ACTUAL 94/95= BUDGET $94,180 $47,918 1120-0416 SUPPLIES-SUPPLY CENTER ACTUAL 94/95= BUDGET 95/96= $10,676 $24,064 1195-0120 REGULAR NON-CERTIFICATED ACTUAL 94/95= $84,195 BUDGET 95/96= $116,617 12.00 FTE 6.00 FTE 1.00 FTE 11.80 FTE 95 y6 = REGARDING THE INCREASE IN THE BUDGET FOR THE STIPENDS ANDTHE SUPPLIES, IS THERE A WRITTEN PLAN TO DEFINE WHERE AND HOW THIS MONEY WILL BE SPENT AND WHAT FOR? IN DETAIL? REGARDING THE REGULAR NON-CERTIFICATED BUDGETS FOR BOTH 1120 AND THE 1195 CODES. HOW MANY OF THESE ARE INSTRUCTIONAL AIDES AND HOW MANY ARE SUPERVISION AIDES? ARE THERE ENOUGH INSTRUCTIONAL AIDES TO MEET THE MINIMUM REQUIREMENTS BUDGETED? B. GARLiAND 1) . 1120-0117 STIPENDS ACTUAL 94/95= BUDGET 95/96= $40,734 $60,000 IS THERE A WRITTEN PLAN TO DESCRIBE IN DETAIL HOW, WHEN AND TO WHOM IS THIS AMOUNT OF MONEY GOING TO BE PAID? THE ENROLLMENT AT GARLAND FOR THIS CURRENT YEAR IS 255 STUDENTS INCLUDING THE FOUR YEAR OLD PROGRAM AND KINDERGARTEN. THIS IS JUST SLIGHTLY OVER $235 PER EACH STUDENT. C. MITCHELL 1) . 2) . 1120-0110 REGULAR CERTIFICATED ACTUAL 94/95= $405,164 BUDGET 95/96= $436,618 12.00 FTE 16.67 FTE 1120-0120 REGULAR NON-CERTIFICATED ACTUAL 94/95= BUDGET 95/96= $123,187 $ 94,919 18.60 FTE 10.50 FTE 1120-0311 INSTRUCTION SERVICES ACTUAL 94/95= $ 0 BUDGET 95/96= $ 13,791 1120-0331 PUPIL TRANSPORTATION ACTUAL 94/95= BUDGET 95/96= $ 19,328 3,750 1120-0410,-0416 SUPPLIES ACTUAL 94/95= BUDGET 95/96= $ 17,413 $ 25,206 THERE APPEARS TO BE SOME MAJOR SWINGS IN THE BUDGETS FOR THIS YEAR AND THE SPENDING OF THE PREVIOUS YEAR. IS THERE A WRITTEN PLAN WITH THE DETAILS TO SUPPORT THESE BUDGET ITEMS? ROCKEFELLER 3) . 4) . 5) . D) . $1). 1120-0117 STIPENDS AGTUAL 94/95= BUDGET 95/96= $ 71,219 $ 23,781 2) . 1120-0120 REGULAR NON-GERTIEIGATED AGTUAL 94/95= BUDGET 95/96= $173,108 $180,618 17.40 FTE 19.50 FTE APPEARS TO BE A SHIFT FROM THE FOUR YEAR OLD PROGRAM TO THE ELEMENTARY PROGRAM 3) . 1120-0331 PUPIL TRANSPORTATION AGTUAL 94/95= BUDGET 95/96=\n$ 31,723 $ 11,350 4) . 1120-0410/-0416 SUPPLIES AGTUAL 94/95= BUDGET 95/96= $ 40,344 $ 50,263 5) . 1195-0120 REGULAR NON-GERTIFIGATED AGTUAL 94/95= BUDGET 95/96= $ 23,474 $ 38,101 1.00 FTE 3.80 FTE ARE THERE WRITTEN DETAILED PLANS TO SUPPORT THESE BUDGETED NUMBERS? E. RIGHTSELL 1120-0110 REGULAR GERTIFIGATED AGTUAL 94/95= BUDGET 95/96= $346,684 $335,187 15.00 FTE 12.00 FTE 2) 1120-0117 STIPENDS AGTUAL 94/95= BUDGET 95/96= $ 39,054 $ 17,621 1120-0120 REGULAR NON-GERTIFIGATED AGTUAL 94/95= BUDGET 95/96= $ 62,046 $ 31,844 5.50 FTE 3.50 FTE 1) . 3) . 4) . 1120-0331 PUPIL TRANSPORTATION AGTUAL 94/95= $ 10,767 BUDGET 95/96= $ 13,1005) . 1120-0410/-0416 SUPPLIES ACTUAL 94/95= BUDGET 95/96= $ 18,763 $ 24,450 ARE THERE ANY WRITTEN DETAIL PLANS THAT SUPPORT THESE BUDGETED ITEMS?07/15/1996 15:05 501324' SI LFSD  STUE'ENT ASSISNM PAGE 02 : Tkihft, \\/l ~'/olunh^r /-/Burx. Sc/\\nl bP 5 'V UALR ScX\u0026lt;fli\nl tz-T Let t-iJ \u0026lt; 1 5Xc/U\u0026lt; Ce) H_ C?-\u0026lt;x{\u0026lt;A-C \"hj^v/Tl p/Vt e ij iCi^-z\\ ^S'A Fvfst CAtt^^h- bP\u0026lt;-'\\kUvA\n\u0026gt;C Om^p^^A ps^ P^\\ iaie7n\u0026lt;'^ D lAr^ U It s4 Fbl I ^h'is4( Alp Ha Phi Alph^ Xj//i 1 ^bek Pclice, zArSSC, A^pVxA. Alphp\\ fvvIvF^ Vo- T^cK I. PsK Ccv\u0026gt;^oAl SS =''-''\\07/15/1'396 15:05 5013'24:\n81 LRSD STUDENT ASSIGN RAGE 02 W5 111^.0^ UAIR Z'-f' Lc:\\ (\\cj^ leav'd FnJa ) SXc/Ix/' Ic^ 'Fi'v't^ L4/VlR Co IV'C ).. c/ ^c[ \"b\u0026gt;6tt2!l 'RDe''S SxfS-f E)/Tp-hs4 Pic-aHU/tcC W S ^sVzlL \u0026lt;. tAitcb.lL 31^.^'i) I \" f^C ps\u0026gt; Pb'^ fiieTHp- \n3 \u0026amp;dqA(f 30Ci.2i iAr\u0026gt; Fbl i.s4 Xw,/ia/-\\, I AiphA Ph\nAipP^ feVxck 'Poiice f AlpVxA. ^App-rv. AlpX^i f'O^^vc \\Jo ~ 'Te cL c, I .o The report contains lots of good work. Many of the subjects are covered very thoroughly and are well written. 1 really like what youve done to present a more longitudinal view of the districts progress, with attention to what weve found in previous years compared to what we see now. Wlien we do that, were getting to some of the things Orfield noted the district wasnt doing for itself. Were getting better, but some of the old syntax problems still crop up: for example, tense inconsistency, wordiness, using overuse of certain words (a pox on \"observed!\"), redundancies, some awlcward sentence construction. Dont overuse the semicolon, and also dont use it when a colon is really correct. Check with one of our punctuation guides to clarify. Wlien it makes sense, keep the format consistent from one years report to the next. Even style and wording in charts should remain the same as along as it still works. In the intro, keep the wording we worked out in the last staffing report on the July 10, 1992 Court Order on our 1992 report. Also, unless the order of the table of contents needs to be changed, maintain that from year to year. The role of the social workers and how effectively they are being used is not addressed in this report. We supported the fight to get them into these schools, and weve noted problems with their integration into the schools in past reports. Why are they essentially ignored in this report? Tills omission needs to be corrected. Weve also noted several problems the aides in the past, and have made recommendations about them. Last year we especially noted some problems at Mitchell. Yet the aides are mentioned primarily only in conjunction with whether or not they are present in their proper numbers. What gives? Fix it please. What happened to comments about CARE? Weve had quite a bit to say about that in the past, especially at Rockefeller, but this year it was completely ignored. Please add it. Keep the findings in the same order as the requirements that precede them. (See the first page in Programs and Operations for an example.) Some sections, notably parent involvement, are very brief and dont cover all the aspects of the requirements. Some provide a stark contrast to what was more thoroughly covered last year. Much will have to be fleshed out in this section. Also, especially in parent involvement, the recommendations cover aspects of district actions-or lack of action--that arent noted in the findings. Some parts of some requirements arent addressed in the findings. No part of a requirement should ever be ignored. In some places comments appear in the summary and conclusions that are not predicated by con'esponding information in the findings.Ive notated in the Programs and Operations section my concerns about the wording on the headings, and also about setting up an organization expectation through strict segmentation. Im not convinced that the way the summary and conclusions are done in the parent involvement section is going to work. The format only serves to highlight the skimpiness of certain subsections. Id go with strict narrative. Tense consistency remains a continuing problem, especially in some sections. Tlie word \"observed\" is overused ad nauseam, \"monitored.\" \"Incentive school\" is also overdone as is1994-95 INCENTIVE SCHOOLS MONITORING GUIDE Office of Desegregation Monitoring United States District Court Heritage West Building 201 East Markham Little Rock, Arkansas Ann S. Brown, Federal MonitorEnrollment  The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Discipline, Suspension, and Expulsion  Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27)  Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative, as well as summative, information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled, as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23)  Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175,184)  Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184)  Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23)  Discipline policies and procedures are well publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23)  Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Facilities  The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129)  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or under-watering. (ODM 1992 Report, pg. 43) Programs and Operations  The four-year-old program uses High Scope or a comparable curriculum model and incorporates a parent component into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10)  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153)  Fresh, imaginative themes are established based upon each school's unique strengths. (ODM 1992 Report, pg. 20)  Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15)  Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156)  Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg-156)  Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)  The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4)  The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172,180)  The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) Page 2 The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25)  The extended day program, which is based on information gleaned from SEP'S, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Cumulative records document both host and guest school's participation in Saturday programs. (ODM 1992 Report, pg. 25)  Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179)  Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan. pp. 153, 176, 183\nODM 1992 Report, pg. 32)  Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186)  Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year, (ODM 1992 Report, pg. 32)  Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184)  The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) Parent and Community Involvement  A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208)  The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39)  The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management. Page 3 pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209)  Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Regularly collect and analyze participants' feedback on how well the session was conducted and their perception of the potential helpfulness of the training. (ODM 1992 Report, pg. 39)  Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents' race, gender, and the school their child attends. (ODM 1992 Report, pg- 38)  Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132)  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan. pp. 209-210)  The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38)  Require at least two or more home visits. (LRSD Plan, pp. 206, 211)  The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38)  Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157)  The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29)  The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211)  The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote Page 4neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151)  The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224,225)  The Biracial Committee will fiimish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225)  The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223)  Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)  The Biracial Committee's monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) Parent Recruitment  The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219)  Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57) Page 5 The district's recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan. pp. 215-216, 220-222)  Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216,222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29)  The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well-thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) Rockefeller Early Childhood Magnet School  The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan. pg. 12)  The early childhood program is an integral part of the whole school, not a separate or \"add-on' tl program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13)  The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12)  At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12)  The countys teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12)  Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Page 6 Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13)  The district allows students who attend the Rockefeller program for three-year-olds to continue on into the program for four-year-olds and the grades beyond. Siblings of students already in the early childhood program may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  Explore developing Rockefeller as a year-round, full-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Double Funding  Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdistrict. Plan, pg. 4)  The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg- 1) Page 71995-96 INCENTIVE SCHOOLS MONITORING GUIDE OFFICE OF DESEGREGATION MONITORING Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Ann S. Brown, Federal MonitorENROLLMENT  The incentive school program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) 1DISCIPLINE, SUSPENSION, and EXPULSION  Data related to student discipline is disaggregated and reviewed to address issues of racial disparity. (Interdis. Plan, pg. 27)  Discipline data is carefully collected and the discipline program closely monitored in order to make modifications that are indicated by formative as well as summative information. The district analyzes the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. The district identifies and emulates these factors and closely scrutinizes progress toward reducing the number of students suspended or expelled as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23)  Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175, 184)  Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184)  Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23)  Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23)  Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32)  Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) 2GUIDANCE AND COUNSELING  Social skills are taught, when appropriate, through the core instructional program. The total school staff\" serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)  The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180)  Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32)  Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184)  The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) 3FACILITIES  The district provides clean and safe facilities and makes all repairs fundamental to maintaining the incentive schools. (LRSD Plan, pg. 129)  All of the incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering. (ODM 1992 Report, pg. 43) 4PROGRAMS AND OPERATIONS  The four-year-old program uses High Scope or a comparable curriculum model, and a parent component is incorporated into the program. (LRSD Plan, pg. 152)  Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10)  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153)  Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15)  The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156)  Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg- 156)  The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4)  The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184)  The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) 5 The extended day program, which is based on information gleaned from SEP's, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Cumulative records document both host and guest schools participation in Saturday programs. (ODM 1992 Report, pg.25)  Saturday programs are developed to enhance learning. These programs include but arent limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) 6PARENT AND COMMUNITY INVOLVEMENT  A Parent Center in each school provides resources and materials which are recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208)  The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39)  The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209)  Parent training activities are documented by topic, time, and location along with the number of participants by race, gender, and the child's school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed. (ODM 1992 Report, pg. 39)  Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents race, gender, and the school their child attends. (ODM 1992 Report, pg 38)  Parent volunteer programs and school/business partnerships are developed and expanded. (LRSD Plan, pg. 132)  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210)  The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38)  At least two or more home visits are required. (LRSD Plan, pp. 206, 211)  The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38)  Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157)  The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) 7 The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211)  The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151)  The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225)  The Biracial Committee furnishes copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) prepares quarterly reports that summarize all monitoring visits. The superintendent shares the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225)  The Biracial Advisory Committee, with the advice of marketing and advertising experts, serves as the steering committee for incentive school recruitment. The committee reviews bimonthly recruitment reports from the desegregation office, evaluates the program quarterly, and recommends needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223)  Before July 1 of each year, the district convenes a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee consists of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)  The Biracial Committee's monitoring instrument includes a recruitment assessment. (ODM 1992 Report, pg. 5) 8PARENT RECRUITMENT  The district informs the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district distributes highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219)  Recruitment is an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57)  The district's recruitment strategies include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school establishes a speakers bureau and helps the district develop a brochure highlighting their school. Meetings are held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222)  Parent recruiters focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29)  The LRSD maintains a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well thought-out, interrelated process\npresents a firm timetable in its recruitment plan and strictly adheres to it\ndevelops a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincreases the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) 9ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL  The Rockefeller Early Childhood Magnet Program is available to children from six weeks to four years of age. The program serves as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12)  The early childhood program is an integral part of the whole school, not a separate or \"add-on\" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13)  The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12)  At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12)  The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12)  Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12)  Rockefeller's early childhood education policies are evaluated in terms of their impact on desegregation and educational goals. The parent committee on early childhood education evaluates policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13)  The district allows students who attend the Rockefeller three-year-old program to continue on into the four-year-old program and the grades beyond. Siblings of early childhood students may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  The district will explore developing Rockefeller as a year-round, full-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) 10FINANCE AND BUDGETING The district ensures that those who are responsible for managing programs and budgets have a working knowledge of the process and are completely involved in it throughout the year. (October 1994 Court Order, pg. 5) 111995-96 INCENTIVE SCHOOLS MONITORING GUIDE OFFICE OF DESEGREGATION MONITORING Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Ann S. Brown, Federal MonitorENROLLMENT The incentive school program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) 1DISCIPLINE, SUSPENSION, and EXPULSION ' Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27) Carefiilly collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative^s well as summative, information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled,as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, ^5, 184) Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) '* Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23) Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23) Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. /77 186) 2GUIDANCE AND COUNSELING Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157) The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180) Study skills training enhances skills in test taking, listening, and studying. Test taking skills are being taught and students practice test taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32)  Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184) The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) 3FACILmES The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129) All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering. (ODM 1992 Report, pg. 43) 4PROGRAMS AND OPERATIONS The four-year-old program uses High Scope or a comparable curriculum model and a parent component is incorporated into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10) The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153) * Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153, ODM 1992 Report, pg. 15)  The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg, 156) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg- 156) The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4) The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) 5The extended day program, which is based on information gleaned from SEP's, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest schools participation in Saturday programs. (ODM 1992 Report, pg.25)  Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) 6PARENT AND COMMUNITY INVOLVEMENT A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39)  The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209)  Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the child's school. Participant's feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed. (ODM 1992 Report, pg. 39)  Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents race, gender, and the school their child attends. (ODM 1992 Report, pg. 38) ' Develop and expand the parent volunteer programs and school/business partnerships. (LRSD Plan, pg. 132)  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210) The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38) Require at least two or more home visits. (LRSD Plan, pp. 206, 211) \" The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38) ' Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) 7The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30) Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211) The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38) A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213) The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151) The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) \u0026lt; The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225) The Biracial Committee's monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) 8PARENT RECRUITMENT The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57)  The district's recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PT A groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222)  Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) The LRSD will establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) 9ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12) The early childhood program is an integral part of the whole school, not a separate or \"add-on\" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13) The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12) At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12) The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12) Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) Evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13) The district allows students who attend the Rockefeller three-year-old program to continue on into the four-year-old program and the grades beyond. Siblings of early childhood students may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  Explore developing Rockefeller as a year-round, lull-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) 10OFFICE OF DESEGREGATION MONITORING Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 1993-94 INCENTIVE SCHOOL MONITORING GUIDE Monitors GuideSIX YEAR ENROLLMENT COMPARISON School 88-89 89-90 90-91 91-92 92-93 93-94 FramMio Elwn Stack 364 343 428 352 300 Whto 28 72 S9 71 SO 40 Olh\u0026amp;f 12 S: 8 8 Garland Elem Ish Elem CIftsad after 1992*93 school yaf. Mitchell Elem Rij^ttsell E)etn: Rockefeller Elem Stephane Bem Tolaf\n% Qk Black White Other Total % BIk Black White Other Total % BIk Black White Other Total % BIk Blade White Other Total %Sik Black White Other Total % BIk Slack: White Other Total %Slk: 442 94 276 23 299 92 178 19 197 i90 220 41 261 84 196 45 241 81 255 45 300 85 227 8 233 97 448 507 8^ 345 81 83 84 88 87 268 211 262 233 181 15 18 15 17 3 2 11 2 6 21 285 240 279 256 205 94 88 94 91 88 157 142 188 182 7 4\n5 0 3 0 164 146 200 187 96 97 94 9 220 133 285 232 215 19 24 27 28 12 0 0 0 4 3 239 207 312 264 230 92 88 91 88 93 194 191 282 2391 184 16 a 92 215 33 2 250 86 226 0 :1i 226 100 1 6 4 iil! 1935 99 HI 289 ill 240 189 195 71 5 271 72 190 12 0 202 94 98 96 97 282 250 240 116 104 93 5 7 7 403 361 340 70 69 71 235 202 141 9 7' 3 1 0 245 209 98 97 in 145 97 Grand Total Black White 1,766 207 1,643 162 1,455 189 1,962 253 1,690 220 1,261 155 Other 0 18 26 20 27 38 Total % BIk 1,973 90 1,823 90 1,670 87 2,235 88 1,937 87 1,454 87 The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated.  Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools.STAFFING The selection and support of quality staff members will be critical factors in the success of incentive schools. Carefully planned staff-selection criteria and procedures will provide the quality personnel capable of successfully attaining the goals and implementing the programs and curriculum of these schools. (LRSD Plan, pg. 190) Progress is being made toward racially balancing both the certified and non-certified staff. (ODM 1992 Report, pg. 6) Position Black 1992-93 White Total % Black M F M F Siafh Certified Non-certified Total Percent jE^sssroom Teachers: Early Childhood Primary Intermediate Total Percent  Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features. In order to focus on racially balanced staffing, the district must have distinct goals, explicitly defined objectives, coordinated strategies, timetables, and benchmarks against which to measure progress. Without a comprehensive but specific plan for hitting its targets, the district will achieve racially balanced staffs only by happenstance. Although many aspects of staffing are beyond the control of administrators and their best laid plans, they can nevertheless make many useful assumptions and forecasts based on such factors as past staff turnover patterns and anticipated retirements.  Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the schools staffing committee. Although the LRSD must hire new staff and relocate some employees each year, the districts current practice of personnel assignments to the incentive schools is counterproductive to establishing a high quality school staff through a rigorous screening process. No employee should be assigned to an incentive school without first having been informed of the strong commitment and specific responsibilities required of staff at that school. Nor should staff be assigned to an incentive school unless they have been screened and recommended by the building staffing committee and principal. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators, and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruiting quality staff, and determines hiring procedures. (LRSD Plan, pg. 190) A staffing needs assessment process determines staff selection based upon the needs and interests of the student population. Factors to be considered include the number of students per grade level, their race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs. (LRSD Plan, pg. 190) The district must staff the schools in accordance with equitably meeting the identified needs of the staff and students in a particular school, making decisions regarding plan-recommended staff positions based on criteria linked to a current needs assessment of the individual school. The district is required to determine the need for alternative classrooms and establish them where necessary. (May 1992 Order, pp. 41-42)  Institute staffing needs assessment as an annual process in the incentive schools. The assessment process for determining staffing needs in the incentive schools should be more than a perfunctory exercise in complying with the letter of the desegregation plan. A well designed and conducted needs assessment is an excellent means of determining how best to serve incentive school students while meeting the districts need for fiscal responsibility. Annually assessing the staffing needs in each incentive school will allow the district to stay abreast of the changing needs of each incentive schools population, help indicate the progress made on a comprehensive long-range strategic plan, and support general budgeting processes.  Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data. Whatever specific form it takes, the assessment should be a user-fnendly document that guides the staffing committee to certain logical conclusions based on the evidence generated by the assessment document. Data alone does not automatically show a certain need. The key is whether the needs assessors can translate \"data\" into 'information\" that suggests the level of need for certain specific positions.  Train principals and staffing committees in procedures for effectively assessing staffing needs. Training before initiating the staffing needs assessment can mean the difference between task success and failure. Training should include at least the purpose of the assessment process, types of data to be gathered, an orientation to the assessment instrument itself, introducing materials and people available to help in the process, and a \"walk-through\" of the process that includes how to analyze, correlate, and report the results. Involve the LRSD Human Resources Department as an integral part of the assessment process. Given the experience and expertise that should be resident in the districts Hiunan Resources Department (HR), that staff should be involved in the needs assessment process. Ultimately, it is Human Resources that will develop job descriptions and coordinate recruitment and hiring for positions identified by the needs assessment process. Involving HR on the \"front end\" should help ensure smooth continuity of the entire staffing process. Full-time positions recommended in the desegregation plan include classroom teachers, counselor, media specialist, music, art, P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, and assistant principal. (LRSD Plan, pg, 191) The district uses a current needs assessment of each school to determine the plan-recommended positions that should be filled, whether additional or different positions may be needed, and the need for alternative classrooms. (May 1992 Order, pp. 41-42) Each school has an appropriate number of instructional aides, based on a ratio of two aides to three classrooms if no kindergarten through sixth grade class has more than 20 students, or a one- to-one aide-to-classroom ratio if any classroom, K though six, has more than 20 students. (May 1992 Order, pg. 34)  Develop specific, comprehensive job descriptions for instructional and supervision aides. Each incentive school is unique in its expectations of the aides who serve in the building. Written job descriptions will help delineate specific job responsibilities. A clear understanding of job responsibilities will enhance the working relationships between teachers and aides, as well as provide the basis for performance evaluations and developing growth plans.  Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques. The training should be pre-service, so aides begin the year well-prepared and confident, as well as ongoing throughout the school year so aides knowledge can expand along with the awareness they gain from their day-to-day experiences. Tailor the training to the district needs of the instructional aides and supervision aides so that both their common and individual job responsibilities and challenges are addressed.  Provide teacher inservice training in the effective use of instructional aides that includes team-building activities for teacher and aide teams. The district must not assume that the act of pairing teachers and aides automatically produces an effective instructional team. Guided team-building activities give teachers and aides an opportunity to discover more about each other, identify and workout areas of potential conflict, and develop mutual understandings. Furthermore, training will familiarize teachers with the appropriate role of the instructional aide so teachers can determine the most effective ways in which their classroom assistants can foster a positive learning environment.TEST DATA The parties shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable school than on others. (Interdis. Plan, pg. 6)DISCIPLINE, SUSPENSION, and EXPULSION School Short-term Suspensions Black White Long-term Suspensions Black White Expulsions Sont-Homes Black White Black White M F M F M F M F M F M F M F M F Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27) Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative as well as summative information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23) Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23) Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23)  Make an effort to pair aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team.  Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics that include behavior management techniques and other subjects that will contribute to the aides effectiveness. Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32)GIFTED AND TALENTED ENROLLMENT The district devotes special attention to identifying and placing in gifted and talented programs black students and students from low and middle socio-economic levels. (LRSD Plan, pg. 58) Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes. (ODM 1992 Report, pg. 18) Black White School Total % Black M F M F Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens  Increase the amount of time the gifted and talented program specialists spend in the incentive schools so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program.FACILITIES The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129)  Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet.  Repaint the interior of Ish, if the school remains open. The spot-painting completed during the summer of 1992 improved the appearance of the building, but the walls need a complete paint job.  Repair or replace the leaky roof in Mitchells reading room.  Replace the loose floor tiles in Mitchells hallway.  Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell.  Repair the floor and wall in Rightsell classroom 3-B, and then replace any damaged carpet.  Take steps to correct the remaining drainage problems at Rightsell, including relocation of any downspout draining toward the foundation.  Make sure all incentive school principals are aware that district funds are available to improve landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings. All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering. (ODM 1992 Report, pg. 43)PROGRAMS AND OPERATIONS The incentive school program promotes and ensures academic excellence in schools that have been difficult to desegregate. The incentive school program compensates the victims of segregation and serves as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. (LRSD Plan, pg. 149) A comprehensive long-range strategic plan has been developed for implementation of the incentive school program. (ODM 1992 Report, pg. 20) Each district will make a quarterly report to the Office of Desegregation Monitoring. (Interdis. Plan, pg. 6) The four-year-old program uses High Scope or a comparable curriculum model and a parent component is incorporated into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10) The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program.  Increase the involvement of area colleges and universities by naming active higher education representatives to the task force. Reading and oral expression are infused throughout all curriculum areas. (LRSD Plan, pg. 152) Reading comprehension and reading for meaning are stressed at every grade level. (ODM 1992 Report, pg. 32)  Base staff development activities on areas of demonstrated need. Some teachers may need more training than others in a given area in order to succeed. Now that the new curriculum has been in place for a full school year, principals should be able to determine which teachers need additional assistance.  Utilize Teacher Assistance Plans (TAP) for those teachers who need the help available through the TAP approach. Teachers who are unable to effectively deliver instruction in any curricular area should get immediate help\nassistance should not be reserved for those in imminent danger of dismissal.  Encourage principals and assistant principals to attend subject area inservice meetings so they, too, are well informed and understand the new curriculum. Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153)Each school as a program specialist to support the thematic emphasis. (May 1992 Order, pg. 41) Fresh imaginative themes are established based upon each schools unique strengths. (ODM 1992 Report, pg. 20)  Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year.  Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily or permanently deviate from a particular plan provision.  Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences.  Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the districts programs. Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15) The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156)  Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom.  Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures. Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  Capitalize on the districts resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program. For some years, the LRSD has maintained a very popular and successful elementary international studies program at Gibbs Magnet School. At every grade level, foreign language instruction is an integral part of this schools program. Administrators and program developers should tap the cumulative expertise of the Gibbs staff to assist the incentive schools. Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program.  Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum. The Spanish teachers can develop daily 10 minute lessons to help classroom teachers reinforce the Spanish instruction provided by the foreign language teacher. The minilessons could also include activities centered on cultural materials.  Increase the amount and improve the quality of Spanish language materials available in each school. Once foreign language teachers are employed, they should be able to work with the districts Foreign Language Supervisor and the IRC Incentive School Specialist to acquire a variety of Spanish language materials, including computer software. The quality and quantity of foreign language materials available to schools has increased dramatically in recent years, so the district should have little difficulty locating many fine resources to enhance Spanish instruction. Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153) The district uses Computer Managed Instructional Technology (CMIT) to track student progress. (LRSD Plan, pg. 153) The district uses computer-generated criterion referenced tests for student assessment. (LRSD Plan, pg. 154)  Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993-94 school year. The district has had a year to pilot the program and work out some of the bugs. Administrators should be able to design an effective training program and support system that can help each school use the new technology for the purpose intended in the desegregation plan. The school emphasizes a classics reading program and uses the basal reader to augment the classics. (LRSD Plan, pg. 154) Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those wifti disabilities. (LRSD Plan, pg. 156)  Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum.Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)  Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourager can be so important to a childs development that every student who needs or wants a mentor should have one.  Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors. New school volunteer recruits are usually highly motivated to help children and want to get \"on the job\" right away without having to wait a lengthy period for a formal group training. Volunteers should not have to delay their service any longer than is absolutely necessary in order to receive training and orientation. Having on-site training available can expedite the period between volunteer sign-up and getting to work. However, because adequate training is so vitally important to the quality of a program and school volunteers success in meaningfully helping children and teachers, under no circumstances should the scope and quality of volunteer training be compromised or circumvented for the sake of expediency. Any job worth doing for kids is worth doing well, and volunteer jobs are no exception. The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4)  Abandon the practice of limiting three- and four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school busses. The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180)  Treat and teach career skills development as an integral part of school life. School personnel should consistently point out relationships between all school activities and the world of work. They must also stay informed of changing job markets and have up-to-date labor market information so they can give their students the best possible instruction. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180)Extended year is a continuation of the regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest schools participation in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179)  Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it.  Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend.  Seek broad-based input from incentive school staff, parents, and students to leam what course offerings or other program features make summer school most appealing to prospective participants.  Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and then act decisively upon what the evaluation reveals.  Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit.  Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed.  Consider implementing the recommendations made by the extended year administrative staff in the districts summary report.  Encourage partnered schools to develop some joint projects and co-activities so students will leam how to plan, organize, and cooperate on activities that they develop. Shared ventures could help increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects. Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety. The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) The extended day program, which is based on information gleaned from SEPs, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play.  Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. Its developmentally and emotionally healthy for students to participate in wholesome activities just for fun. Compacts provide students access to community support programs, such as volunteers and preprofessionals from colleges and universities, and assistance from social agencies. (LRSD Plan, pp. 175, 183) Students have access to a wide spectrum of community-based programs. (ODM 1992 Report, pg- 39)  Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training.  Allow principals to contact and select pre-professionals from institutions of higher education when the opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesnt make sense for a good opportunity to get lost in bureaucratic wastelands.  Expand contacts with and widen access to the variety of community-based programs designed to support children and families. Study skills training enhances skills in test taking, listening, and studying. Test taking skills are being taught and students practice test taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32)  Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish to transfer elsewhere, they are not necessarily unfit or incompetent\nthey may simply not be suited for the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there.  Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each students learning path and to help determine the effect of the variables these profiles record. Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184) The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) The school collaborates with the Arkansas Department of Human Services (DHS) and Department of Health. (ODM 1992 Report, pg. 27)  Make sure that each incentive school has a full-time certified guidance counselor on staff throughout the school year.  Decide each incentive schools need for a social worker, then staff accordingly.  Require incentive school counselors to meet as a group on a regular basis. Such meetings will provide an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers.PARENT AND COMMUNITY INVOLVEMENT The district will establish an incentive school parent program to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include\ndesigning and administrating a needs assessment to determine community interests and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and mentorships between parents and teachers. (LRSD Plan, pp. 178, 189, 206, 207)  Assign a district employee the responsibility for fully developing and implementing the plan requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria.  Follow up to provide appropriate assistance to survey respondents who have expressed interest in receiving specialized help from the district, such as obtaining their GED.  Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Center, as a means for providing education opportunities for parents. A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the childs school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed. (ODM 1992 Report, pg. 39)  Evaluate the parent workshops offered to determine if they are meeting the plans goal of helping incentive school parents understand and carry out school expectations.  Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly. Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PT A meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210) The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38) Home and school communication is evident at each incentive school. Parents attend school activities and monthly school meetings and serve as volunteers. The staff formulates early indicators and early intervention programs using alert and success cards to update parents on their childs needs and achievements. Parents have access to the school through identified transportation pick-up points within the school community. (LRSD Plan, pp. 174, 176, 183, 184, 188, 206, 210-211) Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents race, gender, and the school their child attends. (ODM 1992 Report, pg. 38)School 1993-94 Volunteers Hours BM BF WM WF Unidentified Total Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens TOTAL Parents are asked to sign all homework assignments on a daily basis. (LRSD Plan, pp. 174, 183, 210) Mechanisms are established at each school to ensure that parents regularly sign homework. (ODM 1992 Report, pg. 38) Require at least two or more home visits. (LRSD Plan, pp. 206, 211) The staff documents the number and date of visits to each students home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38) School 1993-94 Home Visits Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens TOTAL Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, guardian, or other), and a brief description of the results of the contact or any other pertinent information.  Train incentive school principals and staff to serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement.  Develop transportation policies and procedures, ensiuing that principals are aware of this service, know how to identify parents transportation needs, and understand how to arrange for it to support parent participation where needed. Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211) The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  Provide parents with current school year contracts to sign when they register their children in the incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that the either the school, the district, or both dont place much value on the contracts or parent commitments. A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator cant be expected to carry out their responsibilities effectively.  Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made.  Develop job descriptions for the speakers bureau and key communicators that clearly identify the job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job. The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151) Create job descriptions for council members that clearly identify the districts expectations of the council, membership responsibilities, and the amount of service time involved.  Outline the councils organizational structure and its working and reporting relationship to the school board, district administrators, the incentive schools, and other monitoring entities.  Provide a comprehensive orientation for the council at the beginning of each school year so all members will understand their role, district policies and procedures, communication channels, and what district resources and support are available.  Develop and cany out a specific plan for meeting council obligations that includes goals and objectives, tasks, timelines, persons responsible, and evaluation criteria that address the councils desegregation plan obligations.  Develop a monitoring instrument for council use that conelates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its legal obligations.  Help the council develop monitoring and reporting procedures, guidelines, and schedules that provide members clear direction for their monitoring tasks.  Coordinate monitoring activities with other internal monitoring groups including the district biracial committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of time and other resources. The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)PARENT RECRUITMENT The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57) The districts recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222) The LRSD will establish a speakers bureau to target parents of four-year-olds\nidentify a database of four-year-old white residents within Pulaski County by July 1991 for targeted marketing\nand develop a method of identifying and making systematic contact with parents of newborns and children up to three years of age. (Marketing Plan, pp. 8, 10, 11) Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222) All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) The LRSD will\nestablish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) The LRSD Incentive School Marketing Plan includes the following strategies: implementing a tracking system\nprioritizing target audiences\nholding promotional training sessions at each incentive school\nand developing an open house program. Additional strategies include developing an annual communications program to highlight staff and student achievements\ncreating a communications process between each school and the district to encourage systematic input of newsworthy events\nand pre-testing communication materials prior to production. (Marketing Plan, pp. 5-7, 9, 12, 14, 15-17, 18) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) The Biracial Committees monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) Evaluate the means parent recruiters are using to inform the community about the incentive schools hotline, then analyze the findings to determine more effective ways to heighten awareness of this service. For example, district recruiters could distribute the hotline number to patrons as part of presentations about the incentive schools. The number could be featured in television and radio public service announcements\nit could also be placed in brochures or other printed materials to inform parents of the hotline service.  Ensure that prospective parents receive information about the incentive schools by expanding the target audience. Parents and their children are the primary customers of the districts services, so the LRSD must ensure that its message about the incentive schools is reaching the potential consumers. One way recruiters could expand their targeting efforts is by making presentations about the incentive schools to groups that include parents, such as neighborhood associations, churches, civic and social organizations, and the districts Partners in Education.  Assign specific district employees the responsibility and accoimtability for fully developing and implementing all the districts recruitment obligations identified in the desegregation plans, marketing plan, and court orders. The district must demonstrate its commitment to the incentive schools by identifying specific individuals who are responsible for incentive school recruitment, and adjusting job descriptions as necessary to reflect the duties required of these employees. Further, the district should hold these employees strictly accoimtable for implementing recruitment strategies for the incentive schools.  Develop a system to ensure that employees responsible for incentive school recruitment receive all monitoring reports and court orders that deal with the incentive schools. Before employees can be held accountable for the districts legal obligations, workers must know what they are. Employees working with incomplete or outdated information will not be able to do the thorough job that is necessary for successfully desegregating the schools.  Establish parent recruitment teams in each incentive school, staffing the teams according to qualifications and job descriptions that clearly state the team charge, the districts expectations, qualifications (such as skills, experience, or school affiliation), the amount of time involved, and the precise duties anticipated.  Implement an orientation and training schedule for the recruitment teams that utilizes the skills and expertise of parents and district personnel who have a track record of successfully promoting desegregation. The district will be wise to capitalize on the inhouse expertise that abounds in the experiences of parents and employees who have learned what works. These veterans can give suggestions, guidance, and support to others.  Utilize up-to-date enrollment and school capacity data to develop a plan to target specific schools and neighborhoods for recruitment to the incentive schools.The voluntary transfer aspect of the desegregation plan is a strong ally in promoting school racial balance if the district will capitalize on this feature of their plan. For example, parent recruiters and school recruitment teams can target westside schools with high white enrollment, acquainting parents with the featiu'es of the incentive schools that offer special advantages and conveniences for downtown workers who commute from the western areas. Schools having a high percentage of white enrollment, like Otter Creek or Terry for example, could be the focus of a neighborhood blitz.  Survey white parents in LRSD and PCSSD to find out what features they consider when selecting a school and what would prompt them to request a desegregation transfer to an incentive school for their children.  Develop a comprehensive and detailed annual recruitment plan for each incentive school. This plan should reflect each schools individual needs while also capitalizing on the schools strengths. It should take into account districtwide enrollment distribution and survey feedback from parents on what prompts them to choose a certain school for their children. It should include all the districts legal recruitment obligations\nspecify goals, objectives, and timelines\nidentify persons responsible for each step of implementation\nand delineate evaluation criteria. For example, because the best salesperson for any school is a satisfied parent, the district could focus its recruitment strategy on the parent recruitment teams in each building. Then, each team could work with the district to develop a plan that includes the districts legal obligations along with areas of interdistrict collaboration. These teams, along with the biracial committee, could regularly evaluate the effectiveness of the recruitment.  Annually identify specific recruitment goals for each incentive school and regularly track the headway made toward each goal. Each year recruiters ne\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":"alm_u0008-0000152_257","title":"Interview with Mac Portera, 1995","collection_id":"alm_u0008-0000152","collection_title":"Tom Bevill Oral Histories","dcterms_contributor":["Portera, Mac"],"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":["Smith, Donald"],"dc_date":["1995"],"dcterms_description":["The transcript timecodes may not coincide with audio playback.","Gift of Bevill family, Don Smith, and Todd Smith"],"dc_format":["audio/mpeg","image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["The University of Alabama Libraries Special Collections"],"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Tom Bevill oral histories"],"dcterms_subject":["Political science","United States. Congress. House","Alabama. Legislature"],"dcterms_title":["Interview with Mac Portera, 1995"],"dcterms_type":["Sound","Text"],"dcterms_provenance":["William Stanley Hoole Special Collections Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digitalcollections.libraries.ua.edu/cdm/ref/collection/u0008_0000152/id/257"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Images are in the public domain or protected under U.S. copyright law (Title 17, U.S. Code), and both types may be used for research and private study. For publication, commercial use, or reproduction, in print or digital format, of all images and/or the accompanying data, users are required to secure prior written permission from the copyright holder and from archives@ua.edu. When permission is granted, please credit the images as Courtesy of The University of Alabama Libraries Special Collections."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":["01:03:23","11 p."],"dlg_subject_personal":["Bevill, Tom, 1921-2005"],"dcterms_subject_fast":null,"fulltext":null},{"id":"abj_p15099coll2_5","title":"Johnny Fairley interview","collection_id":"abj_p15099coll2","collection_title":"Oral Histories","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, Jefferson County, Birmingham, 33.52066, -86.80249"],"dcterms_creator":["Fairley, Johnny","Cook, Ben"],"dc_date":["1995"],"dcterms_description":null,"dc_format":["audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Birmingham, Ala. : Birmingham Public Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Birmingham Black Barons Oral History Collection"],"dcterms_subject":["Birmingham Black Barons (Baseball team)","Baseball--Alabama--Birmingham","Oral history","Negro leagues","African American baseball players"],"dcterms_title":["Johnny Fairley interview"],"dcterms_type":["Sound"],"dcterms_provenance":["Birmingham Public Library (Ala.)"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm16044.contentdm.oclc.org/cdm/ref/collection/p15099coll2/id/5"],"dcterms_temporal":["1991/2000"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["This material may be protected under Title 17 of the U. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning","Educational statistics","School improvement programs","Student assistance programs"],"dcterms_title":["Little Rock School District Planning, Research and Evaluation: Extended Program Evaluations"],"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/1139"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n{r!cei\" ~ J / 1. - IZ - fr' ~o,-A LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION EXTENDED PROGRAM EVALUATIONS 1995-96 ()D,M eo,\nve. a i)CC . I 2 I I (ff? 5 I LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION EXTENDED PROGRAM EVALUATIONS 1995-96 Program Name EXTENDED PROGRAM EVALUATIONS (Alphabetical Order) Academic Progress Incentive Grant Academic Support Program Alternative Learning Center Booker Arts Magnet Carver Math/Science Magnet Central International Studies Communications Services Dunbar International Studies Four-Year Old/City Wide Early Childhood Gibbs International Studies Henderson Health Sciences Magnet Human Resources Mann Science/Arts Magnet McClellan Community McClellan Business/Communications New Futures (Teaming) Parkview Science/Arts Magnet Transportation (Special Education) Vocational Education Williams Magnet Program Name: Administrative Summary APIG/Focused Activities Implementation Plan 1995-96 Program Description and History From 1991-1994: The Academic Incentive Grant Program was intended to provide funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disproportionality in academic achievement among groups formed on the basis of race, gender, and economic status. Each area school would be able to apply for a total of $75,000 over a three-year period. This amount would be issued to the schools in increments of $25,000 each year, and the carryover of funds would be permitted. Area schools may receive funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disparities in academic achievement among groups formed on the basis of race, gender, and economic status. Teachers, building administrators and patrons would participate in the development of the local school proposal. Grant proposals should avoid additional personnel costs to the extent possible. The District would not assume responsibility for continuing costs that occur after the expiration of the funding period. Approval Criteria: A panel reviewed all applications according to the following: (1) A detailed and wellplanned proposal\n(2) appropriate goals and objects\n(3) We/I-documented need\n(4) innovativeness\n(5) potential for replicability\n(6) realistic budget\n(7) quality of evaluation\n(8) ability to continue after grant period ends\n(9) documentation of teacher, administrator, and patron involvement during proposal development\nand, (10) use of volunteers and/or collaborative efforts with businesses, outside organizations, etc. Focused Activities - Each area school could have a fundamentally sound and strong basic education program. Each area school would also have the option of developing focused activities (which may center around a theme) after appropriate community and parental involvement. All focused activities must promote the desegregation objectives ordered by the court. The elementary area schools (Non-incentive and non-interdistrict) received an annual allocation for implementing the focused activities for the school year. The purpose of the focused activities was threefold: (1) to promote the school as a \"community of learning\" among parents, staff and students\n(2) to provide enrichment opportunities at the building level\n(3) to ensure equitable opportunities for participation in the elementary area schools. The focused activities of each area school would be integrated into the core curriculum or reflected in the school's environment and day-today activities. The academic performance of area school students would indicate achievement gained partially as a result of enrichment experiences provided by the core program and enrichment 'activities. Area school students would participate in ongoing, 1 meaningful enrichment activities that complement and extend the core curricular activities. All area schools would be viewed by the community as providing equitable and excellent educational programs. A business case on APIG/Focused Activities was submitted to the Little Rock School District Board of Directors and approved on April 12, 1995. (The recommendation in the business case stated that the Little Rock School District will redirect its effort to provide equitable opportunities to elementary area schools by eliminating the grant writing process and providing additional funds through annual appropriations in each area schools' operating budget. Annually each elementary area school would be funded $20 per student as of the October 1 enrollment. Funds could be allocated at the beginning of the new school year and adjustments will be made after enrollments are verified later in the year. The goals of APIG, Focused Activities, Extended COE and the Desegregation Plan have been combined in such a manner that the spirit and intent of the two grant proposals are maintained.) (Area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curriculum. The regular operating budget in twenty-three (23) area elementary schools will be supplemented with an allocation of $20 per student.) Recommendations: Continue to give Area Schools the opportunity to enrich their programs with the twenty dollar per student allocation in their budget. The process has only been in place for one year. 2 II I I I I I I I I ADMINISTRATIVE SUMMARY PROGRAM NAME: Academic Support Program PROGRAM DESCRIPI'ION: The purpose of the Academic Support Program is to provide support for participating students in grades one through twelve in the areas of reading, language arts, and mathematics. The program reinforces and enhances the academic achievement of these targeted students. The support is provided by certified reading specialists and English and mathematics teachers in the regular classroom, in additional classes, and in labs. All of the District's remediation programs are part of the Academic Support Program. All such programs are located at the individual school sites, except the Metropolitan VocationalTechnical Education Center. The Academic support Program offers a variety of options to individual schools for providing accelerated reading/language arts and mathematics learning experiences for students identified through a process using multiple criteria. The program is characterized by providing either direct or indirect services to identified students through additional classes, smaller class sizes, or in-class assistance at the secondary level and in-class assistance or limited pull out at the elementary level. The Language Arts Plus and Math Plus Programs are intended to reinforce regular instruction exclusively and to focus on specific student deficits. The Plus Programs add an enrichment class to schedules of targeted students. This concept utilizes . the services of regular English and mathematics teachers in whose classes the targeted students are enrolled. The Language Arts Plus and Math Plus teachers teach up to four regular periods and during the remaining periods provide tutorial and accelerated learning experiences for all academic support students enrolled in each of their regular classes. Average class size is not to exceed 15 students per period in the teachers' plus class periods. The Language Arts Plus Program approach reduces the number of separate reading classes and the number of language arts students per teacher. The Math Plus Program approach also provides a reduced number of math students per teacher. RECOMMENDATIONS: Recommendation 1 It is recommended that all schools be directed to follow the model as it is written. Administrative entities should work together to insure adequate inservicing of principals and registrars so that program design is clearly understood. Administrative Summary Page 2 Recommendation 2 It is recommended that the instructional supervisors have a greater role in program design, program implementation, and related staff development and technical assistance. The academic Support Program is designed to complement the instructional efforts of the district's language arts and mathematics departments. To maintain the integrity of these efforts makes it imperative that program supervisors exercise increased involvement in the Academic Support Program. Recommendation 3 It is recommended that the district investigate more cost efficient alternatives to the current Academic Support Program at the secondary level. On a short term basis, Math Plus at the tenth grade level can be eliminated. These students are a rather homogeneous group since all failed Algebra I in junior high school. Senior high school Algebra I teachers should utilize instructional strategies appropriate for strengthening algebra concepts. Similar alternatives should be explored for reading/language arts. The district should explore consolidating resources at lower grade levels by eliminating services at the secondary level.  I I  I ACADEMIC SUPPORT MODIFIED PROGRAM EVALUATION Evaluation Focus What follows is a modified program evaluation of the Little Rock School District Academic Support Program intended to address specific concerns at the secondary level. The current Academic Support Program was designed and implemented following a 1992 court order, in which the district was directed to redesign its support system for students with learning needs in the areas of reading/language arts and mathematics. The current concerns about the Academic Support Program have to do with perceived departures, Jrticularly at the secondary level, from the program design. Such departures may endanger the integrity of the Academic Support Program, by violating the goals of the desegregation plan with regards to student achievement and by failing to fully serve students who should be targeted in appropriate ways. Specifically, this program evaluation has been conducted to address questions about implementation of the program, administration of the program, and future funding of the program at the secondary level. In this context it has been necessary to modify the District's evaluation format in order to limit the focus of the analysis process to these three specific concerns. Therefore, the evaluation does not attempt to address the full scope of the current Academic Support Program. Secondary Program Description Purpose The purpose of the Academic Support Program is to provide support for participating students in the areas of reading, language arts, and mathematics. The program reinforces and enhances the ,icademic achievement of these targeted students. The support is provided by English, reading, and mathematics teachers in additional classes. Scope and Content All of the District's remediation programs are part of the Academic Support Program. All such programs are located at the individual school sites, except the Metropolitan Vocational-Technical Education Center. The Academic Support Program offers a variety of options to the individual schools for providing accelerated reading/language arts and mathematics learning experiences for students identified through a process using multiple criteria. The program is characterized by providing services to identified students through additional classes at the secondary level. Secondary Academic Support Pro~arn Secondary schools implement the Academic Support Program according to one of the following possible approaches: APPROACH ONE For students identified with severe reading problems, a reading class is available in five of the junior high schools to assist them in mastering fundamental reading skills and to stimulate their interest in reading. APPROACH TWO NIA APPROACH THREE The Language Arts Plus and Math Plus Programs are intended to reinforce regular instruction exclusively and to focus on specific student deficits. The Plus Programs add an enrichment class to schedules of targeted students. This concept utilizes the services of regular English and mathematics teachers in whose classes the targeted students are enrolled. The Language Arts Plus and Math Plus teachers teach up to four regular periods and during the remaining periods provide tutorial and accelerated learning experiences for all academic support students enrolled in each of their regular classes. Average class size is not to exceed 15 students per period in the teachers' plus class periods. The Language Arts Plus Program approach reduces the number of ~ eparate reading classes and the number of language arts students per teacher. The Math Plus Program approach also provides a reduced number of math students per teacher. EXTENDED SERVICES-SECONDARY To support and extend learning opportunities for targeted students, the academic team concept is supplemented by making available to these students before-school, at lunch, and after-school instructional services. Additionally, some sites may schedule periodic extended weeks in order to provide a practice and review session on Saturdays. Principals may use flexible scheduling of staff to provide some of their extended day services. The implementation of academic support programs may vary from school to school in design. However, the following common critical elements are evident in every program: instructional strategies including higher order thinking skills, close observance of time on task, use of the District's approved curriculum with appropriate materials and resources, a positive school climate that includes conveying high expectations for all students, parent involvement designed to assure a collaborative partnership between parents and school, problem analysis consisting of collecting, analyzing and disaggregating student data, and monitoring/evaluation. Yew staff members participate in development activities that assist them in use of curriculum guides as well as appropriate staff development activities for targeted students. 2     I I I Participants/Beneficiaries Target students are initially identified from the student population scoring in the lower quartile on the annual student assessment. Multiple criteria, including student grades, teacher recommendations, and student records are used to select students from the eligible population to participate in the Academic Support Program. Program Goal The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all students in the mainstream setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. Specific objectives have been developed in order to accomplish the program goal. One of the objectives is to identify and serve students who are at-risk in language arts and mathematics. In '.):-der to meet this objective at the secondary level, several assumptions are made: 1) funding will be available for program activities 2) schools will implement the approved reading and language arts/math plus model 3) students will be identified and selected in a timely manner for the program using multiple criteria 4) staff development will be provided for teachers participating in the program 5) appropriate records will be kept on students to measure progress and meet federal and/or state regulations 6) instruction, evidence of learning, and record keeping will be monitored on a regular basis Evaluation The limited evaluation will address three aspects of the Academic Support Program: l) degree of implementation at the secondary school level during the 1995-96 school year 2) administrative coordination 3) external funding 3 Evaluation Criteria The evaluation criteria for the modified program evaluation for the Academic Support Program consists of: I) the extent to which the secondary schools are implementing the reading and language arts/math plus model. Data about the number of students served at each school compared to those eligible, the number of students in each reading language arts plus and math plus class, and the number of students who aren't in their regular language arts or mathematics teacher's plus class. 2) a listing of major program activities with a time line and the person(s) who initiated/implemented the activity. This listing will illustrate current administrative control of the Academic Support Program. 3) a description of program components and the cost of each component for the 1995-96 school year. Evaluation Results Evaluation results reflect data gathered from several sources. These data have been compiled and analyzed and yield the following results, presented in correspondence with the previously stated aspects. Aspect I Degree of Implementation at the Secondary School Level During the 1995-96 School Year Each secondary school (all junior and senior high schools) was surveyed to determine the total number of Language Arts Plus and Math Plus classes, the total number of students enrolled in each class, and the total number of students enrolled in the classes who are not being served by their regular English and/or math teachers. The surveys produced the following results: Among the eight junior high schools, there are 37 Language Arts Plus classes and 42 Math Plus classes. The total number of students enrolled in the Language Arts Plus classes is 352. Of these students, 27 are not served by their own English teacher. The total number of students enrolled in the Math Plus classes is 437. Of these students, 80 are not served by their own math teacher. Table A and Table B Among the five senior high schools, there are 36 Language Arts Plus classes and 9 Math Plus classes. The total number of students enrolled in the Language Arts Plus classes is 343. Of these students, 95 are not served by their own English teacher. The total number of students enrolled in the Math Plus classes is 72. Of these students, 2 are not being served by their own math teacher. 4 I I I TABLE A LANGUAGE ARTS PLUS ENROLLMENT SCHOOL TEACHER PERIOD ENROLLMENT # MISPLACED STUDENTS Fair High Hall 6th 12 3 Fair High Gray 6th 7 Fair High Peters 5th 15 2 Fair High Pickering 1st 8 8 Fair High Earleywine 4th 7 Fair High Thompson 6th 11 8 McClellan High B. Gray 6th 11 McClellan High McDonald 1st 8 McClellan High Tatum 1st 6 McClellan High Jones 2nd 8 4 McClellan High Hawkins 4th 6 McClellan High Paul 4th 9 UcClellan High D. Gray 3rd 8 Parkview High Henry 3rd 7 2 Parkview High Kready 3rd 12 3 Parkview High Bailey 6th 7 Parkview High Rague 3rd 16 Cloverdale Jr. Burnette 6th 9 Cloverdale Jr. VanPelt 1st 11 Mabelvale Jr. Credit-Banston 3rd 8 Mabelvale Jr. Lee 5th 6 Mabelvale Jr. Hastings 4th 5 Mabelvale Jr. Price 6th 2 Mabelvale Jr. Toledo 7th 9 Mabelvale Jr. Wolfe 1st 7 Mann Jr. Bell 7th 12 Mann Jr. Gamer 1st 11 Mann Jr. Davis 4th 7 Mann Jr. Davis 5th 9 Southwest Jr. Smithson 7th 14 Southwest Jr. McCuien 2nd 14 l-:r,ntral High Paxton 5th 8 Central High Hammons 3rd 14 Central High Nash 5th 14 Central High Sain 1st 13 Central High Prewit 1st 9 9 Central High Prewit 2nd 8 8 Central High Prewit 3rd 13 13 Central High Prewit 4th 12 12 Central High Prewit 6th 10 10 5 SCHOOL TEACHER Dunbar Jr. Rizzardi Dunbar Jr. McLeroy Dunbar Jr. Richardson Dunbar Jr. Richardson Dunbar Jr. Richardson Dunbar Jr. Mundy I\n1mbar Jr. Mundy Dunbar Jr. M. Smith Dunbar Jr. M. Smith Dunbar Jr. Flynn Pulaski Hts. Jr. Bodenhamer Pulaski Hts. Jr. Sparling Pulaski Hts. Jr. Ross Hall High Milloway Hall High Easter Hall High Hawkins Hall High Carter Hall High Runshang Hall High Gage Hall High Norman Hall High Walton Hall High McKinnon Hall High Maddison Henderson Jr. Williams Henderson Jr. Williams Henderson Jr. Olsen Henderson Jr. Olsen Henderson Jr. Palmer Henderson Jr. Williamson Henderson Jr. Key Henderson Jr. Key Forest Hts. Jr. McCree Forest Hts. Jr. McCree Total Jr. High Classes 37 Total Sr. High Classes 36 *Estimated from average PERIOD ENROLLMENT # MISPLACED STUDENTS 1st 9 2nd 11 2nd 7 4th 7 5th 9 1st 9 6th 9 I st 12 5th 8 6th 11 2nd 8 6th 11 4th 12 1st 7 3rd 9 2nd 14 5th 10 6th 5 3rd 5 2nd 5 4th 11 1st 5 1st 13 13 5th 10 6th 9 5th 10 6th 11 3rd 15 2nd 8 1st 7 7th 8 3rd 14 +14 5th 13 +13 Total Jr. High Enrollment 352 Total Sr High Enrollment 343 Average Enrollment 9.5 + 11 of McCree's 27 students have her periodically as a team teacher\n16 don't have her at all. 6 I I I I II I I TABLEB MATH PLUS ENROLLMENT SCHOOL TEACHER PERIOD ENROLLMENT #MISPLACED STUDENTS Central High Carr 1st 4 Central High Schlesinger 1st 8 Central High Schlesinger 3rd 8 1 Fair High Eskola 2nd 8 Fair High Feldman 3rd 13 1 Hall High Daniell 4th 4 Hall High Thompson 5th 9 McClellan High Larkin 2nd 10 McClellan High Larkin 6th 8 Dunbar Jr. Robinson (8th) 6th 9 Dunbar Jr. Flanigan (7th) 7th 8 Dunbar Jr. Newton (7th) 5th 8 Dunbar Jr. Cowell (8th) 2nd 8 Forest Hts. Jr. Gray (7th) 6th 7 7* Forest Hts. Jr. Gray (7th) 7th 7 7* Forest Hts. Jr. Nichols (8th) 1st 10 10* Forest Hts. Jr. Nichols (8th) 2nd 8 8* Henderson Jr. Burkepile (7th) 4th 7 Henderson Jr. Burkepile (8th) 5th 10 Henderson Jr. Grant (7th) 3rd 11 Henderson Jr. Grant (7th) 6th 6 H~nderson Jr. Thompson (8th) 7th 14 Henderson Jr. Ellington (7th) 1st 14 Henderson Jr. Slater (8th) 2nd 15 Mabelvale Jr. Lindberg (7th) 3rd 8 Mabelvale Jr. Dunbar (7th) 7th 11 Mabelvale Jr. Clark (8th) 7th 15 Mabelvale Jr. Webb (8th) 1st 10 Pulaski Hts. Jr. Allmon (7th) 1st 13 1 Pulaski Hts. Jr. Allmon (7th) 5th 11 ~ Pulaski Hts. Jr. Drake (8th) 2nd 11 Pulaski Hts. Jr. Drake (8th) 3rd 13 Southwest Jr. Ezell (7th) 2nd 9 Southwest Jr. Ezell (7th) 3rd 11 Southwest Jr. Kline (8th) 4th 10 Southwest Jr. Morgan (8th) 4th 12 7 SCHOOL Southwest Jr. Mann Jr. Mann Jr. Mann Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. ....C. loverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Cloverdale Jr. Total Jr. High 73 Total Sr. High 51 TEACHER Tidmore (7th) Moore (8th) McSwain (7th) Levin (8th) Benson (7th) Skidgel (8th) Skidgel (8th) Gately (7th) Gately (8th) Gately (7th) Reedy (7th) Reedy (7th) Klais (8th) Klais (8th) Klais (8th) Parkview- No Math Plus Classes PERIOD ENROLLMENT #MISPLACED STUDENTS 3rd 16 5th 15 6th 8 4th 15 7th 9 2nd 4 I 4th 14 2 4th 6 3 5th 10 10 6th 12 9 1st 11 2 4th 7 3rd 12 7 6th 10 4 7th 12 9 Total Jr. High 383 Total Sr. High 493 Average Enrollment 9.8  All Forest Heights Math Plus students are scheduled with a part-time \"team teacher.\" 8 At the secondary level, there are a total of 73 Language Arts Plus classes with a total enrollment of 695 students. The average class size is 9 .5 students. TABLEC \"ELIGIBLE\" versus \"SERVED\" LANGUAGE ARTS PLUS STUDENTS *POPULATION POPULATION PERCENTAGE SCHOOL ELIGIBLE SERVED SERVED CLOVERDALE 159 20 12.5% DUNBAR 144 92 63.9% FOREST HEIGHTS 140 27 19.0% HENDERSON 165 78 47.3% MABELVALE 122 37 30.3% MANN 98 39 39.8% PULASKI HEIGHTS 142 31 21.8% SOUTHWEST 146 28 19.2% CENTRAL 446 101 22.6% FAIR 304 60 19.7% HALL 317 84 26.5% McCLELLAN 296 56 18.9% PARKVIEW 134 42 31.3% TOTAL 2613 69S 27.0% *Includes grades 7-12. There are a total of 51 Math Plus classes with a total enrollment of 509 students. The average Math Plus class size is 9.8 students. TABLED \"ELIGIBLE\" versus \"SERVED\" MATH PLUS STUDENTS  *POPULATION SCHOOL ELIGIBLE CLOVERDALE 164 DUNBAR 124 FOREST HEIGHTS 136 HENDERSON 146 MABELVALE 104 MANN 82 PULASKI HEIGHTS 143 SOUTHWEST 136 CENTRAL 279 FAIR 161 HALL 137 M.::CLELLAN 154 PARKVIEW 63 TOTAL 1824 *Includes grades 7, 8 and 10. POPULATION SERVED 107 33 32 77 44 38 48 58 20 21 13 18 0 S09 9 PERCENTAGE SERVED 62.2% 26.6% 23.5% 52.7% 42.3% 46.3% 32.4% 42.6% . 7.2% 13 .0% 9.5% 11.7% 0.0% 28.0% {, The total number of students at the secondary level being served during the 1995-96 school year is 1,204. Of that total secondary student population tested, using the SAT-8, during the spring of 1995 4,299 fell below the 36th NCE, which is the cut-off for Academic Support Program service eligibility. 3,095 more students are eligible for service than are actually being served. Aspect 2 Administrative Coordination A review of the Academic Support Program activities reveals that there are 32 specific events which must be compiled for full implementation to occur. There are a number of specific events that may be categorized into 7 specific function categories. These ?function categories correspond to duties assigned to the following district entities: Federal Programs, R.~ading/Language Arts Department, Mathematics Department, Assistant Superintendent of Secondary Schools, and building-level principals. A number of the events require coordination of functions by two or more district entities in order to ensure that the events are fully completed. Table E, Table F and Table G. Academic Support language arts plus and math plus administration is presented in detail in Table G. Primary tasks are listed in five major categories: application preparation, student selection process, monitoring, personnel and evaluation. Each tasks shows a start and finish date and the name of the person or persons responsible for its completion. There are remaining coordinating functions that must be reconciled between Table F and Table G. 10 TABLEE TITLE I EVENTS - CROSS REFERENCED BY FUNCTION PROGRAM EVENT -J)e\nvelop program proposal Submit proposal for approval/funding Disseminate recommendation forms Share program information Conduct pre-identification process Draft student schedules Review SA T-8 results Identify pool of students Select students to be served Develop master schedule Schedule students in classes Notify parents Develop schedules for teachers Keep program records Monitor program implementation Deliver program Evaluate program / assess needs Reconcile funding and program proposal Provide technical assistance to teachers Provide technical assistance to supervisors Provide technical assistance to principals ui\u0026gt;velop model choices/curriculum/materials Select program staff Determine staff roles Provide staff development Keep abreast of state/federal regulations Serve as a liaison with state and federal officials Advise LRSD Program Supervisors on changes, etc. Monitor program to ensure funding integrity Document funding integrity Manage program budget Coordinate audits MO - Monitoring (Regulatory/Compliance) BM - Budget Management SD - Staff Development PD - Program Design MO X X X X X X X X X 11 BM SD PD EV TA 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 EV - Evaluation TA - Technical Assistance IM - Implementation X X X X X X X X X X X X X IM X X X X X X X X X X X ? .A 1.-- La_ TABLEF CRITICAL EVENTS RECOMMENDED ADMINISTRATIVE COORDINATION EVENT -l)c,velop program proposal Submit proposal for approval/funding Disseminate recommendation forms Share program information Conduct pre-identification process Draft student schedules Review SAT-8 results Identify pool of students Select students to be served Develop master schedule Schedule students in classes Notify parents Develop schedules for teachers Keep program records Monitor program implementation Deliver program Evaluate program/assess needs Reconcile funding and program proposal Provide technical assistance to teachers Provide technical ~sistance to supervisors Provide technical assistance to principals uc\u0026gt;velop model choices/curriculum/materials \u0026gt;- ~elect program staff Determine staff roles Provide staff development Keep abreast of state/federal regulations Serve as a liaison with state and federal officials Advise LRSD Program Supervisors on changes, etc. Monitor program to ensure funding integrity Document funding integrity Coordinate audits FP LA/MA - Federal Programs - Language Arts and Mathematics Departments - Principals COORDINATION PROVIDED BY LA/MA,FP FP LA/MA LA/MA,FP LA/MA PR LA/MA,PR PR PR PR,AS PR PR PR, LA/MA FP, PR, LA/MA LA/MA, PR, FP, AS PR LA/MA, FP, PR, AS FP LA/MA FP LA/MA,FP LA/MA PR, LA/MA, AS LA/MA LA/MA FP, LA/MA, AS FP FP FP FP FP PR AS - Assistant Superintendent for Secondary Schools 12 TABLE G LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT - LANGUAGE ARTS PLUS/MA TH PLUS FY95-96 ID N1m ,i\n.-hedu\"\"' \"fun Sc.,.,.uled Finish Resource Names 1 ~~PUc,t,.T{Qtt ~l~BAIIQN 2/1/96 5/24/96 Adams/Promm Manager ' 2 Procram Description 4/24/95 5/l/95 Adams/Prlnclpal/Glascow/Parker l Budcet Summary 6/17/96 6/28/96 Adams/Hllhollen 4 Submit Project to Board 7/5/96 7/11/96 Superintendent/ Adams 5 Submit to ADE 7/25/96 8/15/96 ADAMS 6 STUDENT SELECTION PROCESS 11/1/94 7/5/95 ADAMS 7 Modify Dau lnstnimenu 11/15/94 1/l/95 Adams/Glascow/Parker 8 lnservlce Counselon 2/7/95 2/7/95 Adams/Glascow/Parker 9 Selection Deslcn l/1/95 l/10/95 Adams/Pro,ram Hanacer 10 Adoption Process l/10/95 l/ll/95 Adams/Glascow/Parker 11 Distribute Student Analysis 4/l/95 4/7/95 Adams/Suff FY95-96 13 LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT - LANGUAGE ARTS PLUS/MA TH PLUS FY95-96 ilme esource ilmes t2 Administer Student Anillysls Tuchen 1] Collect DilUI 4/17/95 4/18/95 PrfnclPill 14 Score Student Anillysls 4/20/95 4/28/95 Adilms/Surf 15 Develop Milster List 5/8/95 5/15/95 Adilms/Glils1ow/Pi1r1ter 16 Collect Sunford-Elsht Scores 5/5/95 6/5/95 Adilms/)ilclcson/Buson/Rumns 17 Collect Tucher Recommendiltlon Forms 5/5/95 6/5/95 Glils1ow/Pi1r1ter 18 Submit Forms To Office of Federal Prosrams 6/6/95 6/9/95 Gli111ow/Pi1r1ter 19 Composite Scores 6/1/95 6/16/95 Adilms/Pro,rilm Hilnil\u0026amp;er 20 Select Needy Studenu 6/19/95 6/21/95 Adilms/Pro,rilm Hilniller 21 Aademlc Performance level 6/26/95 7/5/95 Chapter 1 ll Rei. Tuchen/Glils1ow/Pi1r1ter MONITORING 7/1/94 8/JQ/95 AlMMS FY95-96 14 TARI I-\" G LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT LANGUAGE ARTS PLUS/MA TH PLUS FY95-96 ID Name llidllNIUl\"41 :uart icneau1ea finish ltesource Names 2J COMPLIANCE: student selectlon, student PEP, parent 7/1/94 8/J0/95 Adams/Prosram Hana1er/Spedallsts authoriutlon, staff collabontlon, parent Involvement, student sndes, student attendance, student behavior, pupil/teacher ratio 24 PROGRAM PROGRESS: prosress or lack of prosress, stares 9/1/94 6/4/95 Adams/Glas1ow/Parker/Prosram of Improvement, recommendatlon(s), follow-up Hana1er/Spedallsts 25 Honltorin1 Reports To Office of Federal Prosrams-BlHonthly 10/12/94 6/1/95 Glas1ow/Parker/Prosram Hana1er/Speclallsts 26 STAFF DEVELOPMENT: pre-school or orientation workshops, 8/22/95 5/12/96 ADAMS/GLASGOW/PARKER/SPECIALISTS contlnulnr and periodic lnservlce, specialized technlcal assistance, new personnel lnservlce, review of evalmtlon with school staff 27 Rudln1 8/15/95 6/4/96 Parker/Speclallsts 28 Rudln1/unrua1e Arts Plus 8/15/95 11/14/95 Adams/Speclallsts/ Adams 29 Classroom Teachers Instructional Practices 8/22/95 11/13/95 Parker/Spedallsu JO Mathematics 8/22/95 6/J/96 Glasrow/Speclallsts JI Classroom Tuchen Instructional Practices 8/22/95 11/13/95 Glasrow/Speclallsts J2 Hath Plus 8/15/95 11/14/95 Glas1ow/Speclallsts ll PERSONNEL: CHAPTER I /TITLE 7/3/95 6/28/96 ADAMS I/COMPENSATORY EDUCATION FY95-96 14 JS 16 17 ]8 19 40 41 41 44 LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT - LANGUAGE ARTS PLUS/MATH PLUS FY95-96 ame Job Vaancy Announcement Appllatlon on FIie Interview Vaancy Document Vaancy Document Copy to Office of Federal Proarams Personnel Roster: Chainres, Replacemenu, Corrections Reconcile Compensaitory Eduatlon Personnel Vaancy List to Personnel Office COMPENSATORY EDUCATION EVALUATION Compensaitory Eduatlon/Chaipter 1 Information Management Program Summatlve Data FY95-96 16 7/l/95 7/3/95 7/l/95 7/3/95 7/l/95 4/l/95 4/l/95 5/JL25 8/22/94 10/20/94 6/l/96 Robinson/ Adams 6/l/96 Prlnclpal/Glasrow/Parker 6/l/96 Prlnclpal/ Adams/Hurley 6/l/96 Hurley 6/l/96 Adams/Mllhollen/Hurley 4/3/95 Adams/Hurley 5/1/95 ADAMS 6/30/25 ADAMS 6/15/95 Adams/Bates 6/15/95 Prorram Manager/Adams TABLE G LITTLE ROCK SCHOOL DISTRICT ACADEMIC SUPPORT LANGUAGE ARTS PLUS/MA TH PLUS FY95-96 IP Name :l(nl!\u0026lt;IUI .... :uart :1cneau1ea t1nun llesource Names 45 StanfordElcht Reports 5/16/95 6/1/95 Jackson/Beason/Conley 46 Impact Summary 6/1/95 6/15/95 Proaram Mauser/Adams 47 Sustained Gains 6/1/95 6/15/95 Pro,rahl Mana,er/Adams 48 Sustained Growth 6/1/95 6/15/95 Pro,nm Mauser/Adams 49 Two Year Student Study 6/1/95 6/15/95 Proaram Mana1er/Adams FY95-96 Aspect 3 External Funding Students may receive supplemental assistance in a reading class or language arts plus class as is shown in Table H. In 1995 $665,200 was the expenditure in reading only from Title I funds. In addition, $247,816 was the expenditure for language arts plus classes funded by Compensatory Education. Math plus expenditures were $290,221. Combined costs from both funding sources was $1,203,257. In 1996, reading and language arts is funded only by Title I and math is funded only by Compensatory Education. The difference in expenditure levels between 1995 and 1996 is j\n~72,860. The decrease in funding resulted in a decrease in FTEs, as well, between FY95 and FY96. For the Language Arts Plus and reading the net decrease was 16 FTEs over the 2-year period, while for Math Plus the decrease in FTEs between FY95 and FY96 totaled 4.8 FTE's. If continuing to serve 30 per cent of the identified students in a plus class environment remains the norm, funding levels for these classes must remain at $700,000. (State Compensatory funding of $250,00 will not be awarded in FY97. In addition, Title I funding could be reduced by 10 percent in FY97.) Also, provisions must be made for salary increases and benefits. TABLEH ACADEMIC SUPPORT SECONDARY SCHOOL FUNDING SOURCE BUDGET FUNDING SOURCE FY9S FrEs FY96 FrEs TITLE I READING/LANGUAGE ARTS $665,220 19.2 $510,128 11.0 READ-ONLY READ/LAP MATH -0- -0- -0- -0- COMPED. 32 TEACHERS READ/LAP $247,816 7.8 (2 READ TEACH.) 44 MA TH TEACHERS $290,221 10.4 $185,989 5.6 TOTAL SI,203,2S7 37.4 $696,117 16.6 NOTE: Sr. High schools/Pulaski Heights Jr. High not eligible FY96. 18 Obstacles to Goal Attainment 0:: .\nacles to goal attainment are indicated by relationship to the three aspects which are the focus o: : 1is evaluation. The obstacles are as follows: i. .. Degree to implementation at the secondary level during the 1995-96 school year  Lack of staff development component for inservicing principals and registrars on bow to schedule students and classes.  Inconsistency in use of placement forms and multiple criteria to determine eligible student population.  Inconsistency in adherence to written Academic Support Program description.  Lack of involvement in program design and management at instructional supervisor level. ')) Administrative coordination  Lack of consistent communication among administrative entities: Assistant Superintendent of Secondary Schools, Director ofF~deral Programs, Director of Reading/Language Arts, Director of Mathematics/Science, and Building . Principals.  Lack of clear delineation of roles and duties among all administrative entities.  Inconsistency in interpretation of Academic Support Program design.  Inconsistency in program implementation from site to site. 3) External funding  Decrease in federal and state controlled funding.  Lack of clear communication of how different program components are funded: which teachers are paid with what funds?  Lack of clear understanding of what funds are available for materials, supplies, staff development, and technical assistance.  Lack of clear communication on state and federal regulations, laws, and guidelines. 19 II Recommendations Recommendation 1 It is recommended that all schools be directed to follow the model as it is written. The administrative entities should work together to insure adequate inservicing of principals and registrars so that program design is clearly understood by everyone. The current Academic Support Program was written to comply with a 1992 court order. The program description is very specific with regard to school implementation possibilities. Recommendation 2 It is recommended that the instructional supervisors have a greater role in program design, program implementation, and related staff development and technical assistance. The Academic Support Program is designed to complement the instructional efforts of the district's language arts and mathematics departments. To maintain the integrity of these efforts makes it imperative that the program supervisors exercise increased involvement in the Academic Support Program . .Recommendation 3 It is recommended that the district investigate more cost efficient alternatives to the current Academic Support Program at the secondary level. On a short -term basis, Math Plus at the tenth grade level can be eliminated. These students are a rather homogeneous group since all failed Algebra I in junior high school. Senior high school Algebra I teachers can utilize instructional strategies appropriate for strengthening algebra concepts. Similar alternatives should be explored for reading and language arts. The District should explore consolidating resources at lower grade levels by reducing or eliminating services at the secondary level. 20 Addendum To The Extended Evaluation For Alternative Leamini Center Program being evaluated: In-School Suspension, Alternative Learning Center: Curriculum Offering, Attendance Patterns/Rates, and Behavior Modification Procedures. Data collection: Area Classification Objective 1: Number of repons from office file. Support Objective 2: Evaluation of daily sign-in logs and attendance Jog held in office attendance file. Support Objective 3: Evaluation of the information made available for review by visiting monitors. Filed in office bookcase. Desegregation Objective 4: Evaluation of the Alternati'.'e learning Center Mission Package, intake conferences, counseling, orientation program, individualized lesson plans, In-School Detention, In-School Suspension, activity clubs, and field trips. Curriculum Objective 5: Evaluation of disaggegated enrollment data immediately after each enrollment change. Filed as \"ALC- ROLL\". Desegregation Objective 6: Evaluation of behavior modification sanction log book filed in principal's office.  Desegregation Objectin 2.: Evaluation of curriculum offerings filed with the Arkansas Department of Education through Forest Heights Junior High School. Evaluation of grades filed for each student by the alternative school faculty. Information maintained in the office files. Curriculum Alternative Learning Center Extended Program Evaluation Revised: l l /10/95 Primary Leader: Dr. Anderson, Assistant Superintendent Secondary Leader: Dr. Marshaleck, Principal Chair: Dr. Anderson, Assistant Superintendent Program Name: In-School Suspension Partial Specific Areas of Study: (Operation of Alternative Education Center) 1.) Curriculum Offered 2.) Attendance Patterns/Rates 3.) Behavior Modification Procedures J I.RSD - J\\I.C - EXf-l'ROI WPS Purpose Alternative Learning Center Extended Program Evaluation Program Description School Operations includes the total integrated learning experiences which meet the academic, social, and developmental needs of all LRSD students in a desegregated educational setting. Central office staff and principals of the schools collaborate to ensure quality educational program planning for all students with the support of staff, parents, and the larger community. Scope and Content The Alternative Leaming Center provides learning experiences for students of the district's junior high schools who have demonstrated continued lack of success in the regular classroom setting after educational and behavior modification strategies have been applied. Students are offered a full academic load with smaller classroom settings and individualized lessons. Assessment and testing during orientation offer each teacher tools to modify classroom strategies to include the learning styles of each student. Attendance is stressed by providing door-to-door bus service for each student. Behavior modification programs are included to motivate students to become successful. Participants/Beneficiaries All students of the district's junior high school are eligible to be considered for placement into the alternative school setting. The Hearing Officer, principals, counselors, parents, or students may make application through the District Alternative Screening Committee. Students, who continue to be unsuccessful at the regular school setting in spite of modifications made by each junior high school's staff, may be assigned to the alternative school for another chance. Causes for lack of success at the regular school setting may include: lack of attendance, inattention, misbehavior, social stresses, personality conflicts, or other academic needs. One classroom of special education self-contained services is also provided. The remaining students of each junior high school benefit by having disruptions and distractions, caused by unsuccessful students, reduced. Principals and teachers may concentrate on academic strategies in the classroom instead of interruptions from misbehaving unsuccess students. When alternative school students, who become successful, are returned to the regular school setting classroom disruptions should be reduced. LRSD  ALC  EXT-PRO I. WPS Pase. 2 Program Goal The intent of the school operations goal is to provide equitable educational opportunities for all students in the LRSD. Specific objectives have been developed in order to specify what is to be accomplished to implement the program goal. 1. Provide communications with recommending junior high schools, advisory board, alternative faculty, and C'entral office supervisors at least once each month. 2. Maintain student attendance rates above seventy-five percent. 3. Maintain availability of information for desegregation monitoring. 4. Develop school-based objectives, discipline policy, and behavior modification program. 5. Provide statistical information on race, gender, grades, awards, discipline, and schedules at least once each month.  6. Maintain records of counseling interventions, parent involvement, and due-process procedures for behavior modification. 7. Provide curriculum offerings to assist alternative students to become successful and continue progress toward passing to the next grade level. Evaluation Criteria 1. Evaluate the number of reports submitted to the district's junior high schools, central office supervisors, alternative school advisory board members, and alternative school faculty. 2. Review of attendance rosters. 3. Maintain alternative school pro-file handbook. 4. Review of school-based objectives, discipline policies, and behavior modification procedures. 5. Review statistical information on race and gender for roll, grades, awards, discipline, and other areas. 6. Evaluate the number of reports of counseling interventions, parent involvement, and due-process procedures. LRSD - ALC - EXr-PROI.WPS 7. Evaluate curriculum offerings. Evaluation Results Objective 1: Reports to the district's junior high schools, central office supervisors, alternative school advisory board members, and alternative school faculty have been completed and submitted nine times in the first twelve weeks. Reports have been submitted an average of three per month well in excess of once each month. Discussion: Objective has been met. The Student Assignment Office, Communication Office, and Special Education Office has been added to the distribution list. Objective 2: Attendance rates for the first twelve weeks are as follows:  Attendance days= Number of days in attendance for all students during a week. Attendance Average Days in Days* Attendance Roll .. Percent Week 60 12 12 Week 1: 100% 5 65 13 13 Week 2: 100% 5 57 14 16 Week 3: 87.5% 4 71 14 19 Week 4: 73.6% .. 5 79 16 19 Week 5: 84.2% 5 80 20 26 Week 6: 76.9% 4 151 30 33 Week 7: 90.9% 5 175 35 39 Week 8: 89.7% 5 139 35 42 Week 9: 83.3% 4 224 45 50 Week 10: 90% 5 139 46 50 Week 11: 92% 3 226 45 50 Week 12: 90% 5 ** All weeks except week four were well above the seventy-five percent goal. Last year the average at the alternative school was fifty to sixty percent. Discussion: Several student were assigned to the alternative setting due to poor attendance at the regular school. School buses pick up each student at his/her home. Buses are returned for students when necessary. Parents are called each day when a student is absent. We have one student who presently has 100% attendance since the first day of this school year. Object has been met. I.RSI) - 1\\1.C - l:XT-J\u0026gt;ROI WJ\u0026gt;S Objective 3: Three ring binder library was established to maintain all information available for desegration monitors or other evaluators. The binders include: 1. Alternative Leaming Center Advisory Board 2. Court Referrals Book 3. Discipline Log Book 4. Evaluation Reports Book 5. Extended Evaluation Book 6. Federal Programs Book 7. Funding Information Book 8. Serious Incident Reports Book 9. Leave/Absentee Book 10. Office ofDesegration Monitoring Book 11 . Office File Book 12. PROFILE 13. Program Budget Document 14. Safety and Security Book 15. Special Education Book 16. Substitute Book 17. Vacancy Lists Book 18. Visitor's Sign-in Book 19. V.I.P. Sign-in Book Discussion: All information needed to evaluate the effectiveness of the alternative program is maintained in an immediate access system. Objective met. Objective 4: School~based mission, objectives, discipline policies, and behavior modification are published in the Alternative Learning Center Mission Package. Other behavior modification procedures include: 1. Extensive one-on-one parent-student-principal intake conferences are required prior to enrollment. Each intake conference includes development of academic and behavior modification plans, completing a contract, and establishing requirements for success at the alternative school. 2. Parent-student-counselor intake conferences are held with each entering student to refine modification plans, assess individual needs, and provide guidance for success while at the alternative school. 3. A three day orientation (transition) program is required prior to attending regular classes at the alternative school. During orientation students are evaluated, assessed, and tested to determine placement in each class and underlying factors such as learning styles and needs. In addition, classes on motivation, ALC rules and regulations, and Students' Rights and Re,\\ponsibilities Handbook are included. 4. Each teacher is prepared to provide individualized lesson plans. Students are given opportunity for success during each class period. Progress is measured in small increments which allows our children-at-risk to develop patterns of l.RSD - i\\LC - EXT-PRO! WPS Page: 5 success. These patterns should allow each returned student to become successful at the regular school setting. 5. Level Zero (In-school detention) is provided to prevent classroom disruptions at the alternative school and the regular school setting when they return. During Level Zero self-control and disciplined behavior is stressed. This self-contained classroom environment is modified to provide more individual structure and order. 6. Level One (In-school suspension) is provided as an alternative to outof- school suspension. During this self-contained classroom students are required to complete normal academic lessons under strict supervision. 7. The ALC Student Handbook Mission Package teaches responsibility for individual actions. Knowledge of and adherence to rules and regulations will enable each student to become successful when returned to the regular school setting or when given the opportunity for future employment. 8. Academic related field trips to Central Flying Service and Aerospace Education Center provide an opportunity to demonstrate social skills when dealing with the public and to be exposed to high-tech career fields. 9. Activity Clubs are included to develop hands-on skills and to motivate students to attend school. Activity clubs change from time to time depending on the specific needs at the time. The clubs presently available are 1) Electronics Club, 2) Weight-lifting Club, 3) Scrabble Club, 4) Game Board Club, 5) Basketball Club, 6) Science Club, and 7) Current Events Club.  Discussion: Behavior modification is integrated into every aspect of the alternative school system. The ultimate goal is to return successful students to the regular setting and to'have them remain successful throughout the future years. When students are not successful, in spite of behavior modifications or disciplinary sanctions, other alternative strategies are addressed through the district's Hearnig Officer or the district's alternative screening committee. Over all, students disrupt the classroom much less then years past. Time-on-task has improved. Student grades have improved. Signs of student success, such as, excitement, motivation, grades, and getting along have improved. However, some students still bring disruption to the campus through gang-related behaviors and belligerent attitudes. These behaviors have the most serious disruptive impact on the alternative program. Students who engage in gang-related disruptive behaviors must be separated to prevent serious fighting. In years past we had the support of the \"Delta Service Project\" of Americorps. This year \"Delta Service Project\" did not provide service. The alternative school needs another supervisor to maintain Level Zero and Level One in separate rooms. Recommend the immediate approval of one extra instructional aide for the alternative school to supervise Level One students. Objective met, except supervision of Level One. fl, I.RSI) - /\\l.C - EXT-PRO I.WPS Page. 6 Objective 5: Student enrollment changes weekly. During the following dates the percentage of black enrollment started at eighty-five percent and is presently seventyseven percent. p E R C E N T 100 - 90 85 r-- 80- 701- ,-,- 60 8/28 . . 75 ~ 9/5 % of Black Students Each Enrollment - --- - - - - - 81 84 81 r-- 79 - 79 - r-- ~ r---~ ,-- I I ~- r- ....... -- -- -,- -- ,-- 9/19 9/25 10/3 10/9 10/16 10/30 11/6 As Of Dates D %Black - Discussion: Last year the percentage of blacks was well above 85% most of the year. This year the percentage remains around 80% so far. Objective met. Objective 6: Counseling reports are maintained and show an average of four students coun!'ielled each day since the beginning of the 1995-96 school year. Counseling included both group (Heal, Behavior Modification, and Health) and individual. Parent . involvement includes every intake conference and return conference after a sent-home or suspension. Discipline records are maintained in the principal's office and show each disciplinary conference held by the principal. One hundred seventy-five disciplinary conferences were held since the beginning of this school year. Of the conferences fortynine (28%) resulted in disciplinary sanctions. Race/Gender BM BF WM WF Disciplinary Sanctions By Race and Gender Number of Sanctions 30 4 15 none Percent of Sanctions Percent of roll 61% 56% 8% 10% 31% 19% 00% 4% I.RSIJ - ALC - 1:XT-l'ROI.Wl'S Page: 7 Discussion: The number of sanctions remain high, although somewhat less than the past years. The percentage of sanctions for the groups of students by race and gender remain similar Jo the percentage of students on roll. Objective met. Objective 7: Curriculum offerings include the four main subjects plus Health and Keyboarding/Computers. Subject Offering Number Sections Grade Level English English (Reg) 4031 5 7-8-9 Science Earth Science 6535 2 7 Life Science 6550 2 8 Physical Science 6545 1 9 Math Mathematics 4510 2 7 Pre-Algebra 4515 3 8-9 Social Study Geography 7065 2 7 American History 7030 2 8 Civics 7040 1 9 Computers Typing/Keyboard 5550 2 7 Business Education 5510 2 8 Computer Science 5010 1 9 Health Health/P.E/ 3020 5 7-8-9 Spec. Educ. Non-categorical 7580 6 7-8-9 During the first quarter one student received a 3.5 GPA, one student received a 3.0 GPA, and one student received a 2.8 GPA. Ten students (21%) received a 2.0 GPA or above. The following GPA's were compared by race and gender: Average GP A's including every student Average GPA's excluding students with 0.0 GPA BM 1.46 BM 2.04 BF 1.83 BF 1.83 WM 1.27 WM 1.78 WF 2.20 WF 2.20 Discussion: The curriculum offerings at the alternative school are sufficient to provide progress toward graduation. Students grades are approximately average in all subcategories (close to 2.0 GPA). Students are prepared to reenter their regular school setting after successful completion of the alternative school courses. However, improvement in attendance and motivation may result in a hands-on creative class. Studies indicate that students with motivational problems show improvement when offered lessons according to their learning styles. Hands-on style of teaching has produced gains in alternative pro!,\u0026gt;Tams nation-wide. We have a room set aside for woodworking: yet, it is not being used because no qualified instructor is available. Including \"Wood-Working\" or \"Arts and Crafts\" into our curriculum would provide experience in J? II I ,.. 0~. , \nJ LRSD - /\\LC - EXT-PRO I. WPS P\u0026amp;[lC 8 job-related skills. Recommend an additional instructional aide, who enjoys woodworking and crafts, be added to the faculty and a hands-on creative class be added to the curriculum. Objective met, except hands-on creative classes. Obstacles to Goal Attainment The obstacles encountered are indicated below by specific objective: Objective 4: (Behavior _Modification) The additional cost of an extra instructional aide to supervise Level One would cost the district about 10,000.00 per year. Objective 7: (Curriculum) The district is in financial distress. The inclusion of one teacher to provide a hands-on creative class would cost approx. $25,000.00 per year. This increase, at this time, would be difficult to justify. However, an instructional aide, who could supervise wood-working as an activity, instead of a class, would provide the training in job-related skills for about 10,000.00 per year. Recommendations Increase the number of instructional aides at the Alternative Leaming Center by two. One instructional aide is needed to supervise the Level One program. One instructional aide is needed to provide a hands-on creative class such as wood-working or arts and crafts. Revised 11/30/95 BOOKER ARTS MAGNET SCHOOL EXTENDED PROGRAM EVALUATION ~E!!l Description School Operations includes the total integrated learning experiences which meet the academic, social, and developmental needs of all Little Rock School District students in a desegregated educational setting. Central Office staff and principals of the schools collaborate to ensure quality educational program planning for all students with the support of staff, parents, and the larger community. Purpose Booker Arts Magnet School introduces students to and strengthens students' experiences in the arts. By utilizing the arts to complement the regular academic program, students develop an understanding of the interrelationships among  the disciplines and their place in students' lives as a whole. - Scope and Content Booker Arts Magnet School provides an infusion of visual art, music, creative movement, and drama into the Little Rock School District K - 6 curriculum. Classroom teachers facilitate this integration on a daily basis. Arts specialists assist classroom teachers with this integration and teach classes in their specialty areas such as visual art, creative movement, music, recorder, and orchestra. The goals of Booker Arts Magnet School are to nurture students' learning\nto encourage personal expression\nto use the arts to motivate achievement\nto foster self-discipline inherent in artistic achievement\nto provide opportunities for students to achieve in artistic disciplines such as visual art, music, creative movement, and drama\nto relate all fields of learning to academic achievement\nto encourage the development of poise and self-confidence\nand to involve parents in students' educational programs. Participants/Beneficiaries Students in grades K - 6 in the Pulaski County area who attend Booker Arts Magnet School. Program Goal The intent of the School Operations goal is to provide equitable educational opportunities for all students in the Little Rock School District. Evaluation Criteria Objective L 1. Meet the guidelines related to the extracurricular and cocurricular activities. 1.2 Comparative review of data regarding numbers of applicants and participants by race. 2. Develop and implement the school recruitment plan. 2.2. Increase in the number of students participating in nontypical programs. 4. The school profile will reflect equitable representation of the school population. 4.2. Track the utilization of the program in order to determi~e the number and cost. Eval~ation Results Objective L 1. All students and patrons were informed about cocurricular/ extracurricular activities available for students. 1.2. Printed information concerning extracurricular/cocurricular activities was made available to parents. 2. The School Recruitment Plan was developed and implemented. 2.2. A steady increase in the number of students, particularly minority students, in the orchestra and recorder programs has occurred. 4. All barriers to equitable participation of students were identified and addressed. The barriers were removed with the exception of a lack of orchestra instruments to accommodate the increased interest in the program. 4.2. All costumes and instruments are available to students at no cost. However, an adequate number of instruments was not available. Objective L: To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. Monthly Calendar of Events, the Parent/Student Handbook, Orchestra Program and Recorder Program applications, daily announcements, and memos to parents fully informed all students and parents of co-curricular and extracurricular fine and performing arts activities for students. Enrollment in orchestra and recorder classes has dramatically increased (133% and 135% respectively) over the past two years. This increased interest has created a shortage of instruments. Booker Arts Magnet School has always provided the use of instruments to students free of charge. Currently, 215 students are enrolled in the orchestra program with only 60 instruments available for usage. A shortage of 45 violins, 26 violas, 28 cellos, and 14 basses exists. More interest is anticipated as students are provided with additional performance opportunities. An inadequate and insecure storage system for instruments is in use. Parents and staff have also expressed  great interest in reinstating piano labs as a part of regular music instruction. Booker Arts Magnet School's enrollment is well below its capacity of 656. The enrollment was 595 during 1993-94 school year. It dropped to 574 on October 1, 1994 and then fell to 555 on June 5, 1995. Utilizing the school recruitment plan, staff and parents have made great efforts to increase enrollment. However, the October 1, 1995 enrollment is sti~l far below capacity. The fine arts program at Booker Arts Magnet School is virtually the same as when the program was initially implemented in 1982. The student population and patrons' vision for the program have altered greatly since its inception. Thus, a change in the program is necessary. Discussion Objective 7 was partially achieved. Because parents and students were fully informed of available co-curricular and extracurricular activities, an increase in enrollment in orchestra and recorder classes occurred. This increase further accentuated an existing problem shortage of orchestra instruments. A lack of sufficient instruments is a barrier to equitable participation. Reinstating the use of piano labs is also perceived as a need by staff and patrons. The arts program ls a critical component in the recruitment of students to Booker Arts Magnet. Enrollment has dropped over the last few years. Changes in the school program and extensive use of recruitment stra~egles are necessary to bring the student population back to capacity. Evaluation Criteria Objective ll 1. Assessment of individual school improvement plan will show an increase in student achievement and a reduction in disparity by race and gender. 1.1. Formulation of guidelines, plans, and interventions. 1.2. Disaggregated outcome-based data. 1.3. Outcomes evaluations conducted on a comparative basis. 1.4. (Report will be used to make and implement recommendations of corrected actions) 1.7. Assessment process and remediation plans for areas in need of improvement. Objective ll 1. A five-year Comprehensive Outcomes Evaluation Plan  was developed and is revised periodically. 1.1. Guidelines and strategies were developed to lead to specific achievements increases and interventions for students. 1.2. Student achievement and discipline data disaggregated. 1.3. Comprehensive Outcomes Evaluation plan ~as updated monthly. 1 . 4. Students' progress was monitored through the use of interim reports, report cards, classroom assessments, and classroom monitoring reports. 1.7. Annual report listed assessment process and remediation plans tor areas in need of improvement. Objective.!]_: To ensure school-wide planning and individual academic achievement\nto address disparities, individual needs and student success, and to provide staff development on an ongoing basis. After an extensive review of test data, data indicated that over the last two years students scoring at or below the 25th percentile increased by 4.58 per cent and students scoring above the 50th percentile increased by 5.05 percent. Further analysis of the Stanford 8 achievement data indicated that minority students scored significantly lower on standardized tests than non-minority students. Booker Arts Magnet School's Comprehensive Outcomes Evaluation plan includes actions to further i nfuse the arts into the curriculum to increase student achievement and reduce disparity by race and gender. Discussion Objective 13 was partially achieved. Research data indicates that infusing the arts into the curriculum gives teachers more teaching skills and resources, increases positive feelings among students toward learning, enhances and reinforces concepts in other subject, and gives variety and breadth to instructional activities in the classroom. Integration of the arts into the curriculum of students experiencing difficulty in school enabled them to become relaxed and allowed them to discover and appreciate their strengths. Annual extended pre-school inservice strongly influenced student achievement as evidenced by increased standardized test scores during the early years of the arts magnet program when such inservices were held. Computer technology has increased since the first computer lab was established using Comm.adores. The Academic Support Program Tandy Lab reinforces reading and math while the other lab provides enrichment and reinforcement for all areas of the curriculum. The current computer lab functions _with many different and outdated computers and software. New hardware and software is essential to compliment the existing fine arts program and the future of the performing arts program. Obstacles to Goal Attai!!.ment Objective L: The objective was partially achie-ved due to lack of funds. Objective!~: The objective was partially achieved due to lack of funds. Recommendations Recommendation~ Drama should be incorporated in the curriculum at Booker Arts Magnet School. Objective 1: To provide opportunities for all students to develop poise and self-confidence and to creatively ~xpress themselves through the inclusion of drama into the curriculum. Evaluation Criteria: comparative profiles. Yearly analysis of participation data and Expected Benefits: The student population at Booker ~rts Magnet School will increase. Booker Arts Magnet School will receive positive feedback from patrons and community. Impact Analysis: The inclusion of drama into the curriculum at Booker Arts Magnet will positively impact student enrollment. The inclusion of drama into the curriculum will positively impact the Desegregation Plan and Court Orders by recruiting students to the school program, thus increasing enrollment and attracting ,2./ additional non-black students. Patrons have long been favorable to the inclusion of drama into the program. The inclusion of drama is not anticipated to pose any risk to the current school program. However, not including drama in the program will serve as a deterrent in the recruitment process. As patrons now have an opportunity to consider many and varied magnet school programs for their elementary children, it is critical to make each program as attractive as possible. The inclusion of drama will strengthen the entire school program at a time when enrollment is below capacity. Resources Analysis An additional full-time teacher certified in drama will be necessary to implement the change from fine to performing arts. Inservice for current staff members will also be necessary. (See Recommendation 2, Objective 1 for further explanation). In addition, copies of plays/programs, materials for costumes, and materials for sets will also be needed. The cost to implement this objective will be approximately $35,000.00 annually. Force Field Analysis Staff, students, patrons, community members, and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. The inclusion of drama will assist Booker Arts Magnet School in becoming the only performing arts magnet elementary school in the central Arkansas area. Detractors of the recommendation will be those individuals who oppose any additional funding to magnet schools. General Implementation Plan If this recommendation is approved, implementation will begin in July, 1996. The principal will make a recommendation for staffing and order necessary materials. A program design will be developed for the inclusion of drama in the arts program. Objective 2: To expand the instrumental music program at Booker Arts Magnet, thus increasing the number of students having an opportunity to participate. Evaluation Criteria: comparative profiles. Yearly analysis of participation data and Expected Benefits: The student population at Booker Arts Magnet School will increase. Booker Arts Magnet School will receive positive feedback from patrons and community. Impact Analysis: Expansion of the instrumental music program and reinstatment of piario instruction at Booker Arts Magnet will positively impact student enrollment. The Desegregation Plan and Court Orders will be positively impacted by the expansion of this program. Patrons have long been favorable to the expansion of the existing program and also to the reinstatment of piano instruction. The changes in this program are not anticipated to pose any risk to the current school program. In fact, the failure to implement these changes will serve as a deterrent in the recruitment process. Due to the wide range of parental choices among magnet school programs today, it is necessary to offer as attractive a program as possible to patrons. The timing of this expansion will aid in increasing student enrollment to near capacity. Resources Analysis Additional orchestra instruments are necessary for implementation of this objective. Also a secure storage system and yearly maintenance are necessary. Multi-station piano labs are also needed to accommodate a full class. The cost for the additional instruments is approximately $18,481.50. Yearly repair and maintenance costs are $2,5000.00. Cost for the storage system is approximately $29,384.00. Cost for a piano lab to accommodate a full class is -~46,000. The total cost for implementation of this objective in 1996-97 is approximately $41,921.00\nfor 1997-98, $53,031.50\nfor 1998-99, $5,333.00, and for 1999-2000, $3490.00. Force Fi eld Analysis Staff, students, patrons, community members and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. Detractors of the recommendation will be those individuals who oppose any additional funding to magnet schools. General Implementation Plan If this recommendation is approved, implementation will begin in July, 1996. Instruments will be purchased over the next four years. Storage will be purchased in 1996-97. Piano labs will be purchased in 1997-98. The principal will order the necessary equipment and services. Objective~: To expand the use of artists-in-residence to enrich the arts curriculum Evaluation Criteria: Classroom visitation Expected Benefits: The students will be exposed to many and varied mediums of expression in the arts. Booker Arts Magnet School will receive positive feedback from patrons and community, and enrollment will increase. /I 1-... ,., o ,...,,./\nJ---------~~-------------------------------~ Impact Analysis: The utilization of artists-in-residence at Booker Arts Magnet will positively impact achievement in the arts and student enrollment. The utilization of artists-in-residence will positively impact the Desegregation Plan and Court Orders by recruiting students to Booker Arts Magnet, increasing enrollment (specifically, non-black students). Patrons have provided positive feedback about the utilization of artists-in-residence since the opening of Booker Arts Magnet. The expansion of the use of artists-in-residence is not anticipated to pose any risk to the current program. However, failure to implement the use of artists-in-residence will serve as a deterrent in the recruitment process. As patrons now have an opportunity to select among a plethora of magnet school programs, it is essential that Booker Arts Magnet School offer the most attractive program possible in order to increase student enrollment to capacity. Resources Analysis Stipends for various artists-in-residence are needed to implement this objective. The anticipated cost will be $10,000.00 annually. Force Field Analysis: Staff, students, patrons, community members, and the Little Rock Sc h.c ol district will be in support of the recommendation due to the anticipated benefits of the program. Detractors of this recommendation will be those individuals who oppose any additional funding for magnet schools. General Implementation Plan: If this recommendation is approved, implementation will begin in July, 1996. The principal will locate artists-inresidence, contract with them, and monitor utilization. Objective~: To utilize up-dated brochures, flyers, and community workshops to recruit students to Booker Arts Magnet. Evaluation Criteria: Increased enrollment Expected Benefits: Student enrollment will increase. Non-black patrons will be attracted to Booker Arts Magnet. Waiting lists will increase in size. Impact Analysis: The utilization of updated brochures, flyers, and community workshops will positively impact student enrollment at Booker Arts Magnet. The Desegregation Plan and Court Orde.rs will also be positively impacted by the increase in enrollment. Patrons will respond positively to recruitment efforts and assist in these efforts. No risks are anticipated for the current program. Failure to make recruitment efforts will result in a D loss or no growth in enrollment. As all schools are participating in recruitment efforts to attract students, it is in the best interest of Booker Arts Magnet School to publicize program offerings. Resources Analysis Funds to print new brochures, flyers, postage, and materials for community workshops are needed to implement this objective. The anticipated costs will be $5000.00 annually. Force Field Analysis: Staff, students, patrons, community members and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. Detractors of this recommendation will be those individuals who oppose any additional funding for magnet schools. General Implementation Plan: If this recommendation is approved, implem-entation will begin in July, 1996. The principal will oversee updating of the brochure, procure printing services, mail flyers, and purchase materials for workshops. Recommendation~ Inservice will be provided to staff on program design and mission of school to ensure commitment to program. Objective~: To ensure school-wide commitment to program by staff to increase student achievement. Evaluation Criteria: implementation Formulation of revised program design and Expected Benefits: The staff will have a clear understanding of the program design and provide complete support to the arts program. The students will be the major recipients of an infusion of the arts in the basic curriculum. Complete infusion of the arts will give teachers more teaching skills and resources, increase positive feelings among students toward learning, enhance and reinforce concepts in other subjects, and give variety and breadth to instructional activities in the classroom. Impact Analysis: This recommendation impacts the total program of Booker Arts Magnet School. Without total support of the staff, the program will not be successful and students will not reach their total capacity for learning. This recommendation would have a positive impact on the Desegregation Plan and the Courts by providing a totally committed staff that utilizes the arts to provide students with successful experiences.  Resource Analysis: Stipends for 3-day workshop@ $50.19 per teacher (48) per day= $7,227.36. Force Field Analysis: Staff, patrons, community members, and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. Detractors of the recommendation will be those individuals who oppose any additional funding to magnet schools. General Implementation Plan: If the recommendation is approved, implementation will begin in July, 1996. Inservice will be scheduled by the principal. Objective: To ensure more integration of the arts into the curriculum\nto address disparities, individual needs and student success, and to provide staff development on an ongoing basis. Evaluation Criteria: Core group of teachers selected Expected Benefits: Integration of the arts into the curriculum will be beneficial to student performance. Impact Analysis: Without a core groups of arts infusion enthusiasts would  be virtually impossible to implement a change in the schedule and arrangement of classes to ensure more integration of the arts into the curriculum. Resources Analysis: Stipends for three-day planning session@ $50.19 per teacher (10) per day= $1,505.70. Force Field Analysis: Staff, students, patrons, community members and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. Detractors of the recommendation will be those individual who oppose any additional funding to magnet schools. General Implementation Plan: If this recommendation is approved, implementation will begin in July, 1996. Planning workshop will be scheduled by the principal. Recommendation~ The computer lab at Booker Arts Magnet should be updated. Objective 1: To provide a computer lab with hardware and software that will enable Booker Arts Magnet School students to reinforce and enrich the basic curriculum. Evaluation Criteria: Data will reflect an increase in student performance, positive discipline and attendance. Expected Benefits: Students will be able to utilize the computers and software to enrich and reinforce the basic curriculum as well as the arts curriculum. ~mpact Analysis: With the addition of the new computer technology, students at Booker Arts Magnet School will be able to take the arts infusion to newer heights. Students will be able to use computers to illustrate reports, to create art, to compose music, and to extend their knowledge of artists and their compositions. Without the new technology, students will not be able to develop technology skills needed for success in the 21st Century. Resources Analysis: There would be no personnel changes. The approximate cost would be $130,000 for the computer lab. Force Field Analysis: Students, staff, patrons, community members, and the Little Rock School District will be in support of the recommendation due to the anticipated benefits of the program. General Implementation Plan: If this recommendation is approved, implementation will begin in July, 199~ with completion of the project in 2000-01. Business Case is recommended yes no Plan modification is recommended yes no Overall recommendations are likely to have what type of budgetary impact: No budgetary impact Increased costs Decreased costs I 1TTLI\" R C\u0026gt;CI\u0026lt; S CHOOi DISTRICT CARVER MAGNET SCHOOL Addendum/Needs Assessment Report Carver's program being evaluated is the educational technology component. The data collected is derived from the quarterly report of Carver's Program Budget Document for 1994-95, staff needs assessment surveys and the Technology Team composed of the Principal, Media Specialist, Science Specialist, Math Specialist, Computer Specialist, Curriculum Specialist, Primary teacher and Intermediate teacher. Extended Evaluation Section VI Recommendations Carver will have a state of the art educational technology program designed and implemented which will include: 1. Selection/installation of new hardware/software 2. Staff development training Area Classifications Objectives 1. All carver students will Curriculum improve achievement, self and esteem and accomplishment Desegregatio:i through computer-assisted individualized learning. 2. Teachers will improve understanding and the use Curriculum of technology as a tool to and enrich the curriculum as Desegregation they link technology usage to the school improvement goals. I. Program Description School operations include the total integrated learning experiences which meet the academic, social, and developmental needs of all Little Rock School District students in a desegregated educational setting. Central office and staff Principals of the schools collaborate to ensure quality educational program planning for all students with the support of staff, parents, and the larger community. Purpose: To increase student educational achievement by improved use of educational technology through staff development and computer system up-grades. Scope and Content: The program will encompass the following components: Technology Inventory - a complete listing of current educational technology available at the school will be created. The inventory will identify: * Types and capacities of individual computers and internai computer networks * Software programs installed on school computers * Placement of the computers across the building . * Levels of student utilization of school technology * Building capacity (wiring) for additional network installation Core Team Selection - Staff from Carver will be selected to as a core team of trainers to the entire educational staff. team selection will include teachers, administrators, and specialists. serve Core topic Consultant - An independent computer consultant with expertise in educational technology will be contracted to assist in the development of the core Team training curriculum and other program activities. The consultant will be selected based on referrals from other school districts where similar programs have achieved cost-effective success. The consultant will work in conjunction with the Instructional Technology /Library Program at the LRSD Instruction Resource Center (IRC). The IRC is the district's inhouse resource for staff development, topic area supervision, and other staff/curriculum enhancements. Based on a review of the school technology inventory, interviews with teachers and other assessments, the consultant will provide the following services: * Development of a training curriculum for the core team * Development of a training curriculum for the entire educational staff * Recommendations on additional school-based networks - what they could do and how they could be used * Recommendations on implementing a central administration network that would allow teachers greater efficiency in accessing and maintaining student files * Identify program with proven effectiveness for minority and/or low scoring students * Recommend programs on interactive and literature based instruction, student portfolio assessment, and other areas. * Recommend an effective process for use of existing and new technological resources to meet program goals, particularly individualized instruction and classroom scheduling . . Core Team Training - The core team will receive intensive training in computer systems, effective usage of educational technology, selection of appropriate hardware systems and software programs to meet school needs, and techniques for sharing this information with others. The training of the core team will be guided by the program consultant and IRC specialists from the LRSD. Core Team members will attend off-site seminars and workshops, as well as follow a self directed course of study at the school. Training of the core team will establish them as effective trainers for the full school staff. School Staff Training - Training of the entire school staff will progress in relation to the capacity building of the core team. Under direction of the District's IRC specialists and the program consultant, a training curriculum will be developed utilizing oneon- one contacts, as well as small group and full staff presentations by the core team. A secondary team will also be established, creating an umbrella effect to facilitate the training process and clarify the learning for the teachers. Particular assistance will be provided by the IRC contract with Jostens, a company with established computer programs and networks at Carver. Through the IRC-Jostens linkage, specific assistance can be developed to increase teacher understanding and utilization of the installed programs. Both the core team and full staff training I\\,..._ ,.. o_,  ... ,\nJ process is designed to overcome the common school tendency to buy new hardware/software but inadequately train people to use it. Selection/Installation of New Hardware/Software Based on recommendation from the IRC staff and the program consultant. New equipment will be purchased and installed. Then, the Carver staff will be appropriately trained in its usage. Specialized software will be chosen for distinct administrative and educational needs. The programs will be selected based on the educational research and recommendation of the IRC staff, the program consultant and Carver's faculty and administration. Participants/Beneficiaries: All students will improve achievement through computer-assisted individualized learning. All students will improve self esteem and accomplishment but particular emphasis will be on students with low test scores on standardized tests. Teachers will improve understanding and use of technology as a tool to enrich the curriculum. II. Program Goal The intent of the school operations goal is to provide equitable educational opportunities for all students in the Little Rock School District. III. Evaluation Criteria 2. To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to support that belief. 1. Utilization of the school climate survey 1.1 Agendas of meetings 2.1 Reports of Supervisors, Assistant Superintendents 2.3 Staff Development rosters 2.3 Quality of education survey results 3.1 Completion of program design 3.2 School profiles and monitored building plans 4.1 Development of and sharing of school-based objectives, discipline policies, etc. 4.2 Statistical improvement in student behavior and achievement  3. To develop and implement policies which influence school climate and improve discipline and student attendance while meeting individual student needs and learning styles. 1. Comparative data annual school report for student attendance and student management quarterly reports 1. Quarterly discipline management reports that will reflect a decrease in behavior referrals and suspensions 2.1 Quarterly reports should include positive as well as negative reports which show an increase in the citizenship honor roll in elementary schools. 7. To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. 1. Meet the guidelines related to the extracurricular and co-curricular activities 1.1 Log of announcements, media usage, other community contacts 2. Develop and implement the school recruitment plan 3.1 Yearly (annual) analysis of participation data and comparative profiles 10. To give school principals sufficient authority to improve schools and to advocate for students, and to hold them accountable for results and opportunities for all students. 1. Principal Evaluation Process 1.1 Conduct of staff development 1.2 Principal Feedback 1. 3 Assistant Superintendent evaluations of school climate and programs and principal management of these 14. Provide staff development on an on going basis to staff and information to parents relative to student success. 1.1 Provision of staff development Evidence of enhanced classroom instruction with improved student performances IV. Evaluation Results Objective 2: To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to support that belief. Result: Active, well attended PTA meetings, school improvement teams, use of closed circuit T.V., news programs featuring \"at risk\" students, partnership utilization of AETN, weekly grade level/Specialists planning meetings attendance at professional conferences, and the development of the Student/Parent handbook were evidence of this belief. Every room in the facility is utilized to its maximum capacity. The GT Specialist shares a room with the two Curriculum Specialist. The Special Education specialist shares a room in the afternoon with the Speech Specialist. Carver could use an expanded wing of rooms to accommodate our 600 plus students and teachers. Objective 3: To develop and implement policies which influence school climate and improve discipline and student attendance while also meeting individual student needs and learning styles. Result: Positive discipline practices and training through in-service, student handbook presentations, committee reviews, Pupil Service Team interactions, Good Citizens Teas, home visits and the Caught Being Good program reinforced this objective. Funds from our Rockefeller Grant for School Improvement were used to provide inservice training in the Discipline with Dignity approach.  Objective 7: To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. Result: All children and parents were provided knowledge of all extra and co-curricular activities through the monthly Carver Courier, mailed to all households. Each family received a magnet proclaiming our years theme \"Healthy Lifestyles\" with monthly mail-outs and student work to stick to their refrigerator and learn along with their children. Carver's success stories were published throughout the year in the local paper and on television. Sixth grade students, teachers and parents attended Space Camp in Huntsville, Alabama for the first time as an added opportunity for learning more about the Young Astronaut Program. I Objective 10: To give school principals sufficient authority to improve schools and to advocate for students, and to hold them accountable for results and opportunities for all students. Result: This was accomplished through attendance at local and national conventions and transference of the latest educational strategies to staff and revitalization of Carver's curriculum. The institution of our monitoring program for all children scoring in the 25th percentile and it's cooperative/collaborative staff approach moved children's scores upward and bolstered their self esteem. Objective 14: Provide staff development on an on going basis to staff and information to parents relative to student success. Result: All parents are scheduled for parent conferences two days of each school year. Additional parent conferences are scheduled whenever a child's grades drop below a C average or when behavior problems begin to effect classroom climate. v. Obstacles To Goal Attainment Objective 2: Objective achieved. Necessary resources were provided to support a climate based on the belief and expectation that all children can and do learn.  This achievement would be greater with physical expansion of our building and improved educational technology. Our Desegregation Settlement capacity is 613 students. October 10, 1995 we had 626 students. {see Attachment) Individualized computer instruction would supplement teacher instruction and improve learning opportunities for all students. Objective 3: Objective achieved. Carver developed and implemented policies which improved school climate and discipline and attendance while meeting individual student needs and learning styles. This achievement would be greater with improved . educational technology. Attendance and discipline would be improved as we would increase student performance by low achievers. Computer programs offer immediate results and positive feedback which raise a child's self esteem and increase motivation for class  participation. Objective 7: Objective achieved. The school program provided and ensured opportunities and encouragement to all students to participate in extra curricular and co-curricular activities and assessed the results of school practices, paying special attention to their impact on minority and disadvantaged students. This achievement would be greater with improved educational technology. The hands-on approach and individualized learning process available through computers is especially effective in increasing student performance of low achievers. Objective 10: Objective achieved. The Principal had sufficient authority to improve the school and advocate for students and showed accountability for results and opportunities for all students. This achievement would be greater with improved educational technology. Gains projected for students will be equally evidenced by teachers. Their confidence in use of technology will motivate an increased commitment to student learning. Computers would become another tool for both instruction and learning. Objective 14: Objective achieved. Staff development was provided on an on going basis as was information to parents relative to student success. These achievements would be greater with improved technology. Staff surveys the last two years show educational technology to be a high priority with this staff and parents. Computers would become another tool for both instruction and learning. VI. Recommendation Carver will have a state of the art technology program designed and implemented which will include: 1. Selection/installation of new hardware/software 2. Staff development training Objective 1: All Carver students will improve achievement, self esteem, and accomplishment through computer-assisted individualized learning. Evaluation Criteria: Standardized tests, portfolio assessment, logs.  (Stanford, ABACUS)' improved attendance, teacher evaluation, grade and discipline  Expected Benefits: 1. Hands-on approach and individualized learning process available through computers is especially effective in increasing student performance by low achievers. 2. Computer programs off er immediate results and positive feedback which raise a child's self esteem and increase motivation for class participation. 3. Children are generally more willing to take a chance with a computer as opposed to raising their hands in class. 4. Keyboarding and the neatness of computer printers offer a sense of accomplishment to students as they struggle to develop penmanship skills. 5. Computers can offer 3-D imagining concrete conceptualization for pre operational and concrete operational students. (Especially important to under achievers and helpful in bridging the disparity gap.) 6. Students can gain a community and global awareness using computers for communication with E-mail. 7. More self-directed learning after knowledge of how to access different systems. Objective 2: Teachers will improve understanding and use of technology as a tool to enrich the curriculum as they link technology usage to the school improvement plan goals. Evaluation Criteria: Teacher/student usage log, computer evaluation reports for parent contact of student progress, improved student performance on all test. Expected Benefits: 1. Teacher training in classroom management skills for adequate student time - on task at classroom computers, particularly for students with low test scores. 2. Computer assisted administration such as programs for grade book management or student portfolio compilation and assessment. 3. Teacher confidence in use of technology and sense of accomplishment in assisting student development will motivate and increased commitment to student learning. 4. Computers will become another tool for both instruction and learning. 5. Teachers access to latest information at a moments notice will allow for immediate monitoring and adjustment. 6. Lends itself beautifully to enrichment as well as remediation. 7. Teachers are no longer isolated in the classroom or building. Internet will allow for global communication and perspective. Objective 3: Advanced Carver students and students with special academic requirements will have their needs met through the audiographic teleconferencing form of distance learning. Evaluation Criteria: Standardized tests, teacher evaluation, improved attendance, and discipline logs. Expected Benefits: 1. Students with special needs will participate in here-to-fore particularly in the areas of science. have the opportunity to unavailable coursework, foreign languages, math and 2. Classroom teachers will be able to provide a broadened range of individualized instruction in a high-quality, cost-effective way. Impact analysis: Carver Basic Skills/Math Science Magnet School, offers a K -  6 process-focused curriculum with special enhancements to the core curriculum that attract students from Little Rock, Pulaski County and North Little Rock. An upgraded state of the are computer technology program can only serve as an added attraction to white students who often choose to attend private schools. The recruitment of white students to the District is one of the goals of the Desegregation Plan. The District is under court order. During the 1994-95 school year Carver was one of three schools to raise out overall score average and to decrease our number of student in the lowest quartile. Disparities still exist. School staff have identified the reduction of these disparities as a priority objective in the school improvement plan. It is also a goal of the Desegregation Plan. The improved knowledge and use of computer technology by staff and students will allow us to do this more successfully. ~ 'JI, - a White - 1994 Stanford Achievement Test Mean Percentile Rank Total Math Total Reading Complete Battery Black White 0 - . White - Black White Other Brade K 57 52.6 43.8 3.5 Grade 1 67 52.2 38.8 8.9 56 93 95 67 92 93 60 93 93 Grade 2 84 48.8 51.1 63 92 44 80 52 89 Grade 3 90 50.0 45.5 4.4 51 85 89 44 75 82 45 82 89 Grade 4 92 50.0 47.8 2.1 59 82 71 :51 78 71 59 84 73 Grade 5 96 51.0 48.9 47 89 31 80 43 88 C3rade 6 87 58.6 39.0 2.2 69 92 99 39 88 98 54 91 98 Total 573 51.8 45_4 2.7 This educational technology program recommendation addresses five areas listed in the National Education Goals: 1. School Completion - The program outcome of greater educational success and appreciation of the school environment by elementary school students will carry over to the high school level and contribute to the goal of a 90 percent graduation rate. Increased familiarity with educational technology will facilitate student learning in their high school years when such technology takes on a predictably larger role in the overall learning environment. 2. Student Achievement and Citizenship - Program outcomes of increased educational attainment in reading and math support the goals of students leaving grade 4 with demonstrated competency over challenging subjects.  3. Science and Math - Program outcomes of student improvement in mathematics will contribute toward the national goal of becoming first in the world in this area. 4. Disciplined Schools - Program outcomes of establishing a structured classroom environment where students have scheduled time for individualized computer assisted learning will contribute to an overall environment that promotes self discipline and goal setting and is conducive to learning. 5. Teacher Education and Professional Development Program outcomes of increasing teacher capacity in use of educational technology offer teachers direct access to the knowledge and skills needed to instruct and prepare all American students for the next century. This educational technology program recommendation addresses the state of Arkansas and the Little Rock School District Learner Outcomes. In 1991 the Arkansas Board of Education published a set of Learner Outcomes that are directly supported by program goals. These include: 1. Students will acquire core concepts and abilities from the sciences, the arts, humanities, mathematics, social studies, language arts, foreign languages, physical/health education, practical living studies and existing/emerging technologies. 2. Students will apply various thinking/problem solving strategies to issues related to all subject matter fields and to real life situations. 3. Students will exhibit/demonstrate attitudes and attributes that will promote mental, physical and emotional health. 4. Students will demonstrate good citizenship and function as positive members of the local, national, and world community. Also in 1991, the LRSD published a set of eight Student Learning Outcomes, four of which are directly supported by the program. These outcomes state that all students who graduate from the 12th grade will: The 1. 2. 3. 4. 5. 6. 7. 8 .  9. 10. 11. 1. Adequately master reading, writing, speaking, listening, communicating, critical and creative thinking, and mathematical skills sufficient for effective, efficient functioning. 2. Locate and use needed information from printed materials and/or other resources. 3. Identify problems and needs, apply problem solving strategies, and analyze information for meaning and/or action. 4. Use tools of technology at an effective, efficient, flexible, and adaptable level. risks of not implementing the program are: Increased white flight Increased disparity on standardized tests Stagnant math/science program Teacher frustration with technology Inadequate computer skills of teachers and students Lower test scores Falling further behind students from other states and countries in computer technology Inability to use the encyclopedia in the computer lab because the present system needs more memory space than we have Loss of instructional time in lab due to inadequate and inconsistent operation of all the aged computers Limiting the opportunities for addressing research based learning styles of African Americans. (Kinesthetic and visual) Limiting the opportunities for teaching Lazar's intelligences: Analylitical, Inter/Intra Personal, Auditory, Artistic, Muscle Memory \u0026amp; Spatial With Arkansas leading the nation in the area of Computer technology and many other districts in the state already connected to world wide networks, we at Carver in a Math/Science magnet are falling farther behind by the minute. The time is right for us to offer our students the opportunity to not only compete with others in the state, but to lead as is expected in a Math/Science Magnet school. We needed this technology program yesterday. Resources Analysis: Personnel: A core team of 8 - 10 present staff members with keen computer technology interest will be selected. The core team will receive training in computer systems, effective usage of educational technology, selection of appropriate hardware systems and software programs to meet school needs, and techniques for sharing this information with others. The training of the core team will be guided by the program consultant and IRC specialists from the LRSD. core Team members will attend off-site seminars and workshops, as well as follow a self directed course of study at the school Training of the core team will establish them as effective trainers for the full school staff. Training of the full school staff will progress in relation to the capacity of the core team. Under direction of the District's IRC specialists and the program consultant, a training curriculum will be developed utilizing one-on-one contacts, as well as small group and full staff presentations by the core team. A secondary team will also be established, creating an umbrella effect to facilitate the training process and clarify the learning for the teachers. Particular assistance will be provided by the IRC contract with Jostens, a company with established computer programs and networks at Carver. Through the IRC-Josten's linkage, specific assistance can be developed to increase teacher understanding and utilization of the installed programs. Both the core team and full staff training process is designed to overcome the common school tendency to buy new hardware/software but inadequately train people to use it. The Media Specialist, Math Specialist, Science Specialist and Computer Specialists will be the leaders of the core team and the five year implementation. Financial Analvsis: Year 1 Year 2 Year 3 Year 4 Year 5 96 - 97 97 - 98 98 - 99 2000-2001 2001-2002 28,130.00 28,130.00 28,130.00 28,130.00 28,130.00 Total for 5 years of $140,650.00 Sources of revenue funding are the North Little Rock, Pulaski County, and Little Rock School Districts and the State of Arkansas and other possible grants. Carver's Science and Math Specialists are working on two grant proposals at this time. Force Field Analysis: The primary supporters of this recommendation are the present parents of carver Students and perspective parents. All students and staff of Carver will support this endeavor. The East Enc Community Development Corporation will also be a supporter. Perhaps community night classes could be offered at Carver in computer technology to increase the knowledge and skills of those parents, students and other community members of this area. The courts and the ODM should support this recommendation as it will only serve to enhance the Desegregation Plan. General Implementation Plan: Year One . RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON{S) 1. Select core team November 1996 Principals 2. Select consultant February 1997 Core team IRC Specialist 3. Perform inventory March 1997 Consultant Computer \u0026amp; Media Specialist 4. Determine May 1997 Consultant software needs IRC Specialist 5. Design network to June 1997 Consultant support software IRC Specialist needs ,.._ . ,. :J Year Two . RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON(S) 1. Upgrade cable August 1997 Consultant and electrical IRC Specialist needs 2. Purchase saver September 1997 Consultant and components IRC Specialist Principal Procurement 3. Purchase October 1997 Consultant software IRC Specialist Core Team 4. Purchase October 1997 Principal computers for Consultant library IRC Specialist Procurement 5. Train core team January 1998 IRC Specialist Independent in-service groups Core team Year Three: RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON(S) 1. Purchase August 1998 Principal computers for Consultant lab IRC Specialist Core team Procurement 2. Train classroom May 1999 Core team teachers Year Four. RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON{S) 1. Purchase August 1999 Principal remaining Consultant computers for IRC Specialist classrooms Core team Procurement 2. Train remaining May 2000 Core team faculty members Year Five: RESPONSIBLE/ PARTICIPATING ACTIVITY COMPLETION DATE PERSON{S) 1. Purchase August 2000 Principal remaining Consultant computers for IRC Specialist classrooms Core team Procurement 2. Train new staff October 2000 Core team members 3. Evaluate the December 2000 Consultant project Core team IRC Specialist Principal \"The Most Beautiful High School in Am~rica\" Central High School 14th and Park Streets Phone 376-4751 INTERNATIONAL STUDIES MAGNET PROGRAM In-depth Program Evaluation Program Description Little Rock, Arkansas 7220: The International Studies Magnet program at Central High is designed to prepare students to function effectively in the global comrnuni ty. Through this program, students develop awareness and knowledge so that they can relate to people of other cultures and countries, learn to communicate proficiently in at least one foreign language, develop skills for analyzing complex global issues, and have a solid working knowledge of history and geography. Purpose For more than three decades, the Little ~ock School District has experienced many social problems which resulted from racial and ethnic imbalances in the district. To complicate matters, the demographic, economic, and sociological features have been in constant change. Seemingly, many of the middle class and the upper-middle class parents are unwilling to support and are ready to abandon the public education system of Little Rock. A condition 2 of blight and desertion has been created by this behavior. In an effort to counteract this systematic cycle of neglect and abandonment, the International Studies Magnet program was established, beginning the fall semester of the 1990-91 school year. Scope and Content The International Studies Magnet program at Central High School serves as a culmination for international studies, representing those students who have developed through the programs at Gibbs and Dunbar and those who enter the IS Program at the high school level. The Central High School IS program and students will focus on interdisciplinary and multiperspective strategies that will increase the students' awareness and acceptance of all aspects 0 world cultures--from economics and global issues to humanities and geography. Students will recognize and accept their relevance in today's world and will develop the ability to function in and contribute to an interdependent global community of trade and cooperation. Participants/Beneficiaries Primarily, the students enrolled in IS courses are the participants and beneficiaries of the IS program. However, the Central student body at large will benefit and participate from the program and will be able to take IS courses where space is available. 3 Moreover, the entire Central family, the Board of Directors, the district, the Pulaski County School District, and Pulaski county at large will benefit from the positive impact that the International Studies Magnet program will have. Program Goal The intent of the International Studies Magnet program is to provide equitable global educational opportunities for all students enrolled in the program as well as other Central students whenever space is available. It is further intended to facilitate the achievement of racial balance by encouraging, recruiting, and retaining white students from the North Little Rock and Pulaski County School Districts. Also, the program will be further balanced by recruiting black students who are already in the Central zoning area. Evaluation Criteria The evaluation criteria to be used as set forth by the district is as follows: 1. The magnet component of the program will result in the further desegregation of the school by attracting M-to -Mand out-of-zone students to the program. 2. The identification of the magnet program costs for personnel, supplies, equipment, materials, staff development, etc. will be determined. The cost per 4 None Attendance Zone and M-to-M Students Black White Other Total 237 118 23 378 International Studies Magnet Students Black White Other Total 27 87 9 123 As the above data shows, Central has attracted -377 out-of-zone and M-to-M students. This number comprises 24% of the school's entire enrollment, which is 1,588 students. There are 528 white students enrolled this school year. Out of that number, 118 are M-to Mor out-of-zone, which comprises 22% of the entire white student enrollment. This information is based upon the data provided by the Student Assignment Office. Additionally, the IS Magnet was assigned 175 seats. Of that number, 123 seats are filled, which is 70% of the allotted space. Objective 2: [Identify the magnet program cost for personnel, supplies, equipment, materials,staffsf development, etc. Determine the cost per student based on magnet participation levels.] Thecostst incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program, and the achievement of the participants. Discussion 1. The cost of the Magnet program a. Personnel - No additional cost was incurred for personnel. The teachers and the specialist were already a part of the I 5 equipment, materials, staff development, etc. Determine the cost per student based on magnet participation levels.] The cost incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program, and the achievement of the participants. Discussion 1. The cost of the Magnet program a. Personnel - No additional cost was incurred for personnel. The teachers and the specialist were already a part of the faculty. The specialist was not compensated monetarily for the duties she performs. She was merely given one period off per day to perform magnet school duties. b. Supplies - Teachers will be able to purchase all of the supplies needed to effectively facilitate the teaching of their students. The cost for supplies has not been determined. c. Equipment - Some foreign language teachers have requested VCR's to facilitate the teaching of their classes, which would be shared with other IS teachers in their proximity. No equipment has been purchased at tn\nc ~\n~0 d. Materials - The amount of $1,990.00 teaching materials. e. Staff development - Monies have not development. 2. The cost incurred in delivery of the mag minimal, and the benefit to students was 5 equipment, materials, staff development, etc. Determine the cost per student based on magnet participation levels.] The cost incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program, and the achievement of the participants. Discussion 1. The cost of the Magnet program a. Personnel No additional cost was incurred for personnel. The teachers and the specialist were already a part of the faculty. The specialist was not compensated monetarily for the duties she performs. She was merely given one period off per day to perform magnet school duties. b. Supplies  Teachers will be able to purchase all of the supplies needed to effectively facilitate the teaching of their students. The cost for supplies has not been determined. c. Equipment Some foreign language teachers have requested VCR's to facilitate the teaching of their classes, which would be shared with other IS teachers in their proximity. No equipment has been purchased at this time. d. Materials - The amount of $1,990.00 has been spent on teaching materials. e. Staff development Monies have not been spent for staff development. 2. The cost incurred in delivery of the magnet program was minimal, and the benefit to students was outstanding. 6 a. There are 123 students enrolled in the IS Magnet program for the 1995-96 school year. The budget allocated for the operation of the program was $7,435.00. The cost for each student enrolled is $60.45. b. Many of the students enrolled at Central are the highest in not only the Magnet program but in the state, also. Without the IS Magnet program, Central would not have the number of Merit Scholars, etc., and many of our most gifted students would have to attend elsewhere. obstacles to Goal Attainment Objective 1: The objective stated in item number one was not completely fulfilled. The IS program attracted 123 white students out of the 175 seats allotted. The program needs to be expanded and more resources provided for staff development, equipment, etc. Objective 2: In terms of the goals of the IS Magnet program as stated in objective number two, the rewards far outweighed the investment in the program. Recommendations It is recommended that the International Studies Magnet program be augmented as stated below in reference to objective one (1) and two (2) . I I I Recommendations It is recommended that the International Studies Magnet program be augmented as stated below. It is recommended that the IS program be established as a node on the Internet. The Internet was initially created for use by the Department of Defense in 1969. Since then, it has grown to include educational institutions and corporations, as well as any other type of establishment one could think of. It is the largest collection of computer networks in the world, connecting well over 17 million people worldwide. As we are quickly moving out of a manufacturing economy and into an information economy, it is important that we give students the tools to compete in the real world. It is nigh impossible to do so without giving them access to adequate equipment and services. In 15 years, one will not be able to survive in this society without the aid of a computer. An unlimited amount of information is contained within the Internet. It is said that man's knowledge doubles every four to five years. More than likely, in some form or another, this rapid influx of information will be archived electronically along with the vast amounts of information that man has accumulated over the centuries. Any information on any subject may be found on the Internet. From important research data from leading colleges and universities to over 75% of all government documents that can be viewed (and some that can not) by the public are all archived electronically and available on the net. One could, with only a few keystrokes, be able to look up everything on a given Congressman, President, or 7 J1 --- , ... ::,------------------~~~~-------------- 8 any other government official. One could even correspond to the official via E-mail. If not for the Internet, finding vast amounts II of this type of information and this level of involvement in government, just short of actually voting, would be a daunting task, to say the least. The Internet is also about people. Through the Internet, students are able to experience the ambiance of distant cultures with the touch of a button. Students would be able to log onto the databases of top universities, accessing all kinds of information on just about anything one could think of. The net could be integrated into all aspects of student life. School based organizations could (i.e. clubs, the Wellness Clinic, etc.) communicate with similar organizations of other schools, trading ideas and suggestions. More importantly, a bond would be established between our school and other schools worldwide. The . departing seniors would no longer have to fear going somewhere distant for, more than likely, they will already have been reassured by a welcoming face from a friend at the intended destination. A working relationship could be established between Central and other schools. The community could also be involved. Information on government programs, entitlements, revitalization grants, etc. can easily be found electronically. The benefits of installing a networked, school-wide system that would be able to access the Internet would greatly outweigh the costs . Many schools, the Arkansas School for Math and Science and Clinton Elementary, for example, have already been networked 9 and are established as nodes on the Internet. The Internet is for everyone to use, and the district would be doing its students, as well as the community and future generations to come, a great disservice by not investing now in such a rich commodity. The International Studies Magnet program consists of 18 teachers. There are 119 students enrolled in the program. Of these students, only one percent is black. A balance at the school could be achieved by having the black students who meet the requirements of the IS program declare themselves as IS students. In that the program was designed to achieve racial harmony, the ration between black and white students should be balanced. Even though the IS program impacts approximately 50% of the schools' population through the enrollment of students in the IS English, IS Drama, foreign language and social studies courses, the program itself needs to be balanced. The IS program at Central should be continuation of Gibbs and Dunbar International Magnet Schools. Thus, more leadership is needed to make the bond a reality. In addition, the IS program needs leadership to strengthen the curriculum coordinate the program with the staff and students, provide resources and training the international studies to the staff, and increase the visibility of the program for the Pulaski County community at large. In order to be successful in these endeavors, the coordinator needs to be given a ten month contract and a one-half day teaching load. The coordinator should teach two classes in the morning and have a one hour preparation time. The afternoons will be devoted 10 to the IS activities and related business in the area designated at office space for the coordinator. Expected Benefits Not only will meeting the objectives set forth benefit the IS Magnet population, but it will also benefit the student body at large. Also, of the paramount importance, if will increase the white student enrollment. Further, the quality of the program and the effective teaching methods used will improve student achievement and will enable students to be more agreeable to attending Central High School. Impact Analysis The International Studies Magnet program will be supported by technology that will motivate and stimulate students as they progress in understanding the global village concept while developing academic skills. Resource Analysis Provided is a listing of .hardware and software that must be purchased to join the Internet. Included is the projected budget for staff development of teachers, etc. (see attachment). Force Field Analysis The primary supports of these recorranendations will be the Central High family, the district, the Board of Directors and the Pulaski County community at large. Those who oppose will be persons who do not promote the global village concept or integration. Also, since the IS program will I I 11 attract students who might have enrolled in the Pulaski County School District and the North Little Rock School District, they should be considered detractors. Since the IS program will bring positive publicity to Central High, a noted school worldwide, it is expected that the city of Little Rock will have a positive response. Date 11/95 4/96 4/96 5/96 5/96 8/96 6/97 Negative reactions can be reduced by all .those involved. General Implementation Plan Timeline Activity Plan presented to Board of Directors for Approval Bid for Hardware/Software Opened Hardware/Software Ordered Hardware/Software Installed Additional Materials/Supplies Ordered Staff Development Begins On-going Monitoring/Assistance Provided Evaluation of Current Theme Implementation Person(s) Responsible Superintendent Purchasing Purchasing vendor Theme Specialist Theme Specialist Vendor Coordinator Principal Coordinator CurriculumSupervisors Central High School International Studies Magnet In-depth Program Evaluation Recommendation and check-off of the budgetary impact statement Business Case is recommended yes --~no Plan modification is recommended yes __ _,no 12 Overall recommendations are likely to have what type of budgetary impact: No budgetary impact Increased costs Decreased costs Central High School International Studies Maqnet In-depth Program Evaluation ADDENDUM Program Description . The International Studies Maqnet proqram at Central  Hiqh School,. is designed to prepare students to function effeot'-ively in the qlobal community. Through this program, students de~elop awareneas :and knowledge so that they can relate to people of '. other cultures .and countries, learn to communicate proficiantly. in at leat .,one foraiqn language, develop akills for analyzing complex global issues, and have a 1olid working knowledge of history and geography. How the Data Was Gathered  The data in this evaluation is .based upon the 1-m.formation obtained .. from the Student Assignment Office, centralsAttendance Offtce, International Studies files, and a questionnaire given to students in International studies courses. Recommendations It is recommended that the International Studie Magnet proqram be augmented as stated below. Curriculum The curriculum of the International Studies  Magnet needs to: be expanded to attract more student\u0026amp; by adding D\\ore di1ciplina1 - to _-- t he Magnet program, establishing a continuum between Dunbar and ... central, and. :by makinq the IS program a node on the Internet. Additionally, the coordinator needs to be provided with time to strengthen the curriculum, coordinate the program with staff :and student , provide resources and training for the members of th IS staff, and increase the visibility of the program for the Pulaski eounty community at large. Desegregation Becomin9 a node on the Internet, expanding the oour1e offering  , and providing more time for the coordinator' position w.111 facilitate the desegregation of central High Sobool. Havinq acca to the Internet will virtually ensure an increase in enrollment. The best schools, teachers and coursea without regard . to 9eography, distance, resources, etc. will be. available to tha atudents. Installing the Internet, expanding the\nproqram to include other disciplines, and provid1nq ample time for the coordinator will serve as the \"magnet\" . -needed to attr.ct the  necaaaa.ry enrollment. Addendum Central High School International Studies Magnet Paga 2 Support Area 'l'he Guidance Department needs to be added to the IS Mac,nat ataff. In that they are the staff members responsible for enrollin9 atudents in the program and helping to recruit them for it, -tima need to be provided for in-service so that they can be fully aware of what the program involves . . Also, the vice-principala need to ba cognizant of the requirements for enrollinc\nin tha IS proqram and to be abreast with the concepts of the proqram ao that they can, also, assist in the recruitment of students~ fl'harefore, traininq needs to be provided for the vice-principals a well. ADMINISTRATIVE SUMMARY PROGRAM NAME: Communications PROGRAM DESCRIPTION: The Communications Department of the Uttle Rock School District is responsible for both internal and external communications for the largest school district in Arkansas. These responsibilities include communications among students, employees, the Board of Directors, parents, the news media. the business community, and all city residents. A major responsibility of this program is to fulfill the public relations function as outlined in the desegregation plan. With limited personnel and equipment resources, the Communications Department successfully fulfills its publication responsibilities, including newsletters, school calendars, brochures, and news releases. However, community outreach, recruitment, and dissemination of information via broadcast methods are not successful due to underutilization of Cable Channel 4 and lack of video production capabilities. RECOMMENDATIONS: . It is recommended that additional resources be committed to video production to improve recruitment efforts and community outreach through better utilization of Cable Channel 4. This will result\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "}],"pages":{"current_page":501,"next_page":502,"prev_page":500,"total_pages":6797,"limit_value":12,"offset_value":6000,"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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